DEVELOPING CREATIVE QUALITIES IN LITERARY EDUCATION
Namangan State Pedagogical Institute
Uzbek Language and Literature Department, 1st-Year Master’s Student
Muattar Tursunboyeva
Abstract:
This article discusses the development of creative thinking, independent reasoning, and innovative approaches in students through literary education. It analyzes modern teaching methods, interactive techniques, and tasks aimed at enhancing creativity in literature classes. The article also outlines ways to foster creative competencies through text analysis, character interpretation, and understanding the author’s message. Furthermore, it references advanced international practices.
In today’s globalized world, one of the main goals of education is to form individuals who can think creatively and independently. Literary education plays a crucial role in this process. Literature classes not only cultivate aesthetic taste but also deepen thinking, foster imagination, and encourage creative approaches. Each teaching term has its specific goals and objectives.
The main goal of literary education is to develop students’ skills in analyzing literary texts, understanding the author’s ideas through characters, and providing aesthetic evaluation. The teacher plays a vital role in this by broadening the student’s thinking through methodological approaches.
2. What is Creativity and How is it Formed?
Creativity is the ability to approach issues in new ways, solve problems unconventionally, and think innovatively. In literary education, the following methods can be used to foster these qualities:
Analyzing metaphors and symbolic expressions;
Dialogic reading;
Role-play exercises;
Written creativity tasks (essays, stories, excerpts).
3. Interactive Methods and Creative Approaches
Nowadays, teachers enrich their practice with interactive methods such as:
“Fishbone Diagram”,
“Modern Editor”,
“Discussion-Based Presentation”,
“Conceptual Mapping”.
These techniques enhance students’ engagement with knowledge and promote a creative attitude toward literary texts.
4. Criteria for Assessing Creativity
When evaluating students’ creative work, the following aspects are considered:
Novelty of ideas;
Expression of characters;
Richness of language;
Ability to draw independent conclusions.
5. International Experience and Innovative Approaches
Programs such as PISA and PIRLS emphasize literary literacy and creative thinking as important criteria. In countries like Finland, South Korea, and Japan, special attention is given to shaping students’ worldview through literary works.
In literature lessons, the teacher selects methods based on the topic. For instance, the “Brainstorming” method, also referred to as the “Mental Attack” method in the second part of the 2022 publication Methodology of Teaching Literature, is widely used. Synonymy also plays an important role in literary education.
Conclusion
Fostering creativity in literary education not only increases the effectiveness of learning but also contributes to the student’s personal development. These qualities help young people grow into independent, creative, and thoughtful individuals. Therefore, every teacher should incorporate innovative and creative methods in their practice.
REFERENCES
1. A. Hasanov, Foundations of Creative Thinking, 2020. Bukhara: Zamon Press. p.118.
2. D. Xoliqova, Innovative Technologies in Education, 2021. Samarkand: Ilm-Ziyo. p.132.
3. Q. Husonboyeva & R. Niyozmetova, Methodology of Teaching Literature, Tashkent: Inavatsiya Ziyo. p.159.
4. S. Nazarova, Literary Theoretical Thinking and Figurative Reflection, 2023. Tashkent: Fan va Texnologiya. p.153.
5. Z. Abdullayeva, Creative Approach in Literature Lessons, 2022. Tashkent: O‘qituvchi. p.145.
Muattar Ikromjon qizi Tursunboyeva was born on August 6, 2000, in the Toraqo‘rg‘on district of Namangan region. She graduated from Specialized State Boarding School No. 18 in Namangan city and later completed her studies in the Uzbek language program at Namangan State University. Currently, she is a first-year master’s student at Namangan State Pedagogical Institute. From a young age, Muattar has been passionate about poetry and literature. Her poems and articles on various topics are regularly published in the media. Muattar’s goal is to become a highly qualified specialist in her field and to share the beneficial knowledge she gains with future generations.
This study investigates the impact of blended learning on the acquisition of English grammar among university students. Blended learning, which integrates traditional face-to-face instruction with digital resources and online platforms, has gained traction in higher education as a flexible and student-centered approach. The research was conducted with a sample of undergraduate English majors at a public university. A quasi-experimental design was adopted, involving both a control group receiving traditional instruction and an experimental group exposed to a blended learning model.
