Developing Writing Skills in Arabic 041558812X, 9780415588126

Table of contents :
Developing Writing Skills in Arabic
Copyright
Contents
Acknowledgments
Introduction
Unit One: Personal correspondence
Lesson 1 Cards, letters, and email
Pre-reading
Reading
Vocabulary expansion
Culture: letter format and formulae
Grammar
Review of weak verbs (Part One)
Conjugating al-mithal and al-ajwaf
The uses of qad
Style
Expressions from the text
Expressions expansion
Email (Part One)
Topics for writing
Suggested
readings on the theme of correspondence
Unit Two: Professional correspondence and writing
Lesson 2 Formal letters, résumés, and email
Pre-reading
Reading
• The advertisement
• The letter
• Writing: the résumé
Vocabulary expansion
Culture
Grammar
Review of weak verbs (Part Two)
Conjugating al-naqis and al-lafif
Nouns derived from weak verbs
Al-ism al-manqus
Style
Expressions from the text
Expressions expansion
Email (Part Two)
Topics for writing
Suggested readings on the theme of correspondence
Unit Three: Instructions and advertisements
Lesson 3 Advice and instructions
Pre-reading
Reading: kibbeh with eggplant and walnuts
Vocabulary expansion
Grammar
The imperative
The imperative
Indirect command
The negative imperative
The emphatic nuun
Interjections
Culture: Abu Bakr’s advice to one of his generals
The passive
Style
Expressions expansion
Topics for writing
Suggested readings
Unit Four: Description and comparison
Lesson 4 Describing an object or a place
Pre-reading
Reading
Vocabulary expansion
Grammar
Review of adjectives
Emphatics and diminutives
Dhu/Dhat
Relative clauses
Style
Expressions from the text
Expressions expansion
Adjectives
Geometric shapes
Colors
Culture: colors in idiomatic expressions
Topics for writing
Writing: description of a place based on
Suggested readings
Lesson 5 Describing a person
Pre-reading
Reading
Vocabulary expansion
Grammar
Nominal sentences
The Idāfa ghayr al-haqīqiyya
Culture: usage of Idāfa ghayr al-
haqīqiyya
Noun of stance or posture
Style
Expressions from the text
Expressions expansion
Body parts
Adjectives of physical and
character attributes
Topics for writing
Writing: Description of a person
based on
Suggested readings
Lesson 6 Comparison
Pre-reading
Reading
Vocabulary expansion
Grammar
Comparatives and superlatives
Tamyīz al-muqārana
Turning al-idāfa ghayr al-haqīqiyya
into tamyīz
Both
Using in comparison
Style
Expressions from the text
Expressions expansion
Topics for writing
Writing: Comparison based on
Suggested readings
Unit Five: Narration
Lesson 7 Diaries, autobiographies, and biographies
Pre-reading
Reading
Vocabulary expansion
Grammar
Review of verbal sentences
Review of tenses
Adverb of manner
Style
Expressions from the text
Expressions expansion
Topics for writing
Writing: Diaries based on
Suggested readings
Lesson 8 Events and stories
Pre-reading
Reading
Vocabulary expansion
Grammar
Tense frames
Al-Hāl
Culture
Style
Expressions from the text
Expressions expansion
Verbs of narration
Expressions of narration
Genres of narration
Topics for writing
Writing: completing a story
Suggested readings
Unit Six: Argumentation, opinion pieces, and academic writing
Lesson 9 Opinion pieces
Pre-reading
Reading
Vocabulary expansion
Grammar
Conditional sentences
Culture
Expressing exception
Style
Expressions from the text
Expressions expansion
Sentence connectors (Part 1)
Explaining
Illustrating with examples
Topics for writing
Writing: Opinion piece based on
Writing an introduction
Suggested readings
Lesson 10 Academic writing
Pre-reading
Reading
Vocabulary expansion
Culture
Grammar
Adverb of purpose
Emphasis
Style
Expressions from the text
Expressions expansion
Sentence connectors (Part 2)
Concession and exception
Cause, effect, and purpose
Topics for writing
Writing: Argumentative piece based on
Writing a conclusion
Suggested readings
Arabic–English Glossary

Citation preview

students who need to write Arabic for personal, professional and academic purposes.

Making use of reading comprehension, analysis of stylistic devices, a functional approach to grammar and well-graded exercises, the book exposes the student to a wide variety of styles and registers. Each chapter starts with a passive approach by letting the students analyze and discuss a sample text in the genre. It then moves on to a productive approach by expanding vocabulary, practicing using stylistic devices, studying grammar points pertinent to the main linguistic function of the chapter, and concludes with writing short and long compositions, both guided and free.

The following writing styles and genres are covered:

• Personal writing – greetings, congratulating, condolences, social and family contact • Professional writing – advertising, applying to a school, writing a résumé • Giving instructions – notes, directions, recipes, technical instructions

DEVELOPING WRITING SKILLS IN ARABIC

Developing Writing Skills in Arabic is specifically designed for upper-intermediate to advanced

• Description and comparison – objects and places, people and characters • Narration – events and stories, autobiographies, biographies and diaries • Academic writing – stating an idea, explaining a hypothesis, providing examples, facts and data.

DEVELOPING WRITING SKILLS IN ARABIC

Written by an experienced teacher of Arabic and trialled with non-native students of Arabic, Developing Writing Skills in Arabic is the ideal resource to help students write clearly, coherently and appropriately in a variety of contexts.

Taoufik Ben Amor is Gordon Gray Jr. Senior Lecturer in Arabic Studies at Columbia University.

C ov er d es ig n an d ph ot og ra ph y: G avi n Jo u le

www.routledge.com

Taoufik Ben Amor

LANGUAGE LEARNING / ARABIC

Taoufik Ben Amor

Developing Writing Skills

in Arabic Developing Writing Skills in Arabic is specifically designed for upper-intermediate to advanced students who need to write Arabic for personal, professional and academic purposes. Making use of reading comprehension, analysis of stylistic devices, a functional approach to grammar and well-graded exercises, the book exposes the student to a wide variety of styles and register. Each chapter starts with a passive approach by letting the students analyze and discuss a sample text in the genre. It then moves on to a productive approach by expanding vocabulary, practicing using stylistic devices, studying grammar points pertinent to the main linguistic function of the chapter, and concludes with writing short and long compositions, both guided and free. The following writing styles and genres are covered: • • • • • •

Personal writing – greetings, congratulating, condolences, social and family contact Professional writing – advertising, applying to a school, writing a résumé Giving instructions – notes, directions, recipes, technical instructions Description and comparison – objects and places, people and characters Narration – events and stories, autobiographies, biographies and diaries Academic writing – stating an idea, explaining hypothesis, providing examples, facts and data.

Written by an experienced teacher of Arabic and trialled with non-native students of Arabic, Developing Writing Skills in Arabic is the ideal resource to help students write clearly, coherently and appropriately in a variety of contexts. Taoufik Ben Amor is Gordon Gray Jr. Senior Lecturer in Arabic Studies at Columbia University.

Other titles in the Developing Writing Skills series Developing Writing Skills in Chinese Boping Yuan and Kan Qian Developing Writing Skills in French Graham Bishop and Bernard Haezewindt Developing Writing Skills in German Annette Duensing Developing Writing Skills in Italian Theresa Oliver-Federici Developing Writing Skills in Spanish Javier Muñoz-Basols, Yolanda Pérez Sinusía and Marianne David

‫ﺗﻄﻮﻳﺮ ﻣﻬﺎرات اﻟﻜﺘﺎﺑﺔ ﺑﺎﻟﻌﺮﺑﻴﺔ‬ Developing Writing Skills

in Arabic ‫ﺗﻮﻓﻴﻖ ﺑﻦ ﻋﻤﺮ‬ Taoufik Ben Amor

First published 2013 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Simultaneously published in the USA and Canada by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2013 Taoufik Ben Amor The right of Taoufik Ben Amor to be identified as author of this work has been asserted by him in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data A catalog record for this book has been requested ISBN 13: 978-0-415-58812-6 (hbk) ISBN 13: 978-0-415-58813-3 (pbk) ISBN 13: 978-0-203-074589 (ebk) Typeset in Neue Helvetica by Graphicraft Limited, Hong Kong

To my students, from whom I learned a great deal about teaching.

Contents

Acknowledgments Introduction

xiv 8

Unit One: Personal correspondence 1

Cards, letters, and email

‫ ﺍﳌﺮﺍﺳﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ‬:‫ﺍﻟﻮﺣﺪﺓ ﺍﻷﻭﻟﻰ‬

14

‫ ﺍﻟﺒﻄﺎﻗﺎﺕ ﻭ ﺍﻟﺮﺳﺎﺋﻞ ﻭ ﺍﻹﳝﻴﻞ‬:‫ﺍﻟﺪﺭﺱ ﺍﻷﻭﻝ‬

15

‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‬ ‫ ﺭﺳﺎﻟﺔ‬:‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬

• Pre-reading • Reading • Vocabulary expansion

16 16 18

• Culture: letter format and formulae •

•

‫ ﻗﻮﺍﻟﺐ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺷﻜﻠﻬﺎ‬:‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‬ Grammar • Review of weak verbs (Part One) ‫ﻣﺮﺍﺟﻌﺔ ﺍﻷﻓﻌﺎﻝ ﺍﳌﻌﺘﻠﺔ‬ • Conjugating al-mithal and al-ajwaf ‫ﺗﺼﺮﻳﻒ ﺍﳌﺜﺎﻝ ﻭ ﺍﻷﺟﻮﻑ‬ • The uses of qad ‫ﺍﺳﺘﻌﻤﺎﻻﺕ ﻗﺪ‬ Style ‫ﺍﻷﺳﻠﻮﺏ‬ • Expressions from the text ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ‬

19 22 22 23 26 26 26

• Expressions expansion • Email (Part One) • Topics for writing

‫ ﻗﻮﺍﻟﺐ ﺍﻟﺮﺳﺎﻟﺔ ﻭ ﻋﺒﺎﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺎﺕ‬:‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬ ١ ‫ﺍﻹﳝﻴﻞ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬

27 30 34

• Suggested readings on the theme of correspondence

‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﺍﳌﺮﺍﺳﻼﺕ‬

35

vii •

Contents

Unit Two: Professional correspondence and writing

‫ ﺍﳌﺮﺍﺳﻼﺕ ﻭﺍﻟﻜﺘﺎﺑﺎﺕ ﺍﳌﻬﻨﻴّﺔ‬:‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ‬

2

36

Formal letters, résumés, and email

‫ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﺮﺳﻤﻴﺔ ﻭ ﺍﻟﺴﻴﺮ ﺍﳌﻬﻨﻴﺔ ﻭ ﺍﻹﳝﻴﻞ‬:‫ﺍﻟﺪﺭﺱ ﺍﻟﺜﺎﻧﻲ‬ • Pre-reading • Reading • The advertisement • The letter • Writing: the résumé • Vocabulary expansion • Culture • Grammar • Review of weak verbs (Part Two) • Conjugating al-naqis and al-lafif • Nouns derived from weak verbs • Al-ism al-manqus • Style • Expressions from the text • Expressions expansion • Email (Part Two) • Topics for writing

‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻹﻋﻼﻥ‬ ‫ﺍﻟﺮﺳﺎﻟﺔ‬ ‫ﺍﻟﺴﻴﺮﺓ ﺍﳌﻬﻨﻴﺔ‬ ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﻣﺮﺍﺟﻌﺔ ﺍﻷﻓﻌﺎﻝ ﺍﳌﻌﺘﻠﺔ‬ ‫ﺗﺼﺮﻳﻒ ﺍﻟﻨﺎﻗﺺ ﻭ ﺍﻟﻠﻔﻴﻒ‬ ‫ﺍﻷﺳﻤﺎﺀ ﺍﳌﺸﺘﻘﺔ ﻣﻦ ﺍﻷﻓﻌﺎﻝ ﺍﳌﻌﺘﻠﺔ‬ ‫ﺍﻹﺳﻢ ﺍﳌﻨﻘﻮﺹ‬ ‫ﺍﻷﺳﻠﻮﺏ‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺼﻮﺹ‬ ‫ﻗﻮﺍﻟﺐ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﺮﺳﻤﻴﺔ ﻭ ﻋﺒﺎﺭﺍﺗﻬﺎ‬ ٢ ‫ﺍﻹﳝﻴﻞ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬

37 38 39 40 41 42 43 44 44 44 45 50 50 51 51 52 52 55

• Suggested readings on the theme of correspondence

‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﺍﳌﺮﺍﺳﻼﺕ ﺍﻟﺮﺳﻤﻴﺔ‬

55

Unit Three: Instructions and advertisements

3

Advice and instructions

‫ ﺍﻹﺭﺷﺎﺩﺍﺕ ﻭ ﺍﻹﻋﻼﻧﺎﺕ‬:‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ‬

56

‫ ﺍﻟﻨﺼﺎﺋﺢ ﻭ ﺍﻹﺭﺷﺎﺩﺍﺕ‬:‫ﺍﻟﺪﺭﺱ ﺍﻟﺜﺎﻟﺚ‬

57

‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‬

58

‫ ﻛﺒﺔ ﺑﺎﻟﺒﺎﺫﳒﺎﻥ ﻭ ﺍﳉﻮﺯ‬:‫ﺍﻟﻘﺮﺍﺀﺓ‬

60

• Pre-reading • Reading: kibbeh with eggplant and walnuts

• viii

Contents

‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﻷﻣﺮ ﻭ ﺍﻟﻨﻬﻲ‬ ‫ﺍﻷﻣﺮ ﻣﻦ ﺍﻷﻓﻌﺎﻝ ﺍﳌﻌﺘﻠّﺔ‬ ‫ﻻﻡ ﺍﻷﻣﺮ‬ ‫ﺍﻟﻨﻬﻲ‬ ‫ﻧﻮﻥ ﺍﻟﺘﻮﻛﻴﺪ‬ ‫ﺍﺳﻢ ﺍﻟﻔﻌﻞ‬

• Vocabulary expansion • Grammar • The imperative • The imperative • Indirect command • The negative imperative • The emphatic nuun • Interjections

61 64 64 65 66 66 66 66

• Culture: Abu Bakr’s advice to one of his generals

‫ ﻭﺻﺎﻳﺎ ﺃﺑﻲ ﺑﻜﺮ ﻷﺣﺪ ﻗﻮﺍﺩﻩ‬:‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﺍﳌﺒﻨﻲ ﻟﻠﻤﺠﻬﻮﻝ‬ ‫ﺍﻷﺳﻠﻮﺏ‬

• The passive • Style

67 67 69

• Expressions expansion • Topics for writing • Suggested readings

‫ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻨﺼﻴﺤﺔ ﻭ ﺍﻷﻣﺮ ﻭ ﺍﻟﻮﺟﻮﺏ‬:‫ﺇﺛﺮﺍﺀ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﺍﻹﺭﺷﺎﺩﺍﺕ‬

Unit Four: Description and comparison 4

Describing an object or a place

69 70 71

‫ ﺍﻟﻮﺻﻒ ﻭ ﺍﳌﻘﺎﺭﻧﺔ‬:‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺮﺍﺑﻌﺔ‬

72

‫ ﻭﺻﻒ ﺷﻲﺀ ﺃﻭ ﻣﻜﺎﻥ‬:‫ﺍﻟﺪﺭﺱ ﺍﻟﺮﺍﺑﻊ‬

73

‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‬ ‫ ”ﺍﻟﺒﻮﻣﺔ ﻓﻲ ﻏﺮﻓﺔ ﺑﻌﻴﺪﺓ“ ﻏﺴﺎﻥ ﻛﻨﻔﺎﻧﻲ‬:‫ﺍﻟﻘﺮﺍﺀﺓ‬ Reading Vocabulary expansion ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬ Grammar ‫ﺍﻟﻘﻮﺍﻋﺪ‬ • Review of adjectives ‫ﻣﺮﺍﺟﻌﺔ ﺍﻟﺼﻔﺔ ﻓﻲ ﺷﻜﻠﻲ ﺍﺳﻤﻲ ﺍﻟﻔﺎﻋﻞ ﻭ ﺍﳌﻔﻌﻮﻝ‬ • Emphatics and diminutives ‫ﺻﻴﻎ ﺍﳌﺒﺎﻟﻐﺔ ﻭ ﺍﻟﺘﺼﻐﻴﺮ‬ • Dhu/Dhat ‫ﺫﻭ ﻭ ﺫﺍﺕ‬ • Relative clauses ‫ﺟﻤﻠﺘﺎ ﺍﻟﺼﻔﺔ ﻭ ﺍﻟﻮﺻﻞ‬ Style ‫ﺍﻷﺳﻠﻮﺏ‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ‬ • Expressions from the text • Expressions expansion ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ • Adjectives ‫ﺍﻟﺼﻔﺎﺕ‬ ‫ﺍﻷﺷﻜﺎﻝ ﺍﻟﻬﻨﺪﺳﻴﺔ‬ • Geometric shapes • Colors ‫ﺍﻷﻟﻮﺍﻥ‬ Culture: colors in idiomatic expressions ‫ ﺍﻷﻟﻮﺍﻥ ﻓﻲ ﻋﺒﺎﺭﺍﺕ ﺛﻘﺎﻓﻴﺔ‬:‫ﺍﻟﺜﻘﺎﻓﺔ‬

• Pre-reading

74

•

75

• •

•

•

77 77 77 78 79 79 80 80 81 81 82 82 83

ix •

Contents

‫ﺍﻟﻜﺘﺎﺑﺔ‬

• Topics for writing

84

• Writing: description of a place based on • Suggested readings 5

Describing a person

‫ ﺍﻟﺘﻴﻪ“ ﻋﺒﺪ ﺍﻟﺮﺣﻤﻦ ﻣﻨﻴﻒ‬:‫”ﻣﺪﻥ ﺍﳌﻠﺢ‬ ‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﻭﺻﻒ ﺍﻷﻣﺎﻛﻦ‬

‫ ﻭﺻﻒ ﺷﺨﺺ‬:‫ﺍﻟﺪﺭﺱ ﺍﳋﺎﻣﺲ‬ ‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‬ ‫ ”ﺍﻟﻌﺎﻗﺮ“ ﻣﻴﺨﺎﺋﻴﻞ ﻧﻌﻴﻤﺔ‬:‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﳌﺒﺘﺪﺃ ﻭ ﺍﳋﺒﺮ ﻭ ﺍﳋﺒﺮ ﺍﳌﻘﺪّﻡ‬ ‫ﺍﻹﺿﺎﻓﺔ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ‬

• Pre-reading • Reading • Vocabulary expansion • Grammar • Nominal sentences • The IdAfa ghayr al-haqCqiyya

84 85 86 87 88 90 91 91 91

• Culture: usage of IdAfa ghayr al-haqCqiyya

•

•

‫ ﺍﺳﺘﻌﻤﺎﻻﺕ ﺍﻹﺿﺎﻓﺔ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ‬:‫ﺍﻟﺜﻘﺎﻓﺔ‬ • Noun of stance or posture ‫ﺍﺳﻢ ﺍﻟﻬﻴﺌﺔ‬ Style ‫ﺍﻷﺳﻠﻮﺏ‬ • Expressions from the text ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ‬ • Expressions expansion ‫ﺇﺛﺮﺍﺀ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭ ﺍﳌﻔﺮﺩﺍﺕ‬ • Body parts ‫ﺃﻋﻀﺎﺀ ﺍﳉﺴﻢ‬ • Adjectives of physical and character attributes ‫ﺻﻔﺎﺕ ﻟﺸﺨﺺ‬ Topics for writing ‫ﺍﻟﻜﺘﺎﺑﺔ‬

93 94 94 94 95 95 97 98

• Writing: Description of a person based on • Suggested readings 6

Comparison • Pre-reading • Reading • Vocabulary expansion • Grammar • Comparatives and superlatives • TamyCz al-muqArana

‫ ﺍﻟﺘﻴﻪ“ ﻋﺒﺪ ﺍﻟﺮﺣﻤﻦ ﻣﻨﻴﻒ‬:‫”ﻣﺪﻥ ﺍﳌﻠﺢ‬ ‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﺍﻟﻮﺻﻒ‬

‫ ﺍﳌﻘﺎﺭﻧﺔ‬:‫ﺍﻟﺪﺭﺱ ﺍﻟﺴﺎﺩﺱ‬ ‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ ”ﺍﻟﺘﻮﺃﻡ“ ﺭﺿﻮﻯ ﻋﺎﺷﻮﺭ‬ ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺃﻓﻌﻞ ﺍﻟﺘﻔﻀﻴﻞ ﻭ ﻓﻌﻠﻰ‬ ‫ﲤﻴﻴﺰ ﺍﳌﻘﺎﺭﻧﺔ‬

98 98 99 100 101 102 103 103 104

• Turning al-idAfa ghayr al-haqCqiyya into tamyCz • •

•x

‫ﲢﻮﻳﻞ ﺍﻹﺿﺎﻓﺔ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ ﺇﻟﻲ ﲤﻴﻴﺰ ﻣﻘﺎﺭﻧﺔ‬ Both ‫ﻛﻠﺘﺎ‬/‫ﻛﻼ‬ Using ‫ ﺗﻔﺎﻋﻞ‬in comparison ‫ﺍﺳﺘﻌﻤﺎﻝ ﻭﺯﻥ ﺗﻔﺎﻋﻞ ﻓﻲ ﺍﳌﻘﺎﺭﻧﺔ‬

104 105 106

‫‪Contents‬‬ ‫‪106‬‬ ‫‪106‬‬ ‫‪107‬‬ ‫‪108‬‬ ‫‪108‬‬ ‫‪109‬‬

‫ﺍﻷﺳﻠﻮﺏ‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ‬ ‫ﺇﺛﺮﺍﺀ ﺍﻟﻌﺒﺎﺭﺍﺕ‪ :‬ﺍﳌﻘﺎﺭﻧﺔ ﻭ ﺍﻟﺘﻔﻀﻴﻞ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫”ﺣﻔﻨﺔ ﲤﺮ“ ﺍﻟﻄﻴﺐ ﺻﺎﻟﺢ‬ ‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﺍﳌﻘﺎﺭﻧﺔ‬

‫‪• Style‬‬ ‫‪• Expressions from the text‬‬ ‫‪• Expressions expansion‬‬ ‫‪• Topics for writing‬‬ ‫‪• Writing: Comparison based on‬‬ ‫‪• Suggested readings‬‬

‫‪Unit Five:‬‬ ‫‪Narration‬‬

‫‪110‬‬

‫ﺍﻟﻮﺣﺪﺓ ﺍﳋﺎﻣﺴﺔ‪ :‬ﺍﻟﺴﺮﺩ‬

‫‪111‬‬

‫ﺍﻟﺪﺭﺱ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺍﻟﻴﻮﻣﻴﺎﺕ ﻭ ﺍﳌﺬﻛﺮﺍﺕ ﻭ ﺍﻟﺴﻴﺮ‬

‫‪Diaries, autobiographies, and biographies‬‬

‫‪112‬‬ ‫‪113‬‬ ‫‪115‬‬ ‫‪116‬‬ ‫‪116‬‬

‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‪” :‬ﺍﻷﻳﺎﻡ“ ﻃﻪ ﺣﺴﲔ‬ ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‪ :‬ﺳﺮﺩ ﺍﳌﺬﻛﺮﺍﺕ ﻭ ﺍﻟﻴﻮﻣﻴﺎﺕ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‪:‬‬ ‫ﻣﺮﺍﺟﻌﺔ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‬

‫‪7‬‬

‫‪• Pre-reading‬‬ ‫‪• Reading‬‬ ‫‪• Vocabulary expansion‬‬ ‫‪• Grammar‬‬ ‫‪• Review of verbal sentences‬‬ ‫‪• Review of tenses‬‬

‫‪116‬‬ ‫‪118‬‬ ‫‪119‬‬ ‫‪119‬‬ ‫‪121‬‬ ‫‪121‬‬ ‫‪121‬‬ ‫‪122‬‬ ‫‪123‬‬ ‫‪124‬‬ ‫‪127‬‬ ‫‪129‬‬ ‫‪130‬‬ ‫‪130‬‬ ‫‪131‬‬ ‫‪132‬‬

‫• ‪xi‬‬

‫ﺍﳌﺴﺘﻘﺒﻞ(‬

‫ﻣﺮﺍﺟﻌﺔ ﺍﺳﺘﻌﻤﺎﻻﺕ ﺃﺯﻣﻨﺔ ﺍﻟﻔﻌﻞ )ﺍﳌﺎﺿﻲ ﻭ ﺍﳌﻀﺎﺭﻉ ﻭ‬ ‫‪• Adverb of manner‬‬ ‫ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ‬ ‫‪Style‬‬ ‫ﺍﻷﺳﻠﻮﺏ‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ‬ ‫‪• Expressions from the text‬‬ ‫‪• Expressions expansion‬‬ ‫ﺇﺛﺮﺍﺀ ﺍﻟﻌﺒﺎﺭﺍﺕ‪ :‬ﺍﻟﺰﻣﻦ‬ ‫‪Topics for writing‬‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫‪• Writing: Diaries based on‬‬ ‫”ﺣﺬﺍﺀ ﺑﺪﻭﻥ ﻛﻌﺐ“ ﻟﻄﻴﻔﺔ ﺑﺎﻗﺎ‬ ‫‪Suggested readings‬‬ ‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﺍﻟﺴﺮﺩ‬

‫ﺍﻟﺪﺭﺱ ﺍﻟﺜﺎﻣﻦ‪ :‬ﺍﻷﺣﺪﺍﺙ ﻭ ﺍﻟﻘﺼﺺ‬ ‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‪ :‬ﻓﺼﺤﻰ ﻭ ﻋﺎﻣﻴﺔ ﻣﺼﺮﻳﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ ”ﻋﺒﺪ ﺍﳊﻠﻴﻢ ﺣﺎﻓﻆ“ ﺣﻨﺎﻥ ﺍﻟﺸﻴﺦ‬ ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‪:‬‬ ‫ﺇﺩﺧﺎﻝ ﻛﺎﻥ ﻋﻠﻰ ﺃﺯﻣﻨﺔ ﺍﻟﻔﻌﻞ‬ ‫ﺍﳊﺎﻝ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ‪” :‬ﻣﻨﺘﺼﺐ ﺍﻟﻘﺎﻣﺔ ﺃﻣﺸﻲ“ ﺳﻤﻴﺢ ﺍﻟﻘﺎﺳﻢ‬

‫•‬

‫•‬ ‫•‬

‫‪Events and stories‬‬ ‫‪• Pre-reading‬‬ ‫‪• Reading‬‬ ‫‪• Vocabulary expansion‬‬ ‫‪• Grammar‬‬ ‫‪• Tense frames‬‬ ‫‪• Al-kal‬‬ ‫‪• Culture‬‬

‫‪8‬‬

Contents • Style • Expressions from the text • Expressions expansion • Verbs of narration • Expressions of narration • Genres of narration • Topics for writing • Writing: completing a story • Suggested readings

‫ﺍﻷﺳﻠﻮﺏ‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ‬ ‫ﺇﺛﺮﺍﺀ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫ﺃﻓﻌﺎﻝ ﺍﻟﺴﺮﺩ‬ ‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺴﺮﺩ‬ ‫ﺃﺷﻜﺎﻝ ﺍﻟﺴﺮﺩ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺇﻛﻤﺎﻝ ﻗﺼﺔ‬ ‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﺍﻟﺴﺮﺩ‬

133 133 134 134 134 134 135 135 136

Unit Six: Argumentation, opinion pieces, and academic writing

9

Opinion pieces

138

‫ ﻣﻘﺎﻻﺕ ﺍﻟﺮﺃﻱ‬:‫ﺍﻟﺪﺭﺱ ﺍﻟﺘﺎﺳﻊ‬

139

‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‬ Reading ‫ ”ﺍﻟﻜﺘﺐ ﺗﻄﺎﺭﺩ ﻗﺮﺍﺀﻫﺎ“ ﻋﺒﺪﻩ ﻭﺍﺯﻥ‬:‫ﺍﻟﻘﺮﺍﺀﺓ‬ Vocabulary expansion ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬ Grammar :‫ﺍﻟﻘﻮﺍﻋﺪ‬ • Conditional sentences ‫ﺍﳉﻤﻠﺔ ﺍﻟﺸﺮﻃﻴﺔ‬ Culture ‫ ﺃﺑﻴﺎﺕ ﺷﻌﺮ ﺗﺴﺘﻌﻤﻞ ﺍﻟﺸﺮﻁ‬:‫ﺍﻟﺜﻘﺎﻓﺔ‬ • Expressing exception ‫ﺍﻹﺳﺘﺜﻨﺎﺀ‬ ‫ﺍﻷﺳﻠﻮﺏ‬ Style • Expressions from the text ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ‬ • Expressions expansion ‫ﺇﺛﺮﺍﺀ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ • Sentence connectors (Part 1) (‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ )ﺍﳉﺰﺀ ﺍﻷﻭﻝ‬ • Explaining ‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﺮﺡ ﻭ ﺍﻟﺘﻔﺴﻴﺮ‬ • Illustrating with examples ‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﺪﻟﻴﻞ ﻭ ﺍﻹﺳﺘﺸﻬﺎﺩ ﺑﺄﻣﺜﻠﺔ‬ Topics for writing ‫ﺍﻟﻜﺘﺎﺑﺔ‬ • Writing: Opinion piece based on ‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺪﺧﻴﻠﺔ ﻋﻠﻰ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﻛﺘﺎﺑﺔ ﻣﻘﺪّﻣﺔ‬ • Writing an introduction Suggested readings ‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﺍﻟﻨﻘﺪ‬

• Pre-reading

140

•

141

• • • •

•

•

• xii

‫ ﺍﻟﻨﻘﺪ‬:‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺴﺎﺩﺳﺔ‬

144 145 145 147 147 148 148 149 149 150 151 152 152 152 154

‫‪Contents‬‬ ‫‪155‬‬

‫ﺍﻟﺪﺭﺱ ﺍﻟﻌﺎﺷﺮ‪ :‬ﺍﻟﻜﺘﺎﺑﺎﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ‬

‫‪10 Academic writing‬‬

‫ﲤﻬﻴﺪ ﻟﻠﻘﺮﺍﺀﺓ‬ ‫‪Reading‬‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‪” :‬ﺇﻣﺮﺃﺗﻨﺎ ﻓﻲ ﺍﻟﺸﺮﻳﻌﺔ ﻭ ﺍﳌﺠﺘﻤﻊ“ ﺍﻟﻄﺎﻫﺮ ﺍﳊﺪﺍﺩ‬ ‫‪Vocabulary expansion‬‬ ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ‬

‫‪156‬‬

‫‪• Pre-reading‬‬

‫‪157‬‬

‫•‬

‫‪160‬‬

‫•‬

‫‪• Culture‬‬ ‫‪161‬‬ ‫‪162‬‬ ‫‪162‬‬ ‫‪163‬‬ ‫‪164‬‬ ‫‪164‬‬ ‫‪165‬‬ ‫‪165‬‬ ‫‪165‬‬ ‫‪165‬‬ ‫‪166‬‬

‫ﺍﻟﺮﺃﻱ(‬

‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ )ﺇﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺮﺁﻥ ﻭ ﺍﳊﺪﻳﺚ ﻟﺪﻋﻢ‬ ‫‪Grammar‬‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‪:‬‬ ‫‪• Adverb of purpose‬‬ ‫ﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ‬ ‫ﺍﻟﺘﻮﻛﻴﺪ‬ ‫‪• Emphasis‬‬ ‫‪Style‬‬ ‫ﺍﻷﺳﻠﻮﺏ‬ ‫‪• Expressions from the text‬‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ‬ ‫‪• Expressions expansion‬‬ ‫ﺇﺛﺮﺍﺀ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫)‪• Sentence connectors (Part 2‬‬ ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ )ﺍﳉﺰﺀ ﺍﻟﺜﺎﻧﻲ(‬ ‫‪• Concession and exception‬‬ ‫ﻋﺒﺎﺭﺍﺕ ﺍﻹﺳﺘﺪﺭﺍﻙ ﻭ ﺍﻹﺳﺘﺜﻨﺎﺀ‬ ‫‪• Cause, effect, and purpose‬‬ ‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺴﺒﺐ ﻭ ﺍﻟﻨﺘﻴﺠﺔ ﻭ ﺍﻟﻐﺮﺽ‬ ‫‪Topics for writing‬‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬

‫•‬

‫•‬

‫•‬

‫‪• Writing: Argumentative piece based on‬‬ ‫‪166‬‬ ‫‪167‬‬ ‫‪169‬‬ ‫‪170‬‬

‫• ‪xiii‬‬

‫”ﻓﻲ ﺍﻟﺒﺤﺚ ﻋﻦ ﻫﻮﻳﺔ ﻟﻸﺩﺏ ﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻲ“ ﺇﺩﻭﺍﺭ ﺍﳋﺮﺍﻁ‬ ‫‪• Writing a conclusion‬‬ ‫ﻛﺘﺎﺑﺔ ﺧﺎﲤﺔ‬ ‫‪Suggested readings‬‬ ‫ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮﺭ ﺍﻟﻨﻘﺪ )ﺍﳌﺮﺃﺓ(‬

‫•‬

‫‪Arabic–English Glossary‬‬

Acknowledgments

This book would not have been possible without the help of many people: my students, especially those who took Composition and Style in Modern Arabic literature, which I taught at Columbia University for many years; Columbia University for granting me a leave of absence to write this book; from Routledge, Sonja van Leeuwen, Samantha Vale Noya, Angela Costley, Isabelle Cheng, Thérèse Saba, and Geraldine Martin, who have been helpful and gracious throughout the whole process; my colleagues Wijdan Absi, Ghada Badawi, Tarik Belhoussein, Rym Bettaieb, Reem Faraj and Youssef Nouhi, who read the manuscript and contributed some essential edits; Fadi Bardawil and Khalil Issa for helping chase the most elusive copyright permission holders; and last but certainly not least, my wife, Luise, and my daughter, Umayma, who have handled the throes of writing with patience, grace and constant encouragement. The author and publishers would like to thank the copyright holders for permission to reproduce extracts from the following: ‘Al-‘aqir’ from Kfn mf kfn, 20th edition by Mikhail Naimy (Nawfal, 2006), pp. 56–58. Reproduced by kind permission of Nawfal and the author’s family. ‘Al-bema fc ghurfa ba‘cda’ from Al-”fthfr al-kfmila, al-qiUaU al-qaUhra, 3rd edition by Ghassan Kanafani (Dar Al-Tali’a, 1987), pp. 43–44. Reproduced by kind permission of Dar Al-Tali’a Publishing and Printing. ‘Al-kutub tutaridu qurra’aha’ by Abdo Wazen published in Al Hayat, 03/01/2011. Reproduced by kind permission of Dar Al Hayat S.A.R.L. While the author and publishers have made every effort to contact copyright holders of material used in this volume, they would be grateful to hear from any they were unable to reach.

• xiv

‫اﳌﻘﺪﻣﺔ‬ ‫ﺇﻥّ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻛﻤﺎ ﻻ ﻳﺨﻔﻰ ﻋﻠﻴﻜﻢ‪ ،‬ﻛﺜﻴﺮ ًﺍ ﻣﺎ ﺗﻨﺤﺼﺮ ﻓﻲ ﲤﺎﺭﻳﻦ ﻳﻘﻮﻡ ﺑﻬﺎ ﺍﻟﻄﻼﺏ‬ ‫ﻓﻲ ﺍﻟﺒﻴﺖ ﳌﺎ ﺗﺴﺘﺪﻋﻴﻪ ﻣﻦ ﺍﻟﻮﻗﺖ ﻭ ﺍﻟﺘﺤﻀﻴﺮ ﻭ ﺍﻟﺮﻭﻳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺻﻌﻮﺑﺔ ﺍﻟﻘﻴﺎﻡ‬ ‫ﺑﻬﺎ ﻛﻨﺸﺎﻁ ﺟﻤﺎﻋﻲ ﻓﻲ ﺣﺪﻭﺩ ﻭﻗﺖ ﺍﻟﺼﻒ ﺍﻟﻀﻴﻖ‪ .‬ﻏﻴﺮ ﺃﻧﻨﺎ ﻧﺪﺭﻙ ﲤﺎﻡ ﺍﻹﺩﺭﺍﻙ‬ ‫ﺃﻭﻻ ﻓﻲ ﺗﻔﻌﻴﻞ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﻟﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ ﻭ ﺛﺎﻧﻴ ًﺎ ﻓﻲ ﺗﻘﻴﻴﻢ‬ ‫ﺃﻫﻤﻴﺔ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ً‬ ‫ﻣﺴﺘﻮﻯ ﺍﻟﻄﻼّﺏ ﻭ ﺗﻘﺪّﻣﻬﻢ‪ .‬ﺗُﻌﺘﺒﺮ ﺍﻟﻜﺘﺎﺑﺔ ﺃﻳﻀ ًﺎ ﻣﻦ ﺃﻛﺜﺮ ﺍﳌﻬﺎﺭﺍﺕ ﻣﺮﻭﻧﺔ ﺇﺫ ﳝﻜﻦ‬ ‫ﻟﻠﻄﻼﺏ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﺣﺴﺐ ﻧﺴﻘﻬﻢ ﺍﻟﺸﺨﺼﻲ ﻭ ﻣﺴﺘﻮﺍﻫﻢ ﻓﻲ ﻣﻮﺍﺿﻴﻊ ﳝﻜﻦ ﺃﻥ ﺗﺘﻨﻮﻉ‬ ‫ﺣﺴﺐ ﺍﻫﺘﻤﺎﻣﺎﺗﻬﻢ ﻭ ﻣﺸﺎﺭﺑﻬﻢ‪.‬‬ ‫ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺬﻱ ﺑﲔ ﺃﻳﺪﻳﻜﻢ ﻋﺼﺎﺭﺓ ﺳﻨﻮﺍﺕ ﺩﺭّﺳﺖ ﺧﻼﻟﻬﺎ ﺻﻔ ًﺎ ﻓﻲ ﺟﺎﻣﻌﺔ ﻛﻠﻮﻣﺒﻴﺎ‬ ‫ﲢﺖ ﻋﻨﻮﺍﻥ ”ﺍﻟﻜﺘﺎﺑﺔ ﻭ ﺍﻷﺳﻠﻮﺏ ﻓﻲ ﺍﻷﺩﺏ ﺍﻟﻌﺮﺑﻲ ﺍﳊﺪﻳﺚ“‪ .‬ﻭ ﻗﺪ ﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺼﻒ‬ ‫ﻗﺒﻞ ﺃﻥ ﺃﺗﻌﻬّﺪﻩ ﻳُﻌﻠّﻢ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺍﺧﺘﺼﺮﺕ ﺍﻷﺳﻠﻮﺏ ﻓﻲ ﻗﺎﺋﻤﺔ ﻷﺩﻭﺍﺕ‬ ‫ﺍﻟﺮﺑﻂ ﺫﻳّﻠﺘﻬﺎ ﺑﺘﻤﺎﺭﻳﻦ ﻻ ﺗﺘﻌﺪّﻯ ﺣﺪﻭﺩ ﺍﳉﻤﻠﺔ ﻭ ﺑﻌﺾ ﻣﻮﺍﺿﻴﻊ ﺍﻹﻧﺸﺎﺀ ﺍﻟﺘﻲ ﻻ ﲤﺖّ‬ ‫ﳊﻴﺎﺓ ﺍﻟﻄﻼﺏ ﻭ ﺍﻫﺘﻤﺎﻣﺎﺗﻬﻢ ﺑﺼﻠﺔ‪ .‬ﻣﻦ ﺍﻟﻌﺴﻴﺮ ﲢﺪﻳﺪ ﺍﻷﺳﻠﻮﺏ ﻓﻬﻮ ﺟﻤﻠﺔ ﻣﻦ ﺍﳌﻜﻮﻧﺎﺕ‬ ‫ﺍﳌﺘﺠﺬﺭﺓ ﻓﻲ ﺍﳌﺨﺰﻭﻥ ﺍﻟﺜﻘﺎﻓﻲ ﻭ ﺍﻟﺬﻭﻕ ﺍﳉﻤﺎﻋﻲ‪ .‬ﻭ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻫﺬﺍ ﺍﻹﺷﻜﺎﻝ ﻛﺎﻥ‬ ‫ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﺃﺑﺪﺃ ﺑﻄﺮﺡ ﻋﺪﺩ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻷﺳﺎﺳﻴّﺔ‪ :‬ﻣﺎﺫﺍ ﻧﻜﺘﺐ ﻭ ﳌﺎﺫﺍ؟ ﻭ ﻣﺎ‬ ‫ﻫﻮ ﺗﺄﺛﻴﺮ ﺃﺷﻜﺎﻝ ﺍﻟﻜﺘﺎﺑﺔ ﻭ ﺃﻏﺮﺍﺿﻬﺎ ﻫﺬﻩ ﻓﻲ ﺍﻧﺘﻘﺎﺀ ﺍﻷﺳﻠﻮﺏ ﺍﳌﻨﺎﺳﺐ؟ ﻭ ﻫﻞ ﳝﻜﻦ‬ ‫ﺣﺼﺮ ﺍﻟﻜﺘﺎﺑﺔ ﻓﻲ ﺃﺷﻜﺎﻝ ﺍﻷﺩﺏ ﻭ ﺃﺳﺎﻟﻴﺒﻬﺎ ﺩﻭﻥ ﺃﺷﻜﺎﻝ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻷﺧﺮﻯ؟ ﺛ ّﻢ ﻣﺎ ﻋﻼﻗﺔ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭ ﻛﻴﻒ ﳝﻜﻦ ﺇﺩﻣﺎﺝ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺧﺮﻯ ﻣﻌﻬﻤﺎ؟‬ ‫ﺑﻌﺪ ﺗﻌﺪﻳﺪ ﺃﺷﻜﺎﻝ ﺍﻟﻜﺘﺎﺑﺔ ﻭ ﺃﻏﺮﺍﺿﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺃﺧﺬﺕ ﺃﺣﺪّﺩ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻭ ﺟﻮﺍﻧﺐ ﺍﻟﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ ﻭ ﺍﻟﺒﻼﻏﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻠﺒﻠﻮﻍ ﺇﻟﻰ ﻛﻞّ ﻣﻦ ﻫﺬﻩ ﺍﻷﺷﻜﺎﻝ‬ ‫ﻭ ﺍﻷﻏﺮﺍﺽ‪ .‬ﻗﺮّﺭﺕ ﺃﻳﻀ ًﺎ ﺃﻥ ﺃﻧﺤﻮ ﻣﻨﺤﻰ ﻣﺎ ﻗﺎﻟﻪ ﺍﺑﻦ ﺧﻠﺪﻭﻥ ﻓﻲ ﻣﻘﺪّﻣﺘﻪ ﻋﻦ ﺃﻥّ‬ ‫ﺗﻄﻮّﺭ ﺍﳌﻠﻜﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳉﻴﺪﺓ ﻣﻘﺮﻭﻥ ﺑﻘﺮﺍﺀﺓ ﺍﳉﻴﺪ ﻭ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﳌﻜﺘﻮﺏ‪ .‬ﺭﺣﺖ ﺃﺑﺤﺚ‬ ‫•‪1‬‬

‫ﺍﳌﻘﺪﻣﺔ‬

‫ﻋﻦ ﻧﺼﻮﺹ ﳕﻮﺫﺟﻴﺔ ﳝﻜﻦ ﺃﻥ ﺗﺆﺩﻱ ﻗﺮﺍﺀ ﺗﻬﺎ ﺍﳌﺘﺄﻧﻴﺔ ﻭ ﲢﻠﻴﻞ ﻟﻐﺘﻬﺎ ﻭ ﺗﺮﺍﻛﻴﺒﻬﺎ ﺇﻟﻰ‬ ‫ﲢﺴﲔ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ ﻟﺪﻯ ﻃﻼﺑﻲ ﻭ ﺗﺮﻫﻴﻒ ﺣﺴﻬﻢ ﺑﺎﻷﺳﻠﻮﺏ ﻭ ﺟﻤﺎﻟﻴﺔ ﺍﻟﻠﻐﺔ ﻭ ﻓﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺘﻌﺒﻴﺮ‪ .‬ﺻﻤﻤﺖ ﺇﺛﺮ ﺫﻟﻚ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻟﺘﺮﺳﻴﺦ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻭ ﺍﻟﻘﻮﺍﻋﺪ ﻭ ﺗﻔﻌﻴﻠﻬﺎ ﻗﺒﻞ ﺃﻥ ﻳﺼﻞ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺮﺣﻠﺔ ﺍﻹﻧﺘﺎﺝ‪ .‬ﻭ ﺑﻌﺪ ﺗﻨﻘﻴﺢ ﻭ ﺗﻌﺪﻳﻞ‬ ‫ﻭ ﲤﺤﻴﺺ ﻭ ﺗﺮﺗﻴﺐ‪ ،‬ﺟﻤﻌﺖ ﻣﻦ ﺍﳌﺎﺩﺓ ﻣﺎ ﺃﲤﻨﻰ ﺃﻥ ﻳﻜﻮﻥ ﺟﺪﻳﺮ ًﺍ ﺑﺄﻥ ﻳﺼﺪﺭ ﻓﻲ ﻛﺘﺎﺏ‬ ‫ﻫﲔ ﻣﻦ ﺍﻟﻔﻀﻞ‬ ‫ﻣﻔﻴﺪ ﻟﻄﻼﺏ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲟﻦ ﻓﻴﻬﻢ ﻃﻼّﺑﻲ ﺍﻟﺬﻳﻦ ﻳﻌﻮﺩ ﺇﻟﻴﻬﻢ ﻗﺪﺭ ﻏﻴﺮ ّ‬ ‫ﻓﻲ ﺻﻴﺎﻏﺔ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ ﺍﻣﺘﺪﺍﺩ ﻋﻘﺪﻳﻦ ﺇﺫ ﻟﻢ ﻳﺒﺨﻠﻮﺍ ﻋﻠﻲ ﺑﺂﺭﺍﺋﻬﻢ ﻭ ﺍﻗﺘﺮﺍﺣﺎﺗﻬﻢ‬ ‫ﻓﺎﺗﺨﺬﺗﻬﺎ ﻭ ﺗﻔﺎﻋﻼﺗﻬﻢ ﻭ ﺗﻘﺪّﻣﻬﻢ ﻣﻘﻴﺎﺳ ًﺎ ﻓﻲ ﺍﺧﺘﻴﺎﺭﻱ ﺍﻟﻨﺼﻮﺹ ﻭ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭ ﺗﺮﺗﻴﺒﻬﺎ‬ ‫ﺑﺸﻜﻞ ﻣﻨﻄﻘﻲ ﻭ ﻧﺎﺟﻊ‪.‬‬

‫ﻫﺪف اﻟﻜﺘﺎب‬

‫ﻭ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻣﺎ ﺃﺳﻠﻔﺖ‪ ،‬ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺇﻟﻰ ﲢﺴﲔ ﻃﻼﻗﺔ ﺍﻟﻄﻼﺏ ﻭ ﺩﻗّﺘﻬﻢ ﻓﻲ‬ ‫ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻠّﻐﻮﻱ ﻭ ﺗﻌﺮﻳﻔﻬﻢ‪ ،‬ﻭﻟﻮ ﺟُ ﺰﺋ ّﻴﺎً‪ ،‬ﺑﺒﻌﺾ ﻣﻼﻣﺢ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻜﺘﺎﺑﻲ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴّﺔ‬ ‫ﺍﳌﻌﺎﺻﺮﺓ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻨﻤﻮﺫﺟﻴﺔ‪ .‬ﺗﺘﻤﺤﻮﺭ ﻫﺬﻩ ﺍﻟﻨﺼﻮﺹ‬ ‫ﺣﻮﻝ ﺃﺷﻜﺎﻝ ﺍﻟﻜﺘﺎﺑﺔ )ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻟﺒﺮﻳﺪﻳﺔ‪ ،‬ﺍﻟﺮﺳﺎﺋﻞ‪ ،‬ﺍﻹﻋﻼﻧﺎﺕ‪ ،‬ﺍﳌﻘﺎﻻﺕ‪ ،‬ﻭ ﻏﻴﺮﻫﺎ(‬ ‫ﻭ ﺃﻏﺮﺍﺿﻬﺎ ﺍﳌﺘﻌﺪﺩﺓ )ﺍﻟﺘﺮﺍﺳﻞ‪ ،‬ﺍﻟﺘﻮﺍﺻﻞ ﻓﻲ ﺍﳌﻨﺎﺳﺒﺎﺕ‪ ،‬ﺍﻟﻮﺻﻒ‪ ،‬ﺍﻟﺴﺮﺩ‪ ،‬ﺍﻟﻨﻘﺪ‪ ،‬ﺇﻟﺦ(‪.‬‬ ‫ﰎ ﺍﻟﺘﺮﻛﻴﺰ ﺧﺎﺻﺔ ﻋﻠﻰ ﻣﻬﺎﺭﺗﻲ ﺍﻟﻘﺮﺍﺀﺓ ﻭ ﺍﻟﻜﺘﺎﺑﺔ ﺩﻭﻥ ﺍﻟﺘﺨﻠﻲ ﻋﻦ ﺍﶈﺎﺩﺛﺔ ﻭ ﺍﳌﻌﺮﻓﺔ‬ ‫ّ‬ ‫ﺍﻟﺜﻘﺎﻓﻴّﺔ‪.‬‬ ‫ﻟﺼﻒ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ‬ ‫ّ‬ ‫ﻭ ﻳﺴﺘﻬﺪﻑ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻃﻼﺏ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪّﻡ ﻭ ﻫﻮ ﻣﺼﻤّﻢ‬ ‫ﺍﳉﺎﻣﻌﻲ ﻳﻠﺘﻘﻲ ﳌﺪّﺓ ﺛﻼﺙ ﺃﻭ ﺃﺭﺑﻊ ﺳﺎﻋﺎﺕ ﺃﺳﺒﻮﻋﻴ ًﺎ ﻋﻠﻰ ﺍﻣﺘﺪﺍﺩ ﻓﺼﻞ ﺩﺭﺍﺳﻲ ﻛﺎﻣﻞ‪.‬‬ ‫ﻭ ﻳُﻘﺪّﺭ ﻋﺪﺩ ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻹﻛﻤﺎﻟﻪ ﺣﻮﺍﻟﻲ ‪ ٦٠‬ﺳﺎﻋﺔ ﻓﻲ ﺍﻟﺼﻒ ﻭ ﺿﻌﻔﻬﺎ ﻓﻲ‬ ‫ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﻮﺍﺟﺒﺎﺕ ﻓﻲ ﺍﻟﺒﻴﺖ‪.‬‬

‫ﻓﻠﺴﻔﺔ اﻟﻜﺘﺎب‬

‫ﻭ ﺧﻠﻒ ﻛﻞّ ﺍﺧﺘﻴﺎﺭ ﻓﻲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻓﻠﺴﻔﺔ ﺃﺭﺟﻮ ﺃﻥ ﺗﻜﻮﻥ ﻣﺒﺎﺩﺋﻬﺎ ﻣﺘﻤﺎﺳﻜﺔ‪ ،‬ﺭﻏﻢ‬ ‫ﺃﻧّﻲ ﺃﻋﻲ ﲤﺎﻣ ًﺎ ﺃﻥّ ﻟﻜﻞ ﻣﻨّﺎ ﻃﺮﻳﻘﺘﻪ ﺍﳋﺎﺻﺔ ﻭ ﺃﺳﻠﻮﺑﻪ ﺍﻟﻔﺮﻳﺪ ﻓﻲ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﻭ ﻫﻤﺎ ﺣﺼﻴﻠﺔ ﲡﺎﺭﺑﻨﺎ ﺍﳌﺨﺘﻠﻔﺔ ﻭ ﺭﺅﺍﻧﺎ ﺍﳌﺘﻤﻴّﺰﺓ‪ ،‬ﻭ ﻓﻲ ﺫﻟﻚ ﺇﺛﺮﺍﺀ ﻟﻠﻤﻬﻨﺔ ﻭ ﻓﺎﺋﺪﺓ ﺟﻤّﺔ‬ ‫ﻟﻄﻼﺑﻨﺎ‪ .‬ﻫﻲ ﺫﻱ ﺍﳌﺒﺎﺩﺉ ﺍﻟﺘﻲ ﺍﺳﺘﺨﻠﺼﺘﻬﺎ ﻣﻦ ﲡﺮﺑﺘﻲ ﻓﻲ ﺗﺪﺭﻳﺲ ﻫﺬﺍ ﺍﻟﺼﻒ‬ ‫ﻭ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻤﻮﻣﺎً‪:‬‬

‫‪•2‬‬

‫ﺍﳌﻘﺪﻣﺔ‬

‫‪ -١‬ﻧﺼﻮص ﳕﻮذﺟﻴﺔ أﺻﻴﻠﺔ و ﻣﺘﻨﻮّﻋﺔ‬

‫ﻛﻞ ﺍﻟﻨﺼﻮﺹ ﺍﻟﺘﻲ ﺍﻧﺘﻘﻴﺘﻬﺎ‪ ،‬ﺑﺎﺳﺘﺜﻨﺎﺀ ﺍﳊﺎﻻﺕ ﺍﻟﺘﻲ ﻻ ﻳﻠﻴﻖ ﻓﻴﻬﺎ ﻛﺸﻒ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﺷﺨﺼﻴﺔ ﻋﻦ ﻛﺘﺎﺑﻬﺎ ﻛﺎﻟﺮﺳﺎﺋﻞ ﻭ ﺍﻟﺒﻄﺎﻗﺎﺕ ﻣﺜﻼً‪ ،‬ﺃﺻﻴﻠﺔ ﻭ ﺛﺮﻳﺔ ﺑﺎﶈﺘﻮﻳﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫ﻭ ﻗﺪ ﺟﺮّﺑﺘﻬﺎ ﻓﻲ ﺻﻔﻮﻓﻲ‪ .‬ﻭ ﻟﻘﺪ ﺩﺃﺑﺖ ﻋﻠﻰ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻨﺼﻮﺹ ﻣﺘﻨﻮﻋﺔ ﻓﻲ‬ ‫ﻣﺄﺗﺎﻫﺎ ﻭ ﺗﺎﺭﻳﺨﻬﺎ ﻭ ﻛﺘّﺎﺑﻬﺎ ﻭ ﻣﻮﺍﺿﻴﻌﻬﺎ‪ .‬ﻭ ﺍﻟﻘﺮﺍﺀﺓ ﻫﻨﺎ ﻟﻴﺴﺖ ﻫﺪﻓ ًﺎ ﻓﻲ ﺣ ّﺪ ﺫﺍﺗﻪ‬ ‫ﺇﳕﺎ ﻫﻲ ﻣﺪﺧﻞ‬ ‫ﻓﻠﻢ ﺗُﺒﻦَ ﺍﻟﺪﺭﻭﺱ ﺣﻮﻟﻬﺎ ﻛﻤﺎ ﻫﻮ ﻣﻌﺘﺎﺩ ﻓﻲ ﺃﻏﻠﺐ ﻛﺘﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻭ ّ‬ ‫ﻟﻠﻤﺤﺎﻭﺭ ﺍﻟﺘﻲ ﺗﻬﺪﻑ ﺃﺳﺎﺳ ًﺎ ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻭ ﻟﺬﻟﻚ ﳝﻜﻦ ﺍﺳﺘﺒﺪﺍﻝ ﻫﺬﻩ‬ ‫ﺍﻟﻨﺼﻮﺹ ﺑﺄﺧﺮﻯ ﺗﻔﻀﻠﻮﻧﻬﺎ ﺷﺮﻁ ﺃﻥ ﺗﻔﻲ ﻏﺮﺽ ﺍﻟﺪﺭﺱ ﺍﻟﺮﺋﻴﺴﻲ ﻭ ﻗﺪ ﺧﺘﻤﺖ ﻛﻞ‬ ‫ﻣﺤﻮﺭ ﺑﻌﻨﺎﻭﻳﻦ ﻧﺼﻮﺹ ﺑﺪﻳﻠﺔ ﺗﺘﺸﺎﺭﻙ ﻣﻊ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﻓﻲ ﺍﻟﺸﻜﻞ ﻭ ﺍﻟﻐﺮﺽ‪.‬‬

‫‪ -٢‬ﺳﻴﺎﻗﺎت و وﻇﺎﺋﻒ واﻗﻌﻴّﺔ‬

‫ﺣﺎﻭﻟﺖ ﻣﺎ ﺑﻮﺳﻌﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﶈﺘﻮﻳﺎﺕ ﻭ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭ ﺍﻷﻣﺜﻠﺔ ﻭ ﻣﻮﺍﺿﻴﻊ ﺍﻟﻜﺘﺎﺑﺔ ﻣﺴﺘﻘﺎﺓ‬ ‫ﻣﻦ ﻭﺍﻗﻊ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﻫﻤﻮﻣﻬﺎ ﻭ ﻣﺮﺗﺒﻄﺔ ﺍﺭﺗﺒﺎﻃ ًﺎ ﻭﺛﻴﻘ ًﺎ ﺑﺤﺎﺟﻴﺎﺕ ﺍﻟﻄﻼﺏ ﻓﻲ‬ ‫ﺣﻴﺎﺗﻬﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻭ ﺍﳌﻬﻨﻴﺔ ﻛﻤﺎ ﺍﺟﺘﻬﺪﺕ ﻓﻲ ﺗﻼﻓﻲ ﻣﻮﺍﺿﻴﻊ ﻣﻔﺘﻌﻠﺔ‬ ‫ﻭ ﻣﺎ ﺗﻌﻮﺩﻧﺎﻩ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﺍﻟﺘﻲ ﺗﻨﺴﺎﻕ ﻣﻊ ﺃﻓﻜﺎﺭ ﻣﺴﺒّﻘﺔ ﻋﻦ ﺍﻟﻌﺎﻟﻢ ﺍﻟﻌﺮﺑﻲ ﻭ ﺛﻘﺎﻓﺎﺗﻪ‬ ‫ﻛﺎﻹﺳﻼﻡ ﺍﻟﺴﻴﺎﺳﻲ ﻭ ﺍﻹﺭﻫﺎﺏ ﻭ ﺍﳊﺠﺎﺏ ﻭ ﻣﺎ ﺇﻟﻰ ﺫﻟﻚ ﳑﺎ ﺗﻠﻮﻛﻪ ﺃﻟﺴﻨﺔ ﺍﻟﺴﻴﺎﺳﻴﲔ‬ ‫ﻭ ﲡﺘﺮﻩ ﺃﻗﻼﻡ ﺍﻟﺼﺤﻔﻴﲔ‪ .‬ﺃﺑﻘﻴﺖ ﻋﻠﻰ ﻣﻮﺿﻮﻉ ﺍﳌﺮﺃﺓ ﻓﻲ ﺍﻟﺸﺮﻳﻌﺔ ﻭ ﺍﳌﺠﺘﻤﻊ ﻹﳝﺎﻧﻲ‬ ‫ﺍﻟﺸﺪﻳﺪ ﺑﺄﻫﻤﻴﺘﻪ‪.‬‬

‫‪ -٣‬ﻣﻨﻬﺞ ﻣﺒﻨﻲ ﻋﻠﻰ ﻣﺮﺣﻠﺘﲔ‪ :‬ﻣﻦ اﻟﺘﻘﺒّﻞ إﻟﻰ اﻹﻧﺘﺎج‬

‫ﻳﺘّﺒﻊ ﻛﻞ ﺩﺭﺱ ﺗﻄﻮّﺭ ًﺍ ﺗﺪﺭﻳﺠﻴ ًﺎ ﻣﻦ ﺍﻟﺘﻘﺒّﻞ ﺇﻟﻰ ﺍﻹﻧﺘﺎﺝ‪ .‬ﻓﻔﻲ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﻟﻰ ﻳﺘ ّﻢ ﺍﻟﺘﺮﻛﻴﺰ‬ ‫ﻋﻠﻰ ﻓﻬﻢ ﻧﺺ ﻧﻤﻮﺫﺟﻲ ﻭ ﺗﺤﻠﻴﻠﻪ ﺛ ّﻢ ﺍﻟﺘﻤﺮّﺱ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻟﻔﺎﻅ‬ ‫ﻭ ﻗﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻠﻜﺘﺎﺑﺔ‪ .‬ﺃﻣﺎ ﻓﻲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻴُﻄﻠﺐ‬ ‫ﻣﻦ ﺍﻟﻄﻼّﺏ ﺃﻥ ﻳﻨﺘﺠﻮﺍ ﺇﻧﺸﺎﺀﺍﺕ ﻗﺼﻴﺮﺓ ﻭ ﻃﻮﻳﻠﺔ ﺗﺆﺩﻱ ﺍﻟﻮﻇﻴﻔﺔ ﺃﻭ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺮﺗﺂﺓ‬ ‫ﻟﻠﺪﺭﺱ‪.‬‬

‫‪ -٤‬اﻟﺘﺪرّج ﻓﻲ اﻟﺴﻬﻮﻟﺔ و اﻟﺼﻌﻮﺑﺔ و اﳌﺮاوﺣﺔ ﺑﻴﻨﻬﻤﺎ‬

‫ﻳﺘ ّﻢ ﺍﻟﺘﺪﺭﺝ ﻓﻲ ﺍﻟﺼﻌﻮﺑﺔ ﻭ ﻃﻮﻝ ﺍﻟﻨﺼﻮﺹ ﻭ ﺍﳌﻬﺎﻡ ﺩﺍﺧﻞ ﺍﻟﺪﺭﻭﺱ ﻭ ﻣﻦ ﻭﺍﺣﺪ ﺇﻟﻰ‬ ‫ﺁﺧﺮ ﻓﺎﻟﺪﺭﻭﺱ ﺍﻷﻭﻟﻰ ﺗﺘﻨﺎﻭﻝ ﺃﺑﺴﻂ ﺃﺷﻜﺎﻝ ﺍﻟﻜﺘﺎﺑﺔ ﻭ ﺃﻗﺼﺮﻫﺎ ﻛﺎﻟﺒﻄﺎﻗﺎﺕ ﻭ ﺍﻟﺮﺳﺎﺋﻞ‬ ‫ﻭ ﺍﻹﻋﻼﻧﺎﺕ ﺃﻣﺎ ﺍﻟﺪﺭﻭﺱ ﺍﻷﺧﻴﺮﺓ ﻓﺘﺘﻄﺮّﻕ ﺇﻟﻰ ﻭﻇﺎﺋﻒ ﺃﺻﻌﺐ ﻭ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪ ًﺍ ﻛﺎﻟﻮﺻﻒ‬ ‫•‪3‬‬

‫ﺍﳌﻘﺪﻣﺔ‬

‫ﻭ ﺍﳌﻘﺎﺭﻧﺔ ﻭ ﺍﻟﺴﺮﺩ ﻭ ﺍﻟﻨﻘﺪ‪ .‬ﻭ ﻫﺬﺍ ﺍﻟﺘﺪﺭّﺝ ﻣﺆﺳﺲ ﺃﻳﻀ ًﺎ ﻋﻠﻰ ﻣﻨﻄﻖ ﺩﺍﺧﻠﻲ ﺑﲔ‬ ‫ﻼ ﺃﻥ ﺗﺄﺗﻲ ﺍﳌﻘﺎﺭﻧﺔ ﺑﻌﺪ ﺍﻟﻮﺻﻒ ﻭ ﻟﻴﺲ ﻗﺒﻠﻪ ﻭ ﻛﺬﻟﻚ‬ ‫ﺍﻟﻮﻇﺎﺋﻒ ﺫﺍﺗﻬﺎ ﺇﺫ ﻣﻦ ﺍﻟﺒﺪﻳﻬﻲ ﻣﺜ ً‬ ‫ﺍﳊﺎﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺘﻘﺪﱘ ﺍﻟﻮﺻﻒ ﻋﻠﻰ ﺍﻟﺴﺮﺩ ﻭ ﺍﻟﺴﺮﺩ ﻋﻠﻰ ﺍﻟﻨﻘﺪ ﻓﻜﻞّ ﻭﺍﺣﺪﺓ ﻣﻦ ﻫﺬﻩ‬ ‫ﺍﻟﻮﻇﺎﺋﻒ ﲟﺎ ﺗﺘﻄﻠّﺒﻪ ﻣﻦ ﺃﻟﻔﺎﻅ ﻭ ﻗﻮﺍﻋﺪ ﻭ ﻋﺒﺎﺭﺍﺕ ﺗﻬﻲّ ﺀ ﻟﻠﺘﻲ ﺗﻠﻴﻬﺎ‪.‬‬

‫‪ -٥‬ﻣﻼﻣﺢ اﻷﺳﻠﻮب‬

‫ﻛﻤﺎ ﺳﺒﻖ ﻭ ﺃﻥ ﺫﻛﺮﻧﺎ ﻣﻦ ﺍﻟﺼﻌﺐ ﺗﻌﺮﻳﻒ ﺍﻷﺳﻠﻮﺏ ﻭ ﺗﻠﻘﻴﻨﻪ ﻓﻬﻮ ﺟﻤﻠﺔ ﻣﻜﻮﻧﺎﺕ ﻟﻔﻈﻴﺔ‪،‬‬ ‫ﺑﻴﺎﻧﻴﺔ‪ ،‬ﻧﺤﻮﻳﺔ‪ ،‬ﺻﺮﻓﻴﺔ‪ ،‬ﺛﻘﺎﻓﻴﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺻﻮﺕ ﺍﻟﻜﺎﺗﺐ ﺍﳌﻤﻴّﺰ ﻭ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺘﺎﺭﻳﺨﻲ‬ ‫ﻭ ﺍﳉﻐﺮﺍﻓﻲ ﻭ ﻫﺪﻑ ﺍﻟﻨﺺ ﻭ ﺍﻟﺬﻭﻕ ﺍﻷﺩﺑﻲ ﺍﻟﻐﺎﻟﺐ‪ .‬ﻭ ﺭﻏﻢ ﺗﻌﺪّﺩ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ‪ ،‬ﳝﻜﻨﻨﺎ‬ ‫ﲢﺪﻳﺪ ﺑﻌﺾ ﻣﻼﻣﺢ ﺍﻷﺳﻠﻮﺏ ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺓ ﻧﺼﻮﺹ ﳕﻮﺫﺟﻴﺔ ﻭ ﲢﻠﻴﻞ ﺧﺼﺎﺋﺼﻬﺎ‬ ‫ﺍﻷﺳﻠﻮﺑﻴﺔ ﺛ ّﻢ ﻣﺤﺎﻭﻟﺔ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻔﻜﻴﻚ ﻭ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺮﻛﻴﺐ‬ ‫ﺣﺲ ﺍﻟﻄﻼﺏ ﺑﺒﻌﺾ ﺃﺩﻭﺍﺕ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻜﺘﺎﺑﻲ ﻛﺎﺧﺘﻴﺎﺭ ﺍﻷﺯﻣﻨﺔ‬ ‫ﻫﺬﻩ ﳝﻜﻦ ﺃﻥ ﻧﺸﺤﺬ ّ‬ ‫ﺍﳌﻨﺎﺳﺒﺔ ﻭ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ ﺃﻭ ﺍﻹﺳﻤﻴﺔ ﻭ ﺃﻭﺯﺍﻥ ﺍﻟﻔﻌﻞ ﻭ ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬ ‫ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭ ﺍﻹﺷﺎﺭﺍﺕ ﺍﳌﺒﻄﻨﺔ ﻟﻨﺼﻮﺹ ﺃﺧﺮﻯ ﻭ ﻏﻴﺮﻫﺎ ﲟﺎ ﻳﻨﺎﺳﺐ ﻃﺒﻴﻌﺔ ﺍﻟﻨﺺ‬ ‫ﻣﺨﺼﺺ ﻷﺩﻭﺍﺕ ﺃﺳﻠﻮﺑﻴﺔ‬ ‫ّ‬ ‫ﺍﻟﺬﻱ ﻧﺤﻦ ﺑﺼﺪﺩ ﺗﺄﻟﻴﻔﻪ‪ .‬ﻭ ﻟﺬﺍ ﻳﺤﺘﻮﻱ ﻛﻞ ﺩﺭﺱ ﻋﻠﻰ ﺟﺰﺀ‬ ‫ﻳﻮﺳﻊ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺛﺎﻥ ّ‬ ‫ﻣﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﺗﺼﺤﺒﻬﺎ ﲤﺎﺭﻳﻦ ﻳﻠﻴﻬﺎ ﺟﺰﺀ ٍ‬ ‫ﺍﻟﺼﺮﻑ‬ ‫ﻭ ﺍﻷﺩﻭﺍﺕ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ ﻳﺘﻌﺪﻯ ﺍﳉﺰﺀ ﺍﻟﺬﻱ ﻳﺘﻨﺎﻭﻝ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻔﻬﻮﻣﻬﺎ ﱢ‬ ‫ﺇﻟﻰ ﺑﻌﺾ ﻋﻨﺎﺻﺮ ﺍﻟﺒﻼﻏﺔ ﻛﺎﳌﺒﺎﻟﻐﺔ ﻭ ﺍﻟﺘﺼﻐﻴﺮ ﻭ ﺍﻟﺘﻮﻛﻴﺪ ﻭ ﻏﻴﺮﻫﺎ ﺣﺘﻰ ﻳﺘ ّﻢ ﺗﺨﻄﻲ‬ ‫ﺍﻟﻬﻮّﺓ ﺍﻟﺴﺤﻴﻘﺔ ﺑﲔ ﺍﻷﺳﻠﻮﺏ ﻭ ﺍﻟﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ‪.‬‬

‫‪ -٦‬ﺗﻮﻇﻴﻒ اﻟﻨﺤﻮ و اﻟﺼﺮف‬

‫ﺭﻏﻢ ﺗﻄﺮّﻕ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺇﻟﻰ ﻗﺪﺭ ﻻ ﻳﺴﺘﻬﺎﻥ ﺑﻪ ﻣﻦ ﻗﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ ﻓﻬﻮ ﻳﻨﻄﻠﻖ‬ ‫ﻣﻦ ﻣﺒﺪﺃ ﺃﻥّ ﺍﻟﻄﻼﺏ ﻗﺪ ﺩﺭﺳﻮﺍ ﻣﻌﻈﻤﻬﺎ ﻣﻦ ﻗﺒﻞ ﻭ ﺃﻥّ ﺍﻟﻐﺎﻳﺔ ﻫﻨﺎ ﻫﻲ ﻣﻦ ﻧﺎﺣﻴﺔ‬ ‫ﺍﳌﺮﺍﺟﻌﺔ ﻭ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻋﺮﺽ ﺗﺮﺍﻛﻴﺐ ﺍﻟﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ ﻫﺬﻩ ﻛﺠﺰﺀ ﻻ ﻳﺘﺠﺰّﺃ ﻣﻦ‬ ‫ﺃﺳﻠﻮﺏ ﺍﻟﻜﺘﺎﺑﺔ ﺣﺘﻰ ﻻ ﲢﺪﺙ ﺍﻟﻘﻄﻴﻌﺔ ﻓﻲ ﺫﻫﻦ ﺍﻟﻄﻼﺏ ﺑﲔ ﻫﺬﺍ ﻭ ﺫﺍﻙ ﺇﺫ ﻳﺴﺘﺤﻴﻞ‬ ‫ﻼ ﺃﻥ ﻧﺼﻮﻍ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺷﻴﺌﲔ ﺃﻭ ﺷﺨﺼﲔ ﺃﻭ ﻓﻜﺮﺗﲔ ﺩﻭﻥ ﺍﻟﻠﺠﻮﺀ ﺇﻟﻰ ﺃﻓﻌﻞ‬ ‫ﻋﻠﻴﻨﺎ ﻣﺜ ً‬ ‫ﺍﻟﺘﻔﻀﻴﻞ ﻭ ﲤﻴﻴﺰ ﺍﳌﻘﺎﺭﻧﺔ ﻭ ﻣﻌﻨﻰ ﺍﳌﻘﺎﺭﻧﺔ ﻓﻲ ﻭﺯﻥ ﺗﻔﺎﻋﻞ ﻭ ﻏﻴﺮ ﺫﻟﻚ ﻣﻦ ﻣﺴﺘﻠﺰﻣﺎﺕ‬ ‫ﺍﳌﻘﺎﺭﻧﺔ‪ .‬ﻳُﻄﺎﻟَﺐ ﺍﻟﻄﻼﺏ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﻭ ﻭﺿﻊ ﺳﻄﺮ ﲢﺘﻬﺎ ﻓﻲ ﲤﺎﺭﻳﻦ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌُﺪﺭﺟﺔ ﻓﻲ ﺁﺧﺮ ﻛﻞّ ﺩﺭﺱ‪.‬‬

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‫ﺍﳌﻘﺪﻣﺔ‬

‫‪ -٧‬ﺗﻮﻇﻴﻒ اﳌﻔﺮدات و إﺛﺮاؤﻫﺎ‬

‫ﻳﺤﺘﻮﻱ ﻛﻞّ ﺩﺭﺱ ﻋﻠﻰ ﻗﺎﺋﻤﺘﲔ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺃﻭﻻﻫﻤﺎ ﻣﺨﺼﺼﺔ ﳌﻔﺮﺩﺍﺕ ﺍﻟﻨﺺ ﺍﻟﻨﻤﻮﺫﺟﻲ‬ ‫ﻭ ﻫﻲ ﻻ ﺗﺮﻣﻲ ﺇﻟﻰ ﺳﺮﺩ ﻛﻞّ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﺘﻲ ﻗﺪ ﻳﺴﺘﻌﺼﻲ ﻓﻬﻤﻬﺎ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‬ ‫ﺣﺼﻠﻮﺍ ﻗﺪﺭ ًﺍ ﻣﻨﺎﺳﺒ ًﺎ ﻣﻦ‬ ‫ّ‬ ‫ﺇﺫ ﻣﻦ ﺍﳌﻔﺮﻭﺽ ﻓﻲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪّﻡ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺪ‬ ‫ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺃﺟﺎﺩﻭﺍ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﻮﺍﻣﻴﺲ ﻭ ﺍﳌﻌﺎﺟﻢ‪ .‬ﻭ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﻳُﻌﻬﺪ‬ ‫ﻟﻠﻄﻼﺏ ﲟﻬﺎﻡ ﺗﻬﺪﻑ ﺇﻟﻰ ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺗﻬﻢ ﻭ ﺩﻗﺔ ﺍﻟﺘﺤﻜّﻢ ﻓﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﲤﺎﺭﻳﻦ‬ ‫ﺑﺤﺚ ﻋﻦ ﺍﳌﺮﺍﺩﻓﺎﺕ ﻭ ﺍﻷﺿﺪﺍﺩ ﻭ ﺍﳊﻘﻮﻝ ﺍﳌﻌﻨﻮﻳﺔ ﻭ ﻣﻘﺎﺭﻧﺔ ﺍﻷﻭﺯﺍﻥ ﻭ ﻏﻴﺮﻫﺎ‪ .‬ﺃﻣﺎ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻬﻲ ﺗﻬﺪﻑ ﺇﻟﻰ ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺘﻌﻠّﻘﺔ ﲟﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ‬ ‫ﻼ ﻳﺠﺪ ﺍﻟﻄﻼﺏ ﻗﺎﺋﻤﺔ ﻣﻦ ﺍﻷﻟﻔﺎﻅ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﺸﺎﺑﻪ‬ ‫ﻭ ﻭﻇﻴﻔﺘﻪ‪ .‬ﻓﻔﻲ ﻣﻮﺿﻮﻉ ﺍﳌﻘﺎﺭﻧﺔ ﻣﺜ ً‬ ‫ﻭ ﺍﻹﺧﺘﻼﻑ ﺛ ّﻢ ﻳُﻄﺎﻟَﺒﻮﻥ‪ ،‬ﻋﻠﻰ ﻣﻨﻮﺍﻝ ﺍﳉﺰﺀ ﺍﳌﺨﺼﺺ ﻟﻠﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫ﻭﺍﻉ‪.‬‬ ‫ﻳﺘﻴﺴﺮ ﺧﺰﻧﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﺑﺸﻜﻞ ٍ‬ ‫ّ‬ ‫ﻋﺪﺩ ﻣﻦ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺣﺘّﻰ‬ ‫ﻭ ﻗﺪ ﺗﺒﺪﻭ ﻗﺎﺋﻤﺎﺕ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﳌﻠﺤﻘﺔ ﺑﻬﺎ ﻃﻮﻳﻠﺔ ﺑﺸﻜﻞ ﻗﺪ ﻳﻜﻠّﻒ‬ ‫ﺍﻟﻄﻼﺏ ﻋﻨﺎﺀ ﻭ ﻣﺸﻘﺔ ﻭ ﻳﺴﺘﻐﺮﻕ ﻭﻗﺘ ًﺎ ﺃﻭ ﻳﺆﺩﻱ ﺇﻟﻰ ﺗﺨﻤﺔ ﻟﻐﻮﻳﺔ‪ ،‬ﺇﻥ ﺻﺢّ ﺍﻟﺘﻌﺒﻴﺮ‪.‬‬ ‫ﺇﳕﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﻄﻮﻝ ﺇﻃﻨﺎﺏ ﻭ ﻟﻴﺲ ﺇﻓﺮﺍﻁ ﻭ ﻭﺭﺍﺀﻩ ﻏﺎﻳﺎﺕ ﻣﻨﻬﺠﻴﺔ ﻣﻬﻤﺔ ﺇﺫ ﺃﻥّ ﻋﻠﻰ‬ ‫ّ‬ ‫ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪّﻡ ﺗﻄﻮﻳﺮ ﻃﻼﻗﺘﻬﻢ ﻭ ﺩﻗّﺘﻬﻢ ﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻭ ﻫﺬﺍ ﻳﺴﺘﺪﻋﻲ‬ ‫ﻣﻨﻬﻢ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻧﺘﻘﺎﺀ ﺍﻟﻜﻠﻤﺔ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺍﳌﻨﺎﺳﺒﺔ ﻓﻲ ﺍﻟﺴﻴﺎﻕ ﺍﳌﻨﺎﺳﺐ ﻭ ﻻ ﳝﻜﻦ‬ ‫ﲢﺼﻴﻞ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺓ ﺇ ّﻻ ﺑﺎﳋﻮﺽ ﻓﻲ ﺩﻗﺎﺋﻖ ﺍﳌﻌﺎﻧﻲ ﻭ ﺗﺸﺎﺑﻬﻬﺎ ﺃﻭ ﺍﺧﺘﻼﻓﻬﺎ ﺑﲔ‬ ‫ﻣﻌﲔ ﺃﻭ ﺳﻴﺎﻕ ﺧﺎﺹ‪ .‬ﺯﺩ‬ ‫ﺍﳌﺮﺍﺩﻓﺎﺕ ﻭ ﺍﻷﺿﺪﺍﺩ ﻭ ﺍﻟﺼﻼﺕ ﺍﻟﺘﻲ ﺗﺮﺑﻄﻬﺎ ﲟﻮﺿﻮﻉ ّ‬ ‫ﻋﻠﻰ ﺫﻟﻚ ﺃﻥّ ﺍﻟﻄﻼﺏ ﻋﺎﺩﺓ ﻣﺎ ﻳﺴﺘﻮﻋﺒﻮﻥ ﻗﺪﺭ ًﺍ ﻣﻦ ﺍﳌﺎﺩﺓ ﺍﳌﻐﻄﺎﺓ ﻭ ﻟﻴﺲ ﻛﻠﻬﺎ ﻓﺎﻟﻬﺪﻑ‬ ‫ﻫﻨﺎ ﻟﻴﺲ ﺍﻹﳌﺎﻡ ﺑﻜﻞّ ﻣﺎ ﻫﻮ ﻣُﺪﺭﺝ ﺑﻞ ﲢﺼﻴﻞ ﺟﺰﺀ ﻣﻨﻪ ﳝﻜﻦ ﺃﻥ ﺗﺨﺘﺎﺭﻭﻩ ﺣﺴﺐ ﻣﺎ‬ ‫ﺗﺮﻭﻧﻪ ﺃﻫ ّﻢ ﻭ ﺃﻥ ﺗﺮﻛّﺰﻭﺍ ﻋﻠﻴﻪ ﻓﻲ ﺍﻟﺪﺭﻭﺱ ﻭ ﺍﻟﺘﻤﺎﺭﻳﻦ‪ .‬ﻭ ﺣﺘﻰ ﻻ ﳒﺤﻒ ﻓﻲ ﺇﺟﻬﺎﺩ‬ ‫ﺍﻟﻄﻼﺏ ﻓﻘﺪ ﺗﺮﺟﻤﻨﺎ ﻛﻞ ﻣﺎ ﻭﺭﺩ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺇﻣّﺎ ﻓﻲ ﺍﻟﺪﺭﻭﺱ ﺃﻭ ﻓﻲ ﻗﺎﺋﻤﺔ‬ ‫ﺍﳌﻔﺮﺩﺍﺕ ﻓﻲ ﺁﺧﺮ ﺍﻟﻜﺘﺎﺏ‪.‬‬

‫‪ -٨‬إدﻣﺎج اﳌﻬﺎرات‬

‫ﻳﺘﻴﺢ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻟﻠﻄﻼﺏ ﻓﺮﺻ ًﺎ ﻋﺪﻳﺪﺓ ﻟﻠﺨﻮﺽ ﻓﻲ ﻣﻬﺎﺭﺗﻲ ﺍﻟﻘﺮﺍﺀﺓ ﻭ ﺍﶈﺎﺩﺛﺔ ﺭﻏﻢ‬ ‫ﺃﻧّﻪ ﻣُﺼﻤّﻢ ﻟﺘﺮﺳﻴﺦ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ ﻭ ﺫﻟﻚ ﻻﻋﺘﻘﺎﺩﻧﺎ ﺑﺄﻥّ ﺍﻟﻔﺼﻞ ﺑﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺃﻣﺮ ﻣُﻔﺘﻌﻞ‬ ‫ﻭ ﺃﻥّ ﲢﺴﲔ ﺇﺣﺪﺍﻫﺎ ﻳﻌﻨﻲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﲢﺴﲔ ﺍﻷﺧﺮﻯ‪ .‬ﻭ ﻗﺪ ﺗﻮﺧّ ﻴﻨﺎ ﻓﻲ ﻫﺬﺍ ﺍﻹﲡﺎﻩ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺘﻲ ﲡﻤﻊ ﺑﲔ ﻣﺨﺘﻠﻒ ﺍﳌﻬﺎﺭﺍﺕ ﺇﺫ ﻳﺴﺘﻬﻞ ﺍﻟﻄﻼﺏ‬ ‫ﻛﻞ ﺩﺭﺱ ﲟﺤﺎﺩﺛﺔ ﻋﺎﻣﺔ ﲤﻬّﺪ ﻟﻠﻘﺮﺍﺀﺓ ﻭ ﺗﺴﺘﺪﻋﻲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺳﻴﺮ ﺍﻟﻜُ ﺘّﺎﺏ ﻭ ﺗﻘﺪﳝﻬﺎ‬

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‫ﺍﳌﻘﺪﻣﺔ‬

‫ﺷﻔﻬﻴ ًﺎ ﻓﻲ ﺍﻟﺼﻒ ﺗﻠﻴﻬﺎ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺺ ﻭ ﻣﻨﺎﻗﺸﺔ ﺃﻓﻜﺎﺭﻩ ﻗﺒﻞ ﲢﻠﻴﻞ ﺃﺳﻠﻮﺑﻪ ﻭ ﻗﻮﺍﻋﺪﻩ‬ ‫ﺛﻢ ﻳُﺨﺘﺘﻢ ﺍﻟﺪﺭﺱ ﺑﺎﻟﻜﺘﺎﺑﺔ‪.‬‬

‫‪ -٩‬ﻣﺤﺘﻮى ﺛﻘﺎﻓﻲ ﺛﺮيّ و ﻣﺘﻨﻮّع‬

‫ﻳﻌﻄﻲ ﻛﻞّ ﺩﺭﺱ ﺍﶈﺘﻮﻯ ﺍﻟﺜﻘﺎﻓﻲ ﺣﻖّ ﻗﺪﺭﻩ ﺇﺫ ﻻ ﳝﻜﻦ ﻓﺼﻠﻪ ﺑﺄﻱّ ﺷﻜﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ‬ ‫ﻋﻦ ﻭﻇﺎﺋﻒ ﺍﻟﻠﻐﺔ ﻭ ﺃﺳﻠﻮﺑﻬﺎ‪ .‬ﻛﻤﺎ ﺳﻌﻴﻨﺎ ﺇﻟﻰ ﺍﻟﺘﻨﻮﻳﻊ ﻓﻲ ﻫﺬﺍ ﺍﶈﺘﻮﻯ ﺍﻟﺜﻘﺎﻓﻲ ﻋﺴﺎﻧﺎ‬ ‫ﻧﻮﻓﻲ ﺍﻟﻌﺎﻟﻢ ﺍﻟﻌﺮﺑﻲ ﺣﻘﻪ ﻓﻲ ﺗﻌﺪّﺩﻳﺘﻪ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭ ﺍﳉﻨﺴﻴﺔ ﻭ ﺍﻟﺪﻳﻨﻴﺔ‪ .‬ﻭ ﻗﺪ‬ ‫ﻛﺎﻥ ﻫﺬﺍ ﺍﳌﺒﺪﺃ ﻣﻦ ﺃﻫ ّﻢ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﺘﻲ ﺍﺳﺘﻌﻤﻠﻨﺎﻫﺎ ﻓﻲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻨﺼﻮﺹ‪ .‬ﻭ ﻳﺘﺠﻠّﻰ‬ ‫ﻫﺬﺍ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﶈﺘﻮﻯ ﺍﻟﺜﻘﺎﻓﻲ ﻟﻴﺲ ﻓﻲ ﺍﻟﻨﺼﻮﺹ ﻓﺤﺴﺐ ﺑﻞ ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ‬ ‫ﻭ ﺍﻷﻣﺜﻠﺔ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭ ﺃﺑﻴﺎﺕ ﺍﻟﺸﻌﺮ ﻭ ﺍﻷﻣﺜﺎﻝ ﻭ ﺍﳌﺆﻟﻔﲔ ﻭ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﺘﺎﺭﻳﺨﻴﺔ‬ ‫ﺍﻟﺘﻲ ﻋﺎﺷﻮﺍ ﻓﻴﻬﺎ ﺃﻳﻀﺎً‪.‬‬

‫ﺗﺮﻛﻴﺒﺔ اﻟﺪروس‬

‫ﻳﺤﺘﻮﻱ ﻛﻞ ﺩﺭﺱ ﻋﻠﻰ‪:‬‬ ‫•‬ ‫•‬

‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫ﻗﺎﺋﻤﺔ ﻓﻲ ﻭﻇﺎﺋﻒ ﺍﶈﻮﺭ ﺍﻟﻠﻐﻮﻳﺔ ﻭ ﺃﻫﺪﺍﻓﻪ ﻭ ﻣﺤﺘﻮﻳﺎﺗﻪ‪.‬‬ ‫ﻗﺮﺍﺀﺓ ﻧﺺ ﳕﻮﺫﺟﻲ ﲢﺘﻮﻱ ﻋﻠﻰ ﻧﺸﺎﻃﺎﺕ ﻗﺒﻞ ﺍﻟﻘﺮﺍﺀﺓ ﻭ ﺑﻌﺪﻫﺎ )ﻣﺤﺎﺩﺛﺔ ﻋﺎﻣﺔ‬ ‫ﲤﻬّﺪ ﻟﻠﻤﺤﻮﺭ ﻋﻤﻮﻣ ًﺎ ﺃﻭ ﻟﻠﻨﺺ‪ ،‬ﺗﻘﺪﱘ ﺳﻴﺮﺓ ﺍﻷﺩﻳﺐ ﺃﻭ ﺍﻷﺩﻳﺒﺔ‪ ،‬ﺃﺳﺌﻠﺔ ﻟﻠﻔﻬﻢ‪.‬‬ ‫ﻭ ﺑﻌﺪ ﺍﻟﻘﺮﺍﺀﺓ ﻳﻘﻮﻡ ﺍﻟﻄﻼﺏ ﺑﺘﻤﺎﺭﻳﻦ ﺗﺮﻛّﺰ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ(‪ .‬ﻧﻘﺘﺮﺡ ﻋﻠﻴﻜﻢ ﻗﺮﺍﺀﺓ‬ ‫ﺛﺎﻧﻴﺔ ﺗﺮﻛّﺰ ﻋﻠﻰ ﺍﻷﺳﻠﻮﺏ ﻭ ﺍﻟﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ‪.‬‬ ‫ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﲤﺎﺭﻳﻦ‪.‬‬ ‫ﻣﻼﺣﻈﺎﺕ ﺛﻘﺎﻓﻴﺔ ﻛﻠﻤﺎ ﺍﺳﺘﺪﻋﻰ ﺍﻷﻣﺮ ﺫﻟﻚ‪.‬‬ ‫ﻣﺮﺍﺟﻌﺔ ﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ ﺍﳌﺮﺗﺒﻄﺔ ﺑﻮﻇﻴﻔﺔ ﺍﻟﺪﺭﺱ ﻭ ﲤﺎﺭﻳﻦ‪.‬‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ ﻳﻠﻴﻬﺎ ﺇﺛﺮﺍﺀ ﻷﺩﻭﺍﺕ ﺍﻷﺳﻠﻮﺏ ﻭ ﲤﺎﺭﻳﻦ‪.‬‬ ‫ﲤﺎﺭﻳﻦ ﻛﺘﺎﺑﺔ ﺟﺰﺋﻴﺔ ﻭ ﻛﺎﻣﻠﺔ ﻓﻲ ﻭ ﻇﻴﻔﺔ ﺍﻟﺪﺭﺱ ﺍﻷﺳﺎﺳﻴﺔ ﻣﻊ ﺍﺳﺘﻌﻤﺎﻝ ﻋﺪﺩ‬ ‫ﻣﻌﲔ ﻣﻦ ﺍﻷﻟﻔﺎﻅ ﻭ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺃﺩﻭﺍﺕ ﺍﻷﺳﻠﻮﺏ‪.‬‬ ‫ّ‬ ‫ﻋﻨﺎﻭﻳﻦ ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﺃﻭ ﺑﺪﻳﻠﺔ‪.‬‬

‫ﻗﺎﺋﻤﺔ ﻣﻔﺮدات‬

‫ﺫﻳّﻠﻨﺎ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺑﻘﺎﺋﻤﺔ ﺃﻟﻔﺎﻅ ﲢﻮﻱ ﺁﻻﻑ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﻭﺭﺩﺕ ﻓﻲ ﺍﻟﺪﺭﻭﺱ‪ .‬ﻭ ﻗﺪ‬ ‫ﺭﺗّﺒﻨﺎﻫﺎ ﺣﺴﺐ ﺟﺬﻭﺭﻫﺎ ﺑﺸﻜﻞ ﻳﺴﻤﺢ ﻟﻠﻄﻼﺏ ﺍﺳﺘﻜﺸﺎﻑ ﻋﻼﻗﺎﺕ ﺍﳌﻌﻨﻰ ﺑﲔ ﺍﻷﻟﻔﺎﻅ‪.‬‬ ‫‪•6‬‬

‫ﺍﳌﻘﺪﻣﺔ‬

‫ﻭ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﻻ ﺗﻀ ّﻢ ﻛﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﻭﺭﺩﺕ ﻓﻲ ﺍﻟﻜﺘﺎﺏ ﻻﺳﺘﺤﺎﻟﺔ ﺫﻟﻚ ﻣﻦ ﻧﺎﺣﻴﺔ‬ ‫ﻫﲔ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ‬ ‫ﻭ ﻷﻣﻠﻨﺎ ﺑﺄﻥّ ﻃﻼﺏ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺍﳌﺘﻘﺪّﻣﺔ ﻗﺪ ﺍﺳﺘﻮﻋﺒﻮﺍ ﻗﺪﺭ ًﺍ ﻏﻴﺮ ّ‬ ‫ﻭ ﺃﺗﻘﻨﻮﺍ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻣﻮﺱ ﻭ ﺍﺳﺘﻨﺘﺎﺝ ﺍﳌﻌﺎﻧﻲ ﻣﻦ ﺍﻟﺴﻴﺎﻕ‪.‬‬ ‫ﻭ ﺃﺧﻴﺮ ًﺍ ﺁﻣﻞ ﺃﻥ ﻳﻨﺎﻝ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺭﺿﺎﻛﻢ ﻭ ﺃﻥ ﻳﺠﺪ ﻓﻴﻪ ﻃﻼّﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﻣﺪﺭّﺳﻮﻫﺎ‬ ‫ﻣﺎ ﻳﺼﺒﻮﻥ ﺇﻟﻴﻪ ﻭ ﺇﻥ ﺭﺃﻳﺘﻢ ﻓﻴﻪ ﻧﻘﺎﺋﺺ ﻓﺄﺭﺟﻮ ﺃﻥ ﺗﻘﻮّﻣﻮﻫﺎ ﻭ ﺃﻥ ﺗﻨﻈﺮﻭﺍ ﺇﻟﻰ ﺃﺧﻄﺎﺋﻲ‬ ‫ﺑﻌﲔ ﺍﻟﺴﻤﺎﺣﺔ ﻓﻠﻜﻞ ﺟﻮﺍﺩ ﻛﺒﻮﺓ‪.‬‬

‫•‪7‬‬

Introduction

Following the ACTFL Guidelines, Developing Writing Skills in Arabic aims at increasing the advanced student’s fluency and accuracy through composition for personal, professional, and academic purposes. The student will learn to write all forms of composition (cards, notes, announcements, résumés, letters, articles, papers, etc.) fulfilling the various functions of writing (congratulating, offering condolences, giving instructions, describing, narrating, arguing, etc.). The student will practice reading, vocabulary, grammar or writing within the unit of a paragraph and text. Through reading comprehension, analysis of stylistic devices (such as connectors, idiomatic expressions, linguistic formulae, and collocation), a functional approach to vocabulary and grammar, well-graded exercises (from receptive, to semi-productive, to productive), this textbook aims at exposing and sensitizing students to the gamut of style and register, which varies according to the form and function of writing. Each chapter follows a two-step method: first, receptive then productive. In the first phase, the student reads one or two authentic model texts or excerpts from texts, engages in comprehension, discussion, extracting vocabulary, and analyzing stylistic devices. In the second stage, the student expands vocabulary, practices using stylistic devices, studies grammar points pertinent to the main linguistic function of the chapter, and concludes by writing one or two compositions. Thus, although this textbook’s main focus is on writing, it does not neglect to activate and integrate other skills, especially reading, speaking, and culture. This book is designed to be used with upper intermediate and advanced students in an academic course, with a tutor or individually. It is ideal for a three- or four-credit course, which meets for three to four hours a week over a standard 12–14 week academic semester. The contact hours suggested should range between 40 to 60 in addition to 80–120 hours for homework and preparation. The book includes 6 units, each containing one to three lessons. The units progress in the number of contact hours they require from 3 to 12.

•8

Introduction

Pedagogical Features 1. Authentic model texts All texts and excerpts used in this book, with the exception of cases that do not allow divulging personal or private information, are authentic and rich in cultural content. They range from cards, letters, and excerpts from short stories, to academic essays published in periodicals and books. They come from various parts of the Arab world and extend over a long period of time. These selections have been tried and tested in class for many years.

2. Real contexts and tasks All content, exercises, and compositions aim at fulfilling real linguistic functions pertinent to the student’s personal, academic, and professional needs. Students speak, read, and write on actual topics that are central to Arab cultures. Effort has been made to ensure this aspect not only in the choice of texts or composition topics, but also in all exercises and examples.

3. Two-step process (from receptive to productive) Each chapter follows a gradual move from receptive to productive skills. The first phase focuses on analyzing and understanding a model text, then, through practice, allowing the student to master vocabulary, grammar, and stylistic devices necessary for production. In the second phase, the students are instructed to produce short and long compositions fulfilling the linguistic function or functions of the chapter.

4. Spiraling increase in difficulty and graded tasks Both within each chapter and from one chapter to another, there is a gradual increase in difficulty. This applies to linguistic functions (starting with easier forms, such as cards and letters and moving toward argumentative essays), content of the sample texts, length and difficulty of exercises and compositions.

5. Stylistic features Style remains the most illusive of subjects to learn and teach. It is the complex sum of several lexical, grammatical, and cultural components and choices in addition to the individual voice of the writer, the context of time, place, purpose, literary canon, and cultural aesthetic. However, some elements of style can be defined through reading good sample texts, analyzing these elements, then practicing writing with them. Stylistic aspects such as choice of tense, verbal or nominal sentences, verb patterns, connectors, elements of textual cohesion, idiomatic expressions, collocations, inter-textuality, etc.

9•

Introduction are essential building blocks of good writing. Consequently, each lesson contains a section on stylistic devices extracted from the main text with exercises as well as a second section, which expands on these. Grammar sections also go beyond the strict notion of syntax and morphology to include rhetorical devices. This ensures a bridging between grammar and style.

6. Functional grammar Although this textbook covers an extensive number of grammar points, it is not a grammar book. It strives to integrate grammar in a new functional way that goes hand in hand with style and the objectives of each unit. For example, when learning the linguistic function of comparison, students will review the comparative, superlative, and the tamyiz of comparison as essential elements of style and will be instructed to use them in their compositions. In addition, it tries to take advantage of old established ways of presenting and teaching grammar that emanates from the Arab tradition. This approach not only treats grammar points comprehensively, but also recognizes complexity and exceptions, and integrates rhetoric as well as semantics. The book, however, assumes that most of these grammar points have been covered in one way or another by the students and thus emphasizes reviewing. Consequently, there are not many drills in the book. Instead, practice is ensured within the context of a paragraph and the focus is placed on making sure that students use the grammar structures in their compositions.

7. Functional vocabulary expansion Two types of vocabulary lists are provided in each lesson. The first list focuses on key vocabulary in the main text. This list does not aim at covering all new vocabulary in the text, and encourages the student to use the dictionary. Based on the text, the students will be assigned tasks aimed at expanding their vocabulary through finding synonyms, antonyms, exploring a semantic field, comparing verb patterns, etc. The second is an extensive list of vocabulary and key expressions pertinent to the function at hand. For example, when learning the function of comparing, the students will be provided with key words denoting similarity, difference, and contrast. The chapters are graded in such a way that students will incorporate vocabulary from previous lessons into the current one. For example, the chapter on comparison follows the one on description, and the vocabulary of the latter builds on that of the former. Students are consistently asked to use a specific number of words and expressions in their writing assignments and to underline them so as to foster their assimilation through conscious use of the language. The lists of vocabulary, expressions, and the exercises following them might seem lengthy and time-consuming. This exhaustive approach, however, has specific pedagogical reasons behind it. Students at the advanced level should develop their fluency and precision at the same time, which is not possible without having the ability to select from a wide range the right lexemes and idioms appropriate for the specific

• 10

Introduction context and meaning intended. The exhaustive lists of vocabulary and experessions and the many exercises working with synonyms, antonyms, and semantic fields aim at providing the students with this ability. In addition, students generally do not assimilate all the material they cover, and so they and their teachers can select parts that they deem important to focus on. All the words and expressions listed are translated within the lessons or in the vocabulary glossary at the end of the book.

8. Integrating skills Although this textbook is designed to focus primarily on writing, it also allows for ample opportunities to work with other skills by activating and integrating them through a number of exercises and activities. The students will start by reading a model text, presenting on it, and discussing it before they move to the analysis and expansion of its main vocabulary, grammatical features, and stylistic devices. The final stage focuses on writing.

9. Rich and varied cultural content Each lesson pays a great deal of attention to cultural content, which is inseparable from linguistic input, style, and linguistic functions. This cultural content is also varied in such a way as to reflect the geographical, ethnic, religious, and gender diversity of the Arab world. The choice of texts reflects this diversity and spans many genres and periods. The cultural components of each unit are introduced through several kinds of activities, including researching biographies of authors, general historical contexts of the texts, comprehension questions, cultural notes, poems, songs, proverbs, etc.

Lesson Structure Each lesson has the following structure: • •

• • • •

A list of the linguistic function or functions of the lesson and its objectives and linguistic content. Reading comprehension of a model text with pre- and post-reading exercises (writing and presenting about the author, comprehension questions, leading discussions, using the text as a starting point to discuss the general theme, discussion of cultural themes, etc.) We suggest a second reading, which focuses on the analysis of vocabulary, grammar, and stylistic devices pertinent to the communicative function of the model text. Vocabulary expansion with lists and exercises. Cultural notes, where relevant. Grammar review of points pertinent to the communicative function of the lesson and exercises. Expansion of stylistic devices, starting with the ones extracted from the text, and expressions with lists and exercises.

11 •

Introduction • •

Writing exercises consisting of short and long compositions, guided and free writing in the function of the lesson. Suggestions of further readings in the theme or function of the lesson.

