The syntactic norms of a language are the norms for constructing phrases and sentences.
These rules are, for example,
- with the choice of case of nouns(do not see the error - do not see the error). Normative transitive verbs, when negated, require the setting of a noun in R.p., i.e. normative will be the option not to see errors,
- word order(The novel created by Lermontov gives an idea of the hero of our time). Normative participial turnover is placed either before or after the word being defined, i.e. the correct options will be: the novel created by Lermontov gives an idea of the hero of our time or the novel created by Lermontov gives an idea of the hero of our time;
- using participial and adverbial phrases(Having come to work in a small town, people advised him to visit the Turkin family). According to the rules, the participle denotes the action of the subject, i.e. should write: When Startsev came to work in a small town, people advised him to visit the Turkin family;
- homogeneous members of the proposal: Chekhov was a famous prose writer and short story writer.
Normatively, it is impossible to combine generic and specific concepts as homogeneous members: the word prose writer is generic (wider in meaning) in relation to the word novelist, i.e. it was necessary to write: Chekhov was a famous prose writer.
- building a complex sentence The first thing I want to draw your attention to is the economic situation. According to syntactic norms, the predicate expressed by the noun is used in Im.p., i.e. The correct sentence would be: The first thing I want to draw attention to is the economic situation
Types of Syntax Errors
- word order violation:
On the stands there are posters about the writer's speeches in German, French, Czech, Polish. (Needed: Posters in German, French, Czech, Polish are presented on the stands about the writer's speeches.) In the first version, the wrong word order created ambiguity,
- management violations:
a) the use of the controlled word is not in the case that the control word requires:
The results we have achieved are shown in Table 1.
(The short participle shown requires the controlled word to be in C.p.) Correct option: What results we have achieved is shown in table No. 1)
b) violation of control with synonymous words - confidence in victory. Synonymous words confidence - faith require the formulation of the word in different cases: confidence (in what?) In victory, faith (in what?) In victory;
c) violation of control with homogeneous members of the sentence - covers and indulges bad inclinations. Homogeneous members of the sentence require different cases from the controlled word: it covers (what?) bad inclinations and indulges (what?) them;
d) stringing cases - has a list compiled by the agent. The use of a chain of dependent words in the same case creates ambiguity: it has a list compiled by the agent).
- errors in the use of homogeneous members of the sentence:
a) incorrect connection as homogeneous members of materially inhomogeneous concepts:
educational and perspective task;
specific and generic concepts: oranges and fruits;
intersecting concepts: youth and girls;
noun and indefinite form of the verb: wish you good luck and stay with us;
participial and participle revolutions: giving all his strength and striving ...;
participial turnover and attributive clause: who passed the work and received ...;
b) ambiguity due to the possibility of referring one of the homogeneous members to another series:
The audience wished the writer deliverance from illness and health.;
due to the incompatibility of one of the homogeneous members with other words: surround with attention and help (you can: surround with attention, you can’t - surround with help);
c) incorrect use of prepositions and conjunctions with homogeneous members of the sentence:
a children's complex on the Black Sea and the Moscow region - you need: on the Black Sea and in the Moscow region; I read not only books, but also outlined them, it is necessary: not only read, but also ....
- mistakes when using participial phrases:
a) the wrong form of the participle (the type, time, pledge or case form is not taken into account): along the path drawn by the great Glinka (in this case, the case form of the participle is incorrect: along the path (what?) Inscribed;
b) wrong word order: On the table lay the edited manuscript by the editor. Required: Manuscript, edited by the editor, ... or edited by the editor of the manuscript.
- incorrect use of adverbial phrase:
a) the type of participle is not taken into account:
Approaching the river, we stopped the horses and rushed into the water. Required: Having approached the river, we stopped the horses and rushed into the water.
b) it is not taken into account that the action of the participle refers to the action of the subject:
Having run up to the station, the train had already departed. Arriving in the city, it was still dark. Needed: When we ran to the station, the train had already left. When we arrived in the city, it was still dark.
- errors in the construction of a complex sentence:
a) cluttering up the sentence with the same type of subordinate clauses:
He suggested that he was misunderstood by readers, saying that he was presented with a completely different interpretation of events. Need: He suggested that he was misunderstood by readers because he presented the interpretation of events in a completely different way.
b) the diversity of parts of a complex sentence:
It must be remembered that you need to: 1) leave space for notes, 2) be sure to draw up footnotes, 3) place the bibliography in alphabetical order. Need: It is necessary to remember that you need to: 1) leave space for notes, 2) be sure to draw up footnotes, 3) place the bibliography in alphabetical order.
c) displacement of the structure:
The main thing the speaker insisted on was taking into account the factor of the addressee. Needed: The main thing the speaker insisted on was taking into account the factor of the addressee.
d) incorrect use of unions and allied words:
But nevertheless, we must say. Needed: But still, we have to say.
e) wrong word order in a complex sentence:
In front of us were the horses of the Cossacks, whose muzzles were covered in foam. Needed: In front of us were Cossack horses, whose muzzles were covered in foam.
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1. Introduction
1.1 Modern speech situation……………………….………………..…2
1.2 Language and speech………………………………………………….……………...3
1.2.1 Speech, its features…………………………................................................ ..4
1.2.2 The subject and tasks of practical stylistics……………………...….5
1.2.3 Culture of speech……………………………………………………….......6
2. Accuracy and clarity of speech
2.1 Accuracy of word usage…...………………….………………..……7
2.2 Stylistic assessment of dialectisms, jargons………………..…8
2.3 Stylistic assessment of borrowed words……………………….….9
2.4 Words-paronyms and accuracy of speech………………………………………….11
2.5 Accuracy of inflection and shaping……………………….13
2.6 Clarity of syntactic constructions………………………….……....14
3. Conclusion…………………………………………………………………....15
4. Literature………...…………..…………………………………………….16
Modern speech situation
Language is a powerful means of regulating people's activities in various fields, therefore, studying the speech behavior of a modern person, understanding how a person owns the richness of the language, how affectively he uses it, is a very important and urgent task.
Every educated person must learn to evaluate speech behavior - his own and those of his interlocutors, to correlate his speech actions with a specific communication situation.
Today, the speech of our contemporaries attracts more and more attention of journalists, scientists of various specialties (linguists, philosophers, psychologists, sociologists), writers, teachers, it becomes the subject of heated discussions among ordinary Russian speakers. Feeling speech problems, they try to answer the question of what is the reason for the disturbing state of speech culture. The age-old Russian questions “what to do?” and "who is to blame?" quite natural in relation to the Russian language and Russian speech.
In the in-depth study "The Russian Language of the End of the 20th Century (1985-1995)", an attempt was made to highlight the most significant features of the Russian language of the end of the century. It notes:
“The events of the second half of the 1980s - early 1990s were similar to the revolution in their impact on society and language. The state of the Russian language of our time is determined by a number of factors.
1. The composition of participants in mass and collective communication is expanding dramatically: new strata of the population are joining the role of speakers, the role of writers for newspapers and magazines. Since the late 80s, thousands of people with different levels of speech culture have received the opportunity to speak publicly.
2. In the media, censorship and auto-censorship, which previously largely determined the nature of speech behavior, are sharply weakened.
3. The personal beginning in speech increases. Faceless and unaddressed speech is replaced by personal speech, it acquires a specific addressee. Biological communication, both oral and written, is increasing.
4. The sphere of spontaneous communication is expanding, not only personal, but also oral public. People no longer give or read pre-written speeches. They say.
5. Important parameters of the flow of oral forms of mass communication are changing: the possibility of a direct appeal of the speaker to the listeners and feedback from the listeners to the speakers is created.
6. Situations and genres of communication are changing both in the field of public and in the field of personal communication. Rigid limits of official public communication are weakened. Many new genres of oral public speech are born in the field of mass communication. The dry radio and TV announcer has been replaced by a presenter who reflects, jokes, and expresses his opinion.
7. The psychological rejection of the bureaucratic language of the past (the so-called Newspeak) is growing sharply.
8. There is a desire to develop new means of expression, new forms of imagery, new types of appeals to strangers.
9. Along with the birth of the names of new phenomena, there is a revival of the names of those phenomena that return from the past, banned or rejected in the era of totalitarianism ”(Russian language of the end of the 20th century. M., 1996).
The freedom and emancipation of speech behavior entails the loosening of linguistic norms, the growth of linguistic variability (instead of one acceptable form of a linguistic unit, different variants turn out to be acceptable).
Language and speech
Linguists of the second half of the 19th and early 20th centuries, overcoming the universalism and dogmatism of naturalists (Schleicher), more and more delved into the study of individual linguistic facts and brought their studies to the speech of an individual person. The successes of the new science - psychology - contributed to these aspirations - to bring research to the individual. These views, in their extreme manifestation, went as far as denying the language as the property of the collective, questioning the existence of languages.
So, A. A. Shakhmatov believed that “real life has the language of each individual; the language of a village, city, region, people turns out to be a well-known scientific fiction, because it is composed of the facts of the language that are part of certain territorial or tribal units of individuals. (Shakhmatov A. A. Essay on the modern Russian literary language, 4th ed. M., 1941. p. 59.)
Proponents of such views, according to a Russian proverb, "can't see the forest for the trees." W. Humboldt (1767-1835) wrote about this: "... in reality, language always develops only in society, and a person understands himself insofar as experience has established that his words are also understandable to others." (Humboldt V. On the difference in the structure of human languages and its influence on the spiritual development of the human race, see: Zvegintsev V.A. The history of linguistics of the XIX-XX centuries in essays and extracts. 3rd uz. M., 1964. Part 1 pp. 97)
This idea in the formulation of Marx is as follows: language is “... existing for other people and only thereby also existing for myself” (Marx K. German ideology / / Marx K. and Engels F. Op. 2 -e ed. T. 3. S. 29.), and if the language is always the property of the collective, then it cannot be a mechanical sum of individual languages. Rather, the speech of each speaker can be considered as a manifestation of a given language in a particular life situation. But the individual characteristics in the speech of each person is also an indisputable fact.
