Why is it so difficult for us to say “no”? It’s an interesting question. Throughout our lives, we often believe that we are living for ourselves, when in reality, we may be living under the expectations of others without even realizing it. Naturally, we all have our own needs and desires, but so do the people around us.
If we fail to set boundaries with others—if we cannot say “no”—we will continue to live under their demands. This is not just an unfortunate situation; it can be deeply harmful. Let me tell you this: learn to set boundaries with the people around you, even if they are very close to you. Until you define those boundaries, you will gradually become a prisoner of others’ expectations, because they will always continue to demand more.
Only when you stop living for others will you truly begin to live for yourself. I once read in a book: “If you consider burning in fire to be natural, you will turn into ashes and come to believe you deserve every suffering.”
Be courageous. At this point in your life, your primary responsibility is to be able to say “no,” not to wait passively like a sacrifice. Never forget this. Living under the pressure of others’ expectations will only harm you and slowly extinguish your self-confidence.
Perching on the dried out somewhat fragile branch,
I am attired in plain brown grandeur atop my rusty brown pants, veiling my pallid bottom.
In an accustomed migratory demeanor with the best decorum of an itinerant lover,
I render a tuneful, lyrical and sweet sounding ode, sung in mellifluous high and low pitches to nothing more than her utmost delight.
Innately endowed with the soprano, alto, tenor and bass choral tunes,
I whistle with trilling and gurgling notes.
Notes that romantically convey my nocturnal intents and proposals.
Mellifluent notes that take her even much deeper into an alluring estrous cycle.
Joseph C Ogbonna is a widely published poet. Some of his works have been published by Spillwords Press, Waxpoetry magazine, Written Tales magazine, North of Oxford, Doublespeak, Synchronized Chaos, PoetryXhunger, SoulfulValley, the International human rights arts movement, Empower Magazine, India, Poetrysoup and more than a dozen anthologies. He was a columnist for a magazine in India. He is also the winner of three poetry contests.
His poems, ‘Napoleon to Josephine and Josephine to Napoleon,’ were both aired by the BBC Radio 3 to mark the bicentenary of the death of Napoleon Bonaparte. He lives in Enugu, Nigeria.
A Third
Fate banned opposition
accounted human
resignation famine
hesitated losses
tragedy parking lot fortune
an indeed appointment to
railroad obscurity
figured rabid
talkative feted boom
association prickly conduction
ambidextrous ironic
plight lackluster
serial complexity industrial
pit stomach
diplomatic user
preventative causing in
bureaucracy courts
indignation pipes
views
generalist competence
cited
domino geologist period
featured salacious
incognito flame
network calling card
fortune teller average
profile breaking pinch
discontinuity memoir
no actual pepper
pillage offer of little capacity
corpse of desolation
an impeachment
sweeping plunder
boom prince racked
confused epilogue
tracking hangover
recognized credit
tangle handguns
nestling ink
and social scale
quill gravely half-timbered
downriver twenty minutes
worth ermine trace spires
feathery measured stovepipe
goatee hatred golden chain reaction
cross,pit,currant,earlier,
haberdasher,docks,notaries,
penny,euphemism,clutch,
voyages,gums,unilateral
baffled,isolated,profits,flames
globe suffers navigational cargo
fraught astrolabe raids enthusiasm
viable endeavors plant icebergs
bone-jarring celebrity dully exact
shipmate grotesque jumping deck
reach back
looted event
Ongoing perpetuated concrete battlegrounds
Tape MACHINE wings
ballet elementary
denial
>>> sessions
, contents
, rescinded
creditors influence
an influx of
constructivist
disCOURSES<<<
………………..
AS A
matter of
fluently
theoretical vigor
CrashinG
& revising
likewise
eradication
[.][.][.][.][.]
Deep proactive
assumptions
caught
glued to
the portrait
of the embedded
sculptures
.
.
.
Oriented surface
napping ON
TOUR
to floor
an invisibility collective
collaborating
dissonant
shingles assembled
fluorescent
clusters
permeating
END
notes
, zeroed
out ,
left to flounder
in
unstoppable
elsewhere
a medium
simplistic
preexisting
generational
habit
ineffective
, day
dreaming
,
associated
detailed
medium
cool dalliance
,
variable ,
artless ,
struggling
to possess
a
curated
reserve.
Still fluid notion
Rude keeps guessing thumb imprint
suddenly spared sword allowances
no bazaar turning flair gold record
formerly airport research material.
Activation cosmopolitan funnel
gliding voracious quartet
expanded self-regard amended
start vandalism
a piece whining
recorded barrel
ball of defection
scaling palace.
