Kompetencje tekstotwórcze absolwentów szkół ponadgimnazjalnych (na podstawie analizy rozprawek maturalnych)

Abstract

Based on the analysis of 40 matura exam (secondary school‑leaving exam) essays, the author of the article makes an attempt to determine how students graduating from high school cope with creating argumentative essays, especially when it comes to its composition and cohesion. While discussing the collected language material, particular attention was paid to the frame of the essays (introduction, conclusion), the method of elaborating the subject, and the content and graphic fragmentation of the writings. The observations made by the author allowed her to formulate conclusions about the text creating competence of the graduates taking matura exam: they use only part of the knowledge and skills acquired during the education. They find it difficult to draw up a piece of writing that is consistent with a specific genre pattern, in their essays there are many various types of lexical and stylistic as well as spelling and punctuation errors.