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Resumen: El presente artículo se plantea como una propedéutica al estudio del cómic ensayo o ensayo gráfico, desde su nacimiento con autoconsciencia hasta la actualidad. Con la voluntad de trazar una genealogía de obras significativas, el artículo incide en aquellos aspectos formales relacionados con estrategias de montaje que resultan relevantes en la forma-ensayo a partir de desarrollos de investigación en el campo del cine. Además, y de manera central, se propone una metodología, basada sobre todo en la iconología de Aby Warburg para el estudio del ensayo como fórmula didáctica y de transmisión de la tradición en el contexto de las formas de no ficción en el cómic. Abstract: This paper serves as an introduction to the study of the graphic essay or comic essay, tracing its evolution from its self-aware inception to the present day. With the intention of establishing a genealogy of significant works, the article emphasizes formal aspects related to montage strategies that are relevant to the essay form, drawing from research developments in the field of cinema. Furthermore, at its core, it proposes a methodology primarily based on Aby Warburg's iconology for the examination of the essay as a didactic formula and a means of transmitting tradition within the context of non-fiction forms in comics. comic; essay; iconology; editing; Aby Warburg.

Resumen: A partir de una aproximación inicial al cómic de no ficción como tipo de historieta de cierta tradición, surgida en el contexto del comix o cómic underground de los 60 (y sus diferentes concreciones posteriores en el cómic periodístico, autobiográfico, etc.), asumimos la posible distinción teórica entre ensayo gráfico y cómic ensayístico, y presentamos en este artículo un estudio de las características esenciales de la obra en viñetas de la autora sueca Liv Strömquist como ensayo postmoderno y feminista; realizamos, además, una justificación curricular de su lectura en las aulas de secundaria y formulamos una propuesta didáctica basada en el análisis previo de la obra titulada La sala de los espejos, con el objetivo principal de estudiar las posibilidades formativas del cómic de no ficción, de tipología argumentativa, en el marco de la educación lectora y literaria en la actualidad. Abstract: In this article, based on an initial approach to non-fiction comics as a type of comic with a certain tradition, emerged in the context of comix or underground comics (and its various genres in journalistic comics, autobiographical comics, etc.), we assume the theoretical distinction between graphic essay and essayistic comic, and we present a study of the essential characteristics of the works by the Swedish author Liv Strömquist as a postmodern and feminist kind of essay. Additionally, we provide a curriculum justification for its reading in secondary school classrooms and formulate a didactic proposal based on the prior analysis of the work titled In the Room of Mirrors, with the main objective of studying the formative possibilities of non-fiction comics, of argumentative typology, within the framework of reading and literary education today.

Resumen: Este artículo pretende plantear una lectura de El museo de Carrión y Sagar a partir del concepto de ensayo gráfico. Este género gráfico-narrativo no ha llamado la atención de la crítica si lo comparamos con un término como novela gráfica; sin embargo, tiene una importante tradición que se remonta a un doble modelo: el trabajo de Pajak y McCloud publicado en los años 90. En este ensayo gráfico emerge una nueva gramática visual que evita el uso sistemático de paneles y diálogos. A lo largo de este libro se sostiene un proceso dialéctico entre el concepto de museo, la noción de ensayo y la importancia del arte considerado como archivo cultural. Abstract: This paper aims to set a reading of Carrion and Sagar´s El museo based on the concept of graphic essay. This graphic-narrative genre has not drawn attention of critics if we compare it with a term such as graphic novel; however, it has an important tradition that can be traced back to a double model: the Pajak and McCloud´s work that has been published in 90´s. In this graphic-essay emerges a new visual grammar that avoids the systematic use of panels and dialogues. A dialectic process among the concept of museum, the notion of the essay and the importance of art considered as cultural archive is held throughout this book.

This work is devoted to the fate of the chapter on A.D. Protopopov, chosen by A. Blok as a work, as part of his official activities in the Extraordinary Commission of Inquiry, for reporting to the Constituent Assembly. A wide range of source material (notebooks, diary, letters to his mother) demonstrates Blok’s attitude towards the last Minister of Internal Affairs. The research concerns the poet’s particular focus on the personality of the disgraced official. The article analyzes documents from Blok’s archive related to his work on the chapter and traces Blok’s parallel work on the chapters “The Last Days of the Tsarist Regime” and “Protopopov.” The article presents, among other things, unknown archival materials from the Manuscript Department of the Pushkin House.

