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The most important rules for the Russian language. Russian language is not about rules

There are a lot of articles about errors that piss everyone off. That's why I wrote not about mistakes, but about rules - sometimes they infuriate even more.

1. “Upon arrival” and “on arrival”, not “on arrival” and “on arrival”

In the meaning of “after something,” the preposition “by” is used with the prepositional case: upon arrival, upon arrival, upon return.

The preposition "by" is used with dative case, if indicates:

  • on a surface or space (crawls on a table, travels around Europe);
  • on the object to which the action is directed (hit in the face);
  • on a person or object they think about or miss (miss you);
  • for a reason (due to one’s stupidity);
  • on the subject to which the action applies (something needs to be decided on amendments).

It is also used with accusative case when it points to an object to which the action is limited (to the very tonsils). But if we say that something will happen only after a certain event, then we need to use the prepositional case.

2. “Coffee to go,” not “coffee to go.”

We use adverbs when we need to describe an object. When it comes to takeaway coffee, the question is “what?” rather than “where?” or “for what?”

In this situation, you need to use an adverb. And according to the dictionary, the adverb “takeaway” is written together.

3. “5.5 rubles”, not “5.5 rubles”

The proof here is easy to find, for example, in Rosenthal or Milchin: with a mixed number, the noun is controlled by a fraction. Therefore: 8.5 meters (eight point five meters), 9½ weeks (nine point one week).

There are many objections: but when we see “9.5 weeks,” we read “nine and a half” and not “nine point five.” If you follow the rules, it turns out like this: if you want it to be read as “nine and a half,” write “nine and a half.”

4. “Until how long”, not “until how long”

The word “how much” does not have the form “how many”:

5. “Economy class”, not “economy class”

The word “economy class,” unlike “business class,” is a compound abbreviation, not a compound one: the first stem is abbreviated (“economy” from “economical”).

And compound words are written together: dance class (dance class), drama club (drama club), economy class (economic class).

6. Illogical hyphen in anglicisms

According to the dictionary, there is no hyphen in “deadline”, but in “food court” and “check list” there is.

There are many such examples - it seems that there is no specific system and words end up in the dictionary at random. One gets the feeling that borrowed words must go this route: ordeal without being included in the dictionary; entry with a difficult to explain hyphen; changing the norm to a more logical spelling without a hyphen.

7. The Relentless Barista

Unlike the previously borrowed from Italian giornalista (“journalist”) and even fascista (“fascist”), “barista” has not yet been assimilated: it has retained the Italian ending and does not decline. But I think that everything will change: language lives and changes.

Where are the proofs, Lebowski?

What to do with this information

Here are some options:

  1. Constantly correcting your interlocutors and therefore pissing everyone off.
  2. Be mad that these norms are stupid, include in the editorial policy options that seem correct, and live in peace.
  3. To freak out and prove in the comments that real people don’t talk like that, so it’s time to change the norms.
  4. Speak as usual.

I did not write this post to accuse anyone of ignorance or to encourage everyone to write as the rules require. Some of this seems very strange to me. We can only hope that over time the norms will become more logical.

A truly literate person knows the rules of the language and knows how to apply them, and does not simply rely on intuition. This skill comes through focused study of grammar. shares detailed instructions, how to remember and apply the rules of the Russian language.

How to learn a rule and learn to apply it

Read carefully

Things won't progress if you study while listening to music or with the TV on. Sit in a comfortable place and concentrate on your textbook. Read the rule carefully, paying attention to the highlighted words, examples and diagrams. If the essence of what was written did not fit into your head right away, read the text again.

Think about it

Don’t cram, but try to understand the essence of the rule. Say each point to yourself. Incomprehensible words and wording can be found in the dictionary. It is also worth retelling the rule in your own words. Look carefully at the examples. They show the effect of the rule in practice.