Splendid
telescopic fountain
: ToMb ToWeR , unlikely
diverting Rome,Istanbul,
Cairo,selfhood.
Groaning overgrown
might reoccupied
thousand-pillared mosque
shapeless shrine pilfered
eccentric heaps of
figurines contradict
wrecked courtly litter.
“What they saw has gone native.”
“Very few words report friction.”
“Distant assistants four later editions.”
Invisible or living
Weekly incidence welded to caution
: manure feigned membership :
acute collarbone identity
,cosmic instigation,
an overreaction.
Critiques
THUS = however futile
separated caricature,
verbose cartons of
ridicule.
Feral outlook
judges syntax.
[humane dystopian
madness (horizon)
,supper club
destined
film still ,
turmoil of
effective
drives].
Maxims aren’t full-contact programs.
Atmospheric nihilism [collage
one another ,
subjected to
membership
dues & don’ts].
Underground segments
critical hysteria
hostile
center=
stage.
Cacophonously burping
,mainstream contribution,
hack,heck,hack,heck,hack.
Geriatric sponge
kicking backside /
slide discourse
features excerpts /
satire renews an activation /
themed civil wars /
public replicated self-definitions.
Unconscious ethos broader guilt
: exacting imaginary citizens :
“Knotted ties apply
triumphant lust to
outstretch physiques.”
Musical rather than coherent.
[ideas campaigns
first person
, judges harsh flasks]
Impaling begins.
Joshua Martin is a Philadelphia based writer and filmmaker, who currently works in a library. He is a member of C22, an experimental writing collective. He is the author most recently of the books punctuated avalanche (Stone Corpse Press) and en=raptur=ed [riverrun] & mingle (Ranger Press) He has had numerous pieces published in various journals. You can find links to his published work at joshuamartinwriting.blogspot.com
A second-year student of Bukhara State Medical Institute named after Abu Ali ibn Sino
The mornings of Bukhara are unique. Especially on the days when a new chapter of life begins, those mornings feel even brighter, even more exciting. On one such morning, with endless dreams in my heart, I stepped for the very first time onto the grounds of the Bukhara State Medical Institute named after Abu Ali ibn Sino.
As I walked through the gates of the institute, the atmosphere around me immediately drew me in. Students in white coats, young people hurrying to their classes, and dedicated teachers who approached their work with seriousness — all of it conveyed one simple truth: this was not just an ordinary place of education; this was a sacred institution where future doctors, who would fight for human lives, are trained.
The moment I took my first step past the entrance, I paused. The grand building of the institute stood tall, as if proudly saying, “Welcome.” At that very moment, the thought deeply settled into my heart: I will study here. My eyes filled with tears — but they were tears of joy.
I did not come to this institution by an ordinary path. In the 2025–2026 academic year, after graduating from a medical technical school, I was admitted through an interview process based on the opportunities created for young people in our country, especially under the initiatives of our President. For me, this was not only an achievement but also a great responsibility and trust. From the bottom of my heart, I express my deep gratitude — this opportunity completely changed my life.
In truth, deep within my heart, the dream of studying at a medical institute had always lived. I imagined it many times: large lecture halls, students eager for knowledge, wise and experienced teachers… And one day, those dreams turned into reality.
My first days were not easy. A new environment, new subjects, complex terminology — all of this intimidated me a little. At times, I even wondered, “Did I choose the right path?” But every time, the kind yet demanding looks of our teachers guided me back to my path.
One day, during a practical lesson, our teacher said: — “Being a doctor is not just a profession; it is the art of entering the human soul.”
These words made me think deeply. From that day on, I began striving not only to study my lessons but also to understand people. Because a true doctor must be able to feel not only physical pain but also the pain of the human heart.
As time passed, I gradually adapted to this environment. Difficulties gave me strength, and every small success increased my confidence. I realized that I was no longer just a student gaining knowledge here, but a young individual confidently walking toward becoming a doctor who will help people in the future.
Today, as I look back at my very first step, my heart is filled with one feeling — gratitude. Because this institution taught me not only to dream but also to strive toward making those dreams come true.
From my very first days at the institute, I found a special source of inspiration. On social media, I had been following a highly qualified and accomplished professor, PhD Muslima Akhatovna. Deep inside, I used to think: “If only one day I could attend her classes and learn from her…” And finally, that dream came true. It is difficult to put into words what I felt at that moment — it was not just a lesson, but an inspiring encounter.
Muslima Akhatovna is not only a highly skilled specialist in her field, but also a true teacher who can find a way into the hearts of students. Each of her lessons is not just a lecture, but a meeting full of inspiration and motivation. Her love for knowledge, dedication to her profession, and sincerity inspire every student to follow in her footsteps.