Abstract The value of generative AI tools in higher education has received considerable attention. Although there are many proponents of its value as a learning tool, many are concerned with the issues regarding academic integrity and its use by students to compose written assessments. This study evaluates and compares the output of three commonly used generative AI tools, ChatGPT, Bing and Bard. Each AI tool was prompted with an essay question from undergraduate (UG) level 4 (year 1), level 5 (year 2), level 6 (year 3) and postgraduate (PG) level 7 biomedical sciences courses. Anonymised AI generated output was then evaluated by four independent markers, according to specified marking criteria and matched to the Frameworks for Higher Education Qualifications (FHEQ) of UK level descriptors. Percentage scores and ordinal grades were given for each marking criteria across AI generated papers, inter-rater reliability was calculated using Kendall’s coefficient of concordance and generative AI performance ranked. Across all UG and PG levels, ChatGPT performed better than Bing or Bard in areas of scientific accuracy, scientific detail and context. All AI tools performed consistently well at PG level compared to UG level, although only ChatGPT consistently met levels of high attainment at all UG levels. ChatGPT and Bing did not provide adequate references, while Bing falsified references. In conclusion, generative AI tools are useful for providing scientific information consistent with the academic standards required of students in written assignments. These findings have broad implications for the design, implementation and grading of written assessments in higher education.

This paper examines the relationships that emerge in the process of meaning-making in the anthology Writers on artists (Minton, 2001) between photographic portraits of the artists and other images and verbal textual components. The findings demonstrate that as indexes, the photographs of the artists testify to the artists’ real existence; as icons, these photographs contribute to the representation of the artists’ uniqueness. Through these two roles, the artists’ photographic portraits ensure the status of the ekphrasis in the essays as “actual ekphrasis” (in Hollander’s terms). In interaction with the biographical notes, the photographs of the artists highlight their uniqueness. As elements in the multimodal complexes “artist’s photo & artist’s bio”, the artists’ photographs enter into the relationships of similarity and contrast with the writers’ photographs in the multimodal complexes “writer’s photo & writer’s bio”, which are instrumental in creating symbolic dialogic space for the discussion of the works of the visual arts in the essays. Those photographs that are photographs of the artists’ painted or drawn portraits rather than people themselves establish strong semantic links with descriptive ekphrasis. Some of the objects captured in the artists’ photographs can contribute to descriptive ekphrasis. Those photographic portraits that offer psychological characterization of the artists work in synchrony with interpretative ekphrasis. The photographs that can symbolically evoke schemata of knowledge which have high relevance for ekphrastic interpretations and metaekphrastic discussions strongly support meanings generated in the essays. The photographs that are likely to be interpreted symbolically contribute most significantly to the meaning-making in the essays.

There is a pressing need for professional Indonesian language teachers to enhance the learning experience for foreign speakers. This study focuses on examining language errors in BIPA (Indonesian for Foreign Speakers) learners' essay writing, particularly in terms of punctuation placement, sentence structure, word choice, and the factors contributing to these errors. A qualitative method with a case study approach was employed, utilizing data collection techniques such as document analysis and Voice Note (VN) recordings via WhatsApp. The primary data sources included essays from BIPA students in Timor Leste and voice recordings of BIPA teachers in Timor Leste. The study identified several language errors in the students' essays, including improper use of punctuation, incorrect word choice, and ineffective sentence structure. The researchers also uncovered several factors causing these errors: language and cultural gaps, insufficient learning resources and teaching staff, and inadequacies in the curriculum and foreign language learning policies. The implications of the research findings for BIPA learning are significant. To improve learning outcomes, it is essential to make learning resources more engaging and accessible. Additionally, addressing the gap between the targeted curriculum and student needs can be achieved by regularly evaluating and adjusting the language learning curriculum. Providing training to teachers and facilitating educators with a strong background in Indonesian language education are crucial steps to help BIPA students overcome their learning difficulties. These measures will contribute to a more effective and supportive learning environment for BIPA students.

The paper analyzes the novel Most and the essay Iskaz poneblja written on the occasion of the novel Grozdana's giggle by Hamza Hume from Jasmina Musabegović's oeuvre. In these texts, the writer expressed her attachment to the South - Herzegovina, Mostar and Stari Most. With that, she joined the poets of the "city poetry" of Mostar, who promoted it as our most sung city. The heroine/writer self-expresses female subjectivity in the manner of female writing. Reminiscences and associations of the experience of luxuriant nature, the wild Neretva, the bridge's arch and white stone buildings, as well as the architecture and culture of mahal life and the cultural identity of the people and the city emerge.

The paper analyses the essayistic discourse of Jasmina Musabegović with a focus on her second and last book of such procédé, Naličje historije (The Reverse Side of History) (1999), without neglecting her early essayistic work compiled in her first book of essays, The Secret and the Meaning of a Literary Work (1977). Since the literary criticism and essayistic work of this author, on the one hand, and her literary and artistic work, on the other, are closely related and interwoven with seemingly contradictory but identical ideologemes, for a more complete insight, her micro-essays that make up fabric of her novels are occasionally taken into consideration in the analysis. The conclusion reached shows that the author’s later literary critique essays, i.e. those that the author wrote during and after the recent war, where the intimate intertwines with the universal and meets a multitude of opposing pairs as well as occasional paroxysms conditioned by a change in life experience, represent a specific, fluid essayistic discourse that can be characterized by the newly coined phrase “women’s essay”.