This raises a very important problem: languages. These concepts are often confused, although it is quite clear that; for example, physiologists and psychologists deal only with speech, in pedagogy it is important to talk about the development and enrichment of students' speech, in medicine - about speech defects, etc.; in all these cases, "speech" cannot be replaced by "language", since it is a question of a psychophysiological process.
Speech, its features
If language is a system of signs and symbols, then speech is the process of using language. Speech is the realization of language, which reveals itself only through speech.
In linguistics, speech is understood as a specific speaking that takes place in time and is clothed in a sound form (including internal pronunciation - inner speech) or written. Speech also includes the products of speaking in the form of a speech work (text), fixed by memory or writing. The differences between speech and language are as follows.
First, speech is concrete, unique, relevant, unfolds in time, is realized in space. Let us recall the ability of some speakers, for example, the Cuban leader F. Castro or the Soviet President M. Gorbachev, to speak for hours. Collected works of many writers has dozens of volumes.
Secondly, speech is active, linear, tends to combine words in the speech stream. Unlike language, it is less conservative, more dynamic, mobile. So, with the announcement of publicity and freedom of speech in our country, the manner of presenting information has noticeably changed, especially about political leaders and social processes. If earlier the messages were kept strictly in the official style, now no one writes about these processes and leaders without a slight irony.
Thirdly, speech as a sequence of words involved in it reflects the experience of the speaker, is conditioned by the context and situation, is variable, can be spontaneous and disordered. We often come across examples of such speech in everyday life and at work.
Speech, on the one hand, using already known linguistic means, fundamentally depends on the language. At the same time, a number of speech characteristics, such as tempo, duration, timbre, loudness, articulatory clarity, accent, are not directly related to the language. Of particular interest is the use in speech of words that are absent in the language. For the study and enrichment of the Russian language in linguistics, the following directions are singled out and developed: "The style of the Russian language" and "Culture of speech".
The subject and tasks of practical stylistics
The term "practical style" is found in V.V. Vinogradova, G.O. Vinokura, K.I. Bylinsky and other researchers of the problems of stylistics. It is also used in foreign science... Manuals on the normative style of national languages are being created. Attempts are made to define the concept of normativity, linguistic (and stylistic) norm.
The concept of norm is important for any literary language. Even in the artistic and fiction style, where the freedom of choice of language means is widely used and the originality of the individual style of the writer is affected, a complete departure from the national norm is impossible, because “the language of a truly artistic work cannot deviate far and significantly from the basis of the national language, otherwise it will cease to be generally understandable. ".
In practical stylistics, where lexical and grammatical synonymy plays a huge role, the norm is “the totality of the most suitable (“correct”, “preferred”) language means for serving society, which is formed as a result of the selection of linguistic elements (lexical, pronunciation, morphological, syntactic ) from the number of coexisting, present, formed again or extracted from the passive stock of the past in the process of social, in the Broadest sense, evaluation of these elements.
The normative nature of practical stylistics brings it closer to that broad section (philological science, which is called the "culture of speech." If we consider that, in addition to the objective historical study of the speech life of society in a certain era, the task of this philological discipline is to reveal the norms of the literary language in all "levels" of the language system and the establishment on a scientific basis of the rules for using the language, then we can talk about the direct connection of some problems of stylistics and problems of the culture of speech. So G. O. Vinokur wrote: "The task of stylistics ... is to teach members of this of the social environment, an active-purposeful handling of the linguistic canon, to dissect the linguistic tradition and such an attitude that would allow speakers to actively use all the elements contained in its broad framework, depending on the specific social and everyday situation, on the goal that implies behind each given act individual speaking.
Characteristics of the concept "Culture of speech"
The concept of culture of speech is closely connected with the literary language. The ability to express one’s thoughts clearly and clearly, to speak competently, the ability not only to attract attention with one’s speech, but also to influence listeners, possession of a culture of speech is a kind of professional suitability characteristic for people of various professions: diplomats, lawyers, politicians, teachers of schools and universities, radio and television workers, managers, journalists.
It is important to master the culture of speech for everyone who, by the nature of their activities, is connected with people, organizes and directs their work, conducts business negotiations, educates, takes care of health, and provides various services to people.
What is the culture of speech?
The culture of speech is understood as the possession of the norms of the literary language in its oral and written form, in which the choice and organization of language means are carried out, which allow, in a certain situation of communication and while observing the ethics of communication, to provide the necessary effect in achieving the goals of communication.
The culture of speech contains three components: normative, communicative and ethical.
The culture of speech presupposes, first of all, the correctness of speech, that is, the observance of the norms of the literary language, which are perceived by its speakers (speaking and writing) as an "ideal" or model. The language norm is the central concept of speech culture, and the normative aspect of speech culture is considered one of the most important.
However, the culture of speech cannot be reduced to a list of prohibitions and definitions of “right or wrong”. The concept of "culture of speech" is associated with the laws and features of the functioning of the language, as well as with speech activity in all its diversity. It also includes the possibility provided by the language system to find a new language form for expressing specific content in each real situation of speech communication.
The culture of speech develops the skills of selecting and using language means in the process of speech communication, helps to form a conscious attitude to their use in speech practice in accordance with communicative tasks. The choice of linguistic means necessary for this (goal) is the basis of the communicative aspect of the culture of speech. The well-known philologist, a major specialist in the culture of speech G. O. Vinokur wrote: “For each goal there are means, this should be the slogan of a linguistically cultural society.”
Communicative expediency is considered one of the main categories of the theory of speech culture, therefore it is important to know the basic communicative qualities of speech and take them into account in the process of speech interaction.
In accordance with the requirements of the communicative aspect of the culture of speech, native speakers must know the functional varieties of the language, as well as focus on the pragmatic conditions of communication, which significantly affect the optimal choice and organization of speech means for this case.
The ethical aspect of the culture of speech prescribes the knowledge and application of the rules of linguistic behavior in specific situations. Ethical norms of communication are understood as speech etiquette (speech formulas of greeting, request, question, gratitude, congratulations, etc.; appeal to "you" and "you"; choice of full or abbreviated name, form of address, etc.).
The use of speech etiquette is greatly influenced by extralinguistic factors: the age of the participants in the speech act (purposeful speech action), their social status, the nature of the relationship between them (official, informal, friendly, intimate), time and place of speech interaction, etc.
The ethical component of the culture of speech imposes a strict ban on foul language in the process of communication, condemns the conversation in "raised tones". Equally important are the accuracy and clarity of speech.
Accuracy of word usage
Accuracy and clarity of speech are interrelated. However, the speaker (writer) must take care of the accuracy of the statement, and the listener (reader) evaluates CLARITY.
We put our thoughts into words. In order for speech to be accurate, words should be used in full accordance with the meanings that are assigned to them in the language. L.N. Tolstoy jokingly remarked: “If I were a king, I would make a law that a writer who uses a word whose meaning he cannot explain is deprived of the right to write and receives 100 blows of the rod.”
The search for the only necessary word in the text requires the writer to exert creative strength and tireless work. This work is sometimes reflected in manuscripts, allowing us to get acquainted with the lexical substitutions that the author made, polishing the style of the work. For example, in the draft of A.S. Pushkin "Dubrovsky" we find the following edit: "The members (of the court) met him (Troekurov) with expressions of [deep humiliation, deep devotion] deep servility" - the last word most expressively described the behavior of the officials bribed by Troekurov, and the writer left it in the text.
The stylistic editing of the writers in the manuscript reflects the last stage of work on the text, and what work preceded this, how many drafts were written and then destroyed, how many times the author said this or that phrase “to himself” before writing it down on paper - this can be just guess.
A careless attitude to the choice of words in our everyday speech causes annoying lexical errors, for example: Spring has come, martens will soon have an inheritance (meaning offspring); I decided to become an officer because I want to continue the family dynasty (instead of: tradition).
In such cases, one speaks of using the word without regard to its semantics (that is, meaning). Such speech errors cause illogicality and even absurdity of speech: And our Far Eastern birches stand in their wedding shroud (the author mixed up the shroud and veil). Such "slips of the tongue" are explained by false associations (these are associative errors).
The ambiguity of the statement may arise when using polysemantic words and homonyms, if the context shows a meaning that is not intended by the author. For example: The growth of young figure skaters is stimulated with the help of demonstration performances. It would be better to say: By participating in demonstration performances, young skaters improve their skills. The sports commentator did not take into account the possible distortion of the meaning of the following phrase: You see Gavrilov on the screen in a beautiful combination.
The inaccuracy of word usage is explained by inattention or low speech culture of the author. But sometimes they deliberately do not want to use this or that word in order to veil the negative meaning of the statement. They say he fantasizes instead of lying, he accepted gifts instead of taking bribes, etc. Let us recall an episode from the story of A.I. Kuprin "Inquiry":
“Ask him, did he take the tops from Esipaki?
The second lieutenant was again convinced, but of his inexperience and cowardice, because out of some bashful and delicate feeling he could not pronounce the real word he stole.
Words and expressions that soften the rough meaning of speech are called euphemisms (from Gr. ei - good, phemi - I say). The euphemism of speech is often explained by the author's desire to dull the critical sharpness of the statement when describing negative phenomena.
The wrong choice of a word can cause anachronism - a violation of chronological accuracy when using words associated with a certain historical era. For example: In ancient Rome, the plebeians, dissatisfied with the laws, held rallies (the word rally was filled much later, and in England).
Stylistic assessment of dialectisms, jargon
Our speech is subject to various influences, in particular impoverishment, clogging. Various weeds spoil our speech. These can be dialect words, jargon and vulgarisms, unjustified borrowings. All of them require an objective stylistic assessment, both in book texts and in colloquial speech.
