Keyword: «writing»

The article is devoted to the possibilities of understanding the language as a «territory» (R. Bart), which is defined across the ontological horizon and writing. The author believes that special role in modern culture is played by the practice of getting into one dimension of the language, the practice of getting into separate languages, the practice of construction of meaning.

The article reveals one of the ways of organizing artistic communication in the study of the Russian language by foreign students. The result of work in the workshop of life creation is the expansion of the lexical stock, the development of grammatical forms, the self-knowledge of their interests by each participant. The dignity of this work is in its interactivity and socialization. There is an activation of speech and life experience, the application of knowledge in the practice of speaking, reading, listening.

The relevance of the problem under consideration is determined by necessity of the complex approach to the issue of giving feedback in a student-centered classroom and also in the context of learner autonomy formation in the educational process. Thus, teaching writing goes hand in hand with providing comments from a teacher, peers, computer programmes which taken into consideration foster improvement on pieces of writing. Therefore, the issue of the creation of the conditions for effective feedback encouraging learners to take action and correct their works is of particular importance. The research aims at developing a model for forming an understanding of the essence of teacher comments and their correct interpretation by the students. The study was carried out taking into account the tenets of self-determination theory linking motivation and a desire for action with people's basic psychological needs – relatedness, autonomy, competence – being met. Also the work draws on the basis of the sociocultural theory implying that knowledge is constructed in an interaction with other people – teachers and peers. The experiment using a new format of work «Writing Hall of Fame» is supported by the concept of tacit knowledge. This knowledge is difficult to express but it can be acquired through discussions of exemplars, analogies, various stories. The analysis of the academic literature made it possible for the author to identify the key components of the model geared to the building of awareness of teacher’s comments and understanding of their essence: appreciating feedback, creating trusting teacher-student relationships, principles and strategies of effective feedback, peer assessment, creating collection of the best student works «Writing Hall of Fame». The description of each component is accompanied by methodological recommendations. The theoretical significance of the work lies in the creation of the model forming in learners the understanding of feedback and its value that is likely to lead to action and better learning. The practical significance of the article stems from the possibility of the model use in other learning contexts – at master's and postgraduate levels, specialized universities by tailoring its components to the learners' needs and educational programmes.

Every year there is a tendency towards an increase in writing disorders in primary school age, which include dysgraphia. In this regard, our research is relevant. The purpose of the article is to identify and characterize the features of dysgraphia in modern primary school children. We examined the operations of the writing process, the original author's approaches to the classification and manifestations of dysgraphia, conducted an experimental study, as a result of which we identified acoustic dysgraphia and dysgraphia based on violations of language analysis and synthesis. The identified characteristics should form the basis for further speech therapy.