Literary journalism offers a way to convey the truth of real-life events and issues in a more engaging and emotionally impactful manner than traditional news reporting. It bridges the gap between storytelling and journalism, appealing to audiences who seek both the depth of factual reporting and the immersive experience of narrative storytelling. Like any other type of journalism, it has its own features, to which belong immersion, text specific structure, accuracy in presenting content, voice or personal perspective. The purpose of the study is to consider one of storytelling’s techniques, narrative, which covers the plot of the story, its characters, setting, topics and the author’s point of view. The research is based on the ana- lysis of the essays, opinions and reportages as typical examples of narratives in literary journalism. Contextual analysis of political narrative and social-psychological narrative, which are often found in analytical or rational journalism, aims at extracting information of social, political, historical, and culture-specific character. Stylistic analysis of the considered texts gave us possibility to visualize the examples of emotively charged words and stylistic devices. Qualitative content analysis shows that most vividly narrative communication is seen in such journalistic messages, as an essay, opinion, and reportage. Each narrative has a purpose, which dictates the narrative techniques.

The authors investigate the problem of reflecting the Caucasian local wars of the turn of the XX and XXI centuries in the essays by E. Goryukhina included in the books “The teachers journey to the Caucasus” and “Don’t divide us, Lord, don’t divide us”. The purpose of the study is to analyze the author’s disclosure of the peculiarities of interethnic relations during military conflicts in the Caucasus and to identify the value meanings of the lessons of the events that took place. As a methodological basis, a literary analysis of the content and form of the texts studied, a comparative analysis of documentary-historical and essay literature is chosen. The genre originality of E. Goryukhina’s essays is substantiated, the author's position on the raised problem and the position of the peoples involved in the military conflict are identified, the alienness of war to the genuine interests of the people is shown, the mental features of the concept of “Caucasian man” are revealed, the influence of war on the specifics of historically formed national relations between the peoples of the Caucasus, the Caucasus and Russia is discovered. Conclusions are drawn about the high importance of E. Goryukhina’s essays for understanding the humanistic psychology of the Caucasian peoples and establishing mutual understanding between peoples, for overcoming stereotypes. The complexity and depth of historically formed relations between ethnic groups requiring consideration and careful preservation are disclosed.

Originally created as the artifact (and badge requirement) for the March Teaching Circle, this essay offers insight into one essay writer’s worst fear: Will AI create a better essay than I could? Rather than merely wonder and create doom scenarios, author Rhonda Baughman embarks on a journey exploring several basic prompts for several GenAI tools in preparation to create her essay for issue 23 of Girls, On Film. After a lengthy introduction, filled with several of humorous and divergent footnotes, a distinct trait of Baughman’s essay and review writing style for the last decade for numerous publications such as Girls, On Film as well as Medium Chill, Exploitation Nation; and Grindhouse Purgatory. An overview contains several surprises for both author and reader and the essay also includes an analysis of the essays generated, the GenAI created responses themselves, and Baughman’s originally published essay. Overall, the essay clearly demonstrated why GenAI is here to help and not replace and why human writing still matters.

The present text establishes a narrative of the filmmaking process by the authors of Facts of life. A film developed with 18 hours of video from Gilles Deleuze's courses at the University of Vincennes (1975-76). A working material taped by Marielle Burkhalter as part of her Master Project "film thoght in its becoming".

Diana Wechsler’s curatorial essay entitled “Images between reality and utopia. Art and history in Argentina” offers a penetrating gaze into two centuries of artistic production in this southern country. In her history, Wechsler reconciles the encompassing whole with the sharpness of each episode that comprises the book of charts with which she invokes Aby Warburg’s figure. Rather than a replication of her approach, the following words refer to provisional answers that —as I consider myself politically a historian— I have reached through my doctoral research of the relations between art and politics in Argentina from the 1960s until the 2001 crisis —two of the moments that Wechsler examines more closely. I do not think I am mistaken if I say that they are possible answers to shared questions. Even on the basis of a general coincidence of our viewpoints, I hope that their presentation will either arouse dialogue or else humbly complement the ideas so solidly expressed in Wechsler’s text.

