Volume 04 Issue 12-2024
24
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
12
P
AGES
:
24-28
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This scientific article explores methods for engaging with Odil Yoqubov's short story *"Yaxshilik"* to broaden
students' perspectives on life and its challenges, foster an understanding of universal human concerns, and develop
approaches for collaborative reading and literary analysis in literature classes. Additionally, it examines techniques for
working with literary texts effectively.
KEYWORDS
Literary education, analysis of literary works, short story, problematic situation, student analysis, pre-reading, during
reading, post-reading.
INTRODUCTION
It is difficult to imagine school education or life itself
without artistic literature. Literature is an art form that
plays a vital role in shaping individuals into well-
rounded personalities and helping them understand
their true selves. As stated, "Literature is the art of all
arts. It cannot be equated with any other art. While
other arts are specialized, literature is not. The rest are
monodisciplinary, but it is synthetic. Literature
encompasses all other arts."
Literature is a unique art form that inspires the
experience of unparalleled emotions. In the process of
literary education, analyzing a literary work serves as a
tool to awaken human emotions in students, cultivate
spiritually mature individuals with refined sensitivities,
and nurture non-standard thinking. These represent
Research Article
METHODS OF WORKING ON EPIC LITERARY WORKS (BASED ON THE
ARTISTIC ANALYSIS OF ODIL YOQUBOV'S SHORT STORY 'YAXSHILIK')
Submission Date:
December 12, 2024,
Accepted Date:
December 17, 2024,
Published Date:
December 22, 2024
Crossref doi:
https://doi.org/10.37547/ijll/Volume04Issue12-05
Norbaboyeva Matluba Toxirovna
Shakhrisabz State Pedagogical Institute, Teacher of the Department of Uzbek Language and Literature,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
25
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
12
P
AGES
:
24-28
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
some of the distinctive and essential functions of
literature as an art form.
Before starting the process of student analysis, we
align students' mindset and mood with the objectives
of literary education. The analysis of a literary work is
carried out in three stages:
1. Exploring pre-reading thoughts.
2. Analyzing and working with ideas during the reading
process.
3. Presenting post-reading reflections and conclusions.
Dastavval mutolaadan oldingi fikrlarni o‘rganish uchun
o‘quvchilarga muhokama uchun savol tashlaymiz.
1st Situation
: Why do you think the author named the
story *"Yaxshilik"*? What kind of goodness do you
think he wants to talk about? What does the concept
of "goodness" mean to you?
The teacher will present a problematic situation
through a presentation on the screen. Students will
raise their hands and discuss the situation one by one.
Since everyone has different perspectives on
goodness, the debate is sure to take on an engaging
and conversational tone.
2nd Situation
: In your opinion, what difficult event is
the author trying to narrate?
Once this situation is presented on the screen,
students will begin sharing their speculative thoughts
and start the analysis process. “The issues of society's
diverse moods and the relationship with literature, the
impact of the former on the latter, and the laws
governing their bou
ndaries should also be in focus”
.
The contribution of literature to the relationship
between society and individuals is significantly
reflected. Students will complement each other’s
ideas, while some may contradict the opinions
expressed. The teacher does not provide their own
opinion on the situation but takes on the role of
managing the discussion. If the teacher were to
express their opinion, students might conclude that
their own views are incorrect and the teacher's opinion
is correct, halting their own critical thinking. When
readers stop thinking, literature dies. This is why it is
crucial that, in the process of literary education, the
teacher does not offer a definitive conclusion or
judgment about the literary work.
Excerpt from the text:
"Suddenly, from among the vines of the mirzaterak,
the head of my grandmother appears. She motions for
me to come over, and from her scarf, she places two or
three bunches of small grapes into my hat."
–
"Go, take
them to the guest room. Your uncle and his wife... let
them taste it. I try to run towards the guest room,
pressing my hat to my chest, but my grandmother
grabs my hand and stops me, looking around slowly
and saying:"
"
—
If they say... 'Sit down,' don’t sit again. Let them be
together for even a moment. Tomorrow...
—
my
grandmother's lips tremble, and she is unable to speak,
pressing the corner of her scarf to her eyes, then
motions:
—
Go!"
"...My uncle is leaving for war tomorrow. Last night, he
'eloped' with my aunt from Tashkent. From the
whispers I overheard, it seems they studied together at
the institute. Last night, our house was full of women,
and I couldn’t see my aunt, but this morning, on my
way back from the herd, I saw her by the spring."
Volume 04 Issue 12-2024
26
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
12
P
AGES
:
24-28
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
"Read the above passage and explain why the
grandmother's lips trembled and she could not speak.
Did you understand the grandmother's condition? Try
to explain the reason."
3rd Situation
: What impression did Mansur’s wife leave
on you? What did you learn about her character? Why
was there sadness and sorrow during the wedding,
with mournful songs playing? What was the reason for
the grandmother’s alternating between crying and
laughing?
The literary text is presented to the students, and a
debate on the ideas within the context begins. In order
for the tragic memories of the war to form in the
reader's mind, it is important to make the students feel
that the wedding was held with the hope that the
young man going off to war would return alive and see
the wedding. The purpose of the literary text is to help
students realize how our ancestors endured hardships
and lived through difficult times, while the present
generation is now tasting the fruits of their sacrifices.
