Differences in Sentence Structure between Uzbek and French

                      Xurramova Farangiz Xoshimjon qizi

    1 st- year student of the Faculty of Roman-German Philology, Samarkand

              State Institute of Foreign Languages

Abstract:  French and Uzbek belong to different language families, and their sentence structures differ significantly. Uzbek is an agglutinative language (words are formed through affixes ), whereas French is a fusional language (word forms change depending on grammatical function). This article provides a comparative analysis of sentence structures in these two languages, focusing on word order , the role of the verb, syntactic structure and methods of sentence connection. In Uzbek, the standard word order follows the SOV (Subject – Object- Verb ) structure, whereas in French, it follows the SVO (Subject – Verb- Object) structure. Additionally, verb tenses and subject agreement in Uzbek are indicated through affixes, while in French , verb conjugation plays are crucial role. This article also examines  sentence formation in both languages and their influence on the learning process of Uzbek and French.

Keywords: Language family, group, connection, methods, affixes, sentence components, French, Uzbek, subject, predicate, main parts, verb.

Language are classified into families based on their origin, structure and certain lexical and grammatical features. Each languages family consists of multiple languages, which are further divided into branches or subgroups based on their similarity. The degree of similarity among languages varies within these subgroups. For example, the Turkic language family includes Uzbek, Uighur, Kyrgyz, Kazakh, Tuvan, Tatar, Bashkir, Turkmen, Azerbaijani, Turkish, Gagauz and Chuvash, among others, making up over 20 languages. French, on the other hand, belongs to the Romance subgroup of the Indo-European language family.

Word Formation in Uzbek and French:

In Uzbek, words are formed using two primary methods:

1.Affixation (Morphological method) – new words are created using derivational affixes.

Examples:

kitob + xon > kitobxon ( reader)

yosh + lar > yoshlar ( youth)

2.Composition (Compounding  method)- new words are formed by combining two or more words.

Examples:

mehnat + sevar > mehnatsevar (hardworking )

 tosh + baqa > toshbaqa (turtle)

French employs four main word – formation methods:

1.Derivation (Affixation method)- new words are formed by adding prefixes, suffixes or infixes.

Examples:

heure (hour)> horaire (schedule)

content( happy)> mécontent (unhappy)

2.Composition (Compounding method)- new words are created by combining two or more words.

Examples:

porte ( door)+ feuille ( leaf)>portefeuille ( wallet, document folder)

garde(guard)+ robe (clothing)> garde- robe ( wardrobe, closet)

3.Truncation(Clipping method)- new  words are formed by shortening existing words.

Examples:

cinématographe > cinéma

télévision >télé

4.Siglaison (Acronym formation)- new words are created by shortening phrases or word combinations.

Examples:

SNCF( Société National des Chemins de fer Français – National Society of French Railways)

OVNI ( Objet Volant Non Identifié – Unidentified Flying Object, UFO)

Sentence Structure in Uzbek and French

The number of sentence components in Uzbek and French is the same. Subject, predicate, object, modifier and complement exist in both languages. However, their syntactic positions withing a sentence vary. Uzbek word order is relatively flexible, while French follows a more rigid structure. In Uzbek, sentence components do not all hold equal significance withing sentence construction. Some components play a central role, while others serve a supplementary function. The presence of main components is essential for understanding a sentence, while secondary components provide additional details.

Uzbek sentence components are classified into two groups:

Main components ( Subject and predicate )

Secondary components ( Modifiers, complements and objects)

In Uzbek predicate is considered the most important component and can sometimes function independently. Additional components may provide extra meaning, but the core sentence remains understandable without them.

French sentence, on the other hand, rely on a fixed word order for meaning. The subject- predicate structure is crucial and most sentence require a verb to express a complete thought. Unlike Uzbek, where certain elements may be omitted in speech or writing, French grammar necessitates explicit usage of essential components.In both spoken and written forms, Uzbek allows for more variation in sentence structure, which can be used stylistically in literature to reflect a character’s speech or emotions.

Examples:

Uzbek; Do’stim pirog tayyorladi.( My friend made a cake )

French;Mon ami a préparé un gàteau. (My friend prepared a cake )

In Uzbek, the subject can sometimes be omitted if it is clear from the context. However, in French, a subject is almost always required for grammatical correctness.