N. Steinhardt, the author of Jurnalul fericirii [The Diary of Happiness], was not only an exquisite intellectual colporteur, but also an erudite essayist of astonishing spontaneity, who gave his intellectual discourse a remarkable cultural breadth, which places him in the same spiritual family as Alexandru Odobescu, Paul Zarifopol, Mihail Ralea, Alexandru Paleologu or Andrei Pleșu. In spite of the diversity of the themes addressed, the essays of the later monk of Rohia preserve a basic unity, revealed in a coherent modus cogitandi and a defensive ethos, intended to protect individual freedom through recourse to modesty and to what Paleologu called common sense as paradox. Reading Steinhardt’s essays is also a powerful antidote to laziness of thought, offering the reader the chance to escape from the narrow horizon of commonplaces. Leaving aside the prison memorial and the texts on religious subjects, which are permeated by the same essayistic vein, we highlighted the fact that Steinhardt understood literary criticism as an ingenious creative activity, polemically anti-positivist, susceptible to new and surprising cultural analogies, incessantly pleading for the rehabilitation of subjectivity, emotion and feeling as essential factors in the process of knowledge, from the perspective of a fundamental humanism drawing from Montaigne’s tradition.

The purpose of the study was to explore the implications of the articulation gap on Grade 6 EFAL learners’ essay writing skills. A qualitative approach was followed with a Case study research design. The research paradigm used in this study was the interpretive paradigm. Purposive sampling was used to select 18 English First Additional Language (EFAL) teachers in 3 primary schools at Malamulele Central Circuit. Document analysis, focus group interviews and lesson observation were used to collect data. Vygotsky’s sociocultural theory, the Garrison theory of teaching essay writing and the strength-based approach were aligned with the interpretivist paradigm. The study found that EFAL learners are unable to write essays that are academically acceptable in terms of the stipulated standard in the Curriculum and Assessment Policy Statement (CAPS) document. Such an articulation gap results in a difficult transition from the foundation to the intermediate phase which has contributed to the high failure rate in Grade 6. The study concluded and recommended that the curriculum during transitioning from the foundation to the intermediate phase (Grade 6) should be revised and the Teaching and Learning Language (TLL) in the Foundation Phase should be English in order to build a strong foundation. This research study is of practical importance to various sectors of the South African education system and abroad as it contributes invaluable information to curriculum developers and implementers within the education department and to the entire stakeholders in the schooling system.

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From a hermeneutic interpretation, this article analyzed the new psychic pandemic configuring a typology of psychopolitical man, provided by digital swarms and mass psychology, that, from logotherapy, can be perceived as a postmodern collective neurosis. We also analyze a self's hyper-reflection as a social phenomenon of psychopolitics, suffering as repression, and the love of narcissistic consumption. Consolidating a sense of life as a social ethos is the answer to finding compromises and responsibility for the individual mission that every human being has as a member of a community and society.

Between Narrative and Essay. The Self as a Space of Reconciliation in Comics. Mainstream comics models have been usually understood as fictional narrative. However, the development of graphic novel and popular science comics have pointed out basic autobiographical and essayistic aspects. Often, these books reveal themselves as healing and might be labeled as graphic medicine or, at least, might be seen as an space where the self can be happily reconciled with the other, through the recognition of shared circumstances.

Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design. The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia. The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892). The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.

This study explores first-year undergraduate students’ argumentation essays using argument diagramming structure. A corpus-driven data of 394 argumentative essays were gathered from both Indonesian and Thai universities. A content analysis was employed to examine the dataset of the students’ argumentative essays. After gathering primary information from the body parts of their essays, we subcategorized their argumentations into claims and premises in a compliant reading. To ensure data trustworthiness, this study employed triangulation by source and method. The findings show that the most prominent type of argument diagramming was a basic argument, followed by convergent and divergent arguments. Regardless of how the argument diagramming was written, the study found that the students still lacked mastery in structuring their logic when building up the case to be extended to claims and premises. This study suggests a need to revisit pedagogical instructions, in which there should be a provision not only on the basic knowledge of argument structures but also on the skills to recognize the quality of a good argument cognitively. This additional practice will provide important insights to recognize the representational strengths and weaknesses of the students’ argumentative writing proficiency to achieve a better performance in the content of their essays.

The article is dedicated to the discussion of Dzień na ziemi [A Day on Earth] by Michał Paweł Markowski, a book consisting, according to the author, of closely related parts: a fragment of novel prose, an essay on travel, and a collection of photographs. The spirit of the work is therefore one of an experimental lyrical-visual whole, with non-apparent rules on how it should be read. At the same time, it fits into the long tradition of iconotextual syncretism, though simultaneously, the presence of photographs determines its character. The often-problematised point of a photographic image, situating a photograph in the, impossible to reconcile, opposition of document and curated work of art, is further complicated in the work by Markowski due to the decision made by the author, who labelled all elements of his piece as ‘prose’, while accentuating their narrative aspect at the same time. Although photography is not the medium of epic, its textual contextualisations release narrative mechanisms, placing the task of rendering the non-uniform textual-visual material cohesive onto the reader. The author of the study aims at analysing the way in which photography functions in the artistic whole created by Markowski. Photographs are present in the work in many ways: on a material level as an image embedded in the text, on a textual level as a story of the author of the picture, on a meta-level as an object of reflection, but also in an autonomous aspect, as a photography cycle, as well as commentary on the text and an element of the book’s visual design. The article analyses the mutual relations between word and image, interpretative procedures leading in different directions, as well as photographic-textual addenda and dialogue.