Data were collected through pre- and post-tests, classroom observations, and student feedback. The results suggest that students exposed to blended learning showed a significant improvement in grammatical accuracy and engagement compared to those in traditional settings. The study concludes with recommendations for integrating blended methodologies into grammar instruction to enhance learning outcomes.
Keywords
blended learning, English grammar, university students, grammar instruction, language learning methods, digital education, online platforms, ESL teaching, higher education, instructional design
In recent years, the landscape of higher education has undergone significant transformation due to advancements in technology and the growing demand for more flexible learning environments. Among the emerging instructional models, blended learning has attracted considerable attention for its potential to enhance student engagement and academic performance. Blended learning refers to an educational approach that combines traditional classroom teaching with digital tools and online resources, allowing students to access content beyond the physical boundaries of the classroom.
The teaching of English grammar, often perceived as rigid and rule-based, presents a unique challenge in language education. Conventional methods tend to rely heavily on rote memorization and textbook exercises, which may not effectively support students’ long-term retention or practical application of grammatical rules. As educators search for more interactive and student-centered approaches, blended learning offers a promising alternative that can cater to diverse learning styles and improve overall comprehension.
This study focuses on university-level English learners, particularly those enrolled in language and linguistics programs, and explores whether the integration of blended learning techniques can positively influence their mastery of English grammar. By comparing the outcomes of students exposed to blended instruction with those taught through traditional methods, this research aims to evaluate the effectiveness of this approach and provide insights for future curriculum development.
The integration of technology into language education has become increasingly prevalent in recent decades, leading to a surge in research on blended learning models. Graham (2006) defines blended learning as a combination of face-to-face instruction and computer-mediated activities, emphasizing its flexibility and adaptability in diverse educational contexts. This model has been particularly influential in language learning, where engagement and repeated exposure are crucial for mastering linguistic structures such as grammar.
Several studies have highlighted the potential benefits of blended learning in grammar instruction. For instance, Chen (2011) conducted a study with Taiwanese university students and found that those who participated in blended grammar lessons outperformed their peers who received only traditional instruction. The study emphasized the role of multimedia tools in enhancing learners’ understanding of complex grammatical concepts.
Similarly, Al-Jarf (2005) explored the use of online grammar exercises in Saudi universities and noted a significant improvement in students’ grammatical accuracy and confidence. The study suggested that asynchronous online activities allowed learners to practice at their own pace, which is often not possible in time-constrained classroom settings.
However, not all research presents a wholly positive picture. McCarthy (2010) warns that without careful planning and instructional design, blended learning environments can become disjointed and confusing. Furthermore, a meta-analysis by Means et al. (2013) reported that while blended learning generally leads to better outcomes than face-to-face instruction alone, the effectiveness greatly depends on the quality of digital content and the instructor’s ability to integrate it meaningfully.
Despite growing interest in the topic, there remains a gap in the literature concerning the specific impact of blended learning on university students’ acquisition of English grammar, especially in non-native English-speaking contexts. This study aims to contribute to this area by examining how a structured blend of online resources and in-person instruction affects grammatical proficiency among university-level ESL learners.
This study adopted a quasi-experimental research design to investigate the effectiveness of blended learning in teaching English grammar to university students. The research was carried out over the course of one academic semester at a public university where English is taught as a foreign language. The participants included 60 undergraduate students majoring in English language and literature, divided into two groups: an experimental group and a control group, each consisting of 30 students.
The experimental group received grammar instruction through a blended learning model that combined traditional classroom teaching with digital platforms. These included interactive online grammar exercises, video explanations, and weekly discussion forums via a learning management system (LMS). The control group, in contrast, received instruction solely through face-to-face lessons using conventional textbooks and grammar drills.
Prior to the intervention, all students were given a pre-test designed to assess their baseline understanding of key English grammar structures (tenses, modals, conditionals, and passive voice). At the end of the semester, the same test was administered as a post-test to measure any improvement in grammatical knowledge.
In addition to test results, qualitative data were gathered through classroom observations and student feedback questionnaires. The observations focused on students’ engagement levels, participation, and use of digital tools. The questionnaires aimed to collect learners’ perceptions of the blended learning experience, its advantages, and any challenges they encountered.