Russian language teacher Victoria Romanova talks about writing complex nouns, adjectives, and adverbs

Remember

By comprehending the rule, you start the process of memorization. All that remains is to keep the information in your head. Retelling it out loud will help with this. Memorization is hard - . Learn to reproduce the theme at home, and you can easily repeat it at the board or to yourself when you encounter a spelling problem in the text or a problem with punctuation.

Put it into practice

The ability to write correctly can only be brought to automaticity through practice.After thoughtfully completing the exercises, you will no longer have to pronounce the rule every time. To keep it from fading, periodically return to theory and assignments on this topic.

What else will help you better understand and remember the rules?

Mnemonics

Places in the rules where you need to remember a lot of exception words are quickly stored in memory using mnemonic phrases (a way of remembering information using associations). One of these: “I healed the wound and climbed a tree.” This line helps to distinguish between words that are oral speech sound the same. You will find ready-made associations in the book. E. A. Lisovskaya "".

Charts and tables

To collect a large rule into one picture, use diagrams or tables. Also look for infographics inAdukar's public page on the Russian language.


It’s also good to learn a language from videos. You will find videos in accordance with all the rules that will be useful on the central heating center in our service.

Understanding word structure

To apply the rules correctly, you need to see the structure of the word.It is important to understand that the root or suffix contains the spelling. The easiest way to parse a lexeme into morphemes is to select words with the same root.

Definition of part of speech

The spelling often depends on the part of speech to which the word belongs. Learn to clearly distinguish an adverb from a noun with a preposition or an infinitive fromverb in the imperative mood.

Syntactic skills

To use punctuation marks correctly, learn to understand the composition of a sentence and highlight its parts. Correctly constructed circuit non-union proposal, will save you from punctuation errors.


If a student is able to parse a sentence completely, this will help him when putting punctuation marks. The diagram will be useful for proposals with different types communications. You also need to pay attention to the presence of phrases (participial, adverbial), interjections, and addresses.

Svetlana Pashukevich, Russian language teacher

Reading books

Being well-read directly affects literacy. The more times you see a word, the more likely you are to spell it correctly. Even commas will fall into place intuitively if you have seen similar constructions in the text more than once.

By following these tips each time, it will become easier for you to remember the rules. The effort is worth it. In return, you get a high score on the CT, time saved on correcting errors in important texts, respect from others and self-esteem.

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Quite often it happens that you need to find some rule for the Russian language. But finding what you want in a textbook turns out to be not such an easy task. I hope this page will help you find the Russian language rule you need much faster. For now, only the rules of the 1st grade of the school are posted here, but over time the rest of the rules of the Russian language will be added. Happy learning!

Rules of the Russian language 1st grade

01.
The words in a sentence are related in meaning. To make a sentence out of words, the words need to be changed.

02.
The first word in a sentence is written with capital letters. At the end of the sentence they put question mark, period or exclamation mark.

03.
Sentences consist of main and minor members offers. The main members of the sentence form the basis of the sentence.

04.
Pronunciation is the way we speak and pronounce a word. Spelling is how we should write a word.

05.
Sounds in the pronunciation of which only the voice is heard (without noise), and air passes freely in the mouth, are called vowels. A vowel sound forms a syllable. There are six vowel sounds: [a], [o], [u], [s], [i], [e]. There are 10 letters denoting vowel sounds: a, o, u, y, i, e, e, e, yu, i.

06.
There is only one vowel sound in a syllable. There are as many syllables in a word as there are vowel sounds: o-sy - [o-sy].

07.
Sounds, during the pronunciation of which air meets a barrier in the mouth (lips, teeth, tongue) and only noise is heard - [s] or voice and noise - [z], are called consonants. Consonant sounds are designated by letters: b, v, g, d, zh, z, j, k, l, m, n, p, r, s, t, f, x, c, ch, sh, sch.

08.
Word wrapping. You can transfer words from one line to another only by syllables: morning, cash, magazine. One letter cannot be left on a line or moved to a new line. Translate it like this: radio, ogo-rod. When transferred, the letters -й- and -ь- cannot be separated from the letters in front of them. Translate it like this: tea-nick, build-ka, boy, porch.