Verbs in Uzbek and French

Verbs in both languages play a central role in sentence construction. Verbs express action, state or relation and are classified into grammatical categories.

French and Uzbek verbs fall into two primary categories:

1.Action verbs

2.State verbs

Despite belonging to different language families, Uzbek and French share similarities in how verbs function. Both languages distinguish between finite and non- finite verb forms and use auxiliary verbs to indicate tense and aspect.

However, there are significant syntactic differences;

Uzbek has free word order, through SOV(Subject – Object – Verb )is preferred.

French has a fixed word order, typically SVO (Subject – Verb – Object )

Examples:

Uzbek: Men kitob o’qiyapman. (I am reading a book )

French: Je lis un livre. ( I am reading a book )

French verbs are highly inflected, with different conjugations for tense, personand mood. In contrast, Uzbek verbs use suffixes and auxiliary elements to express similar grammatical distinctions.

Sentence Structure and Word connection in Uzbek and French

In Uzbek, words are often connected through suffixes.

Examples:

Uzbek: Men maktabga bordim.( I went to school )

French: Je vais à l’école. (I go to school)

In French, words  are connected through prepositions and stress- based structures rather than suffixes.

Verb Conjugation in Uzbek and French

In French, verb tenses and forms change based on the subject and tense.

Example:

Lire ( to read  ) > Il lit ( He reads ), Ila lu ( He has read)

In Uzbek, tense and subject agreement are formed though suffixes.

Examples:

O’qimoq > o’qidi( He read), o’qiyapman (I am reading ), o’qigan ( Has read )

Interrogative Sentence Formation

French questions are formed using inversion or Est- ce que?

Examples:

French: Tu lis un livre. ( You are reading a book )

Est – ce que tu lis un livre? ( Are you reading a book? )

In Uzbek, questions are formed by word order changes or question markers.

Examples:

Kitob o’qiyapsanmi? ( Are you reading a book? )

 Complex and Compound Sentences

 French complex sentences are formed using connectors.

Examples:

Il est venu parce qu’il voulait te voir.

(He came because he wanted to see you).

In Uzbek, compound sentences are mainly formed using conjunctions or verb forms.

Examples:

U keldi, chunki u seni ko’rmoqchi edi.

(He came because he wanted to  see you )

Word Order in Uzbek and French

In Uzbek, word order is flexible and words are mostly connected through suffixes.

In French, word order is strict, with words connected using prepositions and articles.

Possessive Structures

Uzbek: Talabaning kitobi > talaba + ning+ kitob +i ( The student’s book )

French : Le livre de l’étudiant ( The book of the student )

Adjective placement

Uzbek: Adjectives come before the noun (e.g.,yangi  kitob _new book )

French: Adjectives usually  come after the noun ( e.g.,un livre difficile _a difficult book)

Some adjectives, however, come before the noun (e.g., un bel homme_a handsome man)

Prepositions and Object Placement

In Uzbek, objects come after the verb.

Example: Men kitobni o’qiyapman.( I am reading a book)

In French, objects come before the verb.

Examples: Je lis un livre. ( I am reading a book)

Verb and Infinitive Structures

Uzbek: Verbs are conjugated with auxiliaries or suffixes.

Example: Men kitob o’qimoqchiman.( I want to read a book)

French: Infinitives are used after conjugated verbs.

Example: Je veux lire un livre .( I want to read a book )

Question Formation and Negation

In Uzbek, suffixes and word order are the main tools for forming questions and negations.

In French, prepositions, word order and auxiliary words are used.

Negation in Uzbek and French

In Uzbek, negation is formed using auxiliary words such as ,, emas’’ , ,, yo’q’’  or the negative form of the verb.

Examples:

,,emas’’ ( not) > This book is not new. ( Bu kitob yangi emas.)

,, yo’q’’( no) > I am not going.( Men bormayman.)

 Negative verb form > He does not read the book. ( U kitob o’qimaydi.)

In French, negation is formed using ,, ne… pas’’ around the verb.

Examples:

Je ne mange pas.( I don’t  eat.)

Il n’est pas étudiant. ( He isn’t a student.)