4th Situation
: Why was Mansur fond of his aunt?
Describe the changes in Mansur’s aunt. What do you
think was the reason for these changes? What do you
think happened to Mansur’s uncle?
As students continue to familiarize themselves with
the literary text, they, like Mansur, begin to feel a
fondness for Mansur's aunt. However, the changes in
her character and her relationship with Mansur cause
confusion and doubt in the reader. In such a situation,
students will engage in a discussion to reflect on what
actions they should take.
5th Situation
: Why was it even more difficult for
Mansur’s grandmother than for his aunt? Did Mansur
make a mistake by telling his grandmother about the
postman’s
arrival? What would you have done if you
were in the boy’s place?
6th Situation
: Have you ever tried to do a good deed
from the heart, but the result didn’t turn out as you
expected? How did you handle the situation?
Students share events from their own lives with each
other. The discussion becomes lively because children
at this age enjoy boasting about their own heroics. In
an effort to leave a good impression in the class, they
hurry to be the first to talk about the good deeds they
have done.
Compare the thoughts you had before reading with the
ideas you formed after reading. Did your initial
thoughts turn out to be correct, or were they different?
Express your opinion on this.
A literary work is not a mathematical problem.
"Therefore, when explaining and analyzing a work
created in a particular national context, it is
appropriate to take into account the characteristics of
the worldview and values of the community living in
that context."
"The national characteristics reflected in the work
must be properly considered for a complete literary
analysis." Each nation has its own customs and
traditions, and when approaching and analyzing its
literature, these aspects should be taken into account.
Typically, there is no single correct answer to the
questions posed about a work
—
each of us must
respond based on our worldview and experience,
drawing independent conclusions from the work. Only
then will we feel the need for literature lessons and
reading books.
Working in pairs.
Volume 04 Issue 12-2024
27
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
12
P
AGES
:
24-28
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Imagine, a few years later, Mansur and his aunt meet
again. What could they talk about? Write their
conversation. Read it to your classmates. Which pair's
conversation seems the most believable and
impactful?
We will split into groups and try to draw our imagined
version of Mansur, his grandmother, and his aunt, then
evaluate which group's depiction best fits the literary
context. Linking literature lessons with subjects like
history, visual arts, music, and natural sciences also
sparks interest in other subjects, while providing a
lasting opportunity to remember the theme for a long
time.
By engaging students in activities like drawing the
characters
and
discussing
how
well
their
interpretations fit the narrative, you create an
opportunity for deeper engagement and a more
holistic understanding of the literary work. It also helps
connect various academic disciplines, making the
lesson more dynamic and memorable.
For homework, prepare a creative piece based on the
story. The author of the most impactful artistic work
will be awarded a book as a gift by the teacher.
This approach encourages students to apply their
understanding of the story creatively while also
motivating them to produce their best work. Offering
a book as a reward adds an extra layer of incentive,
connecting literature with tangible rewards and
fostering a deeper connection to reading.
The publication of new generation textbooks in
secondary schools and their implementation in the
classroom was an unexpected event for many
schoolteachers. In organizing literature lessons,
excerpts from texts are read, and during the process,
problematic situations are introduced by the teacher
to initiate analysis and discussion among the students.
"Thinking about shaping a well-rounded individual in a
society without ensuring that the majority fully
understands the complexities of mature literary texts
is an unattainable dream." Each student’s independent
opinion holds special importance.
This approach highlights the significance of
encouraging critical thinking and independent
interpretation in literature lessons. By promoting
active discussion and problem-solving, students are
not only engaging with the text but also developing
skills that are essential for their overall intellectual
growth.
In organizing literature lessons, working with such
problematic situations changes the worldview of
students and refreshes their thinking patterns. It also
encourages teachers to work on their own skills and
motivates them to align with their students'
perspectives.
This method emphasizes the importance of mutual
learning between teachers and students. By engaging
students in solving problems and analyzing complex
situations, teachers not only foster critical thinking but
also continue their own professional growth. This
dynamic interaction between teacher and student
enriches the educational experience for both.
REFERENCES
1.
Mirzayeva Z., Jalilov K. “Methods of Teaching
Literature (From Traditionalism to Modernism)”. –
Tashkent: 2020.
–
p. 8.
Volume 04 Issue 12-2024
28
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
12
P
AGES
:
24-28
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
2.
Mirzayeva Z., Jalilov K. “Literature. Textbook for
Grade 6 of
General Secondary Schools”. –
Tashkent: 2022.
–
224 p.
3.
Hamdam
U.
“Artistic
Thinking
Training.
Monographs and Articles”. –
Tashkent: New
Generation, 2002.
–
p. 7.
4.
Yo‘ldosh M. “The Artistic Nature of Innovations:
Literary Studies”. –
Tashkent: “Adib,”
2011.
–
88 p.
5.
Yo‘ldoshev Q., Yo‘ldosh M. “Fundamentals of
Literary Analysis”. –
Tashkent: Kamalak, 2016.
–
p.
12, 76.
6.
Barbüs A. Zola in 1932. “In the Book, Things Are
Called by Their True”