09.
One syllable in a word is pronounced more strongly than others. Such a syllable is called stressed. The remaining syllables are called unstressed. The accent mark is placed above the letter that denotes the stressed vowel sound. The accent mark is not placed if the word has one syllable or contains the letter -е-.

10.
Spelling is the writing of words according to certain rules.

11.
First names, patronymics and surnames of people, animal names are written with a capital letter. These are all proper names. The names of streets, villages, towns and rivers are proper names. They are written with a capital letter.

12.
There are 33 letters in the Russian alphabet. Each has its own place and name. What are they called correctly:
Aa (a), Bb (be), Vv (ve), Gg (ge), Dd (de), Ee (e), Eyo (e), Zh (zhe), Zz (ze), Ii (i), Yy(th), Kk(ka), Ll(el), Mm(em), Nn(en), Oo(o), Pp(pe), Rr(er), Ss(es), Tt(te), Uu(u), Ff(ef), Xx(ha), Tsts(tse), Chch(che), Shsh(sha), Shchshch(sha), ъ(hard sign), Yы(s), ь( soft sign), Ee(e), Yuyu(yu), Yaya(ya).

13.
The letter -ь- (soft sign) does not indicate a sound. A soft sign shows that the consonant sound in front of it is pronounced softly: coal - ugol[l". The softness of consonant sounds is also indicated in writing by the letters e, e, i, yu, i, b (soft sign), but only if if they come after them: [l"]ev.

14.
The letters e, e, yu, i at the beginning of a word or after a vowel sound designate two sounds: e - [y"e], ё - [y"o], yu - [y"u], i - [y"a] .

15.
We write letter combinations live And shi with the letter - i. This needs to be remembered.

16.
We write letter combinations cha And now with the letter - a, chu And I feel with the letter - y. This also needs to be remembered.

17.
In letter combinations chk, chn, schn the soft sign is not written.

18.
Consonant sounds are voiced and unvoiced. Voiced ones are pronounced with voice and noise, unvoiced ones - with noise. Voiced and voiceless consonants form pairs:
voiced[b], [c], [d], [d], [g], [h],
deaf[p], [f], [k], [t], [w], [s],
There is
unpaired voiced[r], [l], [m], [n],
unpaired deaf[ts], [h], [sch], [x].

19.
At the end of words, paired sounds are pronounced dull. To correctly identify paired consonant sounds at the end of a word, they need to be checked. To do this, you need to change the word so that after the consonant sound there is a vowel: table b- table[ would]

20.
Our speech consists of sentences. Sentences are made up of words. Words in our language are divided into groups, or parts of speech: nouns, adjectives, verbs, prepositions and other parts of speech.

21.
Words can name people and animals, things, natural phenomena, actions and qualities. You can ask them a question WHO? or WHAT? In grammar, such words are called nouns. A noun is a part of speech.

22.
Words that denote characteristics of objects are adjectives. An adjective is a part of speech.

23.
Words that denote the actions of objects are verbs. A verb is a part of speech.

24.
Words ON, IN, FROM, ABOUT, BY, FROM, TO, U, FOR, ABOUT, UNDER, OVER, WITH- prepositions. Prepositions are used to connect words in a sentence. Prepositions are written separately from other words. A preposition is a part of speech.

Read and see also:

Studying the history of the rules

Students will better understand, and therefore remember, the rule if they delve into its history, find out who first formulated it and how, how words were written before the advent of the spelling rule, and why the rule was needed in the spelling system in the first place. For such work, you will need old editions of books on Russian grammar, starting with the works of Lomonosov. Such publications are easy to find on the Internet. Can also be used for analysis laboratory work copies of books from the 18th century. In the reference book of the site "I can write" there is a history of some spelling rules. For example, spelling rules for prefixes.

