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4.3.3.3. Estimated genres UPD

As we already wrote, on level obobshchennosti the pedagogical estimation is subdivided on aksiologicheskuju, (rational) partsialnuju, fixed and integrated.

The Aksiologichesky estimation is a reaction of the teacher to behaviour of the pupil during employment (approval or condemnation of its acts).

It is expressed in primary (on M.M.Bakhtin) the speech genres regulating interpersonal relations kommunikantov: a praise, the notation, a reproach and so forth

Our supervision show, that praise and censure expressions (especially praises) in speech as teachers, and schoolboys are very poor leksicheski. There are no phraseological units, catchwords and expressions, synonymic numbers are poorly used. Certainly, at school the teacher – the person official and consequently it is limited in display of emotions. About it writes O.B.Sirotinina in the book «As what for it is necessary to know to the teacher about Russian informal conversation». But also she marks lexical poverty of speech of teachers. A favourite praise ‑ "Well done". On the second place the clear head, on the third – it is good. And here in expressions of displeasure of the teacher are more inventive and are emotional: «Today, whether that, who has died or me bury?», «parlourmaids», «you that Take offence only, all night long pornofilms looked?». The praise, as a rule, is expressed eksplitsitno, censure - and is direct, and indirectly.

We have found out two basic ways of expression of a negative indirect estimation: 1) the indirect estimated statement is under construction by transformation of various elements of the direct estimated statement; 2) estimated illokutivnyj the certificate is carried out oposredovanno, by means of another, formally not estimated. So, transformation of object of an estimation can be the following: 1) the object of an estimation is not named at all or given as uncertain: During a lesson the pupil wriggles, acts up, the teacher has already rebuked it, at last, after the next trick, speaks: - Children, you do not know, this year will celebrate prowaters of winter? – And why you ask? – Yes Emelja at us already is, now behind an oven business; Someone at us rasfufyrilsja in down and ashes; 2) the object of an estimation is compared or opposed to other objects to which estimated qualification is already given or their estimation is well-known in the given society: « Yesterday saw our Petrov from 10 in at an exhibition. Usually the intelligent, brought up people, in a word, elite there go. I did not expect it there to see »; 3) intended change of object of an estimation: - That you think of my composition? – I would like to esteem other works, and then to draw a conclusion. In case of the mediated expression of an estimation of the statement do not contain an emotivno-estimated word which owing to the stylistic and pragmatical specificity will show illokutivnuju force RZH:« it seems To me, to describe this picture it is necessary differently ».

Till now it was a question about primary RZH (on Bakhtin). As a rule, they are equated to an individual speech act (the speech certificate). However in UPD rhetorical speech genres are used also. Partsialnaja the estimation is an initial form of a pedagogical estimation which concerns private knowledge, to ability or skill. The fixed estimation reflects intermediate or complete successes of the schoolboy, its diligence and discipline in a lesson and consequently it has more generalised and synthetic character.

It is expressed quantitatively in one of rangovyh values dvenadtsatiballnoj scales.

It is possible to carry an estimation of the developed answer of the pupil to rhetorical estimated genres. In this case the communicative purpose of the teacher – to estimate the answer of the pupil (at individual interrogation), to express relation to the maintenance and statement form (and sometimes and to pupil), to induce it to action. Data RZH includes argumentativnye the statements containing the thesis (what exactly speaks / it is proved) and a explanation (proof). It has the certain structure including such interconnected semantic components, as actually an estimation of the answer of the pupil, its substantiation at which are marked positive and negative sides of mastering of a subject, the relation to business, the recommendation, i.e. Councils, wishes of a various sort. The main feature of such estimation – a combination of the standard (cliche) and the personal speech beginning [Pedagogical rechevedenie 1998: 132]. Quite often otsenivanie occurs under the following plan: 1) conformity of the answer to the set question; 2) sequence of a statement of a material; 3) completeness; 4) persuasiveness of arguments and an illustrative material (examples); 5) the analysis of errors (substantial and under the statement form); 6) recommendations about improvement of quality of knowledge or skills govorenija.

The developed estimation as RZH differs from an estimated speech genre of a praise or censure (it is correct! Incorrectly!) that estimates not only conformity of the answer to substantial criteria, but also conformity of the answer of a speech situation. Besides, developed estimation – one of few types of the statement in a training situation for which the separation from a direct situation of dialogue is possible, ‑ it can signal about character of contact of the teacher with the pupil, about types of speech behaviour kommunikantov:

You know, that the adverb in the offer happens circumstance is more often. You, Olja, made yesterday adverb definition. Yesterday I asked you. Also has specified, that the adverb designates a sign … And we specified, what sign. Have together decided, that the adverb designates an action sign. Also look: action can be different in time. To a place, the purpose … And adverbs too share on different semantic groups.

