O PODELI REČI NA KRAJU REDA U PISMENIM ZADACIMA

Abstract

With the development of electronic literacy and the dominance of printed text over hand- written text, the need to know the rules of word division at the end of a line is decreasing. However, it is inevitably actualized when writing school written assignments. In this paper, therefore, we bring an excerpt from a broader study dealing with the orthographic norm in the written assignments of high school students of different educational profiles and directions in the Republic of Serbia. The goal is to determine the orthographic characteristics of more than 3 000 written assignments from the subject The Serbian Language and Lterature in a separate spelling area - Dividing words at the end of the line. We also pay attention to determining the representation and frequency of errors according to the age of the students, the school they attended and the assessment of the written task. The research corpus was examined by a descriptive and analytical method. The results of the research showed that the dominant mistake of the high school students was in cases when the consonant is in a position between two vowels at the end of the line, and they often avoid the division whatsoever. The rules of word division at the end of the line are the least followed by the students of the technical high school, while the weakest achievements in this spelling area were shown by both first-year pupils and high school graduates. The grades that students receive on written assignments are in line with the representation of errors in them. The current findings confirm the primary hypothesis that more attention should be paid to the issue of following the orthographic norm in high school teaching practice when it comes to word division at the end of a line. In the final part, the paper is enriched with reflections on the possibilities of improving the teaching prac- tice in secondary schools, as well as the orthographic literature in order to change the current situation when it comes to the examined area of orthography.