Vocabulary Glossary This textbook includes an extensive glossary at the end. The vocabulary is arranged by root. For easy reference, once one word is introduced under a certain root, all related words are intended. This will also help the students see the semantic relationships between these words. This glossary is not intended to cover all words that occur throughout the chapters. The assumption is that students at the advanced level have already acquired a good amount of vocabulary and can use a dictionary effectively.

• 12

‫اﻟﻮﺣﺪة اﻷوﻟﻰ اﳌﺮاﺳﻼت اﻟﺸﺨﺼﻴﺔ‬

Unit One Personal correspondence

By the end of this unit, you will be able to:

You will also explore the following cultural points:

• Write cards, letters, and emails

• Two lines of poetry from the pre-Islamic poet Antara Ibn Shaddad

• Recognize and use the proper register and formulae depending on whom you are writing to and for what occasion In order to achieve these objectives, you will learn the following linguistic points: • Types of correspondence, occasions, and formulae • Format of a personal letter • Types of weak verbs and the conjugation of two of these groups

• 14

• The format of a personal letter • The importance of greetings in a personal letter • Some holidays and special occasions • The proper idiomatic expressions or formulae for specific social occasions, such as births, weddings, and deaths

‫‪Personal correspondence‬‬

‫‪LESSON ONE: CARDS, LETTERS, AND EMAIL‬‬

‫اﻟﺪرس اﻷول‪ :‬اﻟﺒﻄﺎﻗﺎت و اﻟﺮﺳﺎﺋﻞ و اﻹﳝﻴﻞ‬

‫ﻋﺮﻓﺖ اﻟﺪَ ا َر ﺑﻌﺪَ ﺗﻮ ﱡﻫـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ِﻢ‬ ‫ﻫﻞ ﻏَ ﺎدر َاﻟﺸﻌﺮاءُ ﻣﻦ ﻣﺘﺮد ِم أم ﻫﻞ َ‬ ‫ﻳﺎ دار َﻋﺒﻠﺔ ﺑَﺎﳉﻮاء ِﺗﻜﻠ ﱠﻤـ ـ ـ ـ ـ ـ ـ ـ ـ ــﻲ و ﻋﻤﻲ ﺻﺒﺎﺣ ًﺎ دَا َر ﻋﺒﻠ َﺔ و اﺳﻠَﻤﻲ‬ ‫ﻋﻨﺘﺮة ﺑﻦ ﺷﺪاد‬ ‫• ‪15‬‬

‫ا‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﻫﻞ ﺳﺘﺼﺒﺢ ﺍﻟﺮﺳﺎﺋﻞ ﻣﻘﺼﻮﺭﺓ ﻋﻠﻰ ﺍﻹﳝﻴﻞ؟ ﻣﺎ ﻫﻲ ﺍﻹﺧﺘﻼﻓﺎﺕ ﺍﻟﺘﻲ ﺗﺮﻭﻧﻬﺎ ﺑﲔ‬ ‫ﻛﺘﺎﺑﺔ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭ ﺍﻹﳝﻴﻞ؟ ﺃﻱّ ﺷﻜﻞ ﺗﻔﻀﻠﻮﻥ ﻭ ﳌﺎﺫﺍ؟‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﳌﺎﺫﺍ ﻧﻜﺘﺐ ﺍﻟﺒﻄﺎﻗﺎﺕ ﻭ ﺍﻟﺮﺳﺎﺋﻞ؟‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﺑﻌﺾ ﺍﻟﺸﻲﺀ‬ ‫ﺃﻋﺮﻕ‬

‫‪Somewhat‬‬ ‫‪With the longest history,‬‬ ‫‪with the greatest pedigree‬‬

‫ﺫﺍﺕ ﺳﻤﻌﺔ ﳑﺘﺎﺯﺓ‬ ‫ﻃﺒﻌ ًﺎ‬ ‫ﺃﺧﻴﺮ ًﺍ‬ ‫ﺑﺤﻜﻢ‬ ‫ﺃﻭﻝ ﺍﻷﻣﺮ‬ ‫ﲤﺎﻣ ًﺎ‬ ‫ﺳﻨﻮﻥ‪/‬ﺳﻨﲔ‪/‬ﺳﻨﻮﺍﺕ‬ ‫ﺃ ّﻻ )ﺃﻥ ‪ +‬ﻻ(‬ ‫ﺃﺟﻤﻊ ‪ -‬ﻳﺠﻤﻊ ‪ -‬ﺇﺟﻤﺎﻉ‬

‫‪Has an excellent reputation‬‬ ‫‪Naturally, of course‬‬ ‫‪Finally, recently‬‬ ‫‪Due to, by virtue of‬‬ ‫‪At first‬‬ ‫‪Completely‬‬ ‫‪Year-s‬‬ ‫‪Not to‬‬ ‫‪To reach consensus,‬‬ ‫‪to agree unanimously‬‬

‫ﺣﺸﺎ ‪ -‬ﻳﺤﺸﻮ ‪ -‬ﺣﺸﻮ‬ ‫ﻛﻮﺳﺔ ﻣﺤﺸﻲ‬

‫‪To stuff‬‬ ‫‪Stuffed zucchini‬‬

‫ب‪ -‬اﻟﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :٤‬ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪:‬‬ ‫‪• 16‬‬

‫‪Personal correspondence‬‬

‫‪ -١‬ﻣﺎ ﻫﻤﺎ ﺍﳋﺒﺮﺍﻥ ﺍﻟﻠﺬﺍﻥ ﻳﺬﻛﺮﻫﻤﺎ ﻣﺎﻫﺮ ﻓﻲ ﺭﺳﺎﻟﺘﻪ؟‬ ‫‪ -٢‬ﻣﺎ ﻫﻲ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ﺃﺩّﺕ ﺇﻟﻰ ﺍﻧﻔﺼﺎﻝ ﻣﺎﻫﺮ ﻋﻦ ﻟﻴﻠﻰ؟‬ ‫‪ -٣‬ﺇﻟﻰ ﻛﻢ ﺟﺰﺀ ﺗﻨﻘﺴﻢ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﺣﺴﺐ ﺍﶈﺘﻮﻯ ﻭ ﺍﻷﺳﻠﻮﺏ؟ ﻫﻞ ﺗﺨﺘﻠﻒ ﻋﻦ‬ ‫ﻃﺮﻕ ﺃﺧﺮﻯ ﻓﻲ ﺍﳌﺮﺍﺳﻠﺔ ﻭ ﻛﻴﻒ؟‬ ‫ﺭﺳﺎﻟﺔ‬ ‫ﺑﺴﻢ ﺍﻟﻠﱠﻪ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬

‫‪1‬‬

‫ﻧﻴﻮﻳﻮﺭﻙ ﻓﻲ ‪ ١١‬ﻳﻮﻧﻴﻮ ‪٢٠١١‬‬ ‫ﺃﺧﺘﻲ ﺍﻟﻌﺰﻳﺰﺓ ﻟﻴﻨﺎ‬ ‫ﻛﻢ ﺍﺷﺘﻘﺖ ﺇﻟﻴﻜﻢ ﺟﻤﻴﻌ ًﺎ ﻭ ﺇﻟﻰ ﺍﻟﻮﺍﻟﺪﺓ ﺍﳊﺒﻴﺒﺔ ﻭ ﻛﻞ ﺍﻷﻫﻞ ﻭﺟﻠﺴﺎﺗﻨﺎ ﺍﳌﺴﺎﺋﻴﺔ ﻓﻲ‬ ‫ﺣﺪﻳﻘﺔ ﺑﻴﺘﻨﺎ ﺑﻌﺪ ﺍﻟﻌﺸﺎﺀ‪ .‬ﻛﻴﻒ ﺣﺎﻟﻜﻢ؟ ﻫﻞ ﻣﻦ ﺟﺪﻳﺪ ﻟﺪﻳﻜﻢ؟ ﻫﻞ ﳒﺢ ﻣﻌ ّﺰ ﻓﻲ‬ ‫ﲢﺴﻨﺖ ﺻﺤﺔ ﺟﺪﻱ؟ ﺃﲤﻨﻰ ﻟﻪ ﺃﺣﺴﻦ ﺍﻟﺼﺤﺔ ﻭ ﺍﻟﻌﺎﻓﻴﺔ ﻛﻤﺎ ﺃﺭﺳﻞ‬ ‫ّ‬ ‫ﺍﻹﻣﺘﺤﺎﻧﺎﺕ؟ ﻫﻞ‬ ‫ﻟﻪ ﻭ ﳉﺪﺗﻲ ﻭ ﺃﻣﻲ ﺍﻟﻐﺎﻟﻴﺔ ﻗﺒﻼﺗﻲ ﺍﳊﺎﺭﺓ ﻭ ﲢﻴﺎﺗﻲ ﻟﻠﺠﻴﺮﺍﻥ ﻭ ﺍﻷﺻﺪﻗﺎﺀ ﻭ ﺃﺭﺟﻮ ﺃﻥ‬ ‫ﺗﻜﻮﻧﻮﺍ ﻛﻠﻜﻢ ﺑﺨﻴﺮ‪.‬‬ ‫ﻋﻨﺪﻱ ﻟﻜﻢ ﺧﺒﺮﺍﻥ ﺟﺪﻳﺪﺍﻥ ﺃﺣﺪﻫﻤﺎ ﺟﻴﺪ ﻭ ﺛﺎﻧﻴﻬﻤﺎ ﺳﻲﺀ ﺑﻌﺾ ﺍﻟﺸﻲﺀ‪ .‬ﺃﻭﻻً‪ ،‬ﳒﺤﺖ‬ ‫ﻭ ﺍﳊﻤﺪ ﻟﻠﱠﻪ ﻓﻲ ﺍﻣﺘﺤﺎﻧﺎﺗﻲ ﻭ ﺣﺼﻠﺖ ﻋﻠﻰ ﺍﳌﺠﺴﺘﻴﺮ ﺑﺪﺭﺟﺔ ﳑﺘﺎﺯ ﻭ ﻗﺒﻠﺘﻨﻰ ﺍﳉﺎﻣﻌﺔ‬ ‫ﻟﻺﻟﺘﺤﺎﻕ ﺑﺒﺮﻧﺎﻣﺞ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪ .‬ﻛﻨﺖ ﻗﺪ ﺫﻛﺮﺕ ﻓﻲ ﺭﺳﺎﻟﺘﻲ ﺍﻷﺧﻴﺮﺓ ﺃﻧّﻲ ﺗﻘﺪّﻣﺖ ﺇﻟﻰ‬ ‫ﺑﻌﺾ ﺍﳉﺎﻣﻌﺎﺕ‪ .‬ﻭ ﻟﻘﺪ ﻭﺻﻠﻨﻲ ﻣﻨﺬ ﻗﺮﺍﺑﺔ ﺷﻬﺮ ﻋﺮﺿﺎﻥ ﻣﻦ ﺟﺎﻣﻌﺘﲔ ﺃﺧﺮﻳﲔ ﺇﺣﺪﺍﻫﻤﺎ‬ ‫ﻫﺎﺭﻓﺮﺩ ﺍﻟﺘﻲ ﺗﻘﻊ ﻓﻲ ﻣﺪﻳﻨﺔ ﺑﻮﺳﻄﻦ ﻭ ﺍﻷﺧﺮﻯ ﻛﻤﺒﺮﺩﺝ ﻭ ﻫﻲ ﻛﻤﺎ ﺗﻌﺮﻓﻮﻥ ﻣﻦ ﺃﻋﺮﻕ‬ ‫ﺍﳉﺎﻣﻌﺎﺕ ﻓﻲ ﺑﺮﻳﻄﺎﻧﻴﺎ‪ .‬ﺍﺣﺘﺮﺕ ﻓﻲ ﺍﻹﺧﺘﻴﺎﺭ ﺑﲔ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﺜﻼﺙ ﻓﻜﻠﻬﺎ ﻗﺪﻣﺖ ﻟﻲ‬ ‫ﻣﻨﺤﺔ ﻣﺤﺘﺮﻣﺔ ﻭ ﻛﻠﻬﺎ ﺟﺎﻣﻌﺎﺕ ﺫﺍﺕ ﺳﻤﻌﺔ ﳑﺘﺎﺯﺓ ﻭ ﻟﻜﻨﻨﻲ ﻣﻦ ﻧﺎﺣﻴﺔ ﺗﻌﻮّﺩﺕ ﻋﻠﻰ‬ ‫ﺍﳊﻴﺎﺓ ﻓﻲ ﻫﺬﻩ ﺍﳌﺪﻳﻨﺔ ﻛﻤﺎ ﺗﻌﺮﻓﺖ ﻋﻠﻰ ﺑﻌﺾ ﺍﻷﺻﺪﻗﺎﺀ ﻭ ﺍﻟﺰﻣﻼﺀ ﻭ ﺍﻷﺳﺎﺗﺬﺓ ﻭ ﻫﺬﺍ‬ ‫ﻣﻞ ﻳﺠﻌﻞ ﺍﻹﻧﺘﻘﺎﻝ ﺇﻟﻰ ﻣﻜﺎﻥ ﺁﺧﺮ ﺻﻌﺒﺎً‪ .‬ﻭ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺈﻥّ ﺍﻹﻧﺘﻘﺎﻝ ﺇﻟﻰ‬ ‫ﺑﺮﻳﻄﺎﻧﻴﺎ ﻳﻘﺮّﺑﻨﻲ ﻣﻨﻜﻢ ﺇﺫ ﻻ ﺗﺪﻭﻡ ﺍﻟﺮﺣﻠﺔ ﺑﺎﻟﻄﺎﺋﺮﺓ ﻣﻦ ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ﺛﻼﺙ ﺳﺎﻋﺎﺕ‪.‬‬ ‫ﺳﺄﻓﻜﺮ ﻓﻲ ﺍﳌﻮﺿﻮﻉ ﺃﻛﺜﺮ ﻭ ﺳﺄﺷﺘﺸﻴﺮ ﺑﻌﺾ ﺍﻟﻨﺎﺱ ﻛﻤﺎ ﻳﻬﻤﻨﻲ ﺭﺃﻳﻚِ ﻃﺒﻌﺎً‪.‬‬ ‫ﺃﻣﺎ ﺍﳋﺒﺮ ﺍﻟﺜﺎﻧﻲ ﻓﻘﺪ ﺳﺒّﺐ ﻟﻲ ﺑﻌﺾ ﺍﻟﻘﻠﻖ‪ .‬ﺃﺧﻴﺮ ًﺍ ﻗﺮّﺭﺕ ﺍﻹﻧﻔﺼﺎﻝ ﻋﻦ ﻟﻴﻠﻰ ﻓﻘﺪ‬ ‫ﺻﺎﺭﺕ ﺍﻟﻌﻼﻗﺔ ﻣﺴﺘﺤﻴﻠﺔ ﺑﺤﻜﻢ ﺍﳌﺴﺎﻓﺔ‪ .‬ﺍﻟﺮﺳﺎﺋﻞ ﻭ ﺍﻟﺘﻠﻔﻮﻧﺎﺕ ﻭ ﺍﻹﳝﻴﻞ ﻭ ﺍﻟﺰﻳﺎﺭﺍﺕ‬ ‫ﺍﻟﻘﺼﻴﺮﺓ ﻓﻲ ﺍﻹﺟﺎﺯﺍﺕ ﻻ ﺗﻜﻔﻲ‪ .‬ﻃﺒﻌ ًﺎ ﺍﻧﺰﻋﺠﺖ ﺃﻭﻝ ﺍﻷﻣﺮ ﳌﺎ ﺃﺧﺒﺮﺗﻬﺎ ﻭ ﻻ ﺃﻇﻦّ ﺃﻧّﻬﺎ‬ ‫‪It is typical for Muslim Arabs to open letters with this expression.‬‬

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‫‪Developing Writing Skills in Arabic‬‬

‫ﺳﺘﻘﺘﻨﻊ ﺑﺎﻟﻔﻜﺮﺓ‪ .‬ﺃﺷﻌﺮ ﺑﺤﺰﻥ ﻋﻤﻴﻖ ﻭ ﻟﻜﻨﻨﻲ ﺃﺩﺭﻙ ﲤﺎﻣ ًﺎ ﺃﻧّﻰ ﺳﺄﻇﻞّ ﺑﻌﻴﺪ ًﺍ ﻓﻲ ﺍﻟﻐﺮﺑﺔ‬ ‫ﺳﻨﲔ ﺣﺘﻰ ﺃﺣﺼﻞ ﻋﻠﻰ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻭ ﺃﻧّﻪ ﻣﻦ ﺍﻷﺣﺴﻦ ﻟﻠﻴﻠﻰ ﺃ ّﻻ ﺗﻨﺘﻈﺮﻧﻲ ﻭ ﺃﻥ ﺗﻌﻴﺶ‬ ‫ﺣﻴﺎﺗﻬﺎ ﺣﺮّﺓ ﻓﻘﺪ ﺗﻠﺘﻘﻲ ﺑﺸﺎﺏ ﻳﻨﺎﺳﺒﻬﺎ ﻭ ﻟﻦ ﻳﺘﺮﻛﻬﺎ ﻭ ﻳﻬﺎﺟﺮ ﻣﺜﻠﻤﺎ ﻓﻌﻠﺖُ ‪ .‬ﺃﺭﺟﻮ ﻣﻨﻚ‬ ‫ﺃﻥ ﲢﺎﻭﻟﻲ ﺇﻗﻨﺎﻋﻬﺎ ﻭ ﺃﻥ ﺗﻮﺍﺳﻴﻬﺎ ﳌﺎ ﺗﻠﺘﻘﻴﺎﻥ ﻓﻲ ﺍﳉﺎﻣﻌﺔ‪ .‬ﺁﻩ ﻣﻦ ﺍﻟﻐﺮﺑﺔ ﻭ ﺍﻟﺒﻌﺪ!‬ ‫ﻟﻘﺪ ﺃﺭﺳﻠﺖ ﺇﻟﻴﻚ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﻃﻠﺒﺘﻬﺎ ﻭ ﺑﻌﺾ ﺍﻷﺩﻭﻳﺔ ﳉﺪﻱ ﻭ ﺳﺄﺣﻀﺮ ﻣﺎ ﻭﻋﺪﺕ ﺃﻣﻲ‬ ‫ﺑﻪ ﻓﻲ ﺯﻳﺎﺭﺗﻲ ﺍﻟﻘﺎﺩﻣﺔ ﺇﻥ ﺷﺎﺀ ﺍﻟﻠﱠﻪ‪ .‬ﺳﻼﻣﻲ ﺇﻟﻰ ﺟﻤﻴﻊ ﺍﻷﻫﻞ ﻭ ﺍﳉﻴﺮﺍﻥ ﻭ ﺇﻟﻰ ﺧﺎﻟﻲ‬ ‫ﻣﺎﻫﺮ ﻭ ﺯﻭﺟﺘﻪ ﻭ ﺃﺑﻨﺎﺋﻪ ﻭ ﺑﻨﺎﺗﻪ ﻭ ﻗﺒﻼﺗﻲ ﺍﳊﺎﺭﺓ ﻟﻚ ﻭ ﻟﻠﻮﺍﻟﺪﺓ ﺍﻟﻌﺰﻳﺰﺓ‪ .‬ﻟﻘﺪ ﺍﺷﺘﻘﺖ‬ ‫ﺇﻟﻰ ﺃﻛﻠﺔ ﻃﻴﺒﺔ ﻣﻦ ﻳﺪﻳﻬﺎ ﻭ ﻗﻮﻟﻲ ﻟﻬﺎ ﻟﻘﺪ ﻃﺒﺨﺖ ﻛﻮﺳﺔ ﻣﺤﺸﻲ ﻋﻠﻰ ﻃﺮﻳﻘﺘﻬﺎ ﻟﺒﻌﺾ‬ ‫ﺍﻷﺻﺪﻗﺎﺀ ﻭ ﻗﺪ ﺃﺟﻤﻌﻮﺍ ﺑﺄﻧﻬﺎ ﻛﺎﻧﺖ ﻃﻴﺒﺔ‪.‬‬ ‫ﺃﺧﻮﻙ ﺍﳌﺸﺘﺎﻕ‬ ‫ﻣﺎﻫﺮ‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٥‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺯﺍﻭﺟﻮﺍ ﺑﲔ ﺍﳌﻔﺮﺩﺍﺕ ﻓﻲ ﺍﳉﺪﻭﻟﲔ ﺍﻟﺘﺎﻟﻴﲔ ﺣﺴﺐ ﻣﻌﺎﻧﻴﻬﺎ‪:‬‬ ‫ﺍ‬

‫ﺏ‬

‫ﺃﺭﺳﻞ‬

‫ﻋﺎﻓﻴﺔ‬

‫ﻗُﺮﺍﺑﺔ‬

‫ﻛﻞّ‬

‫ﺃﺩﺭﻙ‬

‫ﻏﺎﻝ‬ ‫ٍ‬

‫ﺻﺤﺔ‬

‫ﺑﻌﺚ‬

‫ﺭﺟﺎ‬

‫ﺣﻮﺍﻟﻲ‬

‫ﺟﻤﻴﻌ ًﺎ‬

‫ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ‬

‫ﻋﺮﻳﻖ‬

‫ﻓﻬﻢ‬

‫ﺃﻭّﻝ ﺍﻷﻣﺮ‬

‫ﺳﻼﻡ‬

‫ﻋﺰﻳﺰ‬

‫ﺫﻭ ﺗﺎﺭﻳﺦ ﻃﻮﻳﻞ‬

‫ﲢﻴّﺔ‬

‫ﲤﻨّﻰ‬ ‫‪• 18‬‬

‫‪Personal correspondence‬‬

‫ﲤﺮﻳﻦ ‪ :٦‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺃﻛﻤﻠﻮﺍ ﺍﻟﺸﺠﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺴﺘﻌﻤﻠﲔ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﻏﻴﺮﻫﺎ ﳑﺎ ﳝﻜﻦ ﺃﻥ ﺗﻀﻴﻔﻮﻩ‬ ‫ﻣﺮﻛﺰﻳﻦ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﺍﳌﺮﺍﺳﻼﺕ ﻭ ﺃﻏﺮﺍﺿﻬﺎ ﻭ ﻣﻨﺎﺳﺒﺎﺗﻬﺎ‪ .‬ﳝﻜﻨﻜﻢ ﺇﺿﺎﻓﺔ ﺧﻄﻮﻁ‬ ‫ﻭ ﺩﻭﺍﺋﺮ ﺃﺧﺮﻯ ﺣﺴﺐ ﺍﳊﺎﺟﺔ‪:‬‬ ‫ﺍﳌﻮﺍﺳﺎﺓ ﺍﻟﺸﻔﺎﺀ‬ ‫ﺍﻟﺰﻓﺎﻑ‪/‬ﺍﻟﻌﺮﺱ ﺍﻟﺒﺮﻳﺪﻳﺔ‬ ‫ﺇﳝﻴﻞ ﺍﻟﺘﻌﺰﻳﺔ ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﻋﻴﺪ ﺍﳌﻴﻼﺩ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺸﻜﺮ‬ ‫ﺍﻟﻮﻻﺩﺓ‬ ‫ﺍﻟﺘﻬﻨﺌﺔ ﺍﻟﺮﺳﻤﻴﺔ ﺍﳋﻄﻮﺑﺔ‬ ‫ﺩﻋﺎﻳﺔ‬ ‫ﺍﳌﻨﺎﺳﺒﺎﺕ ﺩﻋﻮﺓ‬ ‫ﺍﻟﺘﺨﺮّﺝ ﺍﻷﻋﻴﺎﺩ ﻭ ﺍﳌﻮﺍﺳﻢ ﺍﻟﺪﻳﻨﻴﺔ ﺍﳌﺮﺽ‬ ‫ﺍﻟﻌﻤﻞ ﺍﻟﺼﺪﺍﻗﺔ‬ ‫ﺍﳊﺐّ‬ ‫ﻣﺴﺠﺎﺕ )‪ (text messages‬ﺍﻟﺘﻌﺎﺭُﻑ‬ ‫ﻣﺴﺞ ‪ّ -‬‬ ‫ّ‬

‫د‪ -‬اﻟﺜﻘﺎﻓﺔ‪:‬‬ ‫‪1. Letters and cards‬‬ ‫‪As you have noticed from the sample text above, personal letters have specific aspects‬‬ ‫‪and formulae that differ from official correspondence:‬‬

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Developing Writing Skills in Arabic a. b. c.

Endearing terms are very common and frequent in these correspondences. Greetings take a significant part of the letter in the beginning and at the end. This is considered polite and is observed in emails as well. Date, place, final greeting, name of the writer and signature are placed towards the left side of the letter.

2. Religious holidays The Arab world is very diverse in religions, sects, and denominations. There are many religious celebrations that vary according to regional calendars and local traditions. Below is a brief list of religious holidays in the three monotheistic religions.

‫ ﺍﻟﻴﻬﻮﺩﻳّﺔ‬-‫ﺍ‬ Rosh Hashanah Yom Kippur Sukkoth Hanukkah Passover, Pesah

‫ﺭﺃﺱ ﺍﻟﺴﻨﺔ‬ ‫ ﻳﻮﻡ ﺍﻟﺘﻜﻔﻴﺮ‬،‫ﻳﻮﻡ ﺍﻟﻐُﻔﺮﺍﻥ‬ ‫ﻋﻴﺪ ﺍﻟﻌﺮﻳﺶ‬ ‫ﻋﻴﺪ ﺍﻷﻧﻮﺍﺭ‬ ‫ﻋﻴﺪ ﺍﻟﻔﺼﺢ‬ ‫ ﺍﳌﺴﻴﺤﻴﺔ‬-‫ﺏ‬

Christmas Ash Wednesday Palm Sunday Lent Good Friday Passover

‫ ﻋﻴﺪ ﻣﻴﻼﺩ ﺍﳌﺴﻴﺢ‬،‫ﻋﻴﺪ ﺍﳌﻴﻼﺩ‬ ‫ﺃﺭﺑﻌﺎﺀ ﺍﻟﺮﻣﺎﺩ‬ ‫ﻋﻴﺪ ﺍﻟﺸﻌﺎﻧﲔ‬ ‫ﺍﻟﺼﻮﻡ ﺍﻟﻜﺒﻴﺮ‬ ‫ﺍﳊﺰﻳﻨﺔ‬/‫ﺍﳉﻤﻌﺔ ﺍﻟﻌﻈﻴﻤﺔ‬ ‫ ﻋﻴﺪ ﺍﻟﻔﺼﺢ‬،‫ﻋﻴﺪ ﺍﻟﻘﻴﺎﻣﺔ‬ ‫ ﺍﻹﺳﻼﻡ‬-‫ﺝ‬

Hijri New Year Birth of the Prophet Commemoration of the death of Hussein Ramadan

• 20

‫ﺭﺃﺱ ﺍﻟﺴﻨﺔ ﺍﻟﻬﺠﺮﻳﺔ‬ ‫ﺍﳌﻮﻟﺪ ﺍﻟﻨﺒﻮﻱ‬ ‫ﻋﺎﺷﻮﺭﺍﺀ‬ ‫ﺭﻣﻀﺎﻥ‬

‫‪Personal correspondence‬‬

‫ﻟﻴﻠﺔ ﺍﻟﻘﺪﺭ‬ ‫ﻋﻴﺪ ﺍﻟﻔﻄﺮ‪ ،‬ﺍﻟﻌﻴﺪ ﺍﻟﺼﻐﻴﺮ‬ ‫ﺍﳊﺞّ‬ ‫ﻋﻴﺪ ﺍﻷﺿﺤﻰ‪ ،‬ﺍﻟﻌﻴﺪ ﺍﻟﻜﺒﻴﺮ‬

‫‪Night of Power‬‬ ‫‪Eid al-Fitr‬‬ ‫‪Pilgrimage to Mecca‬‬ ‫‪Eid al-Adha‬‬

‫ﲤﺮﻳﻦ ‪ :٧‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﺑﺤﺚ ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﺗﻘﺪﱘ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺃﺣﺪ ﺍﻷﻋﻴﺎﺩ ﺍﳌﺬﻛﻮﺭﺓ ﺃﻋﻼﻩ‪ ،‬ﺍُﻛﺘﺒﻮﺍ ﻓﻘﺮﺓ ﻋﻨﻪ‪ ،‬ﺛﻢ ﻗﺪﻣﻮﻫﺎ ﻓﻲ ﺍﻟﺼﻒ‪ .‬ﻣﺘﻰ‬ ‫ﻛﻴﻒ ﻭ ﳌﺎﺫﺍ ﻳﺤﺘﻔﻞ ﺍﻟﻨﺎﺱ ﺑﻪ؟ ﻫﻞ ﻳﻌﺪّﻭﻥ ﻃﻌﺎﻣ ًﺎ ﺧﺎﺻ ًﺎ ﺑﻬﺬﺍ ﺍﻟﻌﻴﺪ؟‬ ‫‪3. Other occasions‬‬ ‫‪Below are some of the social and cultural occasions people celebrate in various parts‬‬ ‫‪of the Arab world.‬‬

‫ﺍﳌﻴﻼﺩ‬ ‫ﺍﻟﺴﺒﻮﻉ‬ ‫ﺍﻷﺭﺑﻌﲔ‬

‫‪Birth‬‬ ‫‪Seventh day of the birth, celebrated in Egypt‬‬ ‫‪The fortieth day after birth, celebrated‬‬ ‫‪in some Arab countries‬‬

‫ﺍﻟﺘﻌﻤﻴﺪ‬ ‫ﺍﳋﺘﺎﻥ‬ ‫ﺍﻟﻨﺠﺎﺡ‪ ،‬ﺍﻟﺘﺨﺮّﺝ‬ ‫ﺍﳋﻄﻮﺑﺔ‬ ‫ﻛﺘﺐ ﺍﻟﻜﺘﺎﺏ‬ ‫ﺍﻟﺰﻓﺎﻑ‪ ،‬ﺍﻟﻌُﺮﺱ‬ ‫ﺍﳉﻨﺎﺯﺓ‬

‫‪Baptism‬‬ ‫‪Circumcision‬‬ ‫‪Graduation‬‬ ‫‪Engagement‬‬ ‫‪Writing the marriage contract‬‬ ‫‪Wedding‬‬ ‫‪Funeral‬‬

‫ﲤﺮﻳﻦ ‪ :٨‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺑﻄﺎﻗﺔ ﻗﺼﻴﺮﺓ ﻹﺣﺪﻯ ﺍﳌﻨﺎﺳﺒﺎﺕ ﺍﳌﺬﻛﻮﺭﺓ ﺃﻋﻼﻩ‪ .‬ﳝﻜﻨﻜﻢ ﺍﺳﺘﻌﻤﺎﻝ ﺑﻌﺾ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﳌﺬﻛﻮﺭﺓ ﺃﺩﻧﺎﻩ )ﺹ ‪.(٢٨‬‬

‫• ‪21‬‬

Developing Writing Skills in Arabic

:‫ اﻟﻘﻮاﻋﺪ‬-‫ﻫـ‬

‫ اﳌﺜﺎل و اﻷﺟﻮف‬:‫ ﻣﺮاﺟﻌﺔ اﻷﻓﻌﺎل اﳌﻌﺘﻠﺔ‬-١

‫ﺍﻷﻓﻌﺎﻝ ﺍﳌﻌﺘﻠﺔ‬, weak verbs, are irregular verbs which contain weak letters, ‫ﺣﺮﻭﻑ ﺍﻟﻌﻠﺔ‬, ‫ ﻭ‬or ‫ﻱ‬. Consider the following examples from the main text:

that is,

(‫ﻳﻜﻮﻥ‬-‫ ﻛﺎﻥ‬،‫ﻳﺮﺟﻮ‬-‫ )ﺭﺟﺎ‬.‫ ﺃﺭﺟﻮ ﺃﻥ ﺗﻜﻮﻧﻮﺍ ﻛﻠﻜﻢ ﺑﺨﻴﺮ‬(‫ﻳﺸﺎﺀ‬-‫ ﺷﺎﺀ‬،‫ﻳﻌِ ﺪ‬-‫ )ﻭﻋﺪ‬.‫ ﺳﺄﺣﻀﺮ ﻣﺎ ﻭﻋﺪﺕ ﺃﻣﻲ ﺑﻪ ﻓﻲ ﺯﻳﺎﺭﺗﻲ ﺍﻟﻘﺎﺩﻣﺔ ﺇﻥ ﺷﺎﺀ ﺍﻟﻠﻪ‬There are four types of weak verbs depending on whether the weak letters occur in the beginning, middle or end of the verb and whether they occur once or twice. Here is the general scheme of these verbs based on the simple form of the verb ‫ﻓﻌﻞ‬, which is the most irregular of all forms.

(‫ )ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ ﺃﻭ ﺍﻟﺼﻒ‬:٨ ‫ﲤﺮﻳﻦ‬ ‫ﺍِﺳﺘﺨﺮﺟﻮﺍ ﺍﻷﻓﻌﺎﻝ ﺍﳌﻌﺘﻠّﺔ ﺑﻜﻞ ﺃﻭﺯﺍﻧﻬﺎ ﻣﻦ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﻭ ﺣﺪّﺩﻭﺍ ﻧﻮﻋﻬﺎ ﺛﻢ‬ .“‫ﺻﻴﻐﻮﻫﺎ ﻓﻲ ﺍﳌﺎﺿﻲ ﻭ ﺍﳌﻀﺎﺭﻉ ﻣﻊ ”ﻫﻮ‬

• 22

Personal correspondence

‫ﺗﺼﺮﻳﻒ اﳌﺜﺎل و اﻷﺟﻮف‬ Conjugating ‫ ﺍﳌﺜﺎﻝ‬is straightforward: ‫ ﺍﳌﺜﺎﻝ ﺍﻟﻴﺎﺋﻲ‬is conjugated like any regular verb and keeps the weak letter ‫ ﻱ‬in all tenses; ‫ﺍﳌﺜﺎﻝ ﺍﻟﻮﺍﻭﻱ‬, however, keeps the ‫ ﻭ‬in the

past tense and drops it in all types of ‫ﺍﳌﻀﺎﺭﻉ‬. Conjugating ‫ ﺍﻷﺟﻮﻑ‬relies on (a) recognizing under which of the three categories

of

‫ﺍﻷﺟﻮﻑ‬

the verb falls, and (b) how it keeps or drops the weak letter in various

ّ‫ﻫﻦ‬. In ‫ﺍﳌﻀﺎﺭﻉ‬ ّ‫ ﻫﻦ‬and ‫ﱳ‬ ّ ‫ﺃﻧ‬. As for

tenses. In the past, all third person pronouns keep the alif, except for

‫ﺍﳌﺮﻓﻮﻉ ﻭ ﺍﳌﻨﺼﻮﺏ‬, all pronouns keep the weak letter, except for ‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﺠﺰﻭﻡ‬, syllabic structure determines the conjugation; i.e. a sukun cannot occur after a long vowel. Study the following chart:

‫ ﻳﻌﻮﺩ‬- ‫ ﻋﺎﺩ‬:‫ﺍﻟﻨﻮﻉ ﺍﻷﻭﻝ‬ ‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﺠﺰﻭﻡ‬

‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﻨﺼﻮﺏ‬

‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﺮﻓﻮﻉ‬

‫ﺍﳌﺎﺿﻲ‬

‫ﺍﻟﻀﻤﻴﺮ‬

‫ﺃﻋُ ْﺪ‬

‫ﺃﻋﻮ َﺩ‬

‫ﺃﻋﻮ ُﺩ‬

ُ‫ﻋُ ﺪﺕ‬

‫ﺃﻧﺎ‬

‫ﺗ ُﻌ ْﺪ‬

‫ﺗﻌﻮ َﺩ‬

‫ﺗﻌﻮ ُﺩ‬

َ‫ﻋُ ﺪﺕ‬

َ‫ﺃﻧﺖ‬

‫ﺗﻌﻮﺩﻱ‬

‫ﺗﻌﻮﺩﻱ‬

َ‫ﺗﻌﻮﺩﻳﻦ‬

‫ﺪﺕ‬ ِ ُ‫ﻋ‬

‫ﺃﻧﺖ‬ ِ

‫ﻳ ُﻌ ْﺪ‬

‫ﻳﻌﻮ َﺩ‬

‫ﻳﻌﻮ ُﺩ‬

‫ﻋﺎﺩ‬

‫ﻫﻮ‬

‫ﺗ ُﻌ ْﺪ‬

‫ﺗﻌﻮ َﺩ‬

‫ﺗﻌﻮ ُﺩ‬

‫ﻋﺎﺩﺕ‬

‫ﻫﻲ‬

‫ﺗﻌﻮﺩﺍ‬

‫ﺗﻌﻮﺩﺍ‬

ِ‫ﺗﻌﻮﺩﺍﻥ‬

‫ﻋُ ﺪﲤُﺎ‬

‫ﺃﻧﺘﻤﺎ‬

‫ﻳﻌﻮﺩﺍ‬

‫ﻳﻌﻮﺩﺍ‬

ِ‫ﻳﻌﻮﺩﺍﻥ‬

‫ﻋﺎﺩﺍ‬

‫ﻫﻤﺎ‬

‫ﺗﻌﻮﺩﺍ‬

‫ﺗﻌﻮﺩﺍ‬

ِ‫ﺗﻌﻮﺩﺍﻥ‬

‫ﻋﺎﺩﺗﺎ‬

‫ﻫﻤﺎ‬

‫ﻧ ُﻌ ْﺪ‬

‫ﻧﻌﻮ َﺩ‬

‫ﻧﻌﻮ ُﺩ‬

‫ﻋُ ﺪﻧﺎ‬

‫ﻧﺤﻦ‬

‫ﺗﻌﻮﺩﻭﺍ‬

‫ﺗﻌﻮﺩﻭﺍ‬

َ‫ﺗﻌﻮﺩﻭﻥ‬

‫ﰎ‬ ُ ‫ﻋُ ﺪ‬

‫ﺃﻧﺘﻢ‬

َ‫ﺗﻌُﺪﻥ‬

َ‫ﺗﻌُﺪﻥ‬

َ‫ﺗﻌُﺪﻥ‬

‫ﻋُ ﺪﺗُﻦﱠ‬

‫ﱳ‬ ّ ‫ﺃﻧ‬

‫ﻳﻌﻮﺩﻭﺍ‬

‫ﻳﻌﻮﺩﻭﺍ‬

َ‫ﻳﻌﻮﺩﻭﻥ‬

‫ﻋﺎﺩﻭﺍ‬

‫ﻫﻢ‬

َ‫ﻳﻌُﺪﻥ‬

َ‫ﻳﻌُﺪﻥ‬

َ‫ﻳﻌُﺪﻥ‬

َ‫ﻋُ ﺪﻥ‬

ّ‫ﻫﻦ‬

23 •

‫‪Developing Writing Skills in Arabic‬‬ ‫‪, behave in the same‬ﻧﺎﻡ – ﻳﻨﺎﻡ ‪ and‬ﺑﺎﻉ – ﻳﺒﻴﻊ ‪, such as‬ﺍﻷﺟﻮﻑ ‪Both other types of‬‬ ‫‪way, except for their corresponding weak letters and having a kasra for their initial‬‬ ‫‪vowel.‬‬

‫ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺑﺎﻉ ‪ -‬ﻳﺒﻴﻊ‬ ‫ﺍﻟﻀﻤﻴﺮ‬

‫ﺍﳌﺎﺿﻲ‬

‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﺮﻓﻮﻉ‬

‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﻨﺼﻮﺏ‬

‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﺠﺰﻭﻡ‬

‫ﺃﻧﺎ‬

‫ﺑِﻌﺖُ‬

‫ﺃﺑﻴﻊُ‬

‫ﺃﺑﻴ َﻊ‬

‫ﺃ ِﺑ ْﻊ‬

‫ﺃﻧﺖَ‬

‫ﺑِﻌﺖَ‬

‫ﺗﺒﻴﻊُ‬

‫ﺗﺒﻴ َﻊ‬

‫ﺗ ِﺒ ْﻊ‬

‫ﺃﻧﺖ‬ ‫ِ‬

‫ِﻌﺖ‬ ‫ﺑ ِ‬

‫ﲔ‬ ‫ﺗﺒﻴﻌ َ‬

‫ﺗﺒﻴﻌﻲ‬

‫ﺗﺒﻴﻌﻲ‬

‫ﻫﻮ‬

‫ﺑﺎﻉ‬

‫ﻳﺒﻴﻊُ‬

‫ﻳﺒﻴ َﻊ‬

‫ﻳ ِﺒ ْﻊ‬

‫ﻫﻲ‬

‫ﺑﺎﻋﺖ‬

‫ﺗﺒﻴﻊُ‬

‫ﺗﺒﻴ َﻊ‬

‫ﺗ ِﺒ ْﻊ‬

‫ﺃﻧﺘﻤﺎ‬

‫ﺑِﻌﺘُﻤﺎ‬

‫ﺗﺒﻴﻌﺎﻥِ‬

‫ﺗﺒﻴﻌﺎ‬

‫ﺗﺒﻴﻌﺎ‬

‫ﻫﻤﺎ‬

‫ﺑﺎﻋﺎ‬

‫ﻳﺒﻴﻌﺎﻥِ‬

‫ﻳﺒﻴﻌﺎ‬

‫ﻳﺒﻴﻌﺎ‬

‫ﻫﻤﺎ‬

‫ﺑﺎﻋﺘﺎ‬

‫ﺗﺒﻴﻌﺎﻥِ‬

‫ﺗﺒﻴﻌﺎ‬

‫ﺗﺒﻴﻌﺎ‬

‫ﻧﺤﻦ‬

‫ﺑِﻌﻨﺎ‬

‫ﻧﺒﻴﻊُ‬

‫ﻧﺒﻴ َﻊ‬

‫ﻧ ِﺒ ْﻊ‬

‫ﺃﻧﺘﻢ‬

‫ﺑِﻌﺘُﻢ‬

‫ﺗﺒﻴﻌﻮﻥَ‬

‫ﺗﺒﻴﻌﻮﺍ‬

‫ﺗﺒﻴﻌﻮﺍ‬

‫ﱳ‬ ‫ﺃﻧ ّ‬

‫ِﻌﱳ‬ ‫ﺑ ُﱠ‬

‫ﺗﺒِﻌﻦ‬

‫ﺗﺒِﻌﻦَ‬

‫ﺗﺒِﻌﻦَ‬

‫ﻫﻢ‬

‫ﺑﺎﻋﻮﺍ‬

‫ﻳﺒﻴﻌﻮﻥَ‬

‫ﻳﺒﻴﻌﻮﺍ‬

‫ﻳﺒﻴﻌﻮﺍ‬

‫ﻫﻦّ‬

‫ﺑِﻌﻦَ‬

‫ﻳﺒِﻌﻦَ‬

‫ﻳﺒِﻌﻦَ‬

‫ﻳﺒِﻌﻦَ‬

‫‪• 24‬‬

‫‪Personal correspondence‬‬

‫ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﺎﻡ ‪ -‬ﻳﻨﺎﻡ‬ ‫ﺍﻟﻀﻤﻴﺮ‬

‫ﺍﳌﺎﺿﻲ‬

‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﺮﻓﻮﻉ‬

‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﻨﺼﻮﺏ‬

‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﺠﺰﻭﻡ‬

‫ﺃﻧﺎ‬

‫ﳕِ ﺖُ‬

‫ﺃﻧﺎ ُﻡ‬

‫ﺃﻧﺎ َﻡ‬

‫ﱎ‬ ‫ﺃ ْ‬

‫ﺃﻧﺖ َ‬

‫ِﳕﺖَ‬

‫ﺗﻨﺎ ُﻡ‬

‫ﺗﻨﺎ َﻡ‬

‫ﺗﻨ ْﻢ‬

‫ﺃﻧﺖ ِ‬

‫ﳕِ ﺖ ِ‬

‫ﲔ‬ ‫ﺗﻨﺎﻣ َ‬

‫ﺗﻨﺎﻣﻲ‬

‫ﺗﻨﺎﻣﻲ‬

‫ﻫﻮ‬

‫ﻧﺎﻡ‬

‫ﻳﻨﺎ ُﻡ‬

‫ﻳﻨﺎ َﻡ‬

‫ﻳﻨ ْﻢ‬

‫ﻫﻲ‬

‫ﻧﺎﻣﺖ‬

‫ﺗﻨﺎ ُﻡ‬

‫ﺗﻨﺎ َﻡ‬

‫ﺗﻨ ْﻢ‬

‫ﺃﻧﺘﻤﺎ‬

‫ﳕِ ﺘُﻤﺎ‬

‫ﺗﻨﺎﻣﺎﻥ ِ‬

‫ﺗﻨﺎﻣﺎ‬

‫ﺗﻨﺎﻣﺎ‬

‫ﻫﻤﺎ‬

‫ﻧﺎﻣﺎ‬

‫ﻳﻨﺎﻣﺎﻥ ِ‬

‫ﻳﻨﺎﻣﺎ‬

‫ﻳﻨﺎﻣﺎ‬

‫ﻫﻤﺎ‬

‫ﻧﺎﻣﺘﺎ‬

‫ﺗﻨﺎﻣﺎﻥ ِ‬

‫ﺗﻨﺎﻣﺎ‬

‫ﺗﻨﺎﻣﺎ‬

‫ﻧﺤﻦ‬

‫ﳕِ ﻨﺎ‬

‫ﻧﻨﺎ ُﻡ‬

‫ﻧﻨﺎ َﻡ‬

‫ﻧ َﻨ ْﻢ‬

‫ﺃﻧﺘﻢ‬

‫ﳕِ ﺘُﻢ‬

‫ﺗﻨﺎﻣﻮﻥَ‬

‫ﺗﻨﺎﻣﻮﺍ‬

‫ﺗﻨﺎﻣﻮﺍ‬

‫ﱳ‬ ‫ﺃﻧ ّ‬

‫ﱳ‬ ‫ﳕِ ُ ﱠ‬

‫ﺗﻨَﻤﻦ‬

‫ﺗﻨَﻤﻦ‬

‫ﺗﻨَﻤﻦ‬

‫ﻫﻢ‬

‫ﻧﺎﻣﻮﺍ‬

‫ﻳﻨﺎﻣﻮﻥَ‬

‫ﻳﻨﺎﻣﻮﺍ‬

‫ﻳﻨﺎﻣﻮﺍ‬

‫ﻫﻦّ‬

‫ِﳕﻦَ‬

‫ﻳﻨَﻤﻦَ‬

‫ﻳﻨَﻤﻦَ‬

‫ﻳﻨَﻤﻦَ‬

‫ﲤﺮﻳﻦ ‪ :٩‬ﻗﻮﺍﻋﺪ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺃﻭ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺻﺮّﻓﻮﺍ ﺍﻷﻓﻌﺎﻝ ﺍﳌﺬﻛﻮﺭﺓ ﺑﲔ ﻗﻮﺳﲔ ﻣﻨﺘﺒﻬﲔ ﺇﻟﻰ ﺍﻟﻀﻤﺎﺋﺮ ﻭ ﺍﻷﺯﻣﻨﺔ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬ ‫ﺑﻄﺎﻗﺔ ﻣﻦ ﺩﻣﺸﻖ‬ ‫)ﻧﺤﻦ‪/‬ﻭﺻﻞ( ــــــــــــــــــــــــــــــــ ﺃﻣﺲ ﻣﺪﻳﻨﺔ ﺩﻣﺸﻖ ﺍﻟﻌﺮﻳﻘﺔ ﺍﻟﺘﻲ )ﻭﻗﻊ( ــــــــــــــــــــــــــ‬ ‫ﻓﻲ ﺟﻨﻮﺏ ﺳﻮﺭﻳﺎ ﻭ ﺍﻟﺘﻲ )ﻋﺎﺩ( ــــــــــــــــــــــــــ ﺗﺎﺭﻳﺨﻬﺎ ﺇﻟﻰ ﺁﻻﻑ ﺍﻟﺴﻨﲔ ﺣﲔ )ﻛﺎﻥ(‬ ‫ـــــــــــــــــــــــــ ﺗُﻌﺘﺒﺮ ﻣﻦ ﺃﻫ ّﻢ ﺍﳌﺮﺍﻛﺰ ﺍﻟﺜﻘﺎﻓﻴّﺔ ﻭ ﺍﻟﺘﺠﺎﺭﻳّﺔ ﻓﻲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻲ ﺗُﻌﺮﻑ‬ ‫ﺍﻟﻴﻮﻡ ﺑﺎﺳﻢ ”ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ“‪.‬‬ ‫ﺇﻥّ ﺍﳌﺴﺎﻓﺮﻳﻦ ﺍﻟﺬﻳﻦ )ﺯﺍﺭ( ـــــــــــــــــــــــــــــ ﻫﺬﻩ ﺍﳌﺪﻳﻨﺔ ﺳﻮﺍﺀ )ﺟﺎﺀ( ــــــــــــــــــــــــ‬ ‫ﻣﻦ ﺃﻭﺭﻭﺑﺎ ﺃﻭ ﻣﻦ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴّﺔ ﻻ ُﺑ ّﺪ ﺃﻥ )ﻧﺎﻡ( ـــــــــــــــــــــــــــ ﻓﻲ ﺧﺎﻧﺎﺗﻬﺎ ﺍﻟﻘﺪﳝﺔ‬ ‫• ‪25‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﻭ ﺃﻥ )ﻗﺎﻡ( ــــــــــــــــــــــــــــــ ﺑﺰﻳﺎﺭﺓ ﺃﺳﻮﺍﻗﻬﺎ ﺍﻟﺘﻲ )ﺑﺎﻉ( ـــــــــــــــــــــــــــــ ﻓﻴﻬﺎ‬ ‫ﺍﻟﺘﺠﺎﺭ ﻛﻞّ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻮﺍﺑﻞ ﻭ ﺍﻟﻌﻄﻮﺭ ﻭ ﺍﻟﺘﻲ )ﻗﺎﻝ( ـــــــــــــــــــــــــــ ﻋﻨﻬﺎ ﺍﺑﻦ ﺟﺒﻴﺮ‬ ‫ﻓﻲ ﺭﺣﻠﺘﻪ ﺍﳌﺸﻬﻮﺭﺓ ﺇﻧّﻬﺎ ﻣﻦ ﺃﺟﻤﻞ ﺍﳌﻨﺎﻇﺮ ﺍﻟﺘﻲ )ﻭﻗﻊ( ـــــــــــــــــــ ﻋﻠﻴﻬﺎ ﻋﻴﻨﺎﻩ‪.‬‬

‫‪ -٢‬اﺳﺘﻌﻤﺎﻻت ”ﻗﺪ‬

‫“‬

‫‪ has three uses in Arabic:‬ﻗﺪ‬

‫ﺍ‪ -‬ﻻﻡ ﺍﻟﺒﺪﺀ ‪ +‬ﻗﺪ ‪ +‬ﺍﳌﺎﺿﻲ‬

‫‪To emphasize that the act‬‬ ‫‪did happen in the past‬‬ ‫‪and is complete‬‬

‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﻟﻘﺪ ﻭﺻﻠﻨﻲ ﻣﻨﺬ ﻗﺮﺍﺑﺔ ﺷﻬﺮ ﻋﺮﺿﺎﻥ ﻣﻦ ﺟﺎﻣﻌﺘﲔ ﺃﺧﺮﻳﲔ‬

‫…‬

‫‪… and I did receive/received almost a month ago two offers from two other‬‬ ‫‪universities.‬‬

‫ﺏ‪ -‬ﻛﺎﻥ ‪ +‬ﻗﺪ ‪ +‬ﺍﳌﺎﺿﻲ‬

‫‪To express the past perfect:‬‬ ‫‪had (already) been done‬‬

‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻛﻨﺖ ﻗﺪ ﺫﻛﺮﺕ ﻓﻲ ﺭﺳﺎﻟﺘﻲ ﺍﻷﺧﻴﺮﺓ ﺃﻧّﻲ ﺗﻘﺪّﻣﺖ ﺇﻟﻰ ﺑﻌﺾ‬ ‫ﺍﳉﺎﻣﻌﺎﺕ‪.‬‬ ‫‪I had (already) mentioned in my last letter that I applied to some universities.‬‬

‫ﺝ‪ -‬ﻗﺪ ‪ +‬ﺍﳌﻀﺎﺭﻉ ﺍﳌﺮﻓﻮﻉ )ﺭﲟّﺎ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻓﻘﺪ ﺗﻠﺘﻘﻲ ﺑﺸﺎﺏ ﻳﻨﺎﺳﺒﻬﺎ…‬

‫‪To express doubt: might do‬‬ ‫‪She might meet a young‬‬ ‫… ‪man who suits her‬‬

‫و‪ -‬اﻷﺳﻠﻮب‪:‬‬ ‫ﻋﺒﺎرات ﻣﻦ اﻟﻨﺺ‪:‬‬ ‫! … ‪Kam of exclamation: oh, how‬‬

‫‪) -١‬ﻛﻢ ‪ +‬ﻓﻌﻞ‪ ،‬ﻛﻢ ‪ +‬ﺍﺳﻢ ﻣﻔﺮﺩ ﻧﻜﺮﺓ ﻣﺠﺮﻭﺭ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻛﻢ ﺍﺷﺘﻘﺖ ﺇﻟﻴﻜﻢ ﺟﻤﻴﻌ ًﺎ ﻭ ﺇﻟﻰ ﺍﻟﻮﺍﻟﺪﺓ ﺍﳊﺒﻴﺒﺔ‬

‫…‬

‫… ‪On the one hand … and on the other hand‬‬

‫‪ -٢‬ﻣﻦ ﻧﺎﺣﻴﺔ … ﻭ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻣﻦ ﻧﺎﺣﻴﺔ ﺗﻌﻮﺩﺕ ﻋﻠﻰ ﺍﳊﻴﺎﺓ ﻓﻲ ﻫﺬﻩ ﺍﳌﺪﻳﻨﺔ ﻛﻤﺎ ﺗﻌﺮﻓﺖ ﻋﻠﻰ‬ ‫ﺑﻌﺾ ﺍﻷﺻﺪﻗﺎﺀ ﻭ ﺍﻟﺰﻣﻼﺀ ﻭ ﺍﻷﺳﺎﺗﺬﺓ ﻭ ﻫﺬﺍ ﻣﺎ ﻳﺠﻌﻞ ﺍﻹﻧﺘﻘﺎﻝ ﺇﻟﻰ ﻣﻜﺎﻥ ﺁﺧﺮ‬ ‫ﺻﻌﺒﺎً‪ .‬ﻭ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺈﻥّ ﺍﻹﻧﺘﻘﺎﻝ ﺇﻟﻰ ﺑﺮﻳﻄﺎﻧﻴﺎ ﻳﻘﺮّﺑﻨﻲ ﻣﻨﻜﻢ‪.‬‬ ‫…‬

‫‪• 26‬‬

‫‪Personal correspondence‬‬

‫‪ -٣‬ﻛﻤﺎ‪/‬ﻣﺜﻠﻤﺎ ‪ +‬ﻓﻌﻞ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺳﺄﺷﺘﺸﻴﺮ ﺑﻌﺾ ﺍﻟﻨﺎﺱ ﻛﻤﺎ ﻳﻬﻤﻨﻲ ﺭﺃﻳﻚِ ﻃﺒﻌﺎً‪.‬‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﻟﻦ ﻳﺘﺮﻛﻬﺎ ﻭ ﻳﻬﺎﺟﺮ ﻣﺜﻠﻤﺎ ﻓﻌﻠﺖُ ‪.‬‬

‫‪As, like‬‬

‫ﲤﺮﻳﻦ ‪) :١٠‬ﺗﺮﺟﻤﺔ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺗﺮﺟﻤﻮﺍ ﺍﻷﻣﺜﻠﺔ ﺍﳌﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺛ ّﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞّ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫إﺛﺮاء اﻟﻌﺒﺎرات‪:‬‬

‫ﺍ‪ -‬ﻣﻔﺮﺩﺍﺕ‪:‬‬

‫ﺍﺗّﺼﻞ ‪ -‬ﻳﺘّﺼﻞ ‪ -‬ﺍﺗّﺼﺎﻝ‬ ‫‪Means of communication‬‬ ‫ﻭﺳﺎﺋﻞ ﺍﻹﺗﺼﺎﻝ‪ ،‬ﺍﻹﺗﺼﺎﻻﺕ‬ ‫‪To send, to dispatch‬‬ ‫ﺃﺭﺳﻞ ‪ -‬ﻳﺮﺳﻞ ‪ -‬ﺇﺭﺳﺎﻝ‪ ،‬ﺑﻌﺚ ‪ -‬ﻳﺒﻌﺚ ‪ -‬ﺑﻌﺚ‬ ‫‪To correspond‬‬ ‫ﺭﺍﺳﻞ ‪ -‬ﻳﺮﺍﺳﻞ ‪ -‬ﻣﺮﺍﺳﻠﺔ‪ ،‬ﺗﺮﺍﺳﻞ ‪ -‬ﻳﺘﺮﺍﺳﻞ ‪ -‬ﺗﺮﺍﺳﻞ‬ ‫‪Letter-s, message-s‬‬ ‫ﺭﺳﺎﻟﺔ ‪ -‬ﺭﺳﺎﺋﻞ‪ ،‬ﻣﻜﺘﻮﺏ ‪ -‬ﻣﻜﺎﺗﻴﺐ‪،‬‬ ‫ﻣﺮﺳﻮﻝ ‪ -‬ﻣﺮﺍﺳﻴﻞ‬ ‫‪Mail, post‬‬ ‫ﺑﺮﻳﺪ‬ ‫‪Post office‬‬ ‫ﻣﻜﺘﺐ ﺍﻟﺒﺮﻳﺪ‬ ‫‪Mail person‬‬ ‫ﺳﺎﻋﻲ ﺍﻟﺒﺮﻳﺪ‬ ‫‪Email‬‬ ‫ﺑﺮﻳﺪ ﺍﻟﻜﺘﺮﻭﻧﻲ‪ ،‬ﺇﳝﻴﻞ‬ ‫‪Messenger-s‬‬ ‫ﺭﺳﻮﻝ ‪ -‬ﺭُﺳﻞ‬ ‫‪Stamp-s‬‬ ‫ﻃﺎﺑﻊ ﺑﺮﻳﺪﻱ ‪ -‬ﻃﻮﺍﺑﻊ ﺑﺮﻳﺪﻳﺔ‬ ‫‪Envelope-s‬‬ ‫ﻇﺮﻑ ‪ -‬ﻇﺮﻭﻑ‪ ،‬ﻣﻐﻠّﻒ ‪ -‬ﻣﻐﻠّﻔﺎﺕ‬ ‫‪Address-es‬‬ ‫ﻋﻨﻮﺍﻥ ‪ -‬ﻋﻨﺎﻭﻳﻦ‬ ‫‪Reply-ies, response-s‬‬ ‫ﺭ ّﺩ ‪ -‬ﺭُﺩﻭﺩ‬ ‫‪To contact‬‬

‫• ‪27‬‬

Developing Writing Skills in Arabic

:‫ ﻋﺒﺎﺭﺍﺕ ﺛﻘﺎﻓﻴﺔ‬-‫ﺏ‬ Dear Sincerely May you be well every year, season’s greetings Happy Holiday Happy birthday Congratulations Congratulations on the newborn,

(‫ ﺃﻣﻲ ﺍﳊﺒﻴﺒﺔ‬،‫ ﺣﺒﻴﺐ )ﺃﺧﻲ ﺍﻟﻌﺰﻳﺰ‬،‫ﻋﺰﻳﺰ‬ ‫ﺍﳌﺨﻠﺺ‬ ،‫ﻛﻞ ﻋﺎﻡ ﻭ ﺃﻧﺘﻢ ﺑﺨﻴﺮ‬ ‫ ﻭ ﺃﻧﺘﻢ ﻃﻴﺒﻮﻥ‬،‫ﻭ ﺃﻧﺘﻢ ﺳﺎﳌﻮﻥ‬ ‫ﻋﻴﺪ ﻣﺒﺎﺭﻙ‬ ‫ﻋﻴﺪ ﻣﻴﻼﺩ ﺳﻌﻴﺪ‬ ‫ ﺃﻟﻒ ﻣﺒﺮﻭﻙ ﻋﻠﻰ‬،‫ﻣﺒﺮﻭﻙ‬ ‫ﺗﻜﺒﺮ ﻓﻲ ﻋﺰّﻙ‬/‫ﻳﻜﺒﺮ‬

May he/she grow up in your prosperity Please accept our sincerest

…

‫ﺗﻘﺒﻠﻮﺍ ﻣﻨﺎ ﺃﺻﺪﻕ ﺍﻟﺘﻬﺎﻧﻲ ﺑـ‬

congratulations Congratulations and best wishes Please accept our sincerest

‫ﺃﺟﻤﻞ ﺍﻟﺘﻬﺎﻧﻲ ﻭ ﺃﻃﻴﺐ ﺍﻷﻣﺎﻧﻲ‬ ‫ﺗﻘﺒﻠﻮﺍ ﻣﻨﺎ ﺃﺻﺪﻕ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ‬

expressions of gratitude Welcome back Said when someone returns from

‫ﺍﳊﻤﺪ ﻟﻠﱠﻪ ﻋﻠﻰ ﺍﻟﺴﻼﻣﺔ‬ (‫ﺣﺞّ ﻣﺒﺮﻭﺭ )ﻭ ﺫﻧﺐ ﻣﻐﻔﻮﺭ‬

pilgrimage We wish you a speedy recovery Get well Please accept our sincerest condolences Our condolences, our sympathies

Thank you for the condolences

• 28

‫ﻧﺘﻤﻨّﻰ ﻟﻜﻢ ﺍﻟﺸﻔﺎﺀ ﺍﻟﻌﺎﺟﻞ‬ ‫ﺳﻼﻣﺘﻚ‬ ‫ﺗﻘﺒّﻠﻮﺍ ﻣﻨﺎ ﺃﺻﺪﻕ ﺍﻟﺘﻌﺎﺯﻱ‬ ،‫ ﺍﻟﺒﺮﻛﺔ ﻓﻴﻜﻢ‬،‫ﺍﻟﺒﻘﺎﺀ ﻟﻠﱠﻪ‬ ‫ﻋﻈّ ﻢ ﺍﻟﻠﱠﻪ ﺃﺟﺮﻛﻢ‬ ‫ﺗﻌﻴﺶ ﻭ ﺗﺮﺣّ ﻢ‬

‫‪Personal correspondence‬‬

‫ﲤﺮﻳﻦ ‪ :١١‬ﻗﺮﺍﺀﺓ ﻭ ﻛﺘﺎﺑﺔ ﺟﻤﺎﻋﻴﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺗﺮﺟﻤﻮﻫﺎ ﺛﻢ ﺣﺪّﺩﻭﺍ ﺃﻏﺮﺍﺿﻬﺎ‪ .‬ﺍﺳﺘﺨﺮﺟﻮﺍ ﺍﻟﻘﻮﺍﻟﺐ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﳋﺎﺻﺔ ﺑﻬﺎ ﺛﻢ ﺍﺳﺘﻌﻤﻠﻮﺍ ﺇﺣﺪﺍﻫﺎ ﳕﻮﺫﺟ ًﺎ ﻟﻜﺘﺎﺑﺔ ﺑﻄﺎﻗﺔ‪:‬‬

‫• ‪29‬‬

Developing Writing Skills in Arabic

:(‫ اﻹﳝﻴﻞ )اﳉﺰء اﻷول‬-‫ج‬ All PC and Mac platforms and most internet email programs support Arabic as well as control of the writing direction from right to left. Although email has become synonymous with brevity, directness and the use of many acronyms, it is still similar in Arabic to written letters. Etiquette, including greetings in opening and closing as well as proper forms of address, is still expected. This is true even of text messages, although they naturally tend to be much shorter. A new language is being invented for such new means of communication, and many readymade messages can be downloaded from the internet. Operating systems on cellphones, especially smart phones, can be switched to Arabic and allow for all normal functions, including typing messages or emails. Below is an informal email exchange. All names and personal details have been removed for privacy reasons.

(‫ ﻗﺮﺍﺀﺓ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ‬:١٢ ‫ﲤﺮﻳﻦ‬ :‫ ﺍﻗﺮﺃﻭﺍ ﺍﻹﳝﻴﻞ ﺍﻟﺘﺎﻟﻲ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ‬-‫ﺍ‬ ‫ ﻣﺎ ﻫﻲ ﻭ ﻣﺎ ﻋﻼﻗﺘﻬﺎ ﺑﻬﻤﺎ؟‬.‫ ﺫﻛﺮ ﺍﻟﻜﺎﺗﺒﺎﻥ ﻣﺪﻧ ًﺎ ﻭ ﺑﻠﺪﺍﻧ ًﺎ ﻓﻲ ﺭﺳﺎﻟﺘﻴﻬﻤﺎ‬-١ ‫ ﻛﻴﻒ ﻛﺎﻧﺖ ﲡﺮﺑﺘﻬﻤﺎ ﻓﻲ ﻋﻤﺎﻥ ﺍﻟﺼﻴﻒ ﺍﳌﺎﺿﻲ؟‬-٢ • 30

‫‪Personal correspondence‬‬

‫‪ -٣‬ﻣﺎ ﻫﻲ ﺑﻌﺾ ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﻲ ﻗﺎﻣﺎ ﺑﻬﺎ ﺳﻮ ّﻳﺔً؟‬ ‫‪ -٤‬ﻣﺎ ﻫﻲ ﺑﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺍﺳﺘﻌﻤﻼﻫﺎ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﺣﺘﺮﺍﻣﻬﻤﺎ ﺍﳌﺘﺒﺎﺩﻝ ﻭ ﻋﻦ‬ ‫ﺻﺪﺍﻗﺘﻬﻤﺎ؟‬ ‫ﺏ‪ -‬ﺗﻌﻠﻤﻮﺍ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻗﺒﻞ ﺍﻟﻘﺮﺍﺀﺓ‪:‬‬ ‫ﺑـ…‬

‫ﺗﻨﻌﻢ‬ ‫ﻓﺮﻏﺖ ﻣﻦ‪ ،‬ﺍﻧﺘﻬﻴﺖ ﻣﻦ‬ ‫ﻓﺨﻮﺭ ًﺍ ﺑـ…‬ ‫ﺇﳒﺎﺯﺍﺗﻬﻢ‬ ‫ﻓﻲ ﺃﺣﺴﻦ ﺣﺎﻝ‬ ‫ﻳﺤ ّﺰ ﻓﻲ ﻧﻔﺴﻲ ﺃﻻ‬ ‫ﺳﻮﻳﺔ‪ ،‬ﻣﻌ ًﺎ‬ ‫ﺍﺳﺘﻄﺒﻨﺎﻩ‬ ‫ﺃﻟﻘﻴﻨﺎﻩ )ﺃﻟﻘﻰ ﺍﻟﺸﻌﺮ(‬ ‫ﺿﻔﺎﻑ ﺍﻟﺒﺤﺮ ﺍﳌﻴﺖ‬ ‫ﺣﺘﻰ ﺫﻟﻚ ﺍﳊﲔ‬ ‫ﻗﺴﻄ ًﺎ ﻛﺒﻴﺮ ًﺍ ﻣﻦ‬ ‫ﺍﳌﺰﻳﺪ ﻣﻦ‬

‫‪To be blessed with, to enjoy‬‬ ‫‪Finished with, completed‬‬ ‫‪Proud of‬‬ ‫‪Their achievements‬‬ ‫‪In the best of states, doing well‬‬ ‫‪It pains me that/to‬‬ ‫‪Together with‬‬ ‫‪We found it tasty, liked its taste‬‬ ‫‪We recited‬‬ ‫‪The banks/shores of the Dead Sea‬‬ ‫‪Till then‬‬ ‫‪A great deal of, a substantial part of‬‬ ‫‪More‬‬

‫ﻗﺒﻞ ﺍﻟﺴﻔﺮ ‪Subject:‬‬ ‫… ‪From:‬‬ ‫‪Date: May 15, 2011 1:21:05 AM EDT‬‬ ‫… ‪To:‬‬

‫ﻋﺰﻳﺰﻱ‬

‫…‬

‫ﺃﺭﺟﻮ ﺃﻥ ﺗﻜﻮﻥ ﺑﺨﻴﺮ ﻭ ﻋﺎﻓﻴﺔ ﻭ ﺃﻥ ﺗﻜﻮﻥ ﻗﺪ ﺑﺪﺃﺕ ﺗﻨﻌﻢ ﺑﺒﻌﺾ ﺍﻟﺮﺍﺣﺔ ﺑﻌﺪ ﻧﻬﺎﻳﺔ‬ ‫ﻓﺼﻞ ﺩﺭﺍﺳﻲ ﻃﻮﻳﻞ ﻭ ﺷﺎﻕّ ‪ .‬ﻫﻞ ﻓﺮﻏﺖ ﻣﻦ ﺗﺼﺤﻴﺢ ﺍﻹﻣﺘﺤﺎﻧﺎﺕ ﺍﻟﻨﻬﺎﺋﻴﺔ؟ ﺃﺭﺟﻮ ﺃﻥ‬ ‫ﺗﻜﻮﻥ ﺍﻟﻨﺘﺎﺋﺞ ﻓﻲ ﻣﺴﺘﻮﻯ ﻳﺠﻌﻠﻚ ﻓﺨﻮﺭ ًﺍ ﺑﻄﻼﺑﻚ ﻓﺈﳒﺎﺯﺍﺗﻬﻢ ﻫﻲ ﺃﻳﻀ ًﺎ ﺇﳒﺎﺯﺍﺗﻚ‪ .‬ﻫﻞ‬ ‫ﺑﺪﺃﺕ ﻓﻲ ﺍﻹﺳﺘﻌﺪﺍﺩ ﻟﺮﺣﻠﺘﻚ ﺇﻟﻰ ﺍﻷﺭﺩﻥ؟ ﻫﻞ ﺳﺘﺰﻭﺭ ﻋﺎﺋﻠﺘﻚ ﻓﻲ ﺃﻏﺎﺩﻳﺮ ﻫﺬﺍ ﺍﻟﺼﻴﻒ‬ ‫ﻭ ﻫﻞ ﺗﻨﻮﻱ ﻗﻀﺎﺀ ﺭﻣﻀﺎﻥ ﻭ ﻋﻴﺪ ﺍﻟﻔﻄﺮ ﻫﻨﺎﻙ؟ ﺃﺭﺟﻮ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻛﻠﻬﻢ ﻓﻲ ﺃﺣﺴﻦ‬ ‫ﺣﺎﻝ‪.‬‬

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‫‪Developing Writing Skills in Arabic‬‬

‫ﺃﻧﺎ ﻭ ﺍﻷﺳﺮﺓ ﺑﺨﻴﺮ ﻭ ﺍﳊﻤﺪ ﻟﻠﱠﻪ‪ .‬ﳝﻀﻲ ﻳﻮﻣﻨﺎ ﺑﲔ ﺍﻹﻫﺘﻤﺎﻡ ﺑﺎﳌﻮﻟﻮﺩﺓ ﺍﳉﺪﻳﺪﺓ‬ ‫ﻭ ﻣﻘﺘﻀﻴﺎﺕ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‪ .‬ﺃﻣﺎ ﺍﻟﻘﻠﻴﻞ ﺍﳌﺘﺒﻘﻲ ﻣﻦ ﺍﻟﻮﻗﺖ ﻓﺄﻗﻀﻴﻪ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ ﻭ ﺍﻹﳝﻴﻞ‬ ‫ﻭ ﺍﳌﻜﺎﳌﺎﺕ‪ .‬ﺇﻧﻨﺎ ﺳﻌﺪﺍﺀ ﺭﻏﻢ ﺍﻧﺸﻐﺎﻟﻨﺎ‪ .‬ﺳﻨﺴﺎﻓﺮ ﺇﻥ ﺷﺎﺀ ﺍﻟﻠﱠﻪ ﻓﻲ ﺃﻭﺍﺋﻞ ﻳﻮﻟﻴﻮ ﻟﻘﻀﺎﺀ‬ ‫ﺳﺘﺔ ﺷﻬﻮﺭ ﺑﲔ ﺑﺮﻟﲔ ﻭ ﺗﻮﻧﺲ ﻭ ﻫﺬﺍ ﻣﺎ ﻳﺘﻴﺢ ﻟﻨﺎ ﻓﺮﺻﺔ ﺍﻹﺟﺘﻤﺎﻉ ﺑﺄﻫﻠﻨﺎ ﻣﺪﺓ ﺃﻃﻮﻝ‬ ‫ﳑﺎ ﺍﻋﺘﺪﻧﺎﻩ ﻓﻲ ﻋﻄﻞ ﺍﻟﺼﻴﻒ‪.‬‬ ‫ﺃﺭﺟﻮ ﺃﻥ ﳒﺘﻤﻊ ﻗﺒﻞ ﻣﻐﺎﺩﺭﺗﻚ ﺇﻟﻰ ﻋﻤﺎﻥ‪ .‬ﻳﺤ ّﺰ ﻓﻲ ﻧﻔﺴﻲ ﺃﻻ ﻧﻜﻮﻥ ﻫﻨﺎﻙ ﺳﻮ ّﻳ ًﺔ ﻫﺬﺍ‬ ‫ﺍﻟﺼﻴﻒ‪ .‬ﺃﺗﺬﻛﺮ ﻛﻢ ﻣﻦ ﺍﻟﻮﻗﺖ ﻗﻀﻴﻨﺎ ﻣﻌ ًَﺎ ﺃﻣﺎﻡ ﺷﺎﺷﺔ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻧﺘﺎﺑﻊ ﻣﺒﺎﺭﻳﺎﺕ ﻛﺄﺱ‬ ‫ﺍﻟﻌﺎﻟﻢ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ﻭ ﻛﻴﻒ ﻛﻨﺎ ﻧﻨﺰﻝ ﺇﻟﻰ ﺍﻟﺒﻠﺪ ﻟﻨﻔﻄﺮ ﻋﻨﺪ ﻫﺎﺷﻢ ﺃﻭ ﻧﺘﺴﻮﻕ ﻗﺮﺏ ﺟﺎﻣﻊ‬ ‫ﺍﳊﺴﲔ ﺃﻭ ﻧﺒﺤﺚ ﻋﻦ ﻛﻌﻚ ﺍﻟﺴﻤﺴﻢ ﺍﻟﺬﻱ ﺍﺳﺘﻄﺒﻨﺎﻩ؟ ﺃﺗﺬﻛﺮ ﺭﺣﻠﺘﻨﺎ ﺇﻟﻰ ﺍﻟﻌﻘﺒﺔ ﻣﻊ‬ ‫ﻋﻤﺮ ﻭ ﺍﻟﺸﻌﺮ ﺍﻟﺬﻱ ﺃﻟﻘﻴﻨﺎﻩ ﻓﻲ ﻃﺮﻳﻘﻨﺎ ﺇﻟﻰ ﻫﻨﺎﻙ؟ ﻟﻦ ﺃﻧﺴﻰ ﻃﺮﻳﻖ ﺍﻟﻌﻮﺩﺓ ﺍﻟﺬﻱ ﺍﺗﺒﻌﻨﺎﻩ‬ ‫ﻭ ﺍﳌﻄﻌﻢ ﺍﻟﻠﺒﻨﺎﻧﻲ ﺍﻟﺬﻱ ﻭﺟﺪﻧﺎﻩ ﻋﻠﻰ ﺿﻔﺎﻑ ﺍﻟﺒﺤﺮ ﺍﳌﻴﺖ‪ .‬ﻛﺎﻥ ﺃﻛﻠﻪ ﻃﻴﺒﺎً‪ .‬ﻛﺎﻧﺖ‬ ‫ﻛﻠﻬﺎ ﳊﻈﺎﺕ ﺟﻤﻴﻠﺔ ﻗﻀﻴﻨﺎﻫﺎ ﻣﻌ ًﺎ ﻓﺜﺒّﺘﺖ ﺍﻟﺼﺪﺍﻗﺔ ﺑﻴﻨﻨﺎ‪.‬‬ ‫ﻟﻦ ﻧﻜﻮﻥ ﻣﻌ ًﺎ ﻓﻰ ﺍﻷﺭﺩﻥ ﻫﺬﺍ ﺍﻟﺼﻴﻒ ﻭ ﻟﻜﻨّﻨﺎ ﺳﻨﻠﺘﻘﻲ ﺑﺈﺫﻥ ﺍﻟﻠﱠﻪ ﻋﻨﺪ ﻋﻮﺩﺗﻰ ﻣﻦ ﺃﻭﺭﻭﺑﺎ‬ ‫ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺴﻨﺔ ﺍﻟﻘﺎﺩﻣﺔ‪ .‬ﺣﺘﻰ ﺫﻟﻚ ﺍﳊﲔ ﺃﺭﺟﻮ ﻟﻚ ﻭﻗﺘ ًﺎ ﳑﺘﻌ ًﺎ ﻭ ﻗﺴﻄ ًﺎ ﻛﺒﻴﺮ ًﺍ ﻣﻦ‬ ‫ﺍﻟﺮﺍﺣﺔ ﻭ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺬﻛﺮﻳﺎﺕ ﺍﳉﻤﻴﻠﺔ‪.‬‬ ‫ﲢﻴﺎﺗﻲ‪،‬‬ ‫ﺻﺪﻳﻘﻚ‬

‫…‬

‫ﺝ‪ -‬ﺗﻌﻠﻤﻮﺍ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻗﺒﻞ ﺍﻟﻘﺮﺍﺀﺓ‪:‬‬ ‫ﺃﺭﺟﻮ ﻣﻦ ﺍﻟﻠﱠﻪ ﺃﻥ ﻳﻘ ّﺮ ﺑﻬﺎ ﻋﻴﻨﻚ‬ ‫ﻭﻋﲔ ﻭﺍﻟﺪﺗﻬﺎ‬ ‫ﺃﻧﺘﻈﺮ ﺑﻔﺎﺭﻍ ﺍﻟﺼﺒﺮ‬ ‫ﻋﻠﻰ ﻳﻘﲔ‬ ‫ﳌﺎ ﻋﻬﺪﺕ ﻓﻴﻚ ﻣﻦ‬ ‫ﺍﻻﺳﺘﻨﺒﺎﻁ‬ ‫ﻓﻲ ﻋﻤﻮﻣﻬﺎ‬ ‫ﺗﺒﻌﺚ ﻋﻠﻰ ﺍﻹﻃﻤﺌﻨﺎﻥ‬

‫‪I wish/pray that you and her mother will‬‬ ‫‪be pleased with her‬‬ ‫‪I am waiting impatiently‬‬ ‫‪I am certain‬‬ ‫‪For what I have known you to be‬‬ ‫‪Deduction, inference, inventiveness‬‬ ‫‪Overall, on the whole‬‬ ‫‪Is a reason for satisfaction‬‬

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‫‪Personal correspondence‬‬

‫ﺍﻟﺘﺂﺯﺭ‬ ‫ﻣﺸﻮﺍﺭ‪ ،‬ﻃﺮﻳﻖ‬ ‫ﺑﻜﻞ ﺗﺄﻛﻴﺪ‬ ‫ﺍﳌُﺘﺤﻤﱢﺴﺔ‬ ‫ﻟﻦ ﺗﻜﻮﻥ ﻛﺴﺎﺑﻘﺎﺗﻬﺎ‬ ‫ﻭﻟﻜﻢ ﺃﻧﺎ ﻣﺸﺘﺎﻕ ﻟـ …‬ ‫ﺃﺭﺟﻮ ﻣﻦ ﺍﳌﻮﻟﻰ ﺃﻥ ﻳﻨﻌﻢ ﻋﻠﻴﻬﺎ‬ ‫ﺑﺎﻟﺴﻼﻡ ﻭﺍﻟﺘﻘﺪّﻡ‬ ‫ﺗﻘﺒﻞ ﺳﻼﻣﻲ ﺍﳊﺎﺭ ﻟﻚ ﻭﻟﻜﻞ ﺍﻷﺳﺮﺓ‬

‫‪Solidarity‬‬ ‫‪Journey, path‬‬ ‫‪Certainly, surely‬‬ ‫‪Zealous, ardent, enthusiastic‬‬ ‫‪Will not be like the ones that preceded it‬‬ ‫‪I miss … so much‬‬ ‫‪I pray the Lord will bless it with‬‬ ‫‪peace and progress‬‬ ‫‪Please accept my warm greetings‬‬ ‫‪to you and your family‬‬

‫ﻭﺇﻟﻰ ﺣﲔ‬ ‫ﻣﻊ ﺧﺎﻟﺺ ﲢﻴﺎﺗﻲ‬

‫‪Until‬‬ ‫‪With my sincere greetings, sincerely‬‬

‫…‬ ‫ﻗﺒﻞ ﺍﻟﺴﻔﺮ ‪Re:‬‬ ‫‪May 16, 2011 5:35:29 PM EDT‬‬ ‫…‬

‫‪From:‬‬ ‫‪Subject:‬‬ ‫‪Date:‬‬ ‫‪To:‬‬

‫ﺃﺧﻲ ﺍﻟﻌﺰﻳﺰ …‪،‬‬ ‫ﺃﻟﻒ ﺷﻜﺮ ﻋﻠﻰ ﺭﺳﺎﻟﺘﻚ ﺍﳉﻤﻴﻠﺔ‪ .‬ﺃﺭﺟﻮ ﺃﻥ ﺗﻜﻮﻥ ﺃﻧﺖ ﻭﺃﺳﺮﺗﻚ ﺍﻟﻜﺮﳝﺔ ﺑﺼﺤﺔ ﻭﻋﺎﻓﻴﺔ‬ ‫ﻭﺃﻥ ﻳﻜﻮﻥ ﻳﻮﻣﻚ ﻗﺪ ﺑﺪﺃ ﻳﺘﻜﻴﻒ ﻣﻊ ﻋﺎﺩﺍﺕ ﻧﻮﻡ ﺍﳌﻮﻟﻮﺩﺓ ﺍﳉﺪﻳﺪﺓ‪ .‬ﺃﻋﺮﻑ ﺃﻥ ﺇﻧﺸﻐﺎﻻﺗﻚ‬ ‫ﺯﺍﺩﺕ ﻫﺬﻩ ﺍﻷﻳﺎﻡ‪ ،‬ﻭﻟﻜﻦ ﻻ ﺃﺷﻚ ﺃﻥّ ﺳﻌﺎﺩﺗﻚ ﻫﻲ ﺍﻷﺧﺮﻯ ﺯﺍﺩﺕ ﺑﻘﺪﻭﻣﻬﺎ‪ .‬ﺃﺭﺟﻮ ﻣﻦ‬ ‫ﺍﻟﻠﱠﻪ ﺃﻥ ﻳﻘ ّﺮ ﺑﻬﺎ ﻋﻴﻨﻚ ﻭﻋﲔ ﻭﺍﻟﺪﺗﻬﺎ‪.‬‬ ‫ﻭﻋﻠﻰ ﺫﻛﺮ ﺍﻹﻧﺸﻐﺎﻻﺕ‪ ،‬ﻫﻞ ﺑﺪﺃﺕ ﺑﺎﻹﺗﺼﺎﻝ ﺑﺪﻭﺭ ﺍﻟﻨﺸﺮ ﻓﻴﻤﺎ ﻳﺨﺺ ﻛﺘﺎﺑﻚ ﺍﻟﺜﺎﻧﻲ؟‬ ‫ﺃﻧﺘﻈﺮ ﺑﻔﺎﺭﻍ ﺍﻟﺼﺒﺮ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﻛﺘﺎﺑﻚ ﺍﻵﺧﺮ ﺍﻟﺬﻱ ﺳﻴﻨﺸﺮ ﻗﺮﻳﺒﺎ ﺇﻧﺸﺎﺀ ﺍﻟﻠﱠﻪ‪ ،‬ﻓﺄﻧﺎ‬ ‫ﻋﺎﻝ ﳌﺎ ﻋﻬﺪﺕ ﻓﻴﻚ ﻣﻦ ﺩﻗﺔ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﻋﻠﻰ ﻳﻘﲔ ﺃﻧﻪ ﺳﻴﻜﻮﻥ ﻓﻲ ﻣﺴﺘﻮﻯ ﺃﻛﺎﺩﳝﻲ ٍ‬ ‫ﻭﻗﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻻﺳﺘﻨﺒﺎﻁ‪.‬‬ ‫ﺍﻟﻴﻮﻡ ﺃﻧﻬﻴﺖ ﺗﺼﺤﻴﺢ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﻭﺿﻊ ﺍﻟﻌﻼﻣﺎﺕ‪ .‬ﺍﻟﻨﺘﺎﺋﺞ ﻓﻲ ﻋﻤﻮﻣﻬﺎ ﺟﻴّﺪﺓ ﺟﺪ ًﺍ‬ ‫ﻭﺗﺒﻌﺚ ﻋﻠﻰ ﺍﻹﻃﻤﺌﻨﺎﻥ ﻓﻴﻤﺎ ﻳﺨﺺ ﺟﻮﺩﺓ ﺑﺮﻧﺎﻣﺠﻨﺎ ﺍﻟﻠﻐﻮﻱ ﻓﻲ ﺍﻟﻘﺴﻢ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺘﻔﺎﺅﻝ‬ ‫ﲡُ ﺎ َﻩ ﻫﺬﺍ ﺍﻟﺘﺂﺯﺭ ﺍﳌﺘﺰﺍﻳﺪ ﺑﻴﻨﻨﺎ ﻧﺤﻦ ﺍﻷﺳﺎﺗﺬﺓ‪ .‬ﺇﻧﻬﺎ ﳊﻈﺎﺕ ﺭﺿﺎ ﻛﻬﺬﻩ‪ ،‬ﻛﻤﺎ ﺗﻌﻠﻢ‪،‬‬ ‫ﻫﻲ ﺍﻟﺘﻲ ﺗُﻨﺴﻴﻨﺎ ﻃﻮﻝ ﻣﺸﻮﺍﺭ ﺍﻟﺘﺪﺭﻳﺲ ﻭ ﺗﺨﻔّﻒ ﻋﻨﺎ ﻣﺸﻘﺘﻪ‪.‬‬ ‫• ‪33‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﻗﻀﻴﺖ ﻳﻮﻡ ﺃﻣﺲ ﻓﻲ ﺍﻟﺘﺴﻮّﻕ ﺇﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﺮﺣﻠﺘﻲ ﺇﻟﻰ ﻋﻤّﺎﻥ‪ .‬ﺃﻧﺎ ﻣﺸﺘﺎﻕ ﻟﻠﻌﻤﻞ ﻓﻲ ﻫﺬﺍ‬ ‫ﺍﻟﺒﻠﺪ ﺍﳉﻤﻴﻞ ﻣﺮ ًﺓ ﺃﺧﺮﻯ ﻭﺍﻟﻌﻴﺶ ﺑﲔ ﺃﻫﻠﻪ ﺍﻟﻄﻴﺒﲔ‪ ،‬ﻭﻟﻜﻦ ﺑﻜﻞ ﺗﺄﻛﻴﺪ ﺳﺄﻓﺘﻘﺪ ﺻﺤﺒﺘﻚ‬ ‫ﻭﺻﺤﺒﺔ …‪ .‬ﻧﻌﻢ‪ ،‬ﺃﻭﻗﺎﺕ ﺭﺍﺋﻌﺔ ﺗﻠﻚ ﺍﻟﺘﻲ ﻗﻀﻴﻨﺎﻫﺎ ﻣﻌ ًﺎ ﻫﻨﺎﻙ‪ :‬ﻣﺸﺎﻫﺪﺗﻨﺎ ﺍﳌُﺘﺤﻤﱢﺴﺔ‬ ‫ﳌﺒﺎﺭﻳﺎﺕ ﻛﺄﺱ ﺍﻟﻌﺎﻟﻢ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﻭﺍﻟﺘﺠﻮّﻝ ﻓﻲ ﻭﺳﻂ ﺍﻟﺒﻠﺪ‪ ،‬ﻭﻗﺮﺍﺀﺍﺗﻨﺎ ﺍﻟﺸﻌﺮﻳﺔ‬ ‫ﻭ ﻧﻘﺎﺷﺎﺗﻨﺎ ﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﻛﻠﻬﺎ ﺃﺷﻴﺎﺀ ﺳﺄﺷﺘﺎﻕ ﺇﻟﻴﻬﺎ ﻓﻲ ﺯﻳﺎﺭﺗﻲ ﺍﳌُﻘﺒﻠﺔ‪.‬‬ ‫ﺃﻧﻮﻱ ﺃﻥ ﺃﺯﻭﺭ ﻋﺎﺋﻠﺘﻲ ﻓﻲ ﺍﳌﻐﺮﺏ ﺑﻌﺪ ﻋﻮﺩﺗﻲ ﻣﻦ ﻋﻤّﺎﻥ‪ .‬ﺳﺄﻗﻀﻲ ﻣﻌﻬﻢ ﺇﻧﺸﺎﺀ ﺍﻟﻠﱠﻪ‬ ‫ﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﺷﻬﺮ ﺭﻣﻀﺎﻥ ﻭﻋﻴﺪ ﺍﻟﻔﻄﺮ‪ .‬ﻭﺳﻴﻜﻮﻥ ﻫﺬﺍ ﺃﻭﻝ ﻋﻴﺪ ﺃﻗﻀﻴﻪ ﻣﻊ‬ ‫ﻋﺎﺋﻠﺘﻲ ﻣﻨﺬ ﻣﺠﻴﺌﻲ ﺇﻟﻰ ﺃﻣﺮﻳﻜﺎ ﻗﺒﻞ ﺇﺛﻨﺘﻲ ﻋﺸﺮ َﺓ ﺳﻨﺔ‪.‬‬ ‫ﻣﺘﻰ ﺳﺘﻜﻮﻥ ﻓﻰ ﺗﻮﻧﺲ؟ ﺃﻋﺮﻑ ﺃﻥّ ﺯﻳﺎﺭﺗﻚ ﻟﻬﺎ ﻫﺬﻩ ﺍﳌﺮّﺓ ﻟﻦ ﺗﻜﻮﻥ ﻛﺴﺎﺑﻘﺎﺗﻬﺎ‪ ،‬ﻓﺄﻧﺖ‬ ‫ﺗﻌﻮﺩ ﺇﻟﻴﻬﺎ ﺑﻌﺪ ﺛﻮﺭﺗﻬﺎ ﺍﻟﻌﻈﻴﻤﺔ‪ .‬ﻭﻟﻜﻢ ﺃﻧﺎ ﻣﺸﺘﺎﻕ ﻟﻠﻘﺎﺋﻚ ﺑﻌﺪ ﻋﻮﺩﺗﻚ ﺍﻟﺴﻨﺔ ﺍﻟﻘﺎﺩﻣﺔ‬ ‫ﻷﺳﻤﻊ ﺇﻧﻄﺒﺎﻋﺎﺗﻚ ﻋﻦ ﺃﺧﺒﺎﺭ ﺗﻮﻧﺲ ﻣﺎ ﺑﻌﺪ ﺍﻟﺜﻮﺭﺓ! ﺃﺭﺟﻮ ﻣﻦ ﺍﳌﻮﻟﻰ ﺃﻥ ﻳﻨﻌﻢ ﻋﻠﻴﻬﺎ‬ ‫ﺑﺎﻟﺴﻼﻡ ﻭﺍﻟﺘﻘﺪّﻡ‪ .‬ﻛﻤﺎ ﺃﺭﺟﻮ ﻣﻨﻪ ﺃﻥ ﺗﻜﻮﻥ ﻋﺎﺋﻠﺘﻚ ﻭﻋﺎﺋﻠﺔ ﺯﻭﺟﺘﻚ ﺑﺨﻴﺮ ﻭﻋﺎﻓﻴﺔ‪.‬‬ ‫ﻭﺇﻟﻰ ﺣﲔ ﺇﺟﺘﻤﺎﻋﻨﺎ ﻗﺒﻞ ﻣﻐﺎﺩﺭﺗﻲ ﺇﻟﻰ ﺍﻷﺭﺩﻥ‪ ،‬ﺗﻘﺒّﻞ ﺳﻼﻣﻲ ﺍﳊﺎﺭ ﻟﻚ ﻭﻟﻜﻞ ﺍﻷﺳﺮﺓ‬ ‫ﻭﺧﺼﻮﺻ ًﺎ ﺍﻟﺼﻐﻴﺮﺓ …‪.‬‬ ‫ﻣﻊ ﺧﺎﻟﺺ ﲢﻴﺎﺗﻲ‪،‬‬ ‫ﺻﺪﻳﻘﻚ‬

‫…‬

‫ذ‪ -‬اﻟﻜﺘﺎﺑﺔ‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :١٣‬ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺗﺒﺎﺩﻟﻮﺍ ﺭﺳﺎﻟﺔ ﺑﺎﻹﳝﻴﻞ ﻣﻊ ﺃﺳﺘﺎﺫ)ﺗـ(ﻛﻢ ﺃﻭ ﺃﺣﺪ‪/‬ﺇﺣﺪﻯ ﺯﻣﻼﺋﻜﻢ ﺛﻢ ﺍﻃﺒﻌﻮﻩ ﻭ ﻗﺪّﻣﻮﻩ‬ ‫ﻛﻮﺍﺟﺐ ﻟﻠﺘﺼﺤﻴﺢ‪ .‬ﳝﻜﻨﻜﻢ ﺃﻳﻀ ًﺎ ﺃﻥ ﺗﺮﺳﻠﻮﺍ ﻧﺴﺨﺔ ﻣﻨﻪ ﺇﻟﻰ ﺃﺳﺘﺎﺫ)ﺗـ(ﻛﻢ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :١٤‬ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺭﺳﺎﻟﺔ ﺷﺨﺼﻴﺔ )ﺣﻮﺍﻟﻲ ‪ ٣٠٠‬ﻛﻠﻤﺔ( ﺇﻟﻰ ﺃﺣﺪ ﺃﺻﺪﻗﺎﺋﻜﻢ ﺃﻭ ﺃﻗﺎﺭﺑﻜﻢ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻠﻮﺍ ﺍﻟﺸﻜﻞ ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺩﺭﺳﻨﺎﻫﺎ‪.‬‬

‫‪• 34‬‬

‫‪Personal correspondence‬‬

‫ح‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر اﳌﺮاﺳﻼت‪:‬‬

‫ﺍﻟﻄﻴﺐ ﺻﺎﻟﺢ ”ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺃﻳﻠﲔ“‪.‬‬ ‫ﺇﻣﻴﻞ ﺣﺒﻴﺒﻲ ”ﺍﳊﺐّ ﻓﻲ ﻗﻠﺒﻲ“‪.‬‬ ‫ﻏﺴﺎﻥ ﻛﻨﻔﺎﻧﻲ ”ﻣﻮﺕ ﺳﺮﻳﺮ ﺭﻗﻢ ‪“١٢‬‬ ‫ﻣﻴﺨﺎﺋﻴﻞ ﻧﻌﻴﻤﺔ ”ﺳﺎﻋﺔ ﺍﻟﻜﻮﻛﻮ“‬

‫• ‪35‬‬

‫اﻟﻮﺣﺪة اﻟﺜﺎﻧﻴﺔ اﳌﺮاﺳﻼت واﻟﻜﺘﺎﺑﺎت اﳌﻬﻨﻴّﺔ‬

Unit Two Professional correspondence and writing

By the end of this unit, you will be able to:

• Conjugations of the third and fourth groups of weak verbs

• Write official and professional announcements, letters, emails, and résumés

• Nouns derived from weak verbs

• Recognize and use the proper register and formulae depending on whom you are writing to and for what purpose In order to achieve these objectives, you will learn the following linguistic points: • Types of professional correspondence, writings, and formulae • The format of a professional announcement, a letter, and a résumé

• 36

You will also explore the following cultural points: • A line of poetry by the fourth Khalifa Ali Ibn Abi Talib • The format of a job announcement, a formal letter, and a résumé • The proper idiomatic expressions, formulae, and formal forms of address • The importance of addressing people with their formal titles

‫‪Professional correspondence and writing‬‬

‫‪LESSON TWO: FORMAL LETTERS, RÉSUMÉS,‬‬ ‫‪AND EMAIL‬‬

‫اﻟﺪرس اﻟﺜﺎﻧﻲ‪ :‬اﻟﺮﺳﺎﺋﻞ اﻟﺮﺳﻤﻴﺔ و اﻟﺴﻴﺮ اﳌﻬﻨﻴﺔ و اﻹﳝﻴﻞ‬

‫ﻟﻮ ﻛﺎنَ ﻫﺬا اﻟﻌِﻠﻢُ ﻳُﺤَ ﺼﱠ ﻞُ ﺑﺎﳌُ ﻨﻰ‬

‫ﳌﺎ ﻇ ﱠﻞ ﻋﻠﻰ وَﺟ ِﻪ اﻟ َﺒﺮﻳ ّ ِﺔ ﺟﺎﻫِﻞُ‬

‫ﻋﻠﻲ ﺑﻦ أﺑﻲ ﻃﺎﻟﺐ‬ ‫• ‪37‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ا‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺇﻋﻼﻥ ﻭﻇﻴﻔﺔ ﺷﺎﻏﺮﺓ ﺛ ّﻢ ﺗﺮﺟﻤﻮﻩ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺃﻳﻦ ﻧﺒﺤﺚ ﻋﻦ ﺇﻋﻼﻧﺎﺕ ﺍﻟﻮﻇﺎﺋﻒ؟ ﻣﺎ ﻫﻮ ﺷﻜﻞ ﺍﻹﻋﻼﻧﺎﺕ ﻋﻤﻮﻣﺎً؟ ﻫﻞ ﺗﺨﺘﻠﻒ ﺃﺷﻜﺎﻟﻬﺎ‬ ‫ﺑﺎﺧﺘﻼﻑ ﺍﻟﻮﻇﻴﻔﺔ؟‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﺃﻋﻠﻦ ‪ -‬ﻳﻌﻠﻦ ‪ -‬ﺇﻋﻼﻥ‬ ‫ﺇﻋﻼﻥ ‪ -‬ﺇﻋﻼﻧﺎﺕ‬ ‫ﻗﻄﺎﻉ ‪ -‬ﻗﻄﺎﻋﺎﺕ‬ ‫ﻳﺤﺴﺐ ‪ِ -‬ﺣﺴﺎﺏ‬ ‫ِ‬ ‫ﺣﺴﺐ ‪-‬‬ ‫ﺣﺎﺳﻮﺏ‪ ،‬ﻛﻤﺒﻴﻮﺗﺮ‬ ‫ﻗﻞّ ‪ -‬ﻳﻘِ ﻞّ ‪ -‬ﻗِ ﻠّﺔ )ﻋﻦ(‬ ‫ﻻ ﺗﻘﻞّ ﻋﻦ‬ ‫ﻳﻔﻀﻞ ‪ -‬ﺗﻔﻀﻴﻞ‬ ‫ّ‬ ‫ﻓﻀﻞ ‪-‬‬ ‫ّ‬ ‫ُﻔﻀﻞ ﺃﻥ‬ ‫ﻳ ﱠ‬ ‫ﻣﺠﻠِﺲ ‪ -‬ﻣﺠﺎﻟِﺲ‬ ‫ﻣﺠﻠﺲ ﺍﻟﺘﻌﺎﻭﻥ ﺍﳋﻠﻴﺠﻲ‬ ‫ﺃﻏﺮﻯ ‪ -‬ﻳﻐﺮﻱ ‪ -‬ﺇﻏﺮﺍﺀ‬ ‫ُﻐﺮ‬ ‫ﻣ ٍ‬ ‫ﺿﻤﻦ ‪ -‬ﻳﻀﻤَﻦ ‪ -‬ﺿﻤﺎﻥ‬ ‫ﺿﻤﺎﻥ ﺻﺤﻲ‬ ‫ﺑﺪﻝ ﺳﻜﻦ‬ ‫ﺃﺭﻓﻖ ‪ -‬ﻳﺮﻓﻖ ‪ -‬ﺇﺭﻓﺎﻕ‬ ‫ﻣُﺮﻓﻘﺔ‬ ‫ﻳﻨﺴﺦ ‪ -‬ﻧﺴﺦ‬ ‫ﻧﺴﺦ ‪ُ -‬‬

‫‪To announce‬‬ ‫‪Announcement-s, advertisement-s‬‬ ‫‪Sector-s‬‬ ‫‪To calculate, count‬‬ ‫‪Computer‬‬ ‫‪To lessen, decrease, be less than‬‬ ‫‪No less than‬‬ ‫‪To prefer‬‬ ‫‪It is preferred to, it is preferable that‬‬ ‫‪Council-s, assembly-ies‬‬ ‫‪Gulf Co-operation Council, GCC‬‬ ‫‪To attract, seduce‬‬ ‫‪Attractive‬‬ ‫‪To guarantee, insure‬‬ ‫‪Health insurance‬‬ ‫‪Housing allowance‬‬ ‫‪To enclose, attach‬‬ ‫‪Enclosed, attached‬‬ ‫‪To copy‬‬