The article analyzes the early period of Yuly Aykhenvaldʼs literary-critical activity, from 1896 to 1901. The base line of the research consists of publications in the bibliographic department of the Russkiye Vedomosti newspaper, as well as notes and articles in the Courier newspaper, the journals Herald of Education, Russkaya Mysl, Voprosy filosofii i psikhologii. The article traces the path of the critic from small notes-reviews in the Bibliography section to full-fledged articles of literary criticism. Particular attention is paid to his early experiments in the essay genre, such as the note “Fyodor Tyutchev” and the article “A Few Words in Memory of Goncharov.” These publications are compared with later essays on the same writers. Summing up the results, it can be concluded that during this period the formation of Aykhenvald as a reviewer took place and the stylistic and genre features of his critical individuality began to take shape. The article reveals that he was drawn to that type of essay, which is based on the penetration into the artistic world of the writer without taking into account the biographical and historical context. He acquired the first outlines of his literary-critical method, which he later called “immanent criticism.” Stylization and emotional quoting, combined with the interpretation of quotations, became his main techniques.

This work is devoted to issues related to commenting on the first chapter of the essay “The Last Days of Imperial Power” — “The State of Power.” The introduction briefly outlines the main stages of Block’s work in the Extraordinary Investigative Commission “to investigate the illegal actions of former ministers, chief executives and other senior officials of both civil and military and naval departments.” The paper presents an analysis of individual portraits of government officials, derived in the first chapter, and notes the sources of hidden and direct quotations. Characteristics from “The Last Days…” are compared with Blok’s portrait sketches from his notebooks, diaries and notes based on the protocols of interrogations of former representatives of the tsarist government. The article also presents unknown archival materials from the Manuscript Department of the Pushkin House.

The article examines the American period of V.I. Ryndzyun's life and his work as an American writer and journalist. Vladimir Ryndzyun began publishing in Russia before the Revolution, and in the early 1920s he became famous under the pen-name “A. Vetlugin” thanks to publications in Russian émigré newspapers and books published in Paris and Berlin. He arrived in the USA in 1923 with Sergey Yesenin and Isadora Duncan and decided to stay there. He contributed to American journalism and American cinema as Voldemar Vetluguin, and to American literature as Frederick Van Ryn. In the fall of 1933, his essay “There's No Repealing Tastes”, signed with the pen-name Frederick Van Ryn was published in the first issue of Esquire magazine along with the works of Ernest Hemingway, John Dos Passos, Erskine Caldwell, etc. In 1934 he became an editor of RedBook Magazine as Voldemar Vetluguin. In 1936 he started to contribute in this pulp fiction magazine as Frederick Van Ryn as if he decided to separate his work as an editor and his literary works. Under the name of Frederick Van Ryn, he also collaborated with other magazines: a number of his publications appeared in the 1940s in Liberty; all of them have to do with cinema. His new pen-name made it possible for him to develop the author’s strategy in the USA, but in general it fits into the system of author’s masks / projections, which are typical for V.I. Rynzdyun’s / Voldemar Vetluguin’s works and self-fashioning.

Born in Montreal in 1984, Gabrielle Giasson-Dulude was first drawn to non-verbal theater, seeking to pinpoint the part of emotions and thoughts that is difficult to articulate. Then she started making sentences, in which she strives to hear the body’s silent impulses. She teaches literature at Cégep du Vieux Montréal. She published the poetry collection Portrait d’homme at Noroît in 2015. Her essay Les chants du mime (Noroît, 2017, 2022) was a finalist for the Governor General’s Award of Canada, and won the Prix Spirale Eva-Le-Grand and the Prix Contre-jour for literary essays. His third book, Entre les murs, des voix, was published by Remue-ménage in autumn 2023. This interview is a follow-up to this latest publication. It provides information on the places, practices, modalities, and issues involved in the performative writing and thinking of Giasson-Dulude who sees “art as reparation” for oneself and for others. Résumé Née à Montréal, en 1984, Gabrielle Giasson-Dulude a d’abord été appelée par le théâtre non-verbal, cherchant à cerner la part des émotions et des pensées que l’on articule difficilement. Ensuite, elle a commencé à faire des phrases, dans lesquelles elle s’efforce d’entendre les poussées muettes du corps. Elle enseigne la littérature au Cégep du Vieux Montréal. Elle a publié le recueil de poèmes Portrait d’homme au Noroît en 2015. Son essai Les chants du mime (Noroît, 2017, 2022) a été finaliste au prix du Gouverneur général du Canada, il a remporté le prix Spirale Eva-Le-Grand et le prix Contre-jour de l’essai littéraire. Son troisième livre Entre les murs, des voix est paru au Remue-ménage à l’automne 2023. Le présent entretien fait suite à cette dernière parution. Il informe sur les lieux, les pratiques, les modalités ainsi que les enjeux de l’écriture et de la pensée performatives de l’essayiste qui conçoit « l’art comme une réparation » pour soi et pour les autres. Mots-clés : chants ; corps ; essai ; espaces ;lectures ; liberté ; réparation ; voix