The Russian language is rich in folk dialects: a resident of northern places can say a phrase that Voronezh or Orel will not understand. And only Moscow arrogance, which underlies the Russian literary language, will be understandable to all Russian people. One writer, in order to show the originality of local Russian dialects, wrote an “elegy” in the Vyatka dialect, the content of which needs to be “translated” into Russian, because it contained many incomprehensible dialectisms (this is how the words used in local dialects, that is, dialects) are called) .
Slang vocabulary denotes concepts that already have names in the national language. Jargon is a kind of colloquial speech used by a certain circle of native speakers, united by a common interest, occupation, position in society. In modern Russian, youth jargon, or slang, is distinguished (from the English slang - words and expressions used by people of certain professions or age groups). A lot of words and expressions came from slang into colloquial speech: cheat sheet, cram, tail (academic debt), swim (poorly answer the exam), fishing rod (satisfactory grade), etc.
The emergence of many jargon is associated with the desire of young people to express their attitude to the subject, phenomenon more vividly, more emotionally. Hence such evaluative words: awesome, awesome, cool, neigh, go crazy, buzz, fuck, plow, sunbathe, etc. All of them are common only in oral speech and are often absent in dictionaries.
What is the assessment of jargon? Of course, those who studied Russian with L.S. Pushkin, M.Yu. Lermontov, L.N. Tolstoy, will not admire jargon. In addition, jargon is incomprehensible to uninitiated people, and this creates grounds for misunderstandings. However, in the oral speech of young people, jargon is indestructible, they give it liveliness, sometimes - an ironic coloring. But the scope of their use is narrow: it is oral speech, moreover, stylistically reduced, non-literary.
Stylistic evaluation of borrowed words
You can often hear that foreign words "clog" the Russian language and therefore you need to "fight" with them. Indeed, in colloquial speech, we often use "fashionable" foreign words out of place. The language of advertising is flooded with Americanisms, there are many unjustified borrowings in magazines and newspapers.
The Russian language has always been open to replenishment of vocabulary from foreign sources. Borrowings from ancient languages (Greek, Latin), Turkisms, Gallicisms, words of Dutch, German, English origin, Polonisms, Ukrainianisms and others were mastered by the Russian language in different historical epochs, without damaging its national identity, but only enriching it and expanding its limits. . However, too large an influx of foreign words into our language at certain periods caused alarm among the figures of Russian culture.
In the late 80s - 90s, the influx of foreign words into the Russian language increased especially strongly due to changes in the sphere of political life, economics, culture, and ideology.
We are witnessing an unprecedented expansion of foreign vocabulary in all areas. She took a leading position in the political life of the country, getting used to new concepts: president, parliament, inauguration, speaker, impeachment, electorate, department, municipality, legitimate, consensus, etc.; foreign language terms have become dominant in the most advanced branches of science and technology: computer, display, file, driver, modem, monitoring, player, pager, fax, as well as in financial and commercial activities: auditor, barter, broker, business, dealer, investment, conversion, sponsor, trust, holding, etc. Words invade the cultural sphere: bestsellers, westerns, thrillers, hits, showmen, digests, etc. Everyday speech vividly accepts new realities with their non-Russian names - speaker, twix, hamburger, cheeseburger, sprite, coca, marketing, supermarket, shopping, etc. Even vernacular and jargon replenish their vocabulary with Americanisms, most often distorted, mutilated - gerla, shopnik , face, shoes, bucks, greens, ting (abbreviated teenager). The pursuit of a new, “beautiful”, sonorous, and sometimes incomprehensible name for the uninitiated leads to the fact that the individual peasant wants to be only a farmer, the extortionist bandit is called nothing more than a racketeer (it can be even more sonorous - racketman), and the killer - killer.
Dictionaries of foreign words do not have time to master new borrowings, so a reader who does not speak English often finds himself helpless when he encounters incomprehensible words in newspapers and magazines full of foreign language terms: exclusive (exclusive), press release (special bulletin for media workers issued by government agency), consensus (lat. consent).
Observing all the sad consequences of the "total Americanization" of our language, it is difficult to maintain objectivity in the ongoing controversy about the appropriateness of foreign borrowings in modern Russian. And yet voices are heard in defense of non-Russian words that are fixed in communication.
In recent years, new phenomena have entered our lives, and with them new words. Similar processes of vocabulary enrichment due to borrowings occur in all modern languages. In our time, the flow of new ideas, things, information, technologies requires the rapid naming of objects and phenomena, makes us involve existing foreign names in the language, and not expect the creation of original words on Russian soil. Scientific and technical, military, financial, banking, sports vocabulary around the world is striving for internationalization. The craving for scientific and technological progress, for civilization is reflected in the language. Partly there is an alignment of the dictionary of the Russian language according to the international standard. Time will show how much this will change the face of the Russian language, whether it will enrich it or “spoil it”.
And yet, you should not get carried away with foreign words, because many new borrowings are incomprehensible, so you need to speak more simply, in pure Russian.
Paronyms and accuracy of speech
Paronyms (from the Greek Para - “near”, “past” and onyta - “name”) are words similar in sound, but not the same in meaning. The words that make up the paromia series, as a rule, correlate with each other in a logical and semantic sense, which can cause their shift in speech. The semantic proximity of paronyms arises, as a rule, on the basis of word-formation relationship: these are words of the same root (foreign and alien, noisy, noisy and noisy). However, sometimes there are paronyms that do not have a common meaning (for example, the similarity of the words turkey - Indian woman was used by the children's writer V. Dragunsky to create a comic effect: the girl Alenka, having smeared her face, as the Indians do, announces that she is a turkey).
A striking feature of paronyms (as opposed to synonyms) is that they are not interchangeable. If synonyms can replace each other in the text (there was a cry - a cry was heard; a moral person is a virtuous person), then paronyms, as a rule, do not have this property (for example, you cannot say a military ID instead of a military ID). Differences in the meanings of paronyms are usually so important that replacing one word with another without violating the meaning is impossible.
However, sometimes paronyms in certain meanings and combinations can act as synonyms. For example, one can say both distant and distant lands, and a grassy and grassy field.
As a rule, paronyms included in a pair are combined with a different set of words, and this must be taken into account when using them. If it is difficult to choose the correct form of a paronym or a word with which a paronym can be combined, it is necessary to refer to the dictionaries of Russian paronyms or explanatory dictionaries.
It is the differences in compatibility that make it possible to distinguish between paronymic words. For example, the paronyms guaranteed and guaranteed are combined with a different set of nouns. Guarantee can be: capital, credit, securities, documentation, passport, letter, obligation, contract, repair. In combination with the word guaranteed, you can use the words: advance, income, earnings, loan, salary, salary, production, circulation, return, work, rest, harvest. Differences in compatibility are associated with differences in meanings: warranty - relating to a guarantee, serving as a guarantee; guaranteed - conditioned, supported by law, as well as secured.
Let's also compare the paronyms demonstrative (performed for the purpose of demonstration) and demonstrative (intended for demonstration, display), which in speech can be combined with different words. The word demonstrative has three meanings, but demonstrative has only one.
From the dictionaries of paronyms, you can find out that the adjective demonstrative is combined with: nouns denoting actions, manifestations of a person’s attitude towards someone, something (act, care, attention, respect, character); nouns related to the "military" vocabulary (attack, fire); nouns lecture, method, etc.
The adjective demonstrative is combined with a limited range of nouns, mainly denoting a training room for lectures, classes, demonstrations of something. (lecture, audience, class, hall). Therefore, one cannot say, for example: “In classes with children, we use blocks, posters, bright diagrams and other demonstrative material.” The material can only be demonstrative, but if someone, leaving, slams the door loudly, such behavior can be demonstrative.
As a rule, the dictionary entry of the dictionary of paronyms provides comprehensive information about the meanings of paronyms and the words with which they are combined: the dictionary warns the reader against possible errors and inaccuracies. The task of paronym dictionaries is to find out the compatibility features of cognate words based on a comparison of their semantics.
For the convenience of reviewing the material, three groups of paronyms can be conditionally distinguished. 1. Coincident or close in meaning. 2. Coinciding in some values. 3. Significantly different in meaning. Let's take a look at these groups.
Single-root paronyms are mostly close in meaning, but differ in subtle semantic nuances. For example, the paronyms pay and pay have a similar meaning.
When comparing the values, it is easy to make sure that they coincide in many respects (the highlighted part is the common one). However, the paronyms pay and pay go together with different elephants. For example, you can pay (what) travel, sledge), bill, but pay (what) dues, debt. The verb to shake is combined with nouns and the instrumental case (to pay with money, currency), which are not combined with the verb to pay. You can pay for something (for travel, for shopping!, But you can’t say, for example: pay for travel. In this case, you need to use the form pay for travel, since the verb pay cannot be combined with nouns with the preposition for. The ability of paronyms to combine with different elephants and shapes layers presents a major difficulty in their use.
Paronyms can be combined with the same forms of words, but differ in subtle semantic shades. For example, the paronyms simplify - simplify have the general meaning of "make simpler", but the second word is characterized by an additional connotation of "simpler than it should be." For example: simplify your sing style and simplify your speech. The semantic shades of paronyms are usually so important that it is impossible to replace one word with another without violating the meaning.
PARONOMASIA
The phenomenon of paronomasia (from gr. para - near, onomazo - I call) consists in the sound similarity of words that have different morphological roots (cf .: couples - sleds, pilot - boatswain, clarinet - cornet, injection - infection). As with paronymy, lexical pairs in paronomasia belong to the same part of speech, perform similar syntactic functions in a sentence. Such words may have the same prefixes, suffixes, endings, but their roots are always different. Apart from an accidental phonetic similarity, the words in such lexical pairs have nothing in common; their subject-semantic reference is completely different.