I had admired her scientific potential and broad thinking through social media, but sitting in her class in person is a completely different experience. Every topic she explains leaves a deep mark in my heart and motivates me to learn even more. Muslima Akhatovna is not just a teacher who gives knowledge — she is a guiding star leading us toward our dreams. Her presence is a great blessing and a source of inspiration for students like me.
In addition, I would like to mention my teachers from Karakul Medical Technical School, who played an invaluable role in my first steps on the path of knowledge. Dedicated mentors like Oltiboyev Ravshanbek, Haqqiyev O‘ktam, and Hasanova Mehriniso greatly influenced me with their teachings, support, and belief in me. It is their knowledge and encouragement that today I am confidently moving toward my goals.
Now I look at life differently. Before, I only had dreams — now I live with clear goals. Because I have realized that dreams are just the beginning, while goals are the force that brings them to life.
Student life at the institute is an entirely new world. New classmates, a new environment, a new way of living… All of this has changed me. Sometimes lessons feel difficult, but I never stop trying. I know that behind every difficulty lies a new opportunity.
Since childhood, I used to tell my mother: “I will become your personal heart doctor,” because she often suffered from heart pain. Today, I understand that I want to become not only my mother’s doctor but a doctor for all mothers. My greatest goal is to become a skilled therapist-cardiologist — a doctor who welcomes every patient with a smile, who treats them not just as patients but as close and dear people, and who can give not only treatment but also hope to human hearts.
There is still a long road ahead of me. I have many goals. But I firmly believe in one thing: if a person strives sincerely, their dreams will surely come true. I have chosen my path — a path toward the white coat, toward serving humanity.
“The First Step Toward the White Coat” is only the beginning. Ahead lie many challenges and many achievements. But I believe that this path will lead me to become a true doctor.
The Holy Fire (Greek ‘Αγιος Φως, literally “Holy Light”) is a miracle that occurs every year at the Church of the Holy Sepulchre in Jerusalem on Holy Saturday, the day preceding Pascha.
It is considered by many to be the longest-attested annual miracle in the Christian world, though the event has only been documented consecutively since 1106.
In many Orthodox countries around the world the event is televised live.
The ceremony begins at noon when the Patriarch of Jerusalem recites a specific prayer. The faithful gathered will then chant “Lord, have mercy” (Kyrie eleison in Greek) until the Holy Fire descends on a lamp of olive oil held by the patriarch while he is alone in the tomb chamber of Jesus Christ.
The patriarch will then emerge from the tomb chamber, recite some prayers, and light either 33 or 12 candles to distribute to the faithful.
The fire is also said to spontaneously light other lamps and candles around the church.
Pilgrims say the Holy Fire will not burn hair, faces, etc., in the first 33 minutes after it is ignited. Before entering the Lord’s Tomb, the patriarch or presiding archbishop is inspected by Israeli authorities to prove that he does not carry the technical means to light the fire.
This investigation used to be carried out by Turkish soldiers.
The Holy Fire is first mentioned in the documents dating from the 4th century.
A detailed description of the miracle is contained in the travelogue of the Russian igumen Daniel, who was present at the ceremony in 1106.
Daniel mentions a blue incandescence descending from the dome to the edicula where the patriarch awaits the Holy Fire.
CHALLENGES IN TEACHING WRITING SKILLS TO EFL LEARNERS.
Axmatova Maxliyo Ag‘zam qizi
Chirchik state pedagogical university
a student of Tourism faculty
Foreign language and literature, a 2ndyear student
ABSTRACT: This article explores the major challenges in teaching writing skills to EFL (English as a Foreign Language) learners. Writing is considered one of the most complex language skills, as it requires the integration of grammar, vocabulary, organization, and critical thinking. Many EFL learners face difficulties due to limited language exposure, insufficient vocabulary, and lack of regular practice. In addition, psychological factors such as fear of making mistakes and low confidence further hinder their writing development. The study also highlights the impact of traditional teaching methods, which often emphasize theoretical knowledge over practical application. Based on these challenges, the article suggests that effective teaching strategies, including interactive activities, continuous feedback, and supportive learning environments, are essential for improving students’ writing skills. The findings emphasize the importance of a learner-centered approach in overcoming writing difficulties and enhancing overall language proficiency.