To analyze the results, the pre- and post-test scores were compared using paired sample t-tests, and qualitative responses were coded thematically. This mixed-methods approach allowed for a more comprehensive understanding of both the measurable impact of the blended learning model and the students’ subjective experiences with it.
The analysis of pre- and post-test results revealed a clear difference in performance between the two groups. While both groups showed some improvement, the experimental group, which received blended instruction, demonstrated a significantly higher increase in grammar test scores. On average, their post-test scores improved by 28%, compared to a 13% improvement in the control group.
This suggests that the blended learning model was more effective in supporting students’ understanding and retention of grammatical structures. One possible explanation for this is the flexibility and interactivity offered by the digital materials, which allowed students to review lessons at their own pace, repeat challenging exercises, and engage with multimedia explanations that catered to different learning styles.
Classroom observations also indicated a higher level of engagement among students in the blended learning group. These students were more likely to participate in discussions, ask follow-up questions, and take initiative in completing grammar tasks both online and in class. In contrast, the control group tended to rely more on teacher explanations and showed less independent effort outside classroom hours.
Qualitative feedback collected through questionnaires supported these findings. Many students in the experimental group reported that the visual and interactive elements of online grammar tools made it easier to understand complex topics. They also appreciated the opportunity to revisit materials outside of scheduled class times. However, a few students mentioned difficulties related to internet access or occasional confusion with navigating the digital platform—issues that should be addressed in future implementations.
These results are consistent with previous research. For example, Chen (2011) and Al-Jarf (2005) similarly reported improved outcomes when grammar instruction was supplemented with digital tools. However, this study adds further depth by showing that student perception plays a significant role in the success of blended learning, not just test results.
In summary, the findings suggest that blended learning can significantly improve students’ grammatical proficiency when properly structured and supported. However, its effectiveness depends on access to reliable technology, clear instructional design, and proper teacher guidance.
This study set out to examine the effectiveness of blended learning in the context of English grammar instruction at the university level. The results clearly demonstrate that students who engaged with both in-person instruction and digital learning tools performed significantly better than those who received only traditional classroom teaching. The blended learning group not only showed measurable improvement in grammar proficiency through test scores, but also reported higher levels of motivation, confidence, and overall satisfaction with the learning experience.
The study highlights several factors that contribute to the success of blended learning. First, the flexibility offered by online materials enabled students to review grammar rules and practice exercises at their own pace, outside of the limitations of class time. Second, multimedia content — including video explanations and interactive quizzes — catered to various learning styles and helped make abstract grammar rules more understandable. Third, the integration of classroom interaction with online tasks fostered a more active and student-centered learning environment.
However, the research also identified some challenges. A few students expressed difficulties accessing online platforms due to internet connectivity issues or lack of experience with certain technologies. These obstacles, while not widespread, point to the importance of providing proper technical support and training when implementing blended learning strategies. Moreover, the effectiveness of the blended model heavily relies on how well instructors design and manage the balance between face-to-face and digital components.
The findings of this study have practical implications for curriculum designers, language instructors, and educational policymakers. As blended learning continues to gain popularity in higher education, particularly in the post-pandemic academic landscape, it is essential to ensure that such approaches are not simply add-ons, but are meaningfully integrated into the learning process with clear objectives and support systems.
Future research may explore the long-term effects of blended learning on language retention and transferability of grammar knowledge to real-life communication. It would also be valuable to investigate how blended models influence other language domains, such as writing fluency, reading comprehension, and oral accuracy. Expanding the sample size and including learners from diverse academic and cultural backgrounds would further strengthen the generalizability of findings.
In conclusion, blended learning represents a promising instructional approach that, when carefully implemented, can significantly enhance students’ acquisition of English grammar and contribute to more effective and engaging language education at the university level.
References
Al-Jarf, R. (2005). The effects of online grammar instruction on low proficiency EFL college students’ achievement. Asian EFL Journal, 7(4), 166–190.
Chen, Y. L. (2011). The effect of applying blended learning to English grammar instruction. English Language Teaching, 4(1), 91–98. https://doi.org/10.5539/elt.v4n1p91
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The Handbook of Blended Learning (pp. 3–21). San Francisco: Pfeiffer Publishing.