In linguistic analysis, ’’ne… pas’’ are two elements that surround the verb. In informal speech, ’’ne’’ is sometimes dropped.

Example: Mais je sais pas. ( But I don’t know.)

Formation of Interrogative Sentences in Uzbek and French

In Uzbek, questions can be formed using the following methods:

Questions word:  Whose book is this? (Bu kitob kimniki?)

Questions particle: ( -mi?, -chi? ) Did you come? ( Sen keldingmi?)

Intonation- based question: Do you know French? ( Siz  fransuz tilini bilasiz?)

In French, questionsare formed using:

,,Est – ce que “: Est- ce que tu parles français?

Inversion: Parles -tu français?

Linguistically, “ Est – ce que “ is widely used in spoken French, while inversion is more common in formal speech.

Types of Complex Sentences Uzbek in French

In Uzbek, complex sentences are categorized as follows:

1.Compound sentences ( connected by conjunctions) >

I came and saw you. ( Men keldim va seni ko’rdim.)

2.Asyndetic (without conjunctions) compound sentences >

The weather is very hot, people seek shade. ( Havo juda issiq, odamlar soyaga qochishmoqda.)

3.Subordinate clauses ( dependent on the main  clause )

If you come, we will start. ( Agar u kelsa, biz boshlaymiz.)

In French, complex sentences are classified into three types:

1.Coordination (linked sentences)

Je suis venu et j’ai vu. (I came and I saw.)

2.Juxtaposition (sentences placed side by side without a conjunction)

Il fait chaud, les gens cherchent de l’ombre. (The weather is very hot, people seek shade.)

3.Subordination ( one clause depends on another)

Si elle vient, nous commencerons.( If she comes, we will start.)

Linguistic Analysis

In Uzbek, complex sentences are formed using  conjunctions or asyndetic structures.

In French, complex sentences use commas, conjunctions and subordinate clauses.

In conclusion,, Uzbek and French share both syntactic similarities and differences:

Similarities: Both languages follow specific grammatical rules for sentence construction.

Differences: Uzbek grammar is more suffix- based, with verb modifications playing a key role.

French grammar relies on verb conjugations, prepositions and auxiliary words to form complex sentences.

These structural similarities and differences require grammatical adaptation when learning both languages.

References:

1. Asadov T. Research and Development of  Word  Formation in the Uzbek Language.

2. Abdurahmonov X. Analytical Grammar of the Uzbek Language .

3. Muhiddinova X. Modern Uzbek  Literature.

4. Jo’rayeva M. (2024). Sentence Structure in French and Uzbek.

5. Yusupova M. (2022). Verb Categories in French and Uzbek Languages.

6. Polvonova M. (2023). The Usage of Action in French and Uzbek.

7. Wikipedia.

Abe, We Need You!

Lincoln said it—November 19, 1863—

GETTYSBURG, Pennsylvania

“. . .the government of the people,

by the people, and for the people,

shall not perish from the earth.”

With these words—

inspiring, articulate, immortal–

Our elected President

 summed up America’s Civil War,

A massive effort to keep

America’s democracy

  Alive!

Yet today—161 years later—

America elects a convicted felon,

One who cares NOT

About America, NOT about democracy,

But only about himself.   

One whose words are Laughable,

Mean, Bumbling, immoral.

One who surrounds himself NOT

With experts dedicated

to the American people,

But with loyalists,

Dedicated ONLY to him,

With very minimal

Legitimate qualifications

For their governmental assignments.

After all these years, can our Founding Fathers

Still roll over in their graves?

Andijan State Institute of Foreign Languages
Foreign Language and Literature German Language Direction
Student of group 402 Yunusova Khodisa
Scientific advisor Kodirova Nargiza

Teaching types of speech activity
Annotation: This article explores effective methods for teaching types of speech activity — listening, speaking, reading, and writing. It discusses approaches and methodological recommendations for developing students’ communicative skills in each activity. Special attention is given to the importance of integrating these types of speech activity in a unified and communicative language teaching process.

Abstract: V dannoy state rassmatrivayutsya effektivnye metody obucheniya vidam rechevoy deyatelnosti — audirovaniyu, govoreniyu, chteniyu i pismu. Descriptions of approaches and methodical recommendations for the formation of communication skills are described in detail. Osoboe vnimanie udeleno vajnosti integrirovannogo podkhoda pri obuchenii yazyku cherez sochetanie vseh vidov rechevoy deyatelnosti.