Selection of words for one rule

Sometimes people remember a rule in the Russian language all their lives and do not suspect that there are only a few words for this rule in the language. Or several dozen. For example, there are only 12 adverbs with a sibilant at the end: 9 with a soft sign and 3 without a soft sign at the end. 3 adverbs are considered exceptions (more about the spelling rule b after sibilants). And remembering the spelling of these specific words is sometimes easier than remembering the rule. But this is not interesting, but the fact that after compiling full list words per spelling rule, the student remembers this rule forever. When compiling such lists, reverse dictionaries and searching for letter combinations in electronic dictionaries help. You can also methodically write down words from exercises in different textbooks. Students can be offered ready-made lists words on various rules. In a group of 10 - 15 people, it is easy to play games for memorizing lists. For example, in the auction game, the winner is the one who names last word. Such methods work great in literacy training. For a class in a regular school, you can give homework to compose a story from words. The stories can be printed and made into a bright wall newspaper. After much creative torment, everyone will read what others have written and thus repeat the words many times.

Well, of course, no one canceled traditional dictations with commentary and polls. They must run in the background constantly.

Learn the rules of the Russian language in a fun way!

With rare exceptions, Russian is one of the least favorite subjects in school. Difficult tests, a lot homework and endless rules... Unfortunately, today's lessons do not help schoolchildren become more literate and, most importantly, do not develop speech at all. What's the matter?

Russian as a foreign language

Let's imagine ourselves in the place of a child. From birth he hears his native language and begins to speak it almost from the age of two. By the age of seven, future first-graders speak generally no worse than adults.

In first grade, the main task is to teach the child to write and read. How does the school deal with this?

It was on the first school year the child masters and understands the important essence of our language: we say one thing and write another. Anyone who has already learned to read not syllable by syllable realizes that the word “milk” is read as “malako” and agrees with this.

Meanwhile, studying the Russian (native!) language in our school resembles studying a foreign language - the child is constantly fed phonetic transcription, although he himself knows perfectly well how the words sound.

If a child is already reading, then he undoubtedly understands the difference between sounds and letters, since the process of reading, in fact, consists of translating letters into sounds. Transcription only interferes with the student, confuses him, not allowing him to remember the only correct form, “image” of the word.

So children already in the first and second grades do a phonetic analysis of the word “path” once or twice, determining the softness of the consonants, the number of letters and sounds. For what? To safely forget about it in high school, remembering only before the State Exam and the Unified State Exam.

There is an opinion (and it is supported by textbooks) that it is thanks to the active study of phonetics in elementary school children begin to write correctly. Alas, this is completely inconsistent with the observations of any parent - children now are no more (and perhaps less) literate than the previous several generations, who studied phonetics in grades 5-6 and no longer than one term.

Scary grammar

According to textbooks and workbooks, students learn literacy simply by applying and remembering rules or (if there are no rules) vocabulary words.

By the way, try to remember at least one rule (except for “zhi, shi write with the letter i”).

Case names? The endings of first declension nouns in genitive case? And in general, what are first declension nouns? What about first conjugation verbs? Do you remember? Now think about what rules you regularly apply when writing?

Let us remember the rule for spelling vowels after sibilants in a suffix:

Under stress in suffixes of nouns and adjectives not formed from verbs, it is written O (girl, little gal), and without stress - E (song).

When a class "goes through" this topic, students do many exercises, most of which simply ask them to fill in the missing letter. In fact, the tasks themselves suggest where the rule is to be applied, just like dictations on a given topic. Once a section is “passed,” the exercises can be forgotten almost until the final exam.

Now let’s try to imagine ourselves in the place of a schoolchild who has learned a lot of rules, and now he just needs to write correctly (in general, we are all in this place anyway). There are no hints in the form of brackets or ellipses. To apply a rule, you must first generally understand the need for its application. How to do this? Let’s say a person writes the word “girl” and... what? There are three options:

    the spelling of the word is not in doubt;

    the spelling of a word is doubtful for some reason (why?);

    a person checks every word in general, so he immediately identifies the root, suffix, selects a rule and corrects the error.