McCarthy, J. (2010). Blended learning environments: Using social networking tools to enhance the student learning experience. Australasian Journal of Educational Technology, 26(6), 729–740. https://doi.org/10.14742/ajet.1037
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
About Author—Sevara Uzaqova
Currently a third-year undergraduate student specializing in Foreign Languages and Literature at Uzbekistan State World Languages University
Competitor and active participant in the TedxUzswlu competition
Member of the “Universe” Volunteer School, engaging in community service and leadership development programs
Participant and presently serving as a member of the organizing team for the “Sefer” project, contributing to its planning and execution
Volunteered at the “Baynanminal Event”, organized by the “Chinor” community, assisting with event coordination and management
Active member of the “Marifat” Promoters Association, involved in educational outreach and awareness campaigns
This research explores the influence of Task-Based Language Teaching (TBLT) on the development of speaking skills among ESL learners. Speaking remains one of the most complex areas for language learners, often hindered by limited exposure, anxiety, and lack of real-life interaction. TBLT emphasizes meaningful communication through structured tasks, offering learners opportunities to use language in realistic and engaging contexts. The study involved intermediate-level ESL students, who were divided into two groups: one receiving task-based instruction, and the other taught through traditional methods. Pre- and post-tests, as well as student interviews, were used to evaluate speaking performance. Results showed that the task-based group demonstrated significant improvement in fluency, confidence, and communicative competence. The findings suggest that incorporating TBLT into ESL speaking classes can enhance language use in a more practical and learner-centered way.
Keywords
Task-Based Language Teaching, speaking skills, ESL learners, language acquisition, communicative competence, oral fluency, classroom interaction, language pedagogy, student engagement, real-life tasks
Speaking is one of the most vital yet challenging skills to acquire in second language learning. While grammar and vocabulary form the foundation of language, speaking is the most immediate and practical tool for communication. In many ESL contexts, students struggle to express themselves confidently due to a lack of interactive practice, high affective filters such as fear or embarrassment, and overreliance on written or passive language use.
Task-Based Language Teaching (TBLT) has emerged as a powerful approach to address these challenges. Unlike traditional methods that focus on form and repetition, TBLT promotes language learning through tasks that reflect real-world situations. These tasks encourage learners to use language spontaneously, negotiate meaning, and focus on fluency over perfect accuracy. As Ellis (2003) explains, TBLT provides meaningful communication opportunities that simulate authentic language use.
In many ESL classrooms, speaking practice is limited to mechanical drills or scripted dialogues, which may not fully prepare learners for real-life conversations. This study aims to examine whether the integration of task-based instruction can enhance speaking performance among university-level ESL learners. By comparing the outcomes of students exposed to TBLT and those following a traditional speaking curriculum, the research seeks to contribute to the growing body of evidence supporting communicative, learner-centered methodologies.
Task-Based Language Teaching is rooted in communicative language teaching principles and emphasizes learning through doing. Ellis (2003) defines a task as a meaningful activity where the focus is on using language to achieve a real outcome. This aligns with the idea that speaking develops most effectively when learners are required to express opinions, solve problems, or perform actions using the target language.
Willis and Willis (2007) emphasize that task-based activities promote natural language use, especially when learners must work together to complete a task. Tasks such as role-plays, information gap activities, and debates provide opportunities for negotiation of meaning — a key factor in language acquisition. These interactive settings allow learners to use language more flexibly and confidently.
Skehan (1996) adds that TBLT allows for a balance between fluency, accuracy, and complexity. While traditional instruction may overemphasize grammar, task-based activities push learners toward practical communication, which often leads to improved fluency. Furthermore, learners are exposed to authentic input and are encouraged to respond creatively and meaningfully.
Several studies support the positive impact of TBLT on speaking development. Ahmadian and Tavakoli (2011) found that Iranian EFL learners who participated in task-based speaking activities improved in fluency and lexical variety. Similarly, Nunan (2004) observed that learners became more active and confident speakers when exposed to tasks that required problem-solving or decision-making.
However, implementing TBLT effectively requires careful task design and teacher guidance. Carless (2007) warns that poorly structured tasks may lead to off-task behavior or minimal language use. Teachers must scaffold activities appropriately and ensure that tasks are relevant, engaging, and suited to the learners’ proficiency level.
