Formy publicystyczne w kształceniu literackim i językowym w ujęciu programów nauczania liceum ogólnokształcącego

Abstract

The authors of the curriculum , taking into consideration different conditions of the process of the teaching of literature and the training of linguistic proficiency, cannot leave out of account such a domain of literary output, especially important in the epoch of mass media, as publicism . The differentiation between literature and publicism has for at least two centuries influenced the formation of the structure of m any genres which function in the field of or the border-line between these domains of literary production. Without the know ledge of the genology of publicistic and adjacent forms and their connection with literature it is difficult to speak about the comprehensive receipt of literary work at school. The connections in questions have been considered in the paper together with specific features of structure, composition, style, and language of such genres as a review, an interview, an essay, an article, a paragraph, a report. While discussing the changes of the place of these genres in school programmes, the author points out first of all their role in the process of literary and linguistic instruction, both at school and out of it. A special attention has been paid to the forming of competence in the domain of the transmitting and receiving information, and, above all, to the degree of the complexity of the structure, composition, style, and language of the form of the utterance in question, to its instructive and cognitive function, as well as to the pupils’ abilities in the field of written utterance. The necessity of the consequent enriching of the knowledge and competence, acquired by the pupils in elementary school, on the secondary level of school education, and that of avoiding of several years’ pauses in the work connected with different forms of utterance has also been emphasized. A special importance has been attibuted to the factors of motivation which influence distinctly the direction and activity of the pupils’ creative actions. It has been indicated that young people in the period of adolescence are especially disposed to a very personal, free, critical as w ell as emotional discussion — both oral and written — of their problems, to the expressing of their opinions about the realities of everyday life or about the contents and structure of literary, audial or audio-visual production. In the conclusion of the paper the author expresses his opinion according to which, though publicistic forms have for many years occupied a perm anent place in the leaching programmes of Polish language, this place ought to be still ex tented in order to help effectively the training of the literary culture of young people, and to influence the development of the natural, individual style of their utterance.