Ao término da Educação Básica, espera-se que um indivíduo esteja habilitado a redigir adequadamente em qualquer situação, que saiba interagir com a palavra para a produção escrita nos diversos gêneros textuais em circulação. Embora tais expectativas se realizem em alguns casos, em geral, a realidade vivenciada é diversa: mesmo após completarem os ensinos Fundamental e Médio, muitos sujeitos elaboram textos repletos de desvios, marcas que expõem as muitas dificuldades com a produção escrita, as quais revelam uma língua cindida entre um saber-dizer e um dever-dizer. Questionamentos sobre o que leva a essa cisão motivaram esta pesquisa. Considerando-se a perspectiva sócio-histórica, os conceitos bakhtinianos de gênero, dialogismo e polifonia, bem como preceitos da Lingüísitca Textual, o trabalho consistiu na análise de elementos composicionais da redação dissertativa de vestibular, gênero que desafia estudantes interessados em ingressar no Ensino Superior. Mais especificamente, foram analisados: (a) a norma lingüística, (b) os índices de pessoalidade e (c) a macroarticulação em uma amostra de 374 redações (1% do total) produzidas por candidatos inscritos no Vestibular-2007 promovido pela FUVEST (Fundação Universitária para o Vestibular) São Paulo, Brasil. Foram analisadas, também, algumas relações entre o perfil sócio-histórico dos candidatos e os perfis de escrita verificados nos textos. Depreendeu-se, das observações realizadas, que a excessiva preocupação com o outro, com o molde e com a demonstração do saber-fazer interfere no movimento de exteriorização do discurso: em vez de tentar levar ao texto seu universo e sua idéia, o estudante se propõe à tarefa de levar, para o papel, mundo e idéias presumidos do interlocutor e da interlocução, vivencia um confronto - e não uma negociação - entre um saber-dizer que se esvaece diante de um dever-dizer e cinde a língua. As observações realizadas revelaram, ainda uma escolarização que, no âmbito de sua atuação, parece não promover satisfatoriamente condições para o desenvolvimento de estratégias para o diálogo entre os saberes, parece não promover satisfatoriamente a possibilidade de escrever com autonomia. / After concluding high school, students are expected to be able to write proficiently in any situation. They are supposed to interact with words in order to produce texts in the diverse genres currently circulating. Although some of these expectations are sometimes met, in general, the reality is different. Even after having fulfilled the academic requirements of high school, many students produce texts with several deviations, which signal difficulties with writing. This also reveals a schism between knowing-how-to-say-it and should-say. Questioning the reasons for this schism was the starting point for research. Based on sociohistorical patterns, bakhtinian concepts for genres of discourse, dialogism, and polyphony, as well as the Textual Linguistics precepts, this work consisted in analyzing the elements found in the Writing Essays from students participating in Standardized College Entrance Exams for the public universities in the state of São Paulo, Brazil. This is a genre of text which challenges students who want to enter into a college career. Specifically, the topics analyzed were: (a) proficiency in standard Portuguese , (b) personal input and (c) macroarticulation in a sample of 374 essays (1% of the total) from the entrance exam that was ministered through FUVEST (Foundation for College Entrance Exams), São Paulo, Brazil, from the year 2007. The analysis included also the relationship between the candidates socio-historic profile and the writing patterns found in their work. Through this analysis I could detect an exaggerated concern with the other one, with following a model, and with a concern in demonstrating the knowing-how-to-say-it. These concerns interfere with the movement of the discourse exteriorization: instead of putting in the text their own world view and their own ideas, students try to present a perspective that agrees with a presumed readers world view and ideas foreign to themselves: a confrontation and not an exchange between the knowhow- to-say-it and the should-say that schisms the language. My observations revealed also a schooling process that does not seem to promote satisfactory conditions to develop strategies that foster the dialogue among the diverse facets of knowledge, and does not promote the individuals self-reliance in their own writing.