‫‪• 38‬‬

Professional correspondence and writing

Copy-ies Notarized/certified copies To ask for, request, inquire Application-s, request-s To be a candidate, nominate oneself Candidacy Respected, venerable, esteemed To carry Certificate-s, degree-s, diploma-s Graduate, holding a degree Master’s thesis To succeed, to pass an exam To pass with distinction Workshop, seminar-s, conference-s Workshop-s, training seminars To acclimate, adjust, adapt to Adjusting to For more information Biography-ies, epic-s CV, résumé Document-s Director of human resources,

‫ ﻧُﺴﺦ‬- ‫ﻧُﺴﺨﺔ‬ ‫ﻧﺴﺦ ﻣﻄﺎﺑﻘﺔ ﻟﻸﺻﻞ‬ ‫ ﻃﻠﺐ‬- ‫ ﻳﻄﻠُﺐ‬- ‫ﻃﻠﺐ‬ ‫ ﻃﻠﺒﺎﺕ‬- ‫ﻃﻠﺐ‬ ‫ﺗﺮﺷﺢ‬ ّ - ‫ﻳﺘﺮﺷﺢ‬ ّ - ‫ﺗﺮﺷﺢ‬ ّ ‫ﺗﺮﺷﺢ‬ ‫ﺍﶈﺘﺮﻡ‬ ُ ،‫ﺍﳌﻮﻗﺮ‬ ‫ ﺣﻤﻞ‬- ‫ ﻳﺤﻤِ ﻞ‬- ‫ﺣﻤﻞ‬ ‫ ﺷﻬﺎﺩﺍﺕ‬- ‫ﺷﻬﺎﺩﺓ‬ ‫ﺣﺎﻣﻞ ﺷﻬﺎﺩﺓ‬ ‫ﺭﺳﺎﻟﺔ ﺍﳌﺠﺴﺘﻴﺮ‬ ‫ ﳒﺎﺡ‬- ‫ ﻳﻨﺠَ ﺢ‬- ‫ﳒﺢ‬ ‫ﳒﺢ ﺑﺎﻣﺘﻴﺎﺯ‬ ‫ ﻧﺪﻭﺍﺕ‬- ‫ﻧﺪﻭﺓ‬ ‫ﻧﺪﻭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ‬ ‫ ﺗﻜﻴّﻒ ﻣﻊ‬- ‫ ﻳﺘﻜﻴّﻒ‬- ‫ﺗﻜﻴّﻒ‬ ‫ﺍﻟﺘﻜﻴﱡﻒ ﻣﻊ‬ ‫ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ ﺳ ِﻴَﺮ‬- ‫ﺳﻴﺮﺓ‬ ‫ﺳﻴﺮﺓ ﻣﻬﻨﻴﺔ‬ ‫ ﻭﺛﺎﺋﻖ‬- ‫ﻭﺛﻴﻘﺔ‬ ‫ﻣﺪﻳﺮ ﺷﺆﻭﻥ ﺍﳌﻮﻇﻔﲔ‬

director of personnel Deadline-s, waiting period, appointed time The deadline for

‫ ﺁﺟﺎﻝ‬- ‫ﺃﺟﻞ‬ ‫ﺁﺧﺮ ﺃﺟﻞ ﻟـ‬

:‫ اﻟﻘﺮاءة‬-‫ب‬ (‫ ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ‬:٤ ‫ﲤﺮﻳﻦ‬ :‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‬ 39 •

‫‪Developing Writing Skills in Arabic‬‬

‫‪ -١‬ﺧﻤّﻨﻮﺍ ﻣﻌﻨﻰ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﻣﺆﻫﻼﺕ ـــــــــــــــــــــــــــــــــــــ‬ ‫ﺧﺒﺮﺓ ـــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺍﻣﺘﻴﺎﺯﺍﺕ ـــــــــــــــــــــــــــــــــــ‬ ‫‪ -٢‬ﻫﻞ ﺗﻌﺘﻘﺪﻭﻥ ﺃﻥّ ﻛﺎﺗﺐ ﺍﻟﺮﺳﺎﻟﺔ ﻣﺆﻫﻞ ﻟﻠﻮﻇﻴﻔﺔ ﺍﳌﻌﻠﻨﺔ ﻭ ﳌﺎﺫﺍ؟‬ ‫‪ -٣‬ﻣﺎ ﻫﻲ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺸﻜﻠﻴﺔ ﻭ ﺍﻷﺳﻠﻮﺑﻴﺔ ﻭ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺘﻲ ﺗﻼﺣﻈﻮﻧﻬﺎ ﻓﻲ‬ ‫ﺍﻹﻋﻼﻥ ﻭ ﺍﻟﺮﺳﺎﻟﺔ؟‬

‫‪ -١‬اﻹﻋﻼن‬

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‫ﺷﺮﻛﺔ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﻛﺒﺮﻯ‬ ‫ﺗﻌﻠﻦ ﻋﻦ ﺣﺎﺟﺘﻬﺎ ﺇﻟﻰ‪:‬‬ ‫ﻣﺪﻳﺮ ﻣﻜﺘﺒﻬﺎ ﺑﺪﺑﻲ‬

‫ﺍﳌﺆﻫﻼﺕ‪:‬‬ ‫• ﻣﺆﻫﻞ ﻋﺎﻝ ٍ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪.‬‬ ‫• ﻣﻌﺮﻓﺔ ﻛﺎﻣﻠﺔ ﺑﻘﻄﺎﻉ ﺍﳌﺎﻝ ﻭ ﺍﻹﺳﺘﺜﻤﺎﺭﺍﺕ‪.‬‬ ‫• ﺇﺟﺎﺩﺓ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺗﻜﻠّﻤ ًﺎ ﻭ ﻗﺮﺍﺀﺓ ﻭ ﻛﺘﺎﺑﺔ‪.‬‬ ‫• ﺩﺭﺍﻳﺔ ﺗﺎﻣﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﳊﺎﺳﻮﺏ ﻭ ﺍﻟﺒﺮﻣﺠﺔ‪.‬‬ ‫• ﻗﺪﺭﺍﺕ ﻓﺎﺋﻘﺔ ﻋﻠﻰ ﺍﻟﺘﺨﺎﻃﺐ ﻭ ﺍﻟﻘﻴﺎﺩﺓ ﻭ ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺑﻘﻴﺔ ﺍﳌﻮﻇﻔﲔ‪.‬‬ ‫ﻋﺎﻝ ﻣﻦ ﺍﻟﻨﻈﺎﻡ ﻭ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺃﻛﺜﺮ ﻣﻦ ﻣﺸﺮﻭﻉ ﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪.‬‬ ‫• ﻣﺴﺘﻮﻯ ٍ‬ ‫ﺍﳋﺒﺮﺓ‪:‬‬ ‫• ﺧﺒﺮﺓ ﻻ ﺗﻘﻞ ﻋﻦ ﻋﺸﺮ ﺳﻨﻮﺍﺕ ﻓﻲ ﻗﻄﺎﻉ ﺍﻟﺒﻨﻮﻙ ﻭ ﺍﻹﺳﺘﺜﻤﺎﺭﺍﺕ‪.‬‬ ‫• ﺧﺒﺮﺓ ﻻ ﺗﻘﻞ ﻋﻦ ﺧﻤﺲ ﺳﻨﻮﺍﺕ ﻓﻲ ﺇﺩﺍﺭﺓ ﻣﻜﺘﺐ‪.‬‬ ‫ُﻔﻀﻞ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳋﺒﺮﺓ ﻓﻲ ﺑﻠﺪﺍﻥ ﻣﺠﻠﺲ ﺍﻟﺘﻌﺎﻭﻥ ﺍﳋﻠﻴﺠﻲ‪.‬‬ ‫• ﻳ ّ‬ ‫ﺍﻹﻣﺘﻴﺎﺯﺍﺕ‪:‬‬ ‫• ﺭﺍﺗﺐ ﻣﻐﺮ ٍ‪.‬‬ ‫• ﺿﻤﺎﻥ ﺻﺤّ ﻲ‪.‬‬ ‫• ﺑﺪﻝ ﺳﻜﻦ‪.‬‬ ‫• ﺳﻴﺎﺭﺓ ﺧﺎﺻﺔ ﻟﻠﺘﻨﻘّﻞ‪.‬‬

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‫‪This ad is fictitious and used solely for learning purposes. This also applies to the letter and CV‬‬ ‫‪included in this chapter.‬‬

‫‪• 40‬‬

‫‪Professional correspondence and writing‬‬

‫ﻳُﺮﺟﻰ ﺇﺭﺳﺎﻝ ﺟﻤﻴﻊ ﺍﻟﻄﻠﺒﺎﺕ ﻣﺮﻓﻘﺔ ﺑﺼﻮﺭ ﻣﻄﺎﺑﻘﺔ ﻟﻸﺻﻞ ﻣﻦ ﺍﻟﺸﻬﺎﺩﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻭ ﺍﻟﻌﻤﻠﻴﺔ ﺇﻟﻰ‪:‬‬ ‫ﻣﺪﻳﺮ ﺷﺆﻭﻥ ﺍﳌﻮﻇﻔﲔ‬ ‫ﺹ ﺏ ‪٩٥٦٢٧‬‬ ‫ﺩﺑﻲ ‪١٥٠٠-٣٣٧‬‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺁﺧﺮ ﺃﺟﻞ ﻟﺘﻘﺪﱘ ﺍﻟﻄﻠﺒﺎﺕ ﻧﻬﺎﻳﺔ ﺩﻭﺍﻡ ﻳﻮﻡ ﺍﻷﺭﺑﻌﺎﺀ ‪٢٠١١/٥/٢٧‬‬

‫‪-٢‬اﻟﺮﺳﺎﻟﺔ‬

‫ﺍﳌﻨﺎﻣﺔ ﻓﻲ ‪٢٠١١/٥/٢٠‬‬

‫ﺳﻴﺪﻱ ﻣﺪﻳﺮ ﺷﺆﻭﻥ ﺍﳌﻮﻇﻔﲔ ﺍﶈﺘﺮﻡ‪،‬‬ ‫ﲢﻴﺔ ﻃﻴﺒﺔ ﻭ ﺑﻌﺪ‪،‬‬ ‫ﺗﺮﺷﺤﻲ ﻟﻮﻇﻴﻔﺔ ﻣﺪﻳﺮ ﻣﻜﺘﺒﻜﻢ ﺑﺪﺑﻲ ﺍﳌﻌﻠﻨﺔ ﺑﺘﺎﺭﻳﺦ ‪٢٠١١/٣/٢٠‬‬ ‫ﻳﺸﺮّﻓﻨﻲ ﺃﻥ ﺃﺗﻘﺪّﻡ ﺑﻄﻠﺐ ّ‬ ‫ﻭ ﺃﺭﺟﻮ ﺃﻥ ﻳﺤﻈﻰ ﺑﺎﻟﻘﺒﻮﻝ ﻟﺪﻯ ﺷﺮﻛﺘﻜﻢ ﺍﳌﻮﻗﺮﺓ ﻭ ﺃﻥ ﲡﺪﻭﺍ ﻓﻲ ﻣﺆﻫﻼﺗﻲ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻳﻮﺿﺢ ﻗﺪﺭﺗﻲ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﲟﻬﺎﻡ ﻫﺬﺍ ﺍﳌﻨﺼﺐ ﻋﻠﻰ ﺃﺣﺴﻦ‬ ‫ّ‬ ‫ﻭ ﺧﺒﺮﺗﻲ ﻭ ﻣﻬﺎﺭﺍﺗﻲ ﻣﺎ‬ ‫ﻭﺟﻪ‪.‬‬ ‫ﺃﻧﺎ ﺣﺎﻣﻞ ﺷﻬﺎﺩﺓ ﺍﻟﺒﻜﻠﻮﻳﻮﺱ ﻓﻲ ﺍﻹﻗﺘﺼﺎﺩ ﺍﻟﺪﻭﻟﻲ ‪ ٢٠٠١‬ﻭ ﺍﳌﺠﺴﺘﻴﺮ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‬ ‫‪ ٢٠٠٣ MBA‬ﻭ ﻗﺪ ﺣﺼﻠﺖ ﻋﻠﻴﻬﻤﺎ ﻣﻦ ﺍﳉﺎﻣﻌﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻓﻲ ﺑﻴﺮﻭﺕ ﻭ ﻗﺪ ﻛﺘﺒﺖ ﺭﺳﺎﻟﺔ‬ ‫ﺍﳌﺠﺴﺘﻴﺮ ﻓﻲ ﻣﻮﺿﻮﻉ ﺍﻟﻘﺮﻭﺽ ﺍﻟﺼﻐﺮﻯ ﻭ ﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﻓﻲ ﺑﻠﺪﺍﻥ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺜﺎﻟﺚ‬ ‫ﻭ ﳒﺤﺖ ﺑﺎﻣﺘﻴﺎﺯ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺷﻬﺎﺩﺍﺗﻲ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻠﻘﺪ ﺗﺴﻨّﻰ ﻟﻲ ﺣﻀﻮﺭ ﻧﺪﻭﺍﺕ‬ ‫ﺗﺪﺭﻳﺒﻴﺔ ﻋﺪﻳﺪﺓ ﻓﻲ ﻟﺒﻨﺎﻥ ﻭ ﻗﻄﺮ ﻭ ﺗﻮﻧﺲ ﻭ ﺳﻨﻐﺎﻓﻮﺭﺓ ﻭ ﺇﻳﻄﺎﻟﻴﺎ ﻭ ﻏﻴﺮﻫﺎ ﺗﻨﺎﻭﻟﺖ‬ ‫ﻣﻮﺍﺿﻴﻊ ﻋﺪﻳﺪﺓ ﻣﻨﻬﺎ ﲢﺪﻳﺚ ﺍﻟﻘﻄﺎﻉ ﺍﳌﺎﻟﻲ ﻭ ﺧﺪﻣﺎﺕ ﺍﻟﺒﻨﻮﻙ ﻭ ﺍﻟﺒﺮﻣﺠﺔ ﻋﻠﻰ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪.‬‬ ‫ﻟﺪﻱ ﺧﺒﺮﺓ ﲤﺘ ّﺪ ﺛﻤﺎﻧﻲَ ﺳﻨﻮﺍﺕ ﺑﺪﺃﺕ ﺑﺘﻌﻴﻴﻨﻲ ﻣﺤﺎﺳﺒ ًﺎ ﺛ ّﻢ ﻣﺮﺍﻗﺒ ًﺎ ﺑﻘﺴﻢ ﺍﻟﻀﺮﺍﺋﺐ ﻓﻲ‬ ‫ّ‬ ‫ﻭﺯﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ ﺍﻟﻠﺒﻨﺎﻧﻴﺔ ﺍﻧﺘﻘﻠﺖ ﺑﻌﺪﻫﺎ ﺇﻟﻰ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﺣﻴﺚ ﻋُ ﻴّﻨﺖ ﻣﺴﺎﻋﺪ ﻣﺪﻳﺮ ﻓﺮﻉ‬ ‫ﺑﻨﻚ ﺩﻭﻟﻲ ﻓﻲ ﺍﻟﺪﻭﺣﺔ ﺛﻢ ﻣﺪﻳﺮ ﻓﺮﻉ ﻟﻨﻔﺲ ﺍﻟﺒﻨﻚ ﻓﻲ ﺍﻟﻜﻮﻳﺖ ﺛ ّﻢ ﻓﻲ ﺍﻟﺒﺤﺮﻳﻦ‪ .‬ﻭ ﻗﺪ‬ ‫ﺿﻤّﺖ ﻣﻬﺎﻣﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻉ ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﻛﻞ ﺟﻮﺍﻧﺐ ﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﻴﻮﻣﻴﺔ‬ ‫ﻭ ﻋﻠﻰ ﻛﻞ ﺍﳌﻮﻇﻔﲔ ﺑﺎﳌﻜﺘﺐ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ ﺍُﺧﺘﺮﺕ ﻋﻀﻮ ًﺍ ﻓﻲ ﳉﻨﺔ ﺍﻹﺳﺘﺜﻤﺎﺭﺍﺕ‬ ‫ﲟﻨﻄﻘﺔ ﻣﺠﻠﺲ ﺍﻟﺘﻌﺎﻭﻥ ﺍﳋﻠﻴﺠﻲ ﻛﻤﺎ ﳕّﺖ ﻫﺬﻩ ﺍﻟﺘﺠﺎﺭﺏ ﻓﻲ ﻣﺪﻥ ﻭ ﺑﻠﺪﺍﻥ ﻣﺨﺘﻠﻔﺔ‬ ‫ﻗﺪﺭﺗﻲ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺃﻱ ﻣﺤﻴﻂ ﺟﺪﻳﺪ‪.‬‬

‫• ‪41‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻣﺆﻫﻼﺗﻲ ﻭ ﺧﺒﺮﺗﻲ ﺍﻟﺮﺟﺎﺀ ﺍﻹﻃﻼﻉ ﻋﻠﻰ ﺳﻴﺮﺗﻲ ﺍﳌﻬﻨﻴﺔ‬ ‫ﻭ ﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﺮﻓﻘﺔ‪.‬‬ ‫ﺃﺭﺟﻮ ﺃﻥ ﻳﻨﺎﻝ ﻃﻠﺒﻲ ﻗﺒﻮﻟﻜﻢ‪.‬‬ ‫ﺗﻘﺒﻠﻮﺍ ﻣﻨﻲ ﻓﺎﺋﻖ ﺍﻹﺣﺘﺮﺍﻡ ﻭ ﺍﻟﺘﻘﺪﻳﺮ‬ ‫‪2‬‬ ‫ﻓﻼﻥ ﺍﻟﻔﻼﻧﻲ‬ ‫‪3‬‬ ‫)ﺍﻟﺘﻮﻗﻴﻊ(‬ ‫ﲤﺮﻳﻦ ‪ :٥‬ﻛﺘﺎﺑﺔ ﻭ ﺛﻘﺎﻓﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺑﻨﺎﺀًﺍ ﻋﻠﻰ ﺍﻹﻋﻼﻥ ﻭ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﺴﺎﺑﻘﲔ‪ ،‬ﺃﻛﻤﻠﻮﺍ ﺍﻟﺴﻴﺮﺓ ﺍﳌﻬﻨﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬

‫‪ -٣‬اﻟﺴﻴﺮة اﳌﻬﻨﻴﺔ‬

‫ﺍﻹﺳﻢ ﺍﻟﻜﺎﻣﻞ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‬ ‫ﺍﻟﺘﻠﻔﻮﻥ ﻭ ﺍﻹﳝﻴﻞ‬

‫ﺍﻟﻬﺪﻑ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬ ‫• ﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‪:‬‬ ‫• ﺍﳉﻨﺲ‪) :‬ﺫﻛﺮ ﺃﻭ ﺃﻧﺜﻰ(‬ ‫• ﺍﳊﺎﻟﺔ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪) :‬ﻣﺘﺰﻭّﺝ ﺃﻭ ﺃﻋﺰﺏ(‬ ‫• ﺍﳉﻨﺴﻴﺔ‪:‬‬ ‫‪4‬‬

‫ﺍﳌﺆﻫﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫•‬ ‫•‬

‫ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭ ﺍﳌﺆﲤﺮﺍﺕ‬ ‫•‬ ‫•‬ ‫•‬ ‫‪2‬‬

‫‪“John Doe”.‬‬ ‫‪Signature.‬‬ ‫‪4‬‬ ‫‪Typically, résumés in many Arab countries include personal information, such as gender, marital‬‬ ‫‪status, nationality, and a personal photograph, that is considered illegal in certain countries, such as‬‬ ‫‪the USA.‬‬ ‫‪3‬‬

‫‪• 42‬‬

‫‪Professional correspondence and writing‬‬

‫ﺍﳋﺒﺮﺓ‬ ‫•‬ ‫•‬ ‫•‬

‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫• ﺍﻟﻠﻐﺎﺕ‪:‬‬ ‫• ﺍﳊﺎﺳﻮﺏ‪:‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ‬ ‫•‬ ‫•‬

‫ﺍﳌﻌﺮّﻓﻮﻥ‬ ‫•‬ ‫•‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٦‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻘﺎﻣﻮﺱ ﻭ ﻗﺎﺭﻧﻮﺍ ﺑﲔ ﻣﻌﺎﻧﻴﻬﺎ‪.‬‬ ‫ﺧﺒﺮﺓ‬ ‫ﺩﺭﺍﻳﺔ‬ ‫ﻣﻬﺎﺭﺓ‬ ‫ﻣﻬﻨﺔ‬ ‫ﻃﻠﺐ‬ ‫ﺩﺧﻞ‬ ‫ﺩﻭﺭﺓ‬ ‫ﺩﺭﺟﺔ‬ ‫ﺗﺪﺭّﺏ‬

‫• ‪43‬‬

‫ﲡﺮﺑﺔ‬ ‫ﻣﻌﺮﻓﺔ‬ ‫ﺇﺟﺎﺩﺓ‬ ‫ﻭﻇﻴﻔﺔ‬ ‫ﺗﺮﺷﺢ‬ ‫ﱡ‬ ‫ﺃﺟﺮ‬ ‫ﻣﺆﲤﺮ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﺗﻌﻠّﻢ‬

‫ﺣﻨﻜﺔ‬ ‫ﺇﳌﺎﻡ‬ ‫ﲢﻜﱡ ﻢ‬ ‫ﻣﻨﺼﺐ‬ ‫ﻋﺮﺽ‬ ‫ﺭﺍﺗﺐ‬ ‫ﻧﺪﻭﺓ‬ ‫ﻣﺮﺗﺒﺔ‪/‬ﺭُﺗﺒﺔ‬ ‫ﲤﺮّﺱ‬

‫ﻣِ ﺮﺍﺱ‬ ‫ﻋﻠﻢ‬ ‫ﺇﺗﻘﺎﻥ‬ ‫ِﺣﺮﻓﺔ‬ ‫ﺗﻌﻴﲔ‬ ‫ﺇﻳﺮﺍﺩ‬ ‫ﻭﺭﺷﺔ‬ ‫ﻣﻜﺎﻧﺔ‬ ‫ﲤﺮّﻥ‬

Developing Writing Skills in Arabic

:‫ اﻟﺜﻘﺎﻓﺔ‬-‫د‬

As you have noticed from the sample text above, official letters have specific aspects and formulae that differ from personal correspondence: a. b. c. d. e.

Titles, such as Dr, Prof., Honorable, etc., are extremely important and need to be mentioned. Respect is expressed by other means such as expressions and formulae that are expanded below. The greeting section is very brief and formulaic. The letter is also concluded with brief formulaic expressions. The letter is signed and the title and full name of the writer are included. Date, place, final greeting, name of the writer, and signature are placed towards the left side of the letter.

:‫ اﻟﻘﻮاﻋﺪ‬-‫ﻫـ‬

‫ اﻟﻨﺎﻗﺺ و اﻟﻠﻔﻴﻒ‬:(‫ ﻣﺮاﺟﻌﺔ اﻷﻓﻌﺎل اﳌﻌﺘﻠﺔ )اﳉﺰء اﻟﺜﺎﻧﻲ‬-١

We have seen in the previous chapter how to recognize and conjugate two types of ‫ﺍﻷﻓﻌﺎﻝ ﺍﳌﻌﺘﻠﺔ‬, that is ‫ﺍﳌﺜﺎﻝ‬, and ‫ﺍﻷﺟﻮﻑ‬. In this section, we will cover ‫ ﺍﻟﻨﺎﻗﺺ‬and ‫ﺍﻟﻠﻔﻴﻒ‬. Study the following examples from the main texts:

(‫ ﻳﺤﻈﻰ‬- َ‫ﺣﻈﻲ‬ ِ ،‫ ﻳﺮﺟﻮ‬- ‫ )ﺭﺟﺎ‬.‫ﻭ ﺃﺭﺟﻮ ﺃﻥ ﻳﺤﻈﻰ ﺑﺎﻟﻘﺒﻮﻝ ﻟﺪﻯ ﺷﺮﻛﺘﻜﻢ ﺍﳌﻮﻗﺮﺓ‬ As we have seen, ‫ ﺍﻟﻨﺎﻗﺺ‬has four types. Recognizing the first and the last is fairly simple: any verb spelled with a final alif will turn into a waw in the different forms of ‫ﺍﳌﻀﺎﺭﻉ‬. For example, ‫ ﻳﺸﻜﻮ‬- ‫ﺷﻜﺎ‬. The last type has a ‫ ﻱ‬in the past that turns into

alif maqsura ‫ﻯ‬, such as in ‫ ﻳﺮﺿﻰ‬- َ‫ﺭﺿﻲ‬ ِ . The other two types, however, need to be memorized as they both have alif maqsura ‫ ﻯ‬in the past that becomes ‫ﻱ‬, such as in ‫ ﻳﺒﻜﻲ‬- ‫ﺑﻜﻰ‬, or remains an alif maqsura, as in ‫ ﻳﻨﻬﻰ‬- ‫ﻧﻬﻰ‬. There are fewer of the latter type, so it is logical to memorize the most common of them and work by elimination.

(‫ ﻗﻮﺍﻋﺪ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ‬:٧ ‫ﲤﺮﻳﻦ‬ .‫ﺭﺗﺒﻮﺍ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻨﺎﻗﺼﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺣﺴﺐ ﺃﻧﻮﺍﻋﻬﺎ ﻓﻲ ﺍﳉﺪﻭﻝ ﺍﻟﺬﻱ ﻳﻠﻴﻬﺎ‬ َ‫ﻧ َِﺴﻲ‬ ‫ﳕﺎ‬

• 44

‫ﻃﻐﻰ‬ ‫ﺃﺗﻰ‬

َ‫ﻟَﻘِ ﻲ‬ َ‫ﺧﺸﻲ‬ ِ

‫ﺧﻄﺎ‬ ‫ﻛﻔﻰ‬

‫ﺳﻘﻰ‬ ‫ﻋﻔﺎ‬

َ‫َﻓﻨِﻲ‬ ‫ﻣﻀﻰ‬

‫ﻋﻼ‬ ‫ﺗﻼ‬

‫ﺑﻨﻰ‬ ‫ﺃﺑﻰ‬

َ‫ﺧﻔِ ﻲ‬ ‫ﺟﺮﻯ‬

‫ﺷﻜﺎ‬ ‫ﻧﺄﻯ‬

‫‪Professional correspondence and writing‬‬

‫ﺍ‬

‫←‬

‫ﻯ‬

‫ﻭ‬

‫←‬

‫ﻱ‬

‫ﻯ‬

‫←‬

‫ﻯ‬

‫ﻱ‬

‫←‬

‫ﻯ‬

‫ﺗﺼﺮﻳﻒ ﺍﻟﻨﺎﻗﺺ ﻓﻲ ﺍﳌﺎﺿﻲ‬ ‫‪ in the past‬ﺍﻟﻨﺎﻗﺺ‬

‫‪The following table is a model of conjugation of the four types of‬‬ ‫‪tense.‬‬

‫ﺍﻟﻀﻤﻴﺮ‬

‫ﺩﻧﺎ‬

‫ﺭﻣﻰ‬

‫ﺳﻌﻰ‬

‫ﺑﻘِﻲَ‬

‫ﺃﻧﺎ‬

‫َﺩﻧَﻮﺕُ‬

‫َﺭﻣَﻴﺖُ‬

‫َﺳﻌَﻴﺖُ‬

‫ﺑَﻘِ ﻴﺖُ‬

‫ﻧﺤﻦ‬

‫َﺩﻧَﻮﻧﺎ‬

‫َﺭﻣَﻴﻨﺎ‬

‫َﺳﻌَﻴﻨﺎ‬

‫ﺑَﻘِ ﻴﻨﺎ‬

‫ﺃﻧﺖَ‬

‫َﺩﻧَﻮﺕَ‬

‫َﺭﻣَﻴﺖَ‬

‫َﺳﻌَﻴﺖَ‬

‫ﺑَﻘِ ﻴﺖَ‬

‫ﺃﻧﺖ‬ ‫ِ‬

‫َﻮﺕ‬ ‫َﺩﻧ ِ‬

‫َﻴﺖ‬ ‫َﺭﻣ ِ‬

‫َﻴﺖ‬ ‫َﺳﻌ ِ‬

‫ﺑَﻘِ ﻴﺖ ِ‬

‫ﺃﻧﺘﻤﺎ‬

‫َﺩﻧَﻮﲤُﺎ‬

‫َﺭﻣَﻴﺘُﻤﺎ‬

‫َﺳﻌَﻴﺘُﻤﺎ‬

‫ﺑَﻘِ ﻴﺘُﻤﺎ‬

‫ﺃﻧﺘﻢ‬

‫ﰎ‬ ‫َﺩﻧَﻮ ُ‬

‫َﺭﻣَﻴﺘُﻢ‬

‫َﺳﻌَﻴﺘُﻢ‬

‫ﺑَﻘِ ﻴﺘُﻢ‬

‫ﱳ‬ ‫ﺃﻧ ّ‬

‫َﺩﻧَﻮﺗُﻦﱠ‬

‫ﱳ‬ ‫َﺭﻣَﻴ ﱠ‬

‫ﱳ‬ ‫َﺳﻌَﻴ ﱠ‬

‫ﱳ‬ ‫ﺑَﻘِ ﻴ ﱠ‬

‫ﻫﻮ‬

‫َﺩﻧَﺎ‬

‫ﺭﻣﻰ‬

‫َﺳﻌﻰ‬

‫ﺑَﻘِ ﻲَ‬

‫ﻫﻲ‬

‫َﺩﻧَﺖ‬

‫َﺭﻣَﺖ‬

‫َﺳﻌَﺖ‬

‫ﺑَﻘِ ﻴَﺖ‬

‫ﻫﻤﺎ‬

‫َﺩﻧَﻮﺍ‬

‫َﺭﻣَﻴﺎ‬

‫َﺳﻌَﻴﺎ‬

‫ﺑَﻘِ ﻴﺎ‬

‫ﻫﻤﺎ‬

‫َﺩﻧَﺘﺎ‬

‫َﺭﻣَﺘﺎ‬

‫َﺳﻌَﺘﺎ‬

‫ﺑَﻘِ ﻴَﺘﺎ‬

‫ﻫﻢ‬

‫َﺩﻧَﻮﺍ‬

‫َﺭﻣَﻮﺍ‬

‫َﺳﻌَﻮﺍ‬

‫ﺑَﻘﻮﺍ‬

‫ﻫﻦّ‬

‫َﺩﻧَﻮﻥَ‬

‫َﺭ َﻣ َ‬ ‫ﲔ‬

‫ﲔ‬ ‫َﺳ َﻌ َ‬

‫ﲔ‬ ‫ﺑَﻘِ َ‬

‫• ‪45‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﲤﺮﻳﻦ ‪ :٨‬ﻗﻮﺍﻋﺪ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﻓﻌﻼ ﻣﻦ ﻛﻞ ﺃﻧﻮﺍﻉ ﺍﻟﻨﺎﻗﺺ ﺍﻷﺭﺑﻌﺔ )ﺍُﻧﻈﺮﻭﺍ ﺍﻟﻘﺎﺋﻤﺔ ﲢﺖ ﲤﺮﻳﻦ ‪ (٦‬ﺛﻢ‬ ‫ﺍﺧﺘﺎﺭﻭﺍ ً‬ ‫ﺻﺮّﻓﻮﻫﺎ ﻓﻲ ﺍﳌﺎﺿﻲ ﻣﻌﺘﻤﺪﻳﻦ ﻋﻠﻰ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺴﺎﺑﻖ‪.‬‬ ‫ﺗﺼﺮﻳﻒ ﺍﻟﻨﺎﻗﺺ ﻓﻲ ﺃﻧﻮﺍﻉ ﺍﳌﻀﺎﺭﻉ ﺍﻟﺜﻼﺛﺔ‬ ‫‪in‬‬

‫ﺍﻟﻨﺎﻗﺺ‬

‫‪The following tables are models for the conjugation of the four types of‬‬ ‫‪.‬ﺍﳌﻀﺎﺭﻉ‬

‫ﺩﻧﺎ ‪ -‬ﻳﺪﻧﻮ‬ ‫ﺍﻟﻀﻤﻴﺮ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﺮﻓﻮﻉ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺠﺰﻭﻡ‬

‫ﺃﻧﺎ‬

‫ﺃﺩﻧُﻮ‬

‫ﺃﺩ ُﻧ َﻮ‬

‫ﺃﺩﻥُ‬

‫ﻧﺤﻦ‬

‫ﻧﺪﻧُﻮ‬

‫ﻧﺪ ُﻧ َﻮ‬

‫ﻧﺪﻥُ‬

‫ﺃﻧﺖ َ‬

‫ﺗﺪﻧُﻮ‬

‫ﺗﺪ ُﻧ َﻮ‬

‫ﺗﺪﻥُ‬

‫ﺃﻧﺖ ِ‬

‫ﲔ‬ ‫ﺗﺪﻧ َ‬

‫ﺗﺪﻧﻲ‬

‫ﺗﺪﻧﻲ‬

‫ﺃﻧﺘﻤﺎ‬

‫ﺗﺪﻧُﻮﺍﻥ ِ‬

‫ﺗﺪﻧُﻮﺍ‬

‫ﺗﺪﻧُﻮﺍ‬

‫ﺗﺪﻧﻮﻥَ‬

‫ﺗﺪﻧﻮﺍ‬

‫ﺗﺪﻧﻮﺍ‬

‫ﱳ*‬ ‫ﺃﻧ ّ‬

‫ﺗﺪﻧﻮﻥَ‬

‫ﺗﺪﻧﻮﻥَ‬

‫ﺗﺪﻧﻮﻥَ‬

‫ﻫﻮ‬

‫ﻳﺪﻧﻮ‬

‫ﻳﺪ ُﻧ َﻮ‬

‫ﻳﺪﻥُ‬

‫ﻫﻲ‬

‫ﺗﺪﻧﻮ‬

‫ﺗﺪ ُﻧ َﻮ‬

‫ﺗﺪﻥُ‬

‫ﻫﻤﺎ‬

‫ﻳﺪﻧُﻮﺍﻥِ‬

‫ﻳﺪﻧُﻮﺍ‬

‫ﻳﺪﻧُﻮﺍ‬

‫ﻫﻤﺎ‬

‫ﺗﺪﻧُﻮﺍﻥِ‬

‫ﺗﺪﻧُﻮﺍ‬

‫ﺗﺪﻧُﻮﺍ‬

‫ﻫﻢ *‬

‫ﻳﺪﻧﻮﻥَ‬

‫ﻳﺪﻧﻮﺍ‬

‫ﻳﺪﻧﻮﺍ‬

‫ﻫﻦّ *‬

‫ﻳﺪﻧﻮﻥَ‬

‫ﻳﺪﻧﻮﻥَ‬

‫ﻳﺪﻧﻮﻥَ‬

‫ﺃﻧﺘﻢ *‬

‫‪5‬‬

‫‪Compare the forms marked with an asterisk.‬‬

‫‪5‬‬

‫‪• 46‬‬

‫‪Professional correspondence and writing‬‬

‫ﺭﻣﻰ ‪ -‬ﻳﺮﻣﻲ‬ ‫ﺍﻟﻀﻤﻴﺮ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﺮﻓﻮﻉ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺠﺰﻭﻡ‬

‫ﺃﻧﺎ‬

‫ﺃﺭﻣﻲ‬

‫ﺃﺭﻣﻲَ‬

‫ﺃﺭﻡِ‬

‫ﻧﺤﻦ‬

‫ﻧﺮﻣﻲ‬

‫ﻧﺮﻣﻲَ‬

‫ﻧﺮﻡِ‬

‫ﺃﻧﺖَ‬

‫ﺗﺮﻣﻲ‬

‫ﺗﺮﻣﻲَ‬

‫ﺗﺮﻡِ‬

‫ﺃﻧﺖ *‬ ‫ِ‬

‫ﲔ‬ ‫ﺗﺮﻣ َ‬

‫ﺗﺮﻣﻲ‬

‫ﺗﺮﻣﻲ‬

‫ﺃﻧﺘﻤﺎ‬

‫ﺗﺮﻣِ ﻴﺎﻥِ‬

‫ﺗﺮﻣِ ﻴﺎ‬

‫ﺗﺮﻣِ ﻴﺎ‬

‫ﺃﻧﺘﻢ‬

‫ﺗﺮﻣﻮﻥَ‬

‫ﺗﺮﻣﻮﺍ‬

‫ﺗﺮﻣﻮﺍ‬

‫ﱳ*‬ ‫ﺃﻧ ّ‬

‫ﲔ‬ ‫ﺗﺮﻣ َ‬

‫ﲔ‬ ‫ﺗﺮﻣ َ‬

‫ﲔ‬ ‫ﺗﺮﻣ َ‬

‫ﻫﻮ‬

‫ﻳﺮﻣﻲ‬

‫ﻳﺮﻣﻲَ‬

‫ﻳﺮﻡِ‬

‫ﻫﻲ‬

‫ﺗﺮﻣﻲ‬

‫ﺗﺮﻣِ ﻲَ‬

‫ﺗﺮﻡِ‬

‫ﻫﻤﺎ‬

‫ﻳﺮﻣِ ﻴﺎﻥِ‬

‫ﻳﺮﻣِ ﻴﺎ‬

‫ﻳﺮﻣِ ﻴﺎ‬

‫ﻫﻤﺎ‬

‫ﺗﺮﻣِ ﻴﺎﻥِ‬

‫ﺗﺮﻣِ ﻴﺎ‬

‫ﺗﺮﻣِ ﻴﺎ‬

‫ﻫﻢ‬

‫ﻳﺮﻣﻮﻥَ‬

‫ﻳﺮﻣﻮﺍ‬

‫ﻳﺮﻣﻮﺍ‬

‫ﻫﻦّ‬

‫ﲔ‬ ‫ﻳﺮﻣ َ‬

‫ﲔ‬ ‫ﻳﺮﻣ َ‬

‫ﲔ‬ ‫ﻳﺮﻣ َ‬

‫• ‪47‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﺳﻌﻰ ‪ -‬ﻳﺴﻌﻰ‬ ‫ﺍﻟﻀﻤﻴﺮ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﺮﻓﻮﻉ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺠﺰﻭﻡ‬

‫ﺃﻧﺎ‬

‫ﺃﺳﻌﻰ‬

‫ﺃﺳﻌﻰ‬

‫ﺃﺳ َﻊ‬

‫ﻧﺤﻦ‬

‫ﻧﺴﻌﻰ‬

‫ﻧﺴﻌﻰ‬

‫ﻧﺴ َﻊ‬

‫ﺃﻧﺖَ‬

‫ﺗﺴﻌﻰ‬

‫ﺗﺴﻌﻰ‬

‫ﺗﺴ َﻊ‬

‫ﺃﻧﺖ *‬ ‫ِ‬

‫ﲔ‬ ‫ﺗﺴ َﻌ َ‬

‫ﺗﺴﻌَﻲ‬

‫ﺗﺴﻌَﻲ‬

‫ﺃﻧﺘﻤﺎ‬

‫ﺗﺴﻌَﻴﺎﻥِ‬

‫ﺗﺴﻌَﻴﺎ‬

‫ﺗﺴﻌَﻴﺎ‬

‫ﺃﻧﺘﻢ‬

‫ﺗﺴﻌَﻮﻥَ‬

‫ﺗﺴﻌَﻮﺍ‬

‫ﺗﺴﻌَﻮﺍ‬

‫ﱳ*‬ ‫ﺃﻧ ّ‬

‫ﲔ‬ ‫ﺗﺴ َﻌ َ‬

‫ﲔ‬ ‫ﺗﺴ َﻌ َ‬

‫ﲔ‬ ‫ﺗﺴ َﻌ َ‬

‫ﻫﻮ‬

‫ﻳﺴﻌﻰ‬

‫ﻳﺴﻌﻰ‬

‫ﻳﺴ َﻊ‬

‫ﻫﻲ‬

‫ﺗﺴﻌﻰ‬

‫ﺗﺴﻌﻰ‬

‫ﺗﺴ َﻊ‬

‫ﻫﻤﺎ‬

‫ﻳﺴﻌَﻴﺎﻥِ‬

‫ﻳﺴﻌَﻴﺎ‬

‫ﻳﺴﻌَﻴﺎ‬

‫ﻫﻤﺎ‬

‫ﺗﺴﻌَﻴﺎﻥِ‬

‫ﺗﺴﻌَﻴﺎ‬

‫ﺗﺴﻌَﻴﺎ‬

‫ﻫﻢ‬

‫ﻳﺴﻌَﻮﻥَ‬

‫ﻳﺴﻌَﻮﺍ‬

‫ﻳﺴﻌَﻮﺍ‬

‫ﻫﻦّ‬

‫ﲔ‬ ‫ﻳﺴ َﻌ َ‬

‫ﲔ‬ ‫ﻳﺴ َﻌ َ‬

‫ﻳﺴﻌَﲔ‬

‫‪• 48‬‬

‫‪Professional correspondence and writing‬‬

‫ﺑﻘِ ﻲَ ‪ -‬ﻳﺒﻘﻰ‬ ‫ﺍﻟﻀﻤﻴﺮ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﺮﻓﻮﻉ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺠﺰﻭﻡ‬

‫ﺃﻧﺎ‬

‫ﺃﺑﻘﻰ‬

‫ﺃﺑﻘﻰ‬

‫ﺃﺑﻖَ‬

‫ﻧﺤﻦ‬

‫ﻧﺒﻘﻰ‬

‫ﻧﺒﻘﻰ‬

‫ﻧﺒﻖَ‬

‫ﺃﻧﺖَ‬

‫ﺗﺒﻘﻰ‬

‫ﺗﺒﻘﻰ‬

‫ﺗﺒﻖَ‬

‫ﺃﻧﺖ *‬ ‫ِ‬

‫ﲔ‬ ‫ﺗﺒ َﻘ َ‬

‫ﺗﺒﻘَﻲ‬

‫ﺗﺒﻘَﻲ‬

‫ﺃﻧﺘﻤﺎ‬

‫ﺗﺒﻘَﻴﺎﻥِ‬

‫ﺗﺒﻘَﻴﺎ‬

‫ﺗﺒﻘَﻴﺎ‬

‫ﺃﻧﺘﻢ‬

‫ﺗﺒﻘَﻮﻥ‬

‫ﺗﺒﻘَﻮﺍ‬

‫ﺗﺒﻘَﻮﺍ‬

‫ﱳ*‬ ‫ﺃﻧ ّ‬

‫ﲔ‬ ‫ﺗﺒ َﻘ َ‬

‫ﲔ‬ ‫ﺗﺒ َﻘ َ‬

‫ﲔ‬ ‫ﺗﺒ َﻘ َ‬

‫ﻫﻮ‬

‫ﻳﺒﻘﻰ‬

‫ﻳﺒﻘﻰ‬

‫ﻳﺒﻖَ‬

‫ﻫﻲ‬

‫ﺗﺒﻘﻰ‬

‫ﺗﺒﻘﻰ‬

‫ﺗﺒﻖَ‬

‫ﻫﻤﺎ‬

‫ﻳﺒﻘَﻴﺎﻥِ‬

‫ﻳﺒﻘَﻴﺎ‬

‫ﻳﺒﻘَﻴﺎ‬

‫ﻫﻤﺎ‬

‫ﺗﺒﻘَﻴﺎﻥِ‬

‫ﺗﺒﻘَﻴﺎ‬

‫ﺗﺒﻘَﻴﺎ‬

‫ﻫﻢ‬

‫ﻳﺒﻘَﻮﻥ‬

‫ﻳﺒﻘَﻮﺍ‬

‫ﻳﺒﻘَﻮﺍ‬

‫ﻫﻦّ‬

‫ﲔ‬ ‫ﻳﺒ َﻘ َ‬

‫ﲔ‬ ‫ﻳﺒ َﻘ َ‬

‫ﲔ‬ ‫ﻳﺒ َﻘ َ‬

‫ﲤﺮﻳﻦ ‪ :٩‬ﻗﻮﺍﻋﺪ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺻﺮّﻓﻮﺍ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻮﺍﺭﺩﺓ ﺑﲔ ﻗﻮﺳﲔ ﻣﻨﺘﺒﻬﲔ ﺇﻟﻰ ﺍﻟﻔﺎﻋﻞ ﻭ ﺍﻟﺰﻣﻦ‪.‬‬ ‫ﺍﻟﺰﻣﻴﻠﺔ ﺍﻟﻌﺰﻳﺰﺓ ﺍﻷﺳﺘﺎﺫﺓ ﻓﻼﻧﺔ ﺍﻟﻔﻼﻧﻴﺔ ﺍﶈﺘﺮﻣﺔ‪،‬‬ ‫ﲢﻴﺔ ﻃﻴﺒﺔ ﻭ ﺑﻌﺪ‬ ‫ﻳﺸﺮّﻑ ﳉﻨﺔ ﻣﺆﲤﺮ ”ﻣﺴﺘﻘﺒﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻬﺎ“ ﺍﻟﺬﻱ )ﻧﺤﻦ ‪+‬‬ ‫ﺳﻌﻰ( ـــــــــــــــــــــــ ﻣﻦ ﺧﻼﻟﻪ ﺇﻟﻰ ﺗﺮﺳﻴﺦ ﺣﻀﻮﺭ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﺃﻥ‬ ‫)ﺩﻋﺎ( ــــــــــــــــــــ ـﻚ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻭ )ﺭﺟﺎ( ـــــــــــــــــــــــ ﺃﻥ )ﻟﻘِ ﻲَ ( ـــــــــــــــــــــــ‬ ‫ﻗﺒﻮﻟﻜﻢ ﻛﻤﺎ )ﺭﻧﺎ( ـــــــــــــــــــــــ ﺇﻟﻰ ﻣﺴﺎﻫﻤﺘﻜﻢ ﺍﻟﻔﻌﺎﻟﺔ ﻓﻲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻫﺬﺍ ﺍﳌﺆﲤﺮ‪.‬‬ ‫ﻣﻊ ﺍﻟﻌﻠﻢ ﺑﺄﻥّ ﺍﳌﺆﲤﺮ ﺳﻴﺘﻜﻔّﻞ ﺑﺘﻜﺎﻟﻴﻒ ﺍﻟﻀﻴﺎﻓﺔ ﻭ ﺍﻹﻗﺎﻣﺔ ﻋﻠﻰ ﺃﻥ ﻳﺘﺤﻤّﻞ ﺍﻟﺰﻣﻼﺀ‬ ‫ﺍﳌﺸﺎﺭﻛﻮﻥ ﻧﻔﻘﺎﺕ ﺍﻟﺴﻔﺮ‪.‬‬ ‫• ‪49‬‬

Developing Writing Skills in Arabic

‫ﺗﻔﻀﻠﻮﺍ ﺑﻘﺒﻮﻝ ﻓﺎﺋﻖ ﺍﻹﺣﺘﺮﺍﻡ ﻭ ﺍﻟﺘﻘﺪﻳﺮ‬ ّ ‫ﻭ‬ ‫ﺭﺋﻴﺲ ﳉﻨﺔ ﺍﳌﺆﲤﺮ‬ ‫ ﻓﻼﻥ ﺍﻟﻔﻼﻧﻲ‬.‫ﺩ‬ ‫ﺗﺼﺮﻳﻒ ﺍﻟﻠﻔﻴﻒ‬

The conjugation of ‫ ﺍﻟﻠﻔﻴﻒ‬is based on the conjugation of the other types of weak verbs. ‫ﺍﻟﻠﻔﻴﻒ ﺍﳌﻘﺮﻭﻥ‬, as in ‫ ﻳﻨﻮﻱ‬- ‫ﻧﻮﻯ‬, is conjugated like the second type of ‫ﺍﻟﻨﺎﻗﺺ‬ where the ‫ ﻯ‬becomes ‫ﻱ‬. As for ‫ﺍﻟﻠﻔﻴﻒ ﺍﳌﻔﺮﻭﻕ‬, as in ‫ﻭﻗﻰ – ﻳﻘﻲ‬, it is treated at once like a ‫ ﻣﺜﺎﻝ ﻭﺍﻭﻱ‬and ‫ ﺍﻟﻨﺎﻗﺺ‬of the second type.

‫ اﺳﻤﺎ اﻟﻔﺎﻋﻞ و اﳌﻔﻌﻮل و اﳌﺼﺪر‬:‫ اﻷﺳﻤﺎء اﳌﺸﺘﻘﺔ ﻣﻦ اﻷﻓﻌﺎل اﳌﻌﺘﻠﺔ‬-٢ Here is a table with examples of nouns (active and passive participles, and masdar) derived from all types of weak verbs.

‫ﺍﳌﺼﺪﺭ‬

‫ﺍﺳﻢ ﺍﳌﻔﻌﻮﻝ‬

‫ﺍﺳﻢ ﺍﻟﻔﺎﻋﻞ‬

‫ﺍﳌﻀﺎﺭﻉ‬

‫ﺍﳌﺎﺿﻲ‬

‫ﻭَﻋﺪ‬

‫ﻣﻮﻋﻮﺩ‬

‫ﻭﺍﻋﺪ‬

‫ﻳَﻌِ ﺪ‬

‫َﻭﻋَﺪ‬

‫ﻳَﺄﺱ‬

‫ﻣﻴﺆﻭﺱ ﻣﻨﻪ‬

‫ﻳﺎﺋﺲ‬

‫ﻳﻴﺄَﺱ‬

‫َﻳﺌِﺲ‬

‫ﻗَﻮﻝ‬

‫ﻣﻘﻮﻝ‬

‫ﻗﺎﺋﻞ‬

‫ﻳﻘﻮﻝ‬

‫ﻗﺎﻝ‬

‫ﺑَﻴﻊ‬

‫ﻣﺒﻴﻊ‬

‫ﺑﺎﺋﻊ‬

‫ﻳﺒﻴﻊ‬

‫ﺑﺎﻉ‬

‫ﻣﻨﻮﻝ‬

‫ﻧﺎﺋﻞ‬

‫ﻳﻨﺎﻝ‬

‫ﻧﺎﻝ‬

‫ﺩﻋﻮﺓ‬

‫ﻣﺪﻋُ ّﻮ‬

‫ﺩﺍﻉ‬ ٍ

‫ﻳﺪﻋﻮ‬

‫ﺩﻋﺎ‬

‫ﺭﻣﻲ‬

ّ‫ﻣﺮﻣﻲ‬

‫ﺭﺍﻡ‬ ٍ

‫ﻳﺮﻣﻲ‬

‫ﺭَﻣﻰ‬

‫ﺿﻰ‬ ً ِ‫ﺭ‬

ّ‫ﻣﺮﺿﻲ‬

‫ﺭﺍﺽ‬ ٍ

‫ﻳﺮﺿﻰ‬

َ‫ﺭﺿﻲ‬ ِ

‫ﻧَﻬﻲ‬

ّ‫ﻣﻨﻬﻲ‬

‫ﻧﺎﻩ‬ ٍ

‫ﻳﻨﻬﻰ‬

‫ﻧَﻬﻰ‬

ّ‫ﻣﻮﻓﻲ‬

‫ﻭﺍﻑ‬ ٍ

‫ﻳﻔﻲ‬

‫ﻭَﻓﻰ‬

ّ‫ﻣﺸﻮﻱ‬

‫ﺷﺎﻭ‬ ٍ

‫ﻳﺸﻮﻱ‬

‫َﺷﻮﻯ‬

‫ﻧﻴﻞ‬

‫ﻭﻓﺎﺀ‬ ّ‫َﺷﻲ‬

6

7

‫ اﻹﺳﻢ اﳌﻨﻘﻮص‬-٣

Active participles derived from ‫ ﺍﻟﻨﺎﻗﺺ‬and ‫ﺍﻟﻠﻔﻴﻒ‬, whether singular or plural, behave differently from other regular nouns in two ways: (1) their case endings ‫ ﺍﻹﻋﺮﺍﺏ‬and 6 7

Although theoretically possible, this word is not in use. Also not in use.

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‫‪Professional correspondence and writing‬‬

‫‪ case. See the‬ﺍﻟﻨﺼﺐ‬

‫‪ depending on definiteness and‬ﻱ ‪(2) they drop or keep their final‬‬ ‫‪ones highlighted in the table above. Study the following tables:‬‬

‫ﺍﳌُﻔﺮﺩ‬ ‫ﺍﻟﺮﻓﻊ‬

‫ﺍﻟﻨﺼﺐ‬

‫ﺍﳉﺮ‬

‫ﻭﺍﻝ‬ ‫ٍ‬

‫ﻭﺍﻟﻴ ًﺎ‬

‫ﻭﺍﻝ‬ ‫ٍ‬

‫ﺍﻟﻮﺍﻟﻲ‬

‫ﺍﻟﻮﺍﻟﻲَ‬

‫ﺍﻟﻮﺍﻟﻲ‬

‫ﺍﻟﺮﻓﻊ‬

‫ﺍﻟﻨﺼﺐ‬

‫ﺍﳉﺮ‬

‫ﻗﻮﺍﻑ‬ ‫ٍ‬

‫ﻗﻮﺍﻓﻲَ‬

‫ﻗﻮﺍﻑ‬ ‫ٍ‬

‫ﺍﻟﻘﻮﺍﻓﻲ‬

‫ﺍﻟﻘﻮﺍﻓﻲَ‬

‫ﺍﻟﻘﻮﺍﻓﻲ‬

‫ﺍﳉﻤﻊ‬

‫و‪ -‬اﻷﺳﻠﻮب‪:‬‬ ‫ا‪ -‬ﻋﺒﺎرات ﻣﻦ اﻟﻨﺼﻮص‪:‬‬ ‫‪ -١‬ﻳُﺮﺟﻰ‪ ،‬ﺍﻟﺮﺟﺎﺀ ‪ +‬ﻣﺼﺪﺭ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻳُﺮﺟﻰ ﺇﺭﺳﺎﻝ ﺟﻤﻴﻊ ﺍﻟﻄﻠﺒﺎﺕ ﻣﺮﻓﻘﺔ ﺑﺼﻮﺭ ﻣﻄﺎﺑﻘﺔ ﻟﻸﺻﻞ ﻣﻦ‬ ‫ﺍﻟﺸﻬﺎﺩﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭ ﺍﻟﻌﻤﻠﻴﺔ …‬ ‫‪Please, would you‬‬

‫‪ -٢‬ﻋﻠﻰ ﺃﺣﺴﻦ ﻭﺟﻪ‬ ‫ﻳﻮﺿﺢ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﺃﻥ ﲡﺪﻭﺍ ﻓﻲ ﻣﺆﻫﻼﺗﻲ ﺍﻟﻌﻠﻤﻴﺔ ﻭ ﺧﺒﺮﺗﻲ ﻭ ﻣﻬﺎﺭﺍﺗﻲ ﻣﺎ ّ‬ ‫ﻗﺪﺭﺗﻲ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﲟﻬﺎﻡ ﻫﺬﺍ ﺍﳌﻨﺼﺐ ﻋﻠﻰ ﺃﺣﺴﻦ ﻭﺟﻪ‪.‬‬ ‫‪In the best way‬‬

‫‪ -٣‬ﻟﺪﻯ ‪ +‬ﺍﺳﻢ‪/‬ﺿﻤﻴﺮ ﻣﺘﺼﻞ‪ :‬ﻋﻨﺪ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﺃﺭﺟﻮ ﺃﻥ ﻳﺤﻈﻰ ﺑﺎﻟﻘﺒﻮﻝ ﻟﺪﻯ ﺷﺮﻛﺘﻜﻢ ﺍﳌﻮﻗﺮﺓ …‬ ‫ﻟﺪﻱ ﺧﺒﺮﺓ ﲤﺘ ّﺪ ﺛﻤﺎﻧﻲَ ﺳﻨﻮﺍﺕ ﺑﺪﺃﺕ ﺑﺘﻌﻴﻴﻨﻲ ﻣﺤﺎﺳﺒ ًﺎ ﺛ ّﻢ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ّ :‬‬ ‫ﻣﺮﺍﻗﺒ ًﺎ ﺑﻘﺴﻢ ﺍﻟﻀﺮﺍﺋﺐ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ ﺍﻟﻠﺒﻨﺎﻧﻴﺔ …‬

‫‪To have‬‬

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Developing Writing Skills in Arabic

(‫ )ﺗﺮﺟﻤﺔ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ‬:١٠ ‫ﲤﺮﻳﻦ‬ .‫ﺗﺮﺟﻤﻮﺍ ﺍﻷﻣﺜﻠﺔ ﺍﳌﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺛ ّﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞّ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‬

:‫ إﺛﺮاء اﻟﻌﺒﺎرات و ﻗﻮاﻟﺐ اﳌﺮاﺳﻼت اﻟﺮﺳﻤﻴﺔ‬-‫ب‬ Sir/Madam Dr, Prof., Director Esteemed Your Majesty Your Highness, Prince-ss Mr/Madam Secretary/Minister Mr/Madam Ambassador Esteemed Sheikh Your Honor Greetings, regards, and respect

I am honored to, it is my honor to I am happy to I hope that Please accept the most sincere expressions of gratitude Please accept the most sincere expressions of gratitude With the most sincere expressions of gratitude and consideration My infinite gratitude Please accept my utmost respect and consideration

‫ﺳﻴﺪﺗﻲ‬/‫ﺳﻴﺪﻱ‬ (‫ ﺍﳌﺪﻳﺮ)ﺓ‬،(‫ ﺍﻷﺳﺘﺎﺫ)ﺓ‬،(‫ﺍﻟﺪﻛﺘﻮﺭ)ﺓ‬ (‫ﺍﶈﺘﺮﻡ)ﺓ‬ (‫ﺟﻼﻟﺔ ﺍﳌﻠﻚ)ﺓ‬ (‫ﺳﻤ ّﻮ ﺍﻷﻣﻴﺮ)ﺓ‬ (‫ﻣﻌﺎﻟﻲ ﺍﻟﻮﺯﻳﺮ)ﺓ‬ (‫ﺳﻌﺎﺩﺓ ﺍﻟﺴﻔﻴﺮ)ﺓ‬ ‫ﻓﻀﻴﻠﺔ ﺍﻟﺸﻴﺦ‬ (‫ﺣﻀﺮﺓ ﺍﻟﻘﺎﺿﻲ)ﺓ‬ ،‫ﲢﻴﺔ ﻃﻴﺒﺔ ﻭ ﺑﻌﺪ‬ ‫ﲢﻴﺔ ﻭ ﺍﺣﺘﺮﺍﻣ ًﺎ ﻭ ﺑﻌﺪ‬ … ‫ﻳﺸﺮﻓﻨﻲ ﺃﻥ‬ … ‫ ﻳﺴﻌﺪﻧﻲ ﺃﻥ‬،‫ﻳﺴﺮّﻧﻲ‬ … ‫ ﺃﲤﻨّﻰ ﺃﻥ‬، … ‫ﺃﺭﺟﻮ ﺃﻥ‬ ‫ﺗﻔﻀﻠﻮﺍ ﺑﻘﺒﻮﻝ ﺃﺯﻛﻰ ﻋﺒﺎﺭﺍﺕ‬ ّ ‫ﺍﻟﺸﻜﺮ ﻭ ﺍﻹﻣﺘﻨﺎﻥ‬ ‫ﺗﻘﺒّﻠﻮﺍ ﻣﻨّﻲ ﺃﺧﻠﺺ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ‬ ‫ﻭ ﺍﻹﻣﺘﻨﺎﻥ‬ ‫ﻣﻊ ﺃﺧﻠﺺ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ‬ ‫ﻭ ﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﻭ ﻟﻜﻢ ﻣﻨﻲ ﺟﺰﻳﻞ ﺍﻟﺸﻜﺮ ﻭ ﺍﻹﻣﺘﻨﺎﻥ‬ ‫ﺗﻔﻀﻠﻮﺍ ﺑﻘﺒﻮﻝ ﻓﺎﺋﻖ ﺍﻹﺣﺘﺮﺍﻡ‬ ّ ‫ﻭ ﺍﻟﺘﻘﺪﻳﺮ‬

:(‫ اﻹﳝﻴﻞ )اﳉﺰء اﻟﺜﺎﻧﻲ‬-‫ج‬ As in informal emails, formal correspondences are becoming more and more common. They equally maintain the main features of a formal correspondence although they tend

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Professional correspondence and writing to be shorter. Titles are used, the greeting part is brief, and the email is concluded with the usual formulaic greetings and expressions of respect. The following is a formal exchange between language program directors and two teaching assistants. The subject of the correspondence is a job offer, with the usual details such notes entail: responsibilities, dates, and remuneration. The email thread includes three notes: the offer, and the two responses from the teaching assistants. Once again, names and other details have been removed for privacy reasons.

(‫ ﻗﺮﺍﺀﺓ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ‬:١١ ‫ﲤﺮﻳﻦ‬ :‫ﺗﻌﻠﻤﻮﺍ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻗﺒﻞ ﺍﻟﻘﺮﺍﺀﺓ‬ Appointment offer On the ground In addition to, on top of Until As soon as possible Even if Brief As soon as Dr Joining, being part of Is invaluable Again, anew

From: Subject: To: Cc: Date:

‫ﻋﺮﺽ ﺗﻌﻴﲔ‬ ‫ﻣﻴﺪﺍﻧﻴ ًﺎ‬ ‫ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ‬،‫ﻋﻼﻭﺓ ﻋﻠﻰ‬ ‫ ﺣﺘّﻰ‬،‫ﺇﻟﻰ ﻏﺎﻳﺔ‬ ‫ﻓﻲ ﺃﻗﺮﺏ ﻭﻗﺖ ﳑﻜﻦ‬ ‫ﻭ ﻟﻮ‬ ‫ﻭﺟﻴﺰ‬ ‫ ﻓﻌﻞ‬+ ‫ﺣﺎﳌﺎ‬ .‫ﺩ‬ ‫ﺍﻧﻀﻤﺎﻡ‬ ‫ﻻ ﺗُﻘﺪّﺭ ﺑﺜﻤﻦ‬ ‫ﻣﻦ ﺟﺪﻳﺪ‬

…

٢٠١١ ‫ﻋﺮﺽ ﺗﻌﻴﲔ ﻟﺼﻴﻒ‬ … … Friday, January 21, 2011, 6:53 PM

،… ‫ﺯﻣﻴﻠﺘﺎﻱ ﺍﻟﻌﺰﻳﺰﺗﺎﻥ‬ .‫ﺃﺭﺟﻮ ﺃﻥ ﺗﻜﻮﻧﺎ ﻓﻲ ﺃﺣﺴﻦ ﺣﺎﻝ‬ ‫ ﻳﺴﺮﻧﻰ ﺃﻥ ﺃﺩﻋﻮﻛﻤﺎ ﻣﻦ ﺟﺪﻳﺪ ﻟﻺﻟﺘﺤﺎﻕ‬،‫ﺑﻌﺪ ﲡﺮﺑﺔ ﺍﻟﺼﻴﻒ ﺍﳌﺎﺿﻲ ﺍﻟﻨﺎﺟﺤﺔ‬ ‫ﺑﻔﺮﻳﻖ ﺍﻟﺘﺪﺭﻳﺲ ﻛﻤﻌﻴﺪﺗﲔ ﻣﺴﺎﻋﺪﺗﲔ ﻓﻲ ﺑﺮﻧﺎﻣﺠﻨﺎ ﻫﺬﺍ ﺍﻟﺼﻴﻒ ﺍﻟﺬﻱ ﺳﻴﺪﻳﺮﻩ ﻣﻴﺪﺍﻧﻴ ًﺎ‬ 53 •

‫‪Developing Writing Skills in Arabic‬‬

‫ﺍﻷﺳﺘﺎﺫ …‪ .‬ﻭ ﻗﺪ ﺃﻗﻨﻌﺖ ﺇﺩﺍﺭﺓ ﺍﳉﺎﻣﻌﺔ ﺑﺮﻓﻊ ﺃﺟﺮﻳﻜﻤﺎ ﺑﻘﻴﻤﺔ ‪ ٪ ٥‬ﳌﺪﺓ ﺍﻟﺒﺮﻧﺎﻣﺞ‬ ‫ﻋﻼﻭﺓ ﻋﻠﻰ ﻣﺎ ﺩُﻓﻊ ﻟﻜﻤﺎ ﺍﻟﺼﻴﻒ ﺍﳌﺎﺿﻲ‪ .‬ﺳﻴﻜﻮﻥ ﻣﻦ ﻣﻬﺎﻣﻜﻤﺎ ﺍﳌﺴﺎﻋﺪﺓ ﻓﻲ ﺗﺪﺭﻳﺲ‬ ‫ﺍﳌﺴﺘﻮﻳﲔ ﺍﻟﺜﺎﻧﻲ ﻭ ﺍﻟﺜﺎﻟﺚ ﻭ ﺗﺼﺤﻴﺢ ﻭﺍﺟﺒﺎﺗﻬﻤﺎ ﻭ ﺗﺴﻴﻴﺮ ﺣﺼﺺ ﺧﺎﺭﺝ ﺍﻟﺼﻒ‬ ‫ﳌﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﻓﻲ ﺗﻌﻠﻤﻬﻢ ﺍﻟﻔﺼﺤﻰ ﻭ ﺍﻟﻌﺎﻣﻴﺔ‪ .‬ﻛﻤﺎ ﳝﺘﺪ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻫﺬﻩ ﺍﻟﺴﻨﺔ ﻣﻦ‬ ‫‪ ٢٦‬ﻣﺎﻳﻮ ﺇﻟﻰ ﻏﺎﻳﺔ ‪ ٣٠‬ﻳﻮﻟﻴﻮ ﻣﻊ ﺃﺳﺒﻮﻉ ﻣﺨﺼﺺ ﻟﻺﺳﺘﺮﺍﺣﺔ‪.‬‬ ‫ﺃﺭﺟﻮ ﺃﻥ ﺗﻘﺒﻼ ﻫﺬﺍ ﺍﻟﻌﺮﺽ ﻭ ﺃﻥ ﺗﻌﻠﻤﺎﻧﻲ ﻓﻲ ﺃﻗﺮﺏ ﻭﻗﺖ ﳑﻜﻦ ﺣﺘﻰ ﻳﺘﺴﻨﻰ ﻟﻨﺎ‬ ‫ﺇﺭﺳﺎﻝ ﺗﻌﻴﲔ ﺭﺳﻤﻲ ﺗﻮﻗﻌﺎﻧﻪ ﺛﻢ ﺗﺮﺳﻼﻧﻪ ﺇﻟﻰ ﻣﺴﺎﻋِ ﺪﺗﻲ‪ .‬ﺳﺄﺯﻭﺭ ﻋﻤﺎﻥ ﺑﺈﺫﻥ ﺍﻟﻠﱠﻪ ﻓﻲ‬ ‫ﺷﻬﺮ ﻓﺒﺮﺍﻳﺮ ﺍﳌﻘﺒﻞ ﻭ ﺃﲤﻨﻰ ﺃﻥ ﻧﻠﺘﻘﻲ ﻭ ﻟﻮ ﻟﻮﻗﺖ ﻭﺟﻴﺰ‪.‬‬ ‫ﺳﺘﺘﺼﻞ ﺑﻜﻤﺎ ﻣﺴﺎﻋﺪﺗﻲ ﺣﺎﳌﺎ ﺗﺘﻀﺢ ﺍﻟﺘﻮﺍﺭﻳﺦ‪.‬‬ ‫ﻭ ﻟﻜﻤﺎ ﻣﻨﻲ ﻓﺎﺋﻖ ﺍﻟﺘﻘﺪﻳﺮ ﻭ ﺍﻹﺣﺘﺮﺍﻡ‪،‬‬ ‫ﺩ‪… .‬‬ ‫…‬ ‫ﻋﺮﺽ ﺗﻌﻴﲔ ﻟﺼﻴﻒ ‪Re: ٢٠١١‬‬ ‫‪January 22, 2011 9:31:05 AM EST‬‬ ‫…‬

‫‪From:‬‬ ‫‪Subject:‬‬ ‫‪Date:‬‬ ‫‪To:‬‬

‫ﺃﺳﺘﺎﺫﻱ ﺩ‪.‬‬ ‫ﺃﲤﻨﻰ ﺍﻥ ﺗﻜﻮﻥ ﻓﻲ ﺃﺣﺴﻦ ﺣﺎﻝ‪ ،‬ﺳﺄﻛﻮﻥ ﺳﻌﻴﺪﺓ ﺟﺪ ًﺍ ﺑﺎﻧﻀﻤﺎﻣﻲ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺘﻜﻢ ﻫﺬﺍ‬ ‫ﺍﻟﺼﻴﻒ ﺃﻳﻀﺎً‪.‬‬ ‫…‬

‫…‬ ‫ﺑﺮﻧﺎﻣﺞ ﺻﻴﻒ ‪2011‬‬ ‫‪January 23, 2011 8:14:59 AM EST‬‬ ‫…‬

‫ﺃﺳﺘﺎﺫﻱ ﺍﻟﻌﺰﻳﺰ ﺩ‪.‬‬

‫‪From:‬‬ ‫‪Subject:‬‬ ‫‪Date:‬‬ ‫‪To:‬‬

‫…‬

‫ﺃﺭﺟﻮ ﺃﻥ ﺗﻜﻮﻥ ﻓﻲ ﺃﺣﺴﻦ ﺣﺎﻝ‪ ،‬ﻭ ﻳﺸﺮّﻓﻨﻲ ﺍﻻﻧﻀﻤﺎﻡ ﺇﻟﻰ ﻓﺮﻳﻖ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻓﻲ ﻫﺬﺍ‬ ‫ﺍﻟﺼﻴﻒ ﺃﻳﻀﺎً‪ ،‬ﻓﺎﻟﻌﻤﻞ ﻣﻌﻜﻢ ﻓﺮﺻﺔ ﻻ ﺗُﻘﺪّﺭ ﺑﺜﻤﻦ‪ ،‬ﻭﻳﺴﻌﺪﻧﻲ ﺃﻥ ﺃﻟﺘﻘﻲ ﺑﻚ ﻣﻦ ﺟﺪﻳﺪ‪،‬‬ ‫ﻓﺄﺭﺟﻮ ﺃﻥ ﺗﺒﻠﻐﻨﻲ ﺣﲔ ﺗﺼﻞ ﺇﻟﻰ ﻋﻤﺎﻥ‪.‬‬

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‫‪Professional correspondence and writing‬‬

‫ﲤﺮﻳﻦ ‪ :١٢‬ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺃﺳﺘﺎﺫﻛﻢ ﺃﻭ ﺃﺳﺘﺎﺫﺗﻜﻢ ﻋﻦ ﺃﻱ ﻣﻮﺿﻮﻉ ﻟﻪ ﻋﻼﻗﺔ ﺑﺪﺭﺍﺳﺘﻜﻢ ﻣﺘﺒﻌﲔ‬ ‫ﳕﺎﺫﺝ ﺍﻹﳝﻴﻞ ﺍﳌُﺪﺭﺟﺔ ﺃﻋﻼﻩ‪.‬‬

‫ز‪ -‬اﻟﻜﺘﺎﺑﺔ‪:‬‬ ‫ﲤﺮﻳﻦ ‪) :١٣‬ﻛﺘﺎﺑﺔ ﺟﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺇﻋﻼﻧ ًﺎ ﻋﻦ ﺭﻏﺒﺘﻜﻢ ﻓﻲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺃﻭ ﻏﻴﺮﻫﺎ ﺇﻟﻰ ﻃﻼﺏ ﻋﺮﺏ ﻓﻲ‬ ‫ﺟﺎﻣﻌﺔ ﻋﺮﺑﻴﺔ‪.‬‬ ‫ﲤﺮﻳﻦ ‪) :١٤‬ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ )‪ (١‬ﺭﺳﺎﻟﺔ ﺭﺳﻤﻴﺔ )ﺣﻮﺍﻟﻲ ‪ ٣٠٠‬ﻛﻠﻤﺔ( ﺇﻟﻰ ﻣﺪﻳﺮ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺼﻴﻔﻲ‬ ‫ﻓﻲ ﻣﺮﻛﺰ ﺟﺎﻣﻌﺔ ﻛﻠﻮﻣﺒﻴﺎ ﻟﻸﺑﺤﺎﺙ ﻓﻲ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﺑﻌﻤﺎﻥ ﺗﻌﺒﺮﻭﻥ ﻓﻴﻪ ﻋﻦ ﺭﻏﺒﺘﻜﻢ‬ ‫ﻓﻲ ﺍﻹﻟﺘﺤﺎﻕ ﺑﺎﻟﺒﺮﻧﺎﻣﺞ ﻭ ﻫﺪﻓﻜﻢ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﻣﺴﺘﻮﺍﻛﻢ ﻛﻤﺎ ﺗﺴﺄﻟﻮﻧﻪ ﻋﻦ‬ ‫ﺧﺼﺎﺋﺺ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻭ ﻣﻮﺍﻋﻴﺪ ﺍﻟﺪﺭﻭﺱ ﻭ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭ ﻏﻴﺮﻫﺎ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬ ‫)‪ (٢‬ﺳﻴﺮﺗﻜﻢ ﺍﳌﻬﻨﻴﺔ‪/‬ﺍﻟﺬﺍﺗﻴﺔ‪ .‬ﺍﺳﺘﻌﻤﻠﻮﺍ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﻲ ﺩﺭﺳﻨﺎﻫﺎ ﻓﻲ ﻫﺬﺍ ﺍﳉﺰﺀ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭ ﻗﻮﺍﻟﺐ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﺮﺳﻤﻴﺔ ﻭ ﺍﻟﻔﻌﻠﲔ ﺍﻟﻨﺎﻗﺺ‬ ‫ﻭ ﺍﻟﻠﻔﻴﻒ ﻭ ﺿﻌﻮﺍ ﲢﺖ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﺳﻄﺮﺍ‪.‬‬

‫ح‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر اﳌﺮاﺳﻼت اﻟﺮﺳﻤﻴﺔ‪:‬‬ ‫ﺇﻋﻼﻧﺎﺕ ﺍﻟﻮﻇﺎﺋﻒ ﻓﻲ ﺍﳉﺮﺍﺋﺪ ﻭ ﺍﳌﺠﻼﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬ ‫‪http://themarketingtoday.blogspot.com/2010/12/resume.html‬‬

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‫اﻟﻮﺣﺪة اﻟﺜﺎﻟﺜﺔ اﻹرﺷﺎدات و اﻹﻋﻼﻧﺎت‬

Unit Three Instructions and advertisements

By the end of this unit, you will be able to:

You will also explore the following cultural points:

• Give instructions and advice

• A line of poetry by the UmayyadAbbasid poet Bashar Ibn Burd

• Read and write announcements and advertisements In order to achieve these objectives, you will learn the following linguistic points: • The imperative • The passive voice • Interjections

• 56

• Arab food • Ethical codes of war according to the first Khalifa Abu Bakr • Polite ways of suggesting or giving advice

‫‪Instructions and advertisements‬‬

‫‪LESSON THREE: ADVICE AND INSTRUCTIONS‬‬

‫اﻟﺪرس اﻟﺜﺎﻟﺚ‪ :‬اﻟﻨﺼﺎﺋﺢ و اﻹرﺷﺎدات‬

‫ﻧﺎب‬ ‫أَﺧﻲ أ ََﻧﺖ اﻟﻨﺼﻴﺢُ ﻓَﻼ َﺗﻠُﻤﻨﻲ ﻓَﻤﺎ دوﻧﻲ ﻣِﻦَ اﻟﻨﺼﺤﺎ ِء ُ‬ ‫ﺑﺸﺎر ﺑﻦ ﺑﺮد‬ ‫• ‪57‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ا‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﻭﺻﻔﺔ ﺃﻛﻞ ﺛ ّﻢ ﺗﺮﺟﻤﻮﻫﺎ‪ .‬ﺃﺣﻀﺮﻭﺍ ﺍﻟﻮﺻﻔﺔ ﻭ ﺍﻟﺘﺮﺟﻤﺔ ﺇﻟﻰ ﺍﻟﺼﻒ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺃﻱّ ﺃﻧﻮﺍﻉ ﺍﻷﻛﻞ ﺗﻔﻀﻠﻮﻥ؟ ﻫﻞ ﺗﻌﺮﻓﻮﻥ ﺑﻌﺾ ﺍﻷﻛﻼﺕ ﺍﻟﻌﺮﺑﻴﺔ؟ ﺃﻳﻬﺎ ﺗﻔﻀﻠﻮﻥ؟‬ ‫ﻫﻞ ﲢﺒﻮﻥ ﺍﻟﻄﺒﺦ؟ ﻣﺎﻫﻲ ﺑﻌﺾ ﺍﻷﻃﺒﺎﻕ ﺍﻟﺘﻲ ﺗﻄﺒﺨﻮﻧﻬﺎ؟ ﻫﻞ ﲢﺒّﻮﻥ ﺍﻷﻛﻞ ﺍﻟﻌﺮﺑﻲ؟‬ ‫ﻣﺎ ﻫﻲ ﺍﻷﻃﺒﺎﻕ ﺍﻟﺘﻲ ﺗﻌﺮﻓﻮﻧﻬﺎ؟‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﻳﺼﻒ ‪ -‬ﻭﺻﻒ‬ ‫ﻭﺻﻒ ‪ِ -‬‬ ‫ﻭﺻﻔﺔ ‪ -‬ﻭﺻﻔﺎﺕ‬ ‫ﻛﻮّﻥ ‪ -‬ﻳﻜﻮّﻥ ‪ -‬ﺗﻜﻮﻳﻦ‬ ‫ﺍﳌﻜﻮّﻧﺎﺕ‬ ‫ﻗﺪّﺭ ‪ -‬ﻳﻘﺪّﺭ ‪ -‬ﺗﻘﺪﻳﺮ‬ ‫ﻗﺪﺭ‬ ‫ﺍﳌﻘﺎﺩﻳﺮ‬ ‫ﺍﳊﺸﻮﺓ‬ ‫ﻃﺮﻳﻘﺔ ‪ -‬ﻃُ ﺮُﻕ‬ ‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﻀﻴﺮ‬ ‫ﺟﺎﻧﺐ ‪ -‬ﺟﻮﺍﻧﺐ‬ ‫ﺟﺎﻧﺒ ًﺎ‬ ‫ﺣﺴﺐَ‬ ‫ﺣﺎﺟﻴﺎﺕ‬ ‫ِ‬ ‫ﺣﺎﺟﺔ ‪-‬‬ ‫ﺣﺴﺐ ﺍﳊﺎﺟﺔ‬ ‫ﺣﺠﻢ ‪ -‬ﺃﺣﺠﺎﻡ‬ ‫ﺑﺤﺠﻢ‬

‫‪To describe, prescribe‬‬ ‫‪Recipe-s, prescription-s‬‬ ‫‪To form, be part of the make up, create‬‬ ‫‪Ingredients‬‬ ‫‪To estimate, evaluate, respect‬‬ ‫‪Measure, quantity‬‬ ‫‪Measurements‬‬ ‫‪Stuffing‬‬ ‫‪Method-s, way-s, manner-s‬‬ ‫‪Method of preparation‬‬ ‫‪Side-s, aspect-s‬‬ ‫‪Aside‬‬ ‫‪According to‬‬ ‫‪Need-s, necessity-ies‬‬ ‫‪As necessary, as needed‬‬ ‫‪Sizes‬‬ ‫‪In the size of‬‬

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Instructions and advertisements

Middle, center, between Milieu-s, circle-s Intermediary, connections By means of, with (a tool, an instrument) As Appetizers To suit, go well with Suitable for vegetarians

‫ﻭﺳﻂ‬ َ ‫ ﺃﻭﺳﺎﻁ‬- ‫ﻭﺳﻂ‬ َ ‫ﻭﺍﺳﻄﺔ‬ ِ ‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﲟﺜﺎﺑﺔ‬ ‫ﻣُﻘﺒّﻼﺕ‬ ‫ ﻣﻼﺀﻣﺔ‬- ‫ ﻳﻼﺋﻢ‬- ‫ﻻﺀﻡ‬ ‫ﻣﻼﺋﻢ ﻟﻸﺷﺨﺎﺹ ﺍﻟﻨﺒﺎﺗﻴﲔ‬ :‫ﺍﻷﻓﻌﺎﻝ‬

To wash To filter, strain To absorb To add To knead To put, place To pinch, flatten into a disk shape To transform, change To warm up, heat up To fry To lift To cut To stuff To align, put in rows, pack To sprinkle To leave To squeeze To mix To serve food

‫ ﻏﺴﻞ‬- ‫ﻳﻐﺴﻞ‬ ِ - ‫ﻏﺴﻞ‬ ‫ ﺗﺼﻔِ ﻴﺔ‬- ‫ ﻳﺼﻔّﻲ‬- ‫ﺻﻔّﻰ‬ ‫ ﺍﻣﺘﺼﺎﺹ‬- ‫ﳝﺘﺺ‬ ّ - ‫ﺍﻣﺘﺺ‬ ّ ‫ ﺇﺿﺎﻓﺔ‬- ‫ ﻳﻀﻴﻒ‬- ‫ﺃﺿﺎﻑ‬ ‫ ﺩﻋﻚ‬- ‫ ﻳﺪﻋَﻚ‬- ‫ﺩﻋﻚ‬ ‫ ﻭﺿﻊ‬- ‫ﻳﻀﻊ‬ َ - ‫ﻭﺿﻊ‬ ‫ ﻗﺮﺹ‬- ‫ ﻳﻘﺮُﺹ‬- ‫ﻗﺮﺹ‬ ‫ ﲢﻮﻳﻞ‬- ‫ ﻳﺤﻮّﻝ‬- ‫ﺣﻮّﻝ‬ ‫ ﲢﻤﻴﺔ‬- ‫ ﻳﺤﻤّﻲ‬- ‫ﺣﻤّﻰ‬ ‫ ﻗﻠﻲ‬- ‫ ﻳﻘﻠﻲ‬- ‫ﻗﻠﻰ‬ ‫ ﺭﻓﻊ‬- ‫ ﻳﺮﻓَﻊ‬- ‫ﺭﻓﻊ‬ ‫ ﻗﻄﻊ‬- ‫ ﻳﻘﻄَ ﻊ‬- ‫ﻗﻄﻊ‬ ‫ ﺣﺸﻮ‬- ‫ ﻳﺤﺸﻮ‬- ‫ﺣﺸﺎ‬ ‫ ﺭﺻﻒ‬- ‫ﻳﺮﺻﻒ‬ ُ - ‫ﺭﺻﻒ‬ ‫ﺭﺵ‬ ّ - ‫ُﺵ‬ ّ ‫ ﻳﺮ‬- ‫ﺭﺵ‬ ّ ‫ ﺗﺮﻙ‬- ‫ ﻳﺘﺮُﻙ‬- ‫ﺗﺮﻙ‬ ‫ ﻋﺼﺮ‬- ‫ﻳﻌﺼﺮ‬ ُ - ‫ﻋﺼﺮ‬ ‫ ﺧﻠﻂ‬- ‫ ﻳﺨﻠِﻂ‬- ‫ﺧﻠﻂ‬ ‫ ﺗﻘﺪﱘ‬- ‫ ﻳﻘﺪّﻡ‬- ‫ﻗﺪّﻡ‬

59 •

‫‪Developing Writing Skills in Arabic‬‬

‫ب‪ -‬اﻟﻘﺮاءة‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٤‬ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬

‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪:‬‬ ‫‪ -١‬ﺗﺮﺟﻤﻮﺍ ﺍﻟﻮﺻﻔﺔ‪.‬‬ ‫‪ -٢‬ﻣﺎ ﺭﺃﻳﻜﻢ ﻓﻴﻬﺎ؟ ﻫﻞ ﺗﺒﺪﻭ ﺳﻬﻠﺔ ﺍﻹﳒﺎﺯ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻢ؟ ﻫﻞ ﺗﺒﺪﻭ ﺻﺤﻴّﺔ؟‬ ‫ﻛﺒّﺔ ﺑﺎﻟﺒﺎﺫﳒﺎﻥ ﻭﺍﳉﻮﺯ‬ ‫ﺍﳌﻘﺎﺩﻳﺮ‬ ‫‪ ٣‬ﺃﻛﻮﺍﺏ ﻣﻦ ﺍﻟﺒﺮﻏﻞ ﺍﻷﺑﻴﺾ ﺍﻟﻨﺎﻋﻢ‬ ‫ﻣﻠﻌﻘﺔ ﺃﻭ ﻣﻠﻌﻘﺘﺎﻥ ﺻﻐﻴﺮﺗﺎﻥ ﻣﻦ ﺍﳌﻠﺢ‬ ‫ﻣﻠﻌﻘﺔ ﻃﻌﺎﻡ ﻣﻦ ﻣﻌﺠﻮﻥ ﺍﻟﻔﻠﻔﻞ‬ ‫ﺭﺑﻊ ﻛﻮﺏ ﻣﻦ ﺍﻟﺪﻗﻴﻖ )ﺍﻟﻄﺤﲔ(‬ ‫ﺑﺼﻠﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻘﻄﻌﺔ ﺇﻟﻰ ﺃﺭﺑﻌﺔ ﺃﻗﺴﺎﻡ‬ ‫ﻣﺎﺀ ﻟﺪﻋﻚ ﺍﻟﻜﺒﺔ‬ ‫ﺯﻳﺖ ﻟﻘﻠﻲ ﺍﻟﻜﺒﺔ‪.‬‬

‫ﺍﳊﺸﻮﺓ‬ ‫ﺭﺃﺱ ﺑﺎﺫﳒﺎﻥ )ﻣﺪﻋﺒﻞ( ﻣﺘﻮﺳﻂ ﺍﳊﺠﻢ‪،‬‬ ‫ﻣﻘﺸﺮ ﻭﻣﻘﻄﻊ ﺇﻟﻰ ﻣﻜﻌﺒﺎﺕ ﺻﻐﻴﺮﺓ‬ ‫ﻧﺼﻒ ﻛﻮﺏ ﻣﻦ ﺍﳉﻮﺯ ﺍﳌﻔﺮﻭﻡ‬ ‫ﻛﻮﺏ ﻣﻦ ﺑﺬﻭﺭ ﺍﻟﺮﻣﺎﻥ ﺍﳊﺎﻣﻀﺔ‬ ‫ﻓﺺ ﺛﻮﻡ ﻣﻬﺮﻭﺱ‬ ‫ﺭﺑﻊ ﻛﻮﺏ ﻣﻦ ﺩﺑﺲ ﺍﻟﺮﻣﺎﻥ‬ ‫ﻣﻠﺢ ﺣﺴﺐ ﺍﳊﺎﺟﺔ‬ ‫ﻧﺼﻒ ﺑﺎﻗﺔ ﻣﻦ ﺍﻟﺒﻘﺪﻭﻧﺲ ﺍﳌﻔﺮﻭﻡ‬

‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﻀﻴﺮ‬ ‫ﳝﺘﺺ‬ ‫ّ‬ ‫ﻳُﻐﺴﻞ ﺍﻟﺒﺮﻏﻞُ ﺑﺎﳌﺎﺀ ﺍﻟﺴﺎﺧﻦ ﻭﻳُﺼﻔّﻰ‪ ،‬ﺛﻢ ﻳُﻨﻘﻊ ﻓﻲ ﻛﻮﺏ ﻣﻦ ﺍﳌﺎﺀ ﺍﻟﺴﺎﺧﻦ ﺣﺘﻰ‬ ‫ﺍﻟﺒﺮﻏﻞ ﻛﻞ ﺍﳌﺎﺀ‪.‬‬ ‫ﻳﻀﺎﻑ ﺍﳌﻠﺢ ﻭﻣﻌﺠﻮﻥ ﺍﻟﻔﻠﻔﻞ ﻭﺍﻟﺒﺼﻞ ﻭﺍﻟﺪﻗﻴﻖ ﺇﻟﻰ ﺍﻟﺒﺮﻏﻞ‪ ،‬ﻭﻳﺪﻋﻚ ﺍﻟﻜﻞ ﺟﻴﺪ ًﺍ ﻟﻠﺤﺼﻮﻝ‬ ‫ﻋﻠﻰ ﻛﺒﺔ ﺩﺑﻘﺔ ﺛﻢ ﻳﻮﺿﻊ ﺍﻟﺒﺼﻞ ﺟﺎﻧﺒ ًﺎ ﻟﺮﻣﻴﻪ‪ .‬ﳝﻜﻨﻚ ﺇﺿﺎﻓﺔ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳌﺎﺀ ﺣﺴﺐ‬ ‫ﺍﳊﺎﺟﺔ‪.‬‬ ‫ﺗﻘﺮﺹ ﺍﻟﻜﺒﺔ ﺇﻟﻰ ﻛﺮﺍﺕ ﺻﻐﻴﺮﺓ ﺑﺤﺠﻢ ﺣﺒﺎﺕ ﺍﳌﻨﺪﺭﻳﻦ ﺛﻢ ﲢﻮّﻝ ﻫﺬﻩ ﺍﻟﻜﺮﺍﺕ ﺇﻟﻰ ﺷﻜﻞ‬ ‫ﺑﻴﻀﻮﻱ )ﺍﻃﺮﺍﻓﻪ ﻣﺮﻭﺳﺔ(‪.‬‬ ‫‪• 60‬‬

‫‪Instructions and advertisements‬‬

‫ﻳﺤﻤّﻰ ﺍﻟﺰﻳﺖ ﻭﺗﻘﻠﻰ ﻓﻴﻪ ﺃﻗﺮﺍﺹ ﺍﻟﻜﺒﺔ ﺍﻟﻔﺎﺭﻏﺔ ﺣﺘﻰ ﺗﺼﺒﺢ ﺫﻫﺒﻴﺔ ﺍﻟﻠﻮﻥ‪.‬‬ ‫ﺗﺮﻓﻊ ﺃﻗﺮﺍﺹ ﺍﻟﻜﺒﺔ ﻣﻦ ﺍﻟﺰﻳﺖ ﺑﻮﺍﺳﻄﺔ ﻣﻠﻌﻘﺔ ﺫﺍﺕ ﺛﻘﻮﺏ ﻭﺗﻮﺿﻊ ﻓﻮﻕ ﻣﺤﺎﺭﻡ ﺍﳌﻄﺒﺦ‬ ‫ﺍﻟﻮﺭﻗﻴﺔ‪.‬‬ ‫ﻳﻘﻄﻊ ﺭﺑﻊ ﻛﻞ ﻗﺮﺹ ﻛﺒﺔ ﻣﻦ ﺍﻷﻋﻠﻰ‪ ،‬ﻭﻳﺤﺸﻰ ﻛﻞ ﻗﺮﺹ ﺑﺎﻟﻘﻠﻴﻞ ﻣﻦ ﺍﳊﺸﻮﺓ‪.‬‬ ‫ﺗﺮﺻﻒ ﺃﻗﺮﺍﺹ ﺍﻟﻜﺒﺔ ﺍﶈﺸﻮﺓ ﻓﻮﻕ ﻣﻬﺪ ﻣﻦ ﺑﺬﻭﺭ ﺍﻟﺮﻣﺎﻥ‪ ،‬ﻭﺗﻘﺪﻡ ﲟﺜﺎﺑﺔ ﻧﻮﻉ ﻟﺬﻳﺬ‬ ‫ﻣﻦ ﺍﳌﻘﺒﻼﺕ )ﻣﻼﺋﻢ ﻟﻸﺷﺨﺎﺹ ﺍﻟﻨﺒﺎﺗﻴﲔ(‪.‬‬ ‫ﲢﻀﻴﺮ ﺍﳊﺸﻮﺓ‬ ‫ﻳﺮﺵ ﺍﳌﻠﺢ ﻓﻮﻕ ﻣﻜﻌﺒﺎﺕ ﺍﻟﺒﺎﺫﳒﺎﻥ ﻭﺗﺘﺮﻙ ﺟﺎﻧﺒ ًﺎ ﳌﺪﺓ ﻧﺼﻒ ﺳﺎﻋﺔ‪ ،‬ﺛﻢ ﺗﻐﺴﻞ ﻭﺗﺼﻔّﻰ‬ ‫ّ‬ ‫ﻭﺗﻌﺼﺮ ﻣﻦ ﺍﳌﺎﺀ‪.‬‬ ‫ﺗﻘﻠﻰ ﻣﻜﻌﺒﺎﺕ ﺍﻟﺒﺎﺫﳒﺎﻥ ﻓﻲ ﺍﻟﺰﻳﺖ ﺍﻟﺴﺎﺧﻦ ﺛﻢ ﺗﺼﻔّﻰ‪.‬‬ ‫ﻳﺨﻠﻂ ﺍﻟﺒﺎﺫﳒﺎﻥ ﻣﻊ ﺍﳉﻮﺯ‪ ،‬ﻭﺑﺬﻭﺭ ﺍﻟﺮﻣﺎﻥ‪ ،‬ﻭﺍﻟﺒﻘﺪﻭﻧﺲ‪ ،‬ﻭﺍﻟﺜﻮﻡ‪ ،‬ﻭﺩﺑﺲ ﺍﻟﺮﻣﺎﻥ ﻟﻠﺤﺼﻮﻝ‬ ‫ﻋﻠﻰ ﺣﺸﻮﺓ ﺍﻟﻜﺒﺔ‪.‬‬ ‫ﺗﺮﺻﻒ ﺃﻗﺮﺍﺹ ﺍﻟﻜﺒﺔ ﺍﶈﺸﻮﺓ ﻓﻮﻕ ﻣﻬﺪ ﻣﻦ ﺑﺬﻭﺭ ﺍﻟﺮﻣﺎﻥ ﻭﺗﻘﺪّﻡ ﺑﺎﺭﺩﺓ ﺃﻭ ﺳﺎﺧﻨﺔ‬ ‫ﲟﺜﺎﺑﺔ ﻧﻮﻉ ﻟﺬﻳﺬ ﻣﻦ ﺍﳌﻘﺒﻼﺕ‪.‬‬ ‫‪http://www.lahamag.com/pagesCooking.asp?articleId=11635‬‬ ‫ﻣﺠﻠﺔ ”ﻟﻬﺎ“‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٥‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﻣﻦ ﺍﻟﻨﺺ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑﺎﶈﺎﻭﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ -١‬ﺍﻷﺷﻜﺎﻝ‪ :‬ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫‪ -٢‬ﺍﳌﻘﺎﻳﻴﺲ‪ :‬ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

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Developing Writing Skills in Arabic

(‫ ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺼﻒ‬:٦ ‫ﲤﺮﻳﻦ‬ :‫ﺭﺗﺒﻮﺍ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﳉﺪﻭﻝ ﺣﺴﺐ ﻣﻌﺎﻧﻴﻬﺎ‬ ‫ﻛﺄﺱ ﺟﺰﺭ ﻋﺠﻞ ﺭ ّﺯ‬ ‫ﺣﻨﻄﺔ ﻣﺼﻔﺎﺓ ﻓﺼﻮﻟﻴﺎ ﺑﺮﺗﻘﺎﻝ‬ ‫ﺑﻄﺎﻃﺎ ﻣﺒﺮﺷﺔ ﺑﻄﻴﺦ‬ ‫ﻓُﺮﻥ‬ ‫ﻛﻮﺏ‬ ‫ﻣﻘﻼﺓ ﺩﺟﺎﺝ ﻗﻤﺢ‬ ‫ﺭﺣﻰ ﻓﻨﺠﺎﻥ‬ ‫ﻟﻔﺖ‬ ‫ﻛﺮﺯ‬ ‫ﻣِ ﺸﻤِ ﺶ‬ ‫ﻗِ ﺪﺭ‬ ‫ﺇﺟّ ﺎﺹ ﲤﺮ‬

‫ﺃﺩﻭﺍﺕ ﻭ ﻣﻌﺪّﺍﺕ‬

‫ﻃﺤﲔ‬ ‫ﺻﺤﻦ‬ ‫ﺑﺎﻣﻴﺔ‬ ‫ﺣﻤﺺ‬ ‫ﺷﻮﻛﻲ‬ ‫ﻋِ ﻨﺐ‬

‫ﻓﻠﻔﻞ ﺃﺳﻮﺩ ﻗﺮﻓﺔ‬ ‫ﻣﻠﺢ ﺧﺮﻭﻑ ﺳﻤﻚ ﺑﻘﺮ‬ ‫ﻣﻠﻌﻘﺔ‬ ‫ﺳﻜﲔ ﻟﻮﺑﻴﺎ‬ ‫ُﺭﻣّﺎﻥ ﺑﺼﻞ ﺛﻮﻡ‬ ‫ﺳﻤﺎﻕ‬ ‫ﻃﻤﺎﻃﻢ‬ ‫ﺗﻔﺎﺡ ﺑﺮﻏﻞ ﺷﻮﻛﺔ ﻗﺮﻉ‬ ‫ﻣﻨﺪﻳﻞ‬ ‫ﺑﻘﺮﻱ ﺷﻌﻴﺮ‬ ‫ﻣﺎﺋﺪﺓ ﻛﻮﺳﺔ ﻣﻮﺯ‬ ‫ﻋﺪﺱ ﻃﻨﺠﺮﺓ ﺛﻼﺟﺔ ﺑﻘﺪﻭﻧﺲ ﺃﺭﺿﻲ‬ ‫ﺯﺑﻴﺐ‬ ‫ﻃﺒﻖ ﺳﻠﻖ ﺷﻤﻨﺪﺭ ﺷﻤّﺎﻡ ﺳﻔﺮﺟﻞ‬

‫ﺧﻀﺮﻭﺍﺕ ﳊﻮﻡ ﻭ ﺃﺳﻤﺎﻙ ﻓﻮﺍﻛﻪ‬

‫ﺣﺒﻮﺏ‬

‫ﺗﻮﺍﺑﻞ‬

‫ﺍﻹﻋﻼﻧﺎﺕ‬ As in other languages, advertisements and announcements use ‘vocative’ language, that is, they aim at changing the audience’s behavior by making them buy a product, join a program, apply for a job, respond to a personal ad., etc. Announcements and advertisements generally share some important features, which they often use: (1) the imperative and the superlative; (2) puns, word play, or catchy phrases that often involve rhyming; and (3) culture specific images, metaphors, or references. However, with the advance of global trade, billboards, mass media, and the internet are full of ads about well known products. For example, the almost universal ad. for Coca Cola: ‫ﺇﺷﺮﺏ‬ ‫ﻛﻮﻛﺎﻛﻮﻻ‬. Below are some of the various types of advertisements and announcements.