Paronomasia, unlike paronymy, is not a natural and regular phenomenon. And although there are many phonetically similar layers in the language, comparing them as lexical pairs is the result of individual perception: one will see paronomasia in chara circulation - type, another - in circulation - mirage, the third - in circulation - turn. However, paronymy and paronomasia are close in terms of the use of similar-sounding words in speech.
Accuracy of inflection and shaping
The accuracy and clarity of speech sometimes requires us to be precise in the use of gender forms, case of nouns. Try to guess who - a man or a woman - says about himself: "I am an orphan, an unfortunate orphan!" Everyone will think: of course, a woman! Indeed, for modern speech, it has become the norm to agree in meaning with nouns of a common gender (they are equally applicable to men and women - a slob, a sweet tooth, a coquette, a clever one). But the writers of the past can find a different agreement: Come, dear grandfather, have pity on me, an unfortunate orphan company (Ch., "Vanka"),
Now we say: He has a terrible sweet tooth; This boy is such a slob...
However, there are cases when the incorrect use of forms of adjectives that agree with nouns of the general gender introduces ambiguity. For example: He stood amazed, but soon felt compassion for the little one lying in front of him. But the girl took the child in her arms and, calling the boy pretty, took it away. Are you talking about a boy or a girl?
Case endings can clarify the meaning of some nouns. Teak, in the form of the nominative plural of bread means cereals on the vine, and breads are products baked from flour. Therefore, it is impossible to call the following phrase true: The hostess took out bread from the oven. The endings in such nouns should not be confused: furs (blacksmith's) - furs (dressed skins); images (literary and artistic) - images (icons); orders (knightly and monastic societies) - orders (insignia); belts (geographical) - belts (pieces of clothing); passes (oversights - passes (documents); sables (animals) - sables (furs); brakes (obstacles) - brakes (devices); flowers (plants) - colors (coloring); junkers (until 1945 in Germany they called large landowners) - cadets (cadets in military schools of tsarist Russia).
We should not forget about the semantic differences of some grammatical forms of adjectives.
Often the full form of adjectives indicates a permanent feature of the subject, and the short form indicates a temporary one. Wed: he is sick - he is sick, she is so kind - please, his movements are calm - his face is calm.
In other cases, the full form of adjectives denotes an absolute feature that is not associated with a specific situation, and a short relative feature in relation to a specific situation: the ceiling is low (a feature in general) - the ceiling is low (for high furniture). Wed also: shoes are small, boots are large, passage is narrow.
Particular precision must be observed when using pronouns. Their ability to replace the previous ones cannot cause ambiguity in the statement. For example, how to understand the phrase about love for animals? - Sasha knew that if, after three days of keeping the dogs in a special place, the owners did not come for them, they would be destroyed (owners or dogs?). Such use of pronouns often generates ambiguity and inappropriate comedy: Educators are worried about a teenager's free time and how to kill him ...
When using a verb, ambiguity may arise due to the possibility of a double interpretation of forms in -sya, for example; Children who get lost on the streets gather here (they gather themselves or are they collected?). Failure to distinguish between subject-object relations in such cases can create an inappropriate comical statement: Chicks are fed on insects; A dog is harnessed to the sleigh to help the hunter.
Clarity of syntactic constructions
The accuracy and clarity of speech are due to the correctness of grammatical constructions, the construction of phrases and sentences.
The ability to combine words into phrases in different ways gives rise to ambiguity: The teacher had to explain a lot (did the teacher explain or did someone explain to him?).
The reason for the ambiguity of the statement may be the wrong word order in the sentence: 1. Spacious balconies are framed by reinforced glass screens. 2. Seven operating platforms serve several hundred people. In such sentences, the subject does not differ in form from the direct object, and therefore it is not clear what (or who) is the subject of the action. An example of such confusion is the Sun covering a cloud.
Of course, such sentences can be corrected if they are used in written speech; it is enough to change the word order: 1. Armored glass screens frame spacious loggias. 2. Several hundred people serve seven operating platforms. And, of course: The cloud covered the sun. But if you hear a phrase with the wrong word order, then you may misinterpret it. This is what L.P.'s joke is based on. Chekhov: "I wish you to avoid all sorts of troubles, sorrows and misfortunes."
Semantic ambiguity sometimes arises in combinations such as a letter to the mother (written by her or addressed to her), criticism of Belinsky, portraits of Repin, etc.
Ambiguity can also arise in complex sentences with subordinate attributive clauses such as: The illustrations for the stories that were sent to the competition were masterfully executed (were illustrations or stories sent to the competition?). In these cases, it is recommended to replace subordinate clauses with participial phrases: Illustrations sent to the stories. Or: Illustrations for submitted stories.
Conclusion
Language is an integral part of our life, every day people communicate with each other, learning the world in communication. Therefore, knowledge of one's language, its literary norm is necessary now - in the conditions of changing norms, the introduction of new words and expressions. Only by studying the style and culture of speech can we preserve the Russian language as it is at the moment and embellish it. Only understanding by others of your speech will allow you to take a high position in society. The quality and beauty of speech make it clear the level of human development.
Literature:
1. Vvedensky L.A., Pavlova L.G., Kashaeva E.Yu., "Russian language and culture of speech" - textbook, "Phoenix", Rostov-on-Don, 2001
2. Golub I.B., “The style of the Russian language”, “Iris-press”, Moscow, 1997
3. Golub I.B., "Russian language and culture of speech" - textbook, "Logos", Moscow, 2003
4. Dunev A.I., Dymarsky M.Ya., Kozhevnikov A.Yu. "Russian language and culture of speech", "Higher School", Moscow, 2002
5. Maksimov V.I. ,Kazarinov N.V., Barabanova N.R., "Russian language and culture of speech"-textbook, "Gardariki", Moscow, 2002
6. Reformatsky A.A., "Introduction to Linguistics", "Aspect Press", Moscow, 2000
7. Rosenthal D.E., "Practical statistics of the Russian language", "Publishing house AST-LTD", Tula, 1998
Type of lesson: practical.
Lesson type:
Time: 90 minutes
Lesson objectives:
Training:
Systematize basic knowledge:
about the types of syntactic norms/errors in the Russian literary language:
direct and reverse word order in a sentence;
rules of coordination and control in phrases and sentences;
construction of sentences with homogeneous and isolated members;
construction of complex sentences;
build sentences taking into account the syntactic norms of the Russian literary language and the stylistic coloring of syntactic means.
Developing:
Educational:
Interdisciplinary connections:
providing:
provided:
Internal connections: literature.
Equipment:
Study places:
Literature:
Main:
Additional:
L.A. Vvedenskaya, M.N. Cherkasova, "Russian language and culture of speech", Rostov-on-Don, "Phoenix", 2003
Lesson plan.
Checking the initial level of knowledge:
Frontier testing. - 10 minutes.
2. Formation of new ideas and knowledge.
1) Teacher's message - 15 min.
2) Independent work with theoretical material - 20 min.
3. Formation of skills and abilities
with subsequent self-test - 30 min.
2) Current testing - 10 min
Course progress.
II. | Students write down the topic and objectives of the lesson, get acquainted with the relevance of this topic. |
1. 2. 3. | 10 35 30 | Checking the initial knowledge. milestone testing(Appendix 1). Formation of new knowledge and ideas (Appendix 2). Formation of skills and abilities followed by collective, self- and mutual verification. (Appendix 3). Final check Current testing(Appendix 4). | Students write down the main points of the topic in the form of a plan. Students individually perform practical tasks, then exchange notebooks and use the standard to check the correctness of the implementation. Students complete the assignment and submit it. |
CMC Chairman:
O.I. Kondratovich E.N. Lokteva
Methodical development
Subject:
Discipline: I
Course - II
Semester - 3
Compiled by:
GMUB teacher:
M.G. Pyatnikova
Bratsk 2006
Preview:
Subject: " Syntax. The use of syntactic constructions in speech. Typical errors in the management and construction of syntactic constructions. Ways to fix them»
Relevance: The syntactic and syntaxo-stylistic norms of the Russian literary language are among the most important, because they belong together with morphological norms to the grammar of the Russian language. Violations of syntactic norms are gross errors. In addition, the situation is complicated by a large number of variant forms observed on the tier of syntax in the field of control and coordination. In this regard, it is necessary to be very attentive to the syntactic and syntaxo-stylistic norms of the Russian literary language and, in case of difficulty, always refer to the dictionary.
Purpose of the lesson: after studying the topic, the student must:
Know:
basic units of syntax;
the main types of syntactic and syntaxo-stylistic norms of the Russian literary language;
reasons for variation in management and reconciliation;
causes of syntactic and syntax-stylistic errors and ways to eliminate them.
Be able to:
build your speech in accordance with the syntactic and syntaxo-stylistic norms of oral and written speech of the Russian literary language:
observe the rules of coordination and management in phrases and sentences;
use synonymous constructions to express the main semantic relationships;
take into account the stylistic coloring of syntactic means in oral and written speech;
correctly build sentences with homogeneous and isolated members;
build complex sentences correctly.
recognize and correct errors and inaccuracies in their oral and written speech in accordance with the syntactic and syntaxo-stylistic norms of oral and written speech of the Russian literary language.
Lesson duration:2 lessons of 90 min. (180 min.).
Type of lesson: practical
Location of the lesson:practice room
Material support: ____________________________________________
Literature:
L.A. Vvedenskaya, M.N. Cherkasova, "Russian language and culture of speech", Rostov-on-Don, "Phoenix", 2003, pp. 163 -187;
L.A. Vvedenskaya, "Culture of Speech", Rostov-on-Don, "Phoenix", pp. 375 - 410.
Grekov V.F. "Russian language". Allowance, Moscow: Education, 2002, pp. 31 - 35.
