Exploring autobiographical narratives in university education

Abstract

This article serves as a scholarly and methodological exploration aimed at cultivating students' proficiency in analyzing narratives as epic compositions. It outlines methodological approaches for examining contemporary autobiographical narratives within the context of higher education.

The article delineates methodological strategies for scrutinizing the narrative genre in university environments, utilizing literary materials from Kazakhstan. Research methods employed encompass theoretical analysis, poetics-structural examination of the text, and an exploration of the work's genre-specific characteristics.

            Throughout the formative learning journey, several effective methodological tools have been identified, including instructor goal-setting, theoretical training, heuristic discussions, debates, group collaboration, narrative analysis based on a story analysis algorithm, and independent student work. The article contends that by analyzing narratives from contemporary Kazakhstani authors, students refine their abilities to analyze literary characters, plot structures, narratives, compositions, and themes. The enumerated literary competencies signify students' well-established readiness for narrative analysis.

            The article recommends adopting a heuristic approach for systematically delving into the poetics and themes of autobiographical narratives. It contributes to the advancement of methodologies for studying modern narratives in higher education. The research provides methodological recommendations for analyzing short prose works in university settings.

 Keywords: epic, narrative, autobiographical narrative, analysis, methodology, methodological approach, skill.