{"id":64931,"date":"2021-02-23T06:39:29","date_gmt":"2021-02-23T05:39:29","guid":{"rendered":"https:\/\/fjala.info\/?p=64931"},"modified":"2021-02-23T06:39:29","modified_gmt":"2021-02-23T05:39:29","slug":"udhezime-te-caktuara-per-te-shkruar-nje-hartim-apo-nje-ese-shkollore","status":"publish","type":"post","link":"https:\/\/jehonashqiptare.al\/fjala\/udhezime-te-caktuara-per-te-shkruar-nje-hartim-apo-nje-ese-shkollore\/","title":{"rendered":"UDH\u00cbZIME T\u00cb CAKTUARA P\u00cbR T\u00cb SHKRUAR NJ\u00cb HARTIM APO NJ\u00cb ESE SHKOLLORE"},"content":{"rendered":"

Xhelal Zejneli<\/strong><\/p>\n

    \n
  1. Krijimi artistik \u2013 arsyeja, n\u00ebnvet\u00ebdija dhe imagjinata<\/strong><\/li>\n<\/ol>\n

    N\u00eb krijimin e nj\u00eb punimi artistik luajn\u00eb rol:<\/p>\n

    – Arsyeja<\/strong> apo racionalja dhe n\u00ebnvet\u00ebdija<\/strong> apo irracionalja;
    \n– Shpirti dhe nd\u00ebrgjegjja;
    \n– Imagjinata.<\/p>\n

    Hartimi apo eseja<\/strong><\/h3>\n

    Hartimi <\/strong>\u00ebsht\u00eb pun\u00eb krijuese q\u00eb b\u00ebjn\u00eb nx\u00ebn\u00ebsit si detyr\u00eb me shkrim p\u00ebr t\u00eb shprehur bukur dhe drejt mendimet e tyre p\u00ebr nj\u00eb tem\u00eb t\u00eb caktuar. Hartimi mund t\u00eb jet\u00eb letrar, krijues, p\u00ebrshkrues, ritregues. Kemi hartim klase, hartim sht\u00ebpie. N\u00eb hartim mund t\u00eb shtjellohet nj\u00eb tem\u00eb e lir\u00eb.<\/p>\n

    Eseja <\/strong>\u00ebsht\u00eb artikull i gjat\u00eb a studim me karakter kritik ose publicistik, i cili trajton n\u00eb m\u00ebnyr\u00eb t\u00eb p\u00ebrgjithshme, t\u00eb lir\u00eb dhe jo t\u00eb gjithanshme a shteruese, \u00e7\u00ebshtje shoq\u00ebrore, shkencore, letrare, kulturore etj. Ese mund t\u00eb jet\u00eb edhe nj\u00eb vep\u00ebr e p\u00ebrb\u00ebr\u00eb prej disa artikujsh, zakonisht t\u00eb shkurt\u00ebr e t\u00eb ndrysh\u00ebm, q\u00eb trajtojn\u00eb nj\u00eb tem\u00eb e q\u00eb kan\u00eb nj\u00eb titull t\u00eb p\u00ebrbashk\u00ebt; sprov\u00eb. Kemi ese kritike, ese filozofike, shkencore, historike etj.<\/p>\n

    Vitet e fundit, n\u00eb vend t\u00eb fjal\u00ebs hartim me shkrim<\/em><\/strong> shpesh p\u00ebrdoret fjala ese <\/em><\/strong>q\u00eb ka kuptimin p\u00ebrpjekje letrare<\/em>.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong><\/p>\n

    P\u00ebr shembull, po qe se e paraqesim narkomanin<\/em><\/strong>, gjendjen shpirt\u00ebrore t\u00eb tij, sjelljet dhe veprimet e tij, agresivitetin e tij, momentet e tij t\u00eb kriz\u00ebs, d\u00ebshp\u00ebrimet, hidh\u00ebrimet, zem\u00ebrimet, apatin\u00eb e tij, me at\u00eb rast ne krijojm\u00eb nj\u00eb krijim artistik, nj\u00eb hartim<\/em><\/strong>.<\/p>\n