Keywords: speech activity, language teaching, communicative skills, listening comprehension, oral speech, reading, written speech, integrated approach.

Keywords: speech activity, language teaching, communicative skills, listening comprehension, speaking, reading, writing, integrated approach.

Keywords: rechevaya deyatelnost, obuchenie zyzyku, kommunikativnye vykyki, audirovanie, govorenie, chtenie, pismo, integrirovannyy podkhod.

Every state, every nation is strong not only with its underground and above-ground natural resources, military power and production potential, but, first of all, with its high culture and spirituality. Therefore, in our republic, in order to educate and raise a healthy, harmonious generation, great work is being carried out in terms of scale and scope to radically renew and reform the education system. The multicultural and multifaceted “landscape” of Uzbekistan is an effective basis for developing a person’s language competence.

Foreign language education, or in the words of N. Galskova, “Linguocultural education” further expands the opportunities and boundaries of the younger generation to receive, transmit and interact with new and useful information. The resolution of December 10, 2012, No. PQ-1875 “On measures to further improve the system of learning foreign languages”, established the main goal of teaching the younger generation foreign languages, improving the system of training specialists who can speak these languages ​​fluently, creating opportunities for their extensive use of the achievements and information resources of world civilization, and developing international cooperation and dialogue. As is known, any goal arises due to need. In the methodological literature, when analyzing needs, objective and subjective needs are distinguished based on the educational conditions.

Objective need:
a) age-related psychological characteristics of foreign language learners, their native language, interests, and abilities to learn a foreign language;
b) levels of knowledge, qualifications, and skills that must be acquired in speech activities in a foreign language;
c) is determined based on the state and social requirements, that is, on the basis of information about the program requirements for students’ knowledge, skills and abilities in a foreign language, based on the social order.

Subjective needs are analyzed based on information about students’:
a) attitudes towards the foreign language and culture being studied;
b) methods and strategies for learning a foreign language;
c) which types of speech activity (speaking, listening comprehension, reading and writing) they are interested in mastering.

In the process of communicating with each other, people directly turn to language and speech activity, one of the important means of communication. Speech is the highest and main means of human activity. Because speech is what distinguishes a person from other creatures. Speech is the use of language in the processes of expressing and exchanging thoughts, a certain form of life as a separate type of communicative activity of language. Speech is understood as the processes of its oral and written manifestation, that is, the process of speaking and its result. Speech activity is the process of communication itself, the concept of speech activity, on the one hand, is the process of expressing ideas using language tools.

Terms of Time

1.

I stop for an instant of eternity

on my sweet excursion

of morning walks.

A woodpecker landing near my feet,

wondering if my boots are tree roots.

2.

Squirrels and doves

pondering my unmoving state.

Sparrows chattering

at the top of an oak,

looking down on the stranger

dressed in unmoving ruts of wood.

3.

My eyes hidden

in wrinkles of thought.

World lit

by the past.

Dreams illuminating

terms of time.

4.

I have no lasting fears.

So I move on

scattering the birds

and squirrels with twitching noses.

5.

A gopher popping up

his head out of his hole.

Grinning at me

knowing more

in less

than I’ll ever know.

For I will fly

eventually.

DEVELOPING CRITICAL THINKING SKILLS IN PRIMARY EDUCATION

Annotation:

This article analyzes the importance and effective methods of developing critical thinking skills in primary education. It emphasizes the significance of teaching students analytical thinking, problem-solving, and decision-making skills. The development of critical thinking not only influences students’ academic success but also has a significant impact on their social life activities. The article also provides detailed information about innovative pedagogical approaches, optimizing the role of teachers, and the effectiveness of interactive methods in developing critical thinking in primary education.

Keywords:

Critical thinking, Primary education, Pedagogical methods, Student skills

Introduction:

Primary education plays a crucial role in shaping students’ unique thinking styles and in the deep and solid acquisition of knowledge. At the same time, today, critical thinking, analytical approaches, and problem-solving abilities hold great importance in society. Critical thinking helps students not only in learning academic content but also in making the right decisions in various life situations. These skills play a significant role not only in school success but also in personal and social life.

