This article presents an innovative model for organizing literature classes in higher education through the lens of Nazar Eshonqul's novel "Goʻr oʻgʻli." The research was conducted with 5th-year students studying Uzbek Language and Literature Education. The study investigated the potential for effective engagement with the novel's text by systematically applying tasks aimed at deep textual analysis, including "Close Reading" questions and tasks focused on understanding the symbolism of plot, setting, characters, and processes. Additionally, the "Social Roles," "Literature Circles," and "Chained Conclusion" methods were systematically implemented. The results indicate that these methods significantly contribute to developing students' critical thinking and literary analysis competencies.  

literary education, Nazar Eshonqul, Close Reading

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