EVALUATION STRATEGIES IN U.S. MEDIA-POLITICAL DISCOURSE: A PRAGMATIC AND CONTEXTUAL ANALYSIS
Abstract
This article explores the category of «evaluation» as a key pragmatic and ideological component of media-political educational discourse in the United States. Drawing on A.D.Pashkova’s comparative research and discourse analysis methodology, the study investigates how general and specific evaluations function in the linguistic structure of media texts published in major American outlets such as «The New York Times», «The Washington Post», and «The Atlantic». The findings demonstrate that evaluation in the U.S. discourse is not merely linguistic but a cognitive and cultural process shaped by democratic values, liberal ideology, and rhetorical strategies such as metaphor, intensification, and irony. The research highlights that general evaluation serves as an ideological frame, while specific evaluation creates local meanings reinforcing the overall communicative strategy. The study contributes to the broader understanding of how language functions as an instrument of ideological influence in educational communication.
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