In recent years, technological advances have significantly transformed educational practices. The development and adoption of Artificial Intelligence (AI) chatbots in education have recently generated widespread interest from teachers and students. In this context, this research aimed to evaluate the potential of AI resources as an auxiliary instrument in improving dissertation-argumentative essays prepared by second-year high school students on Ecology. This is qualitative research, specifically of the action research type, conducted through three stages. The results show that chatbots can be used as complementary resources in the classroom, in addition to having the potential to optimize the construction of knowledge. Finally, it was observed that chatbots were able to facilitate the application of content and make assessments more engaging and productive.

This text is a reminder that October marks one year since the passing of Professor Academician Eugen Simion, a prominent figure in Romanian culture. The article pays tribute to the efforts and achievements of Eugen Simion’s work and legacy, exemplified by the verses of the Latin poet Horace, “exegi monumentum aere perennius”. It highlights the significant contributions of this exceptional personality of Romanian culture and literature, emphasising Eugen Simion’s reputation as one of the most esteemed literary critics and historians, essayists and theorists in the field of literature. He is considered the (theoretical) founder of biographical genres (journals, correspondence, memoirs). His activity as an editor, preface writer, author of monographs and promoter of national-scale projects yielded important results, including Dicționarul General al Literaturii Române ‘The General Dictionary of Romanian Literature’ (DGLR, two editions), Cronologia vieții literare românești 1944 – 2012 ‘The Chronology of Romanian Literary Life 1944 – 2012’ (CVLR, 60 volumes) and the facsimile reproduction of Eminescu’s manuscripts (notebooks) (38 volumes). A university professor and member of the Romanian Academy and president of this high forum between 1997 and 2006, Eugen Simion also became a member of seven other academies in the United Kingdom, Denmark, France, Greece, Moldova, Spain and Serbia. Some of his books and studies were translated in Belgium, Switzerland, France, Germany, the United States, Serbia and Hungary. The unexpected loss of Professor Eugen Simion left a vast literary project unfinished, deprived now of the infectious energy and enthusiasm of its initiator. These projects are currently being continued and completed by researchers at the “G. Calinescu” Institute of Literary History and Theory of the Romanian Academy, where Eugen Simion served as director.

Although many ESL university students know grammar rules, most cannot write competently. Meanwhile, effective writing would affect students’ overall academic performance. This article examined the written errors of the Indian Tamil learners of English as their Second Language (ESL). The study adopted a cross-sectional research design and collected data through written essays. The participants were studying Master of Arts in English second-year integrated class. The participants were purposely selected. The study assessed errors as they occurred in students’ written essays. Data were descriptively analysed in which they were categorised based on the themes. The findings showed several errors, categorised as subject-verb errors, word order patterns, spelling errors, and omissions. Findings have depicted error cases in word order errors, unnecessary insertion, misplaced inversion and sentence fragment errors. The results have shown that some students made apparent errors that could be termed as negligent ones, while others could be associated with transfer from the first language. In addition, other errors are associated with the way the English language is taught. Based on the results, this study recommends that ESL teachers should focus their teaching on these problematic areas and provide the students with many writing tasks that would improve the writing of the Tamilians, whose English is their second language.

This study discusses the meaning of revolution in Amin Ar-Rayhani's essays in the book of Ar-Ar-Rayhaniyyāt (The Ar-Rayhani Essays) entitled Ats-Tsauratu Al-Ifransiyyatu (French Revolution) and Ats-Tsauratu Al-Ḥaqīqiyyatu (The Real Revolution) . The two essays are discussed in this study with a revolutionary theory approach. The purpose of this research is to explain the meaning of revolution in his two essays. The research method used by the researchers is a qualitative research method with a historical approach. The main data are obtained from the above-mentioned essays and then the secondary data are from books, articles, journals, theses, and other scientific works. The theory used in this study comes from the six types of revolution put forward by Chalmers Johnson. Based on the results of the research, the first essay is included in the argumentation essay and the second one in the narrative essay. Both essays are categorized under the type of revolution of conspirational coup de'Etat.