Additional:
A.D. Deikina, T.M. Pakhnova, “Russian language. A practical textbook for high school students”, “Verbum-M”, 2003, pp. 121 – 164.
Providing: "Russian language and culture of speech"
Provided: humanitarian disciplines
Lesson plan.
I. Organizational moment - 3 min.
II. Checking the initial knowledge
Frontier testing - 10 min.
III. Teacher's message - 15 min.
I.Y. Independent work of students
with theoretical material - 20 min.
Y Completion of practical tasks
With the subsequent collective check - 30 min.
YI. Final check. Current testing - 10 min.
YII. Summing up the lesson. Homework - 2 min.
Guidelines for work in the classroom and for independent work.
I. Organizing time.
1. Check your readiness for the lesson: appearance (presence of a bathrobe), notebooks for theoretical material and practical tasks.
2. Open notebooks for theoretical material, write down the topic of the lesson.
Familiarize yourself with the relevance of this topic.
II. Checking background knowledge on the topic.
Frontier testing.
Complete the test task(Appendix 1) and submit it to your teacher.
III. Formation of new knowledge.
Independent work with theoretical material(Appendix 2).
Read the material presented in the information block, outline the main provisions in the form of a plan.
III. Fulfillment of practical tasks with subsequent mutual verification by verification.
Open the practical part(Annex 3) and complete tasks No. __________________
______________________________
III. Final check.
Complete the task of the current test(Appendix 4). Submit to your teacher for review.
Homework:
Learn the theoretical material (compendium). Familiarize yourself with the studied material in the educational literature.
Appendix 1
FRONTIER TEST
(morphological norms)
Indicate the numbers of examples where a mistake was made in the formation of word forms
1) above
2) one hundred grams
3) according to their order
4) laughed merrily
1) burn the evidence
2) eight kilograms
3) lecturers
4) in one hundred and fifty six cases
1) no fable
2) highest
3) wonderful doctors
4) up to forty degrees
1) about six hundred meters
2) take from the princess
3) on the edge
4) no stockings
1) both girlfriends
2) more higher
3) in two thousand and three
4) harvest of oranges
1) her hat
2) with sixty rubles
3) the holidays have begun
4) two hundred meters
Appendix 2
BLOCK OF INFORMATION
Syntax. Syntactic norms of the Russian language.
Syntax (from the Greek. Syntaxis - adhesion, connection)- This is a section of the science of language that studies the laws of organization of coherent speech, ways of connecting words in the process of communication.
The basic units of syntax are −sentence and phrase.
The phrase has no independent communicative meaning; it is part of the sentence and occupies a subordinate place in the syntax.
The sentence has grammatical meaning.
To illustrate, the example of academician L.V. Shcherba, who constructed such a proposal:The glistening kuzdra shteko bobbed up the bokra and curled up the bokra.
A Russian person understands the grammatical structure of this text: it is clear that glokaya is an adjective associated with the noun kuzdra in zh. R. and I.p.
The grammatical basis of the sentence (subject and predicate) is also easily distinguished. We can even single out homogeneous predicates.
Syntactic norms/errors.
Order of words in a sentence
The bike crashed the tram.
Did you immediately understand the meaning of this sentence? Some effort of thought is needed to understand that the culprit of the accident was not a bicycle, but a tram, while the bicycle turned out to be the “victim”.
In Russian, the word order (the order of the members of the sentence) is relatively free: there is no strictly fixed place for one or another main or minor member of the sentence.
However, there is an accepted, more common order of the members of the proposal - straight order and deviations from it - reverse order (inversion).
STRAIGHT: A large cloud slowly covers the rays of the sun.(agreed definition before the noun being defined) - subject - the circumstance of the mode of action precedes the predicate - the predicate (after the subject) - the addition (follows the predicate) - the inconsistent definition (after the noun being defined).
So that speech is not depressingly monotonous, writers use reverse word order in a sentence.
INVERSION (reverse):
Example: To emphasize the action denoted by the predicate, or the sign expressed by it, the predicate is often placed before the subject.
My troubles are over (A. Kuprin); Winter evenings are good (M. Makarenko); He arrives in four days. Azamat to the fortress (M.Yu. Lermontov).
To enhance the expressiveness of speech, inversion can also apply to minor members of the sentence (last example).
Conclusion: The arrangement of words in a sentence depends on what goal we set for ourselves when creating this sentence.
Thus, the proposal is divided into two parts.(actual division):
1st - the basis of the statement (topic ): this is what we know from the preceding text or from the very setting of the speech.
2nd - the core of the statement (rheme): it is something that is new, something for the sake of which the proposal itself is built.
Word order disorder
We not only received a textbook, but also a collection of exercises.
Here we are dealing with a violation of the order of words with a double conjunction "not only, but also." It will be right:We received not only a textbook, but also a collection of exercises.
Predicate agreement
1. There are five students in the circle.
Eat or -yut? Both forms are acceptable: the first shows the quantity as one , meaning joint action, in the secondseparate its commission.
Compare: Send five soldiers Elk in reconnaissance (group)
Send five soldiers foxes in reconnaissance (each with his own task).
2. With numerals two three four , which are part of the subject, the predicate is usually put in plural. h.
Three houses are called for the evening. Four dogs followed the carriage.
3. With words a lot, a little, a little, a lot, a lot, a lotthe predicate, as a rule, is put in singular.
There were many books on the shelves. Many children annually have a rest in the country.
4. If the subject contains a collective entity with a quantitative meaning (majority, minority, series, part, etc.), then the predicate can be put in the form of units. hours and more h.
Most of the delegates arrived (arrived) at the congress.
5. Brother and sister left to the village (both persons are equal in their actions (subject - combination brother and sister ).
Brother and sister left to the village (the main character (subject) is the brother, and the sister is the accompanying person (addition).
harmonization of definitions
Round orphan, round orphan
The definition for nouns of the general gender is put in the form m.r. or f.r. depending on what gender the person is denoted by the noun.
A terrible bully, a desperate bully, a terrible glutton, an incorrigible muddler, dirty.
Our family occupies two large (big) rooms.
Both forms of agreement are acceptable, although the former is less common.
The definition is put in the form of units. hours, if in meaning it refers not only to the first (nearest) entity, but also to the rest.
Wild goose and duck flew first -it could not be a wild goose and a domestic duck.
Her magnificent fur coat and hat did not make any impression -the meaning of both the fur coat and the hat are magnificent
The definition is put in the plural form when it may be unclear whether it refers only to the nearest entity or to the entire series of homogeneous members.
The room had a brown wardrobe and a sofa. A ten-year-old boy and girl passed by.
How would you say: I haven't seen in a long time my (or my) brother and sister?
Application matching.
In the city of Orel, but at the Orel station.
City names are usually agree in all cases with a defined word:in the city of Moscow, near the city of Smolensk.
Compound city names do not usually agree:In Mineralnye Vody
River names are usually agree with defined word:on the Dnieper River, between the Ob and Yenisei rivers, near the Vistula River.
However, obscure river names do not agree:on the Ros River, a tributary of the Seversky Donets River.
Names of lakes, bays, straits, bays do not agree with generic names:on lakes Elton and Baskunchak, near the Gulf of Alaska, in the Bosporus, in the Golden Horn.
The names of islands, peninsulas, mountains, mountain ranges, deserts, as a rule, also do not agree: on the island of Novaya Zemlya, near the island of Madagascar, in the Karakum Desert, near Cape Chelyuskin.
- Well-known people agreenames commonly used in speech:on Sakhalin Island - the northern half of Sakhalin Island. (two options)
Names of stations, ports do not agree: in the port of Odessa, at the station Moscow-Passenger.
Street names in the form of a f.r. agree, the rest do not agree: on Sretenka Street, on the corner of Arbat Street, near Oleniy Val Street.
Astronomical names do not agree: orbit of the planet Mars.
Names of foreign administrative-territorial units disagree: in Michigan
Names of foreign republics agree, if they end in –iya, other names do not agree: In the Republic of Bolivia, trade between Russia and the Republic of India, in the Republic of Cuba (Cyprus).
Agreement violation.
The young doctor came to the reception.
Here we are dealing with a violation of agreement between the subject "doctor" definition of "young", which is unacceptable. And the mismatch between the subject and the predicate (the doctor came) is a valid option. It will be right:The young doctor came (or came) to the appointment (when it comes to women).
Control
This is the connection between the members of the sentence, which finds its expression in the correct choice of the case form 9 with or without a preposition).
A) unpredictable designpay (what?) travel, labor of workers, business trip expenses.
B) Prepositional constructionpay (for what?) fare.
C) In other cases, the constructions are equal
Ride a tram - ride a tram, ask for help - ask for help.
Guilt (synonymous prepositions, although they are different in LZ: “inside something”, “on the surface of something”)
A) B: - with geographical objects: in the city, in Belarus
indoors: in the cinema, in the theater, in the circus (if we mean a performance, performance, then AT a performance, at a concert, at the opera).
B) NA: - with the names of mountains (in singular h) and mountainous areas: on Mount Ararat, in the Caucasus (with mountain names in plural - V .: in the Alps, in the Pyrenees)
With the names of vehicles: on the train, on the subway (if inside the vehicle - on the train)
With the names of islands, peninsulas: in Kamchatka, in Taimyr
IN - FROM, ON - FROM: went to the Crimea - returned from the Crimea (sometimes: went to the Volga region - returned from the Volga region), went to the Urals - returned from the Urals.
OVER and FOR: “To study an object without interfering with its “behavior”(watch the stars)“to study the phenomenon and regulate it» (observation of experimental animals)
ON: We miss YOU or YOU:
with the 3rd person pronoun, PO governs D.p. (for him, for them)
with pronouns of the 1st and 2nd person is combined with P..p. (miss you)
Disruption of control
It is necessary to distinguish between constructions with words that are close in meaning and phrases that have different controls.
