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The organization of system of creative works of pupils will promote formation of exact and expressive written language in case the system is considered as activity of pupils, in the course of which and in connection with which components of literary abilities are formed. Thus formation of the main components of literary abilities has to be in that measure which would provide further the most full-fledged perception of works of art, creative approach to their analysis and to any compositions.

The analysis of components and structure of literary abilities in V.P. Yagunkova's research showed that children find words and phrases when they imagine a subject or the described picture quicker. Figurative phrases, certain verbal associations assume this or that extent of development of figurative thinking, first of all poetic representations which, in turn, are closely connected with imagination. In this regard formations set a task: first, observations as most important condition of independence of written language and as conditions of formation of poetic representations and generalizations, secondly, independence of emotional and esthetic estimates and their use in written language as one of conditions of its emotional and figurative expressiveness, thirdly, figurative thinking and creative imagination in work on compositions of creative character.

As student teaching and special researches shows, rational creation of process of training it is possible to improve literary development of pupils much more. These provisions do not raise doubts as literary creativity, making one of the parties of cerebration of the child, is improved in the course of his general intellectual development.

1 Choose those qualities which, in your opinion, you have: observation, emotionality, sociability, impressionability, erudition, esthetic perception, creative imagination, imagination, reasonableness, sober mind, emotional responsiveness.

The 1st series on understanding of epithets consisted of five fragments in verses and four fragments in prose for which examinees had to choose epithets from the offered samples (on three samples on a task). Examinees, without knowing, what epithets are author's, could choose any word from three offered samples. Author's epithets are metaphorical, that is from the point of view of art expressiveness the most figurative. Had to offer written explanations of the reason of a choice of this or that word on a plan of a technique material for clarification of in what measure examinees are guided at a choice by direct representations (images), the emotional moments and logical reasonings.