Developing critical thinking skills in primary education teaches students to independently shape their thoughts, search for new ideas and solutions, and approach problems with a positive mindset. Moreover, critical thinking also enhances students’ communication skills, as they develop abilities to exchange ideas, engage in debates, and work in groups. This article discusses effective methods, approaches, and pedagogical practices for developing critical thinking in primary education.

Main Part:

The development of critical thinking skills in primary education has a significant impact on students’ future success. Critical thinking is an essential skill for a person to be successful in both academic and practical activities, enabling students to analyze their thoughts, make decisions, and think logically in various situations. There are several effective methods for developing critical thinking in primary education.

Interactive methods, which ensure active student participation in lessons, play a crucial role in developing critical thinking. Through group discussions, debates, solving logical problems, and role-playing, students learn to express their thoughts, listen to and analyze others’ opinions. For example, when working in groups, students present different perspectives, thus learning to approach a problem from multiple angles.

To develop critical thinking in primary education, it is essential to encourage independent thinking in students. In this regard, it is important for the teacher to monitor students’ activities, provide guidance, but leave the final decisions to the students. Students should be taught to structure their thoughts coherently, analyze evidence, and defend their decisions. This method fosters a sense of responsibility in students and promotes independent thinking.

Asking critical questions is an important technique that encourages students to think more deeply. Teachers should ask not only questions that require simple answers but also encourage students to justify their opinions. Questions like, “Why is this solution correct?” “What other alternatives exist?” and “How might this problem be viewed from another perspective?” provide students with opportunities to expand, evaluate, and analyze their thoughts.

Through practical exercises and projects, students link their thinking process to real-world problems. For example, scientific research, participation in team projects, and problem-solving and decision-making processes help students practically develop critical thinking skills.

Creative and innovative thinking is of particular importance in developing critical thinking in primary education. Students should be encouraged to generate new ideas, write them down, create prototypes, or find solutions through systematic thinking. This process enriches students’ logical thinking and allows them to analyze their ideas in more depth.

The role of the teacher in developing critical thinking is essential. Teachers not only transmit knowledge but also stimulate students’ thinking processes, ask them questions, and assist in generating new ideas. Teachers must tailor their pedagogical approaches to develop critical thinking, motivating, supporting, and guiding students in analysis and decision-making.

The methods discussed above serve to enhance the engagement of primary school students and stimulate their thinking process. In particular, suggesting real-life problems for students to solve helps them develop the skill of thinking about life-related questions. For example, questions like, “What would you do if the school ran out of water?” or “What would be your first action if you were the president?” encourage critical thinking based on the student’s perspective, empathy, and analytical abilities.

Additionally, tasks based on revisiting art, literature, and events deepen students’ creative thinking. For example, asking students to write a different ending for a fairy tale, predict the author’s intention, or imagine themselves in the role of a character combines critical and creative thinking. Through such tasks, children not only understand the events but also analyze them and provide their own evaluations, which forms the foundation for critical thinking.

Modern technologies also offer vast opportunities in this regard. For instance, logical games on digital learning platforms, question-and-answer tests, and problem-based interactive tasks allow children to independently develop their thoughts. This is an important factor in fostering critical thinking.

Based on the above, it can be concluded that the development of critical thinking is not a one-time activity, but rather a continuous strategy that should be integrated throughout the educational process. Every teacher should encourage students to think, ask questions, develop ideas, and make evaluations in each lesson

Conclusion.

In conclusion, developing critical thinking skills in primary education is an essential and indispensable aspect of modern education. This skill ensures that children have a conscious and active attitude toward life, knowledge, and events. By fostering critical thinking, students learn to make independent decisions, compare different opinions, assess evidence, and justify their own viewpoints.

Additionally, this process creates a solid foundation for their personal growth, effective adaptation to social environments, and helps them find their way in the future. The role of the teacher in this process is crucial — they must inspire students to think, ask questions, and analyze carefully.

Through lessons enriched with modern educational technologies, interactive methods, real-life tasks, and social activities, we can raise a generation of critical thinkers who are conscious and responsible. Therefore, every educator must continuously improve their activities in line with the demands of the times. After all, today’s young learners are tomorrow’s active members of society.