    Nd\u00ebrkaq, po qe se i paraqesim mendimet, pik\u00ebpamjet dhe q\u00ebndrimet tona rreth dukuris\u00eb s\u00eb narkomanis\u00eb<\/em><\/strong>, p\u00ebr p\u00ebrhapjen e saj, p\u00ebr shtresat e shoq\u00ebris\u00eb q\u00eb p\u00ebrfshihen prej saj etj., duke p\u00ebrdorur t\u00eb dh\u00ebna statistikore apo edhe t\u00eb dh\u00ebna t\u00eb tjera nga m\u00eb t\u00eb ndryshmet rreth k\u00ebsaj dukurie, me at\u00eb rast ne krijojm\u00eb nj\u00eb ese<\/em><\/strong>. Me k\u00ebt\u00eb rast ne flasim edhe p\u00ebr pasojat e saj.<\/p>\n

    Gjat\u00ebsia e nj\u00eb hartimi apo e nj\u00eb eseje shkollore mund t\u00eb jet\u00eb 1,5 f. deri n\u00eb 2 faqe (prej 450 fjal\u00eb deri n\u00eb 550 fjal\u00eb).<\/p>\n

    \u00a0Gjuha dhe r\u00ebnd\u00ebsia e saj p\u00ebr krijimin e nj\u00eb eseje shkollore<\/strong>:<\/p>\n

    – Shkrimi duhet t\u00eb jet\u00eb korrekt, p\u00ebrkat\u00ebsisht i lexuesh\u00ebm;
    \n– Duhet t\u2019i kushtohet r\u00ebnd\u00ebsi drejtshkrimit;
    \n– N\u00eb asnj\u00eb rast, n\u00eb fillim t\u00eb fjalis\u00eb, t\u00eb mos p\u00ebrdoret viza;
    \n– T\u00eb respektohet parimi i kryerreshtit;<\/p>\n

    – Kur gjat\u00eb t\u00eb shkruarit, p\u00ebrfundon nj\u00eb mendim apo nj\u00eb ide dhe fillon nj\u00eb mendim apo nj\u00eb ide e re, at\u00ebher\u00eb duhet filluar me kryerresht;<\/p>\n

    – N\u00eb t\u00eb dyja an\u00ebt e faqes t\u00eb lihen margjina nga 1 cm e gjysm\u00eb apo nga dy cm (po qe se shkruajm\u00eb me dor\u00eb dhe jo me kompjuter);<\/p>\n

    – Duhet shkruar me laps kimik, ngjyre t\u00eb kalt\u00ebr;
    \n– Duhet p\u00ebrdorur shkronjat e shkrimit dhe jo ato t\u00eb shtypit;
    \n– T\u00eb shkruhet – p\u00ebrpos n\u00eb fillim t\u00eb fjalis\u00eb – me shkronja t\u00eb vogla shkrimi;
    \n– Kurr\u00eb nuk duhet shkruar me shkronja t\u00eb m\u00ebdha dhe me shkronja shtypi.<\/p>\n

    *\u00a0\u00a0 *\u00a0\u00a0 *<\/strong><\/p>\n

    – Punimi duhet t\u00eb jet\u00eb i lidhur n\u00eb pik\u00ebpamje gramatikore dhe t\u00eb paraqes\u00eb nj\u00eb t\u00ebr\u00ebsi kuptimore;<\/p>\n

    – Fjalia duhet t\u00eb filloj\u00eb dhe t\u00eb mbaroj\u00eb;
    \n– Mendimi duhet t\u00eb filloj\u00eb dhe t\u00eb mbaroj\u00eb;
    \n– Fjalit\u00eb, p\u00ebrkat\u00ebsisht mendimet duhet t\u00eb jet\u00eb t\u00eb nd\u00ebrlidhura me nj\u00ebra-tjetr\u00ebn;<\/p>\n