Do you think the latter option is common?

The fact is that in fact there are two options: either a person writes and does not notice the mistake, or notices it because he does not like the “look” of the word.

Many people call the second option “innate literacy,” although in fact it is not so much innate as acquired. good visual memory and a love of reading help to remember the “images” of words, and, accordingly, write correctly.

Already in the first grade, schoolchildren are required to learn quite a lot of “dictionary” words, the spelling of which does not follow the rules. How are they taught? Yes, they simply rewrite each one 10-20 times in a notebook. And after that they write correctly.

This is where the dog is buried. In order to correctly write most words in Russian, it is not at all necessary to learn and apply the rules. It’s enough just to read and write more - rewrite texts from books and textbooks. Texts without gaps or ellipses, so that all important letters of the word are visible. Then that very “innate literacy” will be formed, which is so envied by those who are forced to constantly look into the dictionary.

By the way, in this regard, you can remember how they teach in our school foreign languages. In both English and French, no one crams the rules (and in any case, their number is simply not comparable with the number of rules in the Russian language), but they simply remember the type of word and its sound.

It turns out that many rules do not help to write correctly, they only organize the base of the language and create its “logic”.

Most people write competently, without applying rules or using them sometimes, and in this case they are often presented not in the form of rules, but in the form of convenient associations (for example, what is he doing? - bathing; what to do? - swimming).

By the way, despite such a simple rule, many people in in this case they still write the soft sign incorrectly... Why would that be? After all, they taught this at school!

Speech development? No, we haven't!

It is interesting that many Russian linguists, teachers and language historians of the 19th century put in first place not grammar, but the development of speech! The ability to read thoughtfully, understand and present what was read, and mastery of live speech a hundred and fifty years ago was considered a much more important skill than competent writing.

For example, Fedor Ivanovich Buslaev, a linguist and language historian who laid the foundation for the scientific study of Russian folk literature, wrote:

“All grammatical teaching must be based on reading the writer. Main task is that children clearly understand what they read and are able to express themselves correctly verbally and in writing.”

Konstantin Dmitrievich Ushinsky, scientist and teacher, believed that studying the Russian language has three goals: speech development, conscious mastery of the treasures of the native language and mastery of grammar. Please note that grammar comes third!

Vladimir Petrovich Sheremetevsky, a Russian language teacher and methodologist, wrote that the subject of teaching the native language is living word. And he again put students’ mastery of live speech in first place.

But at the beginning of the twentieth century, the scientific and linguistic orientation became stronger in the methods of teaching the Russian language, although attention was paid to the development of all aspects of oral and writing: pronunciation culture, work on vocabulary and phraseology, development of coherent speech skills.

But by the end of the twentieth century, despite all sorts of new techniques (and perhaps thanks to them), the Russian language as a subject was practically emasculated to pure grammar. Of course, in modern textbooks there are exercises for speech development, but there are few of them, and children and teachers do not pay much attention to them. And not before! There are so many rules to learn, so much analysis to do, that writing an essay or presentation seems like a trivial task that does not require attention. It is not surprising that the skills of coherent speech (at least!) and coherent writing, the ability to correctly formulate thoughts are very poorly developed. But any fifth grader will do syntactic and morphological analysis in a couple of minutes.

But why, exactly, do we learn our language? Certainly not for the sake of impressing the audience at a conference with the syntactical analysis of a sentence.

Word will correct ours grammatical errors, but, alas, it will not help with the ability to coherently express thoughts orally and in writing.

Meanwhile, children are drowning in a heap of rules and regulations, not even suspecting that the ability to speak, read and understand is much more important than declination and conjugation. It’s a pity that in the Russian language, endless study of the rules does not guarantee literacy at all; moreover, it instills an aversion to native language lessons (try finding a schoolchild who loves “Russian”).