References

Xolmurodov A. Methodology of Primary Education. – Tashkent: “Fan va texnologiya”, 2021.

Xasanboyeva S., Yuldasheva M. Pedagogical Technologies and the Basics of Critical Thinking. – Tashkent: “Ilm ziyo”, 2020.

Turdiyeva G’. Innovative Approaches in Working with Primary School Students. – Samarkand: “Zarafshon”, 2022.

Muminova Farida was born on February 1, 2005, in Payariq district, Samarkand region, Republic of Uzbekistan. She is a part-time student in the Primary Education program at Jizzakh State Pedagogical University. Farida is one of the successful students in her field, a holder of several international certificates, and also teaches mental arithmetic to schoolchildren.

Reforms in education

 At each stage of development, education appears as an important factor determining the socio-economic and cultural development of society. In the 21st century, global competition, technological progress and changes in the labor market created the need for a deep reform of the education system. In this article, the relevance of reforms in the education system, their main directions and results are widely covered.

Today, the pace of economic and technological processes on a global scale requires reconsideration of education not only as a system providing theoretical knowledge, but as a system of training specialists with the ability to think creatively and innovatively. The following factors determine the need for educational reforms: 1. Increasing global competition In the conditions of the digital economy, it is important for countries to increase the competitiveness of personnel. For this, the content of education should be adapted to modern technologies and scientific achievements.

2. Impact of technological innovations Digital technologies have a serious impact not only on the economy, but also on education. Distance learning, online platforms, and artificial intelligence-based educational tools are opening up new opportunities. 3. Ensuring social stability The issue of equality and inclusiveness in education appears as one of the main factors in ensuring stability and well-being in society. Every citizen should have the right to quality education.

Socio-economic impact of educational reforms If the reforms are implemented effectively, they will positively change not only the education system itself, but also the entire society. The following results are expected: 1. Development of human capital Qualified and creative personnel contribute to the innovative development of society. This is an important condition for ensuring economic stability. 2. Increasing social equality The creation of equal opportunities for all levels of education reduces social conflicts in society and increases well-being. 3. Increasing national competitiveness Quality changes in education increase the country’s economic and cultural influence in the international arena.

Aytuvova Khurshida was born on June 5, 2002 in Saykhunabad district of Syrdarya region. She graduated from Gulistan State University, Faculty of Philology, majoring in Russian. Official delegate of several forums, member of international organizations, Global Education Ambassador, SPSC ambassador. He is a member of the “Juntos por las Letras” international writer’s association of Argentina. His creative works have appeared in international newspapers and magazines. Also, his stories were published in the national anthology “Languages of Creativity” and in the republican magazine “Creators”. Currently, he is a Russian language teacher at school.

‘The Colour Purple is a treasure trove of racially and ethnically diverse backdrop of a protagonist’s double discrimination; Celie is a Black American gendered quester everywoman flustered and crestfallen into the quagmires of precarious predicament, tumultuous turmoil, herculean struggle and existentialist debacle surmounting the perils and animadversions of adversities and hindrances through the epistolary genre fiction corresponding between God and lately her blood relation Nettie.

Alice Walker, after all, surrealistically and poetically limelights the rhetorical statements foreshadowing Celie’s bildungsroman as implied in the newfound revelation of a transcendentalist triumphalism emerging as a gendered crusader evangelizing and divinizing heavenly celestial indoctrination: “Dear God. Dear stars, dear trees, dear skies, dear people, dear everything.” Evolving herself as a veteran victor of Amazonian spirited independent beingness and body-polity corporeality identity consciousness personifies the struggles and tribulations of survivalism and existentialism from the ghettoization and otherization of stalwart patriarchal masculinity hegemonic misogyny of father Alfonso and husband Mr. ______ or Mr. Albert. Celie radically transforms herself as a womanist of colour in critiquing the viciousness and wretchedness of domestic abuse, sexual exploitation, marital rape, tormetns and tortures of widowhood and dowry, incessant painstaking manual labour of the barnyard farmwork, libidinization and fetishization of powerlessness and non-beingness.