    – Kur fillon nj\u00eb mendim i ri, at\u00ebher\u00eb duhet filluar me kryerresht;
    \n– Nuk duhet t\u00eb p\u00ebrs\u00ebriten mendimet, fjalit\u00eb apo fjal\u00ebt;
    \n– Nuk duhet dal\u00eb prej nj\u00eb teme n\u00eb tem\u00eb tjet\u00ebr.<\/p>\n

    *\u00a0\u00a0 *\u00a0\u00a0 *<\/strong><\/p>\n

    Stili<\/strong><\/h3>\n

    – Shum\u00eb shkrimtar\u00eb t\u00eb m\u00ebdhenj, si Ernest Heminguej, Gabriel Garsia Markezi, Ismail Kadareja<\/strong> kan\u00eb krijuar kryevepra duke p\u00ebrdorur fjali t\u00eb shkurtra<\/strong>;<\/p>\n

    – N\u00eb esen\u00eb shkollore, brenda mund\u00ebsive, do t\u00eb ishte mir\u00eb t\u00eb p\u00ebrdoret nj\u00eb gjuh\u00eb e figurshme, gjuh\u00eb poetike; t\u00eb p\u00ebrdoren figura stilistike (metafora, simboli, krahasimi, epiteti, apostrofa ose thirrja, personifikimi etj.).<\/p>\n

    Kompozicioni i eses\u00eb apo i hartimit shkollor<\/strong><\/h3>\n

    Eseja shkollore apo hartimi shkollor mund t\u00eb ket\u00eb hyrje<\/em>, brendi<\/em> dhe p\u00ebrfundim<\/em>. Hyrja mund t\u00eb z\u00ebr\u00eb rreth 10 p\u00ebr qind t\u00eb eses\u00eb apo t\u00eb hartimit. Brendia mund t\u00eb z\u00ebr\u00eb rreth 80 p\u00ebr qind t\u00eb eses\u00eb apo t\u00eb hartimit shkollor, nd\u00ebrsa p\u00ebrfundimi mund t\u00eb z\u00ebr\u00eb rreth 10 p\u00ebr qind t\u00eb punimit shkollor, d.m.th. po aq sa edhe hyrja.<\/p>\n

    Hartimi ose eseja shkollore mund t\u00eb ket\u00eb edhe ndonj\u00eb porosi<\/em> apo ndo nj\u00eb mesazh<\/em>.<\/p>\n

      \n
    1. Elemente t\u00eb r\u00ebnd\u00ebsishme t\u00eb nj\u00eb hartimi apo t\u00eb nj\u00eb eseje shkollore<\/strong><\/li>\n<\/ol>\n

      \u00a0<\/strong>– <\/strong>Vler\u00eb m\u00eb t\u00eb madhe do t\u00eb kishte nj\u00eb ese shkollore n\u00eb t\u00eb cil\u00ebn trajtohet apo shtjellohet nj\u00eb tem\u00eb e re<\/strong>;
      \n– Vler\u00eb m\u00eb t\u00eb madhe do t\u00eb kishte nj\u00eb punim i shkruar me nj\u00eb teknik\u00eb letrare t\u00eb re<\/strong> apo me nj\u00eb prosede t\u00eb ri<\/strong>;<\/p>\n

      – Vler\u00eb m\u00eb t\u00eb madhe do t\u00eb kishte punimi n\u00eb t\u00eb cilin nx\u00ebn\u00ebsi p\u00ebrdor stil t\u00eb ri<\/strong>;
      \n– Vler\u00eb m\u00eb t\u00eb madhe do kishte punimi n\u00eb t\u00eb cilin nx\u00ebn\u00ebsi trajton apo shtjellon nj\u00eb tem\u00eb nga nj\u00eb l\u00ebm\u00eb i paeksploruar apo i pahulumtuar deri at\u00ebher\u00eb;<\/p>\n