Review of Béton, arme de construction massive du capitalisme, by Anselm Jappe, published in 2020.

A review-essay on Raymond Geuss: Über die Arbeit. Ein Essay, Hamburg 2023.

This study investigated how students in interprofessional higher education experienced learning with a model including essay writing and perceived the effect on their learning outcomes. The study occurred at an institute with two interprofessional programs at a university in Norway. Students gained new knowledge or new understandings when their theoretical knowledge and clinical experiences intersected in essay form. Common themes were 1) learning benefits and learning models, 2) benefits of interprofessional collaboration, and 3) Organisations, developments, and changes in writing processes When participating in the study programme based on the developed learning model the students felt both their theoretical and practical knowledge and understanding were deepened. Essays gave students opportunities to formulate their own personal ideas, new understandings, new patterns of practice and deeper knowledge, particularly when writing in groups. Experience-based knowledge has been legitimated by the students who discovered the good interaction between theory and practice. We concluded that the model requires good virtual platforms for the groups to function optimally and that essay writing can give students in higher education the opportunity to formulate their ideas in a more personal way. The interprofessional collaboration, in essay writing, was perceived as both rewarding, challenging, but also a reflective learning process for the students.

Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students’ writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.

Review of Chris Arthur's Hidden Cargoes (2022).

If deconstruction implies a critique of the dual structures of thought, the destabilization of binaries proposed by queer theory would be the deconstructive exercise par excellence. In this case, the original pair is not destroyed; instead, their relationship is dismantled to expand its possibilities and make them more complex. This essay shows the evolution of this thought until it reached Chile through exercises that seek to divert the hegemonic discourses of the architectural tradition.

The UNESCO World Heritage List aims to gather everything that has “outstanding universal values.” However, if a person’s oeuvre is included in that list, the issue becomes problematic: can someone enjoy an actual universal value, that is, an absolute one? Furthermore, how is this universal value constructed? Inquiring into the declaration of Le Corbusier as a universal heritage, this text exposes the discourses that supported that idea through a deconstructive critique to highlight the structural failure of architectural value allocation systems.

Disassembling a house does not only mean making an inventory of the things we own to fit them into boxes and move them. It also means undoing familiarity with a specific domestic space. By delving into this situation, this text analyzes how the experience of moving deconstructs the everyday life of the domestic and activates our senses around new questions. Ultimately, deconstructing the domestic does not mean destroying it, but rather dismantling it to rethink and reorganize it.

Deconstruction questions not only the solidity of structures to detect their weakest points but also whether what we understand by structure is actually structural. If we ask, for example, what is structural in a tradition? we can observe - as this research does - that the structure is based on the reiteration of images. But when processing this repetition ad infinitum with artificial intelligence tools, the structural failure appears: an architectural image as disturbing as those that evoke deconstruction.

If groups and places still suffer the effects of the colonial legacy - centuries after the independence processes - it is because the social structures generated by that legacy are yet in force. Since it was institutionalized (and turned into a discipline) during the colonial period, architecture can also be understood as one of those structures to be dismantled. Based on a critique of architecture as an institution, this manifesto also presents alternatives for its deconstruction.

The article considers “The Vision of Theodore” by Samuel Johnson as an example of the cautionary tales of the English Enlightenment literature. The aim of the article is to analyze the plot in terms of refraction of the visionary tradition in it. The historical-literary commentary has made it possible to clarify the evaluations of “The Vision of Theodore” in the 18th century English criticism and the approaches of the modern English literary criticism to the essay. The study highlights the originality of Johnson’s idea in the construction of the plot of the vision, which consists in the creation of the situation of hermitage of the protagonist on the exotic island of Tenerife. A look at the travelogue essays “The Journey to the Hebrides” by Johnson has helped the author of the article to identify possible reasons for the writer’s creation of an artistic image of the island as a “plausible” space for Theodore’s spiritual experience. The effect of the authenticity of the vision is also achieved through the motif of the manuscript found in the cell and the allusion in the protagonist’s name. The protagonist’s complicated inner state (including his passionate desire to climb the mountain and the doubts about the action) becomes the starting point in the development of the plot. Johnson uses the popular visionary motif of a dream due to which Theodore gets an opportunity to see the surroundings of Tenerife in a different light and learn a moral lesson. Under the guidance of the guardian spirit, Theodore observes the mountain of Existence and explores the mountain space as an allegory of the life path. The analytical nature of the description of the human flow resembles the reasoning of R. Descartes in his treatise “Passions of the Soul” and testifies to the complex understanding of the essence of the human soul in “The Vision of Theodore” by Johnson. The writer believes that reason and faith are the only true spiritual supports in life. It is concluded that Johnson modifies the tradition of the visionary genre to implement the enlightenment program. In the spirit of the times, the writer enhances the didactic pathos, makes the narrative sound documentary and true-to-life, and brings Theodore’s experiences closer to the readers of “The Preceptor”.