As a civil rights era suffragette activist and feminist movement advocate the Southerner African American novelist Alice Walker foretells chronicles of epistolary sagas in the voice of iron-willed, impulsive, resolute, maverick, obdurate and curmudgeon feminine countenances such as Shug Avery, Celie, Nettie, Sofia and Mary Agnes that relegates and condescends veteran masculine figures into deconstructionist colloquial vernaculars of being ‘mad captor’ and ‘beastly dog’. Quintessentially quiltmaking craftsmanship of the peasantry trade embellishes the prospects of female empowerment although the framed meta-narrative allegorically symbolizes lioness spirited Black Womens’ resurrectionist redemptive emergence. Racism, sexism, collourism, ethnic cleansing, racial apartheid and so forth intertwines story-telling motifs and themes.

Alice Walker’s ‘The Colour Purple’ is a feminist bildungsroman epistolary chronicle of women’s fictional life writing that navigates an odyssey of stories and poetry such as the relationship between men and women and the relationship between parents and children. The canonical womens fictional novel spotlights the human condition: loss of innocence, quest for individuality, the nature of human suffering and the triumph of the human spirit. Furthermore Alice Walker’s rhetorical statements illuminates captivating enchantment to the tastes and fashions of contemporary modern readers: “I’m committed to exploring the oppressions, the insanities, the loyalties and triumphs of black women.” 

Albert Johnson’s racist patriarchal misogyny implores imperative hierarchical zeitgeist of power, dominance and control through teachings and preachings to the heirloom Harpo. Harpo harnesses the spirit of antifeminism by downcasting and dehumanizing behavioral etiquettes with his wife, Sofia as substantiated by these dialectics: “I’m getting tired of Harpo. All he think about since us getting married is how to make me mind. He don’t want a wife, he want a dog.” Notwithstanding companionship amity blossoms into fosterage of loving partnership between the foiled duo couple Samuel and Nettie being entrusted with the spirit of equality. Equanimity and egalitarianism is further advanced by the progression of the womens libertarian social justice and freedom for emancipation movement in the artisanal craftsmanship of quiltmaking. Quintessentially Smithsonian depiction of crucifixion symbolizes the historic legacy of anonymous black women more than a century trademark, Celie’s entrepreneurial proprietorship in Memphis towards financial independence of the heroic protagonist.

In ‘The Colour Purple’ iron-willed and obdurate declarative: “I make myself wood. I say to myself Celie you are a tree” symbolically metamorphoses towards enlightening transcendence as emerging victor cator of the destructive and dehumanizing microcosm. Celie disgruntled oppression and objectification through these unflinching and unwavering declarations. Moreover, the womanist fictioneer projects Celie’s alienation and estrangement through personality. Womanist of Colour, Walker furthermore crafts the farewell valedictorian quoteworthy speech as epiphanic emergence of transcendentalist triumphalism: a song of glory, the revelation of newfound harmony between the heroine and the universe within and without: 

“Dear God. Dear stars, dear trees, dear sky, dear people. Dear everything. Dear God.”

The Fourth of July Celebration is both festive and jubilant since Nettier’s husband, Samuel and Celie’s long-lost children reunites: “White people are busy celebrating they independence from England July 4th, say Harpo, so most black folks don’t have to work. Us can spend the day celebrating each other.” All the divisions between people which plagued and tormented the characters during the epistolary fable have concluded in comical relief.

The epistolary womanist fiction chronicles the harrowing survivor of dysfunctional family household; Celie’s existentialist emergence as a bildungsroman emancipatory voice of Black woman through formulation of letter correspondence between God and later to her sister Nettie. Parallel to these events of the plotline, Alice Walker foreshadows curmudgeon relationship conflicts amongst Mr. ____ or Mr. Albert’s daredevil and sexist son Harpo and his soulmate, Sofia, as a formidable, amazon-like woman who dramatizes the plight of the female in rebellion. Being a woman’s rights’ movement advocate and liberations struggle emancipator, Walker highlights racial undercurrents of American society visa-vis the polarized binaries between black-white male/female consciousness and/or beingness. Celie is the object of male gaze who underscores nothingness and powerlessness; being undermined by despotic whims and idiosyncratic desires of the patriarchal houselord Mr_____or Mr. Albert. Despite these tumultuous turmoils Celie’s association with the libertarian Sofia and Shug ushers doors into the world of agency, autonomy, self-individuality and self-fulfillment.