• 62

‫‪Instructions and advertisements‬‬

‫ﺍﻟﺪﻋﺎﻳﺔ ﻭ ﺍﻹﺷﻬﺎﺭ‬ ‫ﺍﻟﻮﻇﺎﺋﻒ‬ ‫ﻟﻺﻳﺠﺎﺭ‬ ‫ﻟﻠﺒﻴﻊ‬ ‫ﺑﺮﺍﻣﺞ ﺍﳉﺎﻣﻌﺎﺕ ﻭ ﻣﺮﺍﻛﺰ ﺍﻟﺒﺤﺚ‬

‫‪Publicity and commercials‬‬ ‫‪Job announcements‬‬ ‫‪For rent‬‬ ‫‪For sale‬‬ ‫‪Academic programs and‬‬ ‫‪research centers‬‬

‫ﺍﳌﻨﺢ‬ ‫ﺍﻹﻋﻼﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﳌﺮﺍﺳﻠﺔ ﻭ ﺍﻟﻨﻮﺍﺩﻱ ﻭ ﺍﳌﻨﺘﺪﻳﺎﺕ‬

‫‪Fellowships and scholarships‬‬ ‫‪Personal ads‬‬ ‫‪Pen pals, correspondence, clubs,‬‬ ‫‪and internet forums‬‬

‫ﲤﺮﻳﻦ ‪ :٧‬ﻗﺮﺍﺀﺓ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﻗﺮﺃﻭﺍ ﺍﻹﻋﻼﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻭ ﺣﺎﻭﻟﻮﺍ ﺗﺮﺟﻤﺘﻬﺎ ﺇﻟﻰ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫ﺿﺎﻋﻒ ﻭ ﻗﺘﻚ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻊ ”ﺳﻮﺑﺮ ﻧﻴﺖ“‪.‬‬ ‫ﺑﻄﺎﻗﺔ ﺃﻣﻴﺮﻛﺎﻥ ﺍﻛﺴﺒﺮﻳﺲ‪ ،‬ﻻ ﺗﺘﺮﻙ ﺍﻟﺒﻴﺖ ﺑﺪﻭﻧﻬﺎ‪.‬‬ ‫ﺍُﺷﻌُﺮ ﺑﺎﻷﻣﺎﻥ ﻣﻊ ﺑﻨﻚ ﺍﻷﻣﺎﻥ‪.‬‬ ‫ﻟﻠﺒﻴﻊ‬ ‫ﺃﺭﺽ ﺻﺎﳊﺔ ﻟﻠﺒﻨﺎﺀ‬ ‫‪ 675‬ﻡ‪ 2‬ﺑﺴﻌﺮ ﻣﻨﺎﺳﺐ‬ ‫ﲟﻨﻄﻘﺔ ﻏﺮﺏ ﺣﻲ ﺍﻟﻨﺼﺮ ﺑﻮﻫﺮﺍﻥ‬ ‫ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﺟﺎﺀ ﺍﻹﺗﺼﺎﻝ ﺑﺮﻗﻢ‬ ‫‪41-653-710‬‬ ‫ﻟﻺﻳﺠﺎﺭ‬ ‫ﺷﻘﺔ ﻓﺨﻤﺔ ﻣﻔﺮﻭﺷﺔ‬ ‫ﺍﻟﺪﻭﺍﺭ ﺍﻟﺜﺎﻟﺚ‪ ،‬ﻋﻤﺎّﻥ‬ ‫‪ ٣‬ﻏﺮﻑ ﻧﻮﻡ‪ ،‬ﻣﻄﺒﺦ ﻣﺠﻬّ ﺰ‪ ،‬ﺣﻤﺎﻣﺎﻥ‬ ‫‪ ٧٠٠‬ﺩﻳﻨﺎﺭ ﺃﺭﺩﻧﻲ‬ ‫• ‪63‬‬

Developing Writing Skills in Arabic

‫ﻭﻛﺎﻟﺔ ﻧﻮﺭ ﻟﻠﻌﻘﺎﺭﺍﺕ‬ ٦-٢٥٧-١٩٠٣ ‫ﻣﺪﺭّ ﺳﺔ‬ ‫ﺧﺮﻳﺠﺔ ﺃﺩﺏ ﻓﺮﻧﺴﻲ‬ ‫ﻣﺪﺭّ ﺳﺔ ﺧﺼﻮﺻﻲ ﻋﻠﻰ ﺍﺳﺘﻌﺪﺍﺩ ﻹﻋﻄﺎﺀ ﺩﺭﻭﺱ ﻓﻲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‬ ‫ﻭ ﻣﻮﺍﺩ ﺃﺧﺮﻯ‬ 71-562-004 ‫ﻟﻠﻤﻬﺘﻤﲔ ﺍﻹﺗﺼﺎﻝ ﻋﻠﻰ‬ (‫ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺃﻭ ﻓﻲ ﺍﻟﺼﻒ‬:٨ ‫ﲤﺮﻳﻦ‬ ‫ ﻭﺍﺣﺪ ﻟﻠﺪﻋﺎﻳﺔ ﻭ ﺍﻟﺜﺎﻧﻲ ﻟﻺﻳﺠﺎﺭ ﺗﺼﻔﻮﻥ ﻓﻴﻪ ﺷﻘﺔ ﺃﻭ ﺑﻴﺘ ًﺎ ﺗﺒﺤﺜﻮﻥ ﻋﻨﻪ‬:‫ﺍُﻛﺘﺒﻮﺍ ﺇﻋﻼﻧﲔ‬ .‫ﺧﻼﻝ ﺇﻗﺎﻣﺘﻜﻢ ﻓﻲ ﺑﻠﺪ ﻋﺮﺑﻲ ﻟﻠﺒﺤﺚ ﺃﻭ ﺍﻟﻌﻤﻞ‬

:‫ اﻟﻘﻮاﻋﺪ‬-‫د‬

‫ اﻷﻣﺮ و اﻟﻨﻬﻲ‬-١ :‫ ﺍﻷﻣﺮ‬-‫ﺍ‬

‫ﺍﻷﻣﺮ‬, the imperative, is crucial in giving or receiving instructions. A solid knowledge of ‫ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺠﺰﻭﻡ‬is a good intermediary step towards forming the imperative correctly. Here is an example of how to do that:

‫ ﺍُﻛﺘُﺐ‬:‫ ﺃﻧﺖَ ﺗﻜﺘُﺐْ ← ْﻛﺘُﺐْ ← ﺍﻷﻣﺮ‬:‫َﻛﺘَﺐَ ← ﺍﳌﺠﺰﻭﻡ‬ ‫ ﺳﺎﻋِ ْﺪ‬:‫ ﺃﻧﺖَ ﺗُﺴﺎﻋِ ْﺪ ← ﺳﺎﻋِ ْﺪ ← ﺍﻷﻣﺮ‬:‫ﺳﺎ َﻋ َﺪ ← ﺍﳌﺠﺰﻭﻡ‬ As the examples above show, some verb patterns need the addition of an alif and a vowel after removing the prefix ‫ ﺗـ‬from ‫ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺠﺰﻭﻡ‬because words cannot start with a sukun. The vowel on the alif is determined by the vowel on the middle cardinal of the verb. Here is an example:

‫ﻳﺬﻫَ ﺐ ← ﺍِﺫﻫَ ﺐ‬-‫ﺫﻫَ ﺐ‬ ‫ﻳﺠﻠِﺲ ← ﺍِﺟﻠِﺲ‬-‫ﺟﻠَﺲ‬ ‫ﻳﺨﺮُﺝ ← ﺍُﺧﺮُﺝ‬-‫ﺧﺮَﺝ‬

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‫‪Instructions and advertisements‬‬

‫‪ takes a kasra on the alif even though it has a fatha on its middle‬ﺍِﺫﻫَ ﺐ‬ ‫‪ verb form. Compare‬ﺃﻓﻌﻞ ‪cardinal is that the fatha is reserved, so to speak, for the‬‬ ‫‪The reason‬‬

‫‪the two following verbs:‬‬

‫ﻓﻌﻞ‪ :‬ﺧﺮَﺝ ‪ -‬ﻳﺨﺮُﺝ ← ﺍُﺧﺮُﺝ‬ ‫ﺃﻓﻌﻞ‪ :‬ﺃﺧﺮَﺝ ‪ -‬ﻳُﺨﺮِ ﺝ ← ﺃَﺧﺮِ ﺝ‬

‫!‪Leave, come out, exit‬‬ ‫!‪Bring out‬‬

‫‪, is different because these verbs are‬ﺍﻷﻓﻌﺎﻝ ﺍﳌﻌﺘﻠﺔ ‪The imperative of weak verbs,‬‬ ‫‪irregular. Below is a table with conjugations of all types of weak verbs with all second‬‬ ‫‪pronouns.‬‬

‫ب‪ -‬اﻷﻣﺮ ﻣﻦ اﻷﻓﻌﺎل اﳌﻌﺘﻠّﺔ‪:‬‬ ‫ﺍﳌﺎﺿﻲ‬

‫ﺃﻧﺖ‬

‫ﺃﻧﺖ‬

‫ﺃﻧﺘﻤﺎ‬

‫ﺃﻧﺘﻢ‬

‫ﱳ‬ ‫ﺃﻧ ّ‬

‫َﻭ َﻋ َﺪ‬

‫ﻋِ ْﺪ‬

‫ﻋِ ﺪﻱ‬

‫ﻋِ ﺪﺍ‬

‫ﻋِ ﺪﻭﺍ‬

‫ﻋِ ﺪﻥ‬

‫َﻳﻘِﻦ‬

‫ﺍِﻳﻘَﻦْ‬

‫ﺍِﻳﻘَﻨﻲ‬

‫ﺍِﻳﻘَﻨﺎ‬

‫ﺍِﻳﻘَﻨﻮﺍ‬

‫ﺍِﻳﻘَﻦﱠ‬

‫ﻗﺎﻝَ‬

‫ُﻗ ْﻞ‬

‫ﻗﻮﻟﻲ‬

‫ﻗﻮﻻ‬

‫ﻗﻮﻟﻮﺍ‬

‫ُﻗﻠْﻦَ‬

‫ﺑﺎﻉ‬ ‫َ‬

‫ِﺑ ْﻊ‬

‫ﺑﻴﻌﻲ‬

‫ﺑﻴﻌﺎ‬

‫ﺑﻴﻌﻮﺍ‬

‫ِﺑﻌْﻦَ‬

‫ﻧﺎﻝَ‬

‫َﻧ ْﻞ‬

‫ﻧﺎﻟﻲ‬

‫ﻧﺎﻻ‬

‫ﻧﺎﻟﻮﺍ‬

‫َﻧﻠْﻦَ‬

‫ﺩَ ﻋﺎ‬

‫ﺍُﺩﻉُ‬

‫ﺍِﺩﻋﻲ‬

‫ﺍُﺩﻋُ ﻮﺍ‬

‫ﺍُﺩﻋﻮﺍ‬

‫ﺍُﺩﻋﻮﻥَ‬

‫ﺭَ ﻣﻰ‬

‫ﺍِﺭﻡِ‬

‫ﺍِﺭﻣﻲ‬

‫ﺍِﺭﻣِ ﻴﺎ‬

‫ﺍِﺭﻣﻮﺍ‬

‫ﺍِﺭﻣﲔ‬

‫ﺿﻲَ‬ ‫ﺭَ ِ‬

‫ِﺭﺽ‬ ‫ﺍ َ‬

‫ِﺭﺿﻲ‬ ‫ﺍ َ‬

‫ِﺭﺿﻴﺎ‬ ‫ﺍ َ‬

‫ِﺭﺿﻮْﺍ‬ ‫ﺍ َ‬

‫ﲔ‬ ‫ِﺭﺿ ْ َ‬ ‫ﺍ َ‬

‫ﻧَﻬﻰ‬

‫ﺍِﻧ َﻪ‬

‫ﺍِﻧﻬَﻲْ‬

‫ﺍِﻧﻬَﻴﺎ‬

‫ﺍِﻧ َﻬﻮْﺍ‬

‫َﲔ‬ ‫ﺍِﻧﻬ ْ َ‬

‫ﻭَ ﻋﻰ‬

‫ِﻉ‬

‫ﻋﻲ‬

‫ﻋﻴﺎ‬

‫ﻋﻮﺍ‬

‫ﲔ‬ ‫ﻋ َ‬

‫َﺷﻮﻯ‬

‫ﺍِﺷﻮِ‬

‫ﺍِﺷﻮﻱ‬

‫ﺍِﺷﻮِ ﻳﺎ‬

‫ﺍِﺷﻮُﻭﺍ‬

‫ﺍِﺷﻮﻳﻦَ‬

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Developing Writing Skills in Arabic

:‫ ﻻم اﻷﻣﺮ‬-‫ج‬

‫ ﻻﻡ ﺍﻷﻣﺮ‬is a device which introduces indirect command. Consider these examples: Let’s go to visit Lina. They are late. So let’s call them.

.‫ﻟِـﻨﺬﻫﺐ ﻣﻌ ًﺎ ﻟﺰﻳﺎﺭﺓ ﻟﻴﻨﺎ‬ .‫ﻟﻘﺪ ﺗﺄﺧّ ﺮﻭﺍ ﻓﻠـﻨﺘّﺼﻞ ﺑﻬﻢ‬

:‫ اﻟﻨﻬﻲ‬-‫د‬

‫ﺍﻟﻨﻬﻲ‬, the negative imperative, is formed in Arabic by the use of ‫ ﻻ‬followed by ‫ﺍﳌﻀﺎﺭﻉ‬ ‫ﺍﳌﺠﺰﻭﻡ‬. Here is an example: .‫ﻻ ﺗﺆﺟﱢ ﻞ ﻋﻤﻞ ﺍﻟﻴﻮﻡ ﺇﻟﻰ ﺍﻟﻐﺪ‬

Do not postpone today’s work till tomorrow.

:‫ ﻧﻮن اﻟﺘﻮﻛﻴﺪ‬-‫ﻫـ‬

‫ ﻧﻮﻥ ﺍﻟﺘﻮﻛﻴﺪ‬is a device used after the imperative and negative imperative to make the command more emphatic. Here are two examples: Go away! Get lost! Do not be silent in the face of injustice!

.‫ﺍُﻏﺮﺑﻦﱠ ﻋﻦ ﻭﺟﻬﻲ‬ .‫ﱳ ﻋﻠﻰ ﺍﻟﻈﻠﻢ‬ ‫ﻻ ﺗﺴﻜ ﱠ‬

:‫ اﺳﻢ اﻟﻔﻌﻞ‬-‫و‬

‫ﺍﺳﻢ ﺍﻟﻔﻌﻞ‬, interjection, is also very useful in command. These are not considered full verbs, hence their name, and are used only in the imperative. They include ،‫ ﻫﺎﺕ‬،‫ﺗﻌﺎﻝ‬ ‫ ﺃ ُّﻑ‬،‫ ﻫﻴﻬﺎﺕ‬،‫ ﺷﺘّﺎﻥ‬،‫ ﺻﻪ‬،‫ﻫﺎﻙ‬ Hand me/give me paper and pen. And say not “Fie” unto them nor repulse them.

.ً‫ﻫﺎﺕ ﻭﺭﻗﺔ ﻭ ﻗﻠﻤﺎ‬ ِ ‫ﻓﻼﺗﻘ ْﻞ ﻟﻬﻤﺎ ﺃُﻑ ﱟ ﻭﻻ ﺗﻨﻬﺮﻫﻤﺎ‬ (١٧/٢٣ ‫)ﺳﻮﺭﺓ ﺍﻹﺳﺮﺍﺀ‬

(‫ ﻛﺘﺎﺑﺔ ﻭ ﻗﻮﺍﻋﺪ ﻭ ﻣُﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ‬:٩ ‫ﲤﺮﻳﻦ‬ ‫ﺍِﺧﺘﺎﺭﻭﺍ ﺩﻭﺭ ًﺍ ﻣﻦ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺛﻢ ﺍُﻛﺘﺒﻮﺍ ﻧﺼﺎﺋﺢ ﻣﺴﺘﻌﻤﻠﲔ ﺑﻌﺾ ﺍﻷﻓﻌﺎﻝ‬ .‫ ﻧﻮﻋﻮﺍ ﺍﻟﻀﻤﺎﺋﺮ‬.‫ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﻷﻣﺮ ﻭ ﺍﻟﻨﻬﻲ‬

… to measure … fluids

• 66

‫ ﺳﻮﺍﺋﻞ‬،shot/injection

:‫ ﻃﺒﻴﺐ ﻳﻨﺼﺢ ﻣﺮﻳﻀ ًﺎ ﺑﺎﻟﺰﻛﺎﻡ‬-‫ﺍ‬ ‫ ﻗﺎﺱ‬،‫ ﺍﺭﺗﺎﺡ‬،‫ ﻧﺎﻡ‬،‫ ﺗﻨﺎﻭﻝ‬،‫ ﺷﺮﺏ‬:‫ﺃﻓﻌﺎﻝ‬ ‫ﺇﺑﺮﺓ‬/‫ ﺣُ ﻘﻨﺔ‬،‫ ﺣﺮﺍﺭﺓ‬،pills ‫ ﺣﺒﻮﺏ‬:‫ﺃﺳﻤﺎﺀ‬

‫‪Instructions and advertisements‬‬

‫ﺏ‪ -‬ﻃﺎﻟﺐ ﻳﻨﺼﺢ ﻃﺎﻟﺒ ًﺎ ﻳﻨﻮﻱ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬ ‫ﺃﻓﻌﺎﻝ‪ :‬ﺫﺍﻛﺮ‪ ،‬ﺩﺭﺱ‪ ،‬ﺭﺍﺟﻊ‪ ،‬ﺳﺄﻝ‪ ،‬ﺷﺎﺭﻙ …‬ ‫ﺃﺳﻤﺎﺀ‪ :‬ﲤﺮﻳﻦ‪ ،‬ﻭﺍﺟﺐ‪ ،‬ﺩﺭﺱ‪ ،‬ﺍﻣﺘﺤﺎﻥ‪ ،‬ﻓُﺼﺤﻰ‪ ،‬ﻋﺎﻣﻴّﺔ‬

‫…‬

‫ﺝ‪ -‬ﻭﺍﻟﺪﺍﻥ ﻳﺘﺮﻛﺎﻥ ﺃﺑﻨﺎﺀﻫﻤﺎ ﻭﺣﺪﻫﻢ ﻓﻲ ﺍﻟﺒﻴﺖ ﳌﺪّﺓ ﻳﻮﻡ ﺃﻭ ﻳﻮﻣﲔ‪:‬‬ ‫ﺃﻓﻌﺎﻝ‪ :‬ﺭﺗّﺐ‪ ،‬ﻧﻈّ ﻒ‪ ،‬ﻏﺴﻞ‪ ،‬ﺃﻃﻌﻢ‪ ،‬ﺃﻛﻞ‪ ،‬ﺍﺳﺘﺨﺪﻡ …‬ ‫ﺃﺳﻤﺎﺀ‪ :‬ﻣﻄﺒﺦ‪ ،‬ﻗﻄﺔ‪ ،‬ﻏُ ﺮﻑ‪ ،‬ﻛﻤﺒﻴﻮﺗﺮ‪ ،‬ﻓﻮﺍﻛﻪ‪ ،‬ﺛﻼﺟﺔ ‪… refrigerator‬‬ ‫ﲤﺮﻳﻦ ‪ :١٠‬ﻗﺮﺍﺀﺓ ﻭ ﻗﻮﺍﻋﺪ ﻭ ﺗﺮﺟﻤﺔ ﻭ ﺛﻘﺎﻓﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻣﺮﺍﺟﻌﺔ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍِﺳﺘﺨﺮﺟﻮﺍ ﻣﻦ ﺍﻟﻨﺺ ﺍﻟﺘﺎﻟﻲ ﺍﻷﻣﺮ ﻭ ﺍﻟﻨﻬﻲ ﻭ ﻧﻮﻥ ﺍﻟﺘﻮﻛﻴﺪ ﺛ ّﻢ ﺗﺮﺟﻤﻮﻩ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ‬ ‫ﳌﻨﺎﻗﺸﺘﻪ ﻓﻲ ﺍﻟﺼﻒ‪.‬‬

‫ﻫـ‪ -‬اﻟﺜﻘﺎﻓﺔ‪:‬‬

‫ﺃﻭﺻﻰ ﺃﺑﻮ ﺑﻜﺮ‪ 1‬ﺑﻌﺾ ﻗﻮّﺍﺩﻩ ﻓﻘﺎﻝ‪:‬‬ ‫”ﺇﺫﺍ ﺳﺮﺕ ﻓﻼ ﺗﻌﻨُﻒ ﻋﻠﻰ ﺃﺻﺤﺎﺑﻚ ﻓﻲ ﺍﻟﺴﻴﺮ ﻭ ﻻ ﺗُﻐﻀﺐ ﻗﻮﻣﻚ ﻭ ﺷﺎﻭِ ﺭﻫﻢ ﻓﻲ ﺍﻷﻣﺮ‬ ‫ﻭﺍﺳﺘﻌﻤِ ﻠﻦّ ﺍﻟﻌﺪ َﻝ ﻭﺍﺗ ِّﻖ ﺷ ﱠﺮ ﺍﻟﻈﻠﻢ ﻓﺈﻧّﻪ ﻣﺎ ﺃﻓﻠﺢ ﻗﻮ ٌﻡ ﻇﻠﻤﻮﺍ ﻭﻻ ﻧُﺼﺮﻭﺍ ﻋﻠﻰ ﻋﺪﻭّﻫﻢ‪.‬‬ ‫ﻼ‬ ‫ﻼ ﻭﻻ ﺗﻘﺮﺑﻮﺍ ﻧﺨ ً‬ ‫ُﺼﺮﰎ ﻋﻠﻰ ﺃﻋﺪﺍﺋﻜﻢ ﻓﻼ ﺗﻘﺘﻠﻮﺍ ﻭﻟﻴﺪ ًﺍ ﻭﻻ ﺍﻣﺮﺃﺓ ﻭ ﻻ ﻃﻔ ً‬ ‫ﻭ ﺇﺫﺍ ﻧ ِ‬ ‫ﻭ ﻻ ﲢﺮﻗﻮﺍ ﺯﺭﻋ ًﺎ ﻭﻻ ﺗﻘﻄﻌﻮﺍ ﺷﺠﺮ ًﺍ ﻭﻻ ﺗﻐﺪﺭﻭﺍ ﺇﺫﺍ ﻋﺎﻫﺪﰎ ﻭﻻ ﺗﻨﻘﻀﻮﺍ ﺇﺫﺍ ﺻﺎﳊﺘﻢ‪.‬‬ ‫ﻭﺍﺭﺗﻀﻮﻩ‬ ‫َ‬ ‫ﻭﺳﺘﻤﺮّﻭﻥ ﻋﻠﻰ ﻗﻮﻡ ﻓﻲ ﺍﻟﺼﻮﺍﻣﻊ‪ 2‬ﺭُﻫﺒﺎﻥ‪ 3‬ﺗﺮﻫّ ﺒﻮﺍ ﻟﻠﱠﻪ ﻓﺪﻋﻮﻫﻢ ﻭﻣﺎ ﺍﻧﻔﺮﺩﻭﺍ ﻟﻪ‬ ‫ﻷﻧﻔﺴﻬﻢ ﻓﻼ ﺗﻬﺪﻣﻮﺍ ﺻﻮﺍﻣﻌﻬﻢ ﻭﻻ ﺗﻘﺘﻠﻮﻫﻢ‪“.‬‬ ‫ﻋﻦ ﺍﺑﻦ ﻋﺒﺪ ﺭﺑﻪ ”ﺍﻟﻌﻘﺪ‬

‫ﺍﻟﻔﺮﻳﺪ“‬

‫ز‪ -‬اﳌﺒﻨﻲ ﻟﻠﻤﺠﻬﻮل‬

‫‪, the passive voice, is rarely used in Arabic as its name literally means‬ﺍﳌﺒﻨﻲ ﻟﻠﻤﺠﻬﻮﻝ‬ ‫‪‘that which is attributed to the unknown’. In other words, if the subject, or better yet‬‬ ‫‪agent, is known in Arabic, it is better style to use the active voice. The passive is com‬‬‫‪mon in recipes. Here is an example from the main text:‬‬ ‫ُﺼﻔﱠﻰ‪ ،‬ﺛﻢ ﻳُﻨﻘَﻊُ ﻓﻲ ﻛﻮﺏ ﻣﻦ ﺍﳌﺎﺀ ﺍﻟﺴﺎﺧﻦ‬ ‫ُﻐﺴﻞُ ﺍﻟﺒﺮﻏﻞُ ﺑﺎﳌﺎﺀ ﺍﻟﺴﺎﺧﻦ ﻭﻳ َ‬ ‫ﻳ َ‬

‫…‬

‫‪The first Khalifa to rule after the death of the Prophet Muhammad.‬‬ ‫‪Literally steeples, but he uses it here to mean monasteries.‬‬ ‫‪Monks.‬‬

‫• ‪67‬‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

Developing Writing Skills in Arabic The bulgur wheat is washed and strained then soaked in a cup of hot water … If the agent is unknown, several verb forms, ‫ﺃﻭﺯﺍﻥ ﺍﻟﻔﻌﻞ‬, in Arabic, such as ‫ﺗﻔﻌّﻞ‬ ‫ ﺍﻓﻌ ْﻞ‬،‫ ﺍﻧﻔﻌﻞ‬،‫ ﺗﻔﺎﻋﻞ‬have a ‘reflexive’ meaning and are stylistically preferred. Here is an example of such use:

.‫ﺍﻟﻜﺄﺱ‬ ُ ‫ﺍِﻧﻜﺴﺮ‬

The glass broke.

There are three important things to remember about the passive in Arabic: 1.

2.

Forming the passive depends primarily on the changes in voweling compared to the active. This affects all tenses, which can all be in the passive. The change in voweling depends on verb patterns (see the table below). What was the object in the active sentence becomes the subject in the passive voice and is called ‫ﻧﺎﺋﺐ ﺍﻟﻔﺎﻋﻞ‬, literally ‘the deputy subject’, and takes ‫ ﺍﻟﺮﻓﻊ‬as a case ending and the verb agrees with it. Here is an example of an active sentence transformed into the passive:

.ُ‫ ُﻛ ِﺘﺒَﺖ ﺍﻟﺮﺳﺎﻟﺔ‬:‫ﺍﳌﺠﻬﻮﻝ‬ 3.

←

. ِ‫ َﻛﺘَﺐَ ﺍﻷﺳﺘﺎ ُﺫ ﺭﺳﺎﻟ َﺔ ﺍﻟﺘﻮﺻﻴﺔ‬:‫ﺍﳌﻌﻠﻮﻡ‬

Some verb forms in Arabic cannot be turned into the passive, ّ‫ ﺍﻓﻌﻞ‬،‫ﺍﻧﻔﻌﻞ‬, because they are already reflexive. Some other patterns, ،‫ ﺍﻓﺘﻌﻞ‬،‫ ﺗﻔﺎﻋﻞ‬،‫ﺗﻔﻌّﻞ‬ ‫ﺍﺳﺘﻔﻌﻞ‬, cannot always be turned into the passive when they carry a reflexive meaning, that is, when they are intransitive. Notice that all these forms share the ‫ﺗﺎﺀ‬, which is a letter that indicates their reflexive aspect. Here are examples of verbs that cannot be turned into the passive:

.‫ﺗَﻄَ ﱠﻮ َﺭ ﻋﻠ ُﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻛﺜﻴﺮ ًﺍ ﻓﻲ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‬ .‫ﺗَﻘﺎ َﺑﻠَﺖ ﺍﻟﺼﺪﻳﻘﺎﺕُ ﺑﻌﺪ ﻓﺘﺮﺓ ﻃﻮﻳﻠﺔ‬ .‫ﺍِﻗ َﺘﺮَﺏَ ﻣﻮﻋ ُﺪ ﺍﻟﺴﻔﺮ‬ .‫ﺍﳌﺮﻳﺾ ﻋﻠﻰ ﺍﻟﻔﺮﺍﺵ‬ ُ ‫ﺍِﺳﺘَﻠﻘﻰ‬

-

Here is a table of verb forms in the passive of all tenses. The forms that cannot be used in the passive are not included, and those that sometimes cannot be in the passive are marked with an asterisk (*).

• 68

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‫ﺍﳌﺎﺿﻲ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﺮﻓﻮﻉ‬

‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺠﺰﻭﻡ‬

‫ﻓُﻌِ َﻞ‬

‫ﻳُﻔﻌَﻞُ‬

‫ﻳُﻔ َﻌ َﻞ‬

‫ﻳُﻔ َﻌ ْﻞ‬

‫ُﻓ ﱢﻌ َﻞ‬

‫ُﻳ َﻔﻌﱠﻞُ‬

‫ﻳُﻔ ﱠﻌ َﻞ‬

‫ﻳُﻔ َﻌ ْﻞ‬

‫ﻓﻮﻋِ َﻞ‬

‫ﻳُﻔﺎﻋَﻞُ‬

‫ﻳُﻔﺎ َﻋ َﻞ‬

‫ﻳُﻔﺎ َﻋ ْﻞ‬

‫ﺃُﻓﻌِ َﻞ‬

‫ﻳُﻔﻌَﻞُ‬

‫ﻳُﻔ َﻌ َﻞ‬

‫ﻳُﻔ َﻌ ْﻞ‬

‫ُﺗ ُﻔ ﱢﻌ َﻞ *‬

‫ﻳُﺘﻔﻌﱠﻞُ‬

‫ُﻳ َﺘ َﻔ ﱠﻌ َﻞ‬

‫ُﻳ َﺘ َﻔ ﱠﻌ ْﻞ‬

‫ﺗُﻔﻮﻋِ َﻞ *‬

‫ُﻳﺘَﻔﺎﻋَﻞُ‬

‫ُﻳﺘَﻔﺎ َﻋ َﻞ‬

‫ُﻳﺘَﻔﺎ َﻋ ْﻞ‬

‫ﺍُﻓﺘُﻌِ َﻞ *‬

‫ﻳُﻔﺘﻌَﻞُ‬

‫ﻳُﻔ َﺘ َﻌ َﻞ‬

‫ﻳُﻔ َﺘ َﻌ ْﻞ‬

‫ﺍُﺳﺘُﻔﻌِ َﻞ *‬

‫ﻳُﺴﺘَﻔﻌَﻞُ‬

‫ﻳُﺴﺘَﻔ َﻌ َﻞ‬

‫ﻳُﺴﺘَﻔ َﻌ ْﻞ‬

‫ﲤﺮﻳﻦ ‪) :١١‬ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺼﻒ ﺃﻭ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍ‪ -‬ﺍِﺳﺘﺨﺮﺟﻮﺍ ﻛﻞ ﺍﻷﻓﻌﺎﻝ ﺍﳌﺒﻨﻴﺔ ﻟﻠﻤﺠﻬﻮﻝ ﻣﻦ ﺍﻟﻨﺺ ﺍﻟﺮﺋﻴﺴﻲ‪ .‬ﺷﻜّﻠﻮﻫﺎ ﺛ ّﻢ ﺣﺪّﺩﻭﺍ‬ ‫ﺃﺻﻠﻬﺎ )ﻫﻮ ﻓﻲ ﺍﳌﺎﺿﻲ(‪ .‬ﺳﻄّ ﺮﻭﺍ ﲢﺖ ﻧﺎﺋﺐ ﺍﻟﻔﺎﻋﻞ ﻭ ﺷﻜّﻠﻮﻩ‪.‬‬ ‫ﺃﻧﺖ ﺃﻭ ﺃﻧﺘﻢ ﺃﻭ ﺃﻧﱳّ‪.‬‬ ‫ﺏ‪ -‬ﺣﻮّﻟﻮﺍ ﺍﻟﻮﺻﻔﺔ ﺇﻟﻰ ﺍﻷﻣﺮ ﻣﻊ ﺃﻧﺖَ ﺃﻭ ِ‬

‫و‪ -‬اﻷﺳﻠﻮب‪:‬‬

‫إﺛﺮاء اﻟﻌﺒﺎرات‪:‬‬

‫ﻧﺼﺢ ‪ -‬ﻳﻨﺼﺢ ‪ -‬ﻧﺼﺢ‬ ‫‪I advise you to‬‬ ‫ﺃﻧﺼﺤﻚ ﺑـ ‪ +‬ﻣﺼﺪﺭ‪/‬ﺃﻥ ‪ +‬ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ‬ ‫‪Advice‬‬ ‫ﻧﺼﻴﺤﺔ ‪ -‬ﻧﺼﺎﺋﺢ‬ ‫‪To command, to recommend, to advise‬‬ ‫ﺃﻭﺻﻰ ‪ -‬ﻳﻮﺻﻲ ‪ -‬ﻭﺻﻴﺔ‬ ‫‪Commandment-s, recommendation-s,‬‬ ‫ﻭﺻﻴﺔ ‪ -‬ﻭﺻﺎﻳﺎ‬ ‫‪To advise‬‬

‫‪advice, will-s‬‬

‫ﺗﻮﺻﻴﺔ ‪ -‬ﺗﻮﺻﻴﺎﺕ‬ ‫ﺃﺭﺷﺪ ‪ -‬ﻳﺮﺷﺪ ‪ -‬ﺇﺭﺷﺎﺩ‬ ‫ﺇﺭﺷﺎﺩﺍﺕ‬ ‫ﺗﻌﻠﻴﻤﺎﺕ‬ ‫• ‪69‬‬

‫‪Recommendation-s‬‬ ‫‪To instruct, to guide‬‬ ‫‪Instructions‬‬ ‫‪Instructions, orders, directions‬‬

Developing Writing Skills in Arabic To suggest Suggestion-s To guide, to direct Guide To consult with, to seek counsel To give someone counsel or advice, to advise To order, to command Order-s To prohibit, to command someone

‫ ﺍﻗﺘﺮﺍﺡ‬- ‫ ﻳﻘﺘﺮﺡ‬- ‫ﺍﻗﺘﺮﺡ‬ ‫ ﺍﻗﺘﺮﺍﺣﺎﺕ‬- ‫ﺍﻗﺘﺮﺍﺡ‬ ّ‫ ﺩﻝ‬- ّ‫ ﻳﺪﻝ‬- ّ‫ﺩﻝ‬ ‫ﺩﻟﻴﻞ‬ ‫ ﺍﺳﺘﺸﺎﺭﺓ‬- ‫ ﻳﺴﺘﺸﻴﺮ‬- ‫ﺍﺳﺘﺸﺎﺭ‬ ‫ ﺇﺷﺎﺭﺓ ﻋﻠﻰ‬- ‫ ﻳﺸﻴﺮ‬- ‫ﺃﺷﺎﺭ‬ ‫ﺃﻥ‬/‫ﺑﺄﻥ‬/‫ﺍﺳﻢ‬/‫ ﻣﺼﺪﺭ‬+ ‫ﺷﺨﺺ ﺑـ‬ ‫ ﺃﻣﺮ‬- ‫ ﻳﺄﻣﺮ‬- ‫ﺃﻣﺮ‬ ‫ ﺃﻭﺍﻣﺮ‬- ‫ﺃﻣﺮ‬ ‫ ﻧﻬﻲ‬- ‫ ﻳﻨﻬﻰ‬- ‫ﻧﻬﻰ‬

not to do something To forbid, to prohibit To prohibit To prohibit, to force an embargo To warn I suggest, in my opinion I suggest that/to It is a must to You should/ought to It is better to/that, it is preferable to/that It is better to/that You should/ought to It is necessary to You have to, it is upon you to

‫ ﲢﺮﱘ‬- ‫ ﻳﺤﺮّﻡ‬- ‫ﺣﺮّﻡ‬ ‫ ﻣﻨﻊ‬- ‫ ﳝﻨﻊ‬- ‫ﻣﻨﻊ‬ ‫ ﺣﻈﺮ‬- ‫ ﻳﺤﻈﺮ‬- ‫ﺣﻈﺮ‬ ‫ ﲢﺬﻳﺮ‬- ‫ ﻳﺤﺬّﺭ‬- ‫ﺣﺬّﺭ‬ ‫ﻣﻦ ﺭﺃﻳﻲ ﺃﻥ‬ ‫ﺃﻗﺘﺮﺡ ﺃﻥ‬ ‫ﻳﺠﺐ ﺃﻥ‬ ‫ﻳﺠﺪﺭ ﺑﻚ ﺃﻥ‬ ‫ﻳُﺴﺘﺤﺴﻦ ﺃﻥ‬ ‫ﻣﻦ ﺍﳌﺴﺘﺤﺴﻦ ﺃﻥ‬ ‫ﺃﻭﻟﻰ ﺑﻚ ﺃﻥ‬ ‫ﻣﻦ ﺍﻟﻼﺯﻡ ﺃﻥ‬ ‫ﺍﺳﻢ‬/‫ ﻣﺼﺪﺭ‬+ ‫ﻋﻠﻴﻚ ﺑـ‬

:‫ اﻟﻜﺘﺎﺑﺔ‬-‫ز‬ (‫ )ﻗﺮﺍﺀﺓ ﻭ ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ‬:١٢ ‫ﲤﺮﻳﻦ‬ ‫ ﺍﺳﺘﻌﻤﻠﻮﺍ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﻛﻨﻤﻮﺫﺝ‬.‫ﺍُﻛﺘﺒﻮﺍ ﻭﺻﻔﺔ ﺃﻛﻞ ﻣﺴﺘﻌﻤﻠﲔ ﺍﳌﺒﻨﻲ ﻟﻠﻤﺠﻬﻮﻝ‬ ‫ﻼ ﺗﺎﻣﺎ ﻭ ﺿﻌﻮﺍ ﺳﻄﺮ ًﺍ ﲢﺖ ﻧﺎﺋﺐ‬ ً ‫ﻭ ﺍﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺸﺮﺓ ﺃﻓﻌﺎﻝ ﻣﺸﻜّﻠﺔ ﺗﺸﻜﻴ‬ .‫ﺍﻟﻔﺎﻋﻞ‬ • 70

‫‪Instructions and advertisements‬‬

‫ﲤﺮﻳﻦ ‪) :١٣‬ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺇﻧﺸﺎﺀًﺍ )ﺣﻮﺍﻟﻲ ‪ ٣٠٠‬ﻛﻠﻤﺔ( ﺗﻨﺼﺤﻮﻥ ﺻﺪﻳﻘ ًﺎ ﺃﻭ ﺻﺪﻳﻘﺔ ﺣﻮﻝ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬ ‫ﺍِﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭ ﺳﺖ ﻋﺒﺎﺭﺍﺕ ﻭ ﺍﻷﻣﺮ ﻭ ﺍﻟﻨﻬﻲ ﻭ ﺿﻌﻮﺍ‬ ‫ﲢﺖ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﺳﻄﺮﺍً‪.‬‬ ‫ﺍ‪ -‬ﻟﻢ ﺃﺩﺭﺱ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻗﺒﻞ‪ .‬ﻫﻞ ﺃﺩﺭﺱ ﺍﻟﻔﺼﺤﻰ ﺃﻡ ﺍﻟﻌﺎﻣﻴﺔ؟‬ ‫ﺏ‪ -‬ﺣﺼﻠﺖ ﻋﻠﻰ ﺍﻟﺒﻜﻠﻮﺭﻳﻮﺱ ﻭ ﻻ ﺃﺩﺭﻱ ﻫﻞ ﺃﻟﺘﺤﻖ ﺑﺒﺮﻧﺎﻣﺞ ﺩﻛﺘﻮﺭﺍﻩ ﻣﺒﺎﺷﺮﺓ ﺃﻡ ﺃﻋﻤﻞ‬ ‫ﻭ ﺃﺳﺎﻓﺮ ﳌﺪﺓ ﺳﻨﺔ ﺃﻭ ﺳﻨﺘﲔ ﻗﺒﻞ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻰ ﺍﳉﺎﻣﻌﺔ؟‬ ‫ﺝ‪ -‬ﻗﻀﻴﺖ ﻋﺸﺮ ﺳﻨﻮﺍﺕ ﻓﻲ ﺍﳌﻬﺠﺮ ﻭ ﻻ ﺃﺩﺭﻱ ﻫﻞ ﺃﺑﻘﻰ ﺃﻡ ﺃﻋﻮﺩ ﺇﻟﻰ ﺑﻠﺪﻱ ﺣﻴﺚ‬ ‫ﺃﻫﻠﻰ ﻭ ﺃﺻﺪﻗﺎﺋﻲ؟‬

‫ح‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر اﻹرﺷﺎدات‪:‬‬ ‫ﺍﻹﻋﻼﻧﺎﺕ ﻭ ﺍﻟﺪﻋﺎﻳﺔ ﻓﻲ ﺍﳉﺮﺍﺋﺪ ﻭ ﺍﳌﺠﻼﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬ ‫ﻭﺻﻔﺎﺕ ﺍﻟﻄﻌﺎﻡ‪.‬‬ ‫ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﳌﺮﻓﻘﺔ ﻟﻸﺩﻭﻳﺔ ﻭ ﺍﻷﺟﻬﺰﺓ ﻭ ﻏﻴﺮﻫﺎ‪.‬‬

‫• ‪71‬‬

‫اﻟﻮﺣﺪة اﻟﺮاﺑﻌﺔ اﻟﻮﺻﻒ و اﳌﻘﺎرﻧﺔ‬

Unit Four Description and comparison

By the end of this unit, you will be able to:

• Nominal sentences and reversed nominal sentences in description

• Describe an object, a place or a person

• Emphatics and diminutives

• Compare objects, places, people, and ideas

You will also explore the following cultural points:

In order to achieve these objectives, you will learn the following linguistic points:

• A line of poetry from the famous Marthiyyat al-Andalus by Abu al-Baqa’ al-Randi

• Expressions of description and comparison

• Two lines of poetry by the pre-Islamic poet Imri’ Al-Qays

• Geometrical forms and colors

• Authors: Ghassan Kanafani, Mikail Nu’aima, Abdulrahman Munif, Radwa ‘Ashur, Tayyib Salah

• Parts of the human body • Adjectives and physical and character attributes

‫ﺻﻴﻎ ﺍﳌﺒﺎﻟﻐﺔ ﻭ ﺍﻟﺘﺼﻐﻴﺮ‬

• Cultural expressions using colors

• Relative clauses • The comparative, superlative, and ‫ﲤﻴﻴﺰ ﺍﳌﻘﺎﺭﻧﺔ‬ •

‫ﺍﻹﺿﺎﻓﺔ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ‬

• 72

• The Ninety-Nine Sacred Names of God

‫‪Description and comparison‬‬

‫‪LESSON FOUR: DESCRIBING AN OBJECT OR‬‬ ‫‪A PLACE‬‬

‫اﻟﺪرس اﻟﺮاﺑﻊ‪ :‬وﺻﻒ ﺷﻲء أو ﻣﻜﺎن‬

‫ُﻘﺼـﺎنُ‬ ‫ﻟﻜُ ـ ِّﻞ ﺷَ ـﻲ ٍء إذا ﻣـﺎ ﺗ َ ّـﻢ ﻧ َ‬

‫ﻓـﻼ ﻳﻐـﺮﱡ ﺑﻄِ ﻴـﺐ اﻟﻌَـﻴ ِـﺶ إﻧـﺴـﺎنُ‬

‫أﺑﻮ اﻟﺒﻘﺎء اﻟﺮﻧﺪي‬ ‫• ‪73‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ا‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺳﻴﺮﺓ ﺍﻷﺩﻳﺐ ﻏﺴﺎﻥ ﻛﻨﻔﺎﻧﻲ ﻭ ﺍﻛﺘﺒﻮﺍ ﻋﻨﻪ ﻓﻘﺮﺓ ﻟﻠﺘﻘﺪﱘ ﻓﻲ ﺍﻟﺼﻒ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﻛﻴﻒ ﺗﻌﻜﺲ ﺍﻟﻐﺮﻓﺔ ﺃﻭ ﺍﻟﺒﻴﺖ ﺃﻭ ﺍﻟﺸﻘﺔ ﺍﻟﺘﻲ ﺗﺴﻜﻨﻮﻥ ﻓﻴﻬﺎ ﺷﺨﺼﻴﺘﻜﻢ؟‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﺑﻮﻣﺔ ‪ -‬ﺑﻮﻡ‪/‬ﺃﺑﻮﺍﻡ‬ ‫ﻛﻤﻦ ‪ -‬ﻳﻜﻤُﻦ ‪ -‬ﻛُﻤﻮﻥ ﻓﻲ‬ ‫ﻟﻘﻄﺔ ‪ -‬ﻟﻘﻄﺎﺕ‬ ‫ﺍﻟﻠﻘﻄﺔ ﺍﳌﻮﻓّﻘﺔ‬ ‫ﺑﺮﺍﻋﺔ‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ‪ -‬ﺍﻟﺰﻭﺍﻳﺎ‬ ‫ﺍﺻﻄﺎﺩ ‪ -‬ﻳﺼﻄﺎﺩ ‪ -‬ﺍﺻﻄﻴﺎﺩ‬ ‫ﺟﺪﺍﺭ ‪ -‬ﺟﺪﺭﺍﻥ‪ ،‬ﺣﺎﺋﻂ ‪ -‬ﺣﻴﻄﺎﻥ‬ ‫ﺷﺎﺑﻪ = ﺃﺷﺒﻪ‬ ‫ﻋﺰﻝ ‪ -‬ﻳﻌﺰِ ﻝ ‪ -‬ﻋُ ﺰﻟﺔ‬ ‫ﺗﻜﺪّﺱ ‪ -‬ﻳﺘﻜﺪّﺱ ‪ -‬ﺗﻜﺪّﺱ‬ ‫ﻛُﺪﺱ ‪ -‬ﺃﻛﺪﺍﺱ‬ ‫ﺗﻜﻮّﻡ ‪ -‬ﻳﺘﻜﻮّﻡ ‪ -‬ﺗﻜﻮّﻡ‬ ‫ﻛﻮﻣﺔ ‪ -‬ﺃﻛﻮﺍﻡ‬ ‫ﺃﻃّ ﺮ ‪ -‬ﻳﺆﻃّ ﺮ ‪ -‬ﺗﺄﻃﻴﺮ‬ ‫ﺍﻧﺴﺠﻢ ‪ -‬ﻳﻨﺴﺠﻢ ‪ -‬ﺍﻧﺴﺠﺎﻡ‬ ‫ﻏﺒﻂ ‪ -‬ﻳﻐﺒِﻂ ‪ -‬ﻏﺒﻂ‬

‫‪Owl-s‬‬ ‫‪To be inherent in‬‬ ‫‪Scene-s, frame-s in a film or a photograph‬‬ ‫)‪The successful capture (of the photograph‬‬ ‫‪Skillfulness‬‬ ‫‪Angle-s‬‬ ‫‪To capture, hunt, fish, prey on‬‬ ‫‪Wall-s‬‬ ‫‪To resemble‬‬ ‫‪To isolate‬‬ ‫‪To pile up, accumulate‬‬ ‫‪Pile-s‬‬ ‫‪To pile up, accumulate‬‬ ‫‪Pile-s‬‬ ‫‪To frame‬‬ ‫‪To fit/go well with, be in harmony‬‬ ‫‪To congratulate, to feel good about,‬‬ ‫‪to envy someone‬‬

‫ﻏِ ﺒﻄﺔ‬ ‫ﺃﻭﻯ ‪ -‬ﻳﺄﻭﻱ ‪ -‬ﺃُﻭﻱّ ‪/‬ﺇﻭﺍﺀ‬

‫‪Joy, glee‬‬ ‫‪To go to (bed, home), to return to,‬‬ ‫‪to find refuge or shelter in‬‬

‫‪• 74‬‬

‫‪Description and comparison‬‬

‫ﺃﻭﻯ ﻟﻠﻔﺮﺍﺵ‬ ‫ﻣُﻔﻠﻄﺢ‬ ‫ﻣِ ﻨﻘﺎﺭ ‪ -‬ﻣﻨﺎﻗﻴﺮ‬ ‫ﻋﻘﻒ ‪ -‬ﻳﻌﻘِ ﻒ ‪ -‬ﻋﻘﻒ‬ ‫ﻣﻌﻘﻮﻑ‬ ‫ﻣﻨﺎﺟﻞ‬ ‫ِ‬ ‫ﻣِ ﻨﺠﻞ ‪-‬‬ ‫ﻼ ﻋﺮﻳﺾ ﺍﻟﻨﺼﻞ‬ ‫ﻣﻨﺠ ً‬ ‫ﺍﻧﺤﻨﻰ ‪ -‬ﻳﻨﺤﻨﻲ ‪ -‬ﺍﻧﺤﻨﺎﺀ‬ ‫ﺍﻧﺤﻨﺎﺀﺓ‬ ‫ﻭﺣﺶ ‪ -‬ﻭُﺣﻮﺵ‬ ‫ﻭﺣﺸﻲّ‬ ‫ﺷﺎﺏ ‪ -‬ﻳﺸﻮﺏ ‪ -‬ﺷﻮﺏ‬ ‫ﻣﺸﻮﺑ ًﺎ ﺑﺘﺤﻔّﺰ ﺑﻄﻮﻟﻲ‬ ‫ﺃﻭﻣﺾ ‪ -‬ﻳﻮﻣﺾ ‪ -‬ﺇﳝﺎﺽ‪/‬ﻭﻣﻴﺾ‬ ‫ﺇﳝﺎﺿﺔ ‪ -‬ﺇﳝﺎﺿﺎﺕ‬ ‫ﺣﺪّﻕ ‪ -‬ﻳﺤﺪّﻕ ‪ -‬ﲢﺪﻳﻖ‬ ‫ﺍﺧﺘﺮﻕ ‪ -‬ﻳﺨﺘﺮﻕ ‪ -‬ﺍﺧﺘﺮﺍﻕ‬ ‫ﺭﻋﺶ ‪ -‬ﻳﺮﻋُ ﺶ ‪ -‬ﺭِ ﻋﺸﺔ‬ ‫ﺻﺮﻳﺮ ﺣﺎﺩ‬

‫‪To go to bed‬‬ ‫‪Flat, flattened‬‬ ‫‪Beak-s‬‬ ‫‪To curve, bend‬‬ ‫‪Curved, bent‬‬ ‫‪Sickle-s‬‬ ‫‪A wide-bladed sickle‬‬ ‫‪To bend, curve, lean‬‬ ‫‪Bend, bow, curve‬‬ ‫‪Monster-s, wild animal-s‬‬ ‫‪Savage, wild‬‬ ‫‪To mix, tarnish, blemish‬‬ ‫‪Mixed with heroic alertness‬‬ ‫‪To flash‬‬ ‫‪Flash-es of light‬‬ ‫‪To stare‬‬ ‫‪To pierce‬‬ ‫‪To shudder, quiver, tremble‬‬ ‫‪A sharp creaking‬‬

‫ب‪ -‬اﻟﻘﺮاءة‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٤‬ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻧﻘﺎﺵ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪:‬‬ ‫‪ -١‬ﻛﻴﻒ ﺗﻌﻜﺲ ﺍﻟﻐﺮﻓﺔ ﺷﺨﺼﻴﺔ ﺍﻟﺮﺍﻭﻱ ﻭ ﺃﺣﺎﺳﻴﺴﻪ؟‬ ‫‪ -٢‬ﻛﻴﻒ ﺗﻐﻴّﺮﺕ ﺭﺅﻳﺘﻪ ﻟﺼﻮﺭﺓ ﺍﻟﺒﻮﻣﺔ ﻭ ﳌﺎﺫﺍ؟‬ ‫‪ -٣‬ﻋﻠﻤ ًﺎ ﺑﺄﻥّ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺘﻄﻴّﺮ ﻣﻦ ﺍﻟﺒﻮﻡ ﻭ ﺗﻌﺘﺒﺮ ﻧﻌﻴﺒﻪ ﻧﺬﻳﺮ ﺷﺆﻡ‪ ،‬ﻣﺎ ﻣﻌﻨﻰ‬ ‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﺎﺗﺐ ﻟﻬﺬﺍ ﺍﻟﻄﺎﺋﺮ ﺩﻭﻥ ﻏﻴﺮﻩ؟ ﻫﻞ ﻓﻴﻪ ﺗﺸﺎﺅﻡ ﲟﺎ ﺳﺘﻨﺘﻬﻲ ﺇﻟﻴﻪ ﻫﺬﻩ ﺍﻟﻘﺼﺔ؟‬ ‫ﻛﻴﻒ ﺗﺘﺼﻮّﺭﻭﻥ ﺑﻘﻴّﺔ ﻫﺬﻩ ﺍﻟﻘﺼﺔ؟‬ ‫• ‪75‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫اﻟﺒﻮﻣﺔ ﻓﻲ ﻏﺮﻓﺔ ﺑﻌﻴﺪة‬

‫ﻛﻞ ﺻﻮﺭ ﻋﺪﺩ ﻛﺎﻧﻮﻥ ﺍﻷﻭﻝ ﻣﻦ ﺍﳌﺠﻠﺔ ﺍﻟﻬﻨﺪﻳﺔ ”ﺃ…“ ﻛﺎﻧﺖ ﺭﺍﺋﻌﺔ‪ ،‬ﻭ ﻟﻜﻦ ﺃﺭﻭﻋﻬﺎ ﺑﻼ‬ ‫ﺷﻚّ ﺻﻮﺭﺓ ﻣﻠﻮّﻧﺔ ﻟﺒﻮﻣﺔ ﻣﺒﺘﻠّﺔ ﲟﺎﺀ ﺍﳌﻄﺮ‪ .‬ﻭ ﺗﻜﻤﻦ ﻛﻞ ﺭﻭﻋﺘﻬﺎ ﻓﻲ ﳊﻈﺔ ﺍﻟﻠﻘﻄﺔ ﺍﳌﻮﻓّﻘﺔ‬ ‫ﻭ ﻓﻲ ﺑﺮﺍﻋﺔ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﻭ ﺃﻫ ّﻢ ﻣﻦ ﻫﺬﺍ ﻛﻠﻪ ﻓﻲ ﺍﺻﻄﻴﺎﺩ ﺍﻟﻨﻈﺮﺓ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﺒﻮﻣﺔ ﺍﳌﺨﺘﺒﺌﺔ‬ ‫ﻓﻲ ﻇﻠﻤﺔ ﻟﻴﻞ ﺑﻼ ﻗﻤﺮ‪.‬‬ ‫ﻛﻨﺖ ﻓﻰ ﻏﺮﻓﺘﻲ‪ ،‬ﻏﺮﻓﺔ ﻋﺎﺯﺏ ﺑﺠﺪﺭﺍﻥ ﻋﺎﺭﻳﺔ ﺗﺸﺎﺑﻪ ﺇﺣﺴﺎﺳﻪ ﺑﺎﻟﻮﺣﺪﺓ ﻭ ﺍﻟﻌﺰﻟﺔ‪ .‬ﺃﺭﺿﻬﺎ‬ ‫ﻣﺘّﺴﺨﺔ ﺑﺄﻭﺭﺍﻕ ﻻ ﺃﺣﺪ ﻳﺪﺭﻱ ﻣﻦ ﺃﻳﻦ ﺟﺎﺀﺕ‪ ،‬ﻭ ﺍﻟﻜﺘﺐ ﺗﺘﻜﺪّﺱ ﻓﻮﻕ ﻃﺎﻭﻟﺔ ﺫﺍﺕ ﺛﻼﺙ‬ ‫ﻗﻮﺍﺋﻢ ﺭﻓﻴﻌﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻓﻘﺪ ﺍﺳﺘُﻌﻤﻠﺖ ﻳﺪ ًﺍ ﳌﻜﻨﺴﺔ ﻣﺎ ﻟﺒﺜﺖ ﺃﻥ ﺿﺎﻋﺖ‪.‬‬ ‫ﻭ ﺍﳌﻼﺑﺲ ﺗﺘﻜﻮّﻡ ﻓﻮﻕ ﻣﺴﻤﺎﺭ ﻃﻮﻳﻞ ﺣﻔﺮ ﻋﺪّﺓ ﺛﻘﻮﺏ ﺑﻈﻬﺮ ﺍﻟﺒﺎﺏ ﻗﺒﻞ ﺃﻥ ﻳﺮﺗﻜﺰ ﻧﻬﺎﺋﻴﺎ‬ ‫ﻓﻲ ﺛﻘﺒﻪ ﺍﳊﺎﻟﻲ‪.‬‬ ‫ﻗﻠﺖ ﻟﻨﻔﺴﻲ ﻭ ﺃﻧﺎ ﺃﺷ ّﺪ ﺑﺼﺮﻱ ﺇﻟﻰ ﺻﻮﺭﺓ ﺍﻟﺒﻮﻣﺔ ﺍﻟﺮﺍﺋﻌﺔ‪:‬‬ ‫ ﻳﺠﺐ ﺃﻥ ﺗُﻌﻠّﻖ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻋﻠﻰ ﺣﺎﺋﻂ ﻣﺎ ﻓﺬﻟﻚ ﻳُﻜﺴﺐ ﺍﻟﻐﺮﻓﺔ ﺑﻼ ﺷﻚ ﺷﻴﺌ ًﺎ ﻣﻦ‬‫ﺍﳊﻴﺎﺓ ﻭ ﺍﳌﺸﺎﺭﻛﺔ‪.‬‬ ‫ﺃﻟﺼﻘﺖ ﺍﻟﺼﻮﺭﺓ ﺑﺎﻟﻔﻌﻞ ﻋﻠﻰ ﺍﳊﺎﺋﻂ ﺍﳌﻘﺎﺑﻞ ﻟﻠﺴﺮﻳﺮ ﻭ ﺃﻃّ ﺮﺗﻬﺎ ﺑﻮﺭﻗﺔ ﺑﻨﻴّﺔ ﻛﻲ ﺗﻨﺴﺠﻢ‬ ‫ﻣﻊ ﺍﳊﺎﺋﻂ ﺑﺸﻜﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ‪ ،‬ﻛﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻟﻔﻨﻲ‪ ،‬ﺇﺫﻥ‪ ،‬ﻗﺪ ﺃﺧﺬ ﺳﺒﻴﻠﻪ ﺇﻟﻰ ﺍﻟﻐﺮﻓﺔ‬ ‫ﻭ ﻛﺎﻥ ﻻ ﺑﺪ ﺃﻥ ﺃﻏﺒﻂ ﻧﻔﺴﻲ ﻋﻠﻰ ﺍﻟﺘﻘﺎﻁ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ‪.‬‬ ‫ﻋﻨﺪﻣﺎ ﺁﻭﻳﺖ ﻟﻔﺮﺍﺷﻲ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﻠﻴﻞ‪ ،‬ﻓﺎﺟﺄﺗﻨﻲ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﻛﺎﻥ ﺿﻮﺀ ﺍﻟﻐﺮﻓﺔ ﺧﻔﻴﻔ ًﺎ‬ ‫ﺑﻌﺾ ﺍﻟﺸﻲﺀ‪ ،‬ﻭ ﻗﺪ ﻳﻜﻮﻥ ﻫﺬﺍ ﻫﻮ ﺍﻟﺴﺒﺐ ﺍﻟﺬﻱ ﻣﻦ ﺃﺟﻠﻪ ﺑﺪﺕ ﻟﻲ ﺍﻟﺼﻮﺭﺓ ﻓﻲ ﻏﺎﻳﺔ‬ ‫ﺍﻟﺒﺸﺎﻋﺔ‪ .‬ﻛﺎﻥ ﺭﺃﺱ ﺍﻟﺒﻮﻣﺔ ﺃﻛﺒﺮ ﻣﻦ ﺍﳌﻌﺘﺎﺩ‪ ،‬ﻭ ﻛﺎﻥ ﻳُﺸﺒﻪ ﺷﻜﻼ ﺭﻣﺰﻳﺎ ﻟﻘﻠﺐ ﻣﻔﻠﻄﺢ‬ ‫ﻼ‬ ‫ﺑﻌﺾ ﺍﻟﺸﻲﺀ‪ ،‬ﺃﻣﺎ ﺍﳌﻨﻘﺎﺭ ﺍﻷﺳﻮﺩ ﻓﻠﻘﺪ ﻛﺎﻥ ﻣﻌﻘﻮﻓ ًﺎ ﺑﺼﻮﺭﺓ ﺣﺎﺩﺓ ﺣﺘﻰ ﻟﻴﺸﺒﻪ ﻣﻨﺠ ً‬ ‫ﻋﺮﻳﺾ ﺍﻟﻨﺼﻞ‪ ،‬ﻭ ﺍﻟﻌﻴﻨﺎﻥ ﻛﺎﻧﺘﺎ ﻣﺴﺘﺪﻳﺮﺗﲔ ﻛﺒﻴﺮﺗﲔ ﻳﺨﺘﻔﻲ ﺃﻋﻼﻫﻤﺎ ﲢﺖ ﺍﻧﺤﻨﺎﺀﺓ‬ ‫ﺍﳊﺎﺟﺒﲔ ﺍﻟﻐﺎﺿﺒﲔ‪ .‬ﻛﺎﻥ ﻓﻲ ﺍﻟﻌﻴﻨﲔ ﻏﻀﺐ ﻭﺣﺸﻲ ﻭ ﻛﺎﻧﺖ ﺍﻟﻨﻈﺮﺓ ﺭﻏﻢ ﺫﻟﻚ ﲢﺘﻮﻱ‬ ‫ﺧﻮﻓ ًﺎ ﻳﺎﺋﺴﺎ ﻣﺸﻮﺑﺎ ﺑﺘﺤﻔّﺰ ﺑﻄﻮﻟﻲ ﻭ ﺗﺸﺒﻪ ﺇﻟﻰ ﺣ ّﺪ ﺑﻌﻴﺪ ﻧﻈﺮﺓ ﺇﻧﺴﺎﻥ ﺧﻀﻊ ﻓﺠﺄﺓ‬ ‫ﻟﻠﺤﻈﺔ ﻣﺎ ﻋﻠﻴﻪ ﺃﻥ ﻳﺨﺘﺎﺭ ﻓﻴﻬﺎ ﺑﲔ ﺃﻥ ﳝﻮﺕ ﺃﻭ ﺃﻥ ﻳﻬﺮﺏ‪ .‬ﻛﺎﻥ ﺍﻟﻮﺟﻪ ﻣﺨﻴﻔ ًﺎ ﻭ ﺑﺪﺍ‬ ‫ﺃﻥّ ﺍﻟﻌﻴﻮﻥ ﺍﻟﻠﻤّﺎﻋﺔ ﺑﺈﳝﺎﺿﺔ ﺣﻴّﺔ ﻛﺎﻧﺖ ﲢﺪّﻕ ﻋﺒﺮ ﺻﻤﺖ ﺍﻟﻐﺮﻓﺔ ﻭ ﺗﺨﺘﺮﻕ ﺑﺮﻋﺸﺘﻬﺎ‬ ‫ﺍﳊﻴﺔ ﺟﻤﺠﻤﺘﻲ ﻭ ﺗﻘﻮﻝ ﺑﺼﺮﻳﺮ ﺣﺎﺩ‪:‬‬ ‫ ﺃﺗﺬﻛﺮ؟ ﻟﻘﺪ ﺍﻟﺘﻘﻴﻨﺎ ﻣﺮّﺓ ﻗﺒﻞ ﺍﻵﻥ‪.‬‬‫ﻏﺴﺎﻥ ﻛﻨﻔﺎﻧﻲ ”ﺍﻵﺛﺎﺭ ﺍﻟﻜﺎﻣﻠﺔ“ )ﺍﳌﺠﻠﺪ ﺍﻟﺜﺎﻧﻲ(‪ .‬ﺑﻴﺮﻭﺕ‪ :‬ﻣﺆﺳﺴﺔ ﺍﻷﺑﺤﺎﺙ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪) .١٩٨٧‬ﺻﺺ ‪(٤٤-٤٣‬‬ ‫‪• 76‬‬

‫‪Description and comparison‬‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬

‫ﲤﺮﻳﻦ ‪ :٥‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫‪ -١‬ﻗﺎﺭﻧﻮﺍ ﺑﲔ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺘﻲ ﻟﻬﺎ ﻋﻼﻗﺔ ﲟﻌﻨﻰ ”ﺍﻟﺮﺅﻳﺔ“‪:‬‬ ‫ﻧﻈﺮ‪ ،‬ﺭﺃﻯ‪ ،‬ﺷﺎﻫﺪ‪ ،‬ﺗﻔﺮّﺝ‪ ،‬ﳊﻆ‪ ،‬ﻻﺣﻆ‪ ،‬ﺭﻣﻖ‪ ،‬ﺣﻤﻠﻖ‪ ،‬ﺣﺪّﻕ‪ ،‬ﺗﻄﻠّﻊ‪ ،‬ﺗﺄﻣّﻞ‪ ،‬ﺗﻔﺮّﺱ ﻓﻲ‪،‬‬ ‫ﻋﺎﻳﻦ‪ ،‬ﺃﺑﺼﺮ‪ ،‬ﺳﻬﻢ‪ ،‬ﳌﺢ‪.‬‬ ‫‪ -٢‬ﻗﺎﺭﻧﻮﺍ ﺑﲔ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺘﻲ ﻟﻬﺎ ﻋﻼﻗﺔ ﲟﻌﻨﻰ ”ﺍﻟﻈﻬﻮﺭ“‪:‬‬ ‫ﻭﺿﺢ‪ ،‬ﺍﺗّﻀﺢ‪ ،‬ﲡﻠّﻰ‪ ،‬ﺑﺮﺯ‪ ،‬ﺍﻧﻜﺸﻒ‪ ،‬ﺗﺮﺍﺀﻯ ﻟـ…‪ ،‬ﺧُ ﻴّﻞ ﻟـ…‪ ،‬ﻻﺡ‬ ‫ﺗﺒﲔ‪ُ ،‬‬ ‫ﻇﻬﺮ‪ ،‬ﺑﺪﺍ‪ ،‬ﺑﺎﻥ‪ّ ،‬‬ ‫ﲤﺮﻳﻦ ‪ :٦‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﻲ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑـ‪:‬‬ ‫ﺍ‪ -‬ﺍﻟﻐﺮﻓﺔ ﻭ ﺃﺛﺎﺛﻬﺎ‪ :‬ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺏ‪ -‬ﺃﻋﻀﺎﺀ ﺟﺴﺪ ﺍﻟﺒﻮﻣﺔ‪ :‬ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺝ‪ -‬ﺍﻟﺼﻔﺎﺕ‪ :‬ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

‫د‪ -‬اﻟﻘﻮاﻋﺪ‪:‬‬

‫‪ -١‬ﻣﺮاﺟﻌﺔ اﻟﺼﻔﺔ ﻓﻲ ﺷﻜﻠﻲ اﺳﻤﻲ اﻟﻔﺎﻋﻞ و اﳌﻔﻌﻮل‬

‫‪, adjective, has several forms in Arabic, such as in strictly adjectival forms like‬ﺍﻟﺼﻔﺔ‬ ‫‪ in the text). Adjectives can‬ﺣﻘﻴﻘﻴّﺔ ‪ (e.g.‬ﻳﺎﺀ ﺍﻟﻨﺴﺒﺔ ‪ or an adjective that displays‬ﻓﻌﻴﻞ‬ ‫‪. Here‬ﺍﺳﻢ ﺍﻟﻔﺎﻋﻞ ﻭ ﺍﺳﻢ ﺍﳌﻔﻌﻮﻝ ‪also take the form of active and passive participles,‬‬ ‫‪are two examples from the main text:‬‬

‫ﻛﻞ ﺻﻮﺭ ﻋﺪﺩ ﻛﺎﻧﻮﻥ ﺍﻷﻭﻝ ﻣﻦ ﺍﳌﺠﻠﺔ ﺍﻟﻬﻨﺪﻳﺔ ”ﺃ…“ ﻛﺎﻧﺖ ﺭﺍﺋِﻌﺔ‪) .‬ﺇﺳﻢ ﻓﺎﻋﻞ(‬ ‫ﻭ ﻟﻜﻦ ﺃﺭﻭﻋﻬﺎ ﺑﻼ ﺷﻚّ ﺻﻮﺭﺓ ﻣﻠﻮﱠﻧﺔ ﻟﺒﻮﻣﺔ ﻣﺒﺘﻠﱠﺔ ﲟﺎﺀ ﺍﳌﻄﺮ‪) .‬ﺇﺳﻢ ﺍﳌﻔﻌﻮﻝ(‬ ‫ﲤﺮﻳﻦ ‪ :٧‬ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﻣﻦ ﺍﻟﻨﺺ ﺍﻟﺼﻔﺎﺕ ﺍﻟﺘﻲ ﺟﺎﺀﺕ ﻓﻲ ﺻﻴﻐﺔ ﺍﺳﻢ ﻓﺎﻋﻞ ﺃﻭ ﺍﺳﻢ ﻣﻔﻌﻮﻝ‪،‬‬ ‫ﺟﻤﻼ ﺑﺨﻤﺲ ﻣﻨﻬﺎ‪.‬‬ ‫ً‬ ‫ﺣﺪّﺩﻭﺍ ﺷﻜﻠﻬﺎ ﻭ ﻣﻌﺎﻧﻴﻬﺎ ﺛﻢ ﺍﻛﺘﺒﻮﺍ‬ ‫• ‪77‬‬

Developing Writing Skills in Arabic

‫ ﺻﻴﻎ اﳌﺒﺎﻟﻐﺔ و اﻟﺘﺼﻐﻴﺮ‬-٢

‫ﺻﻴﻎ ﺍﳌﺒﺎﻟﻐﺔ‬

(emphatics, literally ‘forms of exaggeration’) and ‫( ﺍﻟﺘﺼﻐﻴﺮ‬diminutives) are very useful in description. ‫ﺻﻴﻐﺔ ﺍﳌﺒﺎﻟﻐﺔ‬, as its name denotes, is used to emphasize a quality by transforming the pattern of an adjective ‫ ﺻﻔﺔ‬or active participle ‫ﺇﺳﻢ ﻓﺎﻋﻞ‬. For example, the word ‫ ﻛﺎﺫﺏ‬means a ‘liar’ and ‫ ﻛﺬّﺍﺏ‬means a ‘big liar’ by emphasizing the quality of ‘lying’. Study the example from the text:

.‫ﻭ ﺑﺪﺍ ﺃﻥّ ﺍﻟﻌﻴﻮﻥ ﺍﻟﻠﻤّﺎﻋﺔ ﺑﺈﳝﺎﺿﺔ ﺣﻴّﺔ ﻛﺎﻧﺖ ﲢﺪّﻕ ﻋﺒﺮ ﺻﻤﺖ ﺍﻟﻐﺮﻓﺔ‬ ‫ﺻﻴﻐﺔ ﺍﳌﺒﺎﻟﻐﺔ‬

can be in five patterns:

‫ ﺧﺒّﺎﺯ‬،‫ ﻗﻬّﺎﺭ‬،‫ ﺟﺒّﺎﺭ‬:‫ ﻓﻌّ ﺎﻝ‬-‫ﺍ‬ ‫ ﻭﻟﻮﺩ‬،‫ ﻏﻔﻮﺭ‬،‫ ﺷﻜﻮﺭ‬:‫ ﻓﻌﻮﻝ‬-‫ﺏ‬ ‫ ﻣﺪﺭﺍﺭ‬،‫ ﻣﻌﻄﺎﺀ‬،‫ ﻣﻘﺪﺍﻡ‬:‫ ِﻣﻔﻌﺎﻝ‬-‫ﺝ‬ ‫ ﺳﻤﻴﻊ‬،‫ ﻛﺮﱘ‬،‫ ﺭﺣﻴﻢ‬:‫ ﻓﻌﻴﻞ‬-‫ﺩ‬ ‫ ﻫﺮِ ﻡ‬،‫ﺟﺸﻊ‬ ِ ،‫ﻓﻄﻦ‬ ِ :‫ ﻓﻌِ ﻞ‬-‫ﻫـ‬ Many of the 99 Sacred Names of God, ‫ﺃﺳﻤﺎﺀ ﺍﻟﻠﻪ ﺍﳊُﺴﻨﻰ‬, are emphatic patterns ‫ ﺻﻴﻎ ﻣﺒﺎﻟﻐﺔ‬to emphasize awe, veneration, and power. Some examples are cited above:

.‫ ﺍﻟﺴﻤﻴﻊ‬،‫ ﺍﻟﺮﺣﻴﻢ‬،‫ ﺍﻟﻐﻔﻮﺭ‬،‫ ﺍﻟﺸﻜﻮﺭ‬،‫ ﺍﻟﻘﻬّﺎﺭ‬،‫ﺍﳉﺒّﺎﺭ‬ Many proper names take these patterns as well (‫ﻋﻤّﺎﺭ‬

with one of the Sacred Names of God (‫ﺍﻟﺴﻤﻴﻊ‬

،‫ﻭﺿﺎﺡ‬ ّ ،‫ )ﻓﻮّﺍﺯ‬or combine ‫ﻋﺒﺪ‬ ‫ ﻋﺒﺪ‬،‫ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ‬،‫)ﻋﺒﺪ ﺍﻟﻮﻫّ ﺎﺏ‬.

‫ ﺻﻴﻐﺔ ﺍﳌﺒﺎﻟﻐﺔ‬on the pattern ‫ ﻓﻌّﺎﻝ‬is common in names of professions, such as ‫‘ ﺧﺒّﺎﺯ‬baker’ and ‫‘ ﺣﺪّﺍﺩ‬blacksmith’. Some of the most common family names in the Arab world carry trade names, such as ‫‘ ﳒّ ﺎﺭ‬carpenter’ and ‫‘ ﻧﺰّﺍﻝ‬hotel keeper’, etc. ‫ ﺻﻴﻐﺔ ﺍﻟﺘﺼﻐﻴﺮ‬does the opposite of ‫ ﺻﻴﻐﺔ ﺍﳌﺒﺎﻟﻐﺔ‬by minimizing the quality of a noun. For example, the word ‫ ﺷﺠﺮﺓ‬means a ‘tree’ and ‫ﺷﺠﻴﺮﺓ‬ ُ means a ‘small tree’ or ‘bush’. ‫ ﺻﻴﻐﺔ ﺍﻟﺘﺼﻐﻴﺮ‬comes in three patterns: ‫ ﻧُﻬﻴﺮ‬،‫ ﺟُ ﺒﻴﻞ‬،‫ ﻛُﻠﻴﺐ‬:‫ ﻓُ ﻌﻴﻞ‬-‫ﺍ‬ ‫ﻨﻴﺠﺮ‬ ِ ُ‫ ﺧ‬،‫ ﺟُ ﺪﻳﻮِ ﻝ‬،‫ ﻛُﻮﻳﻜِ ﺐ‬:‫ ﻓُ ﻌﻴﻌِ ﻞ‬-‫ﺏ‬ ‫ ﻗُﻨﻴﺪﻳﻞ‬،‫ ﻣﻨﻴﺪﻳﻞ‬،‫ ﻋُ ﺼﻴﻔﻴﺮ‬:‫ ﻓُ ﻌﻴﻌﻴﻞ‬-‫ﺝ‬ ‫ﺑﻌﺪ‬

and

• 78

‫ ﻗﺒﻞ‬take the form of ‫ ﺑُﻌﻴ َﺪ‬to mean ‘just after’ and ‫‘ ﻗُﺒﻴ َﻞ‬just before’.

Description and comparison

(‫ ﻗﻮﺍﻋﺪ ﻭ ﺑﺤﺚ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻣﺮﺍﺟﻌﺔ ﻭ ﺇﺛﺮﺍﺀ ﻓﻲ ﺍﻟﺼﻒ‬:٨ ‫ﲤﺮﻳﻦ‬ ‫ ﺍِﺑﺤﺜﻮﺍ ﻋﻦ ﺃﺳﻤﺎﺀ ﺍﻟﻠﱠﻪ ﺍﳊُﺴﻨﻰ‬-‫ﺍ‬ .‫ﻋﻠﻰ ﺻﻴﻐﺔ ﻣﺒﺎﻟﻐﺔ ﺛ ّﻢ ﺗﺮﺟﻤﻮﻫﺎ ﺇﻟﻰ ﺍﻹﳒﻠﻴﺰﻳﺔ‬ ‫ﻓﻌّﺎﻟﺔ ﻭ ﺗﺮﺟﻤﻮﻫﺎ ﺇﻟﻰ‬/‫( ﻋﻠﻰ ﻭﺯﻥ ﻓﻌّﺎﻝ‬professions) ‫ ﺍِﺑﺤﺜﻮﺍ ﻋﻦ ﺃﺳﻤﺎﺀ ﺍﳌِﻬﻦ‬-‫ﺏ‬ .‫ﺍﻹﳒﻠﻴﺰﻳﺔ‬

‫ﻭ ﺍﻛﺘﺒﻮﺍ ﻣﻨﻬﺎ ﻣﺎ ﺟﺎﺀ‬

‫ﺫﻭ‬

(God’s 99 Sacred Names)

‫ ذات‬/ ‫ ذو‬-٣

and

‫ ﺫﺍﺕ‬are a good alternative to adjectives, and literally mean ‘the one who has

a certain quality, object or aspect’. So, for example, instead of using the adjective ‫ﺫﻛﻴّﺔ‬, we can use ‫ ﺫﺍﺕ ﺫﻛﺎﺀ‬by combining ‫ ﺫﻭ‬or ‫ ﺫﺍﺕ‬with the noun or masdar denoting the possession of a quality, an object or an aspect. Study the following example from the text:

.‫ﺫﺍﺕ ﺛﻼﺙ ﻗﻮﺍﺋﻢ ﺭﻓﻴﻌﺔ‬ ِ ‫ﻭ ﺍﻟﻜﺘﺐ ﺗﺘﻜﺪّﺱ ﻓﻮﻕ ﻃﺎﻭﻟﺔ‬ Study the variations of

‫ ﺫﻭ‬and ‫ ﺫﺍﺕ‬below:

‫ﺍﳉ ّﺮ‬

‫ﺍﻟﻨﺼﺐ‬

‫ﺍﻟﺮﻓﻊ‬

‫ﺫﻱ‬ ‫ﺫﺍﺕ‬ ِ

‫ﺫﺍ‬ َ‫ﺫﺍﺕ‬

‫ﺫﻭ‬ ُ‫ﺫﺍﺕ‬

‫ﺍﳌﻔﺮﺩ‬

‫ﺫﻭَﻱ‬ ‫ﺫﺍﺗَﻲ‬

‫ﺫﻭَﻱ‬ ‫ﺫﺍﺗَﻲ‬

‫ﺫﻭﺍ‬ ‫ﺫﺍﺗﺎ‬

‫ﺍﳌﺜﻨﻰ‬

‫ﺫﻭﻱ‬ ‫ﺫﻭﺍﺕ‬ ِ

‫ﺫﻭﻱ‬ ‫ﺫﻭﺍﺕ‬ ِ

‫ﺫﻭﻭ‬ ُ‫ﺫﻭﺍﺕ‬

‫ﺍﳉﻤﻊ‬

‫ ﺟﻤﻠﺘﺎ اﻟﺼﻔﺔ و اﻟﻮﺻﻞ‬-٤

‫ﺟﻤﻠﺘﺎ ﺍﻟﺼﻔﺔ ﻭ ﺍﻟﻮﺻﻞ‬, relative clauses, are useful in writing complex sentences where they add information about the antecedent, the word or phrase they qualify. If this antecedent is indefinite, then we use ‫ﺟﻤﻠﺔ ﺍﻟﺼﻔﺔ‬, and when definite, we use ‫ﺟﻤﻠﺔ‬ ‫ ﺍﻟﻮﺻﻞ‬starting with ‫ﺇﺳﻢ ﺍﳌﻮﺻﻮﻝ‬, such as ‫ ﺍﻟﺬﻳﻦ‬،‫ ﺍﻟﺘﻲ‬،‫ﺍﻟﺬﻱ‬. Study the following examples from the text:

79 •

‫‪Developing Writing Skills in Arabic‬‬

‫ﺃﺭﺿﻬﺎ ﻣﺘّﺴﺨﺔ ﺑﺄﻭﺭﺍﻕ ﻻ ﺃﺣﺪ ﻳﺪﺭﻱ ﻣﻦ ﺃﻳﻦ ﺟﺎﺀﺕ‪) .‬ﺟﻤﻠﺔ ﺍﻟﺼﻔﺔ(‬ ‫ﻭ ﻗﺪ ﻳﻜﻮﻥ ﻫﺬﺍ ﻫﻮ ﺍﻟﺴﺒﺐ ﺍﻟﺬﻱ ﻣﻦ ﺃﺟﻠﻪ ﺑﺪﺕ ﻟﻲ ﺍﻟﺼﻮﺭﺓ ﻓﻲ ﻏﺎﻳﺔ ﺍﻟﺒﺸﺎﻋﺔ‪) .‬ﺟﻤﻠﺔ‬ ‫ﺍﻟﻮﺻﻞ(‬ ‫ﲤﺮﻳﻦ ‪ :٩‬ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍِﺳﺘﺨﺮﺟﻮﺍ ﺟﻤﻞ ﺍﻟﺼﻔﺔ ﻣﻦ ﻧﺺ ”ﺍﻟﺒﻮﻣﺔ ﻓﻲ ﻏﺮﻓﺔ ﺑﻌﻴﺪﺓ“ ﺛﻢ ﺗﺮﺟﻤﻮﻫﺎ‪.‬‬

‫ﻫـ‪ -‬اﻷﺳﻠﻮب‪:‬‬ ‫ﻋﺒﺎرات ﻣﻦ اﻟﻨﺺ‪:‬‬

‫‪ -١‬ﺑﻼ ﺷﻚّ )ﺑﺪﻭﻥ ﺷﻚّ ‪ ،‬ﻣﻦ ﻏﻴﺮ ﺷﻚّ (‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪:‬‬ ‫ﲟﺎﺀ ﺍﳌﻄﺮ‪.‬‬

‫…‬

‫‪Undoubtedly, without‬‬ ‫‪a doubt‬‬

‫ﻛﺎﻧﺖ ﺭﺍﺋﻌﺔ‪ ،‬ﻭ ﻟﻜﻦ ﺃﺭﻭﻋﻬﺎ ﺑﻼ ﺷﻚّ ﺻﻮﺭﺓ ﻣﻠﻮّﻧﺔ ﻟﺒﻮﻣﺔ ﻣﺒﺘﻠّﺔ‬

‫‪ -٢‬ﻣﺎ ﻟﺒﺚ ﺃﻥ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺃﻣﺎ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻓﻘﺪ ﺍﺳﺘُﻌﻤﻠﺖ ﻳﺪﺍ ﳌﻜﻨﺴﺔ ﻣﺎ ﻟﺒﺜﺖ ﺃﻥ ﺿﺎﻋﺖ‪.‬‬ ‫‪It was not long before‬‬

‫‪ -٣‬ﺇﺳﻢ ‪ +‬ﻣﺎ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻳﺠﺐ ﺃﻥ ﺗُﻌﻠّﻖ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻋﻠﻰ ﺣﺎﺋﻂ ﻣﺎ…‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ … :‬ﺧﻀﻊ ﻓﺠﺄﺓ ﻟﻠﺤﻈﺔ ﻣﺎ ﻋﻠﻴﻪ ﺃﻥ ﻳﺨﺘﺎﺭ ﻓﻴﻬﺎ ﺑﲔ ﺃﻥ ﳝﻮﺕ ﺃﻭ‬ ‫ﺃﻥ ﻳﻬﺮﺏ‪.‬‬ ‫‪Some + noun‬‬

‫‪ -٤‬ﻏﺎﻳﺔ ‪ +‬ﺍﺳﻢ ﻣﻌﺮّﻑ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺑﺪﺕ ﻟﻲ ﺍﻟﺼﻮﺭﺓ ﻓﻲ ﻏﺎﻳﺔ ﺍﻟﺒﺸﺎﻋﺔ‪.‬‬

‫‪Extremely, very‬‬

‫‪ -٥‬ﺑﺎﻟﻔﻌﻞ )ﻓﻌﻼً(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺃﻟﺼﻘﺖ ﺍﻟﺼﻮﺭﺓ ﺑﺎﻟﻔﻌﻞ ﻋﻠﻰ ﺍﳊﺎﺋﻂ ﺍﳌﻘﺎﺑﻞ ﻟﻠﺴﺮﻳﺮ‪.‬‬

‫‪Indeed, truly, actually‬‬

‫‪ -٦‬ﺑﺸﻜﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ )ﺑﺼﻮﺭﺓ ﻣﻦ ﺍﻟﺼﻮﺭ‪ ،‬ﺑﻄﺮﻳﻘﺔ ﻣﻦ ﺍﻟﻄﺮﻕ‪ ،‬ﺑﺸﻜﻞ ﻣﺎ‪،‬‬ ‫ﺑﺼﻮﺭﺓ ﻣﺎ‪ ،‬ﺑﻄﺮﻳﻘﺔ ﻣﺎ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﺃﻃّ ﺮﺗﻬﺎ ﺑﻮﺭﻗﺔ ﺑﻨﻴّﺔ ﻛﻲ ﺗﻨﺴﺠﻢ ﻣﻊ ﺍﳊﺎﺋﻂ ﺑﺸﻜﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ‪.‬‬ ‫‪ -٧‬ﺑﻌﺾ ﺍﻟﺸﻲﺀ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻛﺎﻥ ﺿﻮﺀ ﺍﻟﻐﺮﻓﺔ ﺧﻔﻴﻔ ًﺎ ﺑﻌﺾ ﺍﻟﺸﻲﺀ‪.‬‬

‫‪Somewhat‬‬

‫‪• 80‬‬

‫‪Description and comparison‬‬

‫‪ -٨‬ﺃﻓﻌﻞ ﻣﻦ ﺍﳌﻌﺘﺎﺩ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻛﺎﻥ ﺭﺃﺱ ﺍﻟﺒﻮﻣﺔ ﺃﻛﺒﺮ ﻣﻦ ﺍﳌﻌﺘﺎﺩ‪.‬‬

‫‪More/… er than usual‬‬

‫‪ -٩‬ﺣﺘﻰ ﻟَـ ‪ +‬ﻓﻌﻞ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺃﻣﺎ ﺍﳌﻨﻘﺎﺭ ﺍﻷﺳﻮﺩ ﻓﻠﻘﺪ ﻛﺎﻥ ﻣﻌﻘﻮﻓﺎ ﺑﺼﻮﺭﺓ ﺣﺎﺩﺓ ﺣﺘﻰ‬ ‫ﻟﻴﺸﺒﻪ ﻣﻨﺠﻼ ﻋﺮﻳﺾ ﺍﻟﻨﺼﻞ‪.‬‬

‫‪So much so that‬‬

‫ﺃﻱ ﺣﺪّ؟‬ ‫‪ -١٠‬ﺇﻟﻰ ﺣﺪ ﺑﻌﻴﺪ )ﺇﻟﻰ ﻣﺪﻯ ﺑﻌﻴﺪ‪ ،‬ﺇﻟﻰ ّ‬ ‫ﺃﻱ ﻣﺪﻯ؟(‬ ‫ﺇﻟﻰ ّ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﺗﺸﺒﻪ ﺇﻟﻰ ﺣ ّﺪ ﺑﻌﻴﺪ ﻧﻈﺮﺓ ﺇﻧﺴﺎﻥ ﺧﻀﻊ ﻓﺠﺄﺓ ﻟﻠﺤﻈﺔ ﻣﺎ‬ ‫ﻋﻠﻴﻪ ﺃﻥ ﻳﺨﺘﺎﺭ ﻓﻴﻬﺎ ﺑﲔ ﺃﻥ ﳝﻮﺕ ﺃﻭ ﺃﻥ ﻳﻬﺮﺏ‪.‬‬

‫‪To a great extent‬‬

‫ﲤﺮﻳﻦ ‪ :١٠‬ﺗﺮﺟﻤﺔ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺗﺮﺟﻤﻮﺍ ﺍﻷﻣﺜﻠﺔ ﺍﳌﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺛ ّﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞّ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫إﺛﺮاء اﳌﻔﺮدات و اﻟﻌﺒﺎرات‪:‬‬

‫‪ -١‬اﻟﺼﻔﺎت‬

‫ﻋﺎﻝ‬ ‫ٍ‬ ‫ﻃﻮﻳﻞ = ‪long‬‬ ‫ﻋﺮﻳﺾ = ‪wide‬‬ ‫ﻭﺍﺳﻊ‪ ،‬ﻓﺴﻴﺢ = ‪spacious‬‬ ‫ﻗﺬﺭ = ‪dirty, filthy‬‬ ‫ﻭﺳﺦ‪ِ ٍ ،‬‬ ‫ٍِ‬ ‫ﻣﺮﺗّﺐ = ‪tidy‬‬ ‫ﺟﻤﻴﻞ = ‪beautiful‬‬ ‫ﺭﻓﻴﻊ = ‪thin‬‬ ‫ﻻﻣﻊ = ‪shiny, sparkling‬‬ ‫ﺣﺎ ّﺩ = ‪sharp‬‬ ‫ﻧﺎﻋﻢ = ‪soft, smooth‬‬ ‫ﺻﻠﺐ = ‪solid‬‬ ‫ﻏﺎﻝ = ‪expensive‬‬ ‫ٍ‬ ‫ﺛﻘﻴﻞ = ‪heavy‬‬ ‫ﻣﺘﲔ = ‪durable‬‬ ‫ﺻﺎﺧﺐ = ‪noisy‬‬ ‫= ‪high‬‬

‫• ‪81‬‬

‫ﻭﺍﻃﺊ‪/‬ﻣُﻨﺨﻔﺾ‬ ‫ﻗﺼﻴﺮ = ‪short‬‬ ‫ﺿﻴّﻖ = ‪narrow‬‬

‫= ‪low‬‬

‫ﻧﻈﻴﻒ‬ ‫ﻣﺒﻌﺜﺮ = ‪ scattered‬ﻓﻮﺿﻮﻱ‬ ‫ﻗﺒﻴﺢ = ‪ugly‬‬ ‫ﻏﻠﻴﻆ = ‪thick‬‬ ‫ﺑﺎﻫﺖ = ‪dull‬‬ ‫= ‪clean‬‬

‫ﺧﺸﻦ‬ ‫ِ‬ ‫ﻟﲔ = ‪flexible‬‬ ‫ﱢ‬ ‫ﺭﺧﻴﺺ = ‪cheap‬‬ ‫ﺧﻔﻴﻒ = ‪light‬‬ ‫ﻫﺶ = ‪fragile, brittle‬‬ ‫ّ‬ ‫ﻫﺎﺩﺉ‪ ،‬ﺳﺎﻛﻦ = ‪calm, quiet‬‬ ‫= ‪rough, coarse‬‬

‫= ‪chaotic‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫‪ -٢‬اﻷﺷﻜﺎل اﻟﻬﻨﺪﺳﻴﺔ‬ ‫ﺩﺍﺋﺮﺓ‬ ‫ﻣﺮﺑّﻊ = ‪square‬‬ ‫ﻣﺜﻠّﺚ = ‪triangle, triangular‬‬ ‫ﻣﺴﺘﻄﻴﻞ = ‪rectangle, rectangular‬‬ ‫ﻣﺴﻄّ ﺢ = ‪flat‬‬ ‫= ‪circle‬‬

‫ﻣﺴﺘﺪﻳﺮ‪ ،‬ﻣﺪﻭّﺭ‬

‫= ‪circular, round‬‬

‫ﻣﺴﺘﻘﻴﻢ‬ ‫ﻣﻌﻮﺝّ = ‪bent, crooked‬‬ ‫ﻣﻘﻮّﺱ = ‪arched‬‬ ‫= ‪straight‬‬

‫‪ -٣‬اﻷﻟﻮان‪:‬‬

‫‪ and‬ﺃﻓﻌﻞ ‪, primary colors on the pattern of‬ﺍﻷﺳﺎﺳﻴﺔ ‪ (colors) are of two kinds:‬ﺍﻷﻟﻮﺍﻥ‬ ‫‪, derived colors‬ﺍﳌﺸﺘﻘﺔ ‪, and‬ﳑﻨﻮﻉ ﻣﻦ ﺍﻟﺼﺮﻑ‪/‬ﺍﻟﺘﻨﻮﻳﻦ ‪ and both are diptote‬ﻓﻌﻼﺀ‬ ‫‪. Study the following list of the most important‬ﻳﺎﺀ ﺍﻟﻨﺴﺒﺔ ‪made of adjectives with‬‬ ‫‪colors:‬‬

‫ﺍ‪ -‬ﺍﻷﻟﻮﺍﻥ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬ ‫ﺍﻟﺘﺮﺟﻤﺔ‬

‫ﺍﳌﺬﻛﺮ )ﺍﳌﻔﺮﺩ ﻭ ﺍﳉﻤﻊ(‬

‫ﺍﳌﺆﻧﺚ )ﺍﳌﻔﺮﺩ ﻭ ﺍﳉﻤﻊ(‬

‫ﺃﺳﻮﺩ ‪ -‬ﺳﻮﺩ‬

‫ﺳﻮﺩﺍﺀ ‪ -‬ﺳﻮﺩﺍﻭﺍﺕ‬

‫‪Black‬‬

‫ﺃﺑﻴﺾ ‪ -‬ﺑﻴﺾ‬

‫ﺑﻴﻀﺎﺀ ‪ -‬ﺑﻴﻀﺎﻭﺍﺕ‬

‫‪White‬‬

‫ﺃﺣﻤﺮ ‪ -‬ﺣُ ﻤﺮ‬

‫ﺣﻤﺮﺍﺀ ‪ -‬ﺣﻤﺮﺍﻭﺍﺕ‬

‫‪Red‬‬

‫ﺻﻔﺮ‬ ‫ﺃﺻﻔﺮ ‪ُ -‬‬

‫ﺻﻔﺮﺍﺀ ‪ -‬ﺻﻔﺮﺍﻭﺍﺕ‬

‫ﺃﺯﺭﻕ ‪ -‬ﺯُﺭﻕ‬

‫ﺯﺭﻗﺎﺀ ‪ -‬ﺯﺭﻗﺎﻭﺍﺕ‬

‫ﺃﺧﻀﺮ ‪ -‬ﺧُ ﻀﺮ‬

‫ﺧﻀﺮﺍﺀ ‪ -‬ﺧﻀﺮﺍﻭﺍﺕ‬

‫‪Yellow‬‬ ‫‪Blue‬‬ ‫‪Green‬‬

‫ﻳُﺴﺘﻌﻤﻞ ﺍﺛﻨﺎﻥ ﻣﻦ ﻫﺬﻩ ﺍﻷﻟﻮﺍﻥ ﻟﻮﺻﻒ ﺍﻷﺷﺨﺎﺹ‪:‬‬ ‫ﺃﺳﻤﺮ ‪ُ -‬ﺳﻤﺮ‬

‫ﺳﻤﺮﺍﺀ ‪ -‬ﺳﻤﺮﺍﻭﺍﺕ‬

‫‪Dark complexioned‬‬

‫ﺃﺷﻘﺮ ‪ُ -‬ﺷﻘﺮ‬

‫ﺷﻘﺮﺍﺀ ‪ -‬ﺷﻘﺮﺍﻭﺍﺕ‬

‫‪Blond‬‬

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Description and comparison

:‫ﺗﻘﺘﺮﻥ ﺑﻌﺾ ﺍﻷﻟﻮﺍﻥ ﺑﺼﻔﺎﺕ ﺗﺆﻛﺪ ﻋﻠﻰ ﺻﻔﺎﺀ ﺍﻟﻠﻮﻥ‬ ‫ﺃﺑﻴﺾ ﻧﺎﺻﻊ‬ ‫ﺃﺳﻮﺩ ﻗﺎﰎ‬ ‫ﻗﺎﻥ‬ ٍ ‫ﺃﺣﻤﺮ‬ ‫ﺃﺻﻔﺮ ﻓﺎﻗﻊ‬ :‫ ﺃﻫ ّﻢ ﺍﻷﻟﻮﺍﻥ ﺍﳌﺸﺘﻘﺔ‬- ‫ﺏ‬ ‫ﺑُﺮﺗﻘﺎﻟﻲ‬ ‫ﺭﻣﺎﺩﻱ‬ ‫ُﺑﻨّﻲ‬ ‫ﺯﻫﺮﻱ‬ ‫ﺑﻨﻔﺴﺠﻲ‬ ‫ﻛُﺤﻠﻲ‬

Orange Gray Brown Pink Purple Dark blue

:‫ﺗُﻀﺎﻑ ﺑﻌﺾ ﺍﻟﺼﻔﺎﺕ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻠﻮﻥ‬ Light Dark

‫ﻓﺎﰌ‬ ‫ﻗﺎﰎ‬/‫ﺩﺍﻛﻦ‬/‫ﻏﺎﻣﻖ‬

‫ اﻟﺜﻘﺎﻓﺔ‬-‫و‬

Colors and expressions using them have specific cultural meanings. Study the following examples:

‫ﻭﺟﻬﻪ ﺃﺻﻔﺮ‬ A smirk, fake smile = ‫ﺇﺑﺘﺴﺎﻣﺔ ﺻﻔﺮﺍﺀ‬ He is forgiving, kind = ‫ﻗﻠﺒﻪ ﺃﺑﻴﺾ‬ He is unforgiving, holds a grudge = ‫ﻗﻠﺒﻪ ﺃﺳﻮﺩ‬ Dirty old man = ‫ﻧﻔﺴﻪ ﺧﻀﺮﺍﺀ‬ He is greedy = ‫ﻋﻴﻨﻪ ﺣﻤﺮﺍﺀ‬ A hard day = ‫ﻳﻮﻡ ﺃﺳﻮﺩ‬ His face is pale, he is sick =

83 •

‫‪Developing Writing Skills in Arabic‬‬

‫ﲤﺮﻳﻦ ‪ :١١‬ﻛﺘﺎﺑﺔ ﺟﻤﺎﻋﻴﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍِﺧﺘﺎﺭﻭﺍ ﺻﻮﺭﺓ ﻟﺸﻲﺀ ﺃﻭ ﻣﻜﺎﻥ ﺛﻢ ﺍﻛﺘﺒﻮﺍ ﻭﺻﻔ ًﺎ ﻟﻬﺎ ﺗﺴﺘﻌﻤﻠﻮﻥ ﻓﻴﻪ ﺍﻟﺼﻔﺎﺕ ﻭ ﺍﻷﻟﻮﺍﻥ‬ ‫ﺍﻟﺘﻲ ﺗﻌﻠﻤﻨﺎﻫﺎ‪.‬‬

‫ز‪ -‬اﻟﻜﺘﺎﺑﺔ‪:‬‬

‫ﲤﺮﻳﻦ ‪ :١٢‬ﻗﺮﺍﺀﺓ ﻭ ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺍﻟﺘﺎﻟﻲ )ﻣﻘﺘﻄﻒ ﻣﻦ ”ﻣﺪﻥ ﺍﳌﻠﺢ‪ :‬ﺍﻟﺘﻴﻪ“ ﺑﻘﻠﻢ ﻋﺒﺪ ﺍﻟﺮﺣﻤﺎﻥ ﻣﻨﻴﻒ( ﺛ ّﻢ‬ ‫ﺗﺮﺟﻤﻮﻩ‪.‬‬ ‫ﺇﻧّﻪ ﻭﺍﺩﻱ ﺍﻟﻌﻴﻮﻥ‬ ‫ﻓﺠﺄﺓ‪ ،‬ﻭﺳﻂ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻘﺎﺳﻴﺔ ﺍﻟﻌﻨﻴﺪﺓ‪ ،‬ﺗﻨﺒﺜﻖ ﻫﺬﻩ ﺍﻟﺒﻘﻌﺔ ﺍﳋﻀﺮﺍﺀ‪ ،‬ﻭ ﻛﺄﻧّﻬﺎ ﺍﻧﻔﺠﺮﺕ‬ ‫ﻣﻦ ﺑﺎﻃﻦ ﺍﻷﺭﺽ ﺃﻭ ﺳﻘﻄﺖ ﻣﻦ ﺍﻟﺴﻤﺎﺀ‪ ،‬ﻓﻬﻲ ﺗﺨﺘﻠﻒ ﻋﻦ ﻛﻞ ﻣﺎ ﺣﻮﻟﻬﺎ‪ ،‬ﺃﻭ ﺑﺎﻷﺣﺮﻯ‬ ‫ﻟﻴﺲ ﺑﻴﻨﻬﺎ ﻭ ﺑﲔ ﻣﺎ ﺣﻮﻟﻬﺎ ﺃﻳّﺔ ﺻﻠﺔ‪ ،‬ﺣﺘﻰ ﻟﻴﺤﺎﺭ ﺍﻹﻧﺴﺎﻥ ﻭ ﻳﻨﺒﻬﺮ‪ ،‬ﻓﻴﻨﺪﻓﻊ ﺇﻟﻰ‬ ‫ﺍﻟﺘﺴﺎﺅﻝ ﺛﻢ ﺍﻟﻌﺠﺐ ﻛﻴﻒ ﺍﻧﻔﺠﺮﺕ ﺍﳌﻴﺎﻩ ﻭ ﺍﳋﻀﺮﺓ ﻓﻲ ﻣﻜﺎﻥ ﻣﺜﻞ ﻫﺬﺍ؟“ ﻟﻜﻦ ﻫﺬﺍ‬ ‫ﺍﻟﻌﺠﺐ ﻳﺰﻭﻝ ﺗﺪﺭﻳﺠﻴ ِﺎ ﻟﻴﺤﻞّ ﻣﻜﺎﻧﻪ ﻧﻮﻉ ﻣﻦ ﺍﻹﻛﺒﺎﺭ ﺍﻟﻐﺎﻣﺾ ﺛﻢ ﺍﻟﺘﺄﻣّﻞ‪ .‬ﺇﻧّﻬﺎ ﺣﺎﻟﺔ ﻣﻦ‬ ‫ﺍﳊﺎﻻﺕ ﺍﻟﻘﻠﻴﻠﺔ ﺍﻟﺘﻲ ﺗﻌﺒّﺮ ﻓﻴﻬﺎ ﺍﻟﻄﺒﻴﻌﺔ ﻋﻦ ﻋﺒﻘﺮﻳﺘﻬﺎ ﻭ ﺟﻤﻮﺣﻬﺎ‪ ،‬ﻭ ﺗﺒﻘﻰ ﻫﻜﺬﺍ ﻋﺼﻴّﺔ‬ ‫ﻋﻠﻰ ﻛﻞّ ﺗﻔﺴﻴﺮ‪.‬‬ ‫…‬

‫ﲤﺮﻳﻦ ‪ :١٣‬ﻗﺮﺍﺀﺓ ﻭ ﺗﺮﺟﻤﺔ ﻭ ﲢﻠﻴﻞ ﺃﺳﻠﻮﺏ )ﻓﻲ ﺍﻟﺼﻒ ّ(‬ ‫ ﺣﻠّﻠﻮﺍ ﺃﺳﻠﻮﺏ ﺍﻟﻔﻘﺮﺓ ﺑﺎﻷﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬‫‬‫‬‫‬‫‪-‬‬

