Różne spojrzenia na rolę metafory w uczniowskich wypowiedziach pisemnych

Abstract

The aim of this article is to portray a student not only as a metaphor interpreter but also as its creator. Metaphorical thinking has not always been valued as peculiarity of a child’s cognition. The spontaneous metaphor usage has been discouraged in students’ written works. However the analysis of students’ texts proves that metaphorical illustration is a sign of language creativity which allows even the child to understand partly a new experience thanks to using concepts acquired in an earlier experience. The students’ texts can also be interpreted as the metaphors in a broader meaning. In that case the metaphors present an example of symbolic communication in which the child makes an attempt to put its needs and desires into words.