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Abstract: The article, written within the framework of interpretive linguistics, examines the dictum-modus transformations of the source text presented in the students’ essays in the format of the Unified State Exam (USE). The urgency of the study can be attributed to the need to establish the factors, determining the multiple variability of interpretation of the source text problem, formulated in the students’ essays. The aim of the article is to identify the dictum-modus variants of the interpretation of the source text, used in the students’ essays, and to establish the factors contributing to the multiplicity and variability of verbalization of dictum and modus meanings. The development of the idea of dictum-modus text transformations is carried out on the material of 50 essays of 11th grade students written on a text by V. S. Schefner. The scientific novelty of the study is determined by the aspect of considering students’ essays as interpretive texts. As a result of applying a combination of methods (linguistic description, com-parative method and content analysis) used in the process of analysis of fragments of students’ essays, the study discovered multi-ple variations of understanding and linguistic explication of the problem of the source text at the level of both dictum and modus. The formulation of the problem of the source text at the level of expression of the dictum meaning (the problem of immortality – the problem of immortality of human deeds – the problem of memory – the problem of preserving human traces in nature – the problem of respect for people) is determined by the lexico-grammatical variety of essay texts and the variation of the propositional structure of utterances. The modus meanings and the means of their expression are represented by a set of the following options: neutral affirmative modus, neutral negative modus, modus of belief in the possibility of obtaining immortality, modus of doubt in the possibility of ob-taining immortality, and evaluative modus. The results of the study can be used to develop interpretive linguistics, the theory of variative-interpretive functioning of the text, the theory of text derivation, and semantic syntax. They can also be applied in linguodidactics while analyzing essays in the USE format and teaching students to write such essays.

About the author(s) :

Liliya D. Gutrina
Ural State Pedagogical University (Ekaterinburg, Russia) ORCID ID: https://orcid.org/0000-0002-5083-9299

Publication Timeline:

Date of receipt: 15.05.2024; date of publication: 30.10.2024

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