‫ﻛﻴﻒ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻜﺎﺗﺐ ﺍﳉﻤﻞ ﺍﻹﺳﻤﻴﺔ ﻭ ﺍﻟﻔﻌﻠﻴﺔ ﻓﻲ ﺍﻟﻮﺻﻒ؟‬ ‫ﳌﺎﺫﺍ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻜﺎﺗﺐ ﺟﻤﻠﺔ ﺇﺳﻤﻴﺔ ﺗﺒﺪﺃ ﺑـ ”ﺇﻥّ “ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﻨﺺ؟ ﳌﺎﺫﺍ ﺍﺳﺘﻌﻤﻞ‬ ‫ﻛﻠﻤﺔ ”ﻓﺠﺄ ًﺓ“؟‬ ‫ﻣﺎ ﺭﺃﻳﻜﻢ ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻌﻨﻮﻳﺔ ﺑﲔ ﺍﻟﺼﺤﺮﺍﺀ ﻭ ﺍﻟﺒﻘﻌﺔ ﻭ ﺑﺎﻃﻦ ﺍﻷﺭﺽ ﻭ ﺍﻟﺴﻤﺎﺀ‬ ‫ﻣﻦ ﻧﺎﺣﻴﺔ ﻭ ﺗﻨﺒﺜﻖ ﻭ ﺍﻧﻔﺠﺮﺕ ﻭ ﺳﻘﻄﺖ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ؟‬ ‫ﻻﺣﻈﻮﺍ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺃﺣﺎﺳﻴﺲ ﺍﻹﻧﺴﺎﻥ ﺍﻟﺬﻱ ﻳﺮﻯ ﻭﺍﺩﻱ ﺍﻟﻌﻴﻮﻥ‪ .‬ﺗﺮﺟﻤﻮﺍ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ ﻣﻨﺘﺒﻬﲔ ﺇﻟﻰ ﺍﻟﺘﺪﺭّﺝ ﻓﻴﻬﺎ‪ :‬ﻳﺤﺎﺭ … ﻳﻨﺒﻬﺮ … ﺍﻟﺘﺴﺎﺅﻝ … ﺍﻟﻌﺠﺐ … ﺍﻹﻛﺒﺎﺭ‬ ‫… ﺍﻟﺘﺄﻣّﻞ‪.‬‬

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‫ﲤﺮﻳﻦ ‪ :١٤‬ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺇﻧﺸﺎﺀ )ﺣﻮﺍﻟﻲ ‪ ٤٠٠‬ﻛﻠﻤﺔ( ﺗﺼﻔﻮﻥ ﻓﻴﻪ ﻣﻜﺎﻧ ًﺎ )ﻏﺮﻓﺔ‪ ،‬ﺑﻴﺘﺎً‪ ،‬ﺟﺎﻣﻌﺔ‪ ،‬ﻣﺪﻳﻨﺔ( ﺃﻭ‬ ‫ﺷﻴﺌﺎً‪.‬‬ ‫ﺍﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭ ﺧﻤﺲ ﻋﺒﺎﺭﺍﺕ ﻭ ﺻﻔﺎﺕ ﻓﻲ ﺷﻜﻠﻲ ﺍﺳﻢ‬ ‫ﺍﻟﻔﺎﻋﻞ ﻭ ﺍﺳﻢ ﺍﳌﻔﻌﻮﻝ‪ ،‬ﺟﻤﻠﺘﻲ ﺻﻔﺔ ﻭ ﺟﻤﻠﺘﻲ ﻭﺻﻞ‪ .‬ﺿﻌﻮﺍ ﲢﺖ ﻛﻞ ﻣﻦ ﻫﺬﻩ‬ ‫ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﺳﻄﺮﺍً‪.‬‬

‫ح‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر وﺻﻒ اﻷﻣﺎﻛﻦ‪:‬‬ ‫ﻋﺒﺪ ﺍﻟﺮﺣﻤﻦ ﻣﻨﻴﻒ ”ﻣﺪﻥ ﺍﳌﻠﺢ‪ :‬ﺍﻟﺘﻴﻪ“‪.‬‬ ‫ﺃﻧﻴﺲ ﻣﻨﺼﻮﺭ ”ﺣﻮﻝ ﺍﻟﻌﺎﻟﻢ ﻓﻲ ‪ ٢٠٠‬ﻳﻮﻡ“‪.‬‬ ‫ﻣﺤﻤﺪ ﺍﻟﺼﻔﺎﺭ ”ﺍﻟﺮﺣﻠﺔ ﺍﻟﺘﻄﻮﺍﻧﻴﺔ ﺇﻟﻰ ﺍﻟﺪﻳﺎﺭ ﺍﻟﻔﺮﻧﺴﻴﺔ“‪.‬‬ ‫ﻣﺤﻤﺪ ﺍﻟﻮﺭﺩﺍﻧﻲ ”ﺍﻟﺮﺣﻠﺔ ﺍﻷﻧﺪﻟﺴﻴّﺔ“‪.‬‬

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‫‪Developing Writing Skills in Arabic‬‬

‫‪LESSON FIVE: DESCRIBING A PERSON‬‬

‫اﻟﺪرس اﳋﺎﻣﺲ‪ :‬وﺻﻒ ﺷﺨﺺ‬

‫ﺣِ ﺠَ ـﺎزﻳَّـﺔُ اﻟﻌَﻴ َﻨﻴـﻦ ﻣَﻜ َ ّﻴـﺔُ اﳊَﺸَ ـﺎ ِﻋﺮَا ِﻗ َ ّﻴـﺔُ ا َﻷﻃـﺮَافِ رُ و ِﻣ َ ّﻴـﺔُ اﻟﻜَ َﻔـﻞْ‬ ‫ﺗِﻬـﺎ ِﻣ َ ّﻴـﺔُ ا َﻷﺑـﺪا ِن ﻋَ ﺒﺴِ َ ّﻴـﺔُ اﻟ َﻠﻤَـﻰ ﺧُ ـﺰَا ِﻋ َ ّﻴـﺔُ اﻷَﺳ َﻨـﺎ ِن دُ ِّرﻳ ﱠﺔُ اﻟ ُﻘ َﺒــﻞْ‬ ‫أﺑﻴﺎت ﺗُﻨﺴﺐ ﻻﻣﺮئ اﻟﻘﻴﺲ‬

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‫‪Description and comparison‬‬

‫ا‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺳﻴﺮﺓ ﺍﻷﺩﻳﺐ ﻣﻴﺨﺎﺋﻴﻞ ﻧﻌﻴﻤﺔ ﻭ ﺍﻛﺘﺒﻮﺍ ﻋﻨﻪ ﻓﻘﺮﺓ ﻟﻠﺘﻘﺪﱘ ﻓﻲ ﺍﻟﺼﻒ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍ‪ -‬ﻫﻞ ﺗﻌﺘﻘﺪﻭﻥ ﺃﻥّ ﻋﻼﻗﺎﺕ ﺍﻟﺼﺪﺍﻗﺔ ﻭ ﺍﳊﺐ ﺗﻨﺠﺢ ﺃﻛﺜﺮ ﺑﺴﺒﺐ ﺍﻹﺧﺘﻼﻑ ﻓﻲ‬ ‫ﺍﻟﺸﺨﺼﻴﺎﺕ ﺃﻡ ﺍﻟﺘﺸﺎﺑﻪ ﺑﻴﻨﻬﺎ؟‬ ‫ﺏ‪ -‬ﻣﺎ ﻫﻲ ﺍﻟﺼﻔﺎﺕ ﺍﳉﺴﺪﻳﺔ ﻭ ﺍﳋﺼﺎﻝ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺘﻲ ﺗﺒﺤﺜﻮﻥ ﻋﻨﻬﺎ ﻓﻲ ﺻﺪﻳﻖ‪/‬‬ ‫ﺻﺪﻳﻘﺔ ﺃﻭ ﺣﺒﻴﺐ‪/‬ﺣﺒﻴﺒﺔ؟‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﻋﺎﻗﺮ‬ ‫ﺟﻼﻝ‪ ،‬ﻫﻴﺒﺔ‬ ‫ﺟﻮﺍﺭ‬ ‫ﺑﺠﻮﺍﺭ‬ ‫ﺑﺸﺮﺓ‬ ‫ﲡﻠّﻰ ‪ -‬ﻳﺘﺠﻠّﻰ ‪ -‬ﲡﻞﱟ‬ ‫ﺍﻋﺘﻤﺪ ‪ -‬ﻳﻌﺘﻤﺪ ‪ -‬ﺍﻋﺘﻤﺎﺩ ﻋﻠﻰ‬ ‫ﺍﻹﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ‬ ‫ﻭﺛﻖ ‪ -‬ﻳﺜِﻖ ‪ -‬ﺛِﻘﺔ‪/‬ﻭُﺛﻮﻕ ﻓﻲ‬ ‫ﺫﺍﺕ ‪ -‬ﺫﻭﺍﺕ‬ ‫ﺛﻘﺔ ﺑﺎﻟﺬﺍﺕ‬ ‫ﻓﺨﺮ ‪ -‬ﻳﻔﺨﺮ ‪ -‬ﻓﺨﺮ ﺑـ …‬ ‫ﻓﺨﺮ‬ ‫ﺃﻓﻠﺢ ‪ -‬ﻳُﻔﻠِﺢ ‪ -‬ﺇﻓﻼﺡ‪ ،‬ﳒﺢ‬ ‫ﺛﺎﺭ ‪ -‬ﻳﺜﻮﺭ ‪ -‬ﺛﻮﺭﺍﻥ‪/‬ﺛﻮﺭﺓ‬ ‫ﺛﺮﻭﺓ ‪ -‬ﺛﺮﻭﺍﺕ‬ ‫ﺛﻘّﻒ ‪ -‬ﻳﺜﻘّﻒ ‪ -‬ﺗﺜﻘﻴﻒ‬

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‫‪Infertile, barren‬‬ ‫‪Awe-inspiring aura, majesty, dignity‬‬ ‫‪Neighboring area‬‬ ‫‪Next to‬‬ ‫‪Complexion, skin‬‬ ‫‪To become clear, apparent‬‬ ‫‪To rely/depend on‬‬ ‫‪Self-reliance‬‬ ‫‪To trust, have confidence in‬‬ ‫‪Self-ves, being-s‬‬ ‫‪Self-confidence‬‬ ‫‪To be proud of, brag/boast about‬‬ ‫‪Pride‬‬ ‫‪To succeed‬‬ ‫‪To revolt, rise up‬‬ ‫‪Fortune-s‬‬ ‫‪To educate, cultivate‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﺗﺜﻘﻴﻒ ﺫﺍﺗﻪ‬ ‫ﻟﺒّﻰ ‪ -‬ﻳﻠﺒّﻲ ‪ -‬ﺗﻠﺒﻴﺔ‬ ‫ﺧُ ﻄﻮﺓ ‪ -‬ﺧُ ﻄﻰ‬ ‫ﺗﺨﻄّ ﻰ ‪ -‬ﻳﺘﺨﻄّ ﻰ ‪ -‬ﺗﺨﻂﱢ‬ ‫ﺍﺟﺘﻬﺪ ‪ -‬ﻳﺠﺘﻬﺪ ‪ -‬ﺍﺟﺘﻬﺎﺩ‬ ‫ﺩﻣﺎﺛﺔ ﺍﻷﺧﻼﻕ )ﺩﻣِ ﺚ ﺍﻷﺧﻼﻕ(‬ ‫ﻳﻠﻌﺐ ﺑﺎﻟﻘﻤﺎﺭ‬ ‫ﻳﺴﺐّ ‪ -‬ﺳﺐّ‬ ‫ﺳﺐّ ‪ُ -‬‬ ‫ﺳﺘّﻲ‪ ،1‬ﺟﺪّﺗﻲ‬ ‫ﻛﻬﻞ ‪ -‬ﻛُﻬﻮﻝ‬ ‫ﺣﻴّﺎ ‪ -‬ﻳُﺤﻴّﻲ ‪ -‬ﲢﻴّﺔ‬ ‫ﺑﺎﺩﺭ ‪ -‬ﻳﺒﺎﺩﺭ ‪ -‬ﻣﺒﺎﺩﺭﺓ‬ ‫ﺳﺤﺮ ‪ -‬ﻳﺴﺤَ ﺮ ‪ِ -‬ﺳﺤﺮ‬ ‫ﺳﺎﺣﺮ‬ ‫ﲢﻠّﻰ ‪ -‬ﻳﺘﺤﻠّﻰ ‪ -‬ﲢﻞﱟ ﺑـ‬ ‫ﻣﻼﻙ ‪ -‬ﻣﻼﺋﻜﺔ‬ ‫ﺭﺯﻕ ‪ -‬ﻳﺮﺯُﻕ ‪ -‬ﺭِ ﺯﻕ‬ ‫ﺭﺯﻕ ‪ -‬ﺃﺭﺯﺍﻕ‬ ‫ﻭﺭﻳﺚ ‪ -‬ﻭﺭﺛﺎﺀ‬ ‫ﺯﻓﺎﻑ‬

‫‪Educating himself‬‬ ‫‪To comply, abide by‬‬ ‫‪Step-s, pace-s‬‬ ‫‪To go/be beyond‬‬ ‫‪To strive, exert effort, be diligent‬‬ ‫)‪Good manners (well-mannered‬‬ ‫‪To gamble‬‬ ‫‪To curse, take in vain‬‬ ‫‪Grandmother‬‬ ‫‪Adult-s‬‬ ‫‪Greet, salute‬‬ ‫‪To initiate‬‬ ‫‪To enchant, charm, cast a spell on‬‬ ‫‪Charming, enchanting, bewitching‬‬ ‫‪To have qualities, to be adorned with‬‬ ‫‪Angel-s‬‬ ‫‪God provides/bestows‬‬ ‫‪Assets, livelihood, God’s providence‬‬ ‫‪Heir-s‬‬ ‫‪Wedding‬‬

‫ب‪ -‬اﻟﻘﺮاءة‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٤‬ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪:‬‬ ‫‪ -١‬ﻫﻞ ﺗﻌﺘﻘﺪﻭﻥ ﺃﻥّ ﻋﺰﻳﺰ ﺍﻟﻜﺮﺑﺎﺝ ﻭ ﺟﻤﻴﻠﺔ ﺍﻟﺒﺸﺘﺎﻭﻱ ﻣﺘﻨﺎﺳﺒﲔ؟ ﻛﻴﻒ؟‬ ‫‪ -٢‬ﳌﺎﺫﺍ ﺍﺧﺘﺎﺭ ﺍﻟﻜﺎﺗﺐ ”ﺍﻟﻌﺎﻗﺮ“ ﻛﻌﻨﻮﺍﻥ ﻟﻬﺬﻩ ﺍﻟﻘﺼﺔ ﻓﻲ ﺭﺃﻳﻜﻢ؟ ﻫﻞ ﳝﻜﻨﻜﻢ ﺗﺼﻮّﺭ‬ ‫ﻧﻬﺎﻳﺔ ﻫﺬﻩ ﺍﻟﻘﺼﺔ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻌﻨﻮﺍﻥ؟‬

‫‪In spoken dialects of the Levant.‬‬

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‫‪• 88‬‬

‫‪Description and comparison‬‬

‫اﻟﻌﺎﻗﺮ‬

‫ﻻ ﺷﻚّ ﻓﻲ ﺃﻥّ ﻣﻨﻈﺮ ﺍﻟﻌﺮﻭﺳﲔ ﻛﺎﻥ ﳑّﺎ ﺯﺍﺩ ﺍﳌﺸﻬﺪ ﻫﻴﺒﺔ ﻭ ﺟﻼﻻ‪ .‬ﻓﻌﺰﻳﺰ ﺍﻟﻜﺮﺑﺎﺝ‪،‬‬ ‫ﻭﺣﻴﺪ ﺃﺑﻴﻪ ﻭﺃﻣّﻪ‪ ،‬ﻛﺎﻥ ﺃﺟﻤﻞ ﺷﺎﺏ ﻓﻲ ﻛﻞّ ﺍﻟﺒﻠﺪﺓ ﻭ ﺟﻮﺍﺭﻫﺎ‪ ،‬ﺑﻞ ﻓﻲ ﻛﻞ ﻟﺒﻨﺎﻥ ﺇﺫﺍ‬ ‫ﺻﺪّﻗﻨﺎ ﻣﺎ ﻗﺎﻟﻪ ﻋﻨﻪ ﺍﻟﻜﺜﻴﺮﻭﻥ ﺇﻥّ ”ﺍﻟﻠﻪ ﺧﻠﻘﻪ ﻭ ﺭﻓﻊ ﻳﺪﻩ“‪ :‬ﻃﻮﻳﻞ ﺍﻟﻘﺎﻣﺔ‪ ،‬ﳑﺘﻠﺊ ﺍﳉﺴﻢ‪،‬‬ ‫ﺃﺑﻴﺾ ﺍﻟﺒﺸﺮﺓ‪ ،‬ﻣﺴﺘﺪﻳﺮ ﺍﻟﻮﺟﻪ‪ ،‬ﻳﺴﻘﻲ ﺑﻴﺎﺿﻪ ﺩﻡ ﺍﻟﺸﺒﺎﺏ‪ .‬ﻓﻲ ﻋﻴﻨﻴﻪ ﺗﻀﺤﻚ ﺍﳊﻴﺎﺓ‬ ‫ﻭ ﻓﻲ ﺷﺎﺭﺑﻴﻪ ﺍﻟﺼﻐﻴﺮﻳﻦ ﺗﺘﺠﻠّﻰ ﻗﻮّﺓ ﺍﻹﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ ﻭ ﺍﻟﺜﻘﺔ ﺑﺎﻟﺬﺍﺕ ﻭ ﺍﻟﻔﺨﺮ ﲟﺎ‬ ‫ﻓﻌﻠﻪ ﻭ ﻣﺎ ﺳﻴﻔﻌﻠﻪ ﺑﻌ ُﺪ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺎﻟﻢ‪ .‬ﻫﺠﺮ ﻭﺍﻟﺪﻳﻪ ﳌﺎ ﻛﺎﻥ ﻟﻪ ﻣﻦ ﺍﻟﻌﻤﺮ ﺛﻤﺎﻧﻲ ﻋﺸﺮﺓ‬ ‫ﺳﻨﺔ‪ .‬ﺟﺎﺀ ﺃﻣﺮﻳﻜﺎ ﻓﺄﻓﻠﺢ ﻓﻲ ﺍﻟﺘﺠﺎﺭﺓ ﻭ ﺟﻤﻊ ﻣﻦ ﺍﻟﺜﺮﻭﺓ ﻧﺤﻮ ‪ ٥،٠٠٠‬ﺩﻭﻻﺭ ﻓﻲ ﻣﺪﺓ‬ ‫ﺣﺼﻞ‬ ‫ﻗﺼﻴﺮﺓ‪ .‬ﻭ ﻭﺟﺪ ﻓﻲ ﺃﺛﻨﺎﺀ ﺫﻟﻚ ﻭﻗﺘﺎ ﻟﻴﺼﺮﻓﻪ ﻋﻠﻰ ﺗﺜﻘﻴﻒ ﺫﺍﺗﻪ‪ .‬ﻓﺪﺭﺱ ﻭ ﺗﻌﻠّﻢ ﻭ ّ‬ ‫ﻳﺤﺼﻠﻪ ﺃﻟﻮﻑ ﻣﻦ ﺍﳌﻬﺎﺟﺮﻳﻦ ﺍﻟﻠﺒﻨﺎﻧﻴﲔ ﻭ ﺍﻟﺴﻮﺭﻳﲔ ﻓﻲ ﻋﺸﺮﺍﺕ ﻣﻦ ﺍﻟﺴﻨﲔ‪ .‬ﺛﻢ‬ ‫ّ‬ ‫ﻣﺎ ﻻ‬ ‫ﻟﺒّﻰ ﺩﻋﻮﺓ ﻭﺍﻟﺪﻳﻪ ﻓﻌﺎﺩ ﺇﻟﻰ ﻟﺒﻨﺎﻥ ﻭ ﺑﻨﻰ ﺩﺍﺭ ًﺍ ﻓﺨﻤﺔ ‪ -‬ﺃﺣﺴﻦ ﺩﺍﺭ ﻓﻲ ﻛﻞّ ﺍﻟﺒﻠﺪﺓ ‪-‬‬ ‫ﻭ ﻓﺘﺢ ﲡﺎﺭﺓ ﺟﺪﻳﺪﺓ‪ .‬ﻛﻞ ﺫﻟﻚ ﻭ ﻫﻮ ﻟﻢ ﻳﺘﺨﻂّ ﺍﳋﺎﻣﺴﺔ ﻭ ﺍﻟﻌﺸﺮﻳﻦ ﻣﻦ ﺳﻨﻴﻪ‪ .‬ﻭ ﻛﺎﻥ‬ ‫ﺃﻫﻞ ﺍﻟﺒﻠﺪﺓ ﻳﺘﺤﺪﺛﻮﻥ ﺑﺎﺟﺘﻬﺎﺩﻩ ﻭ ﻋﻘﻠﻪ ﻭ ﻟﻴﻨﻪ ﻭ ﺩﻣﺎﺛﺔ ﺃﺧﻼﻗﻪ ﻓﻬﻮ ﻻ ﻳﺸﺘﻢ ﻭ ﻻ ﻳﻠﻌﻦ‬ ‫ﻭ ﻻ ﻳﺴﺐّ ﺍﻟﺪﻳﻦ‪ ،‬ﻻ ﻳﺴﻜﺮ‪ ،‬ﻻ ﻳﻠﻌﺐ ﺑﺎﻟﻘﻤﺎﺭ ﻭ ﻻ ﻳﺪﺧّ ﻦ‪ .‬ﻳﺪﻋﻮ ﻛﻞ ﺷﻴﺦ ﻓﻲ ﺍﻟﺒﻠﺪﺓ‬ ‫”ﺟﺪّﻱ“ ﻭ ﻛﻞ ﻋﺠﻮﺯ ”ﺳﺘّﻲ“ ﻭ ﻛﻞ ﻛﻬﻞ ”ﻋﻤّﻲ“ ﺃﻭ ”ﺧﺎﻟﻲ“ ﻭ ﻛﻞ ﻛﻬﻠﺔ ”ﻋﻤّﺘﻲ“ ﺃﻭ‬ ‫”ﺧﺎﻟﺘﻲ“ ﻭ ﻛﻞ ﺷﺎﺏ ”ﺃﺧﻲ“ ﻭ ﻛﻞ ﻓﺘﺎﺓ ”ﺃﺧﺘﻲ“‪ .‬ﻳﺤﻴّﻲ ﺍﻟﻄﻔﻞ ﻭ ﻳﺤﻴّﻲ ﺍﻟﺸﻴﺦ ﻗﺒﻞ ﺃﻥ‬ ‫ﻳﺒﺎﺩﺭﺍﻩ ﺑﺎﻟﺘﺤﻴّﺔ‪ ،‬ﻭ ﻳﺮﻓﻊ ﻗﺒّﻌﺘﻪ ﻋﻦ ﺭﺃﺳﻪ ﺑﺎﻋﺘﺒﺎﺭ ﻭ ﺇﺟﻼﻝ ﻋﻨﺪﻣﺎ ﻳﺤﻴّﻲ ﺍﻟﻨﺴﺎﺀ …‬ ‫ﺃﻣﺎ ﺟﻤﻴﻠﺔ ﺍﻟﺒﺸﺘﺎﻭﻱ‪ ،‬ﻓﻌﺪﺍ ﺟﻤﺎﻟﻬﺎ ﺍﻟﺴﺎﺣﺮ‪ ،‬ﻛﺎﻧﺖ ﺗﺘﺤﻠّﻰ ﺑﺼﻔﺎﺕ ﻗﻠّﻤﺎ ﺍﺟﺘﻤﻌﺖ ﺑﻔﺘﺎﺓ‬ ‫ﻓﻲ ﻛﻞ ﺫﻟﻚ ﺍﳉﻮﺍﺭ ﺃﻭ ﺳﻮﺍﻩ‪ .‬ﺇﺫﺍ ﺩﺍﺭ ﻋﻨﻬﺎ ﺍﳊﺪﻳﺚ ﻓﻲ ﺃﻱّ ﻣﺠﻠﺲ ﻛﺎﻥ ‪ -‬ﺳﻮﺍﺀ‬ ‫ﻣﺠﻠﺲ ﻧﺴﺎﺀ ﺃﻡ ﺭﺟﺎﻝ‪ ،‬ﺃﻭ ﻣﺠﻠﺲ ﺭﺟﺎﻝ ﻭ ﻧﺴﺎﺀ ﻣﻌ ًﺎ ‪ -‬ﻓﺄﻭّﻝ ﻣﺎ ﺗﺘﻨﺎﻭﻟﻪ ﺍﻷﻟﺴﻦ ﺣﺴﻨﻬﺎ‬ ‫ﺍﻟﺮﺍﺋﻊ‪ ،‬ﺛﻢ ﻳﻨﺘﻘﻞ ﺍﳌﺘﺤﺪّﺛﻮﻥ ﺇﻟﻰ ﻃﺒﺎﻋﻬﺎ ﻭ ﻋﻠﻤﻬﺎ ﻭ ﺛﺮﻭﺗﻬﺎ‪ .‬ﻳﻘﻮﻝ ﻭﺍﺣﺪ ﺇﻧّﻬﺎ ﻣﻼﻙ‬ ‫ ﺍﻷﺭﺽ ﻻ ﺗﺸﻌﺮ ﺑﻬﺎ ﻓﻴﺰﻳﺪ ﺍﻵﺧﺮ ﺃﻧّﻬﺎ ”ﻋﺎﳌﺔ“ ﻭ ﻳﻌﻨﻲ ﺃﻧّﻬﺎ ﺃﻧﻬﺖ ﻣﺪﺭﺳﺔ ﺩﺍﺧﻠﻴﺔ‬‫ﻟﻠﺒﻨﺎﺕ ”ﻭ ﺃﺧﺬﺕ ﺍﻟﺸﻬﺎﺩﺓ“‪ .‬ﻭ ﻳﺘﺎﺑﻊ ﺍﻟﺜﺎﻟﺚ ﻓﻴﻘﻮﻝ ﺇﻧّﻬﺎ ﻭﺣﻴﺪﺓ ﻭ ﺇﻥّ ﺃﺑﺎﻫﺎ ﺗﺮﻙ ﻟﻬﺎ‬ ‫ﺑﻌﺪ ﻭﻓﺎﺗﻪ ﺃﺭﺯﺍﻗ ًﺎ ﻭﺍﺳﻌﺔ ﻭ ”ﺻﻨﺪﻭﻗ ًﺎ“ ﻣﻦ ﺍﳌﺎﻝ‪ .‬ﻭ ﻳﻀﻴﻒ ﺍﻟﺮﺍﺑﻊ ﺃﻧّﻬﺎ ﺳﺘﺮﺙ ﺃﺭﺯﺍﻕ‬ ‫ﻋﻤّﻬﺎ ﻷﻧّﻬﺎ ﻭﺭﻳﺜﺘﻪ ﺍﻟﻮﺣﻴﺪﺓ‪ .‬ﻟﺬﻟﻚ ﻓﻼ ﻋﺠﺐ ﺇﺫﺍ ﻇﻞّ ﺯﻓﺎﻓﻬﺎ ﺇﻟﻰ ﻋﺰﻳﺰ ﺍﻟﻜﺮﺑﺎﺝ ﻣﻮﺿﻮﻉ‬ ‫ﺟﻠﺴﺎﺕ ﺍﻟﺮﺟﺎﻝ ﻭ ﺍﻟﻨﺴﺎﺀ ﻓﻲ ﺍﻟﺒﻠﺪﺓ ﻣﺪّﺓ ﺃﺳﺒﻮﻉ ﻋﻠﻰ ﺍﻷﻗﻞّ ‪.‬‬ ‫ﻣﻴﺨﺎﺋﻴﻞ ﻧﻌﻴﻤﺔ‪” .‬ﻛﺎﻥ ﻣﺎ ﻛﺎﻥ“‪ .‬ﺑﻴﺮﻭﺕ‪ :‬ﻧﻮﻓﻞ ‪) .٢٠٠٦‬ﺻﺺ ‪(٥٨-٥٦‬‬

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‫‪Developing Writing Skills in Arabic‬‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٥‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬

‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺗﺮﺟﻤﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻘﺎﻣﻮﺱ ﻭ ﻗﺎﺭﻧﻮﺍ ﺑﲔ ﻣﻌﺎﻧﻴﻬﺎ‪.‬‬ ‫ﻣﻨﻈﺮ‬ ‫ﺟﺴﻢ‬ ‫ﻫﻴﺒﺔ‬ ‫ﻓﺨﺮ‬ ‫ﺻﻔﺎﺕ‬ ‫ﻃﺒﺎﻉ‬ ‫ﺧﺼﺎﻝ‬

‫ﻣﺸﻬﺪ‬ ‫ﺟﺴﺪ‬ ‫ﺟﻼﻝ‬ ‫ﻛﺒﺮﻳﺎﺀ‬ ‫ﺳﻤﺎﺕ‬ ‫ﻣﺰﺍﺝ‬ ‫ِﺷﻴَﻢ‬

‫ﻣﻈﻬﺮ‬ ‫ﺑﺪﻥ‬ ‫ﻭﻗﺎﺭ‬ ‫ﻧﺨﻮﺓ‬ ‫ﻣﻼﻣﺢ‬ ‫ﺃﺧﻼﻕ‬ ‫ﻋﻴﻮﺏ‬

‫ﺻﻮﺭﺓ‬ ‫ﺟُ ﺜّﺔ‬ ‫ﺍﺣﺘﺮﺍﻡ‬ ‫ﻏﺮﻭﺭ‬ ‫ﻣﻴﺰﺍﺕ‬ ‫ﺷﺨﺼﻴﺔ‬ ‫ﻣﻴﺰﺍﺕ‬

‫ﻫﻴﺌﺔ‬ ‫ﺟُ ﺜﻤﺎﻥ‬ ‫ﺗﻘﺪﻳﺮ‬ ‫ﻋِ ﺰّﺓ‬ ‫ﻣﻈﺎﻫﺮ‬ ‫ﻣﺒﺎﺩﺉ‬ ‫ﻧﻘﺎﺋﺺ‬

‫ﺷﻜﻞ‬

‫ﻟﻘﻄﺔ‬

‫ﺍﻋﺘﺒﺎﺭ‬ ‫ﻛﺮﺍﻣﺔ‬

‫ﺇﻋﺠﺎﺏ‬ ‫ﺃﻧﻔﺔ‬

‫ﺗﺼﺮﱡﻓﺎﺕ‬ ‫ﻣﺤﺎﺳﻦ‬ ‫ِ‬

‫ﻣﻴﻮﻝ‬ ‫ﻣﺴﺎﻭﺉ‬

‫ﲤﺮﻳﻦ ‪ :٦‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍ‪ -‬ﺍﺳﺘﺨﺮﺟﻮﺍ ﻣﻦ ﺍﻟﻨﺺ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﻲ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑـ‪:‬‬ ‫‪ -١‬ﺍﳉﺴﻢ‪ :‬ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫‪ -٢‬ﺍﻟﺸﺨﺼﻴﺔ‪ :‬ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺏ‪ -‬ﺍﺳﺘﺨﺮﺟﻮﺍ ﻣﻦ ﺍﻟﻨﺺ ﻣﺮﺍﺩﻓﺎﺕ ﻟﻠﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺟﻤﺎﻝ‪ :‬ــــــــــــــــــــــــــــــــــــ‬ ‫ﺗﻈﻬﺮ ﺑﻮﺿﻮﺡ‪ :‬ـــــــــــــــــــــــــــــــــــ‬ ‫ﻏِ ﻨﻲ‪ :‬ــــــــــــــــــــــــــــــــــــــ‬ ‫ﳒﺢ‪ :‬ـــــــــــــــــــــــــــــــــــــ‬ ‫ﺣﻮﺍﻟﻲ‪ :‬ـــــــــــــــــــــــــــــــــــ‬ ‫ﻧﻔﺴﻪ‪ :‬ــــــــــــــــــــــــــــــــــــ‬ ‫ﺷﺘﻢ ‪ :‬ــــــــــــــــــــــــــــــــــــ ــــــــــــــــــــــــــــــــــــ‬ ‫ﻏﻴﺮﻩ‪ :‬ـــــــــــــــــــــــــــــــــــــ‬ ‫ﳑﺘﻠﻜﺎﺕ‪ :‬ـــــــــــــــــــــــــــــــــــــ‬ ‫ﺃﻛﻤﻞ‪ :‬ـــــــــــــــــــــــــــــــــــــ‬ ‫ﻋُ ﺮﺱ‪ :‬ـــــــــــــــــــــــــــــــــــــ‬

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Description and comparison

:‫ اﻟﻘﻮاﻋﺪ‬-‫د‬

‫ اﳌﺒﺘﺪأ و اﳋﺒﺮ و اﳋﺒﺮ اﳌﻘﺪّ م‬:‫ اﳉﻤﻠﺔ اﻹﺳﻤﻴّﺔ‬-١

Using ‫ ﺍﳉﻤﻠﺔ ﺍﻹﺳﻤﻴﺔ‬or ‫ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‬in description depends on whether we choose to have a dynamic or static view of what we are describing. A dynamic description is like a camera moving around a space or object, whereas a static one is closest to a painting or a wide, static camera shot. Compare the effect in the following examples:

‫ ﺟﺰﻳﺮﺓ ﻣﻨﻬﺎﺗﻦ ﻏﺎﺑﺔ ﺇﺳﻤﻨﺖ ﺑﺒﻨﺎﻳﺎﺗﻬﺎ ﺍﻟﺸﺎﻣﺨﺔ ﻋﺮﻭﻗﻬﺎ ﻓﻲ ﺍﻷﺭﺽ‬:‫ ﺍﳉﻤﻠﺔ ﺍﻹﺳﻤﻴﺔ‬.‫ﻭ ﺭﺅﻭﺳﻬﺎ ﻓﻲ ﺍﻟﺴﺤﺎﺏ‬ ‫ ﺗﻨﺒﺜﻖ ﺟﺰﻳﺮﺓ ﻣﻨﻬﺎﺗﻦ ﻭ ﻛﺄﻧّﻬﺎ ﻏﺎﺑﺔ ﺇﺳﻤﻨﺖ ﺗﺮﺗﻔﻊ ﻣﻦ ﺍﳌﺎﺀ ﻓﺘﺘﻌﺎﻟﻰ‬:‫ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‬.‫ﺑﻨﺎﻳﺎﺗﻬﺎ ﺣﺘﻰ ﺗﻜﺎﺩ ﺗﻌﺎﻧﻖ ﺍﻟﺴﺤﺎﺏ‬ However, ‫ ﺍﳉﻤﻠﺔ ﺍﻹﺳﻤﻴﺔ‬remains the most common choice for description. Study the following examples from the main text:

.‫ ﻭﺣﻴﺪ ﺃﺑﻴﻪ ﻭﺃﻣّﻪ‬،‫ ﻓﻌﺰﻳﺰ ﺍﻟﻜﺮﺑﺎﺝ‬‫ ﻛﺎﻧﺖ ﺗﺘﺤﻠّﻰ ﺑﺼﻔﺎﺕ ﻗﻠّﻤﺎ ﺍﺟﺘﻤﻌﺖ‬،‫ ﻓﻌﺪﺍ ﺟﻤﺎﻟﻬﺎ ﺍﻟﺴﺎﺣﺮ‬،‫ ﺃﻣﺎ ﺟﻤﻴﻠﺔ ﺍﻟﺒﺸﺘﺎﻭﻱ‬.‫ﺑﻔﺘﺎﺓ ﻓﻲ ﻛﻞ ﺫﻟﻚ ﺍﳉﻮﺍﺭ ﺃﻭ ﺳﻮﺍﻩ‬ Nominal sentences are particularly useful in locating things and features in space when

the predicate is fronted, ‫ﺍﳋﺒﺮ ﺍﳌﻘﺪّﻡ‬. This occurs when two conditions are fulfilled: (1) the subject ‫ ﺍﳌﺒﺘﺪﺃ‬is indefinite ‫ ﻧﻜﺮﺓ‬and; (2) the predicate is a prepositional phrase ‫ﺟﺎﺭ ﻭ ﻣﺠﺮﻭﺭ‬. Study the following examples:

‫ﻓﻲ ﻋﻴﻨﻴﻬﺎ ﺑﺮﻳﻖٌ ﻳﻮﺣﻲ ﺑﺬﻛﺎﺀ ﺣﺎ ّﺩ ﻭ ﻓﻲ ﻧﻈﺮﺗﻬﺎ ﻓﺨ ٌﺮ ﻭ ﻓﻲ ﺻﻮﺗﻬﺎ ﺭﻧ ٌﺔ ﻋﺬﺑ ٌﺔ ﲡﻌﻞ‬ .‫ﺍﳌﺴﺘﻤﻊ ﻳﺸﻌﺮ ﺑﺎﻟﻄﻤﺄﻧﻴﻨﺔ‬

‫ اﻹﺿﺎﻓﺔ ﻏﻴﺮ اﳊﻘﻴﻘﻴﺔ‬-٢

‫ﺍﻹﺿﺎﻓﺔ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ‬, pseudo idafa, is possibly one of the most common ways of describing a person, place or object. It is very similar to the way English combines certain adjectives with nouns, such in blue-eyed ‫ﺃﺯﺭﻕ ﺍﻟﻌﻴﻨﲔ‬, quick-witted ‫ﺳﺮﻳﻊ‬ ‫ﺍﻟﺒﺪﻳﻬﺔ‬. It is considered not a ‘true’ idafa because its first element, ‫ﺍﳌﻀﺎﻑ‬, is an adjective, instead of a noun. This means that the adjective can vary in definiteness, gender, and number. Thus, we can have: .‫ ﻫﺬﺍ ﻃﺎﻟﺐ ﺳﺮﻳﻊ ﺍﻟﺒﺪﻳﻬﺔ‬.‫ ﻫﺬﺍ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺴﺮﻳﻊ ﺍﻟﺒﺪﻳﻬﺔ ﻳﺠﻴﺐ ﻋﻠﻰ ﻛﻞ ﺍﻷﺳﺌﻠﺔ ﻗﺒﻞ ﺯﻣﻼﺋﻪ‬91 •

Developing Writing Skills in Arabic

.‫ ﻫﺬﺍﻥ ﻃﺎﻟﺒﺎﻥ ﺳﺮﻳﻌﺎ ﺍﻟﺒﺪﻳﻬﺔ‬.‫ ﻫﺆﻻﺀ ﻃﻼﺏ ﺳﺮﻳﻌﻮ ﺍﻟﺒﺪﻳﻬﺔ‬. ّ‫ ﻫﺆﻻﺀ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﻟﺴﺮﻳﻌﺎﺕ ﺍﻟﺒﺪﻳﻬﺔ ﻳﺠﱭ ﻋﻠﻰ ﻛﻞّ ﺍﻷﺳﺌﻠﺔ ﻗﺒﻞ ﺯﻣﻼﺋﻬﻦ‬Note: ‫ﺳﻘﻮﻁ ﺍﻟﻨﻮﻥ ﻓﻲ ﺍﻹﺿﺎﻓﺔ‬. The ‫ ﻥ‬drops in the idafa when ‫ ﺍﳌﻀﺎﻑ‬is dual ‫ﻣﺜﻨّﻰ‬ or sound masculine plural ‫ﺟﻤﻊ ﻣﺬﻛﺮ ﺳﺎﻟﻢ‬. The third and fourth examples above illustrate this rule. Study the following example of ‫ ﺍﻹﺿﺎﻓﺔ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ‬from the main text:

‫ﻃﻮﻳﻞ ﺍﻟﻘﺎﻣﺔ‬ (‫ ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺼﻒ ﺃﻭ ﻓﻲ ﺍﻟﺒﻴﺖ‬:٧ ‫ﲤﺮﻳﻦ‬ .‫ﺍﺳﺘﺨﺮﺟﻮﺍﺍﻹﺿﺎﻓﺎﺕ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ ﻣﻦ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﻭ ﺗﺮﺟﻤﻮﻫﺎ‬ ‫ﺍﳌﻀﺎﻑ ﺍﳌﻀﺎﻑ ﺇﻟﻴﻪ ﻭ ﺍﳌﻌﻨﻰ‬ ‫ﺍﻟﺒﻄﻦ‬, big-hearted ‫ﺍﻟﻘﻠﺐ‬, old ‫ﺍﻟﻌﻤﺮ‬/ ّ‫ﺍﻟﺴﻦ‬

‫ﻛﺒﻴﺮ‬

‫ﺍﻟﻌﻘﻞ‬, young ‫ﺍﻟﻌﻤﺮ‬/ ّ‫ﺍﻟﺴﻦ‬

‫ﺻﻐﻴﺮ‬

‫ﺍﻟﻠﺴﺎﻥ‬, enduring ‫ﺍﻟ ّﻨﻔَﺲ‬, long-haired ‫ﺍﻟﺸﻌﺮ‬, tall ‫ﺍﻟﻘﺎﻣﺔ‬

‫ﻃﻮﻳﻞ‬

‫ﺍﻟﻨﻈﺮ‬, short-haired ‫ﺍﻟﺸﻌﺮ‬, short ‫ﺍﻟﻘﺎﻣﺔ‬

‫ﻗﺼﻴﺮ‬

‫ﺍﳌﺎﻝ‬, active ‫ﺍﳊﺮﻛﺔ‬, long-winded, verbose, talkative ‫ﺍﻟﻜﻼﻡ‬

‫ﻛﺜﻴﺮ‬

‫ﺍﻟﺜﻘﺔ‬, impatient ‫ﺍﻟﺼﺒﺮ‬, poor ‫ﺍﳌﺎﻝ‬, of a few words ‫ﺍﻟﻜﻼﻡ‬

‫ﻗﻠﻴﻞ‬

‫ﺍﳌﺪﻯ‬, far-sighted ‫ﺍﻟﻨﻈﺮ‬

‫ﺑﻌﻴﺪ‬

‫ﺍﳌﺪﻯ‬

‫ﻗﺮﻳﺐ‬

‫ﺍﳌﻌﺮﻓﺔ‬/‫ﺍﻟﻌﻠﻢ‬, forbearing ‫ﺍﻟﺼﺪﺭ‬, famous ‫ﺍﻟﺸﻬﺮﺓ‬, generous ‫ﺍﻟﻴﺪ‬

‫ﻭﺍﺳﻊ‬

‫ﺍﳌﻌﺮﻓﺔ‬/‫ﺍﻟﻌﻠﻢ‬, impatient ‫ﺍﻟﺼﺪﺭ‬, stingy ‫ﺍﻟﻴﺪ‬

‫ﺿﻴّﻖ‬

‫ﺍﻷﺧﻼﻕ‬, good-intentioned ‫ﺍﻟﻨﻴﺔ‬, well-spoken ‫ﺍﻟﻜﻼﻡ‬, well put together ‫ﺍﳌﻈﻬﺮ‬

‫ﺣﺴﻦ‬

‫ﺍﳌﻈﻬﺮ‬, ugly ‫ﺍﻟﻮﺟﻪ‬

‫ﻗﺒﻴﺢ‬

greedy

unwise insolent

short-sighted rich

distrustful

long term

short term knowledgeable

has limited knowledge well-mannered

shabby

• 92

‫‪Description and comparison‬‬

‫ﻃﻴّﺐ‬

‫ﺍﻟﻘﻠﺐ ‪, good-hearted‬ﺍﻟﻨﻴّﺔ ‪, good-intentioned‬ﺍﻟﻨﻔﺲ‬

‫ﺳﻲّ ﺀ‬

‫‪,‬ﺍﻷﺧﻼﻕ ‪, ill-mannered‬ﺍﻟﻔﻬﻢ‬ ‫ﺍﻟﻨﻴّﺔ ‪ill-intentioned‬‬

‫ﺳﻬﻞ‬

‫ﺍﳌﺮﺍﺱ ‪, easy-going‬ﺍﳌﻌﺎﺷﺮﺓ ‪, easy to live with‬ﺍﳌﻨﺎﻝ‬

‫ﺻﻌﺐ‬

‫‪,‬ﺍﳌﻌﺎﺷﺮﺓ ‪, hard to live with‬ﺍﳌﻨﺎﻝ‬ ‫ﺍﳌﺮﺍﺱ ‪hard to deal with, uptight‬‬

‫‪kind‬‬

‫‪prone to misunderstanding‬‬

‫‪within reach‬‬

‫‪out of reach‬‬

‫ﻫـ‪ -‬اﻟﺜﻘﺎﻓﺔ‬

‫ﲤﺮﻳﻦ ‪ :٨‬ﻗﻮﺍﻋﺪ ﻭ ﻗﺮﺍﺀﺓ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﻗﺮﺃﻭﺍ ﺍﻹﻋﻼﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺛﻢ ﺍﺳﺘﺨﺮﺟﻮﺍ ﺍﻹﺿﺎﻓﺎﺕ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ ﻗﺮﺭﻭﺍ ﺇﺫﺍ‬ ‫ﻛﺎﻥ ﺑﻌﺾ ﺍﻷﺷﺨﺎﺹ ﻣﺘﻨﺎﺳﺒﲔ‪.‬‬ ‫•‬

‫•‬

‫•‬

‫•‬

‫ﻡ‪ .‬ﻉ‪ .‬ﺳﻮﺭﻳﺔ‪ ٢٩ ،‬ﺳﻨﺔ‪ ،‬ﻣﺘﻮﺳﻄﺔ ﺍﻟﻄﻮﻝ‪ ،‬ﺟﻤﻴﻠﺔ ﺍﳌﻈﻬﺮ‪ ،‬ﺣﺎﻣﻠﺔ ﺑﻜﻠﻮﺭﻳﻮﺱ ﺁﺩﺍﺏ‬ ‫ﺗﻬﻮﻯ ﺍﳌﻮﺳﻴﻘﻰ ﻭ ﺍﻟﺴﻔﺮ ﺗﺒﺤﺚ ﻋﻦ ﺷﺎﺏ ﻋﺮﺑﻲ ﻻ ﻳﺰﻳﺪ ﻋﻤﺮﻩ ﻋﻦ ‪ ٤٠‬ﺳﻨﺔ ﺣﺴﻦ‬ ‫ُﻔﻀﻞ ﺃﻥ ﻳﻜﻮﻥ‬ ‫ﺍﻷﺧﻼﻕ ﻣﻴﺴﻮﺭ ﺍﳊﺎﻝ ﻳﺮﻏﺐ ﻓﻲ ﺍﻟﺰﻭﺍﺝ ﻭ ﻳﻘﺪّﺭ ﺍﳊﻴﺎﺓ ﺍﻟﺰﻭﺟﻴﺔ ﻭ ﻳ ّ‬ ‫ﻣﻘﻴﻤ ًﺎ ﺑﺎﳋﺎﺭﺝ‪.‬‬ ‫ﻝ‪ .‬ﺱ‪ .‬ﻣﻐﺮﺑﻲ ﻣﻘﻴﻢ ﲟﺪﻳﻨﺔ ﺍﻟﺮﺑﺎﻁ‪ ٤٢ ،‬ﺳﻨﺔ‪ ،‬ﻣُﻄﻠّﻖ‪ ،‬ﻃﻮﻳﻞ ﺍﻟﻘﺎﻣﺔ‪ ،‬ﺃﺳﻤﺮ ﺍﻟﺒﺸﺮﺓ‪،‬‬ ‫ﻣﺘﻌﻠّﻢ‪ ،‬ﻣﻮﻇّ ﻒ ﺑﺒﻨﻚ ﺩﻭﻟﻲ ﻳﺮﻏﺐ ﻓﻲ ﺍﻟﺘﻌﺮّﻑ ﻋﻠﻰ ﻓﺘﺎﺓ ﻣﻐﺮﺑﻴﺔ ﺃﻭ ﺟﺰﺍﺋﺮﻳﺔ ﻻ ﻳﻔﻮﻕ‬ ‫ﻋﻤﺮﻫﺎ ‪ ٣٠‬ﻋﺎﻣﺎً‪ ،‬ﺟﻤﻴﻠﺔ ﺍﻟﻮﺟﻪ‪ ،‬ﺧﻔﻴﻔﺔ ﺍﻟﺪﻡ‪ ،‬ﻟﻬﺎ ﻭﻇﻴﻔﺔ‪ ،‬ﺗﺮﻏﺐ ﻓﻲ ﺍﻟﺰﻭﺍﺝ‬ ‫ﻭ ﺍﻹﺳﺘﻘﺮﺍﺭ‪.‬‬ ‫ﺭ‪ .‬ﺏ‪ .‬ﺷﺎﺏ ﻋﺮﺑﻲ‪ ٣١ ،‬ﺳﻨﺔ‪ ،‬ﻣﻘﻴﻢ ﺑﻬﻮﻟﻨﺪﺍ‪ ،‬ﺧﺮّﻳﺞ ﺟﺎﻣﻌﺔ‪ ،‬ﻭﺳﻴﻢ‪ ،‬ﻃﻤﻮﺡ ﻳﺒﺤﺚ‬ ‫ﻋﻦ ﺷﺮﻳﻜﺔ ﺣﻴﺎﺓ ﻣﺴﻠﻤﺔ‪ ،‬ﻻﺋﻘﺔ ﺍﳌﻈﻬﺮ‪ ،‬ﻋﺎﻟﻴﺔ ﺍﻷﺧﻼﻕ ﺗﻘﺒﻞ ﺃﻥ ﺗﻜﻮﻥ ﺭﺑّﺔ ﺑﻴﺖ ﻣﺘﻔﺮّﻏﺔ‬ ‫ﻟﺮﻋﺎﻳﺔ ﺍﻷﻃﻔﺎﻝ‪.‬‬ ‫ﻣﺘﻮﺳﻄﺔ ﺍﳉﻤﺎﻝ‪ ،‬ﻣﺜﻘّﻔﺔ‪ ،‬ﺃﻧﻴﻘﺔ‪ ،‬ﲢﺐّ ﺍﻟﺴﻴﻨﻤﺎ ﻭ ﺍﻟﻄﺒﺦ‬ ‫ّ‬ ‫ﻍ‪ .‬ﻥ‪ .‬ﻣﺼﺮﻳّﺔ‪ ٣٣ ،‬ﺳﻨﺔ‪،‬‬ ‫ﻭ ﺍﳌﻄﺎﻟﻌﺔ ﺗﺒﺤﺚ ﻋﻦ ﺯﻭﺝ ﻳﺘﺮﺍﻭﺡ ﻋﻤﺮﻩ ﺑﲔ ‪ ٤٥-٣٥‬ﺳﻨﺔ‪ ،‬ﻭﺳﻴﻢ‪ ،‬ﺣﺴﻦ ﺍﻷﺧﻼﻕ‪،‬‬ ‫ﻣﺤﺘﺮﻡ ﺍﻟﺪﺧﻞ‪ ،‬ﻣﻘﻴﻢ ﺑﺎﻟﻘﺎﻫﺮﺓ ﺃﻭ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.‬‬

‫• ‪93‬‬

Developing Writing Skills in Arabic

(‫ ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﺛﻢ ﻣﺮﺍﺟﻌﺔ )ﻓﻲ ﺍﻟﺼﻒ‬:٩ ‫ﲤﺮﻳﻦ‬ ‫ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭ ﺍﺳﺘﺨﺮﺟﻮﺍ ﻣﻨﻪ ﺍﻟﺼﻔﺎﺕ‬personal ad ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺇﻋﻼﻥ ﺷﺨﺼﻲ‬ .‫ﻭ ﺍﻹﺿﺎﻓﺎﺕ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ ﺛﻢ ﺍﻛﺘﺒﻮﺍ ﺇﻋﻼﻧﻜﻢ ﺍﻟﺸﺨﺼﻲ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺬﻱ ﻭﺟﺪﲤﻮﻩ‬

‫ إﺳﻢ اﻟﻬﻴﺌﺔ‬-٤

‫ﺍﺳﻢ ﺍﻟﻬﻴﺌﺔ‬, the noun of stance or posture, is also useful in description. It is a verbal noun, ‫ﻣﺼﺪﺭ‬, on the pattern of ‫( ﻓِ ﻌﻠﺔ‬such as in ‫ ﻣِ ﺸﻴﺔ‬،‫ ِﺟﻠﺴﺔ‬،‫ )ﻭِ ﻗﻔﺔ‬which describes the posture or stance of the subject or object and sometimes acts as an adverb of manner, ‫( ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ‬see Lesson 7), to describe the manner in which the action or verb is performed. In this case it needs to be qualified with an adjective or be part of an idafa. Study the following examples:

.‫ ﻓﻲ ﻭِ ﻗﻔﺘﻬﺎ ﻛﺒﺮﻳﺎﺀ ﻭ ﻓﻲ ﻣِ ﺸﻴﺘﻬﺎ ﺍﻋﺘﺰﺍﺯ ﺑﻨﻔﺴﻬﺎ‬.‫ ﻛﺎﻥ ﻳﺠﻠﺲ ِﺟﻠﺴﺔ ﺍﻷﻣﺮﺍﺀ‬Note: ‫ ﺍﺳﻢ ﺍﻟﻬﻴﺌﺔ‬needs to be distinguished from ‫ﺍﺳﻢ ﺍﳌﺮﺓ‬, noun of instance or occurrence, which is on the pattern of ‫ﻓَﻌﻠﺔ‬. Consider the following two examples: We sat one sitting/once before our trip. We sat like princes

.‫ ﺟﻠﺴﻨﺎ ﺟَ ﻠﺴ ًﺔ ﻭﺍﺣﺪ ًﺓ ﻗﺒﻞ ﺳﻔﺮﻧﺎ‬:‫ ﺍﺳﻢ ﺍﳌﺮﺓ‬.ِ‫ ﺟﻠﺴﻨﺎ ِﺟﻠﺴ َﺔ ﺍﻷﻣﺮﺍﺀ‬:‫ ﺍﺳﻢ ﺍﻟﻬﻴﺌﺔ‬(‫ ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ‬:١٠ ‫ﲤﺮﻳﻦ‬

:‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﺍﺳﻢ ﺍﻟﻬﻴﺌﺔ ﻣﻦ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺘﺎﻟﻴﺔ ﺛﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻞ ﻭﺻﻒ ﺑﺨﻤﺴﺔ ﻣﻨﻬﺎ‬ .‫ ﺧﺮﺝ‬،‫ ﺧﺒِﺮ‬،‫ ﺭﺣﻞ‬،‫ ﺳﻘﻂ‬،‫ ﺳﺎﺭ‬،‫ ﻭﺛﺐ‬،‫ ﺃﻛﻞ‬،‫ ﺿﺮﺏ‬،‫ ﻗﻔﺰ‬،‫ ﻗﻌﺪ‬،‫ ﻟﺒﺲ‬،‫ ﻧﻈﺮ‬،‫ﺧﻄﺎ‬

:‫و– اﻷﺳﻠﻮب‬

:‫ﻋﺒﺎرات ﻣﻦ اﻟﻨﺺ‬

Or rather, instead

‫ ﺑﻞ ﻓﻲ ﻛﻞ‬،‫ﻛﺎﻥ ﺃﺟﻤﻞ ﺷﺎﺏ ﻓﻲ ﻛﻞّ ﺍﻟﺒﻠﺪﺓ ﻭ ﺟﻮﺍﺭﻫﺎ‬

…

Yet

.‫ﻭ ﻣﺎ ﺳﻴﻔﻌﻠﻪ ﺑﻌ ُﺪ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺎﻟﻢ‬ • 94

…

‫ ﺑﻞ‬-١ :‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‬ … ‫ﻟﺒﻨﺎﻥ‬ ‫ ﺑﻌ ُﺪ‬-٢ :‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‬

‫‪Description and comparison‬‬

‫‪ -٣‬ﻓﻌﻞ ﻣﺎ )ﻻ‪ ،‬ﻟﻢ( ﻳﻔﻌﻠﻪ‬

‫‪Did what someone (did not/‬‬ ‫‪could not) do‬‬

‫ﻳﺤﺼﻠﻪ ﺃﻟﻮﻑ ﻣﻦ ﺍﳌﻬﺎﺟﺮﻳﻦ‬ ‫ّ‬ ‫ﺣﺼﻞ ﻣﺎ ﻻ‬ ‫ّ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻓﺪﺭﺱ ﻭ ﺗﻌﻠّﻢ ﻭ‬ ‫ﺍﻟﻠﺒﻨﺎﻧﻴﲔ ﻭ ﺍﻟﺴﻮﺭﻳﲔ ﻓﻲ ﻋﺸﺮﺍﺕ ﻣﻦ ﺍﻟﺴﻨﲔ‪.‬‬ ‫‪ -٤‬ﻋﺪﺍ ‪ +‬ﺍﺳﻢ‪/‬ﺿﻤﻴﺮ ﻣﺘﺼﻞ‬ ‫)ﻏﻴﺮ‪ ،‬ﺳﻮﻯ‪ ،‬ﺇﻻّ‪ ،‬ﺩﻭﻥ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺃﻣﺎ ﺟﻤﻴﻠﺔ ﺍﻟﺒﺸﺘﺎﻭﻱ‪ ،‬ﻓﻌﺪﺍ ﺟﻤﺎﻟﻬﺎ ﺍﻟﺴﺎﺣﺮ‪ ،‬ﻛﺎﻧﺖ ﺗﺘﺤﻠّﻰ‬ ‫ﺑﺼﻔﺎﺕ…‬ ‫‪Other than, except, without‬‬

‫‪ -٥‬ﻗﻠّﻤﺎ ‪ +‬ﻓﻌﻞ )ﻧﺎﺩﺭﺍً ﻣﺎ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻛﺎﻧﺖ ﺗﺘﺤﻠّﻰ ﺑﺼﻔﺎﺕ ﻗﻠّﻤﺎ ﺍﺟﺘﻤﻌﺖ ﺑﻔﺘﺎﺓ ﻓﻲ ﻛﻞ ﺫﻟﻚ ﺍﳉﻮﺍﺭ ﺃﻭ‬ ‫ﺳﻮﺍﻩ‪.‬‬ ‫‪Rarely + verb‬‬

‫…‪ -٦‬ﺳﻮﺍﺀ … ﺃﻡ‪/‬ﺃﻭ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺇﺫﺍ ﺩﺍﺭ ﻋﻨﻬﺎ ﺍﳊﺪﻳﺚ ﻓﻲ ﺃﻱّ ﻣﺠﻠﺲ ﻛﺎﻥ ‪ -‬ﺳﻮﺍﺀ ﻣﺠﻠﺲ ﻧﺴﺎﺀ‬ ‫ﺃﻡ ﺭﺟﺎﻝ‪ ،‬ﺃﻭ ﻣﺠﻠﺲ ﺭﺟﺎﻝ ﻭ ﻧﺴﺎﺀ ﻣﻌ ًﺎ ‪ -‬ﻓﺄﻭّﻝ ﻣﺎ ﺗﺘﻨﺎﻭﻟﻪ ﺍﻷﻟﺴﻦ ﺣﺴﻨﻬﺎ ﺍﻟﺮﺍﺋﻊ…‬ ‫‪Whether … or‬‬

‫ﻋﺠﺐ‬ ‫َ‬ ‫‪ -٧‬ﻻ‬ ‫ﻋﺠﺐ ﺇﺫﺍ ﻇﻞّ ﺯﻓﺎﻓﻬﺎ ﺇﻟﻰ ﻋﺰﻳﺰ ﺍﻟﻜﺮﺑﺎﺝ ﻣﻮﺿﻮﻉ‬ ‫َ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻟﺬﻟﻚ ﻓﻼ‬ ‫ﺟﻠﺴﺎﺕ ﺍﻟﺮﺟﺎﻝ ﻭ ﺍﻟﻨﺴﺎﺀ ﻓﻲ ﺍﻟﺒﻠﺪﺓ ﻣﺪّﺓ ﺃﺳﺒﻮﻉ ﻋﻠﻰ ﺍﻷﻗﻞّ ‪.‬‬ ‫‪No wonder‬‬

‫ﲤﺮﻳﻦ ‪ :١١٠‬ﺗﺮﺟﻤﺔ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺗﺮﺟﻤﻮﺍ ﺍﻷﻣﺜﻠﺔ ﺍﳌﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺛ ّﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞّ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫إﺛﺮاء اﻟﻌﺒﺎرات و اﳌﻔﺮدات‪:‬‬

‫‪ -١‬أﻋﻀﺎء اﳉﺴﻢ‪:‬‬ ‫ﺟﺴﻢ ‪ -‬ﺃﺟﺴﺎﻡ‬ ‫ﳊﻢ‬ ‫ﺷﺤﻢ‬ ‫ﻋﻈﻢ ‪ -‬ﻋﻈﺎﻡ‬ ‫ﺩﻡ ‪ -‬ﺩﻣﺎﺀ‬ ‫ﺭﺃﺱ ‪ -‬ﺭﺅﻭﺱ‬

‫• ‪95‬‬

‫‪Body-ies‬‬ ‫‪Flesh, meat‬‬ ‫‪Fat‬‬ ‫‪Bone-s‬‬ ‫‪Blood‬‬ ‫‪Head-s‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﺷﻌﺮ ‪ -‬ﺷﻌﻮﺭ‬ ‫ﻭﺟﻪ ‪ -‬ﻭُﺟﻮﻩ‬ ‫ﺃﺟﱭ‪/‬ﺃﺟﺒﻨﺔ‪/‬ﺟُ ُﱭ‬ ‫ﺟﺒﲔ ‪ُ -‬‬ ‫ﺣﺎﺟﺐ ‪ -‬ﺣﻮﺍﺟﺐ‬ ‫ﻋﲔ ‪ -‬ﻋُ ﻴﻮﻥ‬ ‫ﺃﻧﻒ ‪ -‬ﺃُﻧﻮﻑ‬ ‫ﺧ ّﺪ ‪ -‬ﺧُ ﺪﻭﺩ = ﻭﺟﻨﺔ ‪ -‬ﻭﺟﻨﺎﺕ‬ ‫ﻓﻢ ‪ -‬ﺃﻓﻮﺍﻩ‬ ‫ﺷﻔﺔ ‪ -‬ﺷﻔﺎﻩ‬ ‫ﺳﻦّ ‪ -‬ﺃﺳﻨﺎﻥ‬ ‫ﺃﻟﺴﻦ‬ ‫ﻟِﺴﺎﻥ ‪ُ -‬‬ ‫ﺫﻗﻦ ‪ -‬ﺫُﻗﻮﻥ‬ ‫ﺭﻗﺒﺔ ‪ -‬ﺭِ ﻗﺎﺏ = ﻋُ ﻨﻖ ‪ -‬ﺃﻋﻨﺎﻕ‬ ‫ﻛﺘِﻒ ‪ -‬ﺃﻛﺘﺎﻑ‬ ‫ﺫﺭﺍﻉ ‪ -‬ﺃﺫﺭُﻉ‬ ‫ﻣﻌﺎﺻﻢ‬ ‫ِ‬ ‫ﻣِ ﻌﺼﻢ ‪-‬‬ ‫‪/‬ﺃﻳﺎﺩ‬ ‫ﺃﻳﺪ ٍ‬ ‫ﻳﺪ ‪ٍ -‬‬ ‫ﺇﺻﺒﻊ ‪ -‬ﺃﺻﺎﺑﻊ‬ ‫ﻇﻔﺮ ‪ -‬ﺃﻇﺎﻓﺮ‬ ‫ﺻﺪﻭﺭ‬ ‫ﺻﺪﺭ ‪ُ -‬‬ ‫ﺛﺪﻱ ‪ -‬ﺃﺛﺪﺍﺀ‬ ‫ﻇﻬﺮ ‪ -‬ﻇُ ﻬﻮﺭ‬ ‫ﺑﻄﻦ ‪ -‬ﺑُﻄﻮﻥ‬ ‫ﺧﺼﺮ ‪ -‬ﺧُ ﺼﻮﺭ‬ ‫ﻛﻔﻞ ‪ -‬ﺃﻛﻔﺎﻝ‬ ‫ﺭﺩﻑ ‪ -‬ﺃﺭﺩﺍﻑ‬ ‫ﻓﺨﺬ ‪ -‬ﺃﻓﺨﺎﺫ‬ ‫ﺭﻛﺒﺔ ‪ -‬ﺭُﻛﺐ‬ ‫ﺳﺎﻕ ‪ -‬ﺳﻴﻘﺎﻥ‬ ‫ﻛﺎﺣﻞ ‪ -‬ﻛﻮﺍﺣﻞ‬ ‫ﺭﺟﻞ ‪ -‬ﺃﺭﺟﻞ‪ ،‬ﻗﺪﻡ ‪ -‬ﺃﻗﺪﺍﻡ‬ ‫ﻛﻌﺐ ‪ -‬ﻛﻌﻮﺏ‬

‫‪Hair‬‬ ‫‪Faces-s‬‬ ‫‪Forehead-s‬‬ ‫‪Eyebrow-s‬‬ ‫‪Eye-s‬‬ ‫‪Nose-s‬‬ ‫‪Cheek-s‬‬ ‫‪Mouth-s‬‬ ‫‪Lip-s‬‬ ‫‪Tooth-teeth‬‬ ‫‪Tongue-s‬‬ ‫‪Chin-s‬‬ ‫‪Neck-s‬‬ ‫‪Shoulder-s‬‬ ‫‪Arm-s‬‬ ‫‪Wrist-s‬‬ ‫‪Hand-s‬‬ ‫‪Finger-s‬‬ ‫‪Nail-s‬‬ ‫‪Chest-s‬‬ ‫‪Breast-s‬‬ ‫‪Back-s‬‬ ‫‪Belly-ies‬‬ ‫‪Waist-s‬‬ ‫‪Buttocks, bottom‬‬ ‫‪Buttock-s‬‬ ‫‪Thigh-s‬‬ ‫‪Knee-s‬‬ ‫‪Leg-s‬‬ ‫‪Ankle-s‬‬ ‫‪Foot-feet‬‬ ‫‪Heel-s‬‬

‫‪• 96‬‬

‫‪Description and comparison‬‬

‫‪ -٢‬ﺻﻔﺎت ﻟﺸﺨﺺ‬ ‫ﺍ‪ -‬ﺻﻔﺎﺕ ﺟﺴﺪﻳّﺔ‪:‬‬ ‫ﻃﻮﻳﻞ‪ ،‬ﻃﻮﻳﻞ ﺍﻟﻘﺎﻣﺔ‬ ‫ﻧﺤﻴﻞ = ‪thin‬‬ ‫ﻗﻮﻱّ = ‪strong‬‬ ‫ﺟﻤﻴﻞ‪ ،‬ﻭﺳﻴﻢ = ‪beautiful, handsome‬‬ ‫ﺳﺮﻳﻊ‪ ،‬ﺳﺮﻳﻊ ﺍﳊﺮﻛﺔ = ‪fast, quick‬‬ ‫ﺃﻧﻴﻖ = ‪elegant‬‬ ‫= ‪tall‬‬

‫ﻗﺼﻴﺮ‪ ،‬ﻗﺼﻴﺮ ﺍﻟﻘﺎﻣﺔ‬ ‫ﺑﺪﻳﻦ‪ ،‬ﺳﻤﲔ = ‪fat‬‬ ‫ﺿﻌﻴﻒ = ‪weak‬‬ ‫ﺑﺸﻊ = ‪ugly‬‬ ‫ﻗﺒﻴﺢ‪ِ ،‬‬ ‫ﺑﻄﻲﺀ‪ ،‬ﺑﻄﻲﺀ ﺍﳊﺮﻛﺔ = ‪slow‬‬ ‫ﺭﺙّ ﺍﳊﺎﻝ‪/‬ﺍﳌﻈﻬﺮ = ‪shabby‬‬

‫= ‪short‬‬

‫ﺏ‪ -‬ﺻﻔﺎﺕ ﺷﺨﺼﻴﺔ ﻭ ﺃﺧﻼﻗﻴﺔ‪:‬‬ ‫ﺫﻛﻲّ‬ ‫ﻣُﺠﺘﻬﺪ = ‪diligent‬‬ ‫ﻃﻤﻮﺡ = ‪ambitious‬‬ ‫ﻟﻄﻴﻒ = ‪amiable‬‬ ‫ﻃﻴّﺐ = ‪kind‬‬ ‫ﻣﺘﻮﺍﺿﻊ = ‪humble‬‬ ‫ﻭﺩﻳﻊ‪ ،‬ﻣﺴﺎﻟﻢ = ‪pacifist‬‬ ‫ﻣُﺴﻞﱢ ‪ ،‬ﺧﻔﻴﻒ ﺍﻟﺪﻡ = ‪funny‬‬ ‫ﻛﺮﱘ = ‪noble, generous‬‬ ‫ﻣﺘﻔﺎﺋﻞ = ‪optimistic‬‬ ‫ﻣﺆﺩّﺏ = ‪well-mannered‬‬ ‫ﺑﺸﻮﺵ = ‪cheerful, good-humored‬‬ ‫= ‪intelligent‬‬

‫ﻏﺒﻲّ‬ ‫ﻛﺴﻮﻝ‪ ،‬ﻣﺘﻘﺎﻋﺲ = ‪lazy‬‬ ‫ﻣﺘﺨﺎﺫﻝ = ‪unmotivated‬‬ ‫ﻟﺌﻴﻢ = ‪mean, lowly‬‬ ‫ﺧﺒﻴﺚ = ‪wicked, sly‬‬ ‫ﻣﺘﻜﺒّﺮ = ‪ arrogant‬ﻣﻐﺮﻭﺭ = ‪vain‬‬ ‫ﻣﺸﺎﻛﺲ‪ ،‬ﻋﺪﺍﺋﻲ = ‪belligerent‬‬ ‫ﳑﻞّ ‪ ،‬ﺛﻘﻴﻞ ﺍﻟﺪﻡ = ‪boring‬‬ ‫ﺑﺨﻴﻞ = ‪stingy‬‬ ‫ﻣﺘﺸﺎﺋﻢ = ‪pessimistic‬‬ ‫ﻏﻠﻴﻆ = ‪rude‬‬ ‫ﻋﺒﻮﺱ = ‪grumpy, ill-tempered‬‬ ‫= ‪stupid‬‬

‫ﲤﺮﻳﻦ ‪) :١٢‬ﻛﺘﺎﺑﺔ ﺟﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﻭﺻﻔ ًﺎ ﻟﺸﺨﺼﻴﺔ ﻣﺸﻬﻮﺭﺓ ﺩﻭﻥ ﺃﻥ ﺗﺬﻛﺮﻭﺍ ﺍﻹﺳﻢ ﺛ ّﻢ ﺍﻗﺮﺃﻭﻩ ﻋﻠﻰ ﺯﻣﻼﺋﻜﻢ‬ ‫ﻭ ﺩﻋﻮﻫﻢ ﻳﺨﻤﻨﻮﻥ ﺍﺳﻢ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬

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‫‪Developing Writing Skills in Arabic‬‬

‫ز‪ -‬اﻟﻜﺘﺎﺑﺔ‪:‬‬ ‫ﲤﺮﻳﻦ ‪) :١٣‬ﻗﺮﺍﺀﺓ ﻭ ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺍﻟﺘﺎﻟﻲ )ﻣﻘﺘﻄﻒ ﻣﻦ ”ﻣﺪﻥ ﺍﳌﻠﺢ‪ :‬ﺍﻟﺘﻴﻪ“ ﺑﻘﻠﻢ ﻋﺒﺪ ﺍﻟﺮﺣﻤﺎﻥ ﻣﻨﻴﻒ( ﺛﻢّ‪:‬‬ ‫ﺃﻋﻴﺪﻭﺍ ﺻﻴﺎﻏﺔ ﻣﺎ ﲢﺘﻪ ﺳﻄﺮ ﻣﺴﺘﻌﻤﻠﲔ ﻣﺮﺍﺩﻓﺎﺕ ﻭ ﺃﺳﺎﻟﻴﺐ ﺃﺧﺮﻯ ﻛﺎﻟﺼﻔﺎﺕ‬ ‫ﻭ ﺍﻹﺿﺎﻓﺔ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ ﻭ ﺟﻤﻠﺘﻲ ﺍﻟﺼﻔﺔ ﻭ ﺍﻟﻮﺻﻞ‪.‬‬

‫ﻣﻘﺘﻄﻒ ﻣﻦ ”ﻣﺪن اﳌﻠﺢ‪ :‬اﻟﺘﻴﻪ“ ﺑﻘﻠﻢ ﻋﺒﺪ اﻟﺮﺣﻤﺎن ﻣﻨﻴﻒ‬ ‫ﻧﺘﻴﺠﺔ ﻟﻬﺬﻩ ﺍﳊﻴﺎﺓ ﺍﻛﺘﺴﺐ ﺍﻟﻨﺎﺱ ﻓﻲ ﻭﺍﺩﻱ ﺍﻟﻌﻴﻮﻥ ﺻﻔﺎﺕ ﻓﻲ ﺍﳉﺴﺪ … ﺷﺪﻳﺪﺓ‬ ‫ﺍﻟﻈﻬﻮﺭ‪ ،‬ﻓﻬﻢ ﺃﻣﻴﻞ ﺇﻟﻰ ﺍﻟﻄﻮﻝ‪ ،‬ﻣﻊ ﺍﺗّﺴﺎﻕ ﻓﻲ ﺍﻟﻌﻈﺎﻡ ﺃﻣّﺎ ﺍﻷﻃﺮﺍﻑ ﻓﻤﺴﺘﻘﻴﻤﺔ ﻧﺎﺣﻠﺔ‬ ‫ﻭ ﻛﺬﻟﻚ ﺍﳋﺼﻮﺭ ﻭ ﺍﻷﻛﺘﺎﻑ ﺣﺘﻰ ﻟﻴﻈﻦّ ﻣﻦ ﻳﻨﻈﺮ ﺇﻟﻴﻬﻢ ﻭ ﻛﺄﻧّﻬﻢ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳋﻴﻮﻝ‬ ‫ﺍﻟﺘﻲ ﻃﺎﻝ ﺗﺮﻭﻳﻀﻬﺎ ﻭ ﺇﺗﻌﺎﺑﻬﺎ‪ ،‬ﻓﻀﻤُﺮﺕ ﺃﻛﺜﺮ ﳑّﺎ ﻳﻨﺒﻐﻲ‪ ،‬ﻟﻜﻦ ﻇﻠّﺖ ﻗﻮﻳّﺔ ﻣﻔﺘﻮﻟﺔ‬ ‫ﻭ ﺟﻤﻴﻠﺔ ﺃﻳﻀﺎً‪ .‬ﺃﻣّﺎ ﺍﻟﻮﺟﻮﻩ ﻓﺈﻧّﻬﺎ ﺃﻣﻴﻞ ﺇﻟﻰ ﺍﻟﻄﻮﻝ ﻟﻜﻨﻬﺎ ﺗﻔﻴﺾ ﺑﺎﻟﺮﺍﺣﺔ ﻟﻔﺮﻁ ﺗﻨﺎﺳﻘﻬﺎ‬ ‫ﻭ ﺍﻧﺴﺠﺎﻣﻬﺎ‪ ،‬ﺣﻴﺚ ﺗﻈﻬﺮ ﺍﻟﺸﻔﺎﻩ ﺍﻟﺮﻗﻴﻘﺔ‪ ،‬ﻣﻊ ﺍﻟﻮﺟﻨﺎﺕ ﺍﳌﻨﺴﻜﺒﺔ ﺩﻭﻥ ﺑﺮﻭﺯ ﺃﻭ ﻧﺘﻮﺀﺍﺕ‬ ‫ﻣﻦ ﺃﻱّ ﻧﻮﻉ‪ ،‬ﻋﻜﺲ ﺍﳌﻨﺎﻃﻖ ﺍﻷﺧﺮﻯ‪ ،‬ﻭ ﺍﻟﺘﻲ ﻛﺜﻴﺮ ًﺍ ﻣﺎ ﺗﻈﻬﺮ ﻋﻴﻮﺑ ًﺎ ﺣﺎﺩﺓ ﻓﻲ ﻣﻜﺎﻥ‬ ‫ﻣﻦ ﺍﻟﻮﺟﻪ ﻭ ﺍﳉﺴﺪ‪.‬‬ ‫ﲤﺮﻳﻦ ‪) :١٤‬ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺇﻧﺸﺎﺀ )ﺣﻮﺍﻟﻲ‪ ٥٠٠‬ﻛﻠﻤﺔ( ﺗﺼﻔﻮﻥ ﻓﻴﻪ ﺷﺨﺼﻴﺔ ﻣﻬﻤﺔ ﺃﺛّﺮﺕ ﻓﻴﻜﻢ ﺗﺄﺛﻴﺮ ًﺍ ﻛﺒﻴﺮﺍً‪.‬‬ ‫ﺍﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭ ﺳﺖ ﻋﺒﺎﺭﺍﺕ ﻭ ﺍﳉﻤﻠﺔ ﺍﻹﺳﻤﻴﺔ ﻭ ﺍﻹﺿﺎﻓﺔ‬ ‫ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ ﻭ ﺍﳊﺎﻝ ﻭ ﺍﺳﻢ ﺍﻟﻬﻴﺌﺔ ﻭ ﺿﻌﻮﺍ ﲢﺖ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﺳﻄﺮﺍً‪.‬‬

‫ح‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر اﻟﻮﺻﻒ‪:‬‬ ‫ﻋﺒﺪ ﺍﻟﺮﺣﻤﺎﻥ ﻣﻨﻴﻒ ”ﻣﺪﻥ ﺍﳌﻠﺢ‪ :‬ﺍﻟﺘﻴﻪ“‪.‬‬ ‫ﻧﺎﻓﻠﺔ ﺫﻫﺐ ”ﺭﺟﻞ ﺍﳊﻲ“‪.‬‬

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‫‪Description and comparison‬‬

‫اﻟﺪرس اﻟﺴﺎدس‪ :‬اﳌﻘﺎرﻧﺔ‬

‫‪LESSON SIX: COMPARISON‬‬

‫ﻛُﻞﱡ ﻣﺎ زا َد ﻋَ ﻦ ﺣَ ﺪﱢ هِ اِﻧ َﻘﻠ ََﺐ إﻟﻰ ﺿِ ﺪﱢ ه‬ ‫ﻗﻮل ﻣﺄﺛﻮر‬ ‫• ‪99‬‬

‫ا‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺳﻴﺮﺓ ﺍﻷﺩﻳﺒﺔ ﺭﺿﻮﻯ ﻋﺎﺷﻮﺭ ﻭ ﺍﻛﺘﺒﻮﺍ ﻓﻘﺮﺓ ﻋﻨﻬﺎ ﻟﻠﺘﻘﺪﱘ ﻓﻲ ﺍﻟﺼﻒ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﻫﻞ ﺗﻌﺮﻓﻮﻥ ﺗﻮﺃﻣﺎً؟ ﻓﻴﻢ ﻳﺘﺸﺎﺑﻬﺎﻥ ﻭ ﻓﻴﻢ ﻳﺨﺘﻠﻔﺎﻥ؟ ﻛﻴﻒ ﳝﻜﻦ ﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻨﻬﻤﺎ؟ ﻫﻞ‬ ‫ﻳﻠﺒﺴﺎﻥ ﻧﻔﺲ ﺍﻟﺜﻴﺎﺏ؟ ﻣﺎ ﺭﺃﻳﻜﻢ ﻓﻲ ﺫﻟﻚ؟‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﺗﻄﺎﺑﻖ ‪ -‬ﻳﺘﻄﺎﺑﻖ ‪ -‬ﺗﻄﺎﺑﻖ‬ ‫ﻣﺘﻄﺎﺑﻘﺔ‬ ‫ﺍﺧﺘﻠﻒ ‪ -‬ﻳﺨﺘﻠﻒ ‪ -‬ﺍﺧﺘﻼﻑ‬ ‫ﻣﺨﺘﻠﻔﺔ‬ ‫ﺫﺍﻕ ‪ -‬ﻳﺬﻭﻕ ‪ -‬ﺫﻭﻕ‬ ‫ﺫﻭﻕ‪ -‬ﺃﺫﻭﺍﻕ‬ ‫ﻣﺰﺝ ‪ -‬ﳝﺰﺝ ‪ -‬ﻣﺰﺝ‬ ‫ﻣﺰﺍﺝ ‪ -‬ﺃﻣﺰﺟﺔ‬ ‫ﺗﺸﺎﺑﻪ ‪ -‬ﻳﺘﺸﺎﺑﻪ ‪ -‬ﺗﺸﺎﺑﻪ‬ ‫ﻣﺘﺸﺎﺑﻪ‬ ‫ﺷﻘﻴﻖ ‪ -‬ﺃﺷﻘّﺎﺀ‪ ،‬ﺃﺥ ‪ -‬ﺇﺧﻮﺍﻥ‪/‬ﺇﺧﻮﺓ‬ ‫ﺗﺸﺎﺭﻙ ‪ -‬ﻳﺘﺸﺎﺭﻙ ‪ -‬ﺗﺸﺎﺭﻙ ﻓﻲ‬

‫‪To match, be equal/identical‬‬ ‫‪Identical‬‬ ‫‪To differ, vary‬‬ ‫‪Different‬‬ ‫‪To taste‬‬ ‫‪Taste-s‬‬ ‫‪To mix‬‬ ‫‪Mood-s, temperament-s‬‬ ‫‪To resemble each other‬‬ ‫‪Similar‬‬ ‫‪Sibling-s, brother-s, twin-s‬‬ ‫‪To share, to have something‬‬ ‫‪in common‬‬

‫ﺫﺍﺕ )ﺍﻟﺸﻲﺀ(‪ ،‬ﻧﻔﺲ )ﺍﻟﺸﻲﺀ(‬ ‫ﻋُ ﻨﺼﺮ ‪ -‬ﻋﻨﺎﺻﺮ‬ ‫ﻭﺭﺙ ‪ -‬ﻳﺮِ ﺙ ‪ -‬ﻭﺭﺍﺛﺔ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺭﺍﺛﻴّﺔ‬ ‫ﺃﺛّﺮ ‪ -‬ﻳﺆﺛّﺮ ‪ -‬ﺗﺄﺛﻴﺮ‬ ‫ﺍﳌﺆﺛّﺮﺍﺕ‬

‫‪Same‬‬ ‫‪Element-s‬‬ ‫‪To inherit‬‬ ‫‪Genetic elements‬‬ ‫‪To influence, affect‬‬ ‫‪Influences‬‬

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‫َﺲ‬ ‫َﻋﻜ َ‬ ‫ﻼ‬ ‫ﺑﺪﺍ … ﺃﻛﺜﺮ ﺗﺸﺎﺑﻬ ًﺎ ﳑﺎ ﻫﻤﺎ ﻋﻠﻴﻪ ﻓﻌ ً‬

‫‪To reflect‬‬ ‫‪Seemed … more similar‬‬ ‫‪than they actually are‬‬

‫ﺑﺸﺮﺓ‬ ‫ﺳﻤﺮﺓ‬ ‫ﺃﻛﺜﺮ ﺳﻮﺍﺩ ًﺍ‬ ‫ﺍﻓﺘﻘﺪ ‪ -‬ﻳﻔﺘﻘﺪ ‪ -‬ﺍﻓﺘﻘﺎﺩ‬ ‫ﻣُﻔﺘﻘَﺪ‬ ‫ﺃﺷﺒﻪ ﺑـ‬ ‫ﻧﺒﺮﺓ‬ ‫ﻣﻴّﺰ ‪ -‬ﳝﻴّﺰ ‪ -‬ﲤﻴﻴﺰ ﺑﲔ‬ ‫ﺇﻳﻘﺎﻉ ‪ -‬ﺇﻳﻘﺎﻋﺎﺕ‬ ‫ﻗﺪﺭ ًﺍ ﻣﻦ ﺍﻟـ …‬ ‫ﺳﺨﺮ ‪ -‬ﻳﺴﺨَ ﺮ ‪ُ -‬ﺳﺨﺮِ ﻳﺔ ﻣﻦ‬ ‫ﺃﺣ ّﺪ ﺳﺨﺮﻳ ًﺔ‬

‫‪Complexion‬‬ ‫‪Dark complexion‬‬ ‫‪Darker‬‬ ‫‪To miss, lack‬‬ ‫‪Is absent/missing/lacking‬‬ ‫‪Resembles more, is rather like‬‬ ‫‪Timbre, tone‬‬ ‫‪To distinguish between‬‬ ‫‪Rhythms-s‬‬ ‫‪An amount of, some‬‬ ‫‪To mock, be sarcastic‬‬ ‫‪More sarcastic, has sharper sarcasm‬‬

‫ب‪ -‬اﻟﻘﺮاءة‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٤‬ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪:‬‬ ‫‪ - ١‬ﻛﻴﻒ ﻛﺎﻧﺖ ﺣﻤﺪﻳﺔ ﺗﻌﺎﻣﻞ ﺍﻟﺘﻮﺃﻡ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ؟ ﻣﺎ ﺭﺃﻳﻜﻢ ﻓﻲ ﺫﻟﻚ؟‬ ‫‪ - ٢‬ﻣﺎ ﻫﻲ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﺑﻴﻨﻬﻤﺎ؟ ﻭ ﻣﺎ ﻫﻲ ﺃﻭﺟﻪ ﺍﻹﺧﺘﻼﻑ؟‬ ‫‪ - ٣‬ﻛﻴﻒ ﺗﻄﻮﺭﺕ ﺷﺨﺼﻴﺘﺎﻫﻤﺎ ﻭ ﺗﻐﻴّﺮ ﻣﻈﻬﺮﺍﻫﻤﺎ ﻋﺒﺮ ﺍﻟﺰﻣﻦ؟‬ ‫‪ -٤‬ﻣﺎﺫﺍ ﺍﺧﺘﺎﺭ ﺃﻥ ﻳﺪﺭﺱ ﻛﻞ ﻣﻨﻬﻤﺎ؟‬

‫اﻟﺘﻮأم‬ ‫ﻓﻲ ﻃﻔﻮﻟﺘﻬﻤﺎ ﺍﳌﺒﻜّﺮﺓ ﻛﺎﻧﺖ ﺣﻤﺪﻳﺔ ﲤﻴﻞ ﺇﻟﻰ ﺷﺮﺍﺀ ﻣﻼﺑﺲ ﻣﺘﻄﺎﺑﻘﺔ ﻟﻠﻮﻟﺪﻳﻦ ﻓﻨﺒّﻬﺘﻬﺎ‬ ‫ﺇﻟﻰ ﺃﻧّﻪ ﺃﻟﻄﻒ ﺃﻥ ﻧﺸﺘﺮﻱ ﻟﻜﻞّ ﺛﻴﺎﺑ ًﺎ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻓﺘﻌﻮّﺩﺍ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻭ ﻋﻨﺪﻣﺎ ﻛﺒُﺮﺍ ﺻﺎﺭ‬ ‫ﻛﻞّ ﻣﻨﻬﻤﺎ ﻳﺨﺘﺎﺭ ﻣﺎ ُﳝﻠﻴﻪ ﺫﻭﻗﻪ ﻭ ﻣﺰﺍﺟﻪ‪ .‬ﻛﺎﻧﺎ ﻣﺘﺸﺎﺑﻬﲔ ﻓﻲ ﺍﻟﺸﻜﻞ‪ ،‬ﻭ ﺇﻥ ﻟﻢ ﻳﻜﻮﻧﺎ‬ ‫• ‪101‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﻣﺘﻄﺎﺑﻘﲔ‪ .‬ﺷﻘﻴﻘﺎﻥ ﻳﺘﺸﺎﺭﻛﺎﻥ ﻓﻲ ﺫﺍﺕ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺭﺍﺛﻴﺔ ﻭ ﻓﻲ ﻣﺎ ﻳﺘﻌﺮّﺿﺎﻥ ﻟﻪ ﻳﻮﻣﻴﺎ‬ ‫ﻣﻦ ﺍﳌﺆﺛّﺮﺍﺕ‪ :‬ﺍﳊﻀﺎﻧﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭ ﺍﻟﺼﻒ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭ ﺍﳌﺪﺭّﺳﻮﻥ‪ ،‬ﻭ ﺍﻟﺰﻣﻼﺀ‬ ‫ﻭ ﺍﻷﺻﺪﻗﺎﺀ ﻭ ﻧﻈﺎﻡ ﺣﻴﺎﺗﻬﻤﺎ ﺍﻟﻴﻮﻣﻴّﺔ‪ .‬ﻭ ﻷﻥّ ﺍﻟﺒﺸﺮ ﻛﺎﳌﺮﺍﻳﺎ ﻳﻌﻜﺲ ﺍﻟﻮﺍﺣﺪ ﻣﻨﻬﻢ ﺍﻟﻜﺜﻴﺮ‬ ‫ﻣﻦ ﻭﺟﻪ ﺻﺎﺣﺒﻪ‪ ،‬ﺑﺪﺍ ﻧﺎﺩﺭ ﻭ ﻧﺪﱘ ﺃﻛﺜﺮ ﺗﺸﺎﺑﻬ ًﺎ ﳑّﺎ ﻫﻤﺎ ﻓﻌﻼً‪ .‬ﻛﺎﻥ ﻧﺎﺩﺭ ﺃﻗﻞّ ﻃﻮ ًﻻ‬ ‫ﻣﻦ ﺃﺧﻴﻪ‪ ،‬ﺑﺸﺮﺗﻪ ﺃﻛﺜﺮ ﺳﻤﺮﺓ ﻭ ﻋﻴﻨﺎﻩ ﺃﻛﺜﺮ ﺳﻮﺍﺩﺍً‪ ،‬ﻭ ﻓﻲ ﺷﻌﺮﻩ ﲤﺎﺳﻚ ﺧﺸﻦ ﻣُﻔﺘﻘﺪ‬ ‫ﻓﻲ ﺷﻌﺮ ﺃﺧﻴﻪ‪ .‬ﻛﺎﻥ ﻳﺴﻬﻞ ﺍﻹﻧﺘﺒﺎﻩ ﺇﻟﻰ ﻛﻮﻧﻬﻤﺎ ﺗﻮﺃﻡ ﺣﺘّﻰ ﺍﻟﺘﺤﺎﻗﻬﻤﺎ ﺑﺎﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳّﺔ‪.‬‬ ‫ﺑﻌﺪﻫﺎ‪ ،‬ﺍﺧﺘﻠﻔﺎ ﺇﺫ ﺍﺧﺘﺎﺭ ﻧﺎﺩﺭ ﺍﻹﺣﺘﻔﺎﻅ ﺑﺸﺎﺭﺑﲔ ﻭ ﳊﻴﺔ ﻣﺸﺬّﺑﺔ ﺗﻐﻄّ ﻲ ﻛﺎﻣﻞ ﺫﻗﻨﻪ‬ ‫ﻭ ﲡﻌﻠﻪ ﺃﺷﺒﻪ ﺑﻜﺎﺗﺐ ﻓﺮﻧﺴﻲ ﺷﺎﺏ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ‪ ،‬ﺃﻣّﺎ ﺃﺧﻮﻩ ﻓﻈﻞّ‬ ‫ﺷﺎﺭﺑﻪ ﺯﻏﺒ ًﺎ ﺣﺘّﻰ ﺍﻟﺘﺤﻖ ﺑﺎﳉﺎﻣﻌﺔ‪ .‬ﺑﻌﺪﻫﺎ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻜﺎﺛﻒ ﺍﻟﺸﻌﺮ ﻛﺎﻥ ﻳﺤﻠﻘﻪ ﻳﻮﻣﻴﺎً‪.‬‬ ‫ﻭ ﻛﺎﻥ ﺻﻮﺗﻬﻤﺎ ﻣﺘﺸﺎﺑﻬﺎ‪ 1‬ﺟﺪﺍ‪ ،‬ﺍﻟﻨﺒﺮﺓ ﻣﺘﻄﺎﺑﻘﺔ ﻓﻼ ﳕﻴّﺰ ﻻ ﺃﻧﺎ ﻭ ﻻ ﺣﻤﺪﻳﺔ ﺑﻴﻨﻬﻤﺎ‬ ‫ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﺗﺼﺎﻝ ﺗﻠﻔﻮﻧﻲ‪ ،‬ﺃﻭ ﺣﲔ ﻳﺼﻴﺢ ﺃﺣﺪﻫﻤﺎ ﻭ ﻫﻮ ﻓﻲ ﺍﳊﻤّﺎﻡ ﻃﺎﻟﺒ ًﺎ ﻣﻨﺸﻔﺔ‪ ،‬ﺛ ّﻢ‬ ‫ﳕﻴّﺰ ﻷﻥّ ﺇﻳﻘﺎﻉ ﻛﻞّ ﻓﻲ ﺍﳊﺪﻳﺚ ﻛﺎﻥ ﻣﺨﺘﻠﻔﺎ‪.‬‬ ‫ﺃﻗﻮﻝ ﻟﻠﺒﺬﻭﺭ ﻗﺎﻧﻮﻧﻬﺎ ﺍﻟﻐﺎﻣﺾ‪ ،‬ﻭ ﻣﻨﻄﻘﻬﺎ ﺍﳋﺎﺹ ﻓﻲ ﺍﻟﻮﺭﺍﺛﺔ ﻭ ﺍﻹﺧﺘﻴﺎﺭ ﺃﻳﻀﺎً‪ .‬ﺃﺧﺬ‬ ‫ﻋﻨّﻲ ﺍﻟﻮﻟﺪﺍﻥ ﺍﻟﺴﺨﺮﻳﺔ ﻭ ﻗﺪﺭ ًﺍ ﻣﻦ ﺍﻟﺸﻚّ ‪ ،‬ﺃﺻ ّﺮ ﺑﻌﻨﺎﺩ ﺃﻧّﻪ ﻣﻦ ﺻﻔﺎﺕ ﺍﻷﺫﻛﻴﺎﺀ‪ .‬ﻭ ﻟﻜﻦّ‬ ‫ﻧﺎﺩﺭ‪ ،‬ﺍﻷﻛﺒﺮ ﺑﻌﺸﺮﻳﻦ ﺩﻗﻴﻘﺔ‪ ،‬ﻛﺎﻥ ﺃﺣ ّﺪ ﺳﺨﺮﻳﺔ ﻣﻦ ﺍﳌﺼﺪﺭ ﺍﻟﺬﻱ ﺩﺭّﺑﻪ ﻋﻠﻴﻬﺎ‪ .‬ﺩﺭّﺑﻪ‬ ‫ﺭﲟﺎ ﻋﻠﻰ ﺍﻟﻨﻈﺮ ﺇﻟﻰ ﺍﻟﺪﻧﻴﺎ ﺑﻌﲔ ﻧﺎﻗﻀﺔ‪ ،‬ﻻ ﺗﺮﺣﻢ‪ .‬ﻭ ﻟﻜﻦّ ﺯﻣﺎﻧﻪ ﻫﻮ ﺯﻣﺎﻥ ﺃﺧﻴﻪ‪،‬‬ ‫ﺯﻣﺎﻧﻪ ّ‬ ‫ﻓﻠﻤﺎﺫﺍ ﺇﺫﻥ؟ ﻓﺎﺟﺄﻧﻲ ﻧﺎﺩﺭ ﲟﺸﺎﺭﻳﻌﻪ‪ - :‬ﺳﺄﺩﺭﺱ ﻫﻨﺪﺳﺔ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ .‬ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻓﻴﻪ‬ ‫ﺭﺍﺋﺠﺔ‪ .‬ﳝﻜﻦ ﺇﻥ ﺃﻓﻠﺤﺖ ﺃﻥ ﺃﻋﻤﻞ ﻓﻲ ﻣﺎﻳﻜﺮﻭﺳﻔﺖ‪ .‬ﻭ ﺃﻧﺘﻘﻞ ﺇﻟﻰ ﺍﳋﺎﺭﺝ‪.‬‬ ‫ﺗﻮﺟّ ﺴﺖ ﻭ ﻟﻢ ﺃﻋﻠّﻖ‪ .‬ﺍﻟﺘﻔﺖﱡ ﺇﻟﻰ ﻧﺪﱘ‪ ،‬ﻗﺎﻝ‪:‬‬ ‫ ﺳﺄﺩﺭﺱ ﺍﻟﻌﻤﺎﺭﺓ‪.‬‬‫ﺭﺿﻮﻯ ﻋﺎﺷﻮﺭ‪” .‬ﻓﺮﺝ“‪ .‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﺸﺮﻭﻕ ‪) .٢٠٠٨‬ﺻﺺ ‪(١٤٧-١٤٦‬‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٥‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺗﺮﺟﻤﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻘﺎﻣﻮﺱ ﻭ ﻗﺎﺭﻧﻮﺍ ﺑﲔ ﻣﻌﺎﻧﻴﻬﺎ‪.‬‬

‫‪.‬ﺻﻮﺗﺎﻫﻤﺎ ﻣﺘﺸﺎﺑﻬﲔ‬

‫‪As in the text. It should be‬‬

‫‪1‬‬

‫‪• 102‬‬

Description and comparison

‫ﻣﻀﺎﻩ‬ ٍ ‫ﻣﺸﺎﺑﻪ ﻣﺘﻌﺎﺩﻝ‬ ‫ﳑﺎﺛﻞ‬ ‫ﻣﺘﻀﺎﺭﺏ ﻣﻐﺎﻳﺮ‬ ‫ﻣﻌﺎﻛﺲ ﻣﻘﺎﺑﻞ‬ ‫ﺧﻴّﺮ‬ ‫ﻓﻀﻞ‬ ّ ‫ﻓﺎﻕ‬ ‫ﺇﻣﺘﺎﺯ‬ ‫ﻗﺮﻳﻦ‬ ‫ﻣﺜﻴﻞ‬ ‫ﻧﻈﻴﺮ‬ ‫ﺩﻭﻥ‬ ‫ﺍﺧﺘﻼﻑ ﺗﻌﺎﺭﺽ ﻣﻘﺎﺭﻧﺔ ﻣﻘﺎﺑﻠﺔ‬

‫ﻣﺘﺴﺎﻭ‬ ٍ ‫ﻣﺘﻨﺎﻓﺮ‬ ‫ﺍﺧﺘﻠﻒ‬ ‫ﻏﻴﺮ‬ ‫ﺗﺒﺎﻳﻦ‬

‫ﻣﺘﺸﺎﺑﻪ ﻣﺘﻘﺎﺭﺏ‬ ‫ﻣﺘﺒﺎﻳﻦ ﻣﺘﻔﺎﻭﺕ‬ ‫ﺧﺎﻟﻒ‬ ‫ﻓﺮّﻕ‬ ‫ﻧﻘﻴﺾ‬ ‫ﺿ ّﺪ‬ ‫ﺗﻀﺎﺭﺏ ﻣﻔﺎﺭﻗﺔ‬

‫ﻣﺘﻄﺎﺑﻖ‬ ‫ﻣﺨﺘﻠﻒ‬ ‫ﻣﻴّﺰ‬ ‫ﻋﻜﺲ‬ ‫ﺗﻨﺎﻗﺾ‬

:‫ اﻟﻘﻮاﻋﺪ‬-‫د‬

‫ ﻣﺮاﺟﻌﺔ أﻓﻌﻞ و ﻓﻌﻠﻰ‬-١

‫ ﺃﻓﻌﻞ ﺍﻟﺘﻔﻀﻴﻞ‬is used in comparatives and superlatives for both masculine and feminine. It is diptote ‫ﳑﻨﻮﻉ ﻣﻦ ﺍﻟﺼﺮﻑ‬. Here are some examples of ‫ﺃﻓﻌﻞ ﺍﻟﺘﻔﻀﻴﻞ‬ from the main text. …

‫ ﺍﻷﻛﺒﺮ‬،‫ﺃﻟﻄﻒ‬

A. Comparatives: There is only one form of expressing comparatives with Study the following example.

‫ﺃﻓﻌﻞ‬.

.‫ﻧﺎﺩﺭ ﺃﻛﺒ ُﺮ ﻣﻦ ﻧﺪﱘ‬ B. Superlatives: There are three ways of expressing the superlative with Study the following examples.

‫ﺃﻓﻌﻞ‬.