In summary, the literature suggests that TBLT provides a more dynamic and effective path to developing speaking skills than many traditional approaches. The present study builds on this foundation by applying task-based instruction in a university ESL setting and measuring its effect on students’ oral performance.
This study employed a quasi-experimental design to examine the impact of Task-Based Language Teaching (TBLT) on the speaking skills of ESL learners. The participants were 40 university students enrolled in an intermediate-level English speaking course. They were divided into two equal groups: an experimental group (20 students), which received task-based instruction, and a control group (20 students), which continued with a traditional communicative teaching approach.
The research was conducted over a period of six weeks. The experimental group took part in task-based speaking sessions twice a week, where each session involved a carefully designed communicative task. Tasks included role-plays, problem-solving discussions, storytelling, and decision-making activities. All tasks were designed to encourage authentic communication and spontaneous language use.
The control group, on the other hand, followed a conventional speaking syllabus that emphasized grammar-based dialogues, textbook conversations, and teacher-led question-answer sessions. Both groups were taught by the same instructor to ensure consistency in delivery style and assessment.
To measure improvement, students completed a pre-test and post-test, both of which were oral assessments graded using a standardized speaking rubric. The rubric evaluated fluency, pronunciation, vocabulary use, and grammatical accuracy. In addition, semi-structured interviews were conducted with selected students from both groups to gather qualitative feedback on their experience and perceived progress.
Quantitative data (test scores) were analyzed using paired sample t-tests to compare pre- and post-test results within and between groups. The qualitative data (interview responses) were coded and analyzed thematically to gain insights into students’ perceptions of the learning process.
This mixed-method approach allowed for both objective measurement of speaking improvement and a deeper understanding of how task-based instruction influenced learners’ motivation and confidence.
The analysis of the pre- and post-test speaking scores revealed a noticeable improvement in both groups; however, the experimental group, which received task-based instruction, showed a significantly higher level of progress. On average, students in the experimental group improved their scores by 30%, while the control group showed an average improvement of only 15%.
In particular, the fluency and lexical range of the experimental group improved more than those of the control group. Students who engaged in task-based activities demonstrated a greater ability to speak at length, express ideas more clearly, and use a wider variety of vocabulary. Their performance in spontaneous speech also improved, with fewer pauses and filler words, suggesting increased confidence and automaticity.
The interview data further supported these findings. Many students in the task-based group reported that the tasks felt more “real” and “relevant” than their previous classroom speaking exercises. Several participants mentioned that role-plays and problem-solving activities pushed them to think in English and react quickly, which helped reduce their hesitation and anxiety when speaking. One student stated, “It felt like real conversation, not just repeating what’s in the book.”
In contrast, students from the control group generally expressed that their lessons felt more controlled and focused on correctness. While some appreciated the structure, others admitted that they had few opportunities to speak freely or explore topics beyond what was in the textbook.
These findings align with previous research by Ahmadian and Tavakoli (2011), who found that task-based speaking activities significantly improved fluency and lexical complexity. The results also support Willis and Willis’s (2007) claim that meaningful tasks increase student engagement and promote more authentic language use.
However, it is important to note that a few students in the experimental group initially found the open-ended nature of tasks challenging. Some lacked confidence at first and preferred clearer guidance. This suggests that while TBLT is highly effective, its success may depend on how tasks are introduced and scaffolded — especially for learners not accustomed to learner-centered approaches.
Overall, the findings indicate that Task-Based Language Teaching can be a powerful method for improving speaking skills in ESL contexts. It not only enhances linguistic performance but also increases learners’ willingness to communicate, which is a critical factor in language acquisition.
This study set out to investigate the role of Task-Based Language Teaching (TBLT) in developing speaking skills among ESL learners. The results demonstrated that students who participated in task-based instruction made significantly greater progress in fluency, lexical variety, and confidence compared to those who followed a traditional speaking curriculum. These findings reinforce the idea that language is best learned through meaningful use, especially in contexts that reflect real-life communication.
Task-based activities provided students with authentic speaking opportunities, encouraged spontaneous expression, and reduced their reliance on memorized phrases. As learners engaged in role-plays, problem-solving discussions, and collaborative tasks, they developed not only linguistic competence but also interpersonal skills such as turn-taking, negotiation, and self-correction. This confirms earlier research suggesting that TBLT can transform the classroom into a space for purposeful language use, rather than mere language practice.
