Nadezhda N. Suvorova

The current situation in the world has led teachers to the idea that students should understand that their future professional work in their native country is the key to its prosperity and, as a result, their own life success. Therefore, it is necessary to organize the learning process in such a way that young people understand the purpose and meaning of patriotism. This is the relevance of this work. The aim of the study was to select interesting language material that could be used in the process of teaching language disciplines; to work out assignments based on it aimed at developing the creative potential of students. The main empirical method was observation during the pedagogical process, the statistical method was registration. The first stage of the research work was a search for material that was interesting from the point of view of students, on the basis of which a system of exercises was created during the second stage. The students collected texts that talked about the feeling of love for the Motherland, pride in our country, that is, all that they associate with the concept of patriotism. Based on this, a system of exercises was created and tested in practical classes aimed at developing the linguistic creativity of engineering university students. The texts used in the learning process were revised and replaced with patriotic ones proposed by students. The analysis of student papers has shown that linguistic creativity can and should be formed with the help of a material with patriotic content. Linguistic creativity often manifests itself in the ability to take a fresh look at known linguistic material. But in our case, after immersion into studied material, the students look at the current situation in the world in a different way. As a result of the study, it was concluded that the proposed assignments of patriotic content contributed to the development of linguistic competence among students. The practical significance of the research lies in the fact that the proposed assignments can be used not only in teaching the disciplines "Russian language and business communications", "Russian language and culture of speech", but also in studying the "Stylistics of the Russian language", supplementing similar material for working with different topics.

The article discusses the problems of the development of the students’ creative approach to the new words creation and it is very relevant. The relevance is due to the growing interest of employers in the specialists working in the digital environment in journalism, advertising and public relations. They should not only have a good command of basic language knowledge, but also be able to be original in creating a headline, slogan or text. When using language units, particularly vocabulary, in unusual contexts, adding new shades of meaning to semantics, creating neologisms, students should be able to create original works filled with meaning, expressiveness and emotionality. The need to develop the language creativity is due to the communicative goals of the learning process since one of the main educational strategies is to draw attention to the limitless possibilities of the native language which can be useful in writing unique texts. The purpose of this study was to design the tasks introduced into the educational process and aimed at the development and formation of students’ linguo-creative abilities when working with new words. The analysis of the neologisms classifications made it possible to identify areas where the teacher needs to dwell in the process of studying neologisms by students. As a result, it was concluded that the proposed tasks contributed to the development of language creativity among students and intensified the linguo-creative approach to the neologisms creation. The practical significance of the study is proved by the fact that the data obtained after the experiment would give teachers material for thought i.e. which tasks need to be improved, which exercises should be included in order to let the students use other methods of forming neologisms more actively in the future.

This scientific article devoted to the study of the system of assessing the knowledge and skills of students – future journalists – in the discipline "Stylistics and literary editing" is very relevant. The relevance of the work is due to the growing interest of employers in the selection of specialists in the field of journalism, who not only have a good command of basic knowledge in the field of language, but are also able to creatively write and edit texts. The task of a high school teacher is to form competences in this area and train a specialist who is able to easily write a text and creatively approach its editing. The problem faced by teachers of this discipline is due to the fact that modern students do not read much, and therefore they are reluctant to write texts and, as a result, often do not see mistakes made in their own works or in manuscripts proposed for editing. It is also extremely difficult to evaluate students' work, since the overall score (on a five-point scale) does not always clearly reflect true knowledge and skills, not to mention creative competences. Unfortunately, it is not an isolated situation when students refuse to write texts, despite the fact that they should do it with ease. The purpose of this study was to develop a system for assessing students' creative competences when teaching the stylistics of the Russian language. The main empirical method was observation during the pedagogical process, the statistical methods were registration and the rating method. The result of the article was not only an assessment system, but also a description of all rating levels. The practical significance of the study lies in the fact that the assessment tables can be used by teachers of language disciplines in the process of working with students of the specialty "Journalism". Also, based on the proposed formulations, it is possible to create rating systems for assessing the creative abilities of students when they write advertising texts and slogans, where creativity is the basis of the professionalism of the future specialist.