.‫ ﻧﺎﺩﺭ ﺃﻛﺒ ُﺮ ٍﺃﺥ‬-‫ﺍ‬ . ِ‫ ﻧﺎﺩﺭ ﺃﻛﺒ ُﺮ ﺍﻷﺧﻮﻳﻦ‬-‫ﺏ‬ .ُ‫ ﻧﺎﺩﺭ ﺍﻷﺥُ ﺍﻷﻛﺒﺮ‬-‫ﺝ‬ ‫ﻓُﻌﻠﻰ‬, the feminine form of ‫ﺃﻓﻌﻞ‬, is very limited in use to a small number of adjectives. Below are some of them:

.‫ ﻋُ ﻈﻤﻰ‬،‫ ﻗُﺼﻮﻯ‬،‫ ﺩﻧﻴﺎ‬،‫ ُﺳﻔﻠﻰ‬،‫ ﻋُ ﻠﻴﺎ‬،‫ ﻭُﺳﻄﻰ‬،‫ﺻﻐﺮﻯ‬ ُ ،‫ﻛُﺒﺮﻯ‬ ‫ﻓُﻌﻠﻰ‬

is used in some expressions such as the following:

.‫ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻮﺳﻄﻰ‬،‫ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻘﺼﻮﻯ‬،‫ ﺁﺳﻴﺎ ﺍﻟﺼﻐﺮﻯ‬،‫ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ‬ It is also used in superlative constructions, but not in comparatives. Study the following examples:

103 •

Developing Writing Skills in Arabic

.‫ﻧﻴﻮﻳﻮﺭﻙ ﺑﻼ ﺷﻚ ﻛﺒﺮﻯ ﺍﳌﺪﻥ ﺍﻷﻣﺮﻳﻜﻴﺔ‬ .‫ﺗُﻌﺘﺒﺮ ﻧﻴﻮﻳﻮﺭﻙ ﺍﳌﺪﻳﻨﺔ ﺍﻟﻜﺒﺮﻯ ﻓﻲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬

‫ ﻣﺮاﺟﻌﺔ ﲤﻴﻴﺰ اﳌﻘﺎرﻧﺔ‬-٢

‫ﲤﻴﻴﺰ ﺍﳌﻘﺎﺭﻧﺔ‬, as its name denotes, is very useful in comparisons. It is the combination of ‫ ﺃﻓﻌﻞ‬and a masdar or a noun that is (a) indefinite and (b) accusative ‫ﻣﻨﺼﻮﺏ‬. Most adjectives that can be used in the ‫ ﺃﻓﻌﻞ‬form can be transformed into a ‫ﲤﻴﻴﺰ‬. However, many derived adjectives, often made up of more than two syllables, in the form of ‫ ﺍﺳﻢ ﻓﺎﻋﻞ‬or ‫ﺍﺳﻢ ﻣﻔﻌﻮﻝ‬, and ‫ ﺇﺿﺎﻓﺎﺕ ﻏﻴﺮ ﺣﻘﻴﻘﻴﺔ‬can be used in comparison only in the ‫ ﲤﻴﻴﺰ‬form. Study the following examples from the main text: ‫ ﻛﺎﻥ ﻧﺎﺩﺭ ﺃﻗﻞّ ﻃﻮ ًﻻ ﻣﻦ ﺃﺧﻴﻪ‬.‫ﺑﺪﺍ ﻧﺎﺩﺭ ﻭ ﻧﺪﱘ ﺃﻛﺜﺮ ﺗﺸﺎﺑﻬ ًﺎ ﳑّﺎ ﻫﻤﺎ ﻓﻌﻼ‬ Word order in these constructions can vary in two ways:

.‫ ﻧﺎﺩﺭ ﺃﻗﻞّ ﻃﻮ ًﻻ ﻣﻦ ﻧﺪﱘ‬-‫ﺍ‬ .ً‫ ﻧﺎﺩﺭ ﺃﻗﻞّ ﻣﻦ ﻧﺪﱘ ﻃﻮﻻ‬-‫ﺏ‬ When ‫ ﲤﻴﻴﺰ ﺍﳌﻘﺎﺭﻧﺔ‬comes in the form of an idafa, the first element take tanwin ‫ﺗﻨﻮﻳﻦ‬. Study the following example:

‫ ﺍﳌﻀﺎﻑ‬cannot

.‫ﻧﺎﺩﺭ ﺃﻗﻞﱡ ﻃﻮ َﻝ َﻧﻔ ٍَﺲ ﻣﻦ ﻧﺪﱘ‬ (‫ )ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺼﻒ ﺃﻭ ﻓﻲ ﺍﻟﺒﻴﺖ‬:٦ ‫ﲤﺮﻳﻦ‬ ‫ﻗﺎﺭﻧﻮﺍ ﺑﲔ ﺍﳉﺎﻣﻌﺔ ﻭ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻣﺴﺘﻌﻤﻠﲔ ﺃﻓﻌﻞ )ﻭ ﻓﻌﻠﻰ( ﺍﻟﺘﻔﻀﻴﻞ ﻭ ﲤﻴﻴﺰ‬ .ً‫ ﺿﻌﻮﺍ ﲢﺖ ﻫﺬﻩ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﺳﻄﺮﺍ‬.‫ﺍﳌﻘﺎﺭﻧﺔ‬

‫ﺍﻹﺿﺎﻓﺔ ﻏﻴﺮ ﺍﳊﻘﻴﻘﻴﺔ‬

‫ ﲢﻮﻳﻞ اﻹﺿﺎﻓﺔ ﻏﻴﺮ اﳊﻘﻴﻘﻴﺔ إﻟﻰ ﲤﻴﻴﺰ ﻣﻘﺎرﻧﺔ‬-٣ can be easily turned into

‫ﲤﻴﻴﺰ ﺍﳌﻘﺎﺭﻧﺔ‬. Study the following

examples:

‫ﺣﺎ ّﺩ ﺍﻟﺴﺨﺮﻳﺔ ← ﺃﺣ ّﺪ ُﺳﺨﺮﻳﺔ‬ ‫ﺟﻤﻴﻞ ﺍﻟﻮﺟﻪ ← ﺃﺟﻤﻞ ﻭﺟﻬ ًﺎ‬ ‫ﻃﻴّﺐ ﺍﻟﻘﻠﺐ ← ﺃﻃﻴﺐ ﻗﻠﺒ ًﺎ‬ ‫ﻛﺜﻴﺮ ﺍﻟﺸﺮﻭﻁ ← ﺃﻛﺜﺮ ﺷﺮﻭﻃ ًﺎ‬ • 104

‫‪Description and comparison‬‬

‫ﲤﺮﻳﻦ ‪ :٧‬ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺃﻭ ﺍﻟﺼﻒ(‬ ‫ﺣﻮّﻟﻮﺍ ﺍﻹﺿﺎﻓﺎﺕ ﺇﻟﻰ ﲤﻴﻴﺰ ﻣﻘﺎﺭﻧﺔ ﺛﻢ ﺍﺳﺘﻌﻤﻠﻮﺍ ﺑﻌﻀﻬﺎ ﻓﻲ ﻛﺘﺎﺑﺔ ﻭﺻﻒ ﻗﺼﻴﺮ ﻟﻨﺪﱘ‬ ‫ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺃﺧﻴﻪ ﻧﺎﺩﺭ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﻨﺺ‪.‬‬ ‫ﻃﻮﻳﻞ ﺍﻟﻘﺎﻣﺔ ← ــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺧﻔﻴﻒ ﺍﻟﺸﻌﺮ ← ــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺷﺪﻳﺪ ﺍﻹﻫﺘﻤﺎﻡ ﺑﻔﻦّ ﺍﻟﻌﻤﺎﺭﺓ ← ــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﻗﻠﻴﻞ ﺍﻟﺴﺨﺮﻳﺔ ← ــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺻﻐﻴﺮ ﺍﻟﺴﻦّ ← ــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺃﺑﻴﺾ ﺍﻟﺒﺸﺮﺓ ← ــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫‪ -٤‬ﻛﻼ‪/‬ﻛﻠﻲ‬ ‫ﻛﻠﺘﺎ‪/‬ﻛﻠﺘﻲ‬

‫)‪Both (masculine‬‬ ‫)‪Both (feminine‬‬

‫‪ and case variants‬ﻛﻠﺘﺎ ‪ means “both” and has lost in recent literature its gender‬ﻛﻼ‬ ‫‪. It is treated grammatically like “either”, and thus the verb, adjective or‬ﻛﻠﻲ ‪ -‬ﻛﻠﺘﻲ‬ ‫‪pronoun following it is in the singular. Study the following examples:‬‬

‫ ﻛﻼﻫﻤﺎ ﻻ ﻳﺤﺐ ﻣﺸﺎﻫﺪﺓ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪.‬‬‫ ﺭﺃﻳﺖ ﻛﻠﺘﻴﻬﻤﺎ ﲤﺸﻲ ﻓﻲ ﺍﻟﺸﺎﺭﻉ ﺑﺎﺣﺜﺔ ﻋﻦ ﺃﺧﺘﻬﺎ‪.‬‬‫ﲤﺮﻳﻦ ‪) :٨‬ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺼﻒ ﺃﻭ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞ ﻣﻦ‪:‬‬ ‫‪) -١‬ﻛﻼ( ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪.‬‬ ‫‪) -٢‬ﻛﻠﻲ( ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪.‬‬ ‫‪) -٣‬ﻛﻠﺘﺎ( ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪.‬‬ ‫‪) -٤‬ﻛﻠﺘﻲ( ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪.‬‬ ‫• ‪105‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫‪ -٥‬اﺳﺘﻌﻤﺎل وزن ﺗﻔﺎﻋﻞ ﻓﻲ اﳌﻘﺎرﻧﺔ‪:‬‬

‫‪ implies reciprocity and‬ﺗﻔﺎﻋﻞ ‪Since one of the main meanings of the verb pattern‬‬ ‫‪participation (i.e. the involvement of more than one party in the act), many verbs that‬‬ ‫‪carry the meaning of comparison are in this pattern. Consider the following examples‬‬ ‫‪and their meanings:‬‬

‫ﺗﺸﺎﺑﻪ‬

‫ﺗﻄﺎﺑﻖ‬

‫ﺗﺴﺎﻭﻯ‬

‫ﺗﻨﺎﻗﺾ ﺗﺸﺎﺭﻙ ﻓﻲ‬

‫ﺗﻘﺎﺭﺏ‬

‫ﺗﺒﺎﻳﻦ‬

‫ﲤﺮﻳﻦ ‪) :٩‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻓﻲ ﺍﻟﻘﺎﻣﻮﺱ ﻋﻦ ﺃﻓﻌﺎﻝ ﺃﺧﺮﻯ ﻋﻠﻰ ﻭﺯﻥ ﺗﻔﺎﻋﻞ ﲢﻤﻞ ﻣﻌﻨﻰ ﺍﳌﻘﺎﺭﻧﺔ ﺛﻢ ﺍُﻛﺘﺒﻮﺍ‬ ‫ﺟﻤﻼ ﺑﺄﺭﺑﻌﺔ ﻣﻨﻬﺎ‪.‬‬

‫ﻫـ‪ -‬اﻷﺳﻠﻮب‪:‬‬ ‫ﻋﺒﺎرات ﻣﻦ اﻟﻨﺺ‪:‬‬

‫‪ -١‬ﺫﺍﺕ‪/‬ﻧﻔﺲ‪/‬ﻋﲔ ﺍﻟﺸﻲﺀ =‬ ‫ﺍﻟﺸﻲﺀ ﺫﺍﺗﻪ‪/‬ﻧﻔﺴﻪ‪/‬ﻋﻴﻨﻪ‪/‬ﺑﻌﻴﻨﻪ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺷﻘﻴﻘﺎﻥ ﻳﺘﺸﺎﺭﻛﺎﻥ ﻓﻲ ﺫﺍﺕ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺭﺍﺛﻴﺔ ﻭ ﻓﻲ ﻣﺎ ﻳﺘﻌﺮّﺿﺎﻥ‬ ‫ﻟﻪ ﻳﻮﻣﻴ ًﺎ ﻣﻦ ﺍﳌﺆﺛّﺮﺍﺕ‪.‬‬ ‫‪The same thing, the very thing‬‬

‫‪ -٢‬ﻛﻞّ ﻣﻦ ‪ +‬ﺍﺳﻢ‪/‬ﺿﻤﻴﺮ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﻋﻨﺪﻣﺎ ﻛﺒُﺮﺍ ﺻﺎﺭ ﻛﻞّ ﻣﻨﻬﺎ ﻳﺨﺘﺎﺭ ﻣﺎ ُﳝﻠﻴﻪ ﺫﻭﻗﻪ ﻭ ﻣﺰﺍﺟﻪ‪.‬‬

‫‪Each one of‬‬

‫‪ -٣‬ﺃﺣﺪ‪ /‬ﺇﺣﺪﻯ ‪ +‬ﺍﺳﻢ‪/‬ﺿﻤﻴﺮ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﻛﺎﻥ ﺻﻮﺗﻬﻤﺎ ﻣﺘﺸﺎﺑﻬ ًﺎ ﺟﺪﺍ‪ ،‬ﺍﻟﻨﺒﺮﺓ ﻣﺘﻄﺎﺑﻘﺔ ﻓﻼ ﳕﻴّﺰ ﻻ ﺃﻧﺎ‬ ‫ﻭ ﻻ ﺣﻤﺪﻳﺔ ﺑﻴﻨﻬﻤﺎ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﺗﺼﺎﻝ ﺗﻠﻔﻮﻧﻲ‪ ،‬ﺃﻭ ﺣﲔ ﻳﺼﻴﺢ ﺃﺣﺪﻫﻤﺎ ﻭ ﻫﻮ ﻓﻲ‬ ‫ﺍﳊﻤّﺎﻡ ﻃﺎﻟﺒ ًﺎ ﻣﻨﺸﻔﺔ‪.‬‬ ‫‪One of‬‬

‫‪ -٤‬ﺃﻣّ ﺎ … ﻓـ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺍﺧﺘﺎﺭ ﻧﺎﺩﺭ ﺍﻹﺣﺘﻔﺎﻅ ﺑﺸﺎﺭﺑﲔ ﻭ ﳊﻴﺔ ﻣﺸﺬّﺑﺔ ﺗﻐﻄّ ﻲ ﻛﺎﻣﻞ ﺫﻗﻨﻪ‬ ‫ﻭ ﲡﻌﻠﻪ ﺃﺷﺒﻪ ﺑﻜﺎﺗﺐ ﻓﺮﻧﺴﻲ ﺷﺎﺏ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ‪ ،‬ﺃﻣّ ﺎ ﺃﺧﻮﻩ ﻓﻈﻞّ‬ ‫ﺷﺎﺭﺑﻪ ﺯﻏﺒ ًﺎ ﺣﺘّﻰ ﺍﻟﺘﺤﻖ ﺑﺎﳉﺎﻣﻌﺔ‪.‬‬ ‫…‬

‫… ‪As for … ,‬‬

‫ﲤﺮﻳﻦ ‪ :١٠‬ﺗﺮﺟﻤﺔ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺗﺮﺟﻤﻮﺍ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺜﻼﺛﺔ ﺍﳌﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺛ ّﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞّ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬ ‫‪• 106‬‬

Description and comparison

:‫إﺛﺮاء اﻟﻌﺒﺎرات‬ (‫ ﻣﻘﺎﺭﻧﺔ )ﺑﲔ‬- ‫ ﻳﻘﺎﺭﻥ‬- ‫ﻗﺎﺭﻥ‬ To differ (‫ ﺍﺧﺘﻼﻑ )ﻋﻦ‬- ‫ ﻳﺨﺘﻠﻒ‬- ‫ﺍﺧﺘﻠﻒ‬ Difference-s ‫ﻓﻮﺍﺭﻕ‬/‫ ﻓُﺮﻭﻕ‬- ‫ﻓﺎﺭﻕ‬/‫ ﺍﺧﺘﻼﻓﺎﺕ = ﻓﺮﻕ‬- ‫ﺍﺧﺘﻼﻑ‬ To be discrepant, different ‫ ﺗﺒﺎﻳﻦ‬- ‫ ﻳﺘﺒﺎﻳﻦ‬- ‫ﺗﺒﺎﻳﻦ‬ To resemble ‫ﺗﺸﺎﺑﻪ‬/‫ﺃﺷﺒﻪ‬/‫ﺷﺎﺑﻪ‬ Resemblance, similarity ‫ﺗﺸﺎﺑُﻪ‬ Similarities, similar aspects ‫ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑُﻪ‬ Differences, different aspects ‫ﻭﺟﻮﻩ ﺍﻹﺧﺘﻼﻑ‬ Like, as ‫ﺿﻤﻴﺮ‬/‫ ﺍﺳﻢ‬+ ‫ﻣﺜﻞ‬ Like, as ‫ ﻓﻌﻞ‬+ ‫ﻣﺜﻠﻤﺎ‬ Like, as ‫ﺿﻤﻴﺮ‬/‫ ﺍﺳﻢ‬+ ‫ﻛـ‬ Like, as ‫ ﻓﻌﻞ‬+ ‫ﻛﻤﺎ‬ Like, in the same vein as ‫ﻋﻠﻰ ﻏﺮﺍﺭ = ﻋﻠﻰ ﻧﺤﻮ = ﻋﻠﻰ ﻣﻨﻮﺍﻝ‬ Of the same type, in this vein ‫ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺒﻴﻞ‬ Whereas, while ‫ﺑﻴﻨﻤﺎ‬ Whereas, while ‫ﻓﻲ ﺣﲔ‬ Unlike ‫ﻋﻠﻰ ﺧﻼﻑ‬ Contrary to ‫ﻋﻠﻰ ﻋﻜﺲ‬ As opposed to, in comparison with, compared to … ‫ﻣﻘﺎﺭﻧ ًﺔ ﺑـ‬ In comparison with, compared to ‫ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ‬ Unique, there is nothing like it ‫ﻻ ﻣﺜﻴ َﻞ ﻟﻪ‬ Unique, there is nothing like it, it has no equal ‫ﻣﻨﻘﻄﻊ ﺍﻟﻨﻈﻴﺮ‬ Has no equal ‫ﻻ ﻳﻀﺎﻫﻴﻪ ﺷﻲﺀ‬ There is no comparison between … ‫ﻝ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﲔ‬ َ ‫ﻻ ﻣﺠﺎ‬ Like (the difference between) night and day ‫)ﻛـ(ﺑُﻌﺪ ﺍﻟﺴﻤﺎﺀ ﻋﻦ ﺍﻷﺭﺽ‬ To compare

(‫ )ﻛﺘﺎﺑﺔ ﺟﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﺼﻒ‬:١١ ‫ﲤﺮﻳﻦ‬ ‫ﺃﻛﻤﻠﻮﺍ ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺴﺘﻌﻤﻠﲔ ﺍﻟﻜﻠﻤﺎﺕ )ﻋﻠﻰ ﺍﻷﻗﻞ ﺛﻤﺎﻧﻲ( ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ )ﻋﻠﻰ ﺍﻷﻗﻞ‬ .‫ﺧﻤﺲ( ﺍﳉﺪﻳﺪﺓ ﻭ ﺿﻌﻮﺍ ﲢﺘﻬﺎ ﺳﻄﺮﺍ‬ 107 •

‫‪Developing Writing Skills in Arabic‬‬

‫ﺗﺰﺍﻳﺪ ﻋﺪﺩ ﺍﳌﺪﻭّﻧﺎﺕ )‪ (blogs‬ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﻴﺮﺓ ﻭ ﺧﺎﺻﺔ ﻣﻨﺬ ﺑﺪﺍﻳﺔ‬ ‫ﺣﺮﺏ ﺍﳋﻠﻴﺞ ﺍﻟﺜﺎﻧﻴﺔ ﺑﺸﻜﻞ ﻣﻠﺤﻮﻅ‪ .‬ﻭ ﺗﺨﺘﻠﻒ ﺍﳌﺪﻭّﻧﺎﺕ ﻋﻦ ﺃﺷﻜﺎﻝ ﺍﻹﻋﻼﻡ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪،‬‬ ‫ﻛﺎﳉﺮﺍﺋﺪ ﻭ ﺍﳌﺠﻼﺕ ﻣﺜﻼً‪ ،‬ﻓﻲ ﻧﻮﺍﺡ ﻋﺪﻳﺪﺓ‪ .‬ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

‫و‪ -‬اﻟﻜﺘﺎﺑﺔ‪:‬‬

‫ﲤﺮﻳﻦ ‪) :٢١‬ﻗﺮﺍﺀﺓ ﻭ ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺍﻟﺘﺎﻟﻲ )ﻣﻘﺘﻄﻔﺎﺕ ﻣﻦ ”ﺣﻔﻨﺔ ﲤﺮ“ ﺑﻘﻠﻢ ﺍﻟﻄﻴﺐ ﺻﺎﻟﺢ( ﺛﻢّ‪:‬‬ ‫‪ -١‬ﺍﺳﺘﺨﺮﺟﻮﺍ ﺃﻓﻌﻞ ﺍﻟﺘﻔﻀﻴﻞ‪.‬‬ ‫‪ -٢‬ﺍُﻛﺘﺒﻮﺍ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺷﺨﺼﻴّﺘﻲ ﺍﳉ ّﺪ ﻭ ﻣﺴﻌﻮﺩ ﻣﺴﺘﻌﻤﻠﲔ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻌﻠّﻤﺘﻤﻮﻫﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪.‬‬

‫ﻣﻘﺘﻄﻔﺎت ﻣﻦ ”ﺣﻔﻨﺔ ﲤﺮ“ ﺑﻘﻠﻢ اﻟﻄﻴﺐ ﺻﺎﻟﺢ‬ ‫ﺃﻧﻒ ﺟﺪّﻱ ﻛﺎﻥ ﻛﺒﻴﺮﺍً ﺣﺎﺩﺍً‪ .‬ﻗﺒﻞ ﺃﻥ ﻳﺠﻴﺐ ﺟﺪّﻱ ﻋﻠﻰ ﺃﺳﺌﻠﺘﻲ ﺍﻟﻜﺜﻴﺮﺓ‪ ،‬ﻛﺎﻥ ﺩﺍﺋﻤ ًﺎ‬ ‫ﻳﺤﻚّ ﻃﺮﻑ ﺃﻧﻔﻪ ﺑﺴﺒّﺎﺑﺘﻪ‪ .‬ﻭ ﳊﻴﺔ ﺟﺪّﻱ ﻛﺎﻧﺖ ﻏﺰﻳﺮﺓ ﻧﺎﻋﻤﺔ ﺑﻴﻀﺎﺀ ﻛﺎﻟﻘﻄﻦ‪ .‬ﻟﻢ ﺃﺭ ﻓﻲ‬ ‫ﺣﻴﺎﺗﻲ ﺑﻴﺎﺿﺎ ﺃﻧﺼﻊ ﻭ ﻻ ﺃﺟﻤﻞ ﻣﻦ ﺑﻴﺎﺽ ﳊﻴﺔ ﺟﺪّﻱ‪ .‬ﻭ ﻻ ﺑ ّﺪ ﺃﻥّ ﺟﺪّﻱ ﻛﺎﻥ ﻓﺎﺭﻉ‬ ‫ﺍﻟﻄﻮﻝ‪ ،‬ﺇﺫ ﺃﻧّﻨﻲ ﻟﻢ ﺃﺭ ﺃﺣﺪﺍً ﻓﻲ ﺳﺎﺋﺮ ﺍﻟﺒﻠﺪ ﻳﻜﻠّﻢ ﺟﺪّﻱ ﺇ ّﻻ ﻭ ﻫﻮ ﻳﺘﻄﻠّﻊ ﺇﻟﻴﻪ ﻣﻦ ﺃﺳﻔﻞ‪،‬‬ ‫ﻭ ﻟﻢ ﺃﺭ ﺟﺪّﻱ ﻳﺪﺧﻞ ﺑﻴﺘﺎ ﺇ ّﻻ ﻭ ﻛﺎﻥ ﻳﻨﺤﻨﻲ ﺇﻧﺤﻨﺎﺀﺓ ﻛﺒﻴﺮﺓ ﺗﺬﻛّﺮﻧﻲ ﺑﺎﻧﺤﻨﺎﺀ ﺍﻟﻨﻬﺮ ﻭﺭﺍﺀ‬ ‫ﻏﺎﺑﺔ ﺍﻟﻄﻠﺢ‪ .‬ﻛﺎﻥ ﺟﺪﻱ ﻃﻮﻳﻼً ﻭ ﻧﺤﻴﻼً ﻭ ﻛﻨﺖ ﺃﺣﺒّﻪ ﻭ ﺃﺗﺨﻴّﻞ ﻧﻔﺴﻲ ﺣﲔ ﺃﺳﺘﻮﻱ‬ ‫ﺭﺟﻼً‪ ،‬ﺃﺫﺭﻉ ﺍﻷﺭﺽ ﻣﺜﻠﻪ ﻓﻲ ﺧﻄﻮﺍﺕ ﻭﺍﺳﻌﺔ…‬ ‫ﺳﺄﻟﺘﻪ ﻳﻮﻣﺎ ﻋﻦ ﺟﺎﺭﻧﺎ ﻣﺴﻌﻮﺩ‪ .‬ﻗﻠﺖ ﳉﺪﻱ‪” :‬ﺃﻇﻨّﻚ ﻻ ﲢﺐّ ﺟﺎﺭﻧﺎ ﻣﺴﻌﻮﺩ؟“ ﻓﺄﺟﺎﺏ‬ ‫ﺑﻌﺪ ﺃﻥ ﺣﻚّ ﻃﺮﻑ ﺃﻧﻔﻪ ﺑﺴﺒّﺎﺑﺘﻪ‪” :‬ﻷﻧّﻪ ﺭﺟﻞ ﺧﺎﻣﻞ ﻭ ﺃﻧﺎ ﻻ ﺃﺣﺐّ ﺍﻟﺮﺟﻞ ﺍﳋﺎﻣﻞ‪ “.‬ﻗﻠﺖ‬ ‫ﻟﻪ‪” :‬ﻭ ﻣﺎ ﺍﻟﺮﺟﻞ ﺍﳋﺎﻣﻞ؟“ ﻓﺄﻃﺮﻕ ﺟﺪّﻱ ﺑﺮﻫﺔ ﺛﻢ ﻗﺎﻝ ﻟﻰ ”ﺍُﻧﻈﺮ ﺇﻟﻰ ﻫﺬﺍ ﺍﳊﻘﻞ‬ ‫‪• 108‬‬

‫‪Description and comparison‬‬

‫ﺍﻟﻮﺍﺳﻊ‪ .‬ﺃﻻ ﺗﺮﺍﻩ ﳝﺘ ّﺪ ﻣﻦ ﻃﺮﻑ ﺍﻟﺼﺤﺮﺍﺀ ﺇﻟﻰ ﺣﺎﻓﺔ ﺍﻟﻨﻴﻞ ﻣﺎﺋﺔ ﻓﺪﺍﻥ؟ ﻫﺬﺍ ﺍﻟﻨﺨﻞ‬ ‫ﺍﻟﻜﺜﻴﺮ ﻫﻞ ﺗﺮﺍﻩ؟ ﻭ ﻫﺬﺍ ﺍﻟﺸﺠﺮ ﺳﻨﻂ ﻭ ﻃﻠﺢ ﻭ ﺳﻴّﺎﻝ‪ .‬ﻛﻞّ ﻫﺬﺍ ﻛﺎﻥ ﺣﻼﻻً ﺑﺎﺭﺩﺍً‬ ‫ﳌﺴﻌﻮﺩ‪ ،‬ﻭﺭﺛﻪ ﻋﻦ ﺃﺑﻴﻪ“ … ﺑﺪﺃ ﺟﺪّﻱ ﻳﻮﺍﺻﻞ ﺍﳊﺪﻳﺚ ”ﻧﻌﻢ ﻳﺎ ﺑُﻨﻲّ ‪ .‬ﻛﺎﻧﺖ ﻛﻠّﻬﺎ ﻗﺒﻞ‬ ‫ﺃﺭﺑﻌﲔ ﻋﺎﻣﺎً ﻣﻠﻜﺎً ﳌﺴﻌﻮﺩ‪ .‬ﺛﻠﺜﺎﻫﺎ ﺍﻵﻥ ﻟﻲ ﺃﻧﺎ“ … ”ﻭ ﻟﻢ ﺃﻛﻦ ﺃﻣﻠﻚ ﻓﺪﺍﻧﺎ ﻭﺍﺣﺪﺍ ﻋﻨﺪﻣﺎ‬ ‫ﻭﻃﺌﺖ ﻗﺪﻣﺎﻱ ﻫﺬﺍ ﺍﻟﺒﻠﺪ‪ .‬ﻭ ﻛﺎﻥ ﻣﺴﻌﻮﺩ ﳝﻠﻚ ﻛﻞ ﻫﺬﺍ ﺍﳋﻴﺮ‪ .‬ﻭ ﻟﻜﻦ ﺍﳊﺎﻝ ﺍﻧﻘﻠﺐ‬ ‫ﺍﻵﻥ‪ ،‬ﻭ ﺃﻇﻨّﻨﻲ ﻗﺒﻞ ﺃﻥ ﻳﺘﻮﻓّﺎﻧﻲ ﺍﻟﻠﻪ ﺳﺄﺷﺘﺮﻱ ﺍﻟﺜﻠﺚ ﺍﻟﺒﺎﻗﻲ ﺃﻳﻀﺎً‪“.‬‬ ‫ﻟﺴﺖ ﺃﺩﺭﻱ ﳌﺎﺫﺍ ﺃﺣﺴﺴﺖ ﺑﺨﻮﻑ ﻣﻦ ﻛﻠﻤﺎﺕ ﺟﺪّﻱ‪ .‬ﻭ ﺷﻌﺮﺕ ﺑﺎﻟﻌﻄﻒ ﻋﻠﻰ ﺟﺎﺭﻧﺎ‬ ‫ﻣﺴﻌﻮﺩ‪ .‬ﻟﻴﺖ ﺟﺪّﻱ ﻻ ﻳﻔﻌﻞ‪ .‬ﻭ ﺗﺬﻛّﺮﺕ ﻏﻨﺎﺀ ﻣﺴﻌﻮﺩ ﻭ ﺻﻮﺗﻪ ﺍﳉﻤﻴﻞ ﻭ ﺿﺤﻜﺘﻪ ﺍﻟﻘﻮﻳّﺔ‬ ‫ﺍﻟﺘﻲ ﺗﺸﺒﻪ ﺻﻮﺕ ﺍﳌﺎﺀ ﺍﳌﺪﻟﻮﻕ‪ .‬ﺟﺪّﻱ ﻟﻢ ﻳﻜﻦ ﻳﻀﺤﻚ ﺃﺑﺪﺍً‪ .‬ﻭ ﺳﺄﻟﺖ ﺟﺪّﻱ‪” :‬ﳌﺎﺫﺍ ﺑﺎﻉ‬ ‫ﻣﺴﻌﻮﺩ ﺃﺭﺿﻪ؟“ ”ﺍﻟﻨﺴﺎﺀ … ﻣﺴﻌﻮﺩ ﻳﺎ ﺑُﻨﻲّ ﺭﺟﻞ ﻣﺰﻭﺍﺝ ﻛﻞّ ﻣﺮّﺓ ﺗﺰﻭّﺝ ﺍﻣﺮﺃﺓ ﺑﺎﻉ ﻟﻲ‬ ‫ﻓﺪﺍﻧﺎً ﺃﻭ ﻓﺪﺍﻧﲔ‪ “.‬ﻭﺑﺴﺮﻋﺔ ﺣﺴﺒﺖ ﻓﻲ ﺫﻫﻨﻲ ﺃﻥّ ﻣﺴﻌﻮﺩ ﻻ ُﺑ ّﺪ ﺃﻥ ﺗﺰﻭّﺝ ﺗﺴﻌﲔ ﺍﻣﺮﺃﺓ‪،‬‬ ‫ﻭ ﺗﺬﻛّﺮﺕ ﺯﻭﺟﺎﺗﻪ ﺍﻟﺜﻼﺙ ﻭ ﺣﺎﻟﻪ ﺍﳌﺒﻬﺬﻝ ﻭ ﺣﻤﺎﺭﺗﻪ ﺍﻟﻌﺮﺟﺎﺀ ﻭ ﺳﺮﺟﻪ ﺍﳌﻜﺴﻮﺭ ﻭ ﺟﻠﺒﺎﺑﻪ‬ ‫ﺍﳌﻤﺰّﻕ ﺍﻷﻳﺪﻱ …‬ ‫ﻳﺤﺲ ﻟﻪ ﻗﻠﺐ‬ ‫ّ‬ ‫ﺃﺧﺬﺕ ﺃﻓﻜّﺮ ﻓﻲ ﻗﻮﻝ ﻣﺴﻌﻮﺩ‪” :‬ﻗﻠﺐ ﺍﻟﻨﺨﻠﺔ“ ﻭ ﺗﺼﻮّﺭﺕ ﺍﻟﻨﺨﻠﺔ ﺷﻴﺌﺎ‬ ‫ﻳﻨﺒﺾ‪ .‬ﻭ ﺗﺬﻛّﺮﺕ ﻗﻮﻝ ﻣﺴﻌﻮﺩ ﻟﻲ ﻣﺮّﺓ ﺣﲔ ﺭﺁﻧﻲ ﺃﻋﺒﺚ ﺑﺠﺮﻳﺪ ﻧﺨﻠﺔ ﺻﻐﻴﺮﺓ‪” :‬ﺍﻟﻨﺨﻞ‬ ‫ﻳﺎ ﺑُﻨﻲّ ﻛﺎﻵﺩﻣﻴﲔ ﻳﻔﺮﺡ ﻭ ﻳﺘﺄﻟّﻢ‪ “.‬ﻭ ﺷﻌﺮﺕ ﺑﺤﻴﺎﺀ ﺩﺍﺧﻠﻲّ ﻟﻢ ﺃﺟﺪ ﻟﻪ ﺳﺒﺒﺎ‪.‬‬ ‫ﲤﺮﻳﻦ ‪) :١٣‬ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺇﻧﺸﺎﺀ )ﺣﻮﺍﻟﻲ ‪ ٥٠٠‬ﻛﻠﻤﺔ( ﺗﻘﺎﺭﻧﻮﻥ ﻓﻴﻪ ﺑﲔ ﺷﺨﺼﻴﺘﲔ ﻣﻬﻤﺘﲔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻢ‬ ‫ﺃﻭ ﺑﲔ ﻣﻜﺎﻧﲔ‪ ،‬ﻓﻜﺮﺗﲔ ﺃﻭ ﺷﻴﺌﲔ‪ .‬ﺍﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭ ﺳﺖ‬ ‫ﻋﺒﺎﺭﺍﺕ ﻭ ﺃﻓﻌﻞ ﺍﻟﺘﻔﻀﻴﻞ ﻭ ﲤﻴﻴﺰ ﺍﳌﻘﺎﺭﻧﺔ ﻭ ﺿﻌﻮﺍ ﲢﺖ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ‬ ‫ﺳﻄﺮﺍً‪.‬‬

‫ز‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر اﳌﻘﺎرﻧﺔ‪:‬‬ ‫ﺍﻟﻄﻴﺐ ﺻﺎﻟﺢ ”ﺣﻔﻨﺔ ﲤﺮ“‪.‬‬ ‫ﻣﻴﺨﺎﺋﻴﻞ ﻧﻌﻴﻤﺔ ”ﻣﺸﻬﺪﺍﻥ“‪.‬‬

‫• ‪109‬‬

‫اﻟﻮﺣﺪة اﳋﺎﻣﺴﺔ اﻟﺴﺮد‬

Unit Five Narration

By the end of this unit, you will be able to:

You will also explore the following cultural points:

• Write diaries and biographies

• A line of poetry by Abu al-’Ala al-Ma’arri

• Narrate an event or story In order to achieve these objectives, you will learn the following linguistic points: • Time expressions • Genres and forms of narration • The verbal sentence • Tenses and their uses and tense frames with ‫ﻛﺎﻥ‬ •

‫ ﺍﳊﺎﻝ‬as a narrative device

• 110

• A line of poetry by pre-Islamic poet Tarafa Ibn al-’Abd • Authors: Taha Hussein, Abu al-’Ala al-Ma’arri, Latifa Baqa, Hanan al-Shaykh, Samih al-Qasim and singer and composer Marcel Khalifa • Important cultural genres of narratives

‫‪Narration‬‬

‫‪LESSON SEVEN: DIARIES, AUTOBIOGRAPHIES AND‬‬ ‫‪BIOGRAPHIES‬‬

‫اﻟﺪرس اﻟﺴﺎﺑﻊ‪ :‬اﻟﻴﻮﻣﻴﺎت و اﳌﺬﻛﺮات و اﻟﺴﻴﺮ‬

‫َﻴﺲ ﺑِﻔﺎ ِن‬ ‫ِﻴﺾ َاﻷﻣﺎﻧﻲ َﻓ ِﻨﻴَﺖ واﻟﺰﱠﻣﺎنُ ﻟ َ‬ ‫ﻋَ ﻠﱢﻼﻧﻲ ﻓﺈ ﱠن ﺑ َ‬ ‫أﺑﻮ اﻟﻌﻼء اﳌﻌﺮي‬ ‫• ‪111‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﺍ‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺳﻴﺮﺗﻲ ﻃﻪ ﺣﺴﲔ ﻭ ﺃﺑﻲ ﺍﻟﻌﻼﺀ ﺍﳌﻌﺮّﻱ‪ .‬ﺍﻛﺘﺒﻮﺍ ﻓﻘﺮﺓ ﻋﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﻟﻠﺘﻘﺪﱘ‬ ‫ﻓﻲ ﺍﻟﺼﻒ‪ .‬ﻣﺎ ﺍﻟﺬﻱ ﻳﺠﻤﻊ ﺑﻴﻨﻬﻤﺎ؟ ﻣﺎ ﻫﻲ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺃﻟّﻔﻬﺎ ﻃﻪ ﺣﺴﲔ ﻋﻦ ﺃﺑﻲ ﺍﻟﻌﻼﺀ‬ ‫ﺍﳌﻌﺮّﻱ؟‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻗﺮﺍﺀﺓ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﻫﺬﻩ ﺍﻟﻘﻮﻟﺔ ﻟﺘﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ﻓﻲ ﻛﺘﺎﺑﻪ ”ﻳﻮﻣﻴﺎﺕ ﻧﺎﺋﺐ ﻓﻲ ﺍﻷﺭﻳﺎﻑ“ ﺛﻢ ﺍﻛﺘﺒﻮﺍ‬ ‫ﺭﺃﻳﻜﻢ ﻓﻴﻬﺎ ﻭ ﻓﻲ ﺍﻷﻏﺮﺍﺽ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻜﺘﺎﺑﺔ ﺍﻟﻴﻮﻣﻴﺎﺕ ﻭ ﺍﺳﺘﻌﺪّﻭﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪.‬‬ ‫”ﳌﺎﺫﺍ ﺃﺩﻭّﻥ ﺣﻴﺎﺗﻲ ﻓﻲ ﻳﻮﻣﻴّﺎﺕ؟ ﺃﻷﻧّﻬﺎ ﺣﻴﺎﺓ ﻫﻨﻴﺌﺔ؟ ﻛﻼّ! ﺇﻥّ ﺻﺎﺣﺐ ﺍﳊﻴﺎﺓ ﺍﻟﻬﻨﻴﺌﺔ ﻻ‬ ‫ﻳﺪﻭّﻧﻬﺎ‪ ،‬ﺇﳕّﺎ ﻳﺤﻴﺎﻫﺎ… ﺃﻳّﺘﻬﺎ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﺘﻲ ﻟﻦ ﺗُﻨﺸﺮ! ﻣﺎ ﺃﻧﺖ ﺇ ّﻻ ﻧﺎﻓﺬﺓ ﻣﻔﺘﻮﺣﺔ‬ ‫ﺃﻃﻠﻖ ﻣﻨﻬﺎ ﺣﺮﻳﺘﻲ ﻓﻲ ﺳﺎﻋﺎﺕ ﺍﻟﻀﻴﻖ‪“.‬‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﻓﺘﻰ ‪ -‬ﻓِ ﺘﻴﺎﻥ‪/‬ﻓِ ﺘﻴﺔ‪ ،‬ﺷﺎﺏّ ‪ُ -‬ﺷﺒّﺎﻥ‬ ‫ُﻣﺮّﺓ‬ ‫ﻣﺮﺍﺭﺓ‬ ‫ﻋﺴﻴﺮﺓ‪ ،‬ﺷﺎﻗﺔ‪ ،‬ﺻﻌﺒﺔ‬ ‫ﻋُ ﺴﺮ‬ ‫ﻣﺸﻘّﺔ‬ ‫ﺳﻌﺔ‪ ،‬ﻧﻌﻤﺔ‬ ‫ﺩﻋﺔ‬ ‫ﺿﻤﻴﺮ ‪ -‬ﺿﻤﺎﺋﺮ‬ ‫ﺧﻼ ‪ -‬ﻳﺨﻠﻮ ‪ -‬ﺧُ ﻠ ّﻮ ﻟـ‬

‫‪Youth-s‬‬ ‫‪Bitter‬‬ ‫‪Bitterness‬‬ ‫‪Difficult, hard‬‬ ‫‪Difficulty, hardship‬‬ ‫‪Hardship, difficulty‬‬ ‫‪Financial ease or well-being, blessing‬‬ ‫‪Peacefulness, well-being‬‬ ‫‪Conscience-s‬‬ ‫‪To dedicate time to, to find time for,‬‬ ‫‪to be by oneself‬‬

‫ﻋﺬﺏ‬ ‫ﺭﺍﺋﻊ‬ ‫ﺭﻭﺍﺋﻊ ﺍﻷﺩﺏ‬ ‫ﺍﺳﺘﺒﻘﻰ ‪ -‬ﻳﺴﺘﺒﻘﻲ ‪ -‬ﺍﺳﺘﺒﻘﺎﺀ‬

‫‪Sweet, tasteful‬‬ ‫‪Awesome, wonderful, outstanding‬‬ ‫‪Literary masterpieces‬‬ ‫‪To keep, to retain‬‬

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‫‪Narration‬‬

‫ﻓﻀﻞ ﺑﻘﻴّﺔ‬ ‫‪To spend‬‬ ‫ﺃﻧﻔﻖ ‪ -‬ﻳﻨﻔﻖ ‪ -‬ﺇﻧﻔﺎﻕ‬ ‫‪To dress, clothe, cover‬‬ ‫ﻛﺴﺎ ‪ -‬ﻳﻜﺴﻮ ‪ -‬ﻛﺴﻮﺓ‪/‬ﻛِ ﺴﺎﺀ‬ ‫‪Clothes‬‬ ‫ﻛﺴﻮﺓ‪ ،‬ﻣﻼﺑﺲ‪ ،‬ﺛﻴﺎﺏ‬ ‫‪Prisoner-s‬‬ ‫ﺳﺠﲔ ‪ -‬ﺳﺠﻨﺎﺀ‬ ‫‪Suburb-s‬‬ ‫ﺿﻮﺍﺡ‬ ‫ٍ‬ ‫ﺿﺎﺣﻴﺔ ‪-‬‬ ‫‪Companions-s, classmate-s, comrade-s‬‬ ‫ﺭﻓﻴﻖ ‪ -‬ﺭﻓﺎﻕ‬ ‫‪To frequent a place‬‬ ‫ﺃﻟ ّﻢ ‪ -‬ﻳﻠ ّﻢ ‪ -‬ﺇﳌﺎﻡ ﲟﻜﺎﻥ‪،‬‬ ‫ﺍﺧﺘﻠﻒ ‪ -‬ﻳﺨﺘﻠﻒ ‪ -‬ﺍﺧﺘﻼﻑ ﺇﻟﻰ ﻣﻜﺎﻥ‬ ‫‪To stay put in a place‬‬ ‫ﻟﺰﻡ ‪ -‬ﻳﻠﺰﻡ ‪ -‬ﻟﺰﻭﻡ ﻣﻜﺎﻥ‬ ‫‪To inform, bring news to someone‬‬ ‫ﺃﻧﺒﺄ ‪ -‬ﻳﻨﺒﺊ ‪ -‬ﺇﻧﺒﺎﺀ‬ ‫‪News‬‬ ‫ﺃﻧﺒﺎﺀ‪ ،‬ﺃﺧﺒﺎﺭ‬ ‫‪To play/frolic, seek entertainment/merriment‬‬ ‫ﻟﻬﺎ ‪ -‬ﻳﻠﻬﻮ ‪ -‬ﻟﻬﻮ‬ ‫‪Entertainment, merriment‬‬ ‫ﺍﻟﻠﻬﻮ‬ ‫‪To be satisfied/content‬‬ ‫ﻗﻨﻊ ‪ -‬ﻳﻘﻨَﻊ ‪ -‬ﻗﻨﺎﻋﺔ‬ ‫‪To be satisfied/content‬‬ ‫ﺿﻰ‬ ‫ﺭﺿﻲَ ‪ -‬ﻳﺮﺿﻰ ‪ -‬ﺭِ ﺿﺎ‪/‬ﺭِ ً‬ ‫ِ‬ ‫‪Contentment, satisfaction‬‬ ‫ﻗﻨﺎﻋﺔ‪ ،‬ﺭﺿﺎ‬ ‫‪Hardship, strenuousness‬‬ ‫ﻋﻨﺎﺀ‪ ،‬ﺗﻌﺐ‪ ،‬ﻣﺸﻘّﺔ‬ ‫‪To spend‬‬ ‫ﺃﻧﻔﻖ ‪ -‬ﻳﻨﻔﻖ ‪ -‬ﺇﻧﻔﺎﻕ‬ ‫‪Expense-s‬‬ ‫ﻧﻔﻘﺔ ‪ -‬ﻧﻔﻘﺎﺕ‬ ‫‪Remainder, rest‬‬

‫ب‪ -‬اﻟﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :٤‬ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪:‬‬ ‫‪ -١‬ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻥّ ﺣﻴﺎﺓ ﻃﻪ ﺣﺴﲔ ﻓﻲ ﺑﺎﺭﻳﺲ ﻛﺎﻧﺖ ُﻣﺮّﺓ ﻭ ﻋﺴﻴﺮﺓ ﻭ ﻟﻜﻨّﻪ ﻳﺼﻔﻬﺎ‬ ‫ﺃﻳﻀﺎ ﺑﺎﳊﻠﻮﺓ ﻭ ﺍﻟﻴﺴﻴﺮﺓ‪ .‬ﳌﺎﺫﺍ؟‬ ‫‪ -٢‬ﻫﻞ ﻳﺸﻜﻮ ﻃﻪ ﺣﺴﲔ ﻣﻦ ﺍﻟﻐﺮﺑﺔ ﺃﻡ ﻣﻦ ﺍﻟﻌﺰﻟﺔ؟‬ ‫‪ -٣‬ﻣﺎﺫﺍ ﻳﻘﺼﺪ ﺍﳌﻌﺮﻱ ﺑﻘﻮﻟﻪ ﺇﻧّﻪ ﺭﺟﻞ ﻣﺴﺘﻄﻴﻊ ﺑﻐﻴﺮﻩ؟‬

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‫اﻷﻳﺎم‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﻛﺎﻧﺖ ﺣﻴﺎﺓ ﺍﻟﻔﺘﻰ‪ 1‬ﻓﻲ ﺑﺎﺭﻳﺲ ﺣﻠﻮﺓ ﻣُ ﺮّﺓ ﻭ ﻳﺴﻴﺮﺓ ﻋﺴﻴﺮﺓ‪ ،‬ﻟﻢ ﻳﻌﺮﻑ ﻓﻴﻬﺎ ﺳﻌﺔ ﻭ ﻻ‬ ‫ﺩﻋﺔ‪ ،‬ﻭ ﻟﻜﻨﻪ ﺫﺍﻕ ﻓﻴﻬﺎ ﻣﻦ ﻧﻌﻤﺔ ﺍﻟﻨﻔﺲ ﻭ ﺭﺍﺣﺔ ﺍﻟﻘﻠﺐ ﻭ ﺭﺿﺎ ﺍﻟﻀﻤﻴﺮ ﻣﺎ ﻟﻢ ﻳﻌﺮﻓﻪ‬ ‫ﻗﻂ‪ .‬ﻛﺎﻧﺖ ﺣﻴﺎﺗﻪ ﺍﳌﺎﺩﻳﺔ ﺷﺎﻗﺔ‪ ،‬ﻭ ﻟﻜﻨﻪ ﺍﺣﺘﻤﻞ ﻣﺸﻘﺘﻬﺎ ﻓﻲ‬ ‫ﻣﻦ ﻗﺒﻞ ﻭ ﻣﺎ ﻟﻢ ﻳﻨﺴﻪ ّ‬ ‫ﺷﺠﺎﻋﺔ ﻭ ﺭﺿﺎ ﻭ ﺳﻤﺎﺡ‪ ،‬ﻟﻢ ﻳﻜﻦ ﻣﺮﺗّﺒﻪ ﻳﺘﺠﺎﻭﺯ ﺛﻠﺜﻤﺎﺋﺔ ﻣﻦ ﺍﻟﻔﺮﻧﻜﺎﺕ‪ ،‬ﻛﺎﻥ ﻳﺪﻓﻊ ﺛﻠﺜﻴﻪ‬ ‫ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻷﻭﻝ ﺃﻭ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﻛﻞ ﺷﻬﺮ‪ ،‬ﺛﻤﻨ ًﺎ ﳌﺴﻜﻨﻪ ﻭ ﻃﻌﺎﻣﻪ ﻭ ﺷﺮﺍﺑﻪ‪ ،‬ﻭ ﻛﺎﻥ ﻳﺪﻓﻊ‬ ‫ﻧﺼﻒ ﺍﻟﺜﻠﺚ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﺒﻘﻰ ﻟﻪ ﺃﺟﺮ ًﺍ ﻟﺴﻴّﺪﺓ ﻛﺎﻧﺖ ﺗﺼﺤﺒﻪ ﺇﻟﻰ ﺍﻟﺴﺮﺑﻮﻥ ﻣﺼﺒﺤ ًﺎ‬ ‫ﻭ ﳑﺴﻴﺎً‪ ،‬ﻟﻴﺴﻤﻊ ﻓﻴﻬﺎ ﺩﺭﻭﺱ ﺍﻟﺘﺎﺭﻳﺦ ﻋﻠﻰ ﺍﺧﺘﻼﻓﻬﺎ‪ ،‬ﻭ ﺗﻘﺮﺃ ﻟﻪ ﺑﲔ ﺫﻟﻚ ﻣﺎ ﺷﺎﺀ ﺍﻟﻠﱠﻪ‬ ‫ﻣﻦ ﺍﻟﻜﺘﺐ ﺣﲔ ﻻ ﻳﺨﻠﻮ ﻟﻪ ﺫﻟﻚ ﺍﻟﺼﻮﺕ ﺍﻟﻌﺬﺏ‪ 2‬ﺍﻟﺬﻱ ﻛﺎﻥ ﻗﺪ ﺭﺗّﺐ ﻟﻪ ﺳﺎﻋﺎﺕ ﺑﻌﻴﻨﻬﺎ‬ ‫ﻓﻲ ﺍﻟﻨﻬﺎﺭ‪ ،‬ﻟﻴﻘﺮﺃ ﻟﻪ ﻓﻴﻬﺎ ﺭﻭﺍﺋﻊ ﺍﻷﺩﺏ ﺍﻟﻔﺮﻧﺴﻲ‪ ،‬ﻭ ﻛﺎﻥ ﻳﺴﺘﺒﻘﻲ ﻓﻀﻞ ﻣﺮﺗّﺒﻪ ﺑﻌﺪ ﺫﻟﻚ‬ ‫ﻟﻴﻨﻔﻖ ﻣﻨﻪ ﻋﻠﻰ ﻣﺎ ﻳﻌﺮﺽ ﻣﻦ ﺣﺎﺟﺎﺗﻪ ﺍﻟﻴﻮﻣﻴّﺔ‪ ،‬ﻓﺄﻣﺎ ﺃﻣﺮ ﻛﺴﻮﺗﻪ ﻓﻘﺪ ﺗﺮﻛﻪ ﺇﻟﻰ ﺍﻟﻠﱠﻪ‬ ‫ﻷﻥّ ﻣﺮﺗّﺒﻪ ﻟﻢ ﻳﻜﻦ ﻳﺘّﺴﻊ ﻟﻪ‪.‬‬ ‫ﻭ ﺃﻧﻔﻖ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﻦ ﺣﻴﺎﺗﻪ ﻓﻲ ﺑﺎﺭﻳﺲ ﻻ ﻳﺨﺮﺝ ﻣﻦ ﺑﻴﺘﻪ ﺇ ّﻻ ﺇﻟﻰ ﺍﻟﺴﺮﺑﻮﻥ‪ .‬ﻓﻜﺎﻥ‬ ‫ﺳﺠﻴﻨ ًﺎ ﺃﻭ ﻛﺎﻟﺴﺠﲔ‪ ،‬ﻟﻢ ﻳﺬﻛﺮ ﻗﻂّ ﺃﻧّﻪ ﺧﺮﺝ ﻣﻦ ﺑﺎﺭﻳﺲ ﺇﻟﻰ ﺿﺎﺣﻴﺔ ﻣﻦ ﺿﻮﺍﺣﻴﻬﺎ‬ ‫ﻓﻲ ﺃﻳﺎﻡ ﺍﻟﺮﺍﺣﺔ ﺍﻟﺘﻲ ﻛﺎﻥ ﺭﻓﺎﻗﻪ ﻳﻨﻔﻘﻮﻥ ﻓﻴﻬﺎ ﺃﻳﺎﻡ ﺍﻵﺣﺎﺩ‪ ،‬ﻭ ﻟﻢ ﻳﺬﻛﺮ ﻗﻂّ ﺃﻧّﻪ ﺍﺧﺘﻠﻒ‬ ‫ﺇﻟﻰ ﻗﻬﻮﺓ ﻣﻦ ﻗﻬﻮﺍﺕ ﺍﳊﻲّ ﺍﻟﻼﺗﻴﻨﻲ ﺍﻟﺘﻲ ﻛﺎﻥ ﺭﻓﺎﻗﻪ ﺍﳉﺎﺩّﻭﻥ ﻳﻠﻤّﻮﻥ ﺑﻬﺎ ﺑﲔ ﺣﲔ‬ ‫ﻭ ﺣﲔ‪ ،‬ﻭ ﻛﺎﻥ ﺃﻛﺜﺮ ﺍﻟﻄﻼّﺏ ﺍﳌﺼﺮﻳﲔ ﻳﺨﺘﻠﻔﻮﻥ ﺇﻟﻴﻬﺎ ﺃﻛﺜﺮ ﳑّﺎ ﻛﺎﻧﻮﺍ ﻳﺨﺘﻠﻔﻮﻥ ﺇﻟﻰ‬ ‫ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭ ﺇﳕّﺎ ﻛﺎﻥ ﻳﻠﺰﻡ ﺑﻴﺘﻪ ﻓﻲ ﺃﻳّﺎﻡ ﺍﻟﺮﺍﺣﺔ ﻻ ﻳﻔﺎﺭﻗﻪ‪ ،‬ﻭ ﺭﲟّﺎ ﺧﻼ ﺇﻟﻰ ﻧﻔﺴﻪ ﺍﻟﻴﻮﻡ‬ ‫ﻛﻠّﻪ ﻓﻲ ﻏﺮﻓﺘﻪ‪ ،‬ﺇ ّﻻ ﺃﻥ ﻳﻠ ّﻢ ﺑﻪ ﺫﻟﻚ ﺍﻟﺼﻮﺕ ﺍﳉﻤﻴﻞ ﻓﻴﻘﻀﻲ ﻣﻌﻪ ﺳﺎﻋﺔ ﻣﻦ ﻧﻬﺎﺭ‪.‬‬ ‫ﻭ ﻛﺎﻥ ﻳﺴﻤﻊ ﺃﻧﺒﺎﺀ ﺍﳌﺴﺎﺭﺡ ﻭ ﻣﻌﺎﻫﺪ ﺍﳌﻮﺳﻴﻘﻰ ﻭ ﺍﻟﻠﻬﻮ‪ ،‬ﻭ ﻛﺎﻧﺖ ﻧﻔﺴﻪ ﺭﲟّﺎ ﻧﺎﺯﻋﺘﻪ‬ ‫ﺇﻟﻰ ﺑﻌﺾ ﻫﺬﻩ ﺍﳌﺴﺎﺭﺡ ﻟﻴﺴﻤﻊ ﻫﺬﻩ ﺍﻟﻘﺼﺔ ﺃﻭ ﺗﻠﻚ‪ ،‬ﻭ ﻟﻜﻨﻪ ﻛﺎﻥ ﻳﺮ ّﺩ ﻧﻔﺴﻪ ﻓﻲ ﻳﺴﺮ‬ ‫ﺇﻟﻰ ﺍﻟﻘﻨﺎﻋﺔ ﻭ ﺍﻟﺮﺿﺎ‪ .‬ﻭ ﻛﻴﻒ ﺍﻟﺴﺒﻴﻞ ﺇﻟﻰ ﻏﻴﺮ ﺫﻟﻚ ﻭ ﻫﻮ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺬﻫﺐ ﻭﺣﺪﻩ‬ ‫ﺇﻟﻰ ﺣﻴﺚ ﻳﺮﻳﺪ‪ ،‬ﻭ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺪﻋﻮ ﻏﻴﺮﻩ ﺇﻟﻰ ﻣﺮﺍﻓﻘﺘﻪ‪ ،‬ﻭ ﻻ ﻳﺮﻳﺪ ﺃﻥ ﻳﻜﻠّﻒ ﻏﻴﺮﻩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﺱ ﻋﻨﺎﺀ ﻣﺮﺍﻓﻘﺘﻪ ﻣﻦ ﺟﻬﺔ ﻭ ﲢﻤّﻞ ﻣﺎ ﺗﻘﺘﻀﻴﻪ ﻫﺬﻩ ﺍﳌﺮﺍﻓﻘﺔ ﻣﻦ ﺍﻟﻨﻔﻘﺎﺕ ﻣﻦ‬ ‫ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﻭ ﻟﻢ ﺗﻜﻦ ﺫﻛﺮﻯ ﺃﺑﻲ ﺍﻟﻌﻼﺀ‪ 3‬ﺗﻔﺎﺭﻗﻪ ﻓﻲ ﳊﻈﺔ ﻣﻦ ﳊﻈﺎﺕ ﺍﻟﻴﻘﻈﺔ ﺇ ّﻻ ﺃﻥ‬

‫‪ to refer to himself.‬ﺍﻟﻔﺘﻰ ‪Throughout his autobiography, Hussein uses the word‬‬ ‫‪, the sweet voice, refers to Hussein’s wife, who used to read French literary works to him‬ﺍﻟﺼﻮﺕ ﺍﻟﻌﺬﺏ‬ ‫‪before they got married.‬‬ ‫‪3‬‬ ‫ﺃﺑﻮ ﺍﻟﻌﻼﺀ ‪A reference to Hussein’s doctoral dissertation, and later a book that he wrote in 1914 about‬‬ ‫‪”.‬ﲡﺪﻳﺪ ﺫﻛﺮﻯ ﺃﺑﻲ ﺍﻟﻌﻼﺀ“ ‪, Abbasid poet and writer (973–1057), entitled‬ﺍﳌﻌﺮﻱ‬ ‫‪1‬‬ ‫‪2‬‬

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‫‪Narration‬‬

‫ﻳُﺸﻐﻞ ﻋﻨﻬﺎ ﺑﺎﻹﺳﺘﻤﺎﻉ ﺇﻟﻰ ﺍﻟﺪﺭﺱ ﺃﻭ ﺇﻟﻰ ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻛﺎﻥ ﻳﺬﻛﺮ ﺩﺍﺋﻤ ًﺎ ﻗﻮﻝ ﺃﺑﻲ ﺍﻟﻌﻼﺀ‬ ‫ﻓﻲ ﺁﺧﺮ ﻛﺘﺎﺏ ﻣﻦ ﻛﺘﺒﻪ ﺇﻧّﻪ ﺭﺟﻞ ﻣﺴﺘﻄﻴﻊ ﺑﻐﻴﺮﻩ‪.‬‬ ‫ﻃﻪ ﺣﺴﲔ ”ﺍﻷﻳﺎﻡ“ ‪ .‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﺮﻛﺰ ﺍﻷﻫﺮﺍﻡ ﻟﻠﺘﺮﺟﻤﺔ ﻭ ﺍﻟﻨﺸﺮ )‪ .(١٩٩٢‬ﺻﺺ‬ ‫‪.٤٣٨-٤٣٧‬‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٥‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺗﺮﺟﻤﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻘﺎﻣﻮﺱ ﻭ ﻗﺎﺭﻧﻮﺍ ﺑﲔ ﻣﻌﺎﻧﻴﻬﺎ‪.‬‬ ‫ﻧﻌﻤﺔ ﺳﻤﺎﺡ ﻗﻨﺎﻋﺔ‬ ‫ﺳﻌﺔ ﺩﻋﺔ ﻳُﺴﺮ ﺭﺍﺣﺔ ﺭﺿﺎ ﻣﺸﻘّﺔ ﻋُ ﺴﺮ‬ ‫ﺛﻤﻦ ﺃﺟﺮ ﺗﻜﻠﻔﺔ ﺳﻌﺮ ﻗﻴﻤﺔ ﻣُﺮﺗّﺐ ﻣﺼﺎﺭﻳﻒ ﺇﺩّﺧﺎﺭ ﻣﻨﺤﺔ ﺿﺮﻳﺒﺔ‬ ‫ﺍِﻗﺘﺮﺽ ﺑﺬّﺭ ﺍﺳﺘﻠﻒ‬ ‫ﺻﺮﻑ ﺃﻧﻔﻖ ِﺍﺩّﺧﺮ ﺩﻓﻊ ﺳﻠّﻒ ﺃﻗﺮﺽ ﺗﺪﺍﻳﻦ‬ ‫ﻗﻠﺐ ﺿﻤﻴﺮ ﻓﺆﺍﺩ ﺧﺎﻃﺮ ﺑﺎﻝ ﻣُﺨﻴّﻠﺔ ﻭﺟﺪﺍﻥ ﻧﻔﺲ ﺧﻠﺪ ﻋﻘﻞ‬ ‫ﲤﺮﻳﻦ ‪ :٦‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻣﻔﺮﺩﺍﺕ ﺳﺮﺩ ﺍﳌﺬﻛﺮﺍﺕ ﻭ ﺍﻟﻴﻮﻣﻴﺎﺕ‪:‬‬ ‫ﺩﻭّﻥ‪ ،‬ﺳﺠّ ﻞ‪ ،‬ﻗﻴّﺪ‬ ‫ﺃﺭّﺥ‬ ‫ﻛﺘﺐ‪ ،‬ﺃﻟّﻒ‬ ‫ﻧﺴﺦ‪ ،‬ﻧﻘﻞ‬ ‫ﻳﻮﻣﻴّﺎﺕ‬ ‫ﻣﺬﻛّﺮﺍﺕ‬ ‫ﺭﺯﻧﺎﻣﺔ‬ ‫ﺗﺄﺭﻳﺦ‬ ‫ﺗﺪﻭﻳﻦ‬ ‫ﺳﻴﺮﺓ ‪ِ -‬ﺳﻴَﺮ‬ ‫ﺳﻴﺮﺓ ﺫﺍﺗﻴّﺔ‬ ‫ﺗﺮﺟﻤﺔ ‪ -‬ﺗﺮﺍﺟﻢ‬

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‫‪To record‬‬ ‫‪To record, chronicle‬‬ ‫‪To write, compose, author‬‬ ‫‪To copy, transmit‬‬ ‫‪Journals, diaries‬‬ ‫‪Diaries‬‬ ‫‪Calendar‬‬ ‫‪Chronicle, history‬‬ ‫‪Recording‬‬ ‫‪Biography-ies‬‬ ‫‪Autobiography‬‬ ‫‪Translation-s, biography-ies‬‬

Developing Writing Skills in Arabic

:‫ اﻟﻘﻮاﻋﺪ‬-‫د‬ ‫ ﻣﺮاﺟﻌﺔ اﳉﻤﻠﺔ اﻟﻔﻌﻠﻴﺔ‬-١

As is the case with ‫ ﺍﳉﻤﻠﺔ ﺍﻹﺳﻤﻴﺔ‬in description ‫ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‬lends itself perfectly to narration. Study the following sentence from the main text:

.‫ﻭ ﺃﻧﻔﻖَ ﺍﻟﺴﻨ َﺔ ﺍﻷﻭﻟﻰ ﻣﻦ ﺣﻴﺎﺗﻪ ﻓﻲ ﺑﺎﺭﻳﺲ ﻻ ﻳﺨﺮﺝُ ﻣﻦ ﺑﻴﺘﻪ ﺇ ّﻻ ﺇﻟﻰ ﺍﻟﺴﺮﺑﻮﻥ‬ He spent the first year of his life in Paris not leaving his house except to go to the Sorbonne.

‫ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‬is made of mainly a verb ‫ﻓﻌﻞ‬, a subject ‫ﻓﺎﻋﻞ ﻣﺮﻓﻮﻉ‬, and an object ‫ﻣﻔﻌﻮﻝ ﺑﻪ ﻣﻨﺼﻮﺏ‬, if the verb is transitive ‫ﻣﺘﻌ ّﺪ‬, that is, requires an object. The verb remains in the singular when followed by an explicit, that is mentioned, subject. Here is an example:

.‫ﺍﺧﺘﻠﻒ ﺍﻟﻄﻼﺏُ ﺍﳌﺼﺮﻳﻮﻥ ﺇﻟﻰ ﻗﻬﻮﺍﺕ ﺍﳊﻲّ ﺍﻟﻼﺗﻴﻨﻲ‬ (‫ )ﲢﻠﻴﻞ ﻗﻮﺍﻋﺪ ﻓﻲ ﺍﻟﺼﻒ‬:٧ ‫ﲤﺮﻳﻦ‬ .‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﺍﳉﻤﻞ ﺍﻟﻔﻌﻠﻴﺔ ﻣﻦ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﻭ ﺷﻜّﻠﻮﻫﺎ ﺛﻢ ﺣﻠّﻠﻮﺍ ﺃﺟﺰﺍﺀﻫﺎ‬

(‫ ﻣﺮاﺟﻌﺔ اﺳﺘﻌﻤﺎﻻت أزﻣﻨﺔ اﻟﻔﻌﻞ )اﳌﺎﺿﻲ و اﳌﻀﺎرع و اﳌﺴﺘﻘﺒﻞ‬-٢ Tenses are essential to narration. Tense manipulation does not depend only on conjugation, but also, and most importantly, on when to use the appropriate tense and for what function. Grammatical Tense is different from Time. For example, in a sentence such as ‘My train leaves in two hours,’ although Tense is the present, Time is the future. Writers sometimes choose to use the Narrative Present for events that happened in the past with an added effect of immediacy and surprise that the past tense does not carry. This use of Narrative Present also makes novels or short stories seem like plays. In addition to Tense, languages use Aspect, which adds information on whether the action is complete (Perfect) or incomplete (Imperfect), is continuous or happened at a definite point in time, etc. (See Lesson Eight). Below is a review of when to use tenses in Arabic. The Perfect/Past Most of my colleagues graduated two years ago.

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:‫ﺍﳌﺎﺿﻲ‬

-١ .‫ ﺗﺨﺮّﺝ ﻣﻌﻈﻢ ﺯﻣﻼﺋﻲ ﻣﻨﺬ ﺳﻨﺘﲔ‬:‫ﻣﺜﺎﻝ‬

Narration

‫ ﺍﳌﻀﺎﺭﻉ‬-٢

The Imperfect

:‫ ﺍﳌﺮﻓﻮﻉ‬-‫ﺍ‬ My sister likes reading French novels.

.‫ ﲢﺐﱡ ﺃﺧﺘﻲ ﻗﺮﺍﺀﺓ ﺍﻟﺮﻭﺍﻳﺎﺕ ﺍﻟﻔﺮﻧﺴﻴﺔ‬:‫ﻣﺜﺎﻝ‬ :‫ ﺍﳌﻨﺼﻮﺏ‬-‫ﺏ‬ ‫ ﺑﻌﺪ ﺃﻥ‬.‫ ﻗﺮّﺭﻧﺎ ﺃﻥ ﻧﺆﺟّ َﻞ ﺍﻹﺟﺘﻤﺎﻉ‬:‫ﻣﺜﺎﻝ‬

After ‘to’ or ‘that’ We decided to postpone the meeting.

‫ ﻛﻲ‬،…‫ ﻟـ‬،‫ ﺑﻌﺪ ﺣﺘﻰ‬‫ ﺳﺎﻓﺮ ﺻﺪﻳﻘﻲ ﺇﻟﻰ ﺍﻷﺭﺩﻥ‬:‫ﻣﺜﺎﻝ‬ .‫ﻟﻴﺰﻭ َﺭ ﺍﻟﺒﺘﺮﺍﺀ‬ ‫ ﺑﻌﺪ ﻟﻦ ﻟﻨﻔﻲ ﺍﳌﺴﺘﻘﺒﻞ‬‫ ﻟﻦ ﻳﺴﺘﻔﻴ َﺪ ﺍﻟﺸﻌﺐ‬:‫ﻣﺜﺎﻝ‬ .‫ﻣﻦ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ‬

After expressions of purpose: ‘in order to’, ‘so that’ My friend traveled to Jordan in order to visit Petra. After ‘lan’ to negate the future The people will not benefit from this project.

After ‘lam’ to negate the past Hussein did not leave his room except rarely.

:‫ ﺍﳌﺠﺰﻭﻡ‬-‫ﺝ‬ ‫ ﺑﻌﺪ ﻟﻢ ﻟﻨﻔﻲ ﺍﳌﺎﺿﻲ‬.ً‫ ﻟﻢ ﻳﺨﺮﺝْ ﺣﺴﲔ ﻣﻦ ﻏﺮﻓﺘﻪ ﺇ ّﻻ ﻧﺎﺩﺭﺍ‬:‫ﻣﺜﺎﻝ‬ ‫ ﺑﻌﺪ ﻻ ﺍﻟﻨﺎﻫﻴﺔ‬.‫ ﻻ ﺗﺆﺟّ ْﻞ ﻋﻤﻞ ﺍﻟﻴﻮﻡ ﺇﻟﻰ ﺍﻟﻐﺪ‬:‫ﻣﺜﺎﻝ‬

After ‘la’ of negative command Do not postpone today’s work till tomorrow. Some conditional sentences When one sows thorns, one reaps wounds. Indirect Command I am hungry, so let’s go to the closest restaurant. The future Near/definite future She is going to arrive to the airport at dawn.

‫ ﻣﺎ ﻭ ﻣﻦ‬،‫ ﺍﳉﻤﻠﺔ ﺍﻟﺸﺮﻃﻴﺔ ﺑﻌﺪ ﺇﻥ ﻭ ﻣﻬﻤﺎ‬(‫ ﻣﻦ ﻳﺰﺭﻉْ ﺍﻟﺸﻮﻙ ﻳﺠﻦِ ﺍﳉﺮﺍﺡ )ﺍﻟﺸﺎﺑﻲ‬:‫ﻣﺜﺎﻝ‬ ‫ ﺍﻷﻣﺮ ﺍﻟﻐﻴﺮ ﻣﺒﺎﺷﺮ ﺑﻌﺪ ﻟ ِـ… ﺃﻭ ﻓَﻠـ‬.‫ ﻟﻘﺪ ﺟﻌﺖُ ﻓﻠﻨﺬﻫﺐْ ﺇﻟﻰ ﺃﻗﺮﺏ ﻣﻄﻌﻢ‬:‫ﻣﺜﺎﻝ‬ …

:‫ ﺍﳌﺴﺘﻘﺒﻞ‬-٣ ‫ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺮﻓﻮﻉ‬+ ‫ ﺳـ‬:‫ ﺍﻟﻘﺮﻳﺐ‬-‫ﺍ‬ .ً‫ ﺳﺘﺼﻞُ ﺇﻟﻰ ﺍﳌﻄﺎﺭ ﻓﺠﺮﺍ‬:‫ﻣﺜﺎﻝ‬

117 •

‫‪Developing Writing Skills in Arabic‬‬

‫ﺏ‪ -‬ﺍﻟﺒﻌﻴﺪ‪ :‬ﺳﻮﻑ ‪ +‬ﺍﳌﻀﺎﺭﻉ ﺍﳌﺮﻓﻮﻉ‬ ‫ﻣﺜﺎﻝ‪ :‬ﺳﻮﻑ ﻧﺰﻭ ُﺭ ﺍﳌﻨﺎﻣﺔ ﻳﻮﻣ ًﺎ ﻣﺎ‪.‬‬

‫‪Far/indefinite future‬‬ ‫‪We will visit Manama some day.‬‬

‫ﲤﺮﻳﻦ ‪) :٨‬ﲢﻠﻴﻞ ﻗﻮﺍﻋﺪ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺳﻄﺮﻭﺍ ﲢﺖ ﺍﻷﺯﻣﻨﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﻭ ﺣﺪﺩﻭﺍ ﺳﺒﺐ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ‪.‬‬ ‫ﲤﺮﻳﻦ ‪) :٩‬ﻗﻮﺍﻋﺪ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺻﺮّﻓﻮﺍ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻮﺍﺭﺩﺓ ﺑﲔ ﻗﻮﺳﲔ ﻣﻨﺘﺒﻬﲔ ﺇﻟﻰ ﺃﺯﻣﻨﺔ ﺍﻟﻔﻌﻞ‬ ‫ﺍﻷﺣﺪ‪ ٢٧‬ﻓﺒﺮﺍﻳﺮ‬ ‫ﻟﻢ )ﺍﺳﺘﻄﺎﻉ( ـــــــــــــــــــــــــــــــ ﺃﻥ )ﻧﺎﻡ( ــــــــــــــــــــــــــــــ ﺍﻟﺒﺎﺭﺣﺔ‪ .‬ﻟﻘﺪ )ﺃﺭّﻕ(‬ ‫ـــــــــــــــــــــــــــﻨﻲ ﺃﻣ ٌﺮ ﺧﻄﻴﺮ‪ .‬ﻏﺪ ًﺍ )ﺗﻮﻗّﻒ( ــــــــــــــــــــــــــــــ ﻣﺴﺎﻋﺪﺍﺕُ ﺍﳊﻜﻮﻣﺔ‬ ‫ﺍﳌﺎﻟﻴﺔ ﺍﻟﺘﻲ )ﺑﺪﺃ( ــــــــــــــــــــــــــــــ ﻣﻨﺬ ﺳﺘﺔ ﺷﻬﻮﺭ ﻣﻦ ﺍﻟﺒﻄﺎﻟﺔ‪) .‬ﻓﺼﻞ( ـــــــــــــــ‬ ‫ـــــــــــــــﻨﻲ ﺍﻟﺸﺮﻛ ُﺔ ﺑﺴﺒﺐ ﺍﻷﺯﻣﺔ ﺍﳌﺎﻟﻴﺔ ﺍﻟﺘﻲ )ﻫﺰّ( ــــــــــــــــــــــــــــــــــــ ﺍﻟﺒﻼﺩ‬ ‫)ﲢﺴﻦ(‬ ‫ّ‬ ‫ﻭ ﺍﻟﻌﺎﻟﻢ ﺑﺄﺳﺮﻩ ﻭ ﻟﻦ )ﺃﻋﺎﺩ( ــــــــــــــــــــــــــــــــﻨﻲ ﺇﻟﻰ ﻣﻨﺼﺒﻲ ﺣﺘّﻰ ﻭ ﺇﻥ‬ ‫ﺍﻟﻈﺮﻭﻑ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﻓﻘﺪ )ﺗﻌﻮّﺩ( ـــــــــــــــــــــــــــــــــــــــ ﻋﻠﻰ‬ ‫ُ‬ ‫ــــــــــــــــــــــــــــــــــــــ‬ ‫ﺍﻟﻘﻴﺎﻡ ﺑﻨﻔﺲ ﺍﳌﻬﺎﻡ ﺃﻭ ﺃﻛﺜﺮ ﺑﺄﻗﻞّ ﻣﻦ ﺍﳌﻮﻇﻔﲔ‪ .‬ﻟﻢ )ﲤﻜّﻦ( ــــــــــــــــــــــــــــــ ﻣﻦ ﺃﻥ‬ ‫)ﻭﻓّﺮ( ــــــــــــــــــــــــــــــ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﳌﺎﻝ ﻓﺎﳌﻌﻴﺸ ُﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﺰﻣﻦ )ﺟﻌﻞ( ـــــــــــــــــــــــﻚ‬ ‫ﺗﺘﺪﻳّﻦ ﻭ ﲢﺼﻞ ﻋﻠﻰ ﻗﺮﻭﺽ ﻳﻌﺴﺮ ﺩﻓﻌُﻬﺎ‪ .‬ﻻ )ﺩﺭﻯ( ــــــــــــــــــــــــــــــ ﻛﻴﻒ )ﺳـﺪّﺩ(‬ ‫ــــــــــــــــــــــــــــــ ﻫﺬﻩ ﺍﻟﺪﻳﻮﻥ ﻭ )ﺩﻓﻊ( ــــــــــــــــــــــــــــــ ﺇﻳﺠﺎﺭ ﺍﻟﺸﻘﺔ ﻭ ﺗﻜﺎﻟﻴﻒ‬ ‫ﺍﳌﻌﻴﺸﺔ ﺍﻷﺧﺮﻯ ﻛﺮﺳﻮﻡ ﺩﺭﺍﺳﺔ ﺃﻭﻻﺩﻱ‪ .‬ﻟﻦ )ﻳﺌﺲ( ــــــــــــــــــــــــــــــ ﻣﻦ ﺃﻣﺮﻱ‬ ‫ﻭ )ﻇﻞ( ــــــــــــــــــــــــــــــ ﺃﺑﺤﺚ ﻋﻦ ﻭﻇﻴﻔﺔ ﺣﺘﻰ ﻭ ﺇﻥ ﻛﺎﻧﺖ ﺳﺎﺋﻖ ﺳﻴﺎﺭﺓ ﺃﺟﺮﺓ‪.‬‬

‫‪ -٢‬اﳌﻔﻌﻮل اﳌﻄﻠﻖ‬

‫ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ‬

‫‪expresses how the action was done and thus is the equivalent of the‬‬ ‫‪adverb of manner in English and other languages. Consider the following example from‬‬ ‫‪the main text:‬‬

‫ﻭ ﻟﻜﻨﻪ ﺍﺣﺘﻤﻞ ﻣﺸﻘﺘﻬﺎ ﻓﻲ ﺷﺠﺎﻋﺔ ﻭ ﺭﺿﺎ ﻭ ﺳﻤﺎﺡ‪.‬‬ ‫‪But he endured its hardship bravely, with contentment and acceptance.‬‬

‫ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ‬

‫‪ following the verb from‬ﻣﺼﺪﺭ ‪comes generally in the form of a‬‬ ‫‪ is not‬ﺍﳌﺼﺪﺭ ‪which it is derived. Sometimes, however, as in the example above,‬‬ ‫‪ comes in‬ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ ‪mentioned but understood from the context. In these cases,‬‬ ‫ﺍﳌﻔﻌﻮﻝ ‪. It is possible for‬ﻣﻨﺼﻮﺏ ‪the form of a prepositional phrase or an adjective‬‬

‫‪• 118‬‬

‫‪Narration‬‬

‫‪ (see Lesson Five, Describing a Person) or‬ﺍﺳﻢ ﺍﻟﻬﻴﺌﺔ ‪ to also take the form of‬ﺍﳌﻄﻠﻖ‬ ‫‪ (see Unit Five, Narration).‬ﺍﺳﻢ ﺍﳌﺮّﺓ‬ ‫‪ with examples:‬ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ ‪Below are the forms and functions of‬‬ ‫ﺍ‪ -‬ﻟﺘﺄﻛﻴﺪ ﺍﻟﻔﻌﻞ‪:‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﺃﻧّﺒﺖ ﺍﳌﺘﻜﺎﺳﻞ ﺗﺄﻧﻴﺒﺎً‪.‬‬ ‫ﺏ‪ -‬ﻟﺒﻴﺎﻥ ﻧﻮﻉ ﺍﻟﻔﻌﻞ‪:‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﻣﺎ ﻟﻚ ﲤﺸﻲ ﻣﺸﻴ َﺔ ﺍﳌﺘﻜﺒّﺮ؟‬

‫‪To emphasize the verb‬‬ ‫‪I reprimanded the lazy person severely.‬‬ ‫‪To qualify the manner or type of the action‬‬ ‫?‪Why are you walking arrogantly‬‬

‫ﺝ‪ -‬ﻟﺒﻴﺎﻥ ﻋﺪﺩ ﺍﻟﻔﻌﻞ‪:‬‬

‫‪To specify the number of times‬‬ ‫‪an action happened‬‬

‫ﻣﺜﺎﻝ‪ :‬ﺳﺎﻓﺮﻧﺎ ﻫﺬﻩ ﺍﻟﺴﻨﺔ ﺳﻔﺮﺗﲔ‪.‬‬ ‫ﺩ‪ -‬ﺑﻌﺪ ﻛﻤﺎ ﻭ ﻣﺜﻠﻤﺎ‪:‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﻓﻌﻠﺖ ﻛﻤﺎ ﺃﻣﺮ ﺃﺑﻲ‪.‬‬

‫‪We traveled twice.‬‬ ‫‪After as or like followed by a verb‬‬

‫ﻫـ ‪ -‬ﺍﻹﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺫﻛﺮﻩ‪:‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﻫﺘﻒ ﺍﻷﻭﻻﺩ )ﻫﺘﺎﻓﺎً( ﻋﺎﻟﻴﺎً‪.‬‬

‫‪I did as my father ordered.‬‬ ‫‪By omission‬‬ ‫‪The children cheered loudly.‬‬

‫ﲤﺮﻳﻦ ‪ :١٠‬ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺼﻒ ﺃﻭ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺃﻛﻤﻠﻮﺍ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺴﺘﻌﻤﻠﲔ ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ‪:‬‬ ‫ﺣﺎﻭﻟﺖ ﺃﻥ ﺃﻓﻬﻢ ﺍﻟﻨﺺ ــــــــــــــــــــــــــــــ ﺩﻗﻴﻘ ًﺎ ﻓﻘﺮﺃﺗﻪ ﺃﻭّﻝ ﻣﺮّﺓ ـــــــــــــــــــــــــــــ‬ ‫ﺳﺮﻳﻌﺔ ﺛ ّﻢ ﻓﻜّﺮﺕ ﻓﻲ ﻣﺤﺘﻮﻳﺎﺗﻪ ـــــــــــــــــــــــــــــ ﻋﻤﻴﻘ ًﺎ ﻭ ﺑﻌﺪ ﺑﻀﻊ ﺳﺎﻋﺎﺕ ﻋﺪﺕ‬ ‫ﻓﻘﺮﺃﺗﻪ ﻣﺮّﺓ ﺛﺎﻧﻴﺔ ﺑـــــــــــــــــــــــــــــــــــــ ﺣﺘّﻰ ﺍﺳﺘﻮﻋﺒﺖ ﻛﻞّ ﻣﺎ ﺟﺎﺀ ﻓﻴﻪ ـــــــــــــــــــــــــــــ‬ ‫ﻼ ﻭ ﻛﺘﺒﺖ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﻋﻨﻪ ﺣﺘّﻰ ﺃﻃﺮﺣﻬﺎ ﻓﻲ ﺍﻟﺼﻒ ﻋﻠﻰ ﺃﺳﺘﺎﺫﻱ ﻭ ﺯﻣﻼﺋﻲ‬ ‫ﻛﺎﻣ ً‬ ‫ﻋﺴﻰ ﺃﻥ ﻳﺴﺎﻋﺪﻭﻧﻲ ﻋﻠﻰ ﻓﻬﻢ ﻣﺎ ﻏﺎﺏ ﻋﻨّﻲ ﺇﺫ ﺃﻧّﻨﺎ ﻛﻠﻤﺎ ﺍﻟﺘﻘﻴﻨﺎ ﻓﻲ ﺍﻟﺼﻒ ﻳﺤﺎﻭﻝ‬ ‫ﻛﻞ ﻣﻨّﺎ ﺷﺮﺡ ﺁﺭﺍﺋﻪ ﺑــــــــــــــــــــــــــــــــ ﻭ ـــــــــــــــــــــــــــــ ﺣﺘّﻰ ﻧﻠ ّﻢ ﺑﻜﻞّ ﺟﻮﺍﻧﺐ‬ ‫ﺍﳌﻮﺿﻮﻉ ـــــــــــــــــــــــــــــ‪.‬‬

‫ﻫـ‪ -‬اﻷﺳﻠﻮب‪:‬‬ ‫ﻋﺒﺎرات ﻣﻦ اﻟﻨﺺ‪:‬‬

‫‪ -١‬ﺍﻟﻄﺒﺎﻕ‪ :‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﻠﻤﺔ ﻭ ﺿﺪّﻫﺎ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻛﺎﻧﺖ ﺣﻴﺎﺓ ﺍﻟﻔﺘﻰ ﻓﻲ ﺑﺎﺭﻳﺲ ﺣﻠﻮﺓ ُﻣﺮّﺓ ﻭ ﻳﺴﻴﺮﺓ ﻋﺴﻴﺮﺓ‪.‬‬ ‫• ‪119‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫‪ -٢‬ﺍﳉﻨﺎﺱ‪ :‬ﺍﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﺘﲔ ﲢﻤﻼﻥ ﻧﻔﺲ ﺍﻷﺻﻮﺍﺕ ﻭ ﺗﺨﺘﻠﻔﺎﻥ ﻓﻲ ﺍﳌﻌﻨﻰ ﻭ ﻗﺪ‬ ‫ﻛﺎﻣﻼ ﺃﻭ ﻧﺎﻗﺼ ًﺎ‬ ‫ً‬ ‫ﻳﻜﻮﻥ ﺍﳉﻨﺎﺱ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻛﺎﻧﺖ ﺣﻴﺎﺓ ﺍﻟﻔﺘﻰ ﻓﻲ ﺑﺎﺭﻳﺲ ﺣﻠﻮﺓ ُﻣﺮّﺓ ﻭ ﻳﺴﻴﺮﺓ ﻋﺴﻴﺮﺓ‪ ،‬ﻟﻢ ﻳﻌﺮﻑ‬ ‫ﻓﻴﻬﺎ ﺳﻌﺔ ﻭ ﻻ ﺩﻋﺔ‪.‬‬ ‫‪ -٣‬ﻗَ ﱡﻂ )ﺃﺑﺪﺍً(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ … :‬ﻭ ﻟﻜﻨﻪ ﺫﺍﻕ ﻓﻴﻬﺎ ﻣﻦ ﻧﻌﻤﺔ ﺍﻟﻨﻔﺲ ﻭ ﺭﺍﺣﺔ ﺍﻟﻘﻠﺐ ﻭ ﺭﺿﺎ‬ ‫ﺍﻟﻀﻤﻴﺮ ﻣﺎ ﻟﻢ ﻳﻌﺮﻓﻪ ﻣﻦ ﻗﺒﻞ ﻭ ﻣﺎ ﻟﻢ ﻳﻨﺴﻪ ﻗﻂّ ‪.‬‬ ‫‪Never, ever‬‬

‫‪ -٤‬ﻣﺎ ﺷﺎﺀ ﺍﻟﻠﱠﻪ ﻣﻦ ‪ +‬ﺍﺳﻢ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﺗﻘﺮﺃ ﻟﻪ ﺑﲔ ﺫﻟﻚ ﻣﺎ ﺷﺎﺀ ﺍﻟﻠﻪ ﻣﻦ ﺍﻟﻜﺘﺐ ﺣﲔ ﻻ ﻳﺨﻠﻮ ﻟﻪ ﺫﻟﻚ‬ ‫ﺍﻟﺼﻮﺕ ﺍﻟﻌﺬﺏ‪.‬‬ ‫‪A great deal of‬‬

‫‪ -٥‬ﺗﺮﻙ ﺷﻴﺌ ًﺎ ﻟﻠﱠﻪ‬

‫‪To leave something in the hands of‬‬ ‫‪God or to providence‬‬

‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻓﺄﻣﺎ ﺃﻣﺮ ﻛﺴﻮﺗﻪ ﻓﻘﺪ ﺗﺮﻛﻪ ﺇﻟﻰ ﺍﻟﻠﻪ ﻷﻥّ ﻣﺮﺗّﺒﻪ ﻟﻢ ﻳﻜﻦ ﻳﺘّﺴﻊ ﻟﻪ‪.‬‬ ‫‪ -٦‬ﺑﲔ ﺣﲔ ﻭ ﺣﲔ )ﺑﲔ ﺣﲔ ﻭ ﺁﺧﺮ‪،‬‬ ‫ﺑﲔ ﻓﻴﻨﺔ ﻭ ﺃﺧﺮﻯ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﻟﻢ ﻳﺬﻛﺮ ﻗﻂّ ﺃﻧّﻪ ﺍﺧﺘﻠﻒ ﺇﻟﻰ ﻗﻬﻮﺓ ﻣﻦ ﻗﻬﻮﺍﺕ ﺍﳊﻲّ ﺍﻟﻼﺗﻴﻨﻲ‬ ‫ﺍﻟﺘﻲ ﻛﺎﻥ ﺭﻓﺎﻗﻪ ﺍﳉﺎﺩّﻭﻥ ﻳﻠﻤّﻮﻥ ﺑﻬﺎ ﺑﲔ ﺣﲔ ﻭ ﺣﲔ…‬ ‫‪Now and then, once in a while‬‬

‫ﺇﳕﺎ )ﺑﻞ(‬ ‫‪ -٦‬ﻭ ّ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﻛﺎﻥ ﺃﻛﺜﺮ ﺍﻟﻄﻼّﺏ ﺍﳌﺼﺮﻳﲔ ﻳﺨﺘﻠﻔﻮﻥ ﺇﻟﻴﻬﺎ ﺃﻛﺜﺮ ﳑّﺎ ﻛﺎﻧﻮﺍ‬ ‫ﺇﳕﺎ ﻛﺎﻥ ﻳﻠﺰﻡ ﺑﻴﺘﻪ ﻓﻲ ﺃﻳّﺎﻡ ﺍﻟﺮﺍﺣﺔ ﻻ ﻳﻔﺎﺭﻗﻪ…‬ ‫ﻳﺨﺘﻠﻔﻮﻥ ﺇﻟﻰ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭ ّ‬

‫‪Rather, instead‬‬

‫‪ -٧‬ﻣﻦ ﺟﻬﺔ … ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‬ ‫)ﻣﻦ ﻧﺎﺣﻴﺔ … ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﻻ ﻳﺮﻳﺪ ﺃﻥ ﻳﻜﻠّﻒ ﻏﻴﺮﻩ ﻣﻦ ﺍﻟﻨﺎﺱ ﻋﻨﺎﺀ ﻣﺮﺍﻓﻘﺘﻪ ﻣﻦ ﺟﻬﺔ‬ ‫ﻭ ﲢﻤّﻞ ﻣﺎ ﺗﻘﺘﻀﻴﻪ ﻫﺬﻩ ﺍﳌﺮﺍﻓﻘﺔ ﻣﻦ ﺍﻟﻨﻔﻘﺎﺕ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪.‬‬ ‫‪On one hand … and on the other‬‬

‫ﲤﺮﻳﻦ ‪) :١١‬ﺗﺮﺟﻤﺔ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺗﺮﺟﻤﻮﺍ ﺍﻷﻣﺜﻠﺔ ﺍﳌﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺛ ّﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞّ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫‪• 120‬‬

‫‪Narration‬‬

‫إﺛﺮاء اﻟﻌﺒﺎرات‪ :‬ﻋﺒﺎرات اﻟﺰﻣﻦ‬ ‫ﻓـ…‬

‫‪Thus, as a result, then, immediately after‬‬

‫ﺛﻢ‬ ‫‪Until‬‬ ‫ﺣﺘﻰ‪ ،‬ﺭﻳﺜﻤﺎ‪ ،‬ﺇﻟﻰ ﺃﻥ‬ ‫‪When‬‬ ‫ﻋﻨﺪ‪ ،‬ﻋﻨﺪﻣﺎ‪ ،‬ﺣﲔ‪ ،‬ﺣﻴﻨﻤﺎ‪ ،‬ﳌﺎ‬ ‫‪While, whereas‬‬ ‫ﺑﻴﻨﻤﺎ‪ ،‬ﻓﻲ ﺣﲔ‬ ‫‪During‬‬ ‫ﺧﻼﻝ‪ ،‬ﺃﺛﻨﺎﺀ‪ ،‬ﺇﺑّﺎﻥ‬ ‫‪Within a time frame‬‬ ‫ﻓﻲ ﻏﻀﻮﻥ‬ ‫‪Throughout‬‬ ‫ﻃﻮﺍﻝ‪ ،‬ﻃﻴﻠﺔ‬ ‫‪As long as‬‬ ‫ﻃﺎﳌﺎ‬ ‫‪After, shortly after, just after‬‬ ‫ﺑﻌﺪ‪ ،‬ﺑُﻌﻴﺪ‬ ‫‪After‬‬ ‫ﺇﺛﺮ‪ ،‬ﻋﻠﻰ ﺇﺛﺮ‪ ،‬ﻋﻘﺐ‪ ،‬ﻓﻲ ﺃﻋﻘﺎﺏ‬ ‫‪In the beginning, initially‬‬ ‫ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﺑﺪﺀ‪ ،‬ﺑﺪﺍﻳﺎﺕ‪ ،‬ﺃﻭﺍﺋﻞ‪ ،‬ﻣﻄﻠﻊ‪،‬‬ ‫ﻓﻲ ﺃﻭﻝ ﺍﻷﻣﺮ‬ ‫‪At the end, finally, ultimately‬‬ ‫ﻓﻲ ﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﺧﺘﺎﻡ‪ ،‬ﺃﻭﺍﺧﺮ‪ ،‬ﺧﺎﲤﺔ‪،‬‬ ‫ﺃﺧﻴﺮﺍ‪ ،‬ﺁﺧﺮ ﺍﻷﻣﺮ‬ ‫‪Before, just before, shortly before‬‬ ‫ﻗﺒﻞ‪ ،‬ﻗُﺒﻴﻞ‬ ‫‪That day, in those days, at the time‬‬ ‫ﻳﻮﻣﺌﺬ‪ ،‬ﻳﻮﻣﺬﺍﻙ‪ ،‬ﻳﻮﻣﻬﺎ‬ ‫‪No sooner … than‬‬ ‫ﻣﺎ ﺇﻥ … ﺣﺘﻰ‪ ،‬ﻣﺎ ﻛﺎﺩ … ﺣﺘﻰ‪ ،‬ﻣﺎ ﻟﺒﺚ ﺃﻥ‬ ‫‪As soon as‬‬ ‫ﺣﺎﳌﺎ‬ ‫‪Immediately, at once‬‬ ‫ﻓﻮﺭﺍً‪ ،‬ﻋﻠﻰ ﺍﻟﻔﻮﺭ‪ ،‬ﺣﺎ ًّﻻ‬ ‫‪Then‬‬

‫و‪ -‬اﻟﻜﺘﺎﺑﺔ‪:‬‬

‫ﲤﺮﻳﻦ ‪ :١٢‬ﻗﺮﺍﺀﺓ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺃﻛﻤﻠﻮﺍ ﺍﻟﻴﻮﻣﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ﻗﺼﺔ ﻗﺼﻴﺮﺓ ﺑﻘﻠﻢ ﺍﻟﻜﺎﺗﺒﺔ ﺍﳌﻐﺮﺑﻴﺔ ﻟﻄﻴﻔﺔ ﺑﺎﻗﺎ ﺑﻌﻨﻮﺍﻥ ”ﺣﺬﺍﺀ‬ ‫ﺑﺪﻭﻥ ﻛﻌﺐ“‪ .‬ﺟﺎﺀﺕ ﺍﻟﻘﺼﺔ ﻓﻲ ﺷﻜﻞ ﻳﻮﻣﻴﺎﺕ ﲤﺘ ّﺪ ﻣﻦ ﺍﻹﺛﻨﲔ ‪ ٢٤‬ﺇﻟﻰ ‪ ٣١‬ﺩﻳﺴﻤﺒﺮ‪،‬‬ ‫ﺃﻱ ﺁﺧﺮ ﺃﺳﺒﻮﻉ ﻣﻦ ﺍﻟﺴﻨﺔ‪ .‬ﲢﺪﺙ ﺍﻟﻘﺼﺔ ﻓﻲ ﻣﺴﺘﺸﻔﻰ‪ ،‬ﻗﺪ ﻳﻜﻮﻥ ﻣﺴﺘﺸﻔﻰ ﺃﻣﺮﺍﺽ‬ ‫ﻧﻔﺴﻴّﺔ‪ ،‬ﺣﻴﺚ ﺗﻘﺮّﺭ ﺍﻟﺮﺍﻭﻳﺔ ﻭ ﺣﻠﻮﻣﺔ ﺍﻟﻬﺮﻭﺏ ﻣﻨﻪ ﻓﻲ ﻟﻴﻠﺔ ﺭﺃﺱ ﺍﻟﺴﻨﺔ‪ .‬ﺣﺎﻭﻟﻮﺍ ﺃﻥ‬ ‫ﺗﺴﺘﻌﻤﻠﻮﺍ ﺧﻤﺲ ﻣﻦ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺰﻣﻦ‪.‬‬ ‫• ‪121‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﺍﻟﺴﺒﺖ ‪١٢/٢٩‬‬ ‫ﺳﺄﻟﺘﻬﺎ ﺇﻥ ﻛﺎﻧﺖ ﲢﺘﻔﻆ ﺑﻠﺒﺎﺱ ﻟﻠﺨﺮﻭﺝ‪ .‬ﺃﺟﺎﺑﺖ ﺃﻧّﻬﺎ ﺗُﺨﻔﻲ ﻓﺴﺘﺎﻧﻬﺎ ﻭ ﺣﺬﺍﺀﻫﺎ ﻓﻲ‬ ‫ﻛﻴﺲ ﺑﻼﺳﺘﻴﻜﻲ ﲢﺖ ﺍﻟﺴﺮﻳﺮ ﻓﺴﺄﻟﺘﻬﺎ ﺇﻥ ﻛﺎﻧﺖ ﺗﺘﺤﺪّﺙ ﻋﻦ ﺣﺬﺍﺋﻬﺎ ﺫﻱ ﺍﻟﻜﻌﺐ‪ .‬ﻗﺎﻟﺖ‬ ‫ﺇﻧّﻪ ﻟﻴﺲ ﻋﺎﻟﻴ ًﺎ ﺟ ّﺪ ًﺍ ﻭ ﺇﻧّﻬﺎ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺮﻛﺾ ﺑﻪ …‬ ‫ﺻﻨﻌﺖ ﻟﺘﺘﻤﺎﻳﻞ‬ ‫ ﺃﻧﺖ ﻳﺎ ﺣﻠﻮﻣﺔ ﻓﻲ ﺣﺎﺟﺔ ﺇﻟﻰ ﺣﺬﺍﺀ ﺑﺪﻭﻥ ﻛﻌﺐ‪ ،‬ﺃﺣﺬﻳﺔ ﺍﻟﻜﻌﺐ ﻫﺬﻩ ُ‬‫ﺍﻷﺭﺩﺍﻑ ﺍﻟﺜﻘﻴﻠﺔ … ﻧﺤﻦ ﺳﻨﻘﻔﺰ ﺍﳉﺪﺍﺭ …‬ ‫ﺍﻷﺣﺪ ‪١٢/٣٠‬‬ ‫ﻣﻨﺘﺼﻒ ﺍﻟﻠﻴﻞ‪ ،‬ﻣﺎﺗﺖ ﻣﻴﻠﻮﺩﺓ‪.‬‬ ‫ﺍﻹﺛﻨﲔ ‪١٢/٣١‬‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﲤﺮﻳﻦ ‪ :١٣‬ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺇﻧﺸﺎﺀ )ﺣﻮﺍﻟﻲ ‪ ٣٠٠‬ﻛﻠﻤﺔ( ﺗﺪﻭﻧﻮﻥ ﻓﻴﻪ ﻳﻮﻣﻴﺎﺗﻜﻢ ﻋﻠﻰ ﺍﻣﺘﺪﺍﺩ ﺛﻼﺛﺔ ﺃﻳﺎﻡ ﻋﻠﻰ‬ ‫ﺍﻷﻗﻞّ ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭ ﺧﻤﺲ ﻋﺒﺎﺭﺍﺕ ﻭ ﺍﻷﺯﻣﻨﺔ ﻭ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ‬ ‫ﻣﻦ ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ ﻭ ﺿﻌﻮﺍ ﲢﺖ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﺳﻄﺮﺍً‪.‬‬

‫ز‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر اﻟﺴﺮد‪:‬‬

‫ﻟﻄﻴﻔﺔ ﺑﺎﻗﺎ ”ﺣﺬﺍﺀ ﺑﺪﻭﻥ ﻛﻌﺐ“‪.‬‬ ‫ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ”ﻳﻮﻣﻴﺎﺕ ﻧﺎﺋﺐ ﻓﻲ ﺍﻷﺭﻳﺎﻑ“‪.‬‬ ‫ﺃﺣﻤﺪ ﺃﻣﲔ ”ﺣﻴﺎﺗﻲ“‪.‬‬ ‫ﻃﻪ ﺣﺴﲔ ”ﺍﻷﻳﺎﻡ“‪.‬‬

‫‪• 122‬‬

‫‪Narration‬‬

‫‪LESSON EIGHT: EVENTS AND STORIES‬‬

‫اﻟﺪرس اﻟﺜﺎﻣﻦ‪ :‬اﻷﺣﺪاث و اﻟﻘﺼﺺ‬

‫ُﻨﺖ ﺟﺎ ِﻫ ًﻼ‬ ‫ﺳَ ﺘُﺒﺪي ﻟ ََﻚ اﻷﻳﺎ ُم ﻣﺎ ﻛ َ‬

‫َﻳﺄﺗﻴﻚ َﺑﺎﻷﺧﺒﺎ ِر ﻣَﻦ ﻟَﻢ ﺗُﺰ ﱢو ِد‬ ‫و َ‬

‫ﻃﺮﻓﺔ ﺑﻦ اﻟﻌﺒﺪ‬ ‫• ‪123‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ا‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺳﻴﺮﺗﻲ ﺍﻷﺩﻳﺒﺔ ﺣﻨﺎﻥ ﺍﻟﺸﻴﺦ ﻭ ﺍﳌﻐﻨّﻲ ﻋﺒﺪ ﺍﳊﻠﻴﻢ ﺣﺎﻓﻆ ﻭ ﺍﻛﺘﺒﻮﺍ ﻓﻘﺮﺓ‬ ‫ﻋﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﻟﻠﺘﻘﺪﱘ ﻓﻲ ﺍﻟﺼﻒ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﻣﺎ ﻫﻲ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ﺗﺆﺩﻱ ﺇﻟﻰ ﺍﻟﻬﺠﺮﺓ؟ ﻛﻴﻒ ﻳﺸﻌﺮ ﺍﳌﻬﺎﺟﺮﻭﻥ ﺑﺎﻟﻐﺮﺑﺔ؟ ﻛﻴﻒ ﻳﻮﺍﺟﻬﻮﻥ‬ ‫ﻫﺬﺍ ﺍﻟﺸﻌﻮﺭ؟ ﻫﻞ ﳝﻜﻦ ﺍﻹﻧﺘﻤﺎﺀ ﻓﻲ ﺭﺃﻳﻜﻢ ﺇﻟﻰ ﺑﻠﺪﻳﻦ ﻭ ﺛﻘﺎﻓﺘﲔ ﻭ ﻟﻐﺘﲔ ﺑﺸﻜﻞ ﻣﺘﻮﺍﺯﻥ؟‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫‪ -١‬ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﻗﺎﺭﺱ = ﺑﺎﺭﺩ ﺟﺪ ًﺍ‬ ‫ﻟﺴﻊ ‪ -‬ﻳﻠﺴﻊ ‪ -‬ﻟﺴﻊ‬ ‫ﻳﻠﺘﻒ ‪ -‬ﺍﻟﺘﻔﺎﻑ ﺑـ‬ ‫ّ‬ ‫ﺍﻟﺘﻒ ‪-‬‬ ‫ّ‬ ‫ﻏﻠّﻒ ‪ -‬ﻳﻐﻠّﻒ ‪ -‬ﺗﻐﻠﻴﻒ‬ ‫ﺳﻤﺎﻛﺔ‬ ‫ﺳﻤﻴﻚ‬ ‫ﺍﺳﺘﻘﻞّ ﺳﻴﺎﺭﺓ‪/‬ﻃﺎﺋﺮﺓ‬ ‫ﻋﺪﻭﻯ‬ ‫ﻭﻋﻰ ‪ -‬ﻳﻌﻲ ‪ -‬ﻭﻋﻲ‬ ‫ﻭﺍﻉ‬ ‫ٍ‬ ‫ﺑﺎﻟﻼﻭﻋﻲ‬ ‫ِﺳ ّﺮ ‪ -‬ﺃﺳﺮﺍﺭ‬ ‫ﺩﻓﻦ ‪ -‬ﻳﺪﻓِ ﻦ ‪ -‬ﺩﻓﻦ‬ ‫ﺍﻷﺳﺮﺍﺭ ﺍﻟﺪﻓﻴﻨﺔ‬ ‫ﺍﻛﺘﻔﻰ ‪ -‬ﻳﻜﺘﻔﻲ ‪ -‬ﺍﻛﺘﻔﺎﺀ‬ ‫ﺍﻹﻛﺘﻔﺎﺀ ﺍﻟﺬﺍﺗﻲ‬ ‫ﻋﺎﻧﺪ ‪ -‬ﻳﻌﺎﻧﺪ ‪ -‬ﻋِ ﻨﺎﺩ‪/‬ﻣﻌﺎﻧﺪﺓ‬ ‫ﲢﺪّﻯ ‪ -‬ﻳﺘﺤﺪّﻯ ‪ -‬ﲢ ﱢﺪ‬ ‫ﺿﺎﻉ ‪ -‬ﻳﻀﻴﻊ ‪ -‬ﺿﻴﺎﻉ‬

‫‪Very cold‬‬ ‫‪To sting‬‬ ‫‪To wrap oneself with‬‬ ‫‪To wrap, cover‬‬ ‫‪Thickness‬‬ ‫‪Thick‬‬

‫ﺭﻛِ ﺐ‬ ‫‪Contagion‬‬ ‫‪To be aware/conscious‬‬ ‫‪Aware, conscious‬‬ ‫‪Unconsciously‬‬ ‫‪Secret-s‬‬ ‫‪To bury‬‬ ‫‪Hidden secrets‬‬ ‫‪To be content/satisfied with, settle for‬‬ ‫‪Self-sufficiency‬‬ ‫‪To be stubborn‬‬ ‫‪To defy, to challenge‬‬ ‫‪Loss, feeling lost‬‬

‫‪• 124‬‬

Narration

To beseech, beg, beckon To pour (rain) Rain poured To budge To resume To latch on to, to cling to To abstain from, refrain Insignificance, sparsity Small, sparse, insignificant Plant from the collard green family Halloum cheese Pickled, pickled stuffed aubergines Bulgur wheat Jar of molasses To appear, to peek Cannon-s Cannon shots Taxi Rain shower-s Relief, solution, outlet Hardship Curiosity Curious Death, passing away To die, pass away

‫ ﺍﺳﺘﻌﻄﺎﺀ‬- ‫ ﻳﺴﺘﻌﻄﻲ‬- ‫ﺍﺳﺘﻌﻄﻰ‬ ‫ ﻫﻄﻮﻝ‬- ‫ ﻳﻬﻄُ ﻞ‬- ‫ﻫﻄﻞ‬ ‫ﻫﻄﻞ ﺍﳌﻄﺮ‬ ‫ ﺗﺰﺣﺰُﺡ‬- ‫ ﻳﺘﺰﺣﺰﺡ‬- ‫ﺗﺰﺣﺰﺡ‬ ‫ ﺍﺳﺘﺌﻨﺎﻑ‬- ‫ ﻳﺴﺘﺄﻧﻒ‬- ‫ﺍﺳﺘﺄﻧﻒ‬ … ‫ ﺗﺸﺒّﺚ ﺑـ‬- ‫ ﻳﺘﺸﺒّﺚ‬- ‫ﺗﺸﺒّﺚ‬ ‫ ﺇﻗﻼﻉ ﻋﻦ‬- ‫ ﻳﻘﻠﻊ‬- ‫ﺃﻗﻠﻊ‬ ‫ﺿﺂﻟﺔ‬ ‫ﺿﺌﻴﻞ‬ ‫ﺳﻠﻖ‬ ‫ﺟﺒﻨﺔ ﺍﳊﻠﻮﻡ‬ ‫ﻣﻜﺪﻭﺱ‬ ‫ﺑﺮﻏﻞ‬ ‫ﻣﺮﻃﺒﺎﻥ ﺍﻟﺪﺑﺲ‬ ‫ ﺇﻃﻼﻝ‬- ّ‫ ﻳﻄﻞ‬- ّ‫ﺃﻃﻞ‬ ‫ ﻣﺪﺍﻓِ ﻊ‬- ‫ﻣﺪﻓﻊ‬ ‫ﻃﻠﻘﺎﺕ ﻣﺪﺍﻓﻊ‬ ‫ﺳﻴّﺎﺭﺓ ﺃﺟﺮﺓ‬ ‫ ﺯﺧّ ﺎﺕ ﺍﳌﻄﺮ‬- ‫ﺯﺧّ ﺔ‬ ‫ﻓﺮﺝ‬ ‫ﺿﻴﻖ‬ ‫ﻓُﻀﻮﻝ‬ ‫ﻓﻀﻮﻟﻲ‬ ‫ﻣﻮﺕ‬/‫ﻭﻓﺎﺓ‬ ‫ﻣﺎﺕ‬/‫ﺗُﻮﻓﱢﻲ‬/‫ﺗﻮﻓّﻰ‬

.‫ ﺍُﺩﺭﺳﻮﺍ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻌﺎﻣﻴﺔ ﺍﳌﺼﺮﻳﺔ ﺍﻟﺘﻲ ﻭﺭﺩﺕ ﻓﻲ ﺍﳊﻮﺍﺭ‬-٢ It is quite common to mix the two varieties of Arabic, ‫ ﻓﺼﺤﻰ‬and ‫ﻋﺎﻣﻴﺔ‬, in speech as well as writing. Many novels and short stories use Spoken Arabic ‫ ﻋﺎﻣﻴﺔ‬in dialogue instead of Standard Arabic. Naturally, Spoken Arabic is ideal for plays, although some have been written in Standard. There is a significant body of literature written entirely in Spoken by prominent figures such as Bayram Al-Tunisi, Ali Du’aji, Ahmad Fu’ad

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Developing Writing Skills in Arabic Najm, among others. However, this body of literature has not been fully accepted by the canon, which has been focused on literature written in Standard. The use of the Egyptian dialect in the following short story adds a great deal of context, details and credibility to the two Egyptian characters and the reference to Abel Halim Hafez, the popular Egyptian singer. The reader also understands from a number of details, such as the references to food, that the narrator is most likely Lebanese, or from the Levant, which adds to the main theme of immigration and living abroad—what is termed in Arabic as ghurba. Egyptian Arabic has some specific features that set it apart from the Standard as well as other Arabic dialects. These differences are most prominent in pronunciation of certain sounds: ‫ ﺝ‬is pronounced as [g], ‫ ﻕ‬as hamza ‫ ﺀ‬in the dialects of lower Egypt, ‫ ﻅ‬as an emphatic [z], ‫ ﺫ‬as ‫ﺯ‬, and ‫ ﺙ‬which under certain conditions is pronounced as ‫ ﺱ‬or ‫ﺕ‬. There are also differences at the lexical level, mostly in function words, such as question words and some common adverbs. At the level of grammar, the most significant distinctions are the absence of case endings, except for very few adverbs, in word order, which is mainly nominal in dialects, in negation and to a limited degree in the use of fewer pronouns and a simpler conjugation system. Study the following list of words and expressions from the text.

