The article continues the author's series of works proving that genre forms in all types of advertising do not have an independent character, they are borrowed from other discourses. There are three forms of using "alien" genres-borrowing, styling and imitation. Actually, borrowing assumes that the original genre naturally and without reconsideration fits into the form of the poster. This role is played by the genres of direct communication (request, advice, demand). Styling is expressed in the reproduction of the form of the genre, typical of another discourse, but not characteristic of social advertising (announcement, poster, toast). At the same time, the advertising content is presented directly and fairly fully. Simulation differs in the use of game forms for the purpose of attracting attention to the problem (news announcement, dictionary article, note). A parallel is made between the types of commercial advertising and the forms of using genres in social advertising. The commodity advertising implies the use of information at the first stage of the life cycle, while in social advertising the genre of slogan is in demand at the stage of primary formation of the attitude to the idea. The direct appeals to the addressee by means of stimulating speech genres is peculiar of adverting advertisements, relevant at the second stage of the product life cycle. A variety of atypical genre forms (stylization) perform the function of reinforcing commodity advertising in social advertising. The parodying of genre forms of other types of discourse corresponds to reminding commodity advertising.

The article raises the issue of the content of a textbook on rhetoric, analyzes the available options for constructing such a textbook. The author concludes that most often the content of modern textbooks does not correspond to the classical idea of the concept of rhetoric, but duplicates various humanitarian subjects. The reason for this state of affairs is the lack of the necessary number of specialists in rhetoric. If a philologist is assigned to teach rhetoric, classes are usually filled with tasks on the culture of speech. If rhetoric is transferred to specialized departments (legal, economic, etc.), it is replaced by an analysis of certain aspects of future activities (and not speech) of students. If the actors take up the rhetoric, all its content is reduced to the stage of utterance. An important indicator of an unprofessional approach to rhetoric in all such situations is the availability of tasks on aspects not considered in the theoretical part of the relevant paragraph, as well as the replacement of a systematic and consistent presentation of the material with all kinds of “tips” and “memos”. A professional textbook is always based on a single scientific concept, which is reflected both in the content (the author is not distracted by the message of irrelevant information) and in the composition (the information is arranged in a natural logical sequence). The second feature of such a textbook is a strict orientation to a certain audience: the author consciously selects information, and also offers exercises and tasks that help to form professionally significant skills of the addressee. Textbooks addressed to representatives of specific professions necessarily contain a rhetorical analysis of all professionally significant situations and specific recommendations for constructing statements in professionally significant genres.

Objective. Analysis of the role of social support in ensuring the subjective well-being of students. Background. Subjective well-being is an integral experience of physical, psychological, and social health. Social support as an important resource of subjective well-being of young people has not yet received comprehensive coverage. Study design. We studied the differences between students with high and low levels of subjective well-being in terms of attitude to social support and readiness to apply for it. Frequency analysis, descriptive statistics, and comparative analysis were used for data processing. Participants. The study involved 850 respondents. The sample includes students of different courses and faculties of universities in Saint Petersburg and Novosibirsk. Measurements. To collect empirical data, Russian-language versions of the following methods were used: 1) Multidimensional Scale of Perception of Social support — MSPSS by D. Zimet; 2) The Multidi-mensional Scale of Perceived Social Support (MHC-SF) — screening version of the test by C. Keyes to assess subjective well-being; 3) The General Help Seeking Questionnaire (GHSQ). Results. Students are more willing to seek help from people in their immediate environment (romantic partners, friends, parents, relatives) than from specialists (psychologists, doctors, religious figures). There are significant differences between students with high and low levels of subjective well-being in terms of intent to search for different types of social support. Conclusions. There is a large gap in students’ perception of the effectiveness of informal types of support (from family, friends, relatives, significant persons) and formal, professional types of support (psychologists, doctors, helpline). Informal types of support enjoy a degree of trust higher than that of professional types of support. That is why it is necessary to organize and improve the student assistance service at higher educational institutions

The article is devoted to the study of stylistic figures employed to increase the effectiveness of social advertising. The purpose was to describe the figures of speech that are most often used when developing the argumentation of messages. The material was collected from various media banks on the Internet by a continuous sampling method. We have analyzed environmental social advertising posters, more than 4,000 units in total. Stylistic figures are traditionally classified into the figures of addition, omission, transposition, and comparison. The figures of addition in social advertising are represented by various forms of repetitions; the most actively used is anaphora, which helps the author of the text to emphasize the main idea of the message. The figures of addition clarify what has been said, they are a noticeable means of enhancing the expression of the text. Omission figures are much more common. This group includes ellipsis (the most frequent of all the described figures), asyndeton, aposiopesis. The main function of transposition figures is to facilitate assimilation of the thesis of the message: they are mainly employed to place logical accents, required for understanding the thesis of the message. They are divided into symmetrical (chiasm, inversion, parallelism) and asymmetric (parcellation, paronomasia). Comparison figures constitute more than a third of the total number of the figures found, which shows their high popularity on social advertising posters. They are represented in social advertising by identity (periphrasis), contrast (antithesis), alogism (amphiboly), and gradation. This group includes antithesis, which is considered the most frequent and important figure for social advertising since basic alternatives of groups, clusters, rubrics are based on antithesis. The special argumentative value of this figure is that antithesis makes it possible to double the declared attribute, by not only approving the correct behavior model but also simultaneously condemning the wrong one. That is why almost all forms of the antithesis construction are presented in social advertising: alloyosis, acrothesis, paradiastole, etc.

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