The author treats the lesson as a discussion, a communicative event. Therefore, the lesson becomes a process, not just an effect with a dialogue structure. The author preceeds further – the lesson with verbal, vocal and non-verbal communicative activities, genders of speech and methods is seen as a text.

The classical rhetoric knows the notion of the rhetoric figures – thoughts and words. The conceptual figure (the term “conceptual” includes both “notioning” and “linguification”) is determined from a different point of reference – i.e. from text conceptualisation perspective. In such an understanding of the conceptual figure is mainly connected with inventio, and less with dispositio and elocutio, it is a specific conceptual amalgamation (blend) and a hiperonim for various tropic conceptualisations. In text it includes both micro- and macro-conceptual strategies.

The author subjected a hundred and fifteen comparisons included in Tadeusz Różewicz’s poems from the years 1945–1950 to an analysis. He was exploring the components of the comparison: tertium comparationis, comparandum, comparans; the grammatical functor and formal variants of the comparisons, thematical ranges. The author was also analyzing the question of the delimitation of that troop. Chosen conclusions: the most numerous are the developed comparisons with a frequent metaphor in their boundary – they are multifunction comparisons, ample semantically. The author (...) also introduced ideas of a closer and farther tertium comparationis. (shrink)