‫ﻣﺶ = ﻟﻴﺲ‬ Only ‫ ﻳﻜﻔﻲ‬،‫ﺑﺲ = ﻓﻘﻂ‬ ّ I beg you, I implore you = ‫ﻭ ﺣﻴﺎﺗﻲ ﻋﻨﺪﻙ‬ Or what = ‫ﻻ ﺇﻳﻪ‬ ّ ‫ﻭﺇ‬ ‫ﻣﺎﻓﻴﺶ = ﻻ ﺷﻲﺀ‬ By the Prophet = ‫ ﺑﺎﻟﻨﺒﻲ‬،‫ﻭ ﺍﻟﻨﺒﻲ‬ Colloquial way of negating verbs = ‫ ﺵ‬+ ‫ ﻓﻌﻞ‬+ ‫ﻣﺎ‬ ‫ﺯﻱّ = ﻣﺜﻞ‬ ‫ﻛﺪﻩ = ﻫﻜﺬﺍ‬ ‫ﺇﺯّﺍﻱ = ﻛﻴﻒ‬ ‫ﻭﻳّﺎﻙ )ﻭ ﺇﻳّﺎﻙ( = ﻣﻌﻚ‬ (‫ ﻓﻌﻞ ﻣﻀﺎﺭﻉ )ﺍﳌﺴﺘﻘﺒﻞ‬+ ‫ ﻓﻌﻞ ﻣﻀﺎﺭﻉ = ﺳـ‬+ ‫ﻫـ‬/‫ﺣـ‬ ‫ﺣﺒﺼﻠﻬﺎ = ﺳﺄﻧﻈﺮ ﺇﻟﻴﻬﺎ‬ ّ ‫ ﺍﻧﺘﻬﻰ ﺍﻷﻣﺮ‬،‫ﺧﻼﺹ = ﻛﻔﻰ‬ ‫ﺍﻟﻨﻬﺎﺭ ﺩﻩ = ﺍﻟﻴﻮﻡ‬ By my mother, I implore you = ‫ﺑﺄﻣﻲ‬ ‫ﺑُﻜﺮﺓ = ﻏﺪ ًﺍ‬ Not

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‫‪Narration‬‬

‫ب‪ -‬اﻟﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :٤‬ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪:‬‬ ‫‪ -١‬ﻛﻴﻒ ﺗﺼﻮّﺭ ﺍﻟﻜﺎﺗﺒﺔ ﻓﻜﺮﺓ ﺍﻟﻐﺮﺑﺔ ﻭ ﻣﺎ ﻫﻲ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﺘﻲ ﺗﺴﺘﻌﻤﻠﻬﺎ؟‬ ‫‪ -٢‬ﺃﻳﻦ ﺗﻜﻤﻦ ﺍﻟﺴﺨﺮﻳﺔ ﻓﻲ ﺍﻟﻘﺼﺔ؟‬

‫ﻋﺒﺪ اﳊﻠﻴﻢ ﺣﺎﻓﻆ‬ ‫ﺍﻟﻬﻮﺍﺀ ﺍﻟﻘﺎﺭﺱ ﻳﻠﺴﻊ ﺍﻟﻮﺟﻪ ﻭ ﺍﻟﺮﻗﺒﺔ ﻭ ﺍﻟﻜﻔﲔ‪ .‬ﺃﺷﻌﺮ ﺑﺼﻌﻮﺑﺔ ﻓﻲ ﺍﻟﺘﻨﻔﺲ ﻣﻦ ﻛﺜﺮﺓ‬ ‫ﻣﺎ ﺍﻟﺘﻔﻔﺖ ﲟﻼﺑﺲ ﺻﻮﻓﻴﺔ‪ ،‬ﻭ ﻏﻠّﻔﺖ ﻧﻔﺴﻲ ﲟﻌﻄﻒ ﺳﻤﺎﻛﺘﻪ ﺗﻔﻮﻕ ﻭﺯﻧﻲ‪ .‬ﻭﻗﻔﺖ ﺃﻧﺘﻈﺮ‬ ‫ﺍﻷﻭﺗﻮﺑﻴﺲ‪ ،‬ﻣﻊ ﺃﻥّ ﺍﻟﻨﻘﻮﺩ ﺍﻟﻨﺎﺋﻤﺔ ﻓﻲ ﻣﺤﻔﻈﺘﻲ ﲡﻌﻠﻨﻲ ﺃﺳﺘﻘﻞّ ﻃﺎﺋﺮﺓ‪.‬‬ ‫ﻻ ﺃﲢﺮّﻙ‪ ،‬ﻻ ﺃﺗﻨﻔّﺲ‪ ،‬ﲤﺎﻣ ًﺎ ﻛﺼﻒ ﺍﻟﻮﺍﻗﻔﲔ ﺃﻣﺎﻣﻲ‪ .‬ﺃﻓﻜّﺮ ﺇﺫﺍ ﻛﺎﻥ ﺍﻧﺘﻈﺎﺭﻱ ﻟﻸﻭﺗﻮﺑﻴﺲ‬ ‫ﻋﺪﻭﻯ ﻧﻘﻠﻬﺎ ﺍﻹﻧﻜﻠﻴﺰ ﺑﺎﻟﻼﻭﻋﻲ ﺇﻟﻰ ﻛﻞ ﻣﻦ ﻳﻌﻴﺶ ﻓﻲ ﺑﻼﺩﻫﻢ ﺧﺎﺻﺔ ﺍﻟﻨﺴﺎﺀ‪ .‬ﺃﻭ ﻷﻧّﻪ‬ ‫ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻘﻠﻴﻠﺔ ﺍﻟﺘﻲ ﺍﺧﺘﺮﻋﺘﻬﺎ ﻓﻲ ﺑﺤﺮ ﺍﻟﻔﺮﺍﻍ‪ .‬ﳌّﺎ ﺩﺭﺳﺖ ﺃﺭﻗﺎﻡ ﺍﻷﻭﺗﻮﺑﻴﺲ‬ ‫ﺍﻷﺣﻤﺮ ﻭ ﺇﻟﻰ ﺃﻱّ ﺟﻬﺔ ﻣﻦ ﻟﻨﺪﻥ ﻳﻮﺻﻠﻨﻲ ﻛﻞ ﺭﻗﻢ‪ .‬ﻛﺄﻧّﻲ ﺃﻛﺘﺸﻒ ﺍﻷﺳﺮﺍﺭ ﺍﻟﺪﻓﻴﻨﺔ‪.‬‬ ‫ﳌّﺎ ﺭﻛﺒﺘﻪ ﻭ ﺃﻭﺻﻠﻨﻲ ﺑﺴﻬﻮﻟﺔ ﺇﻟﻰ ﺍﳉﻬﺔ ﺍﻟﺘﻲ ﺃﺭﻳﺪﻫﺎ ﺷﻌﺮﺕ ﺑﺎﻟﺴﻌﺎﺩﺓ‪ .‬ﺣﺘﻰ ﺃﺻﺒﺢ‬ ‫ﺍﻹﻛﺘﻔﺎﺀ ﺍﻟﺬﺍﺗﻲ ﻻ ﻳﺼﻠﻨﻲ ﻛﻞ ﺻﺒﺎﺡ ّﺇﻻ ﺇﺫﺍ ﺭﺃﻳﺖ ﺍﻷﻭﺗﻮﺑﻴﺲ ﺍﻷﺣﻤﺮ ﻭ‪ ،‬ﻣﻦ ﺑﻌﻴﺪ‪،‬‬ ‫ﺗﺒﻴّﻨﺖ ﺍﻟﺮﻗﻢ ﺍﻟﺬﻱ ﺃﺭﻳﺪﻩ‪ .‬ﻳﺪﻕّ ﻗﻠﺒﻲ ﻓﻲ ﺍﻟﻠﺤﻈﺔ ﺍﻟﺘﻲ ﺗﺪﻕّ ﻗﻠﻮﺏ ﻛﻞ ﻣﻦ ﻳﻨﺘﻈﺮ‪ .‬ﻧﺼﻌﺪﻩ‪،‬‬ ‫ﻛﻞ ﻣﻨﺎ ﻳﺘﻨﻔّﺲ ﺑﺎﻣﺘﻨﺎﻥ ﺷﺎﻋﺮ ًﺍ ﻟﻠﺤﻈﺔ ﺑﺄﻧّﻪ ﳝﻠﻚ ﺍﻟﺪﻧﻴﺎ‪ ،‬ﻭ ﺑﺄﻧّﻪ ﺣﻘّﻖ ﻧﺼﻒ ﻫﺪﻓﻪ ﻟﻬﺬﺍ‬ ‫ﺍﻟﻴﻮﻡ‪.‬‬ ‫ﻟﻜﻦّ ﺍﻧﺘﻈﺎﺭ ﺍﻷﻭﺗﻮﺑﻴﺲ ﻳﺘﺤﻮّﻝ ﺇﻟﻰ ﻣﻌﺎﻧﺪﺓ ﻭ ﺇﻟﻰ ﲢﺪﻱ‪ 1‬ﻭ ﺣﺰﻥ ﻭ ﺿﻴﺎﻉ ﺃﻳﻀﺎً‪ .‬ﻛﻠّﻤﺎ‬ ‫ﺗﺄﺧّ ﺮ‪ ،‬ﻭ ﻣﺮّﺕ ﺍﻷﺗﻮﺑﻴﺴﺎﺕ ﲢﻤﻞ ﺃﺭﻗﺎﻣ ًﺎ ﻻ ﻳﺮﻳﺪﻫﺎ ﺃﺣﺪ ﻣﻦ ﺍﻟﻮﺍﻗﻔﲔ‪ ،‬ﲤ ّﺮ ﻧﺼﻒ ﻓﺎﺭﻏﺔ‬ ‫ﺗﺴﺘﻌﻄﻲ ﺍﻟﺮﺍﻛﺒﲔ ﻭ ﻻ ﻳﺮﻛﺒﻬﺎ ﺃﺣﺪ‪ .‬ﻭ ﺃﻧﺎ ﺃﻗﻒ‪ ،‬ﻳﻬﻄﻞ ﺍﳌﻄﺮ‪ ،‬ﻭ ﺃﻇﻞّ ﻭﺍﻗﻔﺔ‪ ،‬ﻻ ﺃﺗﺰﺣﺰﺡ‬ ‫ﻛﺼﻒ ﺍﻹﻧﺘﻈﺎﺭ‪ .‬ﻭ ﳌّﺎ ﻳﻄﻞّ ﺃﺧﻴﺮ ًﺍ ﻭ ﻧﺮﻯ ﻗﺎﻃﻊ ﺍﻟﺘﺬﺍﻛﺮ ﻳﺴ ّﺪ ﻋﺘﺒﺘﻪ‪ ،‬ﻳﺸﻴﺮ ﺑﻴﺪﻳﻪ ﲟﺎ‬ ‫ّ‬ ‫ﻣﻌﻨﺎﻩ ﺃﻥّ ﺍﻷﻭﺗﻮﺑﻴﺲ ﻣﺰﺩﺣﻢ‪ ،‬ﻭ ﻳﺴﺘﺄﻧﻒ ﺍﻷﻭﺗﻮﺑﻴﺲ ﺳﻴﺮﻩ ﺩﻭﻥ ﺃﻥ ﻳﺘﻮﻗّﻒ‪ ،‬ﻭ ﻣﻌﻪ‬ ‫ﺗﻔﺎﺭﻗﻨﺎ ﻗﻠﻮﺑﻨﺎ ﻟﻠﺤﻈﺔ‪ ،‬ﻭ ﻋﻴﻮﻧﻨﺎ ﺗﺘﺸﺒّﺚ ﺑﺎﻟﺮﻗﻢ ﺍﻷﻟﻴﻒ‪ ،‬ﻭ ﺃﻗﺴﻢ ﻟﻨﻔﺴﻲ …‪ 2‬ﺃﻧّﻲ ﺳﺄﻧﺘﻈﺮ‬ ‫ﺍﻟﺘﺎﻟﻲ ﻣﻬﻤﺎ ﺗﺄﺧّ ﺮ‪ ،‬ﻣﻬﻤﺎ ﺗﺄﺧّ ﺮﺕ‪ ،‬ﺭﻏﻢ ﺃﻥّ ﺯﻭﺟﻲ ﺣﺎﻭﻝ ﺇﻗﻼﻋﻲ ﻋﻦ ﻋﺎﺩﺓ ﺍﻧﺘﻈﺎﺭ‬ ‫‪.‬ﲢ ﱟﺪ ‪As in the text, and the correct form should be‬‬ ‫‪Illegible word.‬‬

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‫‪Developing Writing Skills in Arabic‬‬

‫ﺍﻷﻭﺗﻮﺑﻴﺲ ﺑﻘﻮﻟﻪ ﺇﻧّﻨﻲ ﻳﺠﺐ ﺃﻥ ﺃﺷﺘﺮﻱ ﺍﻟﻮﻗﺖ‪ .‬ﻫﺬﺍ ﺻﺤﻴﺢ ﻷﻥّ ﺯﻭﺟﻲ ﻓﻲ ﺳﺒﺎﻕ ﻣﻊ‬ ‫ﺍﻟﻮﻗﺖ ﻭ ﺍﻟﺰﻣﻦ‪ .‬ﺑﻴﻨﻤﺎ ﻭﺻﻮﻝ ﺍﻷﻭﺗﻮﺑﻴﺲ ﺍﳌﻄﻠﻮﺏ ﻋﻨﺪ ﺍﶈﻄﺔ ﻭ ﺭﻛﻮﺑﻪ ﻏﺒﻄﺔ ﻋﻈﻴﻤﺔ‬ ‫ﻟﻲ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺃﻧّﻪ ﻫﺪﻑ ﺃﺻﻞ ﺇﻟﻴﻪ ﺑﻔﺮﺡ ﺣﻘﻴﻘﻲ ﺭﻏﻢ ﺿﺂﻟﺘﻪ‪ ،‬ﻳﺸﺒﻪ ﻓﺮﺣﻲ ﻋﻨﺪﻣﺎ‬ ‫ﺍﻛﺘﺸﻔﺖ ﺃﺿﻼﻉ ﺍﻟﺴﻠﻖ‪ ،‬ﻭ ﺟﺒﻨﺔ ﺍﳊﻠﻮﻡ ﺍﳌﻜﺒﻮﺳﺔ‪ ،‬ﻭ ﺃﻛﻴﺎﺱ ﺍﻟﺒﺮﻏﻞ ﻭ ﻣﺮﻃﺒﺎﻥ ﺍﻟﺪﺑﺲ‬ ‫ﻓﻲ ﺩﻛﺎﻥ ﺍﻟﺒﺎﺋﻊ ﺍﻟﻴﻮﻧﺎﻧﻲ‪ .‬ﻋﺪﺍ ﺃﻧّﻲ ﻛﻨﺖ ﺃﺣﺐّ ﺃﻥ ﻳﻜﻮﻥ ﻣﺼﻴﺮﻱ ﻭ ﺍﻟﻮﺍﻗﻔﲔ ﻣﻦ‬ ‫ﺭﲟﺎ ﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺸﻲﺀ‬ ‫ﺍﻻﻧﻜﻠﻴﺰ ﻭﺍﺣﺪ‪ 3.‬ﺗﻔﻜﻴﺮﻧﺎ ﻭﺍﺣﺪ‪ ،‬ﺗﺮﻗّﺒﻨﺎ ﻭﺍﺣﺪ‪ .‬ﺍﻷﻭﺗﻮﺑﻴﺲ ﺍﻷﺣﻤﺮ‪ّ .‬‬ ‫ﺍﻟﻮﺣﻴﺪ ﺍﻟﺬﻱ ﻳﺠﻤﻌﻨﻲ ﺑﻬﻢ ﻭ ﻻ ﺃﺷﻌﺮ ﺑﺎﻟﻐﺮﺑﺔ ﻟﻠﺤﻈﺎﺕ ﻣﻌﺪﻭﺩﺓ‪.‬‬ ‫ﺗﺄﺧّ ﺮ ﺍﻷﻭﺗﻮﺑﻴﺲ ﺍﻟﻴﻮﻡ‪ .‬ﻟﺬﻟﻚ ﻓﻜّﺮﺕ ﺑﻜﻞ ﻣﺎ ﻗﻠﺘﻪ ﺍﻵﻥ‪ .‬ﻟﻢ ﻳﻄﻞّ ﺃﻱّ ﻭﺍﺣﺪ ﻭ ﻻ ﺣﺘﻰ‬ ‫ﻣﻦ ﻳﺤﻤﻞ ﺃﺭﻗﺎﻣ ًﺎ ﺃﺧﺮﻯ‪ .‬ﻧﺴﻤﻊ ﻃﻠﻘﺎﺕ ﻣﺪﺍﻓﻊ‪ ،‬ﻧﺘﺬﻛّﺮ ﻛﻠﻨﺎ ﻓﺠﺄﺓ ﺃﻥّ ﺍﻟﺮﺋﻴﺲ ﺍﻟﻔﺮﻧﺴﻲ‬ ‫ﺭﲟﺎ ﻟﻦ ﳝ ّﺮ ﺍﻷﻭﺗﻮﺑﻴﺲ ﻗﺒﻞ ﺳﺎﻋﺎﺕ‪.‬‬ ‫ﻳﺰﻭﺭ ﺍﳌﻠﻜﺔ ﺍﻟﻴﻮﻡ‪ .‬ﺃﺣﺪ ﺍﳌﻨﺘﻈﺮﻳﻦ ﻳﻘﻮﻝ ﺇﻧّﻪ ّ‬ ‫ﳌّﺎ ﺿﻐﻄﺖ ﻋﻠﻰ ﻧﻔﺴﻲ ﻭ ﻗﺮّﺭﺕ ﺍﺳﺘﻘﻼﻝ ﺳﻴﺎﺭﺓ ﺃﺟﺮﺓ‪ ،‬ﻟﻢ ﲤ ّﺮ ﻭﺍﺣﺪﺓ‪ .‬ﻇﻠﻠﺖ ﻭﺍﻗﻔﺔ‬ ‫ﻭ ﺍﻟﺒﺮﺩ ﺍﻟﻘﺎﺭﺱ ﻳﻠﺴﻊ ﻭﺟﻬﻲ ﻭ ﺭﻗﺒﺘﻲ ﻭ ﻛﻔّﻲّ ﻣﻦ ﺟﺪﻳﺪ‪ .‬ﺃﺳﻤﻊ ﺣﻮﺍﺭ ًﺍ ﺑﲔ ﺭﺟﻠﲔ ﻣﻦ‬ ‫ﻣﺼﺮ‪.‬‬ ‫‬‫‬‫‬‫‪-‬‬

‫ﺃﺭﺟﻮﻙ‪ ،‬ﻟﻴﻠﺔ ﻭﺍﺣﺪﺓ!‬ ‫ﻣﺶ ﳑﻜﻦ!‬ ‫ﺑﺲ! ﻭ ﺣﻴﺎﺗﻲ ﻋﻨﺪﻙ!‬ ‫ﻳﺎﻩ‪ ،‬ﻟﻴﻠﺔ ﻭﺍﺣﺪﺓ ﻳﺎ ﺭﺍﺟﻞ ﺃﺗﻬﻨّﻰ ﻓﻴﻬﺎ ّ‬ ‫ﺍﻟﻠﱠﻪ! ﺑﻘﻮﻟّﻚ ﻣﺶ ﳑﻜﻦ‪ .‬ﻣﺴﺘﺤﻴﻞ!‬

‫ﺇﻟﺘﻔﺖّ ﺇﻟﻴﻬﻤﺎ‪ .‬ﻛﺎﻥ ﺍﻟﺒﺮﺩ ﻗﺪ ﺣﻮّﻝ ﺷﻔﺎﻫﻬﻤﺎ ﺇﻟﻰ ﻟﻮﻥ ﺍﻟﻜﻮﺑﻴﺎ‪ ،‬ﻭ ﺷﻌﺮﻫﻢ‪ 4‬ﺍﳌﺠﻌّﺪ ﻭﻗﻒ‬ ‫ﻳﺤﺎﺭﺏ ﺯﺧّ ﺎﺕ ﺍﳌﻄﺮ ﺣﺘﻰ ﻻ ﺗﺼﻞ ﺭﺃﺳﻴﻬﻤﺎ‪ ،‬ﺃﺣﺪﻫﻤﺎ ﻳﻨﻔﺦ ﻛﻔّﻴﻪ ﺑﻴﻨﻤﺎ ﺍﻵﺧﺮ ﻳﺸ ّﺪ‬ ‫ﻋﻠﻰ ﺷﻨﻄﺔ ﺭﻓﻴﻌﺔ ﲢﺖ ﺇﺑﻄﻪ‪.‬‬ ‫ﻳﻘﻄﻊ ﺃﺣﺪﻫﻤﺎ ﺍﻟﺼﻤﺖ‪:‬‬ ‫‬‫‬‫‬‫‪-‬‬

‫ﺍﻧﺖ ﺯﻋﻠﺖ ﻭ ﺇ ّﻻ ﺇﻳﻪ؟‬ ‫ﺑﺲ؟‬ ‫ﺑﺲ ﺃﻧﺎ ﻭ ﺍﻟﻨﺒﻲ ﻣﺎ ﺷﻔﺘﺶ ﺣ ّﺪ ﺯﻳّﻚ‪ ،‬ﺑﻘﻮﻟّﻚ ﻟﻴﻠﺔ ﻭﺍﺣﺪﺓ ّ‬ ‫ﻻ‪ ،‬ﻣﺎ ﻓﻴﺶ‪ّ ،‬‬ ‫ﻗﻠﺖ ﻟﻚ ﻗﺒﻞ ﻛﺪﻩ‪ ،‬ﻣﺶ ﳑﻜﻦ‪ ،‬ﺇﺯّﺍﻱ ﺗﺒﻘﻰ ﻭﻳّﺎﻙ‪ ،‬ﻭ ﺃﻧﺎ…؟‬ ‫ُﺼﻠﻬﺎ‪.‬‬ ‫ﺑﺲ ﺣﺒ ّ‬ ‫ﻭ ﺣﻴﺎﺗﻲ ﻋﻨﺪﻙ‪ ،‬ﻟﻴﻠﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺃﲤﺘّﻊ ﺑﻴﻬﺎ‪ .‬ﺑﻮﻋﺪﻙ‪ ،‬ﻣﺶ ﺣﻠﻤﺴﻬﺎ‪ّ .‬‬

‫‪, which also applies to the two following mentions‬ﻭﺍﺣﺪ ًﺍ ‪As in the text, and the correct form should be‬‬ ‫‪.‬ﻭﺍﺣﺪ ‪of‬‬ ‫‪4‬‬ ‫‪.‬ﺷﻌﺮﺍﻫﻤﺎ ‪ or‬ﺷﻌﺮﻫﻤﺎ ‪As in the text, and the correct form should be‬‬ ‫‪3‬‬

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‫‪Narration‬‬

‫ﺷﻌﺮﺕ ﺑﺎﳋﺠﻞ ﻓﺠﺄﺓ‪ .‬ﻟﻢ ﺃﻋﺪ ﺃﻟﺘﻔﺖ ﺇﻟﻴﻬﻤﺎ‪ .‬ﳌّﺎ ﺗﻘﺪّﻡ ﻷﻭﺗﻮﺑﻴﺲ ﻳﺤﻤﻞ ﺍﻟﺮﻗﻢ ‪ ،٧٣‬ﺗﻨﻔّﺲ‬ ‫ﺍﻟﺼﻒ‪ ،‬ﻋﺪﺍ ﻭﺍﺣﺪ‪ 5‬ﻣﻦ ﺍﳌﺼﺮﻳﲔ ﺍﻟﺬﻱ ﺗﻨﻔّﺲ ﺍﻟﻀﻴﻖ‪ .‬ﺻﻌﺪﺕ‬ ‫ّ‬ ‫ﺍﻟﻔﺮﺝ ﻛﻞ ﻣﻦ ﻳﻘﻒ ﻓﻲ‬ ‫ﻭ ﺟﻠﺴﺖ ﻣﻼﺻﻘﺔ ﻟﻠﺸﺒﺎﻙ‪ ،‬ﺑﻴﻨﻤﺎ ﺟﻠﺲ ﺍﳌﺼﺮﻳﺎﻥ ﺃﻣﺎﻣﻲ‪.‬‬ ‫ ﺧﻼﺹ‪ ،‬ﻭ ﺍﻟﻨﺒﻲ ﺃﻧﺎ ﻣﺶ ﺳﺄﻟﻚ ﻋﻦ ﺃﻱّ ﺣﺎﺟﺔ ﺑﻌﺪ ﺍﻟﻨﻬﺎﺭ ﺩﻩ‪.‬‬‫ﺑﺲ ﻃﻠﺒﻚ ﻏﻴﺮ ﻣﻌﻘﻮﻝ ﻳﺎ ﺭﺍﺟﻞ‪ ،‬ﺃﻧﺎ ﻭ ﺍﻧﺖ ﻓﻲ ﻟﻨﺪﻥ ﻳﺎ ﺭﺍﺟﻞ ﻣﺶ ﲟﺼﺮ‪ .‬ﺻﻌﺐ‬ ‫ ّ‬‫ﺃﻻﻗﻲ ﺯﻳّﻬﺎ‪.‬‬ ‫ﺑﺲ ﺩﺍﻧﺎ ﺣﻠﻔﺘﻠﻚ ﺑﺎﻟﻨﺒﻲ‪ ،‬ﺑﺄﻣﻲ‪ ،‬ﻫﻲ ﺣﺘﻨﺎﻡ ﻋﻨﺪﻱ ﻟﻴﻠﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭ ﻣﻦ ﺑﻜﺮﺓ ﺍﻟﺼﺒﺢ‬ ‫ ّ‬‫ﺣﺘﻜﻮﻥ ﻋﻨﺪﻙ!‬ ‫ﺣﺪﺕ ﺇﻟﻰ ﺍﻟﻨﺎﻓﺬﺓ‪ .‬ﻻ ﺃﺭﺍﻫﺎ ﲤﻄﺮ ﺃﻛﺜﺮ‪ ،‬ﻭ ﺍﻟﻀﺒﺎﺏ ﻳﺼﻞ ﺍﻷﺭﺽ‪ .‬ﳌّﺎ ﺳﻤﻌﺖ ﺍﻟﺮﺟﻞ‬ ‫ﻳﻘﻮﻝ ﻭ ﻫﻮ ﳝ ّﺪ ﻳﺪﻩ ﺇﻟﻰ ﺍﻟﺸﻨﻄﺔ‪” :‬ﺧﻼﺹ ﺧﺬﻫﺎ ﻳﺎ ﺃﺧﻲ“‪ .‬ﺩُﻫﺸﺖ ﻭ ﺣﺸﺮﺕ ﻭﺟﻬﻲ‬ ‫ﺑﻔﻀﻮﻝ ﺷﺪﻳﺪ‪ .‬ﺭﺃﻳﺘﻪ ﻳُﺨﺮﺝ ﻣﻦ ﻇﺮﻑ ﺻﻮﺭﺓ ﻛﺒﻴﺮﺓ ﺑﺎﻷﻟﻮﺍﻥ ﻟﻌﺒﺪ ﺍﳊﻠﻴﻢ ﺣﺎﻓﻆ ﺍﻟﺬﻱ‬ ‫ﺗﻮﻓّﻰ ﺍﻟﺒﺎﺭﺣﺔ‪.‬‬ ‫ﺣﻨﺎﻥ ﺍﻟﺸﻴﺦ‪” .‬ﻭﺭﺩﺓ ﺍﻟﺼﺤﺮﺍﺀ“‪ .‬ﺑﻴﺮﻭﺕ‪ :‬ﺍﳌﺆﺳﺴﺔ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ ‪.١٩٨٢‬‬ ‫)ﺻﺺ ‪(٦٠-٥٧‬‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬

‫ﲤﺮﻳﻦ ‪ :٥‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫‪ -١‬ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺗﺮﺟﻤﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻘﺎﻣﻮﺱ ﻭ ﻗﺎﺭﻧﻮﺍ ﺑﲔ ﻣﻌﺎﻧﻴﻬﺎ‪:‬‬ ‫ُﺳﺮﻭﺭ ﺳﻌﺎﺩﺓ ﻣﺮﺡ ﺯﻫﻮ ﺣُ ﺒﻮﺭ ﻣُﺘﻌﺔ ﻧﺸﻮﺓ‬ ‫ﻏﺒﻄﺔ ﺑﻬﺠﺔ ﻓﺮﺡ‬ ‫ﺍﻣﺘﻨﺎﻥ ﺭﺿﻰ ﻃُ ﻤﺄ ﻧﻴﻨﺔ ﻫﻨﺎﺀ ﺳﻜﻴﻨﺔ ﺩﻋﺔ ﻳُﺴﺮ ﺭﺍﺣﺔ ﺍﻟﺒﺎﻝ ﻃﺮﺏ‬ ‫‪ -٢‬ﺍﺳﺘﺨﺮﺟﻮﺍ ﻣﻦ ﺍﻟﻨﺺ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑـ‪:‬‬ ‫‬‫‬‫‬‫‬‫‪-‬‬

‫ﺍﻟﻄﻘﺲ‪ :‬ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺃﻋﻀﺎﺀ ﺍﳉﺴﻢ‪ :‬ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺍﳌﻼﺑﺲ‪ :‬ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﻭﺳﺎﺋﻞ ﺍﻟﻨﻘﻞ‪ :‬ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﺍﻟﻄﻌﺎﻡ‪ :‬ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫‪.‬ﻭﺍﺣﺪ ًﺍ ‪As in the text, and the correct form should be‬‬

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‫‪5‬‬

Developing Writing Skills in Arabic

:‫ اﻟﻘﻮاﻋﺪ‬-‫د‬ ‫ إدﺧﺎل ﻛﺎن ﻋﻠﻰ أزﻣﻨﺔ اﻟﻔﻌﻞ‬-١

Introducing ‫ ﻛﺎﻥ‬to tenses (past, present, and future) adds to their complexity and subtlety. Consider the following example from the text:

‫ﻛﺎﻥ ﺍﻟﺒﺮﺩ ﻗﺪ ﺣﻮّﻝ ﺷﻔﺎﻫﻬﻤﺎ ﺇﻟﻰ ﻟﻮﻥ ﺍﻟﻜﻮﺑﻴﺎ‬

The cold had turned their lips purple. Past Perfect: had (already) done I had (already) graduated when I met her.

(a) Habit in the past: used to, would I used to (would) play with my friends every day.

:‫ ﺍﳌﺎﺿﻲ‬+ ‫ ﻗﺪ‬+ ‫ ﻛﺎﻥ‬-‫ﺍ‬ .‫ ﻛﻨﺖ ﻗﺪ ﺗﺨﺮّﺟﺖ ﻋﻨﺪﻣﺎ ﺍﻟﺘﻘﻴﺖ ﺑﻬﺎ‬:‫ﻣﺜﺎﻝ‬ :‫ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺮﻓﻮﻉ‬+ ‫ ﻛﺎﻥ‬-‫ﺏ‬ ‫ ﻛﻨﺖ ﺃﻟﻌﺐ ﻣﻊ ﺃﺻﺪﻗﺎﺋﻲ‬:‫ﻣﺜﺎﻝ‬ .‫ﻛﻞ ﻳﻮﻡ‬

(b) Past progressive: was doing She was reading a book when her father arrived. Future in the past: was going to do We were going to visit Beirut, but our plans changed. Complex future: will have done By Sunday, we will have left the city.

‫ ﻛﺎﻧﺖ ﺗﻘﺮﺃ ﻛﺘﺎﺑ ًﺎ ﻋﻨﺪﻣﺎ‬:‫ﻣﺜﺎﻝ‬ .‫ﻭﺻﻞ ﺃﺑﻮﻫﺎ‬ ‫ ﺍﳌﺴﺘﻘﺒﻞ‬+ ‫ ﻛﺎﻥ‬-‫ﺝ‬ ‫ ﻛﻨﺎ ﺳﻨﺰﻭﺭ ﺑﻴﺮﻭﺕ ﻭ ﻟﻜﻦ‬:‫ﻣﺜﺎﻝ‬ .‫ﺑﺮﻧﺎﻣﺠﻨﺎ ﺗﻐﻴّﺮ‬ ‫ ﺍﳌﺎﺿﻲ‬+ ‫ ﻗﺪ‬+ ‫ ﻛﺎﻥ‬+ ‫ﺳﻮﻑ‬/‫ ﺳـ‬-‫ﺩ‬ ‫ ﺳﻨﻜﻮﻥ ﻗﺪ ﻏﺎﺩﺭﻧﺎ ﺍﳌﺪﻳﻨﺔ‬:‫ﻣﺜﺎﻝ‬ .‫ﺑﺤﻠﻮﻝ ﻳﻮﻡ ﺍﻷﺣﺪ‬

(‫ )ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺼﻒ ﺃﻭ ﻓﻲ ﺍﻟﺒﻴﺖ‬:٦ ‫ﲤﺮﻳﻦ‬ :‫ﺗﺮﺟﻤﻮﺍ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﺇﻟﻰ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﺘﺒﻬﲔ ﺇﻟﻰ ﺃﺯﻣﻨﺔ ﺍﻟﻔﻌﻞ‬ I had left the house and was riding the bus to work when Fatima called. This was unusual since we would talk on the weekends. She decided to leave the country and go back home and nothing was going to make her change her mind. She will have spent ten years in this country and her return to what she calls “home” will not be easy. I began to miss our friendship, and wished that she would stay for another year or two.

• 130

Narration

(‫ ﲢﻠﻴﻞ ﺍﻟﻘﻮﺍﻋﺪ ﻓﻲ ﺍﻟﻨﺺ )ﻓﻲ ﺍﻟﺼﻒ‬:٧ ‫ﲤﺮﻳﻦ‬ ‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﺍﻷﺯﻣﻨﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻟﻨﺺ ﺛﻢ ﺣﺪّﺩﻭﺍ ﺃﺟﺰﺍﺀ ﺍﻟﻘﺼﺔ ﺣﺴﺐ ﺍﻷﺯﻣﻨﺔ‬ .‫ﻭ ﺣﻠﻠﻮﺍ ﺍﺧﺘﻴﺎﺭﺍﺕ ﺍﻟﻜﺎﺗﺒﺔ‬ (‫ ﻗﻮﺍﻋﺪ )ﻓﻲ ﺍﻟﺒﻴﺖ‬:٨ ‫ﲤﺮﻳﻦ‬ ‫)ﻭﺻﻞ( ـــــــــــــــــــــــــــ ﺍﳌﺴﺎﻓﺮﻭﻥ ﺇﻟﻰ ﺍﳌﺪﻳﻨﺔ ﺑﻌﺪ ﺭﺣﻠﺔ ﻃﻮﻳﻠﺔ )ﺩﺍﻡ( ـــــــــــــــــــــــــــ‬ ‫ ﺍﻧﻄﻠﻖ( ــــــــــــــــــــــــــــــــــ ﺑﺎﻟﺴﻴﺎﺭﺓ ﻭ )ﻗﻀﻰ( ـــــــ‬+ ‫ ﻗﺪ‬+ ‫ )ﻛﺎﻥ‬.‫ﻳﻮﻣﲔ ﻛﺎﻣﻠﲔ‬ ‫ــــــــــــــــــــــــــ ﺳﺎﻋﺎﺕ ﻃﻮﻳﻠﺔ )ﲢﺎﺩﺙ( ـــــــــــــــــــــــــــــــ ﻭ )ﺗﺄﻣّﻞ( ــــــــــــــــــــــ‬ ‫ ﺃﻣﻀﻰ( ــــــــــــــــــــ‬+ ‫ ﺳـ‬+ ‫ )ﻛﺎﻥ‬.‫ــــــــــــــــ ﺍﳌﻨﺎﻇﺮ ﺍﻟﻌﺠﻴﺒﺔ ﻋﻠﻰ ﺟﺎﻧﺒﻲ ﺍﻟﻄﺮﻳﻖ‬ ‫ـــــــــــــــــــــــــــــ ﺑﻌﺾ ﺍﻟﻮﻗﺖ ﻓﻲ ﺍﻟﻼﺫﻗﻴﺔ ﻭ ﻟﻜﻨّﻬﻢ ﺃﺩﺭﻛﻮﺍ ﺃﻥّ ﺍﳌﺴﺎﻓﺔ ﺃﻃﻮﻝ ﳑّﺎ‬ ‫ ﺗﺼﻮّﺭ( ــــــــــــــــــــــــــــــــــــــــــ ﻓﻠﻢ )ﺗﻮﻗّﻒ( ــــــــــــــــــــــــــــــــ ﺑﻞ ﻭﺍﺻﻠﻮﺍ‬+ ‫)ﻛﺎﻥ‬ .‫ﺳﻴﺮﻫﻢ ﻛﻲ )ﻭﺻﻞ( ـــــــــــــــــــــــــــــــــــــ ﻓﻲ ﺃﺳﺮﻉ ﻭﻗﺖ ﳑﻜﻦ‬

‫ اﳊﺎل‬-٢

‫ﺍﳊﺎﻝ‬, literally ‘the condition’ or ‘state’, is also very useful in narration. It allows the writer to describe the condition or state of the subject, object or general circumstances while the act is taking place. Consider the following examples from the main text: As I stand, the rain pours And we see the conductor blocking its door

‫ ﻳﻬﻄﻞ ﺍﳌﻄﺮ‬،‫ ﻭ ﺃﻧﺎ ﺃﻗﻒ‬.‫ ﻭ ﻧﺮﻯ ﻗﺎﻃﻊ ﺍﻟﺘﺬﺍﻛﺮ ﻳﺴ ّﺪ ﻋﺘﺒﺘﻪ‬-

In the first sentence, ‫ ﺍﳊﺎﻝ‬describes a general condition or circumstance, in this instance rain pouring, as or while the main action of standing occurs. This simultaneity allows us to narrate two actions at once, in this case the falling of the rain and the standing of the main character. The second sentence, however, demonstrates how ‫ ﺍﳊﺎﻝ‬can describe the state of the object as the main act of ‘seeing’ occurs. So ‫ﺍﳊﺎﻝ‬ will translate into ‘as, while’, the present participle, such as in ‘blocking’, and some times as an adverb of manner. However, ‫ﺍﳊﺎﻝ‬, does not describe ‘how’ the act was done even though it is sometimes translated as an adverb of manner. In Arabic, the function of describing ‘how’ an act took place is fulfilled by ‫( ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ‬see previous chapter). ‫ ﺍﳊﺎﻝ‬comes in four forms: Active or passive participle We saw the poor guy lying on the sidewalk.

:‫ﻣﻔﻌﻮﻝ‬

‫ ﺍﺳﻢ ﻓﺎﻋﻞ ﺃﻭ‬-‫ﺍ‬ .‫ﺭﺃﻳﻨﺎ ﺍﳌﺴﻜﲔ ﻳﻮﻣﺎ ﻣُﻠﻘﻰ ﻋﻠﻰ ﻗﺎﺭﻋﺔ ﺍﻟﻄﺮﻳﻖ‬

131 •

‫‪Developing Writing Skills in Arabic‬‬

‫ﺏ‪ -‬ﺟﻤﻠﺔ ﻓﻌﻠﻴﺔ ﻳﻜﻮﻥ ﻓﻌﻠﻬﺎ‬ ‫ﻣﻀﺎﺭﻋ ًﺎ ﻣﺮﻓﻮﻋﺎً‪:‬‬ ‫ﻗﻀﻰ ﻋﻤﺮﻩ ﻳﻠﻬﺚ ﻭﺭﺍﺀ ﺍﳌﺎﻝ‪.‬‬

‫‪A verbal sentence,‬‬ ‫‪with the verb in the present‬‬ ‫‪He spent his life racing after money.‬‬

‫ﺝ‪ -‬ﺟﻤﻠﺔ ﺗﻜﻮﻥ ﻋﺎﺩﺓ ﺇﺳﻤﻴﺔ ﺑﻌﺪ ﻭﺍﻭ ﺍﳊﺎﻝ‪:‬‬ ‫ﻛﻢ ﺗﺸﺘﻜﻲ ﻭ ﺗﻘﻮﻝ ﺇﻧّﻚ ﻣُﻌﺪﻡ‬

‫‪A nominal sentence‬‬ ‫‪after waw al-haal‬‬

‫ﻭ ﺍﻷﺭﺽ ﻣﻠﻜﻚ ﻭ ﺍﻟﺴﻤﺎ ﻭ ﺍﻷﳒﻢ‬ ‫)ﺇﻳﻠﻴﺎ ﺃﺑﻮ ﻣﺎﺿﻲ(‬

‫‪Oh, how much you complain and say that you are destitute‬‬ ‫)‪While the earth, sky and stars are yours (Elia Abu Madi‬‬

‫ﺩ‪ -‬ﻣﺠﻤﻮﻋﺔ ﺃﻟﻔﺎﻅ )ﻋﺎﺩﺓ ﺟﺎﺭ‬ ‫ﻭ ﻣﺠﺮﻭﺭ ﻓﻴﻬﺎ ﻣﻌﻨﻰ ﺍﳊﺎﻝ ﺑﺎﳊﺬﻑ(‬ ‫ﺟﺎﺀﻧﻲ ﻓﻲ ﻋﺠﻠﺔ ﻣﻦ ﺃﻣﺮﻩ ﻋﻠﻰ ﻭﺷﻚ ﺍﻟﺮﺣﻴﻞ‪.‬‬

‫‪A prepositional phrase‬‬

‫‪He came to me hurrying‬‬ ‫‪and on the verge of departing‬‬

‫ﲤﺮﻳﻦ ‪) :٩‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﺍﳊﺎﻝ ﻣﻦ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﻭ ﺣﺪّﺩﻭﺍ ﺃﺷﻜﺎﻟﻪ‪.‬‬

‫ﻫـ‪ -‬اﻟﺘﻘﺎﻓﺔ‪:‬‬ ‫ﲤﺮﻳﻦ ‪) :١٠‬ﻗﺮﺍﺀﺓ ﻭ ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﺑﺤﺜﻮﺍ ﻋﻦ ﺃﻏﻨﻴﺔ ”ﻣﻨﺘﺼﺐ ﺍﻟﻘﺎﻣﺔ ﺃﻣﺸﻲ“ ﻛﻠﻤﺎﺕ ﺍﻟﺸﺎﻋﺮ ﺳﻤﻴﺢ ﺍﻟﻘﺎﺳﻢ ﻭ ﻏﻨﺎﺀ ﻣﺮﺳﻴﻞ‬ ‫ﺧﻠﻴﻔﺔ ﺍِﺳﺘﻤﻌﻮﺍ ﺇﻟﻴﻬﺎ ﺛﻢّ‪:‬‬ ‫‪ -١‬ﺍﺳﺘﺨﺮﺟﻮﺍ ﺍﳊﺎﻝ ﻭ ﺣﺪّﺩﻭﺍ ﺃﺷﻜﺎﻟﻪ‪.‬‬ ‫‪ -٢‬ﺗﺮﺟﻤﻮﺍ ﺍﳉﺰﺀ ﺍﻟﺘﺎﻟﻲ ﻣﻦ ﺍﻟﻘﺼﻴﺪﺓ ﺇﻟﻰ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫ﻣُﻨﺘﺼﺐَ ﺍﻟﻘﺎﻣﺔِ ﺃﻣﺸﻲ‬ ‫ﻣﺮﻓﻮﻉ ﺍﻟﻬﺎﻣﺔ ﺃﻣﺸﻲ‬ ‫ﺯﻳﺘﻮﻥ‬ ‫ٍ‬ ‫ﻓﻲ ﻛﻔﻲ ﻗﺼﻔﺔ‬ ‫ﻭﻋﻠﻰ ﻛﺘﻔﻲ ﻧﻌﺸﻲ‬ ‫ﻭﺃﻧﺎ ﺃﻣﺸﻲ…‪.‬‬ ‫‪• 132‬‬

‫‪Narration‬‬

‫ﻗﻠﺒﻲ ﻗﻤ ٌﺮ ﺃﺣﻤﺮ‬ ‫ﻗﻠﺒﻲ ﺑﺴﺘﺎﻥ‬ ‫ﻓﻴﻪ ﺍﻟﻌﻮﺳﺞ‬ ‫ﻓﻴﻪ ﺍﻟﺮﻳﺤﺎﻥ‬ ‫ﺷﻔﺘﺎﻱ ﺳﻤﺎ ٌﺀ ﲤﻄﺮ‬ ‫ﻧﺎﺭ ًﺍ ﺣﻴﻨ ًﺎ ﺣﺒ ًﺎ ﺃﺣﻴﺎﻥ…‪.‬‬ ‫ﻓﻲ ﻛﻔﻲ ﻗﺼﻔﺔ ﺯﻳﺘﻮﻥ‬ ‫ﻭﻋﻠﻰ ﻛﺘﻔﻲ ﻧﻌﺸﻲ‬ ‫ﻭﺃﻧﺎ ﺃﻣﺸﻲ…‪.‬‬

‫و‪ -‬اﻷﺳﻠﻮب‪:‬‬ ‫ﻋﺒﺎرات ﻣﻦ اﻟﻨﺺ‪:‬‬ ‫‪ -١‬ﻣﻦ ﻛﺜﺮﺓ ﻣﺎ ‪ +‬ﻓﻌﻞ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺃﺷﻌﺮ ﺑﺼﻌﻮﺑﺔ ﻓﻲ ﺍﻟﺘﻨﻔﺲ ﻣﻦ ﻛﺜﺮﺓ ﻣﺎ ﺍﻟﺘﻔﻔﺖ ﲟﻼﺑﺲ‬ ‫ﺻﻮﻓﻴﺔ …‬ ‫‪So much so that‬‬

‫‪ -٢‬ﻣﻊ ﺃﻥّ ‪ +‬ﺟﻤﻠﺔ ﺇﺳﻤﻴﺔ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭﻗﻔﺖ ﺃﻧﺘﻈﺮ ﺍﻷﻭﺗﻮﺑﻴﺲ‪ ،‬ﻣﻊ ﺃﻥّ ﺍﻟﻨﻘﻮﺩ ﺍﻟﻨﺎﺋﻤﺔ ﻓﻲ ﻣﺤﻔﻈﺘﻲ‬ ‫ﲡﻌﻠﻨﻲ ﺃﺳﺘﻘﻞّ ﻃﺎﺋﺮﺓ‪.‬‬ ‫‪In spite of, despite‬‬

‫‪ -٣‬ﻣﻬﻤﺎ ‪ +‬ﻓﻌﻞ )ﻣﺎﺽ ﺃﻭ ﻣﻀﺎﺭﻉ ﻣﺠﺰﻭﻡ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺳﺄﻧﺘﻈﺮ ﺍﻟﺘﺎﻟﻲ ﻣﻬﻤﺎ ﺗﺄﺧّ ﺮ‪ ،‬ﻣﻬﻤﺎ ﺗﺄﺧّ ﺮﺕ‬

‫‪No matter, regardless of‬‬ ‫…‬

‫‪ -٤‬ﻋﺪﺍ‪/‬ﻋﺪﻯ )ﺇﻻّ‪ ،‬ﺳﻮﻯ‪ ،‬ﻏﻴﺮ( )ﺃﻥّ (‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻋﺪﺍ ﺃﻧّﻲ ﻛﻨﺖ ﺃﺣﺐّ ﺃﻥ ﻳﻜﻮﻥ ﻣﺼﻴﺮﻱ ﻭ ﺍﻟﻮﺍﻗﻔﲔ ﻣﻦ ﺍﻻﻧﻜﻠﻴﺰ‬ ‫ﻭﺍﺣﺪﺍً‪.‬‬ ‫‪Except that‬‬

‫‪ -٥‬ﻭﺍﻭ ﺍﻟﻘﺴﻢ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺃﻧﺎ ﻭ ﺍﻟﻨﺒﻲ ﻣﺎ ﺷﻔﺘﺶ ﺣ ّﺪ ﺯﻳّﻚ‪.‬‬

‫‪By God, the Prophet, Jesus, etc‬‬

‫ﲤﺮﻳﻦ ‪) :١١‬ﺗﺮﺟﻤﺔ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺗﺮﺟﻤﻮﺍ ﺍﻷﻣﺜﻠﺔ ﺍﳌﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺛ ّﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞّ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬ ‫• ‪133‬‬

Developing Writing Skills in Arabic

:‫إﺛﺮاء اﻟﻌﺒﺎرات و اﳌﻔﺮدات‬ ‫أﻓﻌﺎل اﻟﺴﺮد‬ To tell a story To relay a story, to transmit To claim To narrate

‫ﻳﻘﺺ‬ ّ - ‫ﻗﺺ‬ ّ ،‫ ﻳﺮﻭﻱ‬- ‫ ﺭﻭﻯ‬،‫ ﻳﺤﻜﻲ‬- ‫ﺣﻜﻰ‬ ‫ ﻳﻨﻘﻞ‬- ‫ﻧﻘﻞ‬ ‫ ﻳﺰﻋﻢ‬- ‫ﺯﻋﻢ‬ ‫ ﻳﺴﺮﺩ‬- ‫ﺳﺮﺩ‬

‫ﻋﺒﺎرات اﻟﺴﺮد‬ Once upon a time It is told that They claimed that One day Suddenly Suddenly, lo and behold

…‫ﺍﻟﺰﻣﺎﻥ‬

‫ﻛﺎﻥ ﻳﺎ ﻣﺎ ﻛﺎﻥ ﻓﻲ ﻗﺪﱘ‬ … ّ‫ﻳُﺤﻜﻰ ﺃﻥ‬ ّ‫ﺯﻋﻤﻮﺍ ﺃﻥ‬ ‫ ﺫﺍﺕ ﻳﻮﻡ‬،‫ﻓﻲ ﻳﻮﻡ ﻣﻦ ﺍﻷﻳﺎﻡ‬ ‫ﻓﺠﺄ ًﺓ‬ ‫ ﻛﻨﺖ ﺃﻗﺮﺃ ﻛﺘﺎﺑ ًﺎ‬:‫ﺇﺫﺍ ﺍﻟﻔﺠﺎﺋﻴﺔ )ﻣﺜﺎﻝ‬ ( ّ‫ﻭ ﺇﺫﺍ ﺑﺎﻟﺘﻠﻔﻮﻥ ﻳﺮﻥ‬

:‫أﺷﻜﺎل اﻟﺴﺮد‬ Story-ies Tale-s, imaginary tale-s Tale-s Myth-s Narration-s, novel-s Story-ies, short story Epic poem-s, Prophet’s life, biography-ies Biography-ies, translation-s

• 134

‫ ﺣﻜﺎﻳﺎﺕ‬- ‫ﺣﻜﺎﻳﺔ‬ ‫ ﺧﺮﺍﻓﺎﺕ‬- ‫ﺧﺮﺍﻓﺔ‬ ‫ ﺣﺪّﻭﺛﺎﺕ‬- ‫ﺣﺪّﻭﺛﺔ‬ ‫ ﺃﺳﺎﻃﻴﺮ‬- ‫ﺃﺳﻄﻮﺭﺓ‬ ‫ ﺭﻭﺍﻳﺎﺕ‬- ‫ﺭﻭﺍﻳﺔ‬ ‫ ﻗﺼﺺ‬- ‫ﻗﺼﺔ‬ ‫ ِﺳﻴﺮ‬- ‫ﺳﻴﺮﺓ‬ ‫ ﺗﺮﺍﺟﻢ‬- ‫ﺗﺮﺟﻤﺔ‬

‫‪Narration‬‬

‫ﺳﻴﺮﺓ ﺫﺍﺗﻴﺔ‬ ‫ﻣﻠﺤﻤﺔ ‪ -‬ﻣﻼﺣﻢ‬ ‫ﻧﻜﺘﺔ ‪ -‬ﻧِﻜﺎﺕ‪/‬ﻧُﻜﺖ‬ ‫ﻃُ ﺮﻓﺔ ‪ -‬ﻃُ ﺮﻑ‪ ،‬ﻣُﻠﺤﺔ‪-‬ﻣُﻠﺢ‬ ‫ﻣﻘﺎﻣﺔ ‪ -‬ﻣﻘﺎﻣﺎﺕ‬

‫‪Autobiography-ies‬‬ ‫‪Epic-s‬‬ ‫‪Joke-s‬‬ ‫‪Funny or rare anecdote-s‬‬ ‫‪An Abbasid literary genre of stories‬‬ ‫‪told in rhyming prose‬‬

‫ز‪ -‬اﻟﻜﺘﺎﺑﺔ‪:‬‬ ‫ﲤﺮﻳﻦ ‪) :١٢‬ﻛﺘﺎﺑﺔ ﺟﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺃﻛﻤﻠﻮﺍ ﺍﻟﻘﺼﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺴﺘﻌﻤﻠﲔ ﺍﻟﻜﻠﻤﺎﺕ )ﻋﻠﻰ ﺍﻷﻗﻞ ﺛﻤﺎﻧﻲ( ﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ )ﻋﻠﻰ ﺍﻷﻗﻞ‬ ‫ﺧﻤﺲ( ﺍﳉﺪﻳﺪﺓ ﻭ ﺿﻌﻮﺍ ﲢﺘﻬﺎ ﺳﻄﺮﺍ‪.‬‬ ‫ﺿﺎﻉ ﻗﻄﻲ‪ .‬ﻏﺎﺏ ﻋﻦ ﺍﻟﻮﺟﻮﺩ ﻣﻨﺬ ﺃﻥ ﺍﻧﺘﻘﻠﻨﺎ ﺇﻟﻰ ﻫﺬﺍ ﺍﻟﺒﻴﺖ ﺍﳉﺪﻳﺪ‪ .‬ﻟﻢ ﻧﻔﺘﻘﺪﻩ ﻓﻲ‬ ‫ﺍﻟﻴﻮﻡ ﺍﻷﻭﻝ ﻻﻧﺘﻘﺎﻟﻨﺎ ﻓﻘﺪ ﻛﻨﺎ ﻣﻨﺸﻐﻠﲔ ﻋﻨﻪ ﺑﺘﺮﺗﻴﺐ ﺍﻟﺒﻴﺖ ﻭ ﻏﻴﺮ ﺫﻟﻚ ﻣﻦ ﺍﳌﻬﺎﻡ‪ .‬ﻏﻴﺮ‬ ‫ﺃﻧﻨﺎ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﳌﻮﺍﻟﻲ ﺍﻧﺘﺒﻬﻨﺎ ﻟﻐﻴﺎﺑﻪ ﻓﻲ ﺃﻭﻗﺎﺕ ﻃﻌﺎﻣﻪ ﺍﻟﺘﻲ ﺍﻋﺘﺪﻧﺎﻫﺎ ﻣﻨﺬ ﻣﺎ ﻳﺰﻳﺪ ﻋﻦ‬ ‫ﺛﻼﺙ ﺳﻨﻮﺍﺕ‪ .‬ﻛﺎﻥ ﻛﺎﻟﺴﺎﻋﺔ ﺍﳌﻀﺒﻮﻃﺔ ﺍﻟﺘﻲ ﻻ ﺗﺘﺄﺧﺮ ﻭ ﻻ ﺗﺘﻘﺪﻡ ﻭ ﻟﻮ ﳊﻈﺔ‪ .‬ﺑﺤﺜﻨﺎ‬ ‫ﻋﻨﻪ ﻓﻲ ﻛﻞ ﻏﺮﻓﺔ ﻣﻦ ﻏﺮﻑ ﺍﻟﺒﻴﺖ ﲢﺖ ﺍﻷﺛﺎﺙ ﺩﺍﺧﻞ ﺍﳋﺰﺍﻧﺎﺕ ﻓﻠﻢ ﻧﻌﺜﺮ ﻟﻪ ﻋﻠﻰ ﺃﺛﺮ‪.‬‬ ‫ﻭ ﳌﺎ ﻳﺌﺴﻨﺎ ﻣﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻴﻪ ﻓﻲ ﺍﻟﺒﻴﺖ ﺑﺤﺜﻨﺎ ﺧﺎﺭﺟﻪ ﻓﻮﻕ ﺍﻟﺴﻄﺢ ﻭ ﻓﻲ ﺯﻭﺍﻳﺎ ﺍﳊﺪﻳﻘﺔ‬ ‫ﺛﻢ ﺳﺄﻟﻨﺎ ﻛﻞ ﺍﳉﻴﺮﺍﻥ ﻋﻨﻪ ﻓـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

‫• ‪135‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﲤﺮﻳﻦ ‪) :١٣‬ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺇﻧﺸﺎﺀ )ﺣﻮﺍﻟﻲ ‪ ٤٠٠‬ﻛﻠﻤﺔ( ﺗﺴﺮﺩﻭﻥ ﻓﻴﻪ ﺣﺪﺛ ًﺎ ﻭﻗﻊ ﻟﻜﻢ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭ ﺧﻤﺲ ﻋﺒﺎﺭﺍﺕ ﻭ ﺍﻷﺯﻣﻨﺔ ﻭ ﺃﻧﻮﺍﻉ ﺍﳊﺎﻝ‬ ‫ﺍﻷﺭﺑﻌﺔ ﻭ ﺿﻌﻮﺍ ﲢﺖ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﺳﻄﺮﺍً‪.‬‬

‫ح‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر اﻟﺴﺮد‪:‬‬ ‫ﻓﺆﺍﺩ ﺍﻟﺘﻜﺮﻟﻲ ”ﺍﻟﺘﻨﻮﺭ“‪.‬‬ ‫ﻳﻮﺳﻒ ﺇﺩﺭﻳﺲ ”ﺑﻴﺖ ﻣﻦ ﳊﻢ“‪.‬‬ ‫ﺇﻣﻴﻞ ﺣﺒﻴﺒﻲ ”ﺍﳋﺮﺯﺓ ﺍﻟﺰﺭﻗﺎﺀ“‪.‬‬ ‫ﻧﺎﻓﻠﺔ ﺫﻫﺐ ”ﺳﻠﻴﻤﺔ ﻭ ﺍﻟﺮﺻﺎﺻﺔ“‪.‬‬

‫‪• 136‬‬

‫اﻟﻮﺣﺪة اﻟﺴﺎدﺳﺔ اﻟﻨﻘﺪ‬

Unit Six Argumentation, opinion pieces, and academic writing By the end of this unit, you will be able to:

• The adverb of purpose

• Write an argumentative piece

• Exception

• Express logical relationships between ideas

• Emphasis

• Explain ideas and illustrate with examples

‫ﻷﺟﻠﻪ‬

‫ﺍﳌﻔﻌﻮﻝ‬

You will also explore the following cultural points:

• Express hypothetical ideas

• A famous saying from a poem by Abu al-Tayyib al-Mutanabbi

In order to achieve these objectives, you will learn the following linguistic points:

• Two lines of poetry by Imam al-Shafi’i and al-shabbh, Ibn eaydjn, Ali Ibn Abh Tflib

• Sentence connectors and cohesion devices

• Authors: Abdu Wazin, Tahir al-Haddad, Eduar al-Kharrat

• Expressions of concession, exception, and causality

• Verses from al-Qur’an

• The conditional

• Women in Islamic Law and society

• 138

Argumentation, opinion pieces, and academic writing

LESSON NINE: OPINION PIECES

‫ ﻣﻘﺎﻻت اﻟﺮأي‬:‫اﻟﺪرس اﻟﺘﺎﺳﻊ‬

‫ﻛﺘﺎب‬ ُ ‫ﺟﻠﻴﺲ ﻓﻲ اﻷﻧﺎ ِم‬ ٍ ُ‫وﺧﻴﺮ‬ ‫أﺑﻮ اﻟﻄﻴﺐ اﳌﺘﻨﺒﻲ‬ 139 •

‫ا‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺳﻴﺮﺓ ﺍﻟﻜﺎﺗﺐ ﻋﺒﺪﻩ ﻭﺍﺯﻥ ﻭ ﺍﻛﺘﺒﻮﺍ ﻓﻘﺮﺓ ﻋﻨﻪ ﻟﻠﺘﻘﺪﱘ ﻓﻲ ﺍﻟﺼﻒ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍ‪ -‬ﻳﺮﻱ ﺍﻟﺒﻌﺾ ﺃﻥّ ﺃﺯﻣﺔ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﻴﻮﻡ ﻧﺘﻴﺠﺔ ﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺮﻳﺔ‬ ‫ﻛﺎﻟﺘﻠﻔﺰﻳﻮﻥ ﻭ ﺍﻻﻧﺘﺮﻧﺖ‪ .‬ﻣﺎ ﺭﺃﻳﻜﻢ ﻓﻲ ﺫﻟﻚ؟‬ ‫ﺏ‪ -‬ﻫﻞ ﻗﺮﺃﰎ ﻛﺘﺎﺑ ًﺎ ﺛﻢ ﺷﺎﻫﺪﰎ ﻓﻠﻤ ًﺎ ﻳﺼﻮّﺭ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ؟ ﻫﻞ ﻻﺣﻈﺘﻢ ﻓﺮﻭﻗ ًﺎ ﺑﻴﻨﻬﻤﺎ؟‬ ‫ﺃﻳّﻬﻤﺎ ﺗﻔﻀﻠﻮﻥ ﻭ ﳌﺎﺫﺍ؟‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﻛﺪّﺱ ‪ -‬ﻳﻜﺪّﺱ ‪ -‬ﺗﻜﺪﻳﺲ‬ ‫ﻛﺪﺱ‪/‬ﻛﺪﺳﺔ ‪ -‬ﺃﻛﺪﺍﺱ‬ ‫ﻭﺿﻊ ﺷﻴﺌ ًﺎ ﺟﺎﻧﺒ ًﺎ‬ ‫ﻓﺮﺻﺔ ﺳﺎﻧﺤﺔ‬ ‫ﻼ‬ ‫ﺃﺻ ً‬ ‫ﺗﻌﻨﻴﻨﻲ‬ ‫ﺻﻠﺐ‬ ‫ﻓﻲ ُ‬ ‫ﺍﻟﺸﺎﺷﺔ ﺍﻟﺼﻐﻴﺮﺓ‪ ،‬ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‬ ‫ﻣﺒﺪﺃ ‪ -‬ﻣﺒﺎﺩﺉ‬ ‫ﻣﺒﺪﺋﻴ ًﺎ‬ ‫ﺃﻣﺴﻰ ‪ُ -‬ﳝﺴﻲ‪ ،‬ﺑﺎﺕ ‪ -‬ﻳﺒﻴﺖ‪ ،‬ﺃﺻﺒﺢ ‪ -‬ﻳُﺼﺒﺢ‬ ‫ﻃﺎﺭﺩ ‪ -‬ﻳﻄﺎﺭﺩ ‪ -‬ﻣﻄﺎﺭﺩﺓ‬ ‫ﻣُﻄﺎﺭﺩﺓ ﻣﺴﺘﻤﻴﺘﺔ‬ ‫ﺭﺍﺝ ‪ -‬ﻳﺮﻭﺝ ‪ -‬ﺭﻭﺍﺝ‬ ‫ﻟﻘﻲ ﺭﻭﺍﺟ ًﺎ‬ ‫ﻭﺍﺟﻬﺔ ‪ -‬ﻭﺍﺟﻬﺎﺕ‬ ‫ﺳﻠﺒﻲّ‬

‫‪To pile up, accumulate‬‬ ‫‪Pile-s‬‬ ‫‪To put something aside‬‬ ‫‪A good opportunity‬‬ ‫‪Essentially, to begin with‬‬ ‫‪Concern me, interest me‬‬ ‫‪At the heart of‬‬ ‫‪Television‬‬ ‫‪Principle-s‬‬ ‫‪In principle‬‬ ‫‪To become‬‬ ‫‪To chase‬‬ ‫‪A relentless chase‬‬ ‫‪To be in demand, sell well‬‬ ‫‪To be in demand, sell well‬‬ ‫‪Storefront-s, front-s‬‬ ‫‪Negative‬‬

‫‪• 140‬‬

‫‪Argumentation, opinion pieces, and academic writing‬‬

‫ﺳﻠﺒ ًﺎ‬ ‫ﺇﺯﺍﺀ = ﺣﻴﺎﻝ‪ُ ،‬ﲡﺎﻩ‪ ،‬ﻧﺤﻮ‬ ‫ﻓﻬﺮﺱ ‪ -‬ﻓﻬﺎﺭﺱ‬ ‫ﻓﻬﺮﺳﺔ‬ ‫ﺧﺮﻕ ‪ -‬ﻳﺨﺮِ ﻕ ‪ -‬ﺧﺮﻕ‬ ‫ﻗﺪﺭﺓ ﺧﺎﺭﻗﺔ‬ ‫ﺳﻠﻴﻠﺔ‬ ‫ﻓﺮﺩﻭﺱ = ﺟﻨّﺔ‬ ‫ﺷﺎﺏ ‪ -‬ﻳﺸﻮﺏ ‪ -‬ﺷﻮﺏ‬ ‫ﻣﺸﻮﺏ ﺑﺎﳋﻄﺮ‬ ‫ﺃﺑﺪﻉ ‪ -‬ﻳﺒﺪﻉ ‪ -‬ﺇﺑﺪﺍﻉ‬ ‫ﻓﻌﻞ ﺇﺑﺪﺍﻋﻲ‬

‫‪Negatively‬‬ ‫‪Towards‬‬ ‫‪Index-es, table-s of contents‬‬ ‫‪Indexing‬‬ ‫‪To pierce, infringe on‬‬ ‫‪Extraordinary ability‬‬ ‫‪Lineage, genealogy‬‬ ‫‪Heaven, Eden‬‬ ‫‪To mix, blemish, tarnish‬‬ ‫‪Fraught/mixed with danger‬‬ ‫‪To innovate, create‬‬ ‫‪A creative act‬‬

‫ب‪ -‬اﻟﻘﺮاءة‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٤‬ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪:‬‬ ‫‪ -١‬ﻣﺎ ﻫﻲ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ﲡﻌﻞ ﺍﻟﻜﺎﺗﺐ ﻳﺆﺟﻞ ﻗﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺗﺘﻜﺪّﺱ ﻋﻠﻰ ﻃﺎﻭﻟﺘﻪ؟‬ ‫‪ -٢‬ﻳﺬﻛﺮ ﺍﻟﻜﺎﺗﺐ ﺧﻤﺴﺔ ﺃﺩﺑﺎﺀ ﻓﻲ ﺍﻟﻨﺺ‪ .‬ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺳﻴﺮﻫﻢ ﻭ ﺍﺟﻤﻌﻮﺍ ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﻋﻨﻬﻢ؟‬ ‫‪ -٣‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﻳﺬﻛﺮﻫﺎ ﺍﻟﻜﺎﺗﺐ ﺑﲔ ﺍﻟﻘﺮﺍﺀﺓ ﻭ ﺍﻟﻜﺘﺎﺑﺔ؟‬

‫اﻟﻜﺘﺐ ﺗﻄﺎرد ﻗﺮاءﻫﺎ‬ ‫ﺍﻹﺛﻨﲔ ‪ ٣٠‬ﻳﻨﺎﻳﺮ ‪٢٠١١‬‬ ‫ﻋﺒﺪﻩ ﻭﺍﺯﻥ‬ ‫ﻓﻲ ﻣﻄﻠﻊ ﻛﻞ ﻋﺎﻡ ﺍﺗﻔﻘﺪ ﻛﺪﺳﺔ ﻣﻦ ﺍﻟﻜﺘﺐ ﻋﻠﻰ ﻃﺎﻭﻟﺘﻲ ﻳﻌﻠﻮﻫﺎ ﻗﻠﻴﻞ ﻣﻦ ﺍﻟﻐﺒﺎﺭ ﻷﻥ‬ ‫ﻳﺪﻱ ﻟﻢ ﲤﺘ ّﺪ ﺇﻟﻴﻬﺎ ﺧﻼﻝ ﺃﺷﻬﺮ‪ .‬ﺇﻧّﻬﺎ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺃﺿﻌﻬﺎ ﺟﺎﻧﺒ ًﺎ ﻣﻨﺘﻈﺮ ًﺍ ﺍﻟﻔﺮﺻﺔ‬ ‫ﺍﻟﺴﺎﻧﺤﺔ ﻟﻘﺮﺍﺀﺗﻬﺎ… ﻓﺘﺘﻜﺪﺱ ﻭﻻ ﺃﻛﺘﺸﻔﻬﺎ ﺇﻻ ﻣﻄﻠﻊ ﺍﻟﻌﺎﻡ ﺍﳉﺪﻳﺪ ﻋﻨﺪﻣﺎ ﺃﻋﺘﻜﻒ‬ ‫ﺳﺎﻋﺎﺕ ﺃﺭﺍﺟﻊ ﺧﻼﻟﻬﺎ ﻣﺎ ﻗﺮﺃﺕ ﻃﻮﺍﻝ ﺍﻟﻌﺎﻡ ﻭﻣﺎ ﻟﻢ ﺃﻗﺮﺃ‪ ،‬ﻣﺤﺎﺳﺒ ًﺎ ﻧﻔﺴﻲ ﻭﻟﻜﻦ ﺑﻼ‬ ‫• ‪141‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﻋﻘﺎﺏ‪ .‬ﻓﺎﻟﻨﺪﻡ ﺍﻟﺬﻱ ﻳﺴﺎﻭﺭﻧﻲ ﻓﻲ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺎﺕ ﻫﻮ ﺃﻫ ّﻢ ﻋﻘﺎﺏ ﳝﻜﻦ ﺃﻥ ﻳﻨﺰﻟﻪ ﺍﳌﺮﺀ‬ ‫‪1‬‬ ‫ﺑﻨﻔﺴﻪ‪ .‬ﻟﻜﻨﻨﻲ ﺃﻛﺘﺸﻒ ﺃﻧﻨﻲ ﻗﺮﺃﺕ ﻣﺎ ﺃﻣﻜﻨﻨﻲ ﺃﻥ ﺍﻗﺮﺃﻩ ﻭﺃﺟّ ﻠﺖ ﻗﺮﺍﺀﺓ ﻣﺎ ﻟﻢ ﳝﻜﻨﻨﻲ‬ ‫ﻼ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺗﻌﻨﻴﻨﻲ ﻭﺍﻟﺘﻲ ﻻ ﳝﻜﻨﻨﻲ ﺃﻥ‬ ‫ﺃﻥ ﺃﻗﺮﺃﻩ‪ .‬ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﻗﺮﺃﺗﻬﺎ ﻫﻲ ﺃﺻ ً‬ ‫ﺃﻫﻤﻠﻬﺎ ﻷﻧﻬﺎ ﻓﻲ ﺻﻠﺐ ﻫﻤﻮﻣﻲ‪ ،‬ﻛﺎﺗﺒ ًﺎ ﻭﻗﺎﺭﺋ ًﺎ ﻓﻲ ﺁﻥ‪ ،‬ﻭﻣﻌﻈﻤﻬﺎ ﻟﻴﺲ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ‬ ‫ﺗﺴﻠّﻲ ﺍﻭ ﲤﺘﻊ ﻗﺎﺭﺋﻬﺎ‪ ،‬ﺑﻞ ﻫﻲ ﺗﺘﻄﻠﺐ ﺟﻬﺪ ًﺍ ﻓﻲ ﺍﻟﺘﺮﻛﻴﺰ ﻭﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﺪﻭﻳﻦ… ﺃﻣﺎ‬ ‫ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺗﺘﺮﺍﻛﻢ‪ ،‬ﻓﻬﻲ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺁﻧﺲ ﺍﻟﻴﻬﺎ ﻗﺎﺭﺋ ًﺎ ﺃﻭ ًﻻ ﻭﺃﺧﻴﺮﺍً‪ .‬ﻟﻜﻦ ﻣﺎ ﻣﻦ ﻛﺘﺎﺏ‬ ‫ﻻ ﻳﺘﺮﻙ ﺃﺛﺮ ًﺍ ﻓﻲ ﻧﻔﺲ ﻗﺎﺭﺋﻪ ﺃﻳ ًﺎ ﻳﻜﻦ ﻧﻮﻋﻪ‪ .‬ﻫﻞ ﻫﻮ ﺍﻟﻜﺴﻞ ﺃﻡ ﺿﻴﻖ ﺍﻟﻮﻗﺖ ﺃﻭ ﺍﻟﻠﻬﻮ‬ ‫ﺧﺎﺭﺝ ﺍﻟﻘﺮﺍﺀﺓ ﻣﺜﻞ ﺍﳉﻠﻮﺱ ﺃﻣﺎﻡ ﺍﻟﺸﺎﺷﺔ ﺍﻟﺼﻐﻴﺮﺓ ﺃﻭ ﺷﺎﺷﺔ ﺍﻹِﻧﺘﺮﻧﺖ؟ ﻻ ﺃﻣﻠﻚ ﺟﻮﺍﺑﺎً‪.‬‬ ‫ﻟﻜﻨﻨﻲ ﺃﻋﻠﻢ ﺃﻧﻨﻲ ﻗﺎﺭﺉ ﺟﻴﺪ ‪ -‬ﻣﺒﺪﺋﻴ ًﺎ ‪ -‬ﻭﺃﻥ ﺍﻟﻘﺮﺍﺀﺓ ﺗﺸﻐﻞ ﻭﻗﺘﻲ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ…‬ ‫ﻭﻣﻊ ﺃﻧﻨﻲ ﻻ ﺃﺷﺎﻫﺪ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺔ ﺃﻭ ﺳﺎﻋﺘﲔ ﻓﻲ ﺍﻟﻴﻮﻡ‪ ،‬ﻭﻻ ﺃﻃﻴﻞ ﺍﳉﻠﻮﺱ‬ ‫ﺃﻣﺎﻡ ﺍﻹِﻧﺘﺮﻧﺖ‪ ،‬ﺃﺟﺪ ﺍﻟﻜﺘﺐ ﺗﺘﺮﺍﻛﻢ ﻋﻠﻰ ﻃﺎﻭﻟﺘﻲ…‬ ‫ﻛﻨﺎ ﻓﻰ ﺍﳌﺮﺍﻫﻘﺔ ﻭﻣﺎ ﺑﻌﺪﻫﺎ‪ ،‬ﻧﻄﺎﺭﺩ ﺍﻟﻜﺘﺐ ﻣﻄﺎﺭﺩﺓ‪ ،‬ﻭﺃﺫﻛﺮ ﺃﻧﻨﻲ ﻛﻨﺖ ﺃﻗﻀﻲ ﻋﻠﻰ‬ ‫ﻣﻜﺘﺒﺔ ﺍﳌﺪﺭﺳﺔ ﺧﻼﻝ ﺍﻷﺷﻬﺮ ﺍﻷﻭﻟﻰ ﺛﻢ ﺃﺭﻭﺡ ﺃﺑﺤﺚ ﻋﻦ ﺍﻟﻜﺘﺐ ﺃﻳﻨﻤﺎ ﻛﺎﻥ ﻟﻲ ﺃﻥ ﺃﺑﺤﺚ‬ ‫ﻋﻨﻬﺎ‪ ،‬ﻓﻲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺃﻭ ﻓﻲ ﻣﻜﺘﺒﺎﺕ ﺑﻴﻮﺕ ﺍﻟﺮﻓﺎﻕ… ﻛﺎﻧﺖ ﺍﳊﻤﺎﺳﺔ ﻟﻠﻘﺮﺍﺀﺓ ﺷﺪﻳﺪﺓ‬ ‫ﺍﻻﺣﺘﺪﺍﻡ ﻓﻲ ﺗﻠﻚ ﺍﻷﻋﻮﺍﻡ ﻭﻛﺎﻧﺖ ﺍﻟﻜﺘﺐ ﻗﻠﻴﻠﺔ… ﺍﻵﻥ ﺃﺻﺒﺤﺖ ﺍﻟﻜﺘﺐ ﻫﻲ ﺍﻟﺘﻲ ﺗﻄﺎﺭﺩﻧﺎ‪،‬‬ ‫ﺣﺘﻰ ﻟﻴﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺇﻥّ ﺍﻟﻘﺮﺍﺀﺓ ﺗﻜﺎﺩ ﲤﺴﻲ ﻣﻬﻨﺔ ﺗﺘﻄﻠﺐ ﺍﻟﺘﻔﺮّﻍ ﻟﻬﺎ ﻛﺎﻣﻼً‪ .‬ﻭﻋﻠﻰ ﺭﻏﻢ‬ ‫ﻛﻞ ﺍﻹﻏﺮﺍﺀﺍﺕ ﺍﻟﻌﺼﺮﻳﺔ ﺍﻟﺘﻲ ﻳﻌﺪّﻫﺎ ﺑﻌﻀﻬﻢ ﺍﻟﺴﺒﺐ ﺍﻷﻭﻝ ﳌﺎ ﻳﺴﻤﻰ ﻣﻮﺕ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﻣﻮﺕ ﺍﻟﻘﺎﺭﺉ‪ ،‬ﺗﺘﺮﺍﻛﻢ ﺍﻟﻜﺘﺐ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﺗﻄﺎﺭﺩ ﻗﺮﺍﺀﻫﺎ ﻣﻄﺎﺭﺩﺓ ﻣﺴﺘﻤﻴﺘﺔ‪ .‬ﺃﺻﺒﺤﺖ‬ ‫ﺍﻟﻜﺘﺐ ﺍﻵﻥ ﻣﺘﻮﺍﻓﺮﺓ ﺑﺸﺪّﺓ‪ ،‬ﻭﻟﻴﺲ ﻋﻠﻰ ﻣَﻦ ﻳﻬﻮﻯ ﺍﻟﻘﺮﺍﺀﺓ ﺇﻻ ﺃﻥ ﻳﻘﺼﺪ ﺍﳌﻜﺘﺒﺎﺕ‬ ‫ﻭﺍﳌﻌﺎﺭﺽ ﻭﺍﻟﺪﻭﺭ ﺃﻭ ﻳﺠﻠﺲ ﺃﻣﺎﻡ ﺷﺎﺷﺔ »ﺍﻹِﻧﺘﺮﻧﺖ« ﺍﻟﺘﻲ ﺗﺨﺘﺼﺮ ﻣﻜﺘﺒﺎﺕ ﺑﻜﺎﻣﻠﻬﺎ‪،‬‬ ‫ﻟﻴﺠﺪ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﻳﺒﺤﺚ ﻋﻨﻬﺎ‪.‬‬ ‫ﻛﺎﻥ ﺍﳌﺸﻬﺪ ﺍﻟﺬﻱ ﻳﺨﻴﻔﻨﻲ ‪ -‬ﻭﻣﺎ ﺯﺍﻝ ‪ -‬ﻓﻲ ﻣﺪﻳﻨﺔ ﻣﺜﻞ ﺑﺎﺭﻳﺲ ﻫﻮ ﻣﺸﻬﺪ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ‬ ‫ﺗﺘﺪﻓﻖ ﺑﺎﳌﺌﺎﺕ ﻭﺍﻷﻟﻮﻑ ﺍﻟﻰ ﺍﻷﺳﻮﺍﻕ ﺍﻟﺸﻌﺒﻴﺔ‪ ،‬ﻋﻠﻰ ﺍﻷﺭﺻﻔﺔ ﺃﻭ ﻓﻲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﺘﻲ‬ ‫ﺗﺸﺘﺮﻱ ﺍﻟﻜﺘﺐ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻭﺗﺒﻴﻌﻬﺎ‪ ،‬ﺃﻭ ﻓﻲ ﺍﳌﺴﺘﻮﺩﻋﺎﺕ ﺍﻟﺘﻲ ﺗﺴﺎﻕ ﺍﻟﻴﻬﺎ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ‬ ‫ﻟﻢ ﺗﻠﻖ ﺭﻭﺍﺟ ًﺎ ﻭﺍﻟﺘﻲ ﺳﺮﻋﺎﻥ ﻣﺎ ﺗﺘﺨﻠﺺ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻨﻬﺎ ﻟﺌﻼ ﺗﺸﻐﻞ ﺍﻟﻮﺍﺟﻬﺎﺕ ﻭﲢﺘﻞ‬ ‫ﺍﻷﺟﻨﺤﺔ‪ .‬ﺗﻼﻝ ﻣﻦ ﺍﻟﻜﺘﺐ ﺗﺒﺪﻭ ﻛﺄﻧﻬﺎ ﻣﺮﻣﻴّﺔ ﻭﺗﺒﺤﺚ ﻋﻦ ﻣﻦ‪ 2‬ﻳﻨﻘﺬﻫﺎ ﻣﻦ ﺣﺎﻝ ﺍﻟﻜﺴﺎﺩ‬ ‫ﻭﻳﻘﺮﺃﻫﺎ… ﻟﻜﻦ ﻫﺬﺍ ﺍﻟﻜﺴﺎﺩ ﻭﻋﺪﻡ ﺍﻟﺮﻭﺍﺝ ﻣﺎ ﻛﺎﻧﺎ ﻟﻴﺆﺛﺮﺍ ﺳﻠﺒ ًﺎ ﻓﻲ ﺣﺮﻛﺔ ﺍﻟﻨﺸﺮ‪،‬‬ ‫ﻓﺎﻟﻜﺘﺐ ﺗﺘﺪﻓﻖ ﺳﻨﻮﻳ ًﺎ ﺑﺄﻋﺪﺍﺩ ﻫﺎﺋﻠﺔ ﻟﺘﻠﻘﻰ ﺇﻣﺎ ﺍﻟﺮﻭﺍﺝ ﻭﺇﻣﺎ ﺍﻟﻜﺴﺎﺩ ﻭﺍﻟﺬﻫﺎﺏ ﺍﻟﻰ‬ ‫ﺍﳌﺴﺘﻮﺩﻋﺎﺕ ﻭﺍﻷﺭﺻﻔﺔ… ﻭﻫﻜﺬﺍ ﺩﻭﺍﻟﻴﻚ‪.‬‬ ‫‪.‬ﳝﻜﻨّﻲ ‪As in the text. The correct form is‬‬ ‫‪.‬ﻋﻤّﻦ ‪As in the text. The correct form is‬‬

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‫‪• 142‬‬

‫‪Argumentation, opinion pieces, and academic writing‬‬

‫ﺃﺻﺒﺤﺖ ﺍﻟﻜﺘﺐ ﺗﻄﺎﺭﺩ ﻗﺮﺍﺀﻫﺎ ﻭﺍﻟﻘﺮﺍﺀ ﺑﺎﺗﻮﺍ ﻳﺤﺎﺭﻭﻥ ﻣﺎﺫﺍ ﻳﻘﺮﺃﻭﻥ ﻭﻣﺎﺫﺍ ﻻ ﻳﻘﺮﺃﻭﻥ‪،‬‬ ‫ﻳﺴﺮﻗﻮﻥ ﺍﻷﻭﻗﺎﺕ ﺳﺮﻗﺔ ﻟﻴﺴﺘﺴﻠﻤﻮﺍ ﺍﻟﻰ ﻫﺬﻩ ﺍﻟﻬﻮﺍﻳﺔ ﺍﻟﺒﺪﻳﻌﺔ… ﺍﳊﻴﺎﺓ ﺗﻄﺎﺭﺩﻫﻢ‪،‬‬ ‫ﻭﺇِﻏﺮﺍﺀﺍﺕ ﺍﳊﻴﺎﺓ ﺍﳊﺪﻳﺜﺔ ﺗﺘﺮﺑﺺ ﺑﻬﻢ‪ ،‬ﻭﺷﺒﺢ ﺍﻟﺰﻣﻦ ﻳﺘﻬﺪّﺩﻫﻢ‪ ،‬ﻭﻋﻠﻴﻬﻢ ﺇﺯﺍﺀ ﻫﻤﻮﻣﻬﻢ‬ ‫ﺃﻥ ﻳﺠﺪﻭﺍ ﻣﺘﺴﻌ ًﺎ ﻣﻦ ﻭﻗﺘﻬﻢ ﺍﻟﻀﻴﻖ ﻟﻴﻘﺮﺃﻭﺍ‪.‬‬ ‫ﻛﻨﺖ ﺃﺣﺴﺪ ﺻﺪﻳﻘ ًﺎ ﻟﻲ ﻳﻌﻤﻞ ﻓﻲ ﻣﻜﺘﺒﺔ ﺃﺣﺪ ﺍﳌﺮﺍﻛﺰ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﳝﻀﻲ ﻭﻗﺘﻪ ﺑﲔ ﺍﻟﻜﺘﺐ‪،‬‬ ‫ﻳﻘﺮﺃﻫﺎ ﻭﻳﻘﻠّﺒﻬﺎ ﻣﺘﻔﺮّﻏ ًﺎ ﲤﺎﻣ ًﺎ ﻟﻬﺬﻩ »ﺍﻟﻮﻇﻴﻔﺔ«… ﻋﻨﺪﻣﺎ ﺍﻟﺘﻘﺘﻴﻪ ﺍﺧﻴﺮ ًﺍ ﻗﺎﻝ ﻟﻲ ﺑﺤﺴﺮﺓ‬ ‫ﺇﻧﻪ ﻟﻢ ﻳﻌﺪ ﳝﻠﻚ ﺍﻟﻮﻗﺖ ﻟﻠﻘﺮﺍﺀﺓ ﻓﻲ ﻭﻇﻴﻔﺘﻪ‪ ،‬ﺑﻌﺪﻣﺎ ﻛﺜﺮ ﻋﻤﻞ ﺍﻟﻔﻬﺮﺳﺔ ﺍﻹِﻟﻜﺘﺮﻭﻧﻴﺔ‬ ‫ﻭﺇِﺣﺼﺎﺀ ﺍﻟﻌﻨﺎﻭﻳﻦ ﻭﺇِﺩﺭﺍﺝ ﺍﻟﻜﺘﺐ ﺍﻟﻬﺎﺋﻠﺔ ﺍﻟﺘﻲ ﺗﻔﺪ ﺇﻟﻴﻬﻢ ﻓﻲ ﻗﺎﺋﻤﺎﺕ ﺃﻭ ﻟﻮﺍﺋﺢ‪ .‬ﻗﺎﻝ‬ ‫ﻟﻲ‪ :‬ﺣﺘﻰ ﻧﺤﻦ ﻣﻮﻇﻔﻲ ﺍﻟﻜﺘﺐ ﻟﻢ ﻳﻌﺪ ﻳﺘﺴﻨّﻰ ﻟﻨﺎ ﺍﻟﻮﻗﺖ ﻟﻨﻘﺮﺃ‪.‬‬ ‫ﻛﻠّﻤﺎ ﻗﺮﺃﺕ ﻛﺘﺎﺑ ًﺎ ﻷﻟﺒﺮﺗﻮ ﻣﺎﻧﻐﻮﻳﻞ‪ ،‬ﻫﺬﺍ ﺍﻟﻜﺎﺗﺐ ﺍﻟﻔﺮﻳﺪ‪ ،‬ﺃُﺩﻫﺶ ﺃﻣﺎﻡ ﻗﺪﺭﺗﻪ ﺍﳋﺎﺭﻗﺔ ﻋﻠﻰ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻓﻤﻌﻈﻢ ﻛﺘﺒﻪ ﺗﺪﻭﺭ ﺣﻮﻝ ﺍﻟﻘﺮﺍﺀﺓ ﻧﻔﺴﻬﺎ ﺑﻞ ﺍﻥ ﺍﻟﻜﺘﺎﺑﺔ ﻟﺪﻳﻪ ﺿﺮﺏ ﻣﻦ ﺿﺮﻭﺏ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻫﺬﺍ ﺍﻷﺭﺟﻨﺘﻴﻨﻲ ﺍﻷﺻﻞ ﺍﻟﺬﻱ ﻳﻜﺘﺐ ﺑﺎﻹِﻧﻜﻠﻴﺰﻳﺔ ﺟﻌﻞ ﻣﻬﻤﺔ ﺍﻟﻜﺎﺗﺐ ﻫﻲ ﺍﻟﻘﺮﺍﺀﺓ‪،‬‬ ‫ﻭﻟﻴﺴﺖ ﺍﻟﻜﺘﺎﺑﺔ ﻓﻲ ﻧﻈﺮﻩ ﺇﻻ ﺍﺳﺘﻌﺎﺩﺓ ﳌﺎ ﺭﺳﺦ ﺃﻭ ﺗﺒﻘﻰ ﻣﻦ ﻓﻌﻞ ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻫﺬﺍ ﺍﻟﻜﺎﺗﺐ‬ ‫ﻫﻮ ﻣﻦ ﺳﻠﻴﻠﺔ ﻛﺘّﺎﺏ ﻛﺒﺎﺭ ﻛﺎﻧﻮﺍ ﻗﺮﺍﺀ ﻛﺒﺎﺭ ًﺍ ﻓﻲ ﺍﳊﲔ ﻧﻔﺴﻪ‪ ،‬ﻭﻓﻲ ﻣﻘﺪﻣﺘﻬﻢ ﺧﻮﺭﺟﻲ‬ ‫‪3‬‬ ‫ﻟﻮﻳﺲ ﺑﻮﺭﺧﻴﺲ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﺘﺨﻴﻞ ﺍﻟﻔﺮﺩﻭﺱ ﺃﺷﺒﻪ ﲟﻜﺘﺒﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻟﻢ ﻳﻜﺘﺸﻒ ﻋﻤﺎﺀﻩ‬ ‫ﺇﻻ ﻋﻨﺪﻣﺎ ﺑﺎﺕ ﻏﻴﺮ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ ﻭﻟﻴﺲ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻭﻻ ﳝﻜﻦ ﺗﻨﺎﺳﻲ ﺍﻹﻳﻄﺎﻟﻲ‬ ‫ﺃﻣﺒﺮﺗﻮ ﺇﻳﻜﻮ ﺍﻟﺬﻱ ﺟﻌﻞ ﺍﻟﻘﺮﺍﺀﺓ ﺣﺎ ًﻻ ﻣﻦ ﺃﺣﻮﺍﻝ ﺍﻹﺩﻣﺎﻥ ﻭﺇﻥ ﻛﺎﻥ ﺇﺩﻣﺎﻧ ًﺎ ﻣﺸﻮﺑ ًﺎ‬ ‫ﺑﺎﳋﻄﺮ‪ .‬ﻫﺬﺍ ﺍﻟﻜﺎﺗﺐ ﺍﻟﻮﺍﺳﻊ ﺍﳌﺨﻴﻠﺔ ﺟﻌﻞ ﻣﻦ ﺍﻟﻘﺮﺍﺀﺓ ﺧﺮﺍﻓﺔ ﻣﻦ ﺧﺮﺍﻓﺎﺕ ﺍﻟﻮﺍﻗﻊ‬ ‫ﺍﻟﺮﺍﻫﻦ‪ .‬ﺃﻣﺎ ﺭﻭﻻﻥ ﺑﺎﺭﺕ‪ ،‬ﺍﻟﻨﺎﻗﺪ ﺍﻟﻔﺮﻧﺴﻲ ﺍﻟﺬﻱ ﲢﺪﺙ ﻋﻦ »ﻟﺬﺓ ﺍﻟﻨﺺ« ﻓﺠﻌﻞ ﻣﻦ‬ ‫ﻼ ﺍﺑﺪﺍﻋﻴ ًﺎ ﻳﻮﺍﺯﻱ ﺍﻟﻜﺘﺎﺑﺔ ﻧﻔﺴﻬﺎ… ﻭﻟﺪﻳﻨﺎ ﺍﳉﺎﺣﻆ ﺍﻟﺬﻱ ﻇﻞ ﻳﻜﺪّﺱ ﺍﻟﻜﺘﺐ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ ﻓﻌ ً‬ ‫ﻣﻦ ﺣﻮﻟﻪ ﺣﺘﻰ ﺳﻘﻄﺖ ﻋﻠﻴﻪ ﻭﻣﺎﺕ ﺍﳌﻴﺘﺔ ﺍﻟﺘﻲ ﻛﺎﻥ ﻳﺘﻤﻨﺎﻫﺎ‪ ،‬ﲢﺖ ﺍﻟﻜﺘﺐ ﻭﺑﻴﻨﻬﺎ…‬ ‫ﻭﺃﲢﺴﺮ‪ .‬ﻟﻘﺪ ﻣﻀﻰ ﺍﻟﻌﺎﻡ‬ ‫ّ‬ ‫ﻓﻲ ﻣﻄﻠﻊ ﻛﻞ ﻋﺎﻡ ﺃﺗﻔﻘﺪ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺗﺮﺍﻛﻤﺖ ﻋﻠﻰ ﻃﺎﻭﻟﺘﻲ‬ ‫ﻭﻟﻢ ﺃﲤﻜﻦ ﻣﻦ ﻗﺮﺍﺀﺗﻬﺎ‪ .‬ﺃﻣﺎ ﻣﺼﻴﺮﻫﺎ ﻓﻬﻮ ﻣﺼﻴﺮ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺗﺮﺍﻛﻤﺖ ﻗﺒﻞ ﻋﺎﻡ ﻭﻋﺎﻣﲔ‬ ‫ﺃﻭ ﺛﻼﺛﺔ‪ ،‬ﺃﻛﺪّﺳﻬﺎ ﻋﻠﻰ ﺍﻟﺮﻓﻮﻑ ﻣﻨﺘﻈﺮ ًﺍ ﻓﺮﺻﺔ ﺳﺎﻧﺤﺔ ﻷﻋﻮﺩ ﺇﻟﻴﻬﺎ…‬ ‫‪http://daralhayat.com/portalarticlendah/219340 copyright © daralhayat.com‬‬

‫‪.‬ﻋﻤﺎﻩ ‪As in the text. The correct form is‬‬

‫• ‪143‬‬

‫‪3‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٥‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍ‪ -‬ﺯﺍﻭﺟﻮﺍ ﺑﲔ ﺍﳌﺮﺍﺩﻓﺎﺕ ﻣﻦ ﺍﳉﺪﻭﻟﲔ ﺍﻟﺘﺎﻟﻴﲔ‪:‬‬ ‫ﲢﺴﺮ‬ ‫ّ‬

‫ﺗﻜﺪّﺱ‬

‫ﺗﺮﺍﻛﻢ‬

‫ﺃﺳﻄﻮﺭﺓ‬

‫ﻣﻄﻠﻊ‬

‫ﻻﺋﺤﺔ‬

‫ﺧﺮﺍﻓﺔ‬

‫ﻧﺪﻡ‬

‫ﻗﺎﺋﻤﺔ‬

‫ﻋﺎﺩﻝ‬

‫ﺍﻟﺮﺍﻫﻦ‬

‫ﺍﻋﺘﺒﺮ‬

‫ﻭﺍﺯﻯ‬

‫ﻗﻀﻰ‬

‫ﻋ ّﺪ‬

‫ﻣُﺘﻌﺔ‬

‫ﻟﺬّﺓ‬

‫ﺍﳊﺎﻟﻲ‬

‫ﺃﻣﻀﻰ‬

‫ﺑﺪﺍﻳﺔ‬

‫ﺏ‪ -‬ﺯﺍﻭﺟﻮﺍ ﺑﲔ ﺍﻷﺿﺪﺍﺩ ﻣﻦ ﺍﳉﺪﻭﻟﲔ ﺍﻟﺘﺎﻟﻴﲔ‪:‬‬ ‫ﺭﻭﺍﺝ‬

‫ﻧﻘﺺ‬

‫ﺗﻮﺍﻓﺮ‬

‫ﺍﻋﺘﻨﻰ ﺑـ‬

‫ﺃﻫﻤﻞ‬

‫ﻧﻬﺎﻳﺔ‬

‫ﺳﻠﺒ ًﺎ‬

‫ﻛﺴﺎﺩ‬

‫ﻣﻄﻠﻊ‬

‫ﺇﻳﺠﺎﺑ ًﺎ‬

‫ﲤﺮﻳﻦ ‪ :٦‬ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺃﻋﻴﺪﻭﺍ ﺻﻴﺎﻏﺔ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﻣﺴﺘﻌﻤﻠﲔ ﻣﺮﺍﺩﻓﺎﺕ ﺑﺪﻝ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﺘﻲ ﲢﺘﻬﺎ ﺳﻄﺮ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﻗﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ ﻭ ﺍﻟﺼﺮﻑ‪.‬‬ ‫‪• 144‬‬

‫‪Argumentation, opinion pieces, and academic writing‬‬

‫ﻛﻨﺎ ﻓﻲ ﺍﳌﺮﺍﻫﻘﺔ ﻭﻣﺎ ﺑﻌﺪﻫﺎ‪ ،‬ﻧﻄﺎﺭﺩ ﺍﻟﻜﺘﺐ ﻣﻄﺎﺭﺩﺓ‪ ،‬ﻭﺃﺫﻛﺮ ﺃﻧﻨﻲ ﻛﻨﺖ ﺃﻗﻀﻲ ﻋﻠﻰ‬ ‫ﻣﻜﺘﺒﺔ ﺍﳌﺪﺭﺳﺔ ﺧﻼﻝ ﺍﻷﺷﻬﺮ ﺍﻷﻭﻟﻰ ﺛﻢ ﺃﺭﻭﺡ ﺃﺑﺤﺚ ﻋﻦ ﺍﻟﻜﺘﺐ ﺃﻳﻨﻤﺎ ﻛﺎﻥ ﻟﻲ ﺃﻥ ﺃﺑﺤﺚ‬ ‫ﻋﻨﻬﺎ‪ ،‬ﻓﻲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺃﻭ ﻓﻲ ﻣﻜﺘﺒﺎﺕ ﺑﻴﻮﺕ ﺍﻟﺮﻓﺎﻕ… ﻛﺎﻧﺖ ﺍﳊﻤﺎﺳﺔ ﻟﻠﻘﺮﺍﺀﺓ ﺷﺪﻳﺪﺓ‬ ‫ﺍﻻﺣﺘﺪﺍﻡ ﻓﻲ ﺗﻠﻚ ﺍﻷﻋﻮﺍﻡ ﻭﻛﺎﻧﺖ ﺍﻟﻜﺘﺐ ﻗﻠﻴﻠﺔ… ﺍﻵﻥ ﺃﺻﺒﺤﺖ ﺍﻟﻜﺘﺐ ﻫﻲ ﺍﻟﺘﻲ ﺗﻄﺎﺭﺩﻧﺎ‪،‬‬ ‫ﺣﺘﻰ ﻟﻴﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺇﻥّ ﺍﻟﻘﺮﺍﺀﺓ ﺗﻜﺎﺩ ﲤﺴﻲ ﻣﻬﻨﺔ ﺗﺘﻄﻠﺐ ﺍﻟﺘﻔﺮّﻍ ﻟﻬﺎ ﻛﺎﻣﻼً‪ .‬ﻭﻋﻠﻰ ﺭﻏﻢ‬ ‫ﻛﻞ ﺍﻹﻏﺮﺍﺀﺍﺕ ﺍﻟﻌﺼﺮﻳﺔ ﺍﻟﺘﻲ ﻳﻌﺪّﻫﺎ ﺑﻌﻀﻬﻢ ﺍﻟﺴﺒﺐ ﺍﻷﻭﻝ ﳌﺎ ﻳﺴﻤﻰ ﻣﻮﺕ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﻣﻮﺕ ﺍﻟﻘﺎﺭﺉ‪ ،‬ﺗﺘﺮﺍﻛﻢ ﺍﻟﻜﺘﺐ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﺗﻄﺎﺭﺩ ﻗﺮﺍﺀﻫﺎ ﻣﻄﺎﺭﺩﺓ ﻣﺴﺘﻤﻴﺘﺔ‪ .‬ﺃﺻﺒﺤﺖ‬ ‫ﺍﻟﻜﺘﺐ ﺍﻵﻥ ﻣﺘﻮﺍﻓﺮﺓ ﺑﺸﺪّﺓ‪ ،‬ﻭﻟﻴﺲ ﻋﻠﻰ ﻣَﻦ ﻳﻬﻮﻯ ﺍﻟﻘﺮﺍﺀﺓ ﺇﻻ ﺃﻥ ﻳﻘﺼﺪ ﺍﳌﻜﺘﺒﺎﺕ‬ ‫ﻭﺍﳌﻌﺎﺭﺽ ﻭﺍﻟﺪﻭﺭ ﺃﻭ ﻳﺠﻠﺲ ﺃﻣﺎﻡ ﺷﺎﺷﺔ »ﺍﻹِﻧﺘﺮﻧﺖ« ﺍﻟﺘﻲ ﺗﺨﺘﺼﺮ ﻣﻜﺘﺒﺎﺕ ﺑﻜﺎﻣﻠﻬﺎ‪،‬‬ ‫ﻟﻴﺠﺪ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﻳﺒﺤﺚ ﻋﻨﻬﺎ‪.‬‬

‫د‪ -‬اﻟﻘﻮاﻋﺪ‪:‬‬ ‫‪ -١‬اﳉﻤﻠﺔ اﻟﺸﺮﻃﻴﺔ‬

‫‪, the conditional, is useful in expressing hypothetical ideas and situations, and‬ﺍﻟﺸﺮﻁ‬ ‫‪thus is relevant to argumentative writing. Study the following examples from the main text:‬‬

‫ﻣﺎ ﻣﻦ ﻛﺘﺎﺏ ﻻ ﻳﺘﺮﻙ ﺃﺛﺮ ًﺍ ﻓﻲ ﻧﻔﺲ ﻗﺎﺭﺋﻪ ﺃﻳ ًﺎ ﻳﻜﻦ ﻧﻮﻋﻪ‪.‬‬ ‫‪There is not a book that will not leave an impact on its readers, whatever their type‬‬ ‫‪might be.‬‬

‫ﺛﻢ ﺃﺭﻭﺡ ﺃﺑﺤﺚ ﻋﻦ ﺍﻟﻜﺘﺐ ﺃﻳﻨﻤﺎ ﻛﺎﻥ ﻟﻲ ﺃﻥ ﺃﺑﺤﺚ ﻋﻨﻬﺎ‪.‬‬ ‫‪Then I go searching for books wherever I could (search for them).‬‬

‫ﻛﻠّﻤﺎ ﻗﺮﺃﺕ ﻛﺘﺎﺑ ًﺎ ﻷﻟﺒﺮﺗﻮ ﻣﺎﻧﻐﻮﻳﻞ‬

‫…‬

‫ﺃُﺩﻫﺶ ﺃﻣﺎﻡ ﻗﺪﺭﺗﻪ ﺍﳋﺎﺭﻗﺔ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬

‫‪Whenever I read a book by Alberto Manguel … I am amazed by his extraordinary abil‬‬‫‪ity to read.‬‬ ‫ﺟﻤﻠﺔ ‪, the ‘if’ clause, and‬ﺟﻤﻠﺔ ﺍﻟﺸﺮﻁ ‪ is made of two clauses:‬ﺍﳉﻤﻠﺔ ﺍﻟﺸﺮﻃﻴﺔ‬ ‫‪,‬ﺍﳌﺘﻨﺒﻲ ‪, the ‘then’ clause. The following example is a line of poetry by‬ﺟﻮﺍﺏ ﺍﻟﺸﺮﻁ‬ ‫‪in which each half of the line is made of a conditional sentence with if and then clauses:‬‬

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‫ﺟﻤﻠﺔ ﺍﻟﺸﺮﻁ‬

‫ﺟﻤﻠﺔ ﺟﻮﺍﺏ ﺍﻟﺸﺮﻁ‬

‫ﺇﻥ ﺃﻧﺖ ﺃﻛﺮﻣﺖ ﺍﻟﻜﺮﻳــﻢ‬ ‫ﻭ ﺇﻥ ﺃﻧﺖ ﺃﻛﺮﻣﺖ ﺍﻟﻠﺌﻴﻢ‬

‫ﻣﻠﻜﺘﻪ‬ ‫ﲤﺮّﺩ)ﺍ(‬

Developing Writing Skills in Arabic Conditional particles, such as ‫ ﺇﺫﺍ‬،‫ ﻟﻮ‬،‫ﺇﻥ‬, fall into two main categories: (1) ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺍﳉﺎﺯﻣﺔ‬, particles generally followed by al-majzum, and (2) ‫ﺍﻷﺩﻭﺍﺕ ﻏﻴﺮ ﺍﳉﺎﺯﻣﺔ‬, particles that cannot be followed by al-majzum, and are generally followed by the past tense.