Superiority over something - advantage over something;
Confidence in something - belief in something;
pay the fare - pay the fare
Syntax errors are made in the following sentences:
Making sure there's nothing more from (out of) the speakers cannot be pulled out, we decided to close the debate.
AT (at) the first stage of the competition, both students and employees of the institute can compete.
Often in sentences with two or more control words there isgeneral addition. Such constructions are correctif the control words require the same case and preposition:read and outline a book, talk and write about contemporary literature.But if the dependent word is at the wordsthat require different control, then an error occurs:We love and will be born by our Motherland ( love what? Proud of what?) Therefore, it would be correct:We love our Motherland and are proud of it.
Participial
The book lying on the table is read.
The disadvantage lies in the wrong word order: the noun being defined book turned out to be in the middle of the participial turnover, although according to the rules it should be either before the whole turnover or after it (The book lying on the table has been read; The book on the table has been read.
Keep in mind: The stylistic feature of participle and participle turnover is that they give the statement a bookish character (!)
Participial turnover
Errors in the use of adverbial turnover
As I approached the station, my hat fell off.
Violated the rule of using adverbial phrases.
The adverbial turnover denotes an additional action to the main one. In this sentence, the main action is expressed by the verb "flew". This predicate refers to the word "hat". It turns out that the hat drove up to the station.
It will be right:On my way to the station, I lost my hat.
Proposals with homogeneous members.
I drink tea with lemon and enjoy
The words “with lemon and with pleasure” only superficially resemble homogeneous members, but they express incompatible concepts that are far from one another, therefore they cannot act as homogeneous members.
The same in a pun:It was raining and two students: one to school, the other in galoshes.
Compound sentence.
The roosters have long sung and are playing on the horn.
The whole point is in the incorrect punctuation of the sentence: it does not put a comma before the union BUT. As a result, instead of a compound one, a simple sentence with homogeneous predicates turned out.
Complex sentences.
Here is a dog without a tail
Who pats the cat by the collar,
Which scares and catches a tit,
Which deftly steals wheat ...
These are poems by S.Ya. Marshak.
The repetition of unions in this case is an artistic device of the author.
In written speech, this is a violation of the syntactic norm: with consistent subordination, the same allied words should not be repeated.
Syntax-stylistic norms/mistakes.
Ignorance of the features of the functional styles of the Russian literary language is the main reason for the occurrence of syntax and stylistic errors. As a rule, syntaxo-stylistic errors are associated with the use of complex syntax, adverbial phrases in a colloquial style.
He is my brother.
The use of the link "to be" in the present tense is characteristic of the scientific style, while in the colloquial style this use is a syntax and stylistic error.
Appendix 3
PRACTICAL PART
Exercise 1 . Correct errors, determine their type.
Why does he need superiority over his father?
Listening to this exciting music, I imagine a picture of a hurricane.
He didn't pay for the bus fare.
Conclusions are drawn on obtaining various chemical compounds
Who will decide the issue?
The artist depicted how Peter 1 sent troops into battle, adhering to the manner of Surikov.
They will subsequently present the greatest interest to posterity.
Ivanov said that I would not fall asleep, but I would learn all the tickets before morning.
Today we worked not only in the office, but also in the laboratory.
He loved music and dancing.
The night was rainy and dark.
The brother was a doctor.
All measures depending on us to prevent a catastrophe were taken.
According to the director's order, the deadline for submitting the report is May 1.
It is difficult to deal with a person when you know that he is a real prude.
The essay described well the surroundings of the school.
In his speech, the speaker pointed out these shortcomings.
In the field of computer software development for many years the United States was the first.
The Arguments and Facts newspaper recently published an interesting article.
Two heart attacks undermined his health.
After reading such slander, my hands trembled.
Having squandered all his fortune, he had nothing to leave for the children.
Because I knew about his arrival, I was able to prepare for him.
Land owners pay land tax to the city treasury, which is established in accordance with the law.
Meals on board the aircraft were delicious, high-calorie and uniquely designed.
The forest stretches along the river and is very picturesque.
The commander called the boy and said that we are taking you to the detachment.
I wrote the last test paper badly. Because I missed the last two lessons.
Task 2. Correct the following text. Determine the type of errors made, explain their reasons.
Task 3. Come up with several coherent sentences (4 - 5) with syntactic and syntax-stylistic errors that are not medical topics. Exchange with a neighbor to find and fix them. Then rate his answer.
STANDARD TO THE PRACTICAL PART
Exercise 1
Why does he need superiority over his father? (over father)
Listening to this exciting music, I imagine a picture of a hurricane. (I represent)
He didn't pay for the bus fare. (without ZA)
Conclusions are drawn on obtaining various chemical compounds (after obtaining ... conclusions are drawn).
Lizaveta returned. Arriving home, the corpse of Alena Ivanovna lay in a pool of blood.
Who will decide the issue? (about whom)
The speaker who reported these data and who turned out to be a passionate patriot of river transport made an interesting comparison.
The artist depicted how Peter 1 leads troops into battle, adhering to the manner of Surikov.
In the locksmith workshop, we teach our children to do, to do, not to break.
Turgenev loved and told us about the inexhaustible power of nature, its undying beauty.
They will subsequently be of the greatest interest to descendants. (They will be ... for descendants)
Ivanov said that I would not fall asleep, but I would learn all the tickets before morning. (won't sleep)
Today we worked not only in the office, but also in the laboratory. (not only but)
A textbook on nursing that I read, which I really liked.
He loved music and dancing.
The night was rainy and dark.
The brother was a doctor. (without WAS)
All measures depending on us to prevent a catastrophe were taken. (All measures in our power to prevent a catastrophe were taken).
According to the director's order, the deadline for submitting the report is May 1. (According to the director's order, the deadline for submitting the report is May 1st (after prepositions according to, thanks to, contrary to - nouns and places in D.p.)).
It is difficult to deal with a person when you know that he is a real prude.
The essay described well the surroundings of the school. (The surroundings of the school were well described in the essay.)
In his speech, the speaker pointed out these shortcomings. (In his speech, the speaker pointed out these shortcomings).
In the field of computer software development, the United States was the leader for many years. (In the field of computer software development, the United States was the first for many years).
The newspaper "Arguments and Facts" recently published an interesting article. (The newspaper "Arguments and Facts" recently published an interesting article).
Two heart attacks undermined his health. (Two heart attacks undermined his health).
After reading such slander, my hands trembled. (When I read this slander, my hands trembled.)
Having squandered all his fortune, he had nothing to leave for the children. (Having squandered all his fortune, he could not leave anything for the children).
Because I knew about his arrival, I was able to prepare for him. (Because (because) I knew about his arrival, I was able to prepare for him).
Plot owners pay land tax to the city treasury, which is established in accordance with the law. (Plot owners pay land tax to the city treasury, which is established in accordance with the law).
Meals on board the aircraft were tasty, high-calorie and uniquely designed. (Meals on board the aircraft were delicious, high-calorie and uniquely designed).
The forest stretches along the river and is very picturesque. (The forest stretches along the river, and it is very picturesque).
The commander called the boy and said that we are taking you to the detachment. (The commander called the boy and said that they were taking him to the detachment).
I wrote the last test paper badly. Because I missed the last two lessons. (I wrote the last test badly, because I missed the last two lessons).
Task 2. .
“The ulcer, suffering from stomach disease for 10 years, showed signs of internal bleeding. The patient is pale. Pulse 106. The abdomen is soft. Symptoms of peritoneal irritation are negative. What complication of the stated disease has developed? To confirm the diagnosis, what extreme studies should be carried out?
“A patient suffering from a disease of the gastrointestinal tract for 10 years showed signs of internal bleeding. The patient is pale. Pulse 106. The abdomen is soft. No symptoms of peritoneal irritation were found. What complicates the disease of the gastrointestinal tract? What tests should be done to confirm this diagnosis?
Appendix 4
CURRENT TESTING
Syntax errors in the Russian language can be associated with:
incorrect formation of words;
violation of the grammatical forms of words;
violation of management;
ignorance of the lexical meaning of the word;
contamination
violation of the order of words in a sentence;
breach of agreement;
incorrect construction of a sentence with participial turnover;
unjustified repetition of identical unions (union words) in a complex sentence.
What are they usually associated with?
A. Lexico-stylistic errors:
B. Syntax and stylistic errors.
using adverbial phrases in a colloquial style;
using speech stamps in school essays;
using clericalisms in an alien context;
using vocabulary with diminutive suffixes in scientific and business styles.
REFERENCE for the current test
(syntactic norms/errors)
3, 6, 7, 8, 9
A - 2, 3
B - 1
State Medical School of Bratsk
I approve: Considered at the CMC meeting
Deputy Director for SD: Minutes _______________ ___
CMC Chairman:
__________________ __________________________
O.I.Kondratovich E.N.Lokteva
Methodical development
practical lesson for students
Subject:"Syntax. The use of syntactic constructions in speech. Typical errors in the management and construction of syntactic constructions. Ways to fix them"
Topic: “Syntax. The use of syntactic constructions in speech. Typical errors in the management and construction of syntactic constructions. Ways to correct them.
Class type:practical.
Lesson type:combined (studying new material, the formation of practical skills, knowledge control).
Time:90 minutes
Lesson objectives:
Training:
Build skills and abilities:
build sentences taking into account the syntactic norms of the Russian literary language.
Developing:
develop logical thinking (the ability to analyze, compare, generalize);
develop attention, memory, cognitive abilities;
develop communicative qualities of speech, the ability to coherently and competently express their thoughts.
Educational:
to form a respectful attitude towards the native language; a sense of responsibility for the preservation of the Russian language as an integral part of the national culture;
to influence the motivational sphere of the personality of students: to form interest in the subject and the chosen profession;
to form the ability to properly organize their work and rationally use time;
Interdisciplinary connections:
providing:general education course of the Russian language, culture of speech;
provided:humanitarian disciplines, LD, OSD.