The study also revealed that students responded positively to the dynamic nature of task-based lessons, with many expressing increased motivation and willingness to speak. However, the success of TBLT depends largely on the design of the tasks, teacher guidance, and the learners’ readiness to adapt to interactive methods. Some learners initially struggled with the open-endedness of tasks, indicating a need for gradual scaffolding, especially in contexts where teacher-centered instruction is the norm.
From a pedagogical perspective, the findings suggest that incorporating TBLT into ESL speaking courses can offer a more engaging and effective alternative to conventional approaches. Language instructors should consider integrating carefully structured, level-appropriate tasks that encourage both fluency and reflection. Institutions may also benefit from training educators in TBLT methodology to ensure successful implementation.
Future studies could explore the long-term effects of task-based instruction on oral proficiency, or examine how TBLT influences speaking performance in different cultural and educational contexts. Additionally, further research might compare the effectiveness of various task types, or look at how learners with different personalities and language backgrounds respond to task-based approaches.
In conclusion, Task-Based Language Teaching offers a practical, learner-centered framework for improving ESL speaking skills. When thoughtfully applied, it has the potential to make language learning more interactive, communicative, and ultimately, more successful.
References
Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35–59. https://doi.org/10.1177/1362168810388721
Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595–608. https://doi.org/10.1016/j.system.2007.09.003
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62. https://doi.org/10.1093/applin/17.1.38
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
About Author- Sevara Uzaqova
Currently a third-year undergraduate student specializing in Foreign Languages and Literature at Uzbekistan State World Languages University
Competitor and active participant in the TedxUzswlu competition
Member of the “Universe” Volunteer School, engaging in community service and leadership development programs
Participant and presently serving as a member of the organizing team for the “Sefer” project, contributing to its planning and execution
Volunteered at the “Baynanminal Event”, organized by the “Chinor” community, assisting with event coordination and management
Active member of the “Marifat” Promoters Association, involved in educational outreach and awareness campaigns
This is from an anonymous author speaking on behalf of the citizens of the United States. Please feel welcome to share anywhere and everywhere.
A Declaration of Independence
In the United States of America, July 4, 2025
When in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the laws of nature and of nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all human beings are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness.—That to secure these rights, governments are instituted among humankind, deriving their just powers from the consent of the governed,—that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute a new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such government, and to provide new guards for their future security.—Such has been the patient sufferance of this people; and such is now the necessity which constrains them to alter their former government. The history of the current president of the United States of America, Donald John Trump, is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over these states. To prove this, let facts be submitted to a candid world.
He has refused his assent to laws, instituted by Congress and most wholesome and necessary for the public good.
He has forbidden Congress to pass laws of immediate and pressing importance, unless suspended in their operation till his assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other laws for the accommodation of large districts of people, unless those people would relinquish the right of representation, a right inestimable to them and formidable to tyrants only.
He has attacked groups and individuals repeatedly, for opposing with firmness his invasions on the rights of the people.
He has endeavored to prevent the population of these states; for that purpose obstructing the laws for naturalization of foreigners; refusing to pass others to encourage their migrations hither.
He has obstructed the administration of justice, by refusing his assent to laws securing the powers of the judiciary.
He has sought to make judges dependent on his will alone.
He has erected a multitude of new offices, and sent hither swarms of officers to harass our people and to abduct, imprison and deport them without due process of law or any legal accountability.
He has kept among us armies against the will of the people.
He has affected to render the military independent of and superior to the civil power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws;
For endangering our trade with all parts of the world:
For depriving us of the benefits of legal representation against the arbitrary actions of the federal government:
For transporting us beyond seas to be tried for pretended offences:
For abolishing the free system of our laws, establishing therein an arbitrary government;
For endangering our charters, abolishing our most valuable laws, and altering fundamentally the forms of our governments:
He has abdicated government here, by declaring us out of his protection and waging war against us.
He has enticed our fellow citizens across the country to bear arms against their country, to become abductors and jailkeepers of their friends and brethren, or to fall themselves by their hands.
He has excited domestic insurrections amongst us.