АННОТАТЦИЯ: Данная статья рассматривает основные трудности в обучении письменной речи учащихся, изучающих английский язык как иностранный (EFL). Письмо считается одним из самых сложных языковых навыков, поскольку требует интеграции грамматики, словарного запаса, логической организации и критического мышления. Многие учащиеся сталкиваются с трудностями из-за ограниченного языкового окружения, недостаточного словарного запаса и отсутствия регулярной практики. Кроме того, психологические факторы, такие как страх допустить ошибку и низкая уверенность в себе, также препятствуют развитию письменной речи. В статье также подчеркивается влияние традиционных методов обучения, которые часто делают акцент на теоретических знаниях, а не на практическом применении. На основе выявленных проблем предлагается использовать эффективные педагогические стратегии, включая интерактивные задания, постоянную обратную связь и создание поддерживающей образовательной среды. Результаты исследования подчеркивают важность ориентированного на учащегося подхода для преодоления трудностей и развития письменных навыков.
КЛЮЧЕВЫЕ СЛОВА: учащиеся EFL, письменная речь, изучение языка, трудности обучения, словарный запас, грамматика, обратная связь, методы преподавания, мотивация студентов, развитие письменных навыков.
ANNOTATSIYA: Ushbu maqolada ingliz tilini chet tili sifatida o‘rganuvchi (EFL) o‘quvchilarda yozma nutq ko‘nikmalarini o‘rgatish jarayonidagi asosiy muammolar tahlil qilinadi. Yozish eng murakkab til ko‘nikmalaridan biri bo‘lib, u grammatika, lug‘at boyligi, fikrni mantiqiy tashkil etish va tanqidiy fikrlashni o‘z ichiga oladi. Ko‘plab o‘quvchilar cheklangan til muhiti, yetarli lug‘at zaxirasining yo‘qligi hamda muntazam mashq yetishmasligi sababli qiyinchiliklarga duch keladilar. Bundan tashqari, xato qilishdan qo‘rqish va o‘ziga ishonchsizlik kabi psixologik omillar ham yozish ko‘nikmalarining rivojlanishiga salbiy ta’sir ko‘rsatadi. Maqolada an’anaviy o‘qitish usullarining kamchiliklari ham yoritilib, ular ko‘proq nazariy bilimlarga urg‘u berishi ta’kidlanadi. Tadqiqot natijalariga ko‘ra, interaktiv metodlar, doimiy fikr-mulohaza (feedback) va qo‘llab-quvvatlovchi o‘quv muhiti orqali yozish ko‘nikmalarini samarali rivojlantirish mumkin. Shuningdek, o‘quvchiga yo‘naltirilgan yondashuvning ahamiyati alohida ta’kidlanadi.
KALIT SO’ZLAR: EFL o‘quvchilari, yozish ko‘nikmalari, til o‘rganish, o‘qitish muammolari, lug‘at boyligi, grammatika, fikr-mulohaza, o‘qitish metodlari, o‘quvchi motivatsiyasi, yozish rivoji.
INTRODUCTION: In today’s globalized world, writing has become an essential skill for learners of English as a Foreign Language (EFL). It plays a crucial role in academic success, professional communication, and personal expression. However, teaching writing to EFL learners remains a challenging task for many educators. Writing is not only about using correct grammar and vocabulary, but also about organizing ideas logically and expressing them clearly. As Stephen Krashen emphasizes, language acquisition depends largely on meaningful exposure, which many EFL learners lack in non-English speaking environments. One of the main difficulties is that learners often have limited opportunities to practice writing outside the classroom. This results in low confidence and slow development of writing skills. Moreover, students frequently struggle with generating ideas and structuring their texts effectively. According to Jeremy Harmer, regular practice and constructive feedback are key factors in improving writing proficiency. In addition, psychological barriers such as fear of making mistakes can negatively affect students’ motivation and willingness to write. Understanding these challenges is essential for developing effective teaching strategies that support learners in overcoming difficulties and improving their writing skills.
One of the most significant challenges in teaching writing skills to EFL learners is their limited vocabulary and insufficient understanding of grammar rules. Many students face difficulties when they try to express their thoughts in English because they do not know the exact words or appropriate grammatical structures. As a result, their writing often becomes simple, repetitive, and less meaningful. This problem also affects their confidence, making them hesitate to participate in writing tasks. In many cases, learners know the idea they want to express in their native language but cannot transfer it effectively into English. This gap between thought and expression creates frustration and slows down their progress. According to Jeremy Harmer, vocabulary enrichment and grammar accuracy are essential components of writing development, and they require continuous practice, exposure, and feedback from teachers[1]. Without a strong linguistic foundation, students cannot develop advanced writing skills such as argumentation, coherence, and creativity. Another major issue in developing writing skills among EFL learners is the lack of regular practice and limited exposure to the English language. In many educational contexts, students only use English during classroom activities, which is not enough to develop fluency in writing. Writing is a productive skill that improves only through consistent practice, but many learners do not have opportunities to write outside school. This lack of exposure leads to slow progress, weak idea generation, and poor organization of thoughts. Students often struggle to start writing because they are not familiar with academic structures or common writing patterns in English. As Stephen Krashen explains, language acquisition becomes more effective when learners are exposed to meaningful and understandable input in a low-anxiety environment[2]. Therefore, without sufficient exposure and practice, students cannot fully develop their writing potential. Teachers need to encourage more writing tasks, journals, and interactive activities to improve learners’ skills.