      – N\u00eb nj\u00eb ese shkollore mund t\u00eb trajtohet apo t\u00eb shtjellohet tem\u00eb nga aktualiteti, tem\u00eb nga e kaluara, tem\u00eb historike, tem\u00eb sociale, tem\u00eb komb\u00ebtare, tem\u00eb morale, tem\u00eb psikologjike, tem\u00eb dashurie, tem\u00ebn e luft\u00ebs, tem\u00eb q\u00eb flet p\u00ebr fatin e individit, tem\u00eb q\u00eb flet p\u00ebr lirin\u00eb e individit, tem\u00eb q\u00eb flet p\u00ebr kufizimin e liris\u00eb individuale, tem\u00eb lidhur me racizmin, tem\u00eb lidhur me ksenofobin\u00eb, tem\u00eb p\u00ebr barazin\u00eb gjinore, tem\u00eb lidhur me dukurit\u00eb negative n\u00eb shoq\u00ebri, tem\u00eb politike, tem\u00eb ideologjike etj. \u2013 t\u00eb gjitha k\u00ebto t\u00eb punuara me mjete shpreh\u00ebse artistike<\/em><\/strong>;<\/p>\n

      – Vler\u00eb t\u00eb madhe ka punimi shkollor n\u00eb t\u00eb cilin nx\u00ebn\u00ebsi trajton nj\u00eb tem\u00eb nga e tashmja, d.m.th. tem\u00eb aktuale;
      \n– Tema t\u00eb jet\u00eb nga mjedisi yt; t\u00eb jet\u00eb nga e sotmja; t\u00eb shtrohen problemet aktuale;<\/p>\n

      – N\u00eb rrethanat kur nj\u00eb shoq\u00ebri apo nj\u00eb popull ballafaqohet me probleme sociale t\u00eb theksuara, t\u00eb p\u00ebrshkuara edhe me probleme t\u00eb tjera morale dhe psikologjike, shtjellimi i nj\u00eb teme historike apo i nj\u00eb teme nga e kaluara, nuk do \u00e7onte pesh\u00eb t\u00eb madhe;<\/p>\n

      – Vler\u00eb mund t\u00eb ket\u00eb punimi q\u00eb paraqet ndryshim, kthes\u00eb, risi <\/strong>n\u00eb let\u00ebrsi dhe n\u00eb art;
      \n– Punimi artistik mund t\u00eb lihet i hapur<\/em><\/strong> apo i pap\u00ebrfunduar<\/em><\/strong>, n\u00eb m\u00ebnyr\u00eb q\u00eb mesazhin ta kuptoj\u00eb vet\u00eb lexuesi dhe p\u00ebrfundimin ta b\u00ebj\u00eb vet\u00eb lexuesi n\u00eb imagjinat\u00ebn e vet.<\/p>\n

      *\u00a0\u00a0 *\u00a0\u00a0 *<\/strong><\/p>\n

      Roli i imagjinat\u00ebs n\u00eb p\u00ebrpilimin e nj\u00eb eseje shkollore<\/strong><\/h3>\n

      N\u00eb nj\u00eb ese shkollore mund t\u00eb shtjellohet nj\u00eb tem\u00eb e cila kurr\u00eb nuk ka ndodhur n\u00eb realitet, por q\u00eb \u00ebsht\u00eb pjell\u00eb e imagjinat\u00ebs s\u00eb nx\u00ebn\u00ebsit. Shum\u00eb shkrimtar\u00eb t\u00eb m\u00ebdhenj, n\u00eb veprat letrare t\u00eb tyre kan\u00eb trajtuar edhe tema t\u00eb cilat kurr\u00eb nuk kan\u00eb ndodhur n\u00eb jet\u00ebn reale apo n\u00eb bot\u00ebn reale, por q\u00eb jan\u00eb pjell\u00eb e imagjinatave t\u00eb tyre.<\/p>\n