Ensayo

Diccionari per a ociosos (1964) is acknowledged as one of Joan Fuster’s most important books, a touchstone of so-called free and deliberative essay. Even so, although it has already been made clear that the origin of the texts is often found in the author’s diary or in previously published newspaper articles, the sources of this work have not been analysed in depth. In this paper, specifically, we aim to study the rewriting process that gave rise to the entry «Love». Thus, we will verify which previous texts by the author announce the topic and thesis of this entry, in particular the column «El “amor” en baja», published in the «Examen de conciencia» section of El Correo Catalán on 17 March 1963. The study of the thematic and stylistic coincidences, in some cases literal, that we find between these two texts, will also involve the ascertainment of the differences that can be observed. Based on this specific analysis, in short, we will be able to draw a series of conclusions about the process of choosing and reworking the materials that, finally, gave rise to Diccionari per a ociosos.

In this article I argue that so-called light essays on apparently trivial items as they were published in periodicals of the early 20th century use the specificities of the essay genre to unveil dimensions of everyday life that are often taken for granted and thus overlooked. I will focus on two thing-essays – G. K. Chesterton’s “Lamp-Posts” (1920) and Rose Macaulay’s “Arm-Chair” (1935) – and argue that these essays help an emerging mass reader- and consumership to establish semantic coherence between themselves and the proliferating objects around them. Using Martin Heidegger’s and Bill Brown’s object-thing-distinction, I will also argue that these essays point to the relevance of everyday life and to the political issues that are sometimes manifest in everyday items. In particular, Chesterton’s and Macaulay’s thing-essays use the semantic flexibility of things to illustrate and defend their political, religious and intellectual views, touching on fields such as distributism, Catholicism and the so-called battle of the brows.

The genesis and publication history of Virginia Woolf’s “How Should One Read a Book?”, whose final version appeared in The Second Common Reader in 1932, is by now well-established. Critics, including Andrew McNeillie and Beth Rigel Daugherty, have traced its inception in a lecture given by Woolf in 1926 and documented the successive revisions undergone by the text. In the wake of such studies, this paper focuses on the differences between the Yale Review and the Common Reader versions of “How Should One Read a Book?” to suggest that the change in medium – periodical vs. book-form essay – alters Woolf’s relationship to the subject she is writing about: reading books. Whereas in The Common Reader, Woolf is writing from within the field she explores (books and their various “classes”), The Yale Review essay approaches the same question from the perspective of the journal article. As I argue, a number of the differences between the two versions of the essay – including the reading strategy devised by Woolf – are accountable to this change of perspective.

For many, the degrowth problem is the problem of time management, not just resources. Reflecting upon the work of the Romanian-born economist Nicholas Georgescu-Roegen, this article applies the theory of the irreversible quality of (natural) resources used for economic purposes to architecture. The discussion helps us to think about whether architecture could, given its material quality, extend the life or death of the world or whether we are subject to the - very contemporary - brevity of its extravagance.

Through the influence of Jamaican philosopher Sylvia Wynter - and others -, Escobar delves into a profound discussion about an urgent transition to the pluriverse. It questions the human-centric Western humanism that produced the development mentality and argues for a radical thought transformation: a plural form of the human beyond and outside Western humanism. He offers six strategies for moving from critique to transition, all based on collective actions, reconnecting us to centuries-old cultures, the Earth, the sacred, and the spiritual.

Monnin has argued elsewhere to restore, close, and relocate the heritage of our planet’s collapsing livelihood and dismantle the old: the north. This text discusses the location of ideas of civilization, past and present, and claims that the north must consider itself as the witness of obsolete futures. It aims for an entire ecological redirection, recognizing the negative commons of existing infrastructural and technological models. Doing so, summons the north, and France, to learn and dismantle these models through themselves.

The Degrowth Institute (TDI) is an ongoing project by METASITU that considers degrowth as a strategy for master planning. Their ideas are specific to so-called shrinking cities, particularly post-Soviet ones. Here, they discuss their work in the Donbas region in southeastern Ukraine. The TDI aims to recalibrate metrics of success associated with economic and population growth. Their project includes developing The Degrowth Manual through workshops with local members that critically give input to these alternative forms of growth and argue for cognitive emancipation from the growth paradigm.