Thus, the system of creative compositions is conceived and is carried out for: formations of independence when performing written works, abilities to write specifically, on the basis of own life experience to express own thoughts, feelings, experiences; formations of rudiments of figurative thinking and creative imagination and according to it figurative and emotional expressive written language.
To write well, it is necessary to see well - the organization of supervision and dictionary work in connection with supervision so locates. To observe is means attentively to consider, not simply to look, but also to think thus, to look for comparisons, to try to notice something that was not noticed earlier.
The most capable pupils in the literary relation are characterized (within understanding and application of literary means language by rather high rates of evident and figurative, verbal and emotional components of mental activity.
To understand an epithet is means to understand sense of transfer of property of one subject on another. The cogitative act thus consists of derivation of properties of two compared subjects and their association in one image. In a metaphorical epithet the thought expressed in images is given in the curtailed look whereas in a metaphor it is more developed and therefore is more available.
Pupils often use phrases known for it purely mechanically, without having any feelings, without seeing behind words of images. Meanwhile at direct perception of literary texts school students of any age respond not only on the content of this or that work, but also on an art form though often and do not realize it. Therefore it is necessary to organize systematic supervision of pupils, which purpose observation development, formation of the emotional and esthetic relation, accumulation of poetic representations and corresponding to them a lexicon.
Allocation of features of language as the main material for research of the most difficult problem of literary abilities is represented to the most expedient as language is the main tool of literary creativity.
The high rate of a rational component at school students is shown that when performing creative work they combine metaphorical (figurative synthetic methods of speech expression with the use of not metaphorical epithets and exact definitions. High rate of a rational component (the analysis and synthesis in the presence of well fixed subject representations promotes understanding and application, and in some cases and to creation of metaphorical receptions of expressiveness.
The picture type of the decision is characterized by pronounced figurativeness, concreteness, a support on concrete subject representations, existence of comparison of the different subjects of similarity of their separate signs (seen, heard, perceived, etc.). For explanations of this type the short curtailed judgments, repetitions of the epithet, the reference to subject representations (seen, slyshanno are characteristic.
Not all components of literary abilities are equally developed at school students. For example, at one school students the poetic perception of reality is characterized to a great extent by brightness of images and their esthetic experience, at others it is more connected with emotional perception of images, at the third - with emotional perception of human feelings and the relations.
Formation at school students of independence when performing written works and assimilation of relevant requirements by them (to write on own supervision, to express own feelings and estimates of the phenomena, to seek to bring in the description, new, etc.), posoyanny underlining of these requirements and encouragement of all manifestations of independence are an important condition of formation of literary abilities.
Language of a work of art has to be both art and at the same time exact and economical. The figurative and rational moments intertwine in the course of literary creativity. Application of metaphorical and exact epithets - business of style and business of literary taste.