      Hap\u00ebsira dhe koha mund edhe t\u00eb mos dihen, si p.sh. te drama \u201cDuke pritur Godon\u00eb\u201d<\/em> e Samuel Beketit<\/strong>;<\/p>\n

      Vizioni estetik <\/strong><\/h3>\n

      – N\u00eb punimin e vet, n\u00eb t\u00eb gjitha rrethanat nx\u00ebn\u00ebsi duhet ta mb\u00ebshtetet t\u00eb bukur\u00ebn artistike<\/em><\/strong>;
      \n– E bukura n\u00eb art dallohet nga e bukura n\u00eb jet\u00ebn reale;
      \n– N\u00eb punimin e vet, pothuajse n\u00eb t\u00eb gjitha rrethanat nx\u00ebn\u00ebsi duhet ta mb\u00ebshtetet t\u00eb v\u00ebrtet\u00ebn;<\/p>\n

      – N\u00eb nj\u00eb ese nx\u00ebn\u00ebsi duhet t\u2019u shmanget klisheve<\/em><\/strong> dhe stereotipave<\/em><\/strong> dhe duhet t\u00eb k\u00ebrkoj\u00eb shtigje t\u00eb reja, metoda t\u00eb reja, forma t\u00eb reja, tema t\u00eb reja, motive t\u00eb reja, teknika t\u00eb reja, stil t\u00eb ri, gjuh\u00eb t\u00eb re, figura stilistike t\u00eb reja;<\/p>\n

      – <\/strong>Arti nuk instrumentalizohet nga qendrat e forc\u00ebs, t\u00eb ndikimit, t\u00eb pushtetit, t\u00eb vendosjes;
      \n– Arti nuk bashk\u00ebpunon dhe nuk bashk\u00ebjeton me forcat e territ, t\u00eb tmerrit dhe t\u00eb ferrit;
      \n– Arti nuk politizohet dhe nuk pranon ndikim partiak;<\/p>\n

      – Arti nuk njeh<\/strong> relativiz\u00ebm<\/strong>;<\/p>\n

      – Arti nuk njeh kompromis;
      \n– Arti nuk njeh pushtet as autoritet;
      \n– Vet\u00eb arti \u00ebsht\u00eb pushtet suprem dhe autoritet suprem;
      \n– Arti nuk u bindet pushtetar\u00ebve dhe nuk njeh frik\u00eb;<\/p>\n

      – Arti nuk u bindet tiran\u00ebve, despot\u00ebve, autokrat\u00ebve, autoritar\u00ebve as diktator\u00ebve;<\/p>\n

      – Arti nuk njeh Zeus;
      \n– Arti nuk i sh\u00ebrben as politik\u00ebs, as religjionit, as partis\u00eb dhe as oligarkis\u00eb;
      \n– Arti nuk \u00ebsht\u00eb as politik\u00eb, as ideologji, as filozofi, as religjion, as sociologji;<\/p>\n

      – Arti \u00ebsht\u00eb sfer\u00eb absolutisht e pavarur dhe autonom, \u00ebsht\u00eb sfer\u00eb specifike q\u00eb i ka mjetet shpreh\u00ebse specifike;
      \n– Mjet nd\u00ebrtues i artit \u00ebsht\u00eb gjuha artistike, fjala artistike, shprehja artistike;
      \n– Karakteri universal i vepr\u00ebs artistike b\u00ebn t\u00eb mundur q\u00eb vepra t\u2019i tejkaloj\u00eb kufijt\u00eb e hap\u00ebsir\u00ebs dhe t\u00eb koh\u00ebs;<\/p>\n

