Abstract
The paper deals with the problem of representation of the imitation processes and productive activities in school essays. The prerequisites for the study are approaches to the analysis of school essays as a type of creative work, which reflects one or another degree of imitative communicative activity of a person, as well as the relevance of the problems of determining the features of the integration of reproductive and productive activities in communication, the representation of the creativity of a linguistic personality in the text. Solving these problems allows us to determine the ways of actualizing the creative component of preparation for essays and translating it from a potential state into a real one. The purpose of the study is to determine the conditions for the realization and indicators of the reproductive and productive components in the communicative activities of the author of the essay and the conditions for the dynamics of their communicative state. The following methods were used content analysis, communicative and structural/semantic analysis of essays, analysis of linguistic marking of the processes of imitation and creativity in texts. For the first time, the paper reviews the awareness of the communicative intention and genre characteristics of the sample as the leading condition for the implementation of imitation and creativity in school essays, describes the indicators of the dynamics of the communicative state from the state of imitation to the state of creativity, which are correlated with creative abilities: the multiplicity, diversity, and consistency of micro themes (indicators of thinking flexibility), the balance of the boundaries of the author’s intention (an indicator of the ability to see the essence of the problem, the subject of speech), the transformation of speech cliches (an indicator of the ability to resist stereotypes). The authors also propose a typology of reproductive, reproductive/productive, and productive communication skills of school students: the ability to copy the genre frame, interpret the sources of the author’s intention, correct the system of structural and semantic components of the text of the essay.
Highlights
In the pedagogical sciences, the essay is traditionally viewed as one of the most reliable and effective methods of communicative development of a student, teaching them how to create a text
Researchers emphasize that, regardless of the content of education, an essay with identical communicative and linguistic characteristics can become the pinnacle of educational achievements for one student and only a stage in communicative development for another one
The fact of referring to a certain model, on the one hand, and the development of the linguistic personality of the writer, on the other, revives the question of the correlation of reproductive and productive activity, imitation, and creativity in written creative works. The analysis of this phenomenon currently not presented in research can be carried out in line with the studies on the “reproductive and productive components of communicative processes” [1: 144]
Summary
The essay is traditionally viewed as one of the most reliable and effective methods of communicative development of a student, teaching them how to create a text. The fact of referring to a certain model, on the one hand, and the development of the linguistic personality of the writer, on the other, revives the question of the correlation of reproductive and productive activity, imitation, and creativity in written creative works. The analysis of this phenomenon currently not presented in research can be carried out in line with the studies on the “reproductive and productive components of communicative processes” [1: 144]. It has been established that the creation of a text is carried out based on the integration of reproductive and productive procedures, which makes it possible to apply the criteria of creativity [2, 8] to the product of speech activity
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