In every stage of these oppressions we have petitioned for redress in the most humble terms: Our repeated petitions have been answered only by repeated injury. A prince, whose character is thus marked by every act which may define a tyrant, is unfit to be the ruler of a free people.
We, therefore, the people of the United States of America, appealing to the supreme judge of the world for the rectitude of our intentions, do, in the name, and by authority of the good people of these states, solemnly publish and declare, that these United States are, and of right ought to be free from the tyranny of this presidential administration; that they are absolved from all allegiance to Donald John Trump, and that all political connection between them and him is and ought to be totally dissolved. And for the support of this declaration, with a firm reliance on the protection of divine providence, we mutually pledge to each other our lives, our fortunes and our sacred honor.
For the sun of love to gather its golden shawl and depart
My melody still sings for life.
***
I still love the chatter of birds
And the childhood of the brook and the smile of the moon
Despite the pain, I still carry in my soul
Remnants of light
I will dance despite the oppression and dream of justice
I will carry in the darkness my sad guitar
And play from the depths of my heart
A warm, delicate tune
And sing for hope.
Between My Heart and Me
You ask me, my heart:
What is love?
What is the secret of a feeling that rages between my ribs
Igniting the veins of my soul with happiness?
I say:
Love is the spirit’s elevation over the body
Love is a ray of hope that shines in the darkness of life
Love is nightingales singing
Melodies pulsating with ecstasy
Morning breezes
The lily is freed from its mouth
Love is life and prayer
Love is existence and eternity
Love is a guarantee and a safety
Do you know, my heart, the meaning of love now?
Hanaan Abdelkader Ashour
Egyptian poet and novelist, editorial consultant at the Poets’ Pub website. She writes short stories, articles, and children’s literature. She is a visual artist who has participated in international exhibitions. She has published six poetry books, a short story book, and a novel. For children, she has published a poetry book, a collection of short stories, and a poetry play. She has a YouTube channel dedicated to children.
“People are trapped in history and history is trapped in them.”
James Baldwin
In this issue, we explore how people are influenced by their times and cultures, and how they learn from and engage with the thoughts of their forebears. Also, we acknowledge the wealth of wisdom and life lessons carried within each person due to the events through which they have lived.
Amit Shankar Saha writes of then and now, memory and future, remembrance and forgetting, universal human questions. Duane Vorhees’ poetry evokes change, thought, aging, and the creative process.
Stephen Jarrell Williams speaks to memory and the human experience. Eva Lianou Petropolou speaks to artists and authors’ learning from and being inspired by each other throughout the ages. Writer Rizal Tanjung offers up an existential analysis of Eva Petropoulou Lianou’s poetry.
Giorgos Pratzigos interviews Konstantinos Fais on his artwork and advocacy for rediscovering Hercules and ancient Greek virtues. Muxlisa Khaytbayeva records her grandfather Jumaboy Allaberganov’s memories of knowing famed Uzbek author Omonboy Matjonov as a young adult and discusses Matjonov’s contributions to culture. Shukurilloyeva Lazzatoy Shamsodovna relates her scholarly and personal journey to understanding and illuminating Russian writer Alexandr Faynberg’s poetic legacy and its influence on Uzbek culture.
Kuziyeva Shakhrizoda highlights the Uzbek government’s investment in the nation’s youth and the incredible potential of their young adults. Otaboyeva Khushniya outlines how the psychology of early childhood can inform education. Su Yun collects and translates the work of Chinese elementary school students.O’tkirava Sevinch outlines strategies for learning Mandarin Chinese as a second language and for teaching the language in Uzbek schools. Olimboyeva Dilaferuz outlines verb conjugation rules in the Uzbek language.
Mashhura Farhodovna Joraqulova’s short story encourages students from low-income families to persevere with their education. Sevara Kuchkarova outlines strategies to motivate students to complete work at school. Rashidova Shaxrizoda Zarshidovna honors the life and work of a woman who mentored many of the girls at her school. Dilbar Aminova advocates for a balanced approach to screentime in young children’s lives. Shahnoza Ochildiyeva reflects on the value of her journalism education at an Uzbek university. Xo’jamiyorova Gulmira Abdusalomovna highlights the role of emerging and young poets in Uzbekistan’s national destiny.
Duane Vorhees compares the poetry of Phillis Wheatley and Nikki Giovanni as part of a broader comment on changing Black consciousness in the United States.