The following essay discusses Herman Melville’s “I and My Chimney” (1856) as a text that engages architecture and writing as interrelated systems of signification. Fueled by a variety of historical developments, domestic architecture emerges as a powerful purveyor of meaning in the antebellum decades. Architecture, in this cultural context, is construed in analogy to writing (and, to some extent, vice versa), as creating houses-as-texts that tell stories about their inhabitants in terms of their individual, familial, and national identities. Thus conceived, domestic architecture is characteristically enlisted in the articulation and stabilization of hegemonic narratives of, e. g., gender and nationhood. Melville’s text invokes this cultural convention to cast the signifying function that architecture and writing perform as being vulnerable and in crisis. This crisis is narrated by an idiosyncratic narrator for whom the semiotic instability documented by his narrative resonates with the social and cultural vulnerability that he experiences—his authority as master of his house and family is challenged in the course of the tale, along with the structural integrity of his chimney with which he wants to symbolically reinforce his authority. I argue that this crisis of signification performs double work in the text. On the one hand, it serves to articulate the anxiety of mid-nineteenth-century cultural elites about what they perceive as a cultural decline. On the other hand, allegedly dysfunctional signification unfolds a critical potential, bringing to light things which ‘functional’ signification had worked to conceal and thereby unlocking hermetic narratives of self, family, and nation.

This study is a close reading of how Shapeshifters (Sophie Vuković, 2017) and Inuti diamanten (Viktor Johansson, 2020) produce social criticism through essayistic forms. Using relevant research and theories on essay film, the first part of this study explores essayistic form in above mentioned films. It demonstrates how the use of voiceover, narrative structure and other filmic forms in Shapeshifters and Inuti diamanten can be described as essayistic. The second part combines the implications of the first part with theories on essayistic form and its capacity of societal critique. It reveals how an essayistic form allows these filmmakers to produce social critique in similar and different ways. Research about essay film is an expanding field of film studies that has become increasingly relevant in our postmodern society. Investigating a more personal, complex and open style of filmmaking, essay film studies offer new ways of making, watching and analyzing film. A shortage of attentiveness to essay film in Swedish film studies has urged this study to expand the research and explore essay filmmaking in contemporary Sweden.

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En el año 1992 se publicó un importante libro, editado por Paul Geyer y Roland Hagenbüchle con el título Das Paradox. Eine Herausforderung des abendländischen Denkens, donde el fenómeno de la paradoja se describe como parte integral de la postmodernidad y de la obra de Borges. Estas constataciones me llamaron la atención en esta formulación tan general ya que la paradoja se encuentra en los presocráticos - como los participantes del volumen muy bien saben -, y las descripciones y razones que los autores dan para su lugar privilegiado en la postmodernidad como en la obra de Borges me parecieron dignas de algunas breves reflexiones.

En el año 1992 se publicó un importante libro, editado por Paul Geyer y Roland Hagenbüchle con el título Das Paradox. Eine Herausforderung des abendländischen Denkens, donde el fenómeno de la paradoja se describe como parte integral de la postmodernidad y de la obra de Borges. Estas constataciones me llamaron la atención en esta formulación tan general ya que la paradoja se encuentra en los presocráticos - como los participantes del volumen muy bien saben -, y las descripciones y razones que los autores dan para su lugar privilegiado en la postmodernidad como en la obra de Borges me parecieron dignas de algunas breves reflexiones.:Aproximamientos. - Borges y la disolución de la paradoja. - Conclusión

Este trabalho objetiva percorrer a partir de El río sin orillas os núcleos irradiadores fundamentais da poética do escritor argentino Juan José Saer (1937-2005), procurando analisar a matéria comum e as especificidades entre a escrita do ensaio e a prosa ficcional do autor. Publicado originalmente em 1991, El río sin orillas indaga sobre a história, a literatura e o imaginário cultural da sociedade argentina a partir de sua relação com o Rio da Prata. Ao longo da leitura de El río sin orillas, propõe-se ainda promover um diálogo do texto com a tradição do ensaísmo hispano-americano e, mais precisamente, com uma tradição de textos que o próprio Saer põe em evidência ao valorizar o caráter inclassificável de algumas obras. A partir destes objetivos principais, foram selecionados temas e questões que permitem analisar em El río sín orillas o deslocamento em dupla mão entre a escrita ensaística e a ficcional, bem como a tênue linha de fronteira que persiste entre os dois campos discursivos: o problema dos gêneros literários e a tradição das obras inclassificáveis; o entre-lugar estrangeiro; a literatura pensada pelo autor como uma antropologia especulativa; a invenção do passado; a violência e a política; a criação da geografia singular da zona saeriana. / This thesis explores the fundamental irradiating nuclei of the poetics of the Argentine writer Juan José Saer (1937-2005) in the essay El río sin orillas, aiming to analyze the the common aspects and specificities between the essay writing and fictional prose of the author. Originally published in 1991, El río sin orillas probes the history, literature and cultural imagination of Argentinian society through their relation with the River Plate. Along our reading of El río sin orillas, we also propose to promote a dialogue with the Hispanic- American tradition of essay writing and, more precisely, with the tradition of writing that Saer himself reveals through his valorization of the unclassifiable character of certain texts. In addition to these main goals, some themes and issues that allow us to analyze the two-way traffic between the authors essays and fictional prose as well as the blurry boundary between these two discursive fields have been selected: the problem of literary genres and the tradition of unclassifiable works; the in between space of the foreigner; the notion of literature in Saer as speculative anthropology; the invention of the past; violence and politics; and the creation of a singular geography of Saerian zone.