      *\u00a0\u00a0 *\u00a0\u00a0 *<\/strong><\/p>\n

      Karakteri rebelues i punimit<\/strong><\/h3>\n

      – N\u00eb nj\u00eb ese shkollore nuk duhet t\u00eb mitizohen gj\u00ebrat;
      \n– Arti nuk duron entuziaz\u00ebm t\u00eb shfrenuar;
      \n– N\u00eb esen\u00eb shkollore duhet t\u00eb ekzistoj\u00eb ndjenja e dyshimit<\/em> p\u00ebr gj\u00ebrat;<\/strong><\/p>\n

      – N\u00eb esen\u00eb shkollore duhet t\u00eb kund\u00ebrshtohet fryma, shpirti, psikologjia apo mend\u00ebsia provinciale, oportuniste, konformiste dhe demagogjike;<\/strong><\/p>\n

      – Arti nuk njeh kompromis me t\u00eb keqen dhe me mbart\u00ebsit e saj;
      \n– Punimi shkollor duhet t\u00eb kund\u00ebrshtoj\u00eb bashk\u00ebjetes\u00ebn me t\u00eb keqen;<\/p>\n

      – Punimi shkollor duhet t\u00eb kund\u00ebrshtoj\u00eb shpirtin meskin, poltronizmin dhe ambiciet e s\u00ebmura<\/strong>;<\/p>\n

      – Asnj\u00eb \u00ebnd\u00ebrr n\u00eb k\u00ebt\u00eb bot\u00eb nuk \u00ebsht\u00eb e pamundur; e pamundur \u00ebsht\u00eb vet\u00ebm gjuajtja e h\u00ebn\u00ebs;<\/p>\n

      – T\u00eb mos jetohet n\u00eb mite dhe n\u00eb legjenda;
      \n– T\u00eb vler\u00ebsohen legjendat popullore;
      \n– T\u00eb ballafaqohesh me realitetin e hidhur.<\/p>\n

      III. \u00a0Nj\u00eb hartim shkollor apo nj\u00eb ese mund t\u00eb jet\u00eb:<\/strong><\/p>\n

      – Kund\u00ebrshtim <\/strong>i pav\u00ebrtet\u00ebsis\u00eb, i realitetit t\u00eb hidhur, t\u00eb eg\u00ebr dhe t\u00eb rrejsh\u00ebm;
      \n– Protest\u00eb <\/strong>ndaj pav\u00ebrtet\u00ebsis\u00eb, realitetit t\u00eb hidhur, t\u00eb eg\u00ebr dhe t\u00eb rrejsh\u00ebm;
      \n– Kritik\u00eb <\/strong>ndaj pav\u00ebrtet\u00ebsis\u00eb, realitetit t\u00eb hidhur, t\u00eb eg\u00ebr dhe t\u00eb rrejsh\u00ebm;<\/p>\n

      – Pasqyrim objektiv <\/strong>i realitetit t\u00eb hidhur dhe demaskimi e stigmatizimi i determinant\u00ebve t\u00eb atij realiteti;<\/p>\n

      – P\u00ebrshkrim <\/strong>i nj\u00eb dukurie, ndodhie apo ngjarjeje;
      \n– Observim <\/strong>(v\u00ebshtrim) i nj\u00eb dukurie, ndodhie apo ngjarjeje;
      \n– Mohim <\/strong>i per\u00ebndive t\u00eb rrejshme;
      \n– Akuz\u00eb <\/strong>ndaj mbart\u00ebsve t\u00eb s\u00eb keqes n\u00eb nj\u00eb koh\u00eb dhe n\u00eb nj\u00eb mjedis t\u00eb caktuar.<\/p>\n