To overcome the challenges in teaching writing skills to EFL learners, several effective solutions and pedagogical recommendations can be implemented. First of all, teachers should adopt a student-centered approach in the classroom. This approach shifts the focus from teacher dominance to active student participation. When learners are given more opportunities to express their ideas, discuss topics, and engage in writing activities, their confidence and motivation gradually increase. Writing should not be treated as a purely mechanical task, but rather as a meaningful process of communication and self-expression. Another important solution is the use of regular writing practice. Students should be encouraged to write daily or weekly through journals, essays, short paragraphs, or creative tasks. Continuous practice helps learners improve vocabulary usage, grammar accuracy, and idea organization. In addition, writing tasks should be designed from simple to complex levels so that students can gradually build their skills without feeling overwhelmed. Providing constructive feedback is also essential. Feedback should not only focus on correcting errors but also guide students on how to improve their writing. Teachers should highlight strengths as well as weaknesses and give clear explanations. According to H. Douglas Brown, effective feedback plays a crucial role in language learning because it helps learners understand their mistakes and develop self-correction skills[3]. Without proper feedback, students may repeat the same errors and lose motivation.
Furthermore, interactive teaching methods such as peer review, group writing, and collaborative tasks should be implemented. These methods allow students to learn from each other, share ideas, and improve their writing through cooperation. As Jeremy Harmer emphasizes, writing is a process that involves planning, drafting, revising, and editing, and students need support at every stage of this process[4]. Another effective recommendation is the integration of technology in writing instruction. Digital tools such as blogs, online writing platforms, and grammar-checking applications can make writing more engaging and accessible. Technology also provides learners with instant feedback and opportunities for real-world communication. Improving writing skills among EFL learners requires a combination of interactive methods, continuous practice, supportive feedback, and modern teaching tools. When these strategies are applied effectively, students can overcome their difficulties and develop strong, confident writing abilities.
CONCLUSION: Teaching writing skills to EFL learners is a complex process that involves several linguistic, psychological, and pedagogical challenges. Students often face difficulties such as limited vocabulary, insufficient grammar knowledge, lack of practice, fear of making mistakes, and ineffective teaching methods. These factors negatively affect their ability to express ideas clearly and confidently in written form. As a result, writing is often considered one of the most difficult language skills to master in an EFL context. However, these challenges are not impossible to overcome. With the implementation of modern, student-centered teaching approaches, learners can significantly improve their writing abilities. Regular practice, meaningful writing tasks, and supportive classroom environments play a crucial role in developing students’ confidence and competence. In addition, constructive feedback helps learners identify their mistakes and gradually improve their performance. As highlighted by Jeremy Harmer, writing should be viewed as a process that includes planning, drafting, revising, and editing, rather than just producing a final product[5]. When teachers guide students through each stage of this process, learners become more independent and effective writers. Therefore, improving writing instruction in EFL contexts requires continuous effort from both teachers and students. By combining effective strategies, motivation, and practice, learners can overcome their difficulties and achieve higher levels of writing proficiency.
REFERENCES:
1. Brown, H. D. (2000). Principles of Language Learning and Teaching. Longman.
2. Harmer, J. (2004). How to Teach Writing. Pearson Education.
3. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
4. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
5. Hyland, K. (2003). Second Language Writing. Cambridge University Press.
6. Karimov, A. (2018). Ingliz tilini o‘qitish metodikasi. Toshkent: O‘qituvchi nashriyoti, pp. 45–62.
7. Yusupova, D. (2020). Til o‘qitishda zamonaviy yondashuvlar. Toshkent: Fan va texnologiya, pp. 33–55.
8. Rasulov, B. (2017). Pedagogika va o‘qitish metodlari. Toshkent: Noshir, pp. 78–95.
9. Mahmudov, S. (2019). Ingliz tili o‘qitish nazariyasi va amaliyoti. Samarqand: Zarafshon, pp. 101–120.
10. Ochilov, N. (2021). Ta’lim jarayonida innovatsion texnologiyalar. Toshkent: Innovatsiya, pp. 60–84.