In the given fragment it is possible to allocate the developed estimation of the answer of the schoolgirl at the previous lesson with which help the teacher not only reminds the schoolgirl of incompleteness of its answer, but signals: ‘ I am interested in you, I remember, how you answer ’ etc. The developed estimation consists from 1) a signal about information reception (So … You Mean … you wish to tell …), 2) repetition or interpretation of the answer of the pupil. Thus the answer can be interpreted is expanded or narrowed, is concrete or obobshchenno.

Pupils are quite often involved in the similar developed estimation also, therefore is estimated not only the individual answer of the pupil, but also its reviewer.

Variant of it RZH is mark commenting. The purpose of the incentive comment of the teacher – to instal confidence of pupils of the abilities, to affirm as correctness of perfect educational actions or acts. Appointment of the negative comment concentrated to errors, miscalculations, consists in activization of forces of pupils on overcoming of lacks., according to I.I.Rydanovoj, estimated judgements in which pooshchritelnost it is combined with the objective critical analysis without which zatruditelno formation of necessary educational and behavioural standards and self-education and self-education of pupils »[Rydanova 1998: 90] become complicated are optimum«. As an example we will show, how makes comments on an estimation (in this case the four) outstanding teacher S.A.Amonashvili: clearly, that you can read this poem expressively, emotionally. It was pleasant to me, as you have started it to read: Slowly, more and more strengthening in a voice sorrow and anger, uttering each word with implied sense. All it was good. However we after all have agreed: in the end it is better to express only anger, readiness for self-sacrifice … It agree? Here the analysis of technics of reading of a poem is organically merged with educational influence on the pupil.

The review of work of the pupil is considered as special formation within the limits of a traditional genre of the review (critical analysis of the text). It is the secondary text-research (on tipologijam L.M.Majdanovoj, N.A.Ippolitovoj) or the initially-secondary text (on V.N.Meshcherjakova's typology). In a broad sense the review is understood as the analysis of merits and demerits of written work of the pupil, in narrow – as an estimation substantiation for the composition and recommendations about its improvement. V.N.Meshcherjakov subdivides all reviews on estimated (total – E.L.Yerokhin) and directive (flowing – E.L.Yerokhin) [Meshcherjakov 2003: 87, 92]. The first is the characteristic of the composition of the pupil by following criteria: conformity of an epigraph and the plan to a theme, completeness of disclosing of a theme, knowledge of the text of a literary work and ability to work with it, quality of a beginning and an ending in the composition, logic connectivity, literacy and quality of registration of work.

Serezha, in your composition consistently almost all aspects of a theme also are logically shined. And it, certainly, advantage of your work. But, unfortunately, the information stated by you – not yours in the sense that in it is not shown your individuality. As a result the composition has turned out the composition from other voice.

Is in work and the actual discrepancies which are finding out blanks in your knowledge of a point of issue. So, as the composition beginning affirms: «the Word about shelf Igoreve» ‑ unique product the antiquities which have reached us … », that in itself is incorrect, and in the ending:« it is final, existed then also other products. But «the Word …» ‑ the unique work of art which has reached us, and on it we can judge features of the literature of that time ».

The introduction and the conclusion are poorly connected with a theme.

The epigraph is unsuccessfully chosen.

Not all is fine at you, Serezha, with style, spelling and a punctuation [Meshcherjakov 2003: 87-88].

The directive review assumes possibility of the reference of the pupil to that was said, discussed, formulated on the employment preceding the house composition, and that the pupil can master and fix in the course of independent work on materials which he will receive in library, during additional individual consultation or in records in the «the composition Dictionary» which collect in writing-books in process of development of base concepts of sphere of the school composition. The purpose of the current review – to give the constructive analysis of work of the pupil: to estimate its merits and demerits, to state recommendations to perfection. The purpose of the total review – as more as possible full and with deep arguments to prove the (teacher's) position in an estimation of the composition of the pupil; to explain the estimation put for the composition. In relation to the addressee the current review – monoadresatnyj a genre (the total review is addressed usually concrete pupil), – poliadresatnyj a genre (it is addressed the pupil, examination board, to school administration and so forth) . In relation to the teacher (sender) both reviews ‑ primary genres. The teacher knows requirements and criteria of an estimation of the composition, aspires to an explanation of the position, can give constructive advice about perfection of the written. Analyzing the composition text, expressing the relation to it, it realises the pedagogical intentions. Sobytijnoe the maintenance of the current review – the characteristic and an estimation of the initial text, a substantiation of a mark, the recommendation to the pupil; the total review – the characteristic and an estimation of the initial text, a mark substantiation. The current review is a reaction to the composition created in the course of literary development of the pupil. The total review – reaction to the composition which is control, finishing certain stage of literary development of the pupil. The current review assumes obligatory response. The addressee analyzes the remarks stated in the review, and creates the subsequent texts (compositions) taking into account the given remarks. The total review usually causes consent or disagreement reaction. The maintenance of this reaction depends on quality of the arguments which have been put forward in the pedagogical review.

