Knowing, Framing, and Enframing

The first half of this chapter is an exercise in the philosophy of film, which treats Christopher Nolan’s body of cinematic work as Nietzsche treats a Wagner opera in the final essay of the Genealogy—as a key cultural site at which the complex interaction of the elements of the ascetic ideal play themselves out. The second half takes the analysis into the realms of science and philosophy: taking orientation from certain of Nietzsche’s claims about how modern philosophy adopts a scientistic stance, it weaves together these suggestions with some complex and controversial arguments advanced by the later Heidegger, to defend the idea that our contemporary age is best understood as the age of technology, and how this has informed and deformed some central cultural projects—in art, particularly the advent of modernist painting and its continuation in contemporary photographic practices; and in philosophy, in its treatment of secondary qualities, and more generally in its willingness to regard physics as metaphysics.

Instructor's Guidelines for Teaching of College Students Paper Writing －Focused on Essays

The purpose of this thesis is to propose “a model of a guideline for instructors that can be referred to” in order for them to effectively teach the information required of their students when it comes to their essay writing. Having done so, we may hope to positively contribute to the overall efficient progress of college students essay writing. By ‘college student essay’ we are referring to a short paper written by a university student, which amounts in length to roughly 5 sheets of A4 paper.The procedure used to achieve the above purpose is as follows. 1) learn about the definition and types of college student essays, 2) examine the fundamental significance and status of college student essay writing, and 3) present the instructor’s guidelines for the course of college student essay writing.What is necessary in order to properly establish the learning of college student essay writing is as follows: first, a qualitatively distinct essay task should be assigned to learners, based on the cold judgment of the learner's ability to write an essay. Second, in order not to undermine the opinions of the learners, the instructor’s comments on the contents of the essay should be excluded as much as possible, and hie or her feedback should be provided by paying attention to the formal aspects. Finally, the learner should be encouraged to write and submit a final essay that is better than their original essay, referring to the instructor's feedback.

Influence of Writing Instruction on Spanish Heritage Learners in Heritage-Only and Mixed Courses: A Longitudinal Study

University Spanish courses designed specifically for heritage language learners (HLLs) are becoming more common, and researchers have indicated that empirical research is needed to evaluate their effectiveness. This longitudinal study investigates the writing development of 24 HLLs as a result of instruction over the course of the semester. Nine were enrolled in a heritage-only section of a Spanish composition course, and the remainder were from mixed HL/L2 sections of the same course. Both section types were taught online. The major assignments the students produced were two 500-word essays, and students also completed bi-weekly forum posts. We examined the development of lexical density, sophistication, and diversity as well as syntactic complexity and accuracy by comparing each student’s first and final essay and forum posts. Findings indicate that there were significant differences between the scores received on the forum posts in comparison to the essays. However, there were no significant developmental differences in terms of group. Implications, avenues for future research, and pedagogical suggestions are discussed.

What an Expert Needs to Know When Checking the Final Essay: Problems of Assessing the Integrity and Coherence of the Text

This article attempts to identify indicators of the categories "integrity of the text of a creative work (essay)", "coherence of the text of a creative work (essay)" on the basis of generalizing the results of research in domestic and foreign science. The author focuses on the importance of establishing a unified approach to assessing the integrity and coherence of the text of a school essay. The article contains fragments of methodological recommendations for an expert for checking and evaluating the text of an essay in accordance with indicators of integrity and coherence, illustrated with practical material.

MOTIFS OF “NATIVE” AND “ANOTHER” IN THE STRUCTURE OF THE “DOTTED LINE-NOVEL” “KHURRAMABAD” BY A. VOLOS

The article deals with the role of the oppositions of «native» and «other» in the novel «Khurramabad» by A. Volos (2000). From «locus amoenus» Khurramabad turns into a dangerous place marked by violence and grief. All narratives of the novel are organized in chronological order: from the early 1930s to the 1990s, which was the time of mass departure of Russians and the civil war. Their sequence is due first to the Russian mastering of “another” («foreign») world, and then catastrophic loss of native city, property, and finally emigration to an unfriendly Russian countryside. The growing alienation of the characters ends with the author’s own alienation in the final essay «Khujand Dotted Line».

New Oceania: Modernisms and Modernity in the Pacific

In the final essay (or coda) of Matthew Hayward and Maebh Long’s collection of essays New Oceania: Modernism and Modernities in the Pacific, scholar Susan Standford Friedman aptly summarises the volume as an exposure of the “prevailing metropolitan and continentalist assumptions about modernity” in the Pacific (245). Such assumptions are concerned with the so-called infancy of Pacific writing in comparison with older print and publishing traditions from the global north. In this volume, modernist, literary and Pacific studies are used to prise open this seeming binary, and to sketch understandings of modernism and modernity from Oceanian writers across the region. Excitingly, the volume offers extension to this assumed dialectic via various critical and disciplinary gazes from its contributors.

A Structure of Terror in Jamaica Kincaid’s A Small Place

Literature by women of the third world is capable of expressing emergent feelings attached to objects and everyday activities, which reveal underlying economic processes. One such activity that inspires diverging feelings, the Caribbean vacation, reveals a continued exploitative colonial economy. Jamaica Kincaid’s essays in A Small Place dramatize the competing narratives of vacation as happiness object and misery-causing activities within the framework of the structure of terror. Many critics read differences of race and class developed through figures of the tourist and the native in the early essays as necessarily divisive post-colonial critique, but they read Kincaid’s final essay as an attempt to transcend such divisions. Many have lauded Kincaid’s call to throw off old categories and focus on shared (biological) humanity, yet this very category of “human” has been constructed through (social) discourses of race, gender, and class. Instead, I argue that Kincaid continues insisting on multiple subject positions, subverting the argument she seems to make on the surface and critiquing colonial epistemologies—in discourse and visual regimes—through application of Sylvia Wynter’s interrogation of dominant worldviews of both humanism and an approach to environments.

Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)

This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.

Dialogues

The control and changes of urban spaces can reveal the intricate intersections between power and architecture. In this way, political regimes have often manipulated physical environment to promote political power and convey the identity that supports and legitimizes their rule. While power and architecture have been relevant in the past decades for scholarship produced in Europe and the United States, they have not received the same attention from scholars working on Latin American subjects. With the following essays, Dialogues would like to mitigate the present void and put forward new ways to look at and discuss the built environment. The section starts with a short introduction by Idurre Alonso and Maristella Casciato addressing the main ideas around the theme. Each of the subsequent four essays examines case studies in which the symbolic use of architecture and urbanism was used by different political actors in order to accommodate their specific ideas. Camilla Querin focuses on the marginalization of Afro and Indigenous Brazilian communities via the control of historical urban spaces in Rio de Janeiro. Catalina Fara analyzes the construction of a modern image of Buenos Aires generated by photographer Horacio Coppola and promoted by the municipality through the photo book Buenos Aires 1936. Visión Fotográfica. Cristóbal Jácome-Moreno examines the Eighth Pan-American Congress of Architecture (1952) in Mexico and its links to the government in the promotion of a unifying architectural past and present for the country. In the final essay, Lisa Blackmore addresses the urban reforms associated with hydro-engineering by Dominican dictator Rafael Trujillo, linking them to his interest in projecting an image of modernity.