Zugl.: Toruń, Nikolaus-Kopernikus-Univ., Diss.

Este trabalho objetiva percorrer a partir de El río sin orillas os núcleos irradiadores fundamentais da poética do escritor argentino Juan José Saer (1937-2005), procurando analisar a matéria comum e as especificidades entre a escrita do ensaio e a prosa ficcional do autor. Publicado originalmente em 1991, El río sin orillas indaga sobre a história, a literatura e o imaginário cultural da sociedade argentina a partir de sua relação com o Rio da Prata. Ao longo da leitura de El río sin orillas, propõe-se ainda promover um diálogo do texto com a tradição do ensaísmo hispano-americano e, mais precisamente, com uma tradição de textos que o próprio Saer põe em evidência ao valorizar o caráter inclassificável de algumas obras. A partir destes objetivos principais, foram selecionados temas e questões que permitem analisar em El río sín orillas o deslocamento em dupla mão entre a escrita ensaística e a ficcional, bem como a tênue linha de fronteira que persiste entre os dois campos discursivos: o problema dos gêneros literários e a tradição das obras inclassificáveis; o entre-lugar estrangeiro; a literatura pensada pelo autor como uma antropologia especulativa; a invenção do passado; a violência e a política; a criação da geografia singular da zona saeriana. / This thesis explores the fundamental irradiating nuclei of the poetics of the Argentine writer Juan José Saer (1937-2005) in the essay El río sin orillas, aiming to analyze the the common aspects and specificities between the essay writing and fictional prose of the author. Originally published in 1991, El río sin orillas probes the history, literature and cultural imagination of Argentinian society through their relation with the River Plate. Along our reading of El río sin orillas, we also propose to promote a dialogue with the Hispanic- American tradition of essay writing and, more precisely, with the tradition of writing that Saer himself reveals through his valorization of the unclassifiable character of certain texts. In addition to these main goals, some themes and issues that allow us to analyze the two-way traffic between the authors essays and fictional prose as well as the blurry boundary between these two discursive fields have been selected: the problem of literary genres and the tradition of unclassifiable works; the in between space of the foreigner; the notion of literature in Saer as speculative anthropology; the invention of the past; violence and politics; and the creation of a singular geography of Saerian zone.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2020 / The study explored essay writing errors of English First Additional Language (EFAL) FET rural learners. The aim of the study was to analyse essay writing errors of the EFAL FET learners in rural schools. EFAL Grade 11 learners together with their educators from 4 circuits in Mopani West District of Limpopo Province (LP), South Africa (SA), participated in the study. The learners’ 40 essays were analysed. Additionally, the learners and educators were interviewed and the data generated were analysed. A qualitative Content Analysis (CA) research method was used to collect data. The sample was made up of 3 instruments; an essay checklist for the 40 essays, EFAL learners’ group interviews that consisted of 4 equal groups made up of 10 learners per school, and interviews with 4 educators from each of the school represented. N – Vivo was used for data transcription, storage and analysis. Errors populated in the checklist were arranged into smaller units, identified, analysed, described and reported. Data obtained through semi-structured interviews with EFAL learners and educators were transcribed and analysed thematically. The analysis of the EFAL FET rural learners’ essay writing errors revealed weaknesses pertaining to choice of essay topics, proofreading, spelling, punctuation and grammar.