The structure of the text of the review corresponds to model of the traditional composition-reasoning where in a role of initial judgement the certain aspect of reviewed work acts, and in an explanatory part the position characteristic is given. In a final part recommendations to work perfection express. «ZHanrovoopredeljajushchimi signs of the pedagogical review are structural elements of an explanation, structural elements of the recommendatory text, turns etiketnoj and the constructive criticism, the authorised means of a modal estimation» [Antonova 1996: 102].

Language of reviews is characterised by presence of qualitative adjectives and adverbs, various groups of parenthesises and the adverbs softening a categoriality of judgements; neutral lexicon and special terms. In the current review nabjudajutsja references, imperative mood verbs, rhetorical questions of a special sort. For the total review forms of a Passive Voice of verbs are observed. If the positive estimation in the review is always expressed eksplitsitno the negative can be as explicit, and implitsitnoj (depending on style of dialogue of the teacher and pupils). The purpose implitsitnoj a negative estimation – to lower a categoriality of the estimated statement. In the basic way of expression of a negative estimation, according to E.S.Trojan, the euphemism-synonym is (for its realisation it is used litota: has not absolutely precisely defined, has a little digressed) or entering of softening "additives", for example, expression of a regret concerning noted lacks. There are also other ways: 1) deliberate underlining by the reviewer of possible subjectivity of its negative estimation (in my opinion as it seems to me); underlining of incomplete confidence of the estimation (words with value of uncertainty, doubt, argumentativeness etc.: I have doubts about …, maybe, it is necessary to consider …), and also possibilities of alternative decisions; 2) an explanation the reviewer of the possible reasons of the lacks noticed by it and attempt to justify them to find for them the objective sources softening or levelling these lacks (However, you orfogrammu yet did not study this); 3) expression of a negative estimation in the form of recommendations and wishes; 4) collision of a positive and negative estimation in a kind parentez [Trojan 1983: 10].

Let's give an example the current (directive) review of the composition-narration «As I once …»

Olja, has read your work and very much was glad: you managed to sustain the general tone of the story: you recollect amusing history which was remembered. To me clearly your relation: was surprised (as it could occur to me?) ‑ also you reflect, you analyze, you try to restore all funny things and errors of the behaviour. From here – narrative zamdlennost, the abundance of details, is frequent to the detriment of sharp subject turns.

But if in the maintenance the problem over speech registration it is necessary to work is sustained. The composition obviously has brightness, figurativeness: the description of a ridiculous situation demands language expressional means which meet in oral speech (verbal metaphors more often, epithets, comparisons, onomatopoeic particles, internal monologic remarks, etc.

I am assured, that if you will look at the work critically, will spend work on editing itself will be twice happy with work: it was possible not only to tell to you about an amusing case, but to make this story so bright, that it was remembered to readers. Successes to you!

Estimated statements of the teacher, as well as half a century ago, show authoritativeness of the teacher, a command-administrative management style activity of the schoolboy. Censure meets much more often, than the praise, and last is expressed in the extremely monotonous speech formulas. «Cooperation pedagogics», about which else in the thirties the last century spoke B.G.Ananev, has not got accustomed yet. It confirms also N.A.Krasnov «We have decided to give to pupils possibility to think up for itself a praise and censure. It was offered to children to answer a question:« As though you have praised the pupil and have shown displeasure in relation to it, having appeared on a place of the teacher? » . We assumed, that the praises which have been thought up by pupils, will be more interesting and are diverse, than teacher's rooms, but our assumption has not proved to be true. We have seen the same already sounding the good fellow, well, the clear head. It is interesting, that some pupils have presented us expressions, more pertinent in relation to the small child: About, my favourite! The good fellow, tjuti mine pupsik! We think, that similar phrases speak about unsatisfied requirement of children (and adults!) in a tender word [Krasnov 2002: 138].

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A source: Gabidullina Alla Rashatovna. TRAINING AND PEDAGOGICAL DISCOURSE: CATEGORIAL STRUCTURE AND GENRE PERSONALITY. Thesis for the degree of Doctor of Philology. Donetsk 2009. 2009

More on topic 4.3.3.3. Estimated genres UPD:

  1. 4.2.3. Verifikatsionnye genres UPD
  2. 4.3.3.4. Etiketnye genres UPD
  3. 4.3.2.1. Metaspeech genres UPD
  4. § 1. Essence, concept, the basic signs, kinds and legal forms of expression of estimated categories in the criminally-executive right. Estimated categories, atypical legal instructions and blanketnye norms
  5. Chapter 2. Gradation of degree of consolidation semantic stratuma the text at inclusion of a complex of estimated and emotionally-estimated components in the modal score raspredmechivanija senses of the text
  6. 2.3.7. Communicatively-pragmatical strategy in UPD
  7. 3.5. Integration of texts UPD
  8. 3.6. Connectivity and step-type behaviour as constructive categories UPD
  9. classifications of speech genres
  10. 3.1. Informativnost UPD
  11. 3.3. «Dialogue of texts» in UPD
  12. the theory of speech genres