From Text Comprehension to Creative Writing from the Aspect of Cognitive Linguistics

Abstract

Abstract Text comprehension is understood as a social and cultural phenomenon in which it is possible to identify the developmental phases, that is ontogenesis, from the aspect of communicating entity. The age-receptive value, as well as the age-receptive variability of text, is reflected in the texts for children. Works of folk or authorial provenance anticipate the mental dispositions of a child subject. Developing the understanding by children is resulting from formal and content criteria. Understanding – like speech – grows. The supreme level of text comprehension is the improvisation of larger narrative formations: Compared with the primary contact with the text in the form of rhymes, the form is released and the epic breadth of expression increases. The child as authorial subject produces a text that is characterized by such variability of expression values which is contained in the child´s current mental model reached through conventions and receptive experience. The study will demonstrate the expressive value of text using examples of creative writing of children. Methodologically, it relies on the semantic communication model of text and the expressive value of text.