Cherise Barasch writes with respect for the hardworking people she observes digging into the earth in the heat. Yongbo Ma brings a poetic and scientific perspective to fog. Sayani Mukherjee contemplates peaceful natural scenes in a reverie. Priyanka Neogi compares accepting life’s changes to living through different seasons and times of day. David Sapp reflects on the transcendent experience of seeing a peacock. Dilnoza Islamova looks to nature’s beauty as an invitation to spiritual faith and practice. Maki Starfield sends up elegant reflections on weather and fruits in Thailand as Maja Milojkovic meditates on sunflowers, existence, and perseverance.
Brian Barbeito lets his mind wander to cosmological and existential places while walking near birds by a lake. Orinbayeva Dilfuza rejoices in the beauty of nature at springtime as Dilobar Maxmarejabova shares the emotional significance of tulips in her life. Don Bormon revels in the fun of rain at school. Mark Young renders up more of his fanciful “geographical” maps of Australian regions. Mathematics is a language we use to describe nature, and Timothee Bordenave discusses how his geometric studies inform his artwork. Mesfakus Salahin speaks to drought in Bangladesh in a meditation on accepting life and nature’s cycles.
Bruce Mundhenke urges humanity to turn away from hate towards love and acceptance. Vo Thi Nhu Mai illuminates the beauty and communicative power of the craft of poetry.
Leslie Lisbona sends up a childhood memory of having fun dancing to and figuring out rap lyrics. Marjona Baxtiyorovna Jorayeva celebrates sports and their fandoms and their power to bring enjoyment and bring people together.
Kholmurodova outlines strategies to bring digital access and economic opportunities to the world’s rural women. Rakhimov Rakhmatullo outlines challenges and solutions for logistics technologies. Sa’dia Alisher outlines some benefits, problems, and challenges from modern digital technologies. Gulnora Rakhimjonovna Khomidova explores the educational potential of artificial intelligence.
Dr. Jernail S. Anand relates how, regardless of the tools we use to craft our work, restraint and discipline can serve as a creative force. Dr. Debabrata Maji highlights the power of perseverance and devotion. Azemina Krehic compares the care she has for her poetic works to the process of washing her clothes on a line. Hassan Mistura speaks to the journey of developing a healthy self concept. Surayyo Nosirova reminds us to let go of the illusion of more control than we have and to stay open to change.
Grant Guy offers up stage directions for absurdist theater, an artistic reaction to periods of rapid social change. Ahmed Miqdad speaks to the absurd persistence of normal life amid wartime. Mykyta Ryzhykh, in a similar vein, evokes the quest for queer love and sensuality among bombs and bullets.
Pat Doyne laments violent immigration enforcement overreach in Los Angeles. Otabayeva Khusniya reveals the deeply humane vision of Erkin Vahidov’s work Rebellion of Souls, a tribute to the memory of Nasrul Islam and other artists who died as a result of unjust persecution. Chimezie Ihekuna shares some of life’s paradoxes and urges nations and groups of people to move away from war as a solution to issues. Mahbub Alam also puts out a call for peace, remembering the many people lost to war. Boboqulova Durdona laments the many civilian deaths in Gaza as Stephen House highlights war’s effects on ordinary people, especially children.
Muslima Olimova reflects on surviving an unhappy marriage and urges families to welcome young brides and for women to carefully consider before marrying. J.J. Campbell speaks to the lingering effects of trauma on people and the tension between hope and disillusionment. Dr. Bindu Madhavi speaks to the inner battles many of us fight as Mirta Liliana Ramirez evokes the pain of loneliness.
Doug Hawley’s short story presents several characters representing a mix of lawful and roguish motives and actions. Taylor Dibbert’s poem lampoons the worldliness of a priest and the devotion it still inspires. Sarvinoz Sobirjonova Abdusharifova depicts the dual nature of humanity: kindness and cruelty.
Kelly Moyer uses vegetable humor to convey and navigate the experience of chronic illness. Alan Catlin frames evocative images with words, plumbing the imagined photos for meaning.
Mark Blickley, a combat veteran who finished education later in life, reflects on what he gained as a person and an artist from popular literature and reminds the “literary” crowd not to so easily dismiss popular writers.
