Expression of evaluative communicative actions in journalistic cultural and educational discourse

The article is devoted to analysis of composition of texts belonging to two types - explanation and confirmation of an assessment. To explain an assessment a journalist constructs a message in the form of narrative or description within the evaluation framework. Thus the author evaluates changes in reality, their consequences and explains the assessment. In texts that confirm assessment we see a kind of parallelism in constructing fragments representing the arguments that support the main thesis of the assessment. This compositional device helps highlight the author’s attitude to the subject matter. The reasoning aimed at evaluating an event forms the basis of the text. Despite the semantic condensation, evaluative intentionality of a journalistic text in cultural and educational discourse has considerable semantic nuances and includes different semantic types of assessments, both general and specific. Evaluative communicative actions imply communicating dynamics of the events perception, cause-and-effect reasoning behind the assessment, all this provided by using a large variety of evaluative intensifiers, that contribute to formation of the expressiveness corresponding to the task, and techniques activating readers’ thinking.