If you leave now, you will arrive on time.

:(‫ ﺍﻷﺩﻭﺍﺕ ﺍﳉﺎﺯﻣﺔ )ﻋﺎﺩﺓ ﻣﺘﺒﻮﻋﺔ ﺑﺎﳌﺠﺰﻭﻡ‬-١ .‫ ﺇﻥ ﺗﺨﺮﺟﻮﺍ ﺍﻵﻥ ﺗﺼﻠﻮﺍ ﻓﻲ ﺍﳌﻮﻋﺪ‬:‫ﺇﻥ‬ .‫ ﻣﻦ ﻳﺰﺭﻉ ﻳﺤﺼﺪ‬:‫ﻣﺎ‬/‫ﻣﻦ‬ .‫ ﻣﻬﻤﺎ ﺗﻘﻞ ﻓﻠﻦ ﻳﺼﺪّﻗﻮﻙ‬:‫ﻣﻬﻤﺎ‬

He/she who sows, reaps. No matter what you say, they will not believe you.

.‫ ﻣﺘﻰ ﻧﻨﺰﻝ ﻋﻨﺪﻫﻢ ﻧﺸﻌﺮ ﺑﺎﻟﺮﺍﺣﺔ‬:‫ﻣﺘﻰ‬

Whenever we stay we them, we feel comfortable. Wherever you go, you encounter problems.

.‫ ﺣﻴﺜﻤﺎ ﺗﺬﻫﺒﻲ ﲡﺪﻱ ﻣﺸﺎﻛﻞ‬:‫ﺃﻳﻨﻤﺎ ﻭ ﺣﻴﺜﻤﺎ‬

However you wish me to, I will relay the news. Freedom of expression is the right of everyone, whatever his/her views might be.

.‫ ﻛﻴﻔﻤﺎ ﺗﺮﺩ ﺃﻭﺻﻞ ﺍﳋﺒﺮ‬:‫ﻛﻴﻔﻤﺎ‬ ‫ ﺣﺮﻳﺔ ﺍﻟﺘﻌﺒﻴﺮ ﺣﻖ ﻟﻜﻞ ﻣﻮﺍﻃﻦ‬:ً‫ﺃ ّﻳﺎ‬ .‫ﺃﻳ ًﺎ ﺗﻜﻦ ﺁﺭﺍﺅﻩ‬

:(‫ ﺍﻷﺩﻭﺍﺕ ﻏﻴﺮ ﺍﳉﺎﺯﻣﺔ )ﻋﺎﺩﺓ ﻣﺘﺒﻮﻋﺔ ﺑﺎﳌﺎﺿﻲ‬-٢ If you see Ahmad, then remind .‫ ﺇﺫﺍ ﺭﺃﻳﺖ ﺃﺣﻤﺪ ﻓﺬﻛّﺮﻩ ﲟﻮﻋﺪﻧﺎ‬:‫ﺇﺫﺍ‬ him of our appointment. If you had said the opposite, you would have been right. Every time she rejects him, he gets more stubborn.

.‫ ﻟﻮ ﻋﻜﺴﺖ ﻷﺻﺒﺖ‬:‫ﻟﻮ‬ .‫ ﻛﻠّﻤﺎ ﺭﻓﻀﺘﻪ ﺯﺍﺩ ﻋﻨﺎﺩﻩ‬:‫ﻛﻠّﻤﺎ‬

Note that ‫ﻟﻮ‬, unlike ‫ ﺇﺫﺍ‬and ‫ﺇﻥ‬, is used for past conditional; in other words, a conditional that is not possible. Consider this example: If you had arrived a bit earlier, you would have found them here.

.‫ﻟﻮ ﻭﺻﻠﺖ ﻗﺒﻞ ﻗﻠﻴﻞ ﻟﻮﺟﺪﺗﻬﻢ ﻫﻨﺎ‬

It is preferable to use the same tense in both clauses when possible. Consider these examples:

.‫ﻣﻦ ﺯﺭﻉ ﺣﺼﺪ‬ .ْ‫ﻣﻦ ﻳﺰﺭﻉْ ﻳﺤﺼﺪ‬

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‫‪Argumentation, opinion pieces, and academic writing‬‬

‫ﻫـ‪ -‬اﻟﺜﻘﺎﻓﺔ‬

‫ﲤﺮﻳﻦ ‪ :٧‬ﻗﻮﺍﻋﺪ ﻭ ﻗﺮﺍﺀﺓ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﺛﻢ ﺗﺮﺟﻤﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﺟﻤﻞ ﺍﻟﺸﺮﻁ ﻣﻦ ﺃﺑﻴﺎﺕ ﺍﻟﺸﻌﺮ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺤﺪﺩﻳﻦ ﺟﻤﻠﺔ ﺍﻟﺸﺮﻁ ﻭ ﺟﻤﻠﺔ ﺟﻮﺍﺏ‬ ‫ﺍﻟﺸﺮﻁ ﻭ ﺍﻷﺯﻣﻨﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻓﻴﻬﺎ ﺛﻢ ﺍﺳﺘﻌﺪﻭﺍ ﻟﺘﺮﺟﻤﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪.‬‬ ‫ﻳﺎ ﻟﻴﻞُ ﻃُ ﻞ ﺃﻭ ﻻ ﺗﻄُ ﻞ ﻻ ُﺑ ّﺪ ﻟﻲ ﺃﻥ ﺃﺳﻬﺮﻙ‬

‫ﻟﻮ ﻛﺎﻥ ﻋﻨﺪﻱ ﻗﻤﺮﻱ ﻣﺎ ﺑﺖﱡ ﺃﺭﻋﻰ ﻗﻤﺮﻙ‬

‫ﺍﺑﻦ ﺯﻳﺪﻭﻥ‬ ‫ﺇﺫﺍ ﺍﻟﺸﻌﺐُ ﻳﻮﻣ ًﺎ ﺃﺭﺍﺩ ﺍﳊﻴﺎﺓ‬

‫ﻓﻼ ُﺑ ّﺪ ﺃﻥ ﻳﺴﺘﺠﻴﺐ ﺍﻟﻘﺪﺭ‬

‫ﺃﺑﻮ ﺍﻟﻘﺎﺳﻢ ﺍﻟﺸﺎﺑﻲ‬ ‫ﺑﻼﺩﻱ ﻭ ﺇﻥ ﺟﺎﺭﺕ ﻋﻠﻲّ ﻋﺰﻳﺰﺓ‬

‫ﻭ ﺃﻫﻠﻲ ﻭ ﺇﻥ ﺿﻨّﻮﺍ ﻋﻠﻲّ ﻛﺮﺍ ُﻡ‬

‫ﺷﺎﻋﺮ ﻣﺠﻬﻮﻝ‬ ‫ﺍﻟﻨﺼﺐ‬ ‫ِ‬ ‫ﻭ ﺍﻧﺼﺐ ﻓﺈﻥّ ﻟﺬﻳﺬ ﺍﻟﻌﻴﺶ ﻓﻲ‬ ‫ﻳﻄــــﺐ‬ ‫ِ‬ ‫ﺇﻥ ﺳﺎﺡ ﻃﺎﺏ ﻭ ﺇﻥ ﻟﻢ ﻳﺠﺮ ﻟﻢ‬

‫ﺳﺎﻓﺮ ﲡﺪ ﻋﻮﺿ ًﺎ ﻋﻤّﻦ ﺗﻔﺎﺭﻗﻪ‬ ‫ﺇﻧّﻲ ﺭﺃﻳﺖُ ﻭﻗﻮﻑ ﺍﳌﺎﺀ ﻳُﻔﺴــﺪﻩ‬

‫ﺍﻹﻣﺎﻡ ﺍﻟﺸﺎﻓﻌﻲ‬ ‫ُﺤﺼﻞُ ﺑﺎﳌُﻨﻲ‬ ‫ﻟﻮ ﻛﺎﻥ ﻫﺬﺍ ﺍﻟﻌﻠ ُﻢ ﻳ ّ‬

‫ﳌﺎ ﻇﻞّ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺒﺮﻳّﺔ ﺟﺎﻫﻞُ‬

‫ﺍﻹﻣﺎﻡ ﻋﻠﻲ‬ ‫ﲤﺮﻳﻦ ‪) :٨‬ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺃﻛﻤﻠﻮﺍ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻌﺒﺮﻳﻦ ﻋﻤّﺎ ﳝﻜﻦ ﺃﻥ ﺗﻔﻌﻠﻮﻩ‪.‬‬ ‫ﻟﻮ ﻛﺎﻥ ﻟﺪﻱّ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻮﻗﺖ ﻟـ ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

‫‪ -١‬اﻹﺳﺘﺜﻨﺎء‬ ‫‪In the main text above, the author expressed the idea of exception in a stylistic way‬‬ ‫‪that is prominent in Arabic writings: starting the main sentence with a negation, then‬‬ ‫‪using ‘except’, ‘save’, or ‘but’ for emphasis. Here are two examples:‬‬

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‫‪Developing Writing Skills in Arabic‬‬

‫ﻓﺘﺘﻜﺪﺱ ﻭﻻ ﺃﻛﺘﺸﻔﻬﺎ ﺇﻻ ﻣﻄﻠ َﻊ ﺍﻟﻌﺎﻡ‬

‫ﺍﳉﺪﻳﺪ…‬

‫‪The books pile up and I do not discover them except at the beginning of the new year.‬‬

‫ﻭﻟﻴﺲ ﻋﻠﻰ ﻣَﻦ ﻳﻬﻮﻯ ﺍﻟﻘﺮﺍﺀﺓ ﺇﻻ ﺃﻥ ﻳﻘﺼﺪ‬

‫ﺍﳌﻜﺘﺒﺎﺕ…‬

‫‪Those whose hobby is reading do not have to do much except (other than) go to‬‬ ‫… ‪libraries‬‬ ‫;’‪, uses a number of words that all mean ‘except‬ﺍﻹﺳﺘﺜﻨﺎﺀ ‪Expressing exception,‬‬ ‫‪however, they imply different case endings. Here are the two groups:‬‬

‫ﺍ‪ -‬ﺇﻻّ‪ ،‬ﻋﺪﺍ‪ ،‬ﺣﺎﺷﺎ‪ ،‬ﺧﻼ ‪ +‬ﺍﺳﻢ ﻣﻨﺼﻮﺏ‬ ‫ﻣﺜﺎﻝ‪ :‬ﻗﺮﺃﻧﺎ ﻛﻞّ ﺍﻟﻜﺘﺐ ﺇ ّﻻ ﻭﺍﺣﺪﺍً‪.‬‬ ‫ﺏ‪ -‬ﺳﻮﻯ‪ ،‬ﻏﻴﺮ ‪ +‬ﺍﺳﻢ ﻣﺠﺮﻭﺭ‬ ‫ﻣﺜﺎﻝ‪ :‬ﺃﺣﺐّ ﻛﻞ ﺍﻟﻄﻌﺎﻡ ﺳﻮﻯ ﺍﻟﻠﺤﻢِ ‪.‬‬

‫‪We read all the books except one.‬‬

‫‪I like all foods except meat.‬‬

‫و‪ -‬اﻷﺳﻠﻮب‪:‬‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺺ‪:‬‬ ‫‪ -١‬ﺃﻳ ًﺎ ﻛﺎﻥ‪/‬ﻳﻜﻦ ‪ +‬ﺍﺳﻢ‪/‬ﻣﺼﺪﺭ‬

‫‪Whatever, whichever,‬‬ ‫‪whoever it might be‬‬

‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻟﻜﻦ ﻣﺎ ﻣﻦ ﻛﺘﺎﺏ ﻻ ﻳﺘﺮﻙ ﺃﺛﺮ ًﺍ ﻓﻲ ﻧﻔﺲ ﻗﺎﺭﺋﻪ ﺃﻳ ًﺎ ﻳﻜﻦ ﻧﻮﻋﻪ‪.‬‬ ‫‪ -٢‬ﺃﻳﻨﻤﺎ ‪ +‬ﻓﻌﻞ ﻣﺎﺽ ﺃﻭ‬ ‫ﻣﻀﺎﺭﻉ ﻣﺠﺰﻭﻡ )ﺣﻴﺜﻤﺎ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺛﻢ ﺃﺭﻭﺡ ﺃﺑﺤﺚ ﻋﻦ ﺍﻟﻜﺘﺐ ﺃﻳﻨﻤﺎ ﻛﺎﻥ ﻟﻲ ﺃﻥ ﺃﺑﺤﺚ ﻋﻨﻬﺎ‪.‬‬

‫‪Wherever + verb in the past or majzum‬‬

‫‪ -٣‬ﺳﺮﻋﺎﻥ ﻣﺎ ‪ +‬ﻓﻌﻞ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭﺍﻟﺘﻲ ﺳﺮﻋﺎﻥ ﻣﺎ ﺗﺘﺨﻠﺺ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻨﻬﺎ ﻟﺌﻼ ﺗﺸﻐﻞ ﺍﻟﻮﺍﺟﻬﺎﺕ‬ ‫ﻭﲢﺘﻞ ﺍﻷﺟﻨﺤﺔ‪.‬‬

‫‪Soon‬‬

‫ﻼ )ﻟـ ‪ +‬ﺃﻥ ‪ +‬ﻻ( ‪ +‬ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ‬ ‫‪ -٤‬ﻟﺌ ّ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭﺍﻟﺘﻲ ﺳﺮﻋﺎﻥ ﻣﺎ ﺗﺘﺨﻠﺺ ﺍﳌﻜﺘﺒﺎﺕ ﻣﻨﻬﺎ ﻟﺌﻼ ﺗﺸﻐﻞ ﺍﻟﻮﺍﺟﻬﺎﺕ‬ ‫ﻭﲢﺘﻞ ﺍﻷﺟﻨﺤﺔ‪.‬‬

‫‪Lest‬‬

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‫‪Argumentation, opinion pieces, and academic writing‬‬

‫‪ -٥‬ﻭ ﻫﻜﺬﺍ ﺩﻭﺍﻟﻴﻚ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻓﺎﻟﻜﺘﺐ ﺗﺘﺪﻓﻖ ﺳﻨﻮﻳ ًﺎ ﺑﺄﻋﺪﺍﺩ ﻫﺎﺋﻠﺔ ﻟﺘﻠﻘﻰ ﺇﻣﺎ ﺍﻟﺮﻭﺍﺝ ﻭﺇﻣﺎ ﺍﻟﻜﺴﺎﺩ‬ ‫ﻭﺍﻟﺬﻫﺎﺏ ﺍﻟﻰ ﺍﳌﺴﺘﻮﺩﻋﺎﺕ ﻭﺍﻷﺭﺻﻔﺔ… ﻭﻫﻜﺬﺍ ﺩﻭﺍﻟﻴﻚ‪.‬‬ ‫‪And so on and so forth‬‬

‫‪ -٦‬ﻟﻢ ‪ +‬ﻋﺎﺩ ﻓﻲ ﺍﳌﺠﺰﻭﻡ ‪+‬‬ ‫ﻓﻌﻞ ﻣﻀﺎﺭﻉ ﻣﺮﻓﻮﻉ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻋﻨﺪﻣﺎ ﺍﻟﺘﻘﺘﻴﻪ ﺍﺧﻴﺮ ًﺍ ﻗﺎﻝ ﻟﻲ ﺑﺤﺴﺮﺓ ﺇﻧﻪ ﻟﻢ ﻳﻌﺪ ﳝﻠﻚ ﺍﻟﻮﻗﺖ ﻟﻠﻘﺮﺍﺀﺓ‬ ‫ﻓﻲ ﻭﻇﻴﻔﺘﻪ‪.‬‬ ‫‪No longer, not anymore‬‬

‫‪ -٧‬ﺿﺮﺏ ﻣﻦ ﺿﺮﻭﺏ )ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ‪،‬‬ ‫ﻟﻮﻥ ﻣﻦ ﺃﻟﻮﺍﻥ‪ ،‬ﳕﻂ ﻣﻦ ﺃﳕﺎﻁ …(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺍﻥ ﺍﻟﻜﺘﺎﺑﺔ ﻟﺪﻳﻪ ﺿﺮﺏ ﻣﻦ ﺿﺮﻭﺏ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬

‫‪A type/kind of‬‬

‫‪ -٨‬ﻓﻲ ﺍﳊﲔ ﻧﻔﺴﻪ )ﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪،‬‬ ‫ﻓﻲ ﺫﺍﺕ ﺍﻟﻮﻗﺖ‪ ،‬ﻓﻲ ﺁﻥ ﻭﺍﺣﺪ(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻫﺬﺍ ﺍﻟﻜﺎﺗﺐ ﻫﻮ ﻣﻦ ﺳﻠﻴﻠﺔ ﻛﺘّﺎﺏ ﻛﺒﺎﺭ ﻛﺎﻧﻮﺍ ﻗﺮﺍﺀ ﻛﺒﺎﺭ ًﺍ ﻓﻲ ﺍﳊﲔ‬ ‫ﻧﻔﺴﻪ…‬ ‫‪At the same time, simultaneously‬‬

‫‪ -٩‬ﻓﻲ ﻣﻘﺪﻣﺔ ‪ +‬ﺿﻤﻴﺮ‪/‬ﺍﺳﻢ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭﻓﻲ ﻣﻘﺪﻣﻬﻢ ﺧﻮﺭﺟﻲ ﻟﻮﻳﺲ ﺑﻮﺭﺧﻴﺲ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﺘﺨﻴﻞ ﺍﻟﻔﺮﺩﻭﺱ‬ ‫ﺃﺷﺒﻪ ﲟﻜﺘﺒﺔ…‬ ‫‪At the forefront‬‬

‫ﲤﺮﻳﻦ ‪) :٩‬ﺗﺮﺟﻤﺔ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺗﺮﺟﻤﻮﺍ ﺍﻷﻣﺜﻠﺔ ﺍﳌﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺛ ّﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞّ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫إﺛﺮاء اﻟﻌﺒﺎرات‪:‬‬

‫‪ -١‬أدوات اﻟﺮﺑﻂ )اﳉﺰء اﻷول(‬

‫‪, connectors, are more important in Arabic style than punctuation. These‬ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬ ‫‪connectors are function words that express explicitly the logical relationship between‬‬ ‫‪parts of a sentence, sentences or concepts. The main text is full of such connectors.‬‬ ‫‪Here is the introduction as an example:‬‬

‫ﻓﻲ ﻣﻄﻠﻊ ﻛﻞ ﻋﺎﻡ ﺃﺗﻔﻘﺪ ﻛﺪﺳﺔ ﻣﻦ ﺍﻟﻜﺘﺐ ﻋﻠﻰ ﻃﺎﻭﻟﺘﻲ ﻳﻌﻠﻮﻫﺎ ﻗﻠﻴﻞ ﻣﻦ ﺍﻟﻐﺒﺎﺭ ﻷﻥ‬ ‫ﻳﺪﻱ ﻟﻢ ﲤﺘ ّﺪ ﺇﻟﻴﻬﺎ ﺧﻼﻝ ﺃﺷﻬﺮ‪ .‬ﺇﻧّﻬﺎ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺃﺿﻌﻬﺎ ﺟﺎﻧﺒ ًﺎ ﻣﻨﺘﻈﺮ ًﺍ ﺍﻟﻔﺮﺻﺔ‬ ‫ﺍﻟﺴﺎﻧﺤﺔ ﻟﻘﺮﺍﺀﺗﻬﺎ… ﻓﺘﺘﻜﺪﺱ ﻭﻻ ﺃﻛﺘﺸﻔﻬﺎ ﺇﻻ ﻣﻄﻠﻊ ﺍﻟﻌﺎﻡ ﺍﳉﺪﻳﺪ ﻋﻨﺪﻣﺎ ﺃﻋﺘﻜﻒ‬ ‫• ‪149‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﺳﺎﻋﺎﺕ ﺃﺭﺍﺟﻊ ﺧﻼﻟﻬﺎ ﻣﺎ ﻗﺮﺃﺕ ﻃﻮﺍﻝ ﺍﻟﻌﺎﻡ ﻭﻣﺎ ﻟﻢ ﺃﻗﺮﺃ‪ ،‬ﻣﺤﺎﺳﺒ ًﺎ ﻧﻔﺴﻲ ﻭﻟﻜﻦ ﺑﻼ‬ ‫ﻋﻘﺎﺏ‪ .‬ﻓﺎﻟﻨﺪﻡ ﺍﻟﺬﻱ ﻳﺴﺎﻭﺭﻧﻲ ﻓﻲ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺎﺕ ﻫﻮ ﺃﻫ ّﻢ ﻋﻘﺎﺏ ﳝﻜﻦ ﺃﻥ ﻳﻨﺰﻟﻪ ﺍﳌﺮﺀ‬ ‫ﺑﻨﻔﺴﻪ‪ .‬ﻟﻜﻨﻨﻲ ﺃﻛﺘﺸﻒ ﺃﻧﻨﻲ ﻗﺮﺃﺕ ﻣﺎ ﺃﻣﻜﻨﻨﻲ ﺃﻥ ﺍﻗﺮﺃﻩ ﻭﺃﺟّ ﻠﺖ ﻗﺮﺍﺀﺓ ﻣﺎ ﻟﻢ ﳝﻜﻨﻨﻲ‬ ‫ﻼ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺗﻌﻨﻴﻨﻲ ﻭﺍﻟﺘﻲ ﻻ ﳝﻜﻨﻨﻲ ﺃﻥ‬ ‫ﺍﻥ ﺃﻗﺮﺃﻩ‪ .‬ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﻗﺮﺃﺗﻬﺎ ﻫﻲ ﺃﺻ ً‬ ‫ﺃﻫﻤﻠﻬﺎ ﻷﻧﻬﺎ ﻓﻲ ﺻﻠﺐ ﻫﻤﻮﻣﻲ‪ ،‬ﻛﺎﺗﺒ ًﺎ ﻭﻗﺎﺭﺋ ًﺎ ﻓﻲ ﺁﻥ‪ ،‬ﻭﻣﻌﻈﻤﻬﺎ ﻟﻴﺲ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ‬ ‫ﺗﺴﻠّﻲ ﺃﻭ ﲤﺘﻊ ﻗﺎﺭﺋﻬﺎ‪ ،‬ﺑﻞ ﻫﻲ ﺗﺘﻄﻠﺐ ﺟﻬﺪ ًﺍ ﻓﻲ ﺍﻟﺘﺮﻛﻴﺰ ﻭﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﺪﻭﻳﻦ… ﺃﻣﺎ‬ ‫ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺗﺘﺮﺍﻛﻢ‪ ،‬ﻓﻬﻲ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ ﺁﻧﺲ ﺍﻟﻴﻬﺎ ﻗﺎﺭﺋ ًﺎ ﺃﻭ ًﻻ ﻭﺃﺧﻴﺮﺍً‪ .‬ﻟﻜﻦ ﻣﺎ ﻣﻦ ﻛﺘﺎﺏ‬ ‫ﻻ ﻳﺘﺮﻙ ﺃﺛﺮ ًﺍ ﻓﻲ ﻧﻔﺲ ﻗﺎﺭﺋﻪ ﺃﻳ ًﺎ ﻳﻜﻦ ﻧﻮﻋﻪ‪ .‬ﻫﻞ ﻫﻮ ﺍﻟﻜﺴﻞ ﺃﻡ ﺿﻴﻖ ﺍﻟﻮﻗﺖ ﺃﻭ ﺍﻟﻠﻬﻮ‬ ‫ﺧﺎﺭﺝ ﺍﻟﻘﺮﺍﺀﺓ ﻣﺜﻞ ﺍﳉﻠﻮﺱ ﺃﻣﺎﻡ ﺍﻟﺸﺎﺷﺔ ﺍﻟﺼﻐﻴﺮﺓ ﺃﻭ ﺷﺎﺷﺔ ﺍﻹِﻧﺘﺮﻧﺖ؟ ﻻ ﺃﻣﻠﻚ ﺟﻮﺍﺑﺎً‪.‬‬ ‫ﻟﻜﻨﻨﻲ ﺃﻋﻠﻢ ﺃﻧﻨﻲ ﻗﺎﺭﺉ ﺟﻴﺪ ‪ -‬ﻣﺒﺪﺋﻴ ًﺎ ‪ -‬ﻭﺃﻥ ﺍﻟﻘﺮﺍﺀﺓ ﺗﺸﻐﻞ ﻭﻗﺘﻲ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ…‬ ‫ﻭﻣﻊ ﺃﻧﻨﻲ ﻻ ﺃﺷﺎﻫﺪ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺔ ﺃﻭ ﺳﺎﻋﺘﲔ ﻓﻲ ﺍﻟﻴﻮﻡ‪ ،‬ﻭﻻ ﺃﻃﻴﻞ ﺍﳉﻠﻮﺱ‬ ‫ﺃﻣﺎﻡ ﺍﻹِﻧﺘﺮﻧﺖ‪ ،‬ﺃﺟﺪ ﺍﻟﻜﺘﺐ ﺗﺘﺮﺍﻛﻢ ﻋﻠﻰ ﻃﺎﻭﻟﺘﻲ…‬ ‫‪The connectors in the paragraph above are adhesive elements that provide its cohe‬‬‫‪sion and indicate to the reader the logical direction of the ideas, like traffic signs or a‬‬ ‫‪map that leads us to a specific destination.‬‬ ‫‪Connectors can be divided into the kinds of logical relationships possible between‬‬ ‫‪two ideas. Generally, a writer needs to state an idea, explain it, then illustrate it with‬‬ ‫‪examples. These functions involve relationships of causality, concession, coordination,‬‬ ‫‪choice, etc. In this lesson we will focus on connectors that are useful in explaining,‬‬ ‫‪paraphrasing, and illustrating with examples.‬‬

‫ا‪ -‬ﻋﺒﺎرات اﻟﺸﺮح و اﻟﺘﻔﺴﻴﺮ‪:‬‬ ‫ﻓـ…‪ ،‬ﺇﺫ…‪ ،‬ﺃﻱ…‬

‫ﻳﻌﻨﻲ ﺃﻥ‪ ،‬ﲟﻌﻨﻰ‪ ،‬ﲟﺎ ﻣﻌﻨﺎﻩ‬ ‫ﻭ ﺍﻟﻘﺼﺪ ﻫﻮ‪ ،‬ﻭ ﺍﳌﻘﺼﻮﺩ ﻫﻮ‪ ،‬ﺃﻗﺼﺪ ﺃﻥّ‬

‫‪That is, i.e., for, since‬‬ ‫‪Meaning, which means that‬‬ ‫‪Meaning that, and what is‬‬ ‫‪intended is that‬‬

‫ﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ‬ ‫ﺑﻌﺒﺎﺭﺓ ﺃﻭﺿﺢ‬ ‫ﻭ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ‪ ،‬ﻳﺘﻤﺜّﻞ ﻓﻲ‪ ،‬ﺍﳌﺘﻤﺜّﻞ ﻓﻲ‬ ‫ﻣﻀﻤﻮﻧﻪ ﺃﻥّ ‪ ،‬ﻓﺤﻮﺍﻩ ﺃﻥّ ‪ ،‬ﻣﻔﺎﺩﻩ ﺃﻥّ‬ ‫ﺑﺎﺧﺘﺼﺎﺭ‪ ،‬ﻣﺨﺘﺼﺮﻩ ﺃﻥّ ‪ ،‬ﺧﻼﺻﺘﻪ ﺃﻥّ ‪،‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ ﺇﻥّ‬

‫‪In other words‬‬ ‫‪To be clearer, in clearer terms‬‬ ‫‪Consisting of, which consists of‬‬ ‫‪The content of which is‬‬ ‫‪In brief, briefly‬‬

‫‪• 150‬‬

‫‪Argumentation, opinion pieces, and academic writing‬‬

‫ب‪ -‬ﻋﺒﺎرات اﻟﺘﺪﻟﻴﻞ و اﻹﺳﺘﺸﻬﺎد ﺑﺄﻣﺜﻠﺔ‪:‬‬ ‫ﺷﺎﻫﺪ ‪ -‬ﺷﻮﺍﻫﺪ‪ ،‬ﻣﺜﺎﻝ ‪ -‬ﺃﻣﺜﻠﺔ‬ ‫ﺩﻟﻴﻞ ‪ -‬ﺃﺩﻟّﺔ‪ ،‬ﺑُﺮﻫﺎﻥ ‪ -‬ﺑﺮﺍﻫﲔ‬ ‫ﺣُ ﺠّ ﺔ ‪ -‬ﺣُ ﺠﺞ‬ ‫ﺩﻟﻴﻞ ﻗﺎﻃﻊ‪ ،‬ﺣُ ﺠّ ﺔ ﺩﺍﻣﻐﺔ‬ ‫ﻣﺜﻼً‪ ،‬ﻓـ… ﻣﺜﻼً‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪،‬‬ ‫ﻼ‬ ‫ﺳﺄﺿﺮﺏ ﻟﻜﻢ ﻣﺜ ً‬ ‫ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﺬﻛﺮ ﻻ ﺍﳊﺼﺮ‬ ‫ﻣﺜﻞ‪ ،‬ﻣﺜﻠﻤﺎ‪ ،‬ﻛـ‪ ،..‬ﻛﻤﺎ‬ ‫ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﻓﻲ‬ ‫ﻭ ﺃﺣﺴﻦ ﻣﺜﺎﻝ ﻋﻠﻰ ﺫﻟﻚ ﻫﻮ ﺃﻥّ‬ ‫ﻭ ﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﺫﻟﻚ ﻫﻮ ﺃﻥّ‬ ‫ﻭ ﺃﻭﺿﺢ‪/‬ﺃﻗﻮﻯ‪/‬ﺃﻛﺒﺮ ﺩﻟﻴﻞ‬ ‫ﻋﻠﻰ ﺫﻟﻚ ﻫﻮ ﺃﻥّ‬ ‫ﻭ ﻣﻦ ﺍﻷﺩﻟّﺔ ﺍﻟﻮﺍﺿﺤﺔ‪/‬ﺍﻟﻘﻮﻳﺔ‬ ‫ﻋﻠﻰ ﺫﻟﻚ ﺃﻥّ‬ ‫ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﺮﻯ ﺫﻟﻚ ﺑﻮﺿﻮﺡ ﻓﻲ‬ ‫ﻭ ﻳﺒﺪﻭ ﺫﻟﻚ ﻭﺍﺿﺤ ًﺎ ﻓﻲ‬ ‫ﻼ ﻓـ…‬ ‫ﻓﺈﻥ ﻧﻈﺮﻧﺎ ﺇﻟﻰ … ﻣﺜ ً‬

‫‪Example-s‬‬ ‫‪Proof-s‬‬ ‫‪Argument-s, proof-s‬‬ ‫‪Irrefutable proof‬‬ ‫‪For example, for instance‬‬

‫‪Just to mention one of many examples‬‬ ‫‪As, like‬‬ ‫‪As it is the case in‬‬ ‫‪And the best example for that is‬‬ ‫‪And the proof of that is‬‬ ‫‪And the strongest proof of that is‬‬

‫‪And clear/strong evidence of that is‬‬

‫‪We can see that clearly in‬‬ ‫‪And that seems evident/clear in‬‬ ‫‪If we look at … , for example, then‬‬

‫ﲤﺮﻳﻦ ‪) :١٠‬ﻛﺘﺎﺑﺔ ﺟﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺇﻣﻸﻭﺍ ﺍﻟﻔﺮﺍﻏﺎﺕ ﻓﻲ ﺍﻟﻨﺺ ﺍﻟﺘﺎﻟﻲ ﺑﺄﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﺍﳌﻨﺎﺳﺒﺔ‪:‬‬ ‫ﻛﻞ ﻟﻐﺔ ﻣُﻌﺮّﺿﺔ ‪ exposed‬ﻟﺪﺧﻮﻝ ﻣﻔﺮﺩﺍﺕ ﻭ ﻋﺒﺎﺭﺍﺕ ﻣﻦ ﻟﻐﺎﺕ ﺃﺧﺮﻯ‪.‬‬ ‫ــــــــــــــــــــ ﺩﺧﻠﺖ ﻋﻠﻰ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻔﺮﺩﺍﺕ ﻣﻦ ﻟﻐﺎﺕ ﻋﺪﻳﺪﺓ‪.‬‬ ‫ــــــــــــــــــــ ﺍﻟﻔﺮﻧﺴﻴﺔ ـــــــــــ ﺍﻹﻳﻄﺎﻟﻴﺔ ــــــــــــ ﺍﻹﺳﺒﺎﻧﻴﺔ ـــــــــــــــ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫ـــــــــــــــــــ ﻛﻤﺒﻴﻮﺗﺮ ـــــــــ ﺗﻠﻔﻮﻥ ـــــــــ ﺇﻧﺘﺮﻧﺖ ــــــــــ ﺭﺍﺩﻳﻮ ــــــــــــ ﺑﺎﺹ‬ ‫ـــــــــ ﻣﺘﺮﻭ‪ ،‬ـــــــــــــ‪.‬‬ ‫ـــــــــــــــــــ ﻫﻞ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺪﺧﻴﻠﺔ ‪ foreign‬ﺗﻬﺪّﺩ ‪ threaten‬ﺑﻘﺎﺀ ﺍﻟﻠﻐﺔ ﻭ ﺷﺨﺼﻴﺘﻬﺎ‬ ‫ﺍﻟﺜﻘﺎﻓﻴﺔ؟‬ ‫ـــــــــــــــــــ ﺑﻌﺾ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﻳﻌﺘﻘﺪﻭﻥ ﺃﻥّ ﺗﺄﺛّﺮ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ ﻻ ُﳝﺜّﻞ ﺧﻄﺮ ًﺍ‬ ‫ﻋﻠﻰ ﺍﻟﻠﻐﺔ‪.‬‬ ‫• ‪151‬‬

Developing Writing Skills in Arabic

.‫ ﻃﺒﻴﻌﻴﺔ‬phenomenon ‫ـــــــــــــــــــ ﻫﺬﻩ ﻇﺎﻫﺮﺓ‬ ‫ـــــــــــــــــــ ﺗﺄﺛّﺮﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ ـــــــ ﺍﻟﻔﺎﺭﺳﻴﺔ ــــــــ ﺍﻟﻴﻮﻧﺎﻧﻴﺔ ـــــــــ‬ .‫ﻭ ﺍﻟﺘﺮﻛﻴﺔ ﻣﻨﺬ ﺍﻟﻘﺪﱘ‬ .‫ ﻋﻦ ﺍﻟﺘﺎﺭﻳﺦ ﻭ ﺍﻟﺘﻄﻮّﺭ‬to isolate it ‫ـــــــــــــــــــ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﻋﺎﳌﻴﺔ ﻻ ﳝﻜﻦ ﻋﺰﻟﻬﺎ‬ ‫ـــــــــــــــــــ ﺑﻌﺾ ﺍﳌﻔﻜﺮﻳﻦ ﻭ ﺍﻟﺴﻴﺎﺳﻴﲔ ﻳﻈﻨﻮﻥ ﺃﻥّ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺗﻬﺪّﺩ‬ .‫ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ‬identity ‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭ ﺍﻟﻬﻮﻳﺔ‬ .‫ـــــــــــــــــــ ﺇﺳﺘﻌﻤﺎﺭ ﻟﻐﻮﻱ ــــــــــ ﺇﻗﺘﺼﺎﺩﻱ ـــــــــــ ﺛﻘﺎﻓﻲ‬ ‫ ﻋﺒﺎﺭﺍﺕ ﻭ ﻣﺼﻄﻠﺤﺎﺕ‬to devise, invent ‫ـــــــــــــــــــ ﺍﻟﻌﺮﺑﻴﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﺳﺘﻨﺒﺎﻁ‬ .‫ ﺟﺪﻳﺪﺓ‬terminology ‫ـــــــــــــــــــ ﻛﻤﺒﻴﻮﺗﺮ ــــــــــــــــ ﺣﺎﺳﻮﺏ ــــــــــــــ ﺭﺍﺩﻳﻮ ــــــــــــــ ﺇﺫﺍﻋﺔ ـــــــــــــــ‬ .‫ﺇﻧﺘﺮﻧﺖ ــــــــــــــــ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‬ .‫ـــــــــــــــــــ ﻳﺠﺐ ﺃﻥ ﻧﺴﺘﻌﻤﻞ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ‬

:‫ اﻟﻜﺘﺎﺑﺔ‬-‫ز‬

‫ﻛﺘﺎﺑﺔ ﻣﻘﺪّ ﻣﺔ‬

There are many ways of writing an introduction depending on the type of text and its purpose. Generally, however, a well-written introduction serves three functions: (1) Get the reader interested in the topic and the piece, what has come to be termed ‘the hook’ in journalism. This part can be accomplished in several ways: an anecdote, a quote, a fact, a recent event, a catchy statement, etc. In the main text we read, the writer decides to start with a personal habit of checking the pile of books that he did not read once a year. He tells this fact as a story and leads the reader to wonder about his reasons for not reading this pile of books. He also introduces the element of time: he goes through the pile of books only once a year, as if it is a ritual or a time of reckoning. (2) State the main thesis, topic or question of the piece. Phrasing a thesis in the clearest and most economical way is crucial, especially in academic writing. Here, the author of the main text distinguishes between the books he managed to read and those he could not: the first are books that interest him as a writer and a reader and the second only as a reader. He then wonders whether it is laziness, lack of time, or wasting time in front of TV or on the internet that cause him not to read these books. He mentions that in spite of the fact that he is an avid reader, books still pile up on his desk. In this way he tied the beginning of the introduction and its end in a closed circle; in other words, he started and finished with almost the same exact words.

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‫‪Argumentation, opinion pieces, and academic writing‬‬ ‫‪(3) Give the reader a sense of direction by listing the parts of the piece and their‬‬ ‫‪logical order. In other words, how do you plan to prove your thesis or main‬‬ ‫‪idea. The writer of the main text does not do this, at least not explicitly. We‬‬ ‫‪know that he chose a temporal narrative approach in his introduction, but it‬‬ ‫‪is clear that it will not be the logical order he will follow in the rest of the piece.‬‬ ‫‪We can guess that he might come back to this narrative in his conclusion.‬‬ ‫‪However, we know that he will contemplate first some distractions from read‬‬‫‪ing and most likely provide us with another reason that he deems more valid.‬‬ ‫‪Below is an introduction on the topic of the role of social media in the Arab Spring‬‬ ‫‪revolutions of 2011. Please read it, translate it, and find the three main parts.‬‬

‫ﻛﺜُﺮ ﺍﻟﻜﻼﻡ ﻋﻦ ﺩﻭﺭ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻣﺜﻞ ﺗﻮﻳﺘﺮ ﻭ ﻓﻴﺴﺒﻮﻙ ﻓﻲ ﺍﻟﺜﻮﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺑﺪﺃﺕ ﻓﻲ ﺗﻮﻧﺲ ﺛﻢ ﻣﺼﺮ ﻭ ﺍﻧﺘﺸﺮﺕ ﺑﻌﺪﻫﺎ ﻓﻲ ﺑﻠﺪﺍﻥ ﺃﺧﺮﻯ ﻛﻠﻴﺒﻴﺎ ﻭ ﺍﻟﻴﻤﻦ ﻭ ﺍﻹﻣﺎﺭﺍﺕ‬ ‫ﻭ ﺳﻮﺭﻳﺎ ﺣﺘﻰ ﺃﻥّ ﺑﻌﺾ ﺍﻹﻋﻼﻣﻴﲔ ﺳﻤّﻮﻫﺎ ﺑـ ”ﺛﻮﺭﺓ ﺍﻟﻔﻴﺴﺒﻮﻙ“ ﻛﻤﺎ ﺗﺴﺎﺀﻝ ﺍﻟﺒﻌﺾ‬ ‫ﺍﻵﺧﺮ ﻋﻦ ﻣﺴﺎﻫﻤﺔ ﻭﻳﻜﻠﻴﻜﺲ ﻓﻲ ﺍﻧﺒﻌﺎﺙ ﻫﺬﻩ ﺍﳊﺮﻛﺎﺕ ﺍﻟﺸﻌﺒﻴﺔ ﺍﻟﺘﻲ ﻗﺎﻣﺖ ﺿ ّﺪ‬ ‫ﺣﻜﻮﻣﺎﺕ ﻟﻢ ﻳﻜﻦ ﺃﺣﺪ ﻳﺘﺼﻮّﺭ ﺃﻧّﻬﺎ ﺳﺘﺴﻘﻂ ﻳﻮﻣ ًﺎ ﻣﺎ‪ .‬ﺇﻥّ ﻫﺬﻩ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺗﻮﺣﻲ ﺑﺄﻥّ‬ ‫ﻫﺬﻩ ﺍﳌﻮﺍﻗﻊ ﻗﺪ ﺻﻨﻌﺖ ﻫﺬﻩ ﺍﻟﺜﻮﺭﺍﺕ ﻭ ﻫﺬﺍ ﺑﻌﻴﺪ ﻋﻦ ﺣﻘﻴﻘﺔ ﻣﺎ ﺣﺪﺙ ﻓﻲ ﺗﻮﻧﺲ‬ ‫ﻭ ﻣﺼﺮ ﻓﻘﺪ ﺳﺎﻫﻤﺖ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻊ ﻓﻲ ﻓﻚّ ﻗﻴﻮﺩ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳊﻜﻮﻣﻴﺔ ﻭ ﺭﻓﻊ ﺣﺠﺎﺏ ﺍﻟﺘﻌﺘﻴﻢ‬ ‫ﻼ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ‬ ‫ﺍﻹﻋﻼﻣﻲ ﻭ ﺗﻨﻈﻴﻢ ﺍﳌﺴﻴﺮﺍﺕ ﻭ ﺍﻹﻋﺘﺼﺎﻣﺎﺕ ﻏﻴﺮ ﺃﻧّﻬﺎ ﻟﻢ ﺗﻜﻦ ﻋﺎﻣ ً‬ ‫ﻧﻔﺴﺮ ﺩﻭﺭ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻊ ﻭ ﻣﺎ ﻫﻲ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻷﺧﺮﻯ‬ ‫ﺃﺩّﺕ ﺇﻟﻰ ﻫﺬﻩ ﺍﻷﺣﺪﺍﺙ‪ .‬ﺇﺫﻥ ﻛﻴﻒ ّ‬ ‫ﺍﻟﺘﻲ ﺳﺎﻫﻤﺖ ﻓﻲ ﺯﺧﻢ ﻫﺬﻩ ﺍﻟﺜﻮﺭﺍﺕ؟ ﺛ ّﻢ ﻣﺎ ﻫﻲ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺃﺩّﺕ ﺇﻟﻰ ﻗﻴﺎﻡ ﺍﻟﺸﺎﺭﻉ‬ ‫ﺍﻟﻌﺮﺑﻲ ﺑﻌﺪ ﻋﻘﻮﺩ ﻣﻦ ﺍﻟﺼﻤﺖ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :١١‬ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻧﺴﺠﻮﺍ ﻋﻠﻰ ﻣﻨﻮﺍﻝ ﺍﳌﻘﺪّﻣﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻭ ﺍﻛﺘﺒﻮﺍ ﻣﻘﺪّﻣﺔ ﻷﺣﺪ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﻼ ﺍﻗﺘﺼﺎﺩﻳ ًﺎ ﲢﻮّﻝ‬ ‫‪ -١‬ﻳﻘﻮﻝ ﺍﻟﺒﻌﺾ ﺇﻥّ ﺍﻟﻌﻮﳌﺔ )‪ (globalization‬ﺍﺗّﺨﺬﺕ ﻓﻲ ﺑﺪﺍﻳﺘﻬﺎ ﺷﻜ ً‬ ‫ﻓﻴﻤﺎ ﺑﻌﺪ ﺇﻟﻰ ﻇﺎﻫﺮﺓ ﺛﻘﺎﻓﻴﺔ ﻭ ﺳﻴﺎﺳﻴﺔ‪.‬‬ ‫‪ -٢‬ﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺃﻥّ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻲ ﺃﺭﺟﺎﺀ ﺍﻟﻌﺎﻟﻢ ﻳﻘﻠّﻞ ﻣﻦ ﺭﻏﺒﺔ ﺍﻟﻨﺎﻃﻘﲔ‬ ‫ﺑﻬﺎ ﻓﻲ ﺗﻌﻠّﻢ ﻟﻐﺎﺕ ﺃﺟﻨﺒﻴﺔ‪.‬‬ ‫‪ -٣‬ﲡﺪ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺴﻴﺎﺣﻴّﺔ ﻧﻔﺴﻬﺎ ﺑﲔ ﻧﻘﻴﻀﲔ‪ :‬ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﻫﻤﻴّﺔ ﺍﻟﺪﺧﻞ ﻣﻦ ﻫﺬﺍ‬ ‫ﺍﻟﻘﻄﺎﻉ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺪﻭﺭﺗﻬﺎ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﻭ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﺗﺄﺛﻴﺮ ﺍﻟﺴﻴﺎﺡ ﺍﻟﻜﺒﻴﺮ ﻋﻠﻰ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﶈﻠّﻴﺔ ﻭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ .‬ﻫﻞ ﳝﻜﻦ ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺍﻹﺛﻨﲔ؟‬

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‫‪Developing Writing Skills in Arabic‬‬

‫ﲤﺮﻳﻦ ‪) :١٢‬ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺇﻧﺸﺎﺀ )ﺣﻮﺍﻟﻲ ‪ ٦٠٠‬ﻛﻠﻤﺔ( ﺗﺮﺩﻭﻥ ﻓﻴﻪ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﻋﺒﺪﻩ ﻭﺍﺯﻥ ﺣﻮﻝ ﺃﺯﻣﺔ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﻓﻲ ﻣﺠﺘﻤﻌﺎﺗﻨﺎ ﺍﳊﺪﻳﺜﺔ‪ .‬ﻫﻞ ﺗﻮﺍﻓﻘﻮﻥ ﺃﻥّ ﻗﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ﻗﺪ ﺗﺮﺍﺟﻌﺖ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﻴﺮﺓ؟‬ ‫ﻫﻞ ﻳﻌﻮﺩ ﺫﻟﻚ ﺇﻟﻰ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ ﻋﺪﺩ ﺍﻟﻜﺘﺐ ﺍﳌﻨﺸﻮﺭﺓ ﺃﻡ ﺇﻟﻰ ﻗﻠﺔ ﺍﻟﻮﻗﺖ ﺃﻡ ﺇﻟﻰ ﺃﺳﺒﺎﺏ‬ ‫ﺃﺧﺮﻯ؟ ﺍﻗﺘﺮﺣﻮﺍ ﺑﻌﺾ ﺍﳊﻠﻮﻝ ﻟﻬﺬﻩ ﺍﳌﺸﻜﻠﺔ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭ ﺳﺖ ﻋﺒﺎﺭﺍﺕ ﻭ ﺍﻟﺸﺮﻁ ﻭ ﺍﻹﺳﺘﺜﻨﺎﺀ‬ ‫ﻭ ﺿﻌﻮﺍ ﲢﺖ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﺳﻄﺮﺍً‪ .‬ﺍﺳﺘﻌﻤﻠﻮﺍ ﺃﻗﺼﻰ ﻣﺎ ﳝﻜﻦ ﻣﻦ ﺃﺩﻭﺍﺕ‬ ‫ﺍﻟﺮﺑﻂ‪.‬‬

‫ح‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر اﻟﻨﻘﺪ‪:‬‬ ‫ﻓﺆﺍﺩ ﺍﻟﺘﻜﺮﻟﻲ ”ﺍﻟﺮﻭﺍﻳﺔ ﻧﺺ ﻟﻐﻮﻱ ﻭ ﻟﻴﺴﺖ ﺇﻧﺴﺎﻧ ًﺎ ﻓﺮﺩ ًﺍ ﻭ ﻣﻦ ﺍﻟﻐﺒﺎﺀ ﻣﺤﺎﻛﻤﺘﻬﺎ ﺃﺧﻼﻗﻴ ًﺎ“‪.‬‬ ‫)ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ‪(٢٠٠١/٨/٥‬‬

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‫‪LESSON TEN: ACADEMIC WRITING‬‬

‫اﻟﺪرس اﻟﻌﺎﺷﺮ‪ :‬اﻟﻜﺘﺎﺑﺎت اﻷﻛﺎدﳝﻴﺔ‬

‫ﺳﺎﻓﺮ َﲡِﺪ ﻋِﻮَ ﺿ ًﺎ ﻋﻤّﻦ ﺗُﻔﺎ ِرﻗُﻪُ‬

‫ﻟﻌﻴﺶ ﻓﻲ اﻟﻨ َﱠﺼ ِﺐ‬ ‫وا َﻧﺼﺐ ﻓﺈ ّن ﻟﺬﻳﺬَ ا ِ‬

‫وﻗﻮف اﳌﺎ ِء ﻳُﻔﺴِ ﺪُ ُه‬ ‫إﻧ ّﻲ رأ ُﻳﺖ َ‬

‫ﻃﺎب و إن ﻟﻢ ﻳﺠ ِﺮ ﻟﻢ ﻳَﻄِ ِﺐ‬ ‫إن ﺳﺎحَ َ‬ ‫اﻹﻣﺎم اﻟﺸﺎﻓﻌﻲ‬

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‫‪Developing Writing Skills in Arabic‬‬

‫ا‪ -‬ﲤﻬﻴﺪ ﻟﻠﻘﺮاءة‪:‬‬

‫ﲤﺮﻳﻦ ‪ :١‬ﺑﺤﺚ ﻭ ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ( ﻭ ﺗﻘﺪﱘ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺑﺤﺜﻮﺍ ﻋﻦ ﺳﻴﺮﺓ ﺍﳌﻔﻜﺮ ﺍﻟﻄﺎﻫﺮ ﺍﳊﺪﺍﺩ ﻭ ﺍﻛﺘﺒﻮﺍ ﻓﻘﺮﺓ ﻋﻨﻪ ﻟﻠﺘﻘﺪﱘ ﻓﻲ ﺍﻟﺼﻒ‪.‬‬ ‫ﲤﺮﻳﻦ ‪ :٢‬ﻣﺤﺎﺩﺛﺔ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺗﻘﻮﻝ ﺑﻌﺾ ﺍﳌﻔﻜﺮﺍﺕ‪ ،‬ﻛﻨﻮﺍﻝ ﺍﻟﺴﻌﺪﺍﻭﻱ ﻭ ﻓﺎﻃﻤﺔ ﺍﳌﺮﻧﻴﺴﻲ ﻭ ﺃﻟﻔﺔ ﻳﻮﺳﻒ ﻭ ﻏﻴﺮﻫﻦّ ‪،‬‬ ‫ﺇﳕﺎ ﻧﻈﻢ ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻷﺑﻮﻳﺔ ﺍﻟﺘﻲ‬ ‫ﺇﻥّ ﻣﺸﺎﻛﻞ ﺍﳌﺮﺃﺓ ﻟﻴﺴﺖ ﻧﺘﻴﺠﺔ ﺍﻟﺪﻳﻦ ﻓﻲ ﺣ ّﺪ ﺫﺍﺗﻪ ﻭ ّ‬ ‫ﺍﺳﺘﻔﺮﺩ ﻓﻴﻬﺎ ﺍﻟﺮﺟﺎﻝ ﺑﺘﻔﺴﻴﺮ ﺍﻟﺸﺮﻳﻌﺔ‪ .‬ﻣﺎ ﺭﺃﻳﻜﻢ ﻓﻲ ﺫﻟﻚ؟‬ ‫ﲤﺮﻳﻦ ‪ :٣‬ﲢﻀﻴﺮ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﺩﺭﺳﻮﺍ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺺ‪.‬‬ ‫ﺷﺄﻭ‬ ‫ﺷﺮّﻉ ‪ -‬ﻳﺸﺮّﻉ ‪ -‬ﺗﺸﺮﻳﻊ‬ ‫ﺍﻟﺸﺮﻳﻌﺔ‬ ‫ﺣﻘﻴﻘﺔ ﻻ ﻏُ ﺒﺎﺭ ﻋﻠﻴﻬﺎ‬ ‫ﻻ ﺃ ّﻭ ًﻻ ﻭ ﻻ ﺁﺧﺮ ًﺍ‬ ‫ﺑﺎﺩﺉ ﺍﻷﻣﺮ‪ ،‬ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ‬ ‫ﻻﻥ ‪ -‬ﻳﻠﲔ ‪ -‬ﻟﲔ‬ ‫ﺷ ّﺪ ‪ -‬ﻳﺸ ّﺪ ‪ -‬ﺷ ّﺪ‬ ‫ﺍﻟﻠﲔ ﻭ ﺍﻟﺸﺪّﺓ‬ ‫ﺭﻏّ ﺐ ‪ -‬ﻳﺮﻏّ ﺐ ‪ -‬ﺗﺮﻏﻴﺐ‬ ‫ﺭﻫّ ﺐ ‪ -‬ﻳﺮﻫّ ﺐ ‪ -‬ﺗﺮﻫﻴﺐ‬ ‫ﺍﻟﺘﺮﻏﻴﺐ ﻭ ﺍﻟﺘﺮﻫﻴﺐ‬ ‫ﺁﻳﺔ ‪ -‬ﺁﻳﺎﺕ‬ ‫ﻓﻲ ﺟﻮﻫﺮﻩ‬ ‫ﻓﻘﻴﻪ ‪ -‬ﻓُﻘﻬﺎﺀ‬ ‫ﻓﻘﻪ‬ ‫ﻋﻠﻰ ﻏﻴﺮ ﻣﺎ ﻳﺮﻳﺪﻩ‬ ‫ﻋﺒﺪ ‪ -‬ﻋﺒﻴﺪ‬

‫‪Covered ground, leading distance‬‬ ‫‪To legislate‬‬ ‫‪Islamic law‬‬ ‫‪An irrefutable truth, an undeniable truth or fact‬‬ ‫‪Neither in the beginning nor at the end, throughout‬‬ ‫‪In the beginning‬‬ ‫‪To be flexible, soften‬‬ ‫‪To hold, press, tighten, tense up‬‬ ‫‪Leniency and intransigence‬‬ ‫‪To attract, woo, entice‬‬ ‫‪To frighten, terrorize, threaten‬‬ ‫‪The carrot and the stick, threatening and wooing‬‬ ‫‪Qur’anic verse-s‬‬ ‫‪In its essence, essentially, in its core‬‬ ‫‪Jurisprudent-s, scholar-s of Islamic law‬‬ ‫‪Jurisprudence‬‬ ‫‪Unlike what it intends‬‬ ‫‪Slave-s‬‬

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‫ﻟﻢ ﻳﻘﻒ ﺍﻷﻣﺮ ﻋﻨﺪ ﻫﺬﺍ ﺍﳊ ّﺪ‬ ‫ﺁﻝ ‪ -‬ﻳﺆﻭﻝ ‪ -‬ﺃﻭﻝ‪/‬ﻣﺂﻝ ﺇﻟﻰ‬ ‫ﻗﻀﻰ ‪ -‬ﻳﻘﻀﻲ ‪ -‬ﻗﻀﺎﺀ‬ ‫ﺍﻟﻘﻀﺎﺀ‬ ‫ﻗﺎﺽ ‪ -‬ﻗُﻀﺎﺓ‬ ‫ٍ‬ ‫ﺍﺟﺘﻬﺪ ‪ -‬ﻳﺠﺘﻬﺪ ‪ -‬ﺍﺟﺘﻬﺎﺩ‬

‫‪The matter did not stop here‬‬ ‫‪Resulted in, ended in‬‬ ‫‪To spend, try in court, adjudicate‬‬ ‫‪Judiciary‬‬ ‫‪Judge-s‬‬ ‫‪To strive, make an effort, legislate‬‬ ‫‪new Islamic laws‬‬

‫ﺍﻹﺟﺘﻬﺎﺩ‬ ‫ﻓﻘﻪ ‪ -‬ﻳﻔﻘَﻪ ‪ -‬ﻓِ ﻘﻪ‬ ‫ﻟﻘﻮﻡ ﻳﻔﻘﻬﻮﻥ‬

‫‪Legislating new Islamic laws‬‬ ‫‪To comprehend, grasp, understand‬‬ ‫‪To a people who comprehend (this is from‬‬ ‫)‪a Qur’anic verse‬‬

‫ب‪ -‬اﻟﻘﺮاءة‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٤‬ﻓﻬﻢ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺇﻗﺮﺃﻭﺍ ﺍﻟﻨﺺ ﺛﻢ ﺃﺟﻴﺒﻮﺍ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﺳﺘﻌﺪﺍﺩ ًﺍ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻒ‪:‬‬ ‫‪ -١‬ﻳﺤﺎﻭﻝ ﺍﳊﺪﺍﺩ ﺃﻥ ﻳﻀﻊ ﺍﻟﺸﺮﻳﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻓﻲ ﺳﻴﺎﻗﻬﺎ ﺍﻟﺘﺎﺭﻳﺨﻲ‪ .‬ﳌﺎﺫﺍ ﻭ ﻣﺎ‬ ‫ﺃﻫﻤﻴﺔ ﺫﻟﻚ ﺑﺎﻟﻨﺴﺒﺔ ﻵﺭﺍﺋﻪ ﺣﻮﻝ ﺿﺮﻭﺭﺓ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳌﺮﺃﺓ ﻭ ﺍﻟﺮﺟﻞ؟‬ ‫‪ -٢‬ﻳﺮﻛّﺰ ﺍﳊﺪﺍﺩ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ”ﺍﻟﺘﺪﺭّﺝ“‪ .‬ﻣﺎ ﺃﻫﻤﻴﺔ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ؟‬ ‫‪ -٣‬ﻣﺎﺫﺍ ﻳﻌﻴﺐ ﺍﳊﺪﺍﺩ ﻋﻠﻰ ﺍﻟﻔﻘﻬﺎﺀ؟‬

‫اﻣﺮأﺗﻨﺎ ﻓﻲ اﻟﺸﺮﻳﻌﺔ و اﳌﺠﺘﻤﻊ‬ ‫ﺧﺎﲤﺔ ﺍﻟﻘﺴﻢ ﺍﻟﺘﺸﺮﻳﻌﻲ‬

‫ﺇﺫﺍ ﺗﺄﻣّﻠﻨﺎ ﺣﻖّ ﺍﻟﺘﺄﻣّﻞ ﻓﻲ ﻧﺼﻮﺹ ﺍﻟﺸﺮﻳﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻭ ﻣﺮﺍﻣﻴﻬﺎ ﳒﺪ ﺃﻧّﻬﺎ ﺗﺮﻳﺪ ﺃﻥ‬ ‫ﺗﺬﻫﺐ ﺑﺎﳌﺮﺃﺓ ﻣﻊ ﺍﻟﺮﺟﻞ ﻣﺬﻫﺐ ﺍﳌﺴﺎﻭﺍﺓ ﻓﻲ ﻭﺟﻮﻩ ﺍﳊﻴﺎﺓ‪ .‬ﻭ ﻟﻘﺪ ﺃﺩﺭﻛﺖ ﻣﻦ ﺫﻟﻚ ﻓﻲ‬ ‫ﻼ‬ ‫ﺍﻟﺰﻣﻦ ﺍﻟﻘﺼﻴﺮ ﺷﺄﻭ ًﺍ ﺑﻌﻴﺪ ًﺍ ﻟﻢ ﺗﻌﺮﻑ ﻟﻪ ﺍﻣﺮﺃﺓ ﺫﻟﻚ ﺍﻟﻌﺼﺮ ﺣﺪ ًﺍ ﺑﻞ ﻭ ﻻ ﻣﻌﻨﻰ ﻓﻀ ً‬ ‫ﻋﻦ ﺃﻥ ﺗﻄﺎﻟﺐ ﺑﻪ ﻛﺤﻖّ ﻣﻦ ﺣﻘﻮﻗﻬﺎ‪ .‬ﺑﻞ ﻣﺎ ﺗﺰﺍﻝ ﺍﻣﺮﺃﺗﻨﺎ ﺍﻟﻴﻮﻡ ﲡﻬﻞ ﻣﺎ ُﻗﺮّﺭ ﻟﻬﺎ ﺃﻭ‬ ‫ﻃُ ﻮﻱ ﻓﻲ ﻧﺼﻮﺹ ﺍﻹﺳﻼﻡ ﻣﻦ ﻛﻨﻮﺯ ﺍﳊﺮﻳﺔ ﻭ ﺍﳊﻖّ ‪ .‬ﺑﻞ ﺇﻥّ ﺍﳌﺮﺃﺓ ﺍﻷﻭﺭﻭﺑﻴﺔ ﺣﺘﻰ‬ ‫ﺍﻵﻥ ﻣﺤﺮﻭﻣﺔ ﻓﻲ ﻗﻮﺍﻧﲔ ﺑﻼﺩﻫﺎ ﳑﺎ ﺍﻣﺘﺎﺯﺕ ﺑﻪ ﺍﳌﺮﺃﺓ ﻓﻲ ﺍﻹﺳﻼﻡ‪ .‬ﻭ ﻟﺴﻨﺎ ﻓﻲ ﻫﺬﺍ‬ ‫• ‪157‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﺍﻟﻘﻮﻝ ﺑﻐﺎﻓﻠﲔ ﻋﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺸﺮﻳﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﻨﻘﺼﺎﻥ ﺍﳌﺮﺃﺓ ﻓﻲ ﺑﻌﺾ ﺃﺣﻮﺍﻝ ﻧﺰﻟﺖ‬ ‫ﻓﻴﻬﺎ ﻋﻦ ﺩﺭﺟﺔ ﺍﻟﺮﺟﻞ‪ .‬ﻛﻤﺎ ﻻ ﻧﻐﻔﻞ ﺃﻳﻀ ًﺎ ﻋﻦ ﻋﺎﻣﺔ ﺍﻷﺣﻮﺍﻝ ﻓﻲ ﺟﺰﻳﺮﺓ ﺍﻟﻌﺮﺏ ﺍﻟﺘﻲ‬ ‫ﺑﺎﻷﺧﺺ ﻣﺎ ﻛﺎﻥ ﻣﻨﻬﺎ ﻣﺘﻌﻠّﻘ ًﺎ‬ ‫ّ‬ ‫ﺍﺿﻄﺮّﺗﻬﺎ ﺇﻟﻰ ﺍﻟﺘﺪﺭّﺝ ﻓﻲ ﺗﻘﺮﻳﺮ ﻋﺎﻣﺔ ﺃﺣﻜﺎﻣﻬﺎ‪ ،‬ﻭ‬ ‫ﺑﺎﳌﺮﺃﺓ‪ ،‬ﻭ ﻫﻮ ﺃﻥّ ﻣﺴﺄﻟﺔ ﺍﳌﺮﺃﺓ ﺇﺫ ﺫﺍﻙ ﻟﻢ ﺗﻜﻦ ﻣﻦ ﺃﻭﻟﻰ ﺍﳌﺴﺎﺋﻞ ﺍﻟﺘﻲ ﻳﻠﺰﻡ ﺣﻠّﻬﺎ ﻣﻦ‬ ‫ﻛﻞ ﻭﺟﻮﻫﻬﺎ‪ .‬ﻭ ﻫﺬﻩ ﺣﻘﻴﻘﺔ ﻻ ﻏﺒﺎﺭ ﻋﻠﻴﻬﺎ ﻓﻘﺪ ﻛﺎﻥ ﺃﻭﻝ ﺃﻏﺮﺍﺽ ﺍﻟﺒﻌﺜﺔ ﺍﻟﻨﺒﻮﻳّﺔ ﻣﻦ‬ ‫ﻟﻴﺆﺳﺲ ﺑﺬﻟﻚ‬ ‫ّ‬ ‫ﺍﻟﻮﺟﻬﺔ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻫﻮ ﺇﺯﺍﻟﺔ ﺍﳊﺮﻭﺏ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻓﻲ ﺍﳉﺰﻳﺮﺓ‬ ‫ﻣﺒﺸﺮﺓ‬ ‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﻘﻮﻣﻴﺔ ﻟﺒﻨﺎﺀ ﺍﻟﺪﻭﻟﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻴﻬﺎ ﻟﺘﻤﺘ ّﺪ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﻧﺎﺷﺮﺓ ﺃﻟﻮﻳﺔ ﺍﻹﺳﻼﻡ ّ‬ ‫ﺑﺤﺴﻦ ﻣﺒﺎﺩﺋﻪ‪ .‬ﻭ ﻫﺬﺍ ﻣﺎ ﻣﺜّﻠﻪ ﻟﻨﺎ ﺍﻟﺘﺎﺭﻳﺦ ﻓﻲ ﺟﻤﻠﺔ ﺣﻮﺍﺩﺛﻪ‪ .‬ﻓﺈﻥ ﻛﺎﻥ ﺍﻹﺳﻼﻡ ﻳﻬﺘ ّﻢ‬ ‫ﺑﺎﻹﺻﻼﺡ ﻭ ﻳﺤﺘﺎﻁ ﺃﻥ ﻻ ﻳﻨﺘﻘﺾ ﻋﻠﻴﻪ ﻓﻲ ﺫﻟﻚ ﺍﻟﺮﺟﺎﻝ ﻓﻘﺪ ﻓﻌﻞ ﺍﻟﻼﺯﻡ‪ .‬ﺇﺫ ﻫﻢ ﻣﺼﺪﺭ‬ ‫ﺍﻟﻘﻮّﺓ ﻭ ﺍﳌﺎﻝ ﻟﺘﺤﻘﻴﻖ ﻏﺎﻳﺎﺗﻪ ﺍﻟﻌﻈﻴﻤﺔ‪ ،‬ﻭ ﻣﻊ ﻛﻞ ﻫﺬﺍ ﺍﻹﺣﺘﻴﺎﻁ ﻓﻲ ﺗﺪﺭّﺝ ﺃﺣﻜﺎﻣﻪ ﻓﻬﻮ‬ ‫ﻟﻢ ﻳﺴﻠﻢ ﻻ ﺃ ّﻭ ًﻻ ﻭ ﻻ ﺁﺧﺮ ًﺍ ﻣﻦ ﺍﳌﻌﺎﺭﺿﲔ ﺍﻷﺷﺪّﺍﺀ‪ .‬ﻓﻘﺪ ﺻﺒﺮ ﺍﻟﻨﺒﻲ ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ ﻋﻠﻰ‬ ‫ﺍﻷﺫﻯ‪ .‬ﻭ ﺧﺮﺝ ﻣﻦ ﺑﻼﺩﻩ ﻓﻲ ﻫﺠﺮﺓ ﺇﻟﻰ ﺍﳌﺪﻳﻨﺔ ﻓﺮﺍﺭ ًﺍ ﻣﻦ ﺍﳋﻄﺮ ﺍﻟﺬﻱ ﺩﺍﻫﻤﻪ ﻣﻦ ﻛﻔّﺎﺭ‬ ‫ﻗﺮﻳﺶ ﺍﻟﺬﻳﻦ ﻟﻢ ﻳﺤﺘﻤﻞ ﻃﻮﻗﻬﻢ ﺑﺎﺩﺉ ﺍﻷﻣﺮ ﻣﺎ ﺟﺎﺀﻫﻢ ﺑﻪ ﺍﻟﻨﺒﻲ ﺍﻷﻣﲔ ﺍﻟﺬﻱ ﺩﺧﻞ ﺍﻟﻐﺎﺭ‬ ‫ﻫﻮ ﻭ ﺻﺎﺣﺒﻪ ﺃﺑﻮ ﺑﻜﺮ ﺍﻟﺼﺪّﻳﻖ ﻓﻲ ﻃﺮﻳﻘﻬﻤﺎ ﺍﺧﺘﻔﺎ ًﺀ ﳑﻦ ﻳﺘﺒﻌﻮﻧﻬﻤﺎ ﻣﻨﻬﻢ‪ .1‬ﻭ ﻣﺎﺯﺍﻝ‬ ‫ﺍﻟﻨﺒﻲ ﺍﻟﻌﻈﻴﻢ ﻳﺄﺧﺬﻫﻢ ﺑﺎﻟﻠﲔ ﻭ ﺍﻟﺸﺪّﺓ ﻭ ﺍﻟﺘﺮﻏﻴﺐ ﻭ ﺍﻟﺘﺮﻫﻴﺐ ﺣﺘﻰ ﺃﺻﺎﺏ ﻣﻦ ﻗﻠﻮﺑﻬﻢ‬ ‫ﻼ ﻭ ﺻﺎﳊ ًﺎ ﳌﻦ ﻳﺒﻨﻰ‬ ‫ﻭ ﲤﻜّﻦ ﻣﻦ ﻭﺿﻊ ﺍﻷﺳﺎﺱ ﻓﻲ ﺍﻟﺮﻭﺡ ﻭ ﺍﻷﺧﻼﻕ ﻭ ﺍﻟﻌﻘﺎﺋﺪ ﻛﺎﻣ ً‬ ‫ﻋﻠﻴﻪ ﻣﻦ ﺭﺟﺎﻝ ﺍﻹﺳﻼﻡ‪ .‬ﻭ ﻫﺬﺍ ﻓﻴﻤﺎ ﺃﺭﻯ ﻫﻮ ﻣﺎ ﻋﺒّﺮ ﻋﻨﻪ ﺍﻟﻘﺮﺁﻥ ﻓﻲ ﺍﻵﻳﺔ ﺍﻟﻜﺮﳝﺔ‪:‬‬ ‫”ﺍﻟﻴﻮﻡ ﺃﻛﻤﻠﺖ ﻟﻜﻢ ﺩﻳﻨﻜﻢ ﻭ ﺃﲤﻤﺖ ﻋﻠﻴﻜﻢ ﻧﻌﻤﺘﻲ ﻭ ﺭﺿﻴﺖ ﻟﻜﻢ ﺍﻹﺳﻼﻡ ﺩﻳﻨﺎ“‪.‬‬ ‫ﻋﻠﻰ ﺃﻥّ ﺍﻹﺳﻼﻡ ﻓﻲ ﻣﺮﺍﻋﺎﺗﻪ ﺳﻨّﺔ ﺍﻟﺘﺪﺭّﺝ ﻟﻢ ﻳﺘﺮﻛﻨﺎ ﻧﻬﻴﻢ ﻓﻲ ﺍﻟﺸﻚّ ﻭ ﻻ ﺃﻥ ﻧﻔﻬﻢ ﺃﻧّﻪ‬ ‫ﻳﺒﲔ ﻟﻨﺎ ﺫﻟﻚ ﻭﺍﺿﺤ ًﺎ ﻓﻲ‬ ‫ﻓﻲ ﺟﻮﻫﺮﻩ ﻳﻨﺤﺎﺯ ﻟﺸﻖّ ﺍﻟﺮﺟﺎﻝ ﻋﻠﻰ ﺍﻟﻨﺴﺎﺀ‪ .‬ﻭ ﺇﺫﺍ ﻛﺎﻥ ﻟﻢ ّ‬ ‫ﻛﻞ ﺃﺣﻜﺎﻣﻪ ﺍﳌﺮﺗﺒﻄﺔ ﺑﻌﺎﻣﺔ ﺍﻷﺣﻮﺍﻝ ﺇﺫ ﺫﺍﻙ ﻓﻘﺪ ﺑﺮﻫﻦ ﻋﻠﻰ ﻏﺮﺿﻪ ﺍﻷﺳﻤﻰ ﻓﻲ ﺍﻋﺘﺒﺎﺭ‬ ‫ﻋﺒﺎﺩ ﺍﻟﻠﻪ ﺳﻮﺍ ًﺀ ﻋﻨﺪﻩ ﻭ ﺃﻧّﻪ ﺧﻠﻘﻬﻢ ﺳﻮﺍ ًﺀ ﻓﻲ ﺃﺣﺴﻦ ﺗﻘﻮﱘ‪ ،‬ﻭ ﺣﺪّﺩ ﺟﺰﺍﺀﻫﻢ ﺑﻘﺪﺭ‬ ‫ﻓﻀﻞ ﺑﻪ ﺑﻌﻀﻬﻢ ﻋﻠﻰ ﺑﻌﺾ ﻋﻨﺪﻩ‬ ‫ﺃﻋﻤﺎﻟﻬﻢ‪ ،‬ﻭ ﺃﻣﺮﻫﻢ ﺑﺎﻟﻌﻤﻞ ﺍﻟﺼﺎﻟﺢ‪ ،‬ﻭ ﺟﻌﻠﻪ ﺷﻌﺎﺭ ًﺍ ّ‬ ‫ﺩﻭﻥ ﺃﻥ ﻳﺴﺘﺜﻨﻲ ﻓﻲ ﺫﻟﻚ ﺍﻟﻨﺴﺎﺀ ﻣﻦ ﺍﻟﺮﺟﺎﻝ ﻛﻤﺎ ﻓﻲ ﺍﻵﻳﺔ‪” :‬ﻟﻘﺪ ﺧﻠﻘﻨﺎ ﺍﻹﻧﺴﺎﻥ ﻓﻲ‬ ‫ﺃﺣﺴﻦ ﺗﻘﻮﱘ“ ﻭ ﺍﻵﻳﺔ‪” :‬ﻭ ﺃﻥ ﻟﻴﺲ ﻟﻺﻧﺴﺎﻥ ﺇ ّﻻ ﻣﺎ ﺳﻌﻰ“ ﻭ ﻗﻮﻟﻪ ﺗﻌﺎﻟﻰ‪” :‬ﻳﺎ ﺃﻳّﻬﺎ‬ ‫ﺍﻟﻨﺎﺱ ﺇﻧّﺎ ﺧﻠﻘﻨﺎﻛﻢ ﻣﻦ ﺫﻛﺮ ﻭ ﺃﻧﺜﻰ ﻭ ﺟﻌﻠﻨﺎﻛﻢ ﺷﻌﻮﺑ ًﺎ ﻭ ﻗﺒﺎﺋﻞ ﻟﺘﻌﺎﺭﻓﻮﺍ ﺇﻥّ ﺃﻛﺮﻣﻜﻢ‬ ‫ﻋﻨﺪ ﺍﻟﻠﱠﻪ ﺃﺗﻘﺎﻛﻢ“‪ .‬ﻟﻜﻨّﻪ ﻟﺴﻮﺀ ﺣﻆّ ﺍﳌﺴﻠﻤﲔ ‪ -‬ﻭﻻ ﺃﻗﻮﻝ ﺍﻹﺳﻼﻡ ‪ -‬ﺃﻥّ ﻏﺎﻟﺐ ﻋﻠﻤﺎﺋﻬﻢ‬

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‫‪A reference to the story of the migration of the Prophet and his companion, and later first Khalifa,‬‬ ‫‪Abu Bakr. While pursued by people from Quraish, they hid in a cave and a spider miraculously spun‬‬ ‫‪a web covering the entrance. When the people pursuing them saw it unbroken, they deduced that the‬‬ ‫‪Prophet and his companion could not be inside the cave.‬‬

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‫‪Argumentation, opinion pieces, and academic writing‬‬

‫ﻭ ﻓﻘﻬﺎﺋﻬﻢ ﻟﻢ ﻳﺮﺍﻋﻮﺍ ﻏﺮﺽ ﺍﻹﺳﻼﻡ ﻓﻲ ﺍﻟﺘﺪﺭّﺝ ﺑﺬﻟﻚ ﺍﻟﻨﻘﺺ ﺍﻟﺒﺎﺩﻱ ﻓﻲ ﺍﳌﺮﺃﺓ‬ ‫ﻭ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻟﺮﺟﻞ ﻧﺤﻮﻫﺎ ﺣﺘﻰ ﻳﺼﻴﺮ ﻛﻤﺎ ًﻻ ﺑﻞ ﻫﻢ ﻗﺪ ﺃﻓﺴﺤﻮﺍ ﻟﺬﻟﻚ ﺍﻟﻨﻘﺺ ﺃﻥ ﻳﻌﻈﻢ‬ ‫ﻟﻴﺘّﺴﻊ ﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ ﻓﻲ ﺍﻷﺣﻜﺎﻡ ﻭ ﻳﺘﻀﺨّ ﻢ ﺍﳋﻠﻒ ﺑﻴﻨﻬﻤﺎ ﻓﻲ ﺍﳊﻴﺎﺓ‪ .‬ﻭ ﻫﻨﺎ ﻳﻈﻬﺮ‬ ‫ﺟﻠﻴ ًﺎ ﺃﻥّ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺘﺎﺭﻳﺨﻴﺔ ﻟﻠﻌﺮﺏ ﻭ ﺳﺎﺋﺮ ﺍﳌﺴﻠﻤﲔ ﻓﻲ ﺍﻋﺘﺒﺎﺭ ﺍﳌﺮﺃﺓ ﻗﺪ ﺗﻐﻠّﺒﺖ ﻋﻠﻰ‬ ‫ﻣﺎ ﻳﺮﻳﺪ ﺍﻹﺳﻼﻡ ﻟﻬﺎ ﻣﻦ ﺍﻟﺘﻘﺪﻳﺮ ﻭ ﺍﻟﻌﻄﻒ‪ ،‬ﻭ ﻟﻴﺴﺖ ﻫﺬﻩ ﺃﻭّﻝ ﻣﺴﺄﻟﺔ ﻳﺮﻯ ﻓﻴﻬﺎ ﻋﻠﻤﺎﺀ‬ ‫ﺍﻹﺳﻼﻡ ﻋﻠﻰ ﻏﻴﺮ ﻣﺎ ﻳﺮﻳﺪﻩ… ﻭ ﺃﻣّﺎ ﺍﳌﺮﺃﺓ ﻓﻬﻲ ﻻ ﺗﺒﻌﺪ ﻋﻨﺪ ﺍﻟﻔﻘﻬﺎﺀ ﻋﻦ ﺩﺭﺟﺔ ﺍﻟﻌﺒﻴﺪ‬ ‫ﻓﻲ ﻋﺪّﺓ ﺃﺣﻜﺎﻡ ﻛﻤﺴﺄﻟﺔ ﺍﺷﺘﺮﺍﻁ ﺍﳊﺮﻳﺔ ﻭ ﺍﻟﺬﻛﻮﺭﺓ ﻓﻲ ﺍﻟﻮﻟﻲ ﺍﻟﻌﺎﻗﺪ ﻟﻠﺰﻭﺍﺝ … ﻭ ﺃﻛﺒﺮ‬ ‫ﺩﻟﻴﻞ ﻋﻠﻰ ﺃﻥّ ﺍﺳﺘﻮﺍﺀ ﺍﳌﺮﺃﺓ ﻭ ﺍﻟﻌﺒﺪ ﻓﻲ ﺍﻹﻋﺘﺒﺎﺭ ﻣﺴﺄﻟﺔ ﺗﺎﺭﻳﺨﻴّﺔ ﻗﺪﳝﺔ ﻗﺒﻞ ﺍﻹﺳﻼﻡ‬ ‫ﺃﻥّ ﺍﻟﻨﺒﻲ ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ ﻓﻴﻤﺎ ﺭُﻭﻱ ﻋﻨﻪ ﻣﺎ ﺧﺮﺝ ﻣﻦ ﺍﻟﺪﻧﻴﺎ ﺇ ّﻻ ﺑﻌﺪ ﺃﻥ ﺃﻭﺻﻰ ﺑﺎﻟﻀﻌﻴﻔﲔ‬ ‫ﺍﻟﻌﺒﺪ ﻭ ﺍﳌﺮﺃﺓ ﻣﻘﺮﻭﻧﲔ ﻓﻲ ﺍﻟﺬﻛﺮ ﻭ ﻭﺻﻒ ﺍﻟﻀﻌﻒ‪.‬‬ ‫ﻓﻠﻨﺘﺼﻮّﺭ ﺑﻌﺪ ﻫﺬﺍ ﺃﻧّﻪ ﺑﺪﻝ ﺃﻥ ﻳﺴﻌﻰ ﺍﳌﺴﻠﻤﻮﻥ ﻟﺘﺄﻫﻴﻞ ﺍﳌﺮﺃﺓ ﻣﻦ ﺍﻟﻮﺟﻬﺔ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺣﺘﻰ ﺗﺴﺘﺜﻤﺮ ﺑﺤﻖّ ﻣﺎ ﻳﻌﻄﻴﻬﺎ ﺍﻹﺳﻼﻡ ﻣﻦ ﺍﳊﻘﻮﻕ ﻓﺈﻥّ ﺍﻹﺻﻼﺡ ﺍﻟﺬﻱ ﻋﻮﳉﺖ ﺑﻪ ﻫﻮ‬ ‫ﺯﺟّ ﻬﺎ ﻓﻲ ﺃﻋﻤﺎﻕ ﺍﻟﺒﻴﻮﺕ ﻣﺤﺠﻮﺑﺔ ﻋﻦ ﺍﻟﻌﺎﻟﻢ ﺃﺟﻤﻊ ﲟﺎ ﺟﻌﻠﻬﺎ ﺃﺑﻠﻎ ﻣﺜﺎﻝ ﻟﻠﺠﻬﻞ ﻭ ﺍﻟﺒﻠﻪ‬ ‫ﻭ ﺍﻟﻐﱭ ﻭ ﺳﻮﺀ ﺍﻟﺘﺮﺑﻴﺔ ﻟﻨﻀﻊ ﺑﲔ ﻳﺪﻳﻬﺎ ﻭ ﻋﻠﻰ ﺭﻛﺒﺘﻴﻬﺎ ﺇﺧﺮﺍﺝ ﺍﻟﺒﻨﲔ ﻭ ﺍﻟﺒﻨﺎﺕ ﻣﻦ‬ ‫ﺷﻌﺒﻨﺎ‪ .‬ﻭ ﻫﺎ ﻧﺤﻦ ﺍﻟﻴﻮﻡ ﳒﻨﻲ ﻧﺘﺎﺋﺞ ﻫﺬﺍ ﺍﻹﺻﻼﺡ ﻓﻲ ﺃﻧﻔﺴﻨﺎ ﻭ ﺃﺑﻨﺎﺋﻨﺎ ﻭ ﺳﺎﺋﺮ‬ ‫ﺃﺟﻴﺎﻝ ﺍﻟﺘﺪﻟﻲ ﺍﻟﺘﻲ ﳕ ّﺮ ﺍﻟﻴﻮﻡ ﺑﺤﻠﻘﺔ ﻣﻦ ﺣﻠﻘﺎﺗﻬﺎ ﺍﻟﺴﺎﻗﻄﺔ‪.‬‬ ‫ﻭ ﻗﺪ ﻛﺎﻥ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻧﺰﻭﺍﺋﻬﺎ ﻓﻲ ﺍﻟﺒﻴﺖ ﺃﻥ ﻧﺎﺑﻬﺎ ﺍﻟﺮﺟﺎﻝ ﻓﻲ ﺇﺩﺍﺭﺓ ﺃﻣﻼﻛﻬﺎ ﻭ ﺍﺳﺘﺜﻤﺎﺭ‬ ‫ﺃﻣﻮﺍﻟﻬﺎ ﻓﻲ ﻣﺨﺘﻠﻒ ﺍﻷﻋﻤﺎﻝ ﺇﻣﺎ ﺑﺎﻹﻳﺼﺎﺀ ﻭ ﺍﻟﺘﻘﺪﱘ ﺃﻭ ﺑﺎﻟﺘﻮﻛﻴﻞ ﻣﻨﻬﺎ ﻣﺘﻰ ﺣُ ﻜﻢ ﻟﻬﺎ‬ ‫ﺑﺎﻟﺮﺷﺪ‪ .‬ﻭ ﻫﺬﺍ ﻣﺎ ﻳﻘﺮّﺭﻩ ﺍﻟﻔﻘﻬﺎﺀ ﻭ ﺗﻘﻀﻲ ﺑﻪ ﺍﶈﺎﻛﻢ ﺍﻟﺸﺮﻋﻴﺔ‪ .‬ﻭ ﻻ ﺗﺴﺄﻝ ﻋﻤﺎ ﺁﻝ‬ ‫ﺇﻟﻴﻪ ﺍﳊﺎﻝ ﺑﻌﺪ ﻫﺬﺍ ﻓﻘﺪ ﺍﺑﺘﻠﻌﻬﺎ ﺍﻟﺮﺟﺎﻝ ﻭ ﺣﻮّﻟﻮﺍ ﻣﺎﻟﻬﺎ ﺇﻟﻴﻬﻢ ﲟﺨﺘﻠﻒ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻲ‬ ‫ﲡﻬﻠﻬﺎ ﻭ ﻻ ﺗﺪﺭﻱ ﻓﻴﻬﺎ ﻭﺟﻪ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺣﻘّﻬﺎ ﲟﻮﺟﺐ ﺑُﻌﺪﻫﺎ ﻋﻦ ﻭﺳﻂ ﺍﻷﻋﻤﺎﻝ‪.‬‬ ‫ﻭ ﻟﻢ ﻳﻘﻒ ﺍﻷﻣﺮ ﻋﻨﺪ ﻫﺬﺍ ﺍﳊ ّﺪ ﺑﻞ ﺟﻌﻞ ﺣﻖّ ﺍﻟﻮﻻﻳﺔ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﺰﻭﺍﺝ ﺍﳌﻌﻤﻮﻝ ﺑﻪ ﺍﻟﻴﻮﻡ‬ ‫ﻼ ﺇﻟﻰ ﺍﻟﺘﺤﻜّﻢ ﲟﺴﺘﻘﺒﻠﻬﺎ ﻓﻴﻪ ﻃﺒﻖ ﻣﺼﻠﺤﺔ ﺍﻷﻭﻟﻴﺎﺀ ﻭ ﺃﻏﺮﺍﺿﻬﻢ ﻓﻴﻬﺎ‬ ‫ﻋﻨﺪﻧﺎ ﺳﺒﻴ ً‬ ‫ﻭ ﻓﻲ ﻣﺎﻟﻬﺎ ﻛﻤﺎ ﺑ ّﻴﻨّﺎ ﺳﺎﻟﻔﺎً‪ ،‬ﻓﻤﺎﺫﺍ ﻋﺴﻰ ﺃﻥ ﻧﺮﲡﻲ ﻣﻦ ﺻﻼﺡ ﺍﳌﺮﺃﺓ ﺑﻌﺪ ﺃﻥ ﺃﺻﺪﺭﻧﺎ‬ ‫ﻋﻠﻴﻬﺎ ﻛﻞ ﻫﺬﻩ ﺍﻷﺣﻜﺎﻡ ﺍﳉﺎﺋﺮﺓ ﺍﻟﺘﻲ ﻧﺮﻯ ﺁﺛﺎﺭﻫﺎ ﺑﺎﺩﻳﺔ ﻓﻲ ﻋﻤﻮﻡ ﺃﺣﻮﺍﻟﻨﺎ ﻭ ﻻ ﻧﻬﺘ ّﻢ‬ ‫ﺑﺎﻷﻣﺮ ﻛﺄﻧّﻨﺎ ﻧﺘﻌﻤّﺪ ﺃﻥ ﻧﺼﻞ ﺑﻬﺎ ﻭ ﺑﺄﻧﻔﺴﻨﺎ ﺇﻟﻰ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ؟ ﻭ ﻟﻜﻦ ﺃﻳﻦ ﻓﻘﻬﺎﺅﻧﺎ‬ ‫ﺍﳌﺘﺸﺮﻋﻮﻥ ﻣﻨّﺎ ﻟﻴﺮﻭﺍ ﺑﺄﻋﻴﻨﻬﻢ ﻋﺎﻣﺔ ﺃﺣﻮﺍﻝ ﺍﳌﺴﻠﻤﲔ