Based on a discursive and comparative analysis of school essay theory (Krakar Vogel 1995; Čokl 2013, 2016; Čokl and Bucik 2016; Velikonja Kolar 2021; Žbogar 2023c) as well as a qualitative content-comparative analysis of the relevant bibliography, I argue that the problem-based school essay (Žbogar 2023c) conceptually builds on the argumentative and interpretive essay (Krakar Vogel 1995). Specifically, it introduces a problem-based starting point, the formulation of a literary claim (thesis), (counter)argumentation, and intertextual comparison, while also prescribing in advance a three-part structure (introduction, multi-part body, and conclusion) supported by three taxonomic levels, which contributes to greater transparency and objectivity in assessment. I explain how the development of the stages of literary reading (experiential, (meta)cognitive-critical, and creative) and types of literary reading (motivational, extensive, home-based, comparative, and flipped) systematically supports the production of the problem-based school essay while simultaneously strengthening literary, linguistic, and general communicative competence. I also substantiate why problem-based creative instruction and the method of solving literary problems are appropriate didactic methods for mastering this essay type, and I formulate a set of reading and writing strategies for its gradual development. The article also shows that the grammar school curriculum (Bregač et al. 2025) already contains certain elements of the problem-based essay. The conclusions are normative-didactic in nature and open up space for further empirical research.
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