Internal connections:literature.
Equipment:method. developments for teachers and students.
Study places:classroom for practical exercises.
Literature:
Main:
"Russian language and culture of speech": textbook, higher education, ed. prof. O.Ya. Goikhmana, Team of authors, 2005; D.E.Rozental, I.B.Golub, “Russian language. Stylistics and culture of speech”, “Makhaon”, Moscow, 2005
Additional:
L.A. Vvedenskaya, M.N. Cherkasova, "Russian language and culture of speech", Rostov-on-Don, "Phoenix", 2003
Lesson plan.
I. Organizational moment. - 1 min.
II. Lesson motivation. - 2 minutes.
III. Organization of educational and cognitive activity of students:
Formation of skills and abilities
1) Fulfillment of practical tasks
followed by collective and self-examination. - 65 min.
2) Milestone testing - 20 min
I.Y. Summing up the lesson. - 1 min.
V. Homework - 1 min.
Course progress.
II. | 2 | Motivation to study a new topic. The syntactic and syntaxo-stylistic norms of the Russian literary language are among the most important, because they belong together with morphological norms to the grammar of the Russian language. Violations of syntactic norms are gross errors. In addition, the situation is complicated by a large number of variant forms observed on the tier of syntax in the field of control and coordination. In this regard, it is necessary to be very attentive to the syntactic and syntaxo-stylistic norms of the Russian literary language and, in case of difficulty, always refer to the dictionary. Formation of skills and abilities Implementation of practical tasks No. __________________ ___________________________________________________ ___________________________________________________ followed by collective, self- and mutual verification(Appendix 1). Final check milestone testing(Appendix 2). | studentscollectively and individuallyperform practical tasks. Students complete the assignment and submit it. |
State institution medical school of Bratsk
I approve: Considered at the CMC meeting
Deputy Director for SD: Minutes No. _________________
CMC Chairman:
__________________ ______________________
O.I. Kondratovich E.N. Lokteva
Methodical development
practical lesson for the teacher
Subject:"Syntax. The use of syntactic constructions in speech. Typical errors in the management and construction of syntactic constructions. Ways to correct them.
Discipline:"Russian language and culture of speech", sectionI
Specialty: "LD", "SD", "Pharmacy", "Dentistry", "Orthopedic Dentistry"
Course - II
Semester - 3
Compiled by:
GMUB teacher:
M.G. Pyatnikova
Bratsk 2006
Bratsk 2006
Topic 10. Syntax. The use of syntactic constructions in speech. Typical errors in the management and construction of syntactic constructions. Ways to fix themWho wants to speak beautifully
must first speak clearly and have
contentment of selected sayings to
depicting your thoughts.
M.V. Lomonosov
Syntax studies the structure of coherent speech. Syntax units
are a phrase and a sentence. They say about the phrase that this is “a thought in the process of becoming”, while in a sentence the thought receives its linguistic expression.
phrase- a combination of two or more independent words related grammatically and in meaning: to love (whom?) animals; rain and snow.
Offer- a word or a group of words, grammatically designed and having a relative semantic and intonational completeness. For example: New Year. Nimble minnows run between algae along the sandy bottom.(I.Sokolov-Mikitov)
A sentence is the main syntactic unit, "a means of forming, expressing and communicating thoughts, conveying emotions and expressions of will" *
To syntax errors include the following:
1.
Management violations.
It is necessary to distinguish between constructions with words that are close in meaning and phrases that have different controls. For example:
dominance over something - advantage over something
confidence in something - belief in something
pay the fare - pay the fare
Syntax errors are made in the following sentences:
- making sure nothing elsefrom(out of) you can’t pull out the speakers, we decided to close the debate
- In (at) the first stage of the competition, both students and employees of the institute can compete.
Often in sentences with two or more control words there is a common object. Such constructions are correct if the controllers
words require the same case and preposition: read and outline a book, speak and write about contemporary literature. But if the dependent word is next to the words that require different control, then an error occurs.
For example: We love and are proud of our Motherland(we love what? proud of how?)
Therefore, it would be correct:
We love our Motherland and are proud of it.
2. Violation of agreement.
For example: The young doctor came to the reception.
Here we are dealing with a violation of agreement between the subject "doctor" and the definition of "young", which is unacceptable. And the mismatch between the subject and the predicate (the doctor came) is a valid option. It will be right: The young doctor came(or came) appointment(if we are talking about a woman).
Fluctuations in the forms of agreement
Coordination when designating a woman and her profession such as “doctor came” and “doctor came”. If the subject is a noun m. r., denoting a profession (doctor), then the predicate agrees in the gender - “came”. But in the colloquial style of speech, semantic agreement (came) is increasingly spreading. Such an agreement is not characteristic of scientific speech. And agreement with an adjective in meaning (a well-known doctor) is unacceptable.
Agreement of the predicate with the subject. A pronounced quantitative-nominal combination of the type "several people came - came." There has been an increasing trend towards harmonization in meaning.
The noun denotes an inanimate object, ( several wagons delivered)
The predicate is expressed in a short form of the passive participle ( most of the letters were delivered, several people were injured)
The predicate precedes the subject ( found at the beginning of the street
multiple shadows)
B) the predicate is used in the plural, if:
The subject denotes an animated object, and the predicate emphasizes the activity of the action ( several people rushed to help)
There are homogeneous members in the subject and predicate ( several dozen men and women stood at the gates of the hospital)
The subject is torn off from the predicate by a separate turnover ( several people in the crowd fainted)
3. Errors in the management of adverbial turnover.
For example: As I approached the station, my hat fell off.
The adverbial turnover denotes an additional action to the main one. In this sentence, the main action is expressed by the verb "flew".
This predicate refers to the word "hat". It turns out that the hat drove up to the station. It will be right: When I drove up to the station, I flew off hat or On my way to the station, I lost my hat.
4. Mistake in the use of participial turnover.
For example: Lying book on the table.
The participial turnover must be either after the word being defined or before it.
The book on the table is the book on the table.
5. Violation of word order.
For example: We not only received a textbook, but also a collection of exercises.
Here we are dealing with a violation of the order of words with a double union "not only, but also." It will be right: We received not only a textbook, but also a collection of exercises.
6
.
Mixing direct speech and indirect.
For example: A friend said that I would wait.
7. Violation of the norms in the use of homogeneous members of the proposal.
For example, In order to improve the skills of teachers in passing
practices and forms of work.
8. Violation of coordination between the subject and the predicate.
For example, came or passed two
Syntax-stylisticmistakes
Ignorance of the features of the functional styles of the RLA is the main reason for the occurrence of syntax and stylistic errors. As a rule, syntaxo-stylistic errors are associated with the use of complex syntax, adverbial phrases in a colloquial style.
For example: He is my brother.
The use of the link "to be" in the present tense is characteristic of the scientific style, while in the colloquial style this use is a syntax and stylistic error.
Questions of self-control:
1. List the main types of syntax errors.
2. Give examples for each type.
3. Give examples of violation of syntax and stylistic norms.
Tasks for independent work of students
Task number 1.
Eliminate errors related to incorrect use of control forms.
A) The mother was very worried about her son
B) Every specialist sees the advantage of the new technology over the old one.
C) Good preparation of athletes gives us confidence to win
this team
D) By the end of the year, these employees will have to report on the work done.
E) The documentary shows how an immigrant family is looking for
E) The department organized and manages the production practice
students.
Task number 2.
Are there any mistakes in the given sentences? If there are, then fix them.
1. Patients have been waiting for a doctor for a very long time, they even complained to the head, finally, the doctor came.
2. The nurse informed the patient that Sidorov's doctor had come a long time ago and was waiting for him.
3. The young director staged a very good picture.
4. Yesterday I managed to take three necessary textbooks on pediatrics to the library.
5. Our head physician is very strict.
6. Four beautiful toys were bought by me as a gift for my nephews.
7. Ivanova is a very strict director.
9. The nurse told the purpose of her visit.
10. The book is the result of the author's work.
Task number 3.
Rewrite the sentences, choosing the desired agreement between the predicate and the subject from the two proposed. What trend will you be guided by?
1. Yesterday I purchased / purchased several anatomy textbooks in the Chaconne store.
2. For today's surgery session, most of the students were/were well prepared.
3. Seeing a drowning person, several people rushed / rushed to help.
4. Several dozen guys and girls were waiting / waiting for the arrival of a commuter train.
5. Most of the students were upset / were upset about the cancellation of the class.
6. Several people could not / could not get on the bus and remained / remained to wait for the next one.
7. Several drugs prescribed by a doctor were / were not available in the pharmacy.
Task number 4.
Match the predicate with the subject, add the ending.
A) A row of tables stood .. in the middle of the audience.
B) Five students approached the examination table.
C) Twenty-two notebooks, checked by the teacher, lay .. on the table.
D) Fifty-one delegates arrived at the meeting.
D) A thousand people went on a tour.
E) Only ten schoolchildren went on an excursion.
G) Five fighters threw ... on enemy bombers.
H) Many graduates of our school began to work in new structures.
Task number 5.
Correct the errors in the use of adverbial and participial constructions.
While reviewing the editorial mail, my attention was drawn to the letter
schoolgirls. Returning from the exhibition, he had to look into the library. The arriving train for the fifth track leaves in half an hour. Approaching the house, the dogs greeted us with loud barking. Without stopping the car to tow, the whole was shaking and growling.
Task number 6.
Make sentences using the following prepositions:
Thanks to, in spite of, by, in, on.
Task number 7.
Correct the sentences, explain the mistakes.
A) The patient was given fruits, strong broth, cocoa, oranges.
B) Vakula's feeling had to go through trials, indifference and
Oksana's whims.
C) Residents demanded troubleshooting and repairs.