      *\u00a0\u00a0 *\u00a0\u00a0 *<\/strong><\/p>\n

      Eseja shkollore mund t\u00eb pasqyroj\u00eb<\/strong>:<\/h3>\n

      – Luft\u00ebn e individit p\u00ebr t\u00eb mbrojtur ekzistenc\u00ebn e rrezikuar,
      \n– Luft\u00ebn e pand\u00ebrprer\u00eb t\u00eb individit p\u00ebr t\u00eb fituar dhe p\u00ebr t\u00eb ruajtur lirin\u00eb personale;
      \n– Raportin nd\u00ebrmjet individit dhe kolektivit;
      \n– Sistemin totalitarist;
      \n– Mekanizmat e diktatur\u00ebs, t\u00eb autoritarizmit, t\u00eb autokracis\u00eb, t\u00eb tiranis\u00eb, t\u00eb despotizmit dhe t\u00eb totalitarizmit.<\/p>\n

      *\u00a0\u00a0 *\u00a0\u00a0 *<\/strong><\/p>\n

      Eseja shkollore duhet t\u00eb ket\u00eb parasysh koncepte t\u00eb caktuara t\u00eb artit, si<\/strong>:<\/h3>\n

      – Pesimizmi, nihilizmi dhe absurdi n\u00eb art;
      \n– E mundshmja dhe realja n\u00eb art;
      \n– E pamundshmja n\u00eb art;
      \n– Synimi i vazhduesh\u00ebm ndaj t\u00eb madh\u00ebrishmes dhe t\u00eb p\u00ebrkryer\u00ebs<\/p>\n

      *\u00a0\u00a0 *\u00a0\u00a0 *<\/p>\n

      – Vepra t\u00eb m\u00ebdha krijojn\u00eb idealist\u00ebt e m\u00ebdhenj<\/em>;
      \n<\/strong>– Liria e shpirtit nuk shitet p\u00ebr asnj\u00eb vler\u00eb joshpirt\u00ebrore.
      \n– <\/strong>N\u00eb ese mund t\u00eb citohen edhe mendimet e shkrimtar\u00ebve dhe t\u00eb filozof\u00ebve t\u00eb m\u00ebdhenj.<\/p>\n","protected":false},"excerpt":{"rendered":"

      Xhelal Zejneli Krijimi artistik \u2013 arsyeja, n\u00ebnvet\u00ebdija dhe imagjinata N\u00eb krijimin e nj\u00eb punimi artistik luajn\u00eb rol: – Arsyeja apo racionalja dhe n\u00ebnvet\u00ebdija apo irracionalja; – Shpirti dhe nd\u00ebrgjegjja; – Imagjinata. Hartimi apo eseja Hartimi \u00ebsht\u00eb pun\u00eb krijuese q\u00eb b\u00ebjn\u00eb nx\u00ebn\u00ebsit si detyr\u00eb me shkrim p\u00ebr t\u00eb shprehur bukur dhe drejt mendimet e tyre p\u00ebr […]<\/p>\n","protected":false},"author":1,"featured_media":60252,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2,13,8],"tags":[],"class_list":["post-64931","post","type-post","status-publish","format-standard","has-post-thumbnail","category-artikuj","category-ese","category-letersi"],"yoast_head":"\nUDH\u00cbZIME T\u00cb CAKTUARA P\u00cbR T\u00cb SHKRUAR NJ\u00cb HARTIM APO NJ\u00cb ESE SHKOLLORE - FJALA e LIR\u00cb<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/jehonashqiptare.al\/fjala\/udhezime-te-caktuara-per-te-shkruar-nje-hartim-apo-nje-ese-shkollore\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"UDH\u00cbZIME T\u00cb CAKTUARA P\u00cbR T\u00cb SHKRUAR NJ\u00cb HARTIM APO NJ\u00cb ESE SHKOLLORE - FJALA e LIR\u00cb\" \/>\n<meta property=\"og:description\" content=\"Xhelal Zejneli Krijimi artistik \u2013 arsyeja, n\u00ebnvet\u00ebdija dhe imagjinata N\u00eb krijimin e nj\u00eb punimi artistik luajn\u00eb rol: – Arsyeja apo racionalja dhe n\u00ebnvet\u00ebdija apo irracionalja; – Shpirti dhe nd\u00ebrgjegjja; – Imagjinata. 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