Celie discovers newfound identity and female selfhood corresponding with the community of women: Avery Shug, Nettie, Sofia and Mary Agnes, thus radicalizing liberty and freedom from the captivity and enslavement of patriarchal dominance and/or male brutality and/or conservative Chrisitian orthodoxy. Both infantilism and maternity bond emerges following episodic erotic orgasmic relationship between Celie and Shug: “And God love all them feelings” salvages spiritualist quest merging with archaic, preoedipal, prephallic and preverbal fantasy desire fulfillment and/or ideal ego formations during the mirror stage. Mary Agnes as the alter ego Doppelganger reincarnate of Celie; janitor or warden’s daughter escapes brutal subjection of the oppressive tyrant father within the post traumatic torment of the resultant limpid, disfigured robes, heels gone missing from her shoes, repudiates derogatory names of “Squeak”; ultimately these victors transcends enduring oppressions by bolstering powers over men with daggering denunciation. 

Sewing or weavings evolves as quintessentially women’s transformative powers that transplants renewal and regeneration in puritanical patriarchs: “Now us sit sewing and talking and smoking our pipes” symbolizes eradication of gender and class status quos, thus expediting gendered racial egalitarianism of matrifocality within the community of kinship network. Walker (1982) used quiltmaking as a metaphor of bridging and mending differences and ameliorating interpersonal dynamics fostered among the brethrenship; thus quiltmaking facilitates a metaphor of subversion to conventional and parochial gender roles and stereotypes. Despite dysfunctional family dynamics, characters reconcile to each other as encapsulated in Walker’s words: “Committed to survival and wholeness of entire people, male and female.” 

After all, Alice Walker’s ‘The Colour Purple’ is the penultimate testament to critique the survival of African American community as genealogical isolates and /or natally alienated beings; the epistolary fiction furthermore reiterates ‘sisterhood as a tactic of survival and springboard to freedom’ . “My whole life is [there]…they are all [there], my hopes and fears, my joys and sorrows, my loves and hates.” Alice Walker’s Corrine is the harbinger for the spectrum of creative possibilities embodied by language and sewing, clothworking and letterwriting, quilt-making and correspondence. 

“A needle and not a razor in my hand” ——Celie’s comrade Shug Avery bolstering of creative and productive choice rather than a vengeful, destructive choice; Shug furthermore fosters empowerment for Celi’s rebirth, renewal, regeneration, resurrection, reincarnation, redemption  and new life through Easter Sunday family holiday excursion. Mystical moments of spiritual promptings coincided herein “going to church, singing in the choir, feeding the preacher and all like that.” 

Alice Walker’s womanist prose declares the very essence of commitment to the survival and wholeness of entire people, male and female. The womanist novelist epitomizes herself as the feminist of colour in love(ing) the spirit and love(ing) herself. Natural scenery of the sublime and the beautiful awakens Walker’s heroines to the sense of intimate interconnectedness of all life. Wily Shug’s ministrations regains the possession of letters by Nettie from infamous and malicious Mr______/ Despite World War II torpedo of Nettie and her family; nonetheless Celie’s reunion with her children from fostered parentage reunites at the novel’s conclusion thus culminating in the novel’s denouement following nineteenth century Victorian bildungsroman as “a Black Jane Eyre.” 

Tyrants, desports, captors, conspirators, oppressors, suppressors and tormentors  of patriarchal stalwartness radically reconciled as redeemed figures through gender role reversals. Mr ______ sewing, house-keeping, home-making and collection of sea-shells pontificates the substantive reconciliation and renewal. The apocalyptic vision of the novel is offered by the resolution which establishes a peaceful kingdom by anthropogenic questers in seeking for love and justice.

Black folkloric indigeneity ballads of heritage and culture is in fact contemporary African-American writers access to their racial heritage, not only as a content of struggles for freedom, liberty, justice, emancipation, egalitarianism and equality but also as a form of dialectical experience, practice and self. 

From these discussions Alice Walker’s ‘The Colour Purple’ popularizes Victorian bildungsroman as a sitcom of the black American diaspora by sadomasochism of the masculine stalwart legions of patriarchy and misogyny.