D) Representatives of many countries participated in the tournament: Austria, Hungary,
Russia, Romania, USA, etc.
which tells about the unknown pages of the war.
E) The speaker tried to convince his listeners that
the provisions put forward by him have been tested in practice.
G) Mankind is seized with a passionate desire to ensure that war in
the power of its enormity would outlive itself.
H) Ivanov said that I would not fall asleep, but I would learn all the tickets until morning.
I) The artist depicted how Peter1 leads troops into battle, adhering to
Surikov's manners.
LITERATURE
Vvedenskaya, L. A. Russian language and culture of speech: textbook. allowance for students. universities / L. A. Vvedenskaya, L. G. Pavlova, E. Yu. Kashaeva. - 14th ed., - Rostov-n / D: Phoenix, 2005. - 539 p.
3. Izmailova, L. V. Russian language and speech culture for pedagogical colleges: textbook. for stud. middle prof. education / L. V. Izmailova, N. N. Demyanova, N. P. Menshikova. - Rostov-n / D: Phoenix, 2005. - 413 p. (Secondary vocational education).
4. Propaedeutics of internal diseases: textbook. for students of secondary prof. education / ed. V. Kh. Vasilenko, A. L. Grebneva. - M.: Medicine, 1982. - 300 p.
5. Rosenthal, D.E. Russian language: a collection of exercises for schoolchildren. senior classes and entering universities / D. E. Rosenthal. - M.: Bustard, 2001. - 367 p.
6. Fedosyuk, M. Yu. Russian language for non-philologists students.: textbook. / T. A. Ladyzhenskaya, O. A. Mikhailova, N. A. Nikolina. - 11th ed., - Publishers: Flinta, Nauka, 2007. - 256 p.
7. Russian language and culture of speech: study method. allowance for students. secondary medical educational institutions / compilers: E.V. Menzul, O.V. Petina.- M.: 2003.-198 p.
8. Phraseologisms of the Russian language / comp. M.F. Khudyakova. - Yekaterinburg: Ural publishing house, 2000. - 208 p. (To help teacher and student)
DICTIONARIES
1. Ozhegov, S. I. Explanatory dictionary of the Russian language / S. I. Ozhegov, N. Yu. Shvedova. - M.: 1992. - 988 p.
2. Orthoepic dictionary of the Russian language / edited by R. I. Avanesov. - M.: "Russian language", 1989. - 686 p.
3. Mokienko, V. M. Why do they say so? From Avos to Yat: a historical and etymological guide to Russian phraseology / V.M. Mokienko. - St. Petersburg: "Norint", 2006. - 512 p.
4. Panov, V. T., School grammar and spelling dictionary of the Russian language / V. T. Panov, A. V. Tekuchev. - M.: Enlightenment, 1991. - 287 p.
Glossary of terms
Anachronism - violation of chronological accuracy by erroneous attribution of events from one era to another
Archaism- an obsolete word, figure of speech or grammatical form.
Variability of norms / fluctuation of norms- the coexistence of two different pronunciations or spellings of language elements, both of which are valid.
External speech- this is a kind of speech in which verbal communication is carried out in time and space, external speech is characterized by expansion.
inner speech- this is a kind of speech in which the process of forming a thought is carried out without its detailed expression, oral or written.
Graphic arts- Inscriptions of written or printed characters, letters.
Dialectism- a word or turn of speech from any dialect (local or social variety of the language).
Discussion- collective discussion of any controversial or unresolved issue in order to establish a measure of truth in each of the put forward points of view and come to a common opinion.
Dispute- an exchange of views on any issue, during which each of the parties defends its understanding and refutes the opinion of opponents.
Report- a detailed message on a specific topic in order to form the opinion of listeners on the issues raised, to determine the nature of further practical actions.
Genre- a type of text characterized by the unity of the constructive principle, the originality of the composition and the use of stylistic devices.
Jargon- the speech of some social or other group united by common interests, containing many words and expressions that are different from the common language, including artificial, sometimes conditional.
Chancery- a stable turn of speech inherent in the official business style of the Russian literary language.
Contamination- the emergence of a new expression, word, form by combining elements of two expressions or forms that are somehow similar.
A culture of speech is an academic discipline on the functioning of the language in modern speech, the optimal choice and organization of language tools
depending on the goals, conditions and content of communication and the objective basis of normalization.
Vocabulary- the vocabulary of the language, any of its styles, spheres, as well as someone else's works of art.
Wrong match: The youth love go to the theater (likes); Dog Ball had seen cat and chased after her (saw and chased); Young engineer Irina Petrovna entered the workshop (young); I live in the city Tyumen(Tyumen); The boy grew up round orphan (round).
Mismanagement: According to orders rector (by order), head departments(department), pay for travel(pay the fare, pay the fare); worried about you(for you), advantage over the enemy(before), indicate about shortcomings(for shortcomings), review per article(about the article), dissatisfaction for low wages(low salary), came from university(of), noted about success(success), confidence in victory(victory), laments about it(on this), on arrival remembered (upon arrival).
Pronominal duplication of the subject: Yakushev - is he our governor; Children - they love to play pranks; The sun - it already warm; Tanya - she is very smart student.
Incorrect construction of the predicate: I will grow up and soccer player(football player); The mechanisms must be off and locked after work (off and locked); The boy dreamed of being sailor(sailor).
Lack of types of temporal correlation of verbs-predicates: Back from work had dinner, and then I read(revered); students got notebooks and prepared for the lecture (get ready); Girls laughed and watching at each other (looked); doors closed, and the bus gets under way from a place (started).
Skipping sentence members: The driver turned on the light in the cabin and (?) started off ( bus moved); At the stake (?) the best people of the village ( present); There are (?) writers hanging on the wall ( portraits of writers); In the spring, ice breaks on the river, (?) Overflows, floods its banks ( she/river); The kiosk sells (?) movie actors ( portraits / photos of actors).
Wrong word order: Residents of the flood-affected area received timely assistance; We saw a tree twenty paces away; Our country needs smart people; Rybtrest starts recruiting young men under the age of twenty-five for expeditionary fishing; The best milkmaid of the Marusinsky collective farm Kozlova M.P. on the twenty-eighth day after calving, she received 37 liters of milk from a cow named Maruska; The owner pushed the dog away with his foot, which immediately took offense and ran away.
Double syntactic link: Residents demanded troubleshooting and repairs (demanded repairs or liquidation of repairs?); He sought leave without pay and a ticket (he sought a ticket or leave without a ticket); Training of hunters for the extermination of wolves and those responsible for carrying out this event.
Syntactic ambiguity: Reading Yevtushenko made an indelible impression (read Yevtushenko or read his works?); Return of children (children returned or someone returned them); the story of the writer excited everyone (told by the writer or the story he wrote).
Violation of the syntactic connection of revolutions with prepositions except, in addition to, instead of, along with(these turns must be controlled by predicate verbs): In addition to sports, read books; Along with psychological shock, As a result of the fire, people lost their homes.
Free (independent) gerund: Coming home after school, the kitten will meet me with a joyful meow; Learned about the competition, I had a desire to participate in it; The boy led the dog merrily wagging tail; Walking down the hallway found a pencil; Running under a tree, the rain is over; Filming "American Daughter", the pain released Shakhnazarov; Being unconscious, he was taken to the hospital.
Establishing homogeneity relations between members of a simple sentence and parts of a complex one: The boy was waiting for the evening and when mother will come; Walking in the cold and if do not take care, you can catch a cold; I do not like to be ill and when I am being brought up.
Structural displacement(the speaker builds the beginning of the sentence according to one model, and the end according to another): The last thing I will stop on is it's in the making control work (this design); The main thing to pay attention to it's their literacy(this is literacy); The first thing I ask you it's about discipline(this is discipline); The only thing missing here this list references (this is a list of references); When Bazarov did not want to see anyone, and this he went somewhere (then he went somewhere).
Mixing direct and indirect speech(lack of necessary replacement of first person pronouns with third person pronouns, etc.): The teacher said that I check all notes (he will check ...); Bazarov said that my grandfather plowed the land (his grandfather); Pushkin writes that good feelings I lyroy awakened that in our cruel age I praised freedom; My brother told me in confidence that I today I'm going for the first date.
Wrong choice of union or allied word: The issue was discussed with the rector, where a decision was made (and it was ...); Can't put up with it when students are late, use foul language and smoke at the entrance (with the fact that ...); I borrowed a book from the library where there are all the rules of spelling and punctuation (in which); I am late, because traffic jams everywhere (because; union because not in literary language).
Duplication of unions: In the darkness he felt as if someone is following him; He said, as if already wrote a term paper.
Incorrect placement of parts of a compound union: We were Not only at the conference, but also made a report (We not only were, but also spoke; Bulgakov's novel "The Master and Margarita" makes Not only think high, but also educates (not only makes you think, but also ...); In the forest we collected Not only many mushrooms and berries, but also we caught a squirrel (we not only collected ..., but also caught ...).
Extra relative word in the main clause(demonstrative pronoun): We looked at those the stars that dotted the sky; The puppy rolled on volume a floor that was wet; Has entered that teacher who teaches physics.
Simultaneous use of a subordinating and coordinating union: When the fire started, and people were not at a loss, but extinguished it; If a it will rain, a we hide under a tree; To to be healthy, and Here I go in for sports.
Diversity of structure of the homogeneous parts of the non-union complex sentence: The following can be said about the student's report: the report is not quite corresponds topic; it is desirable to use more facts; not specified practical significance the research conducted (The following can be said about the student's report: incomplete correspondence to the topic, insufficient use of facts, lack of indication of practical significance ...).
21. Violation of the boundaries of the proposal: Which students are late, interfere with others; After school, I thought and decided. What needs to be learned further. And I entered the university (After school, I thought and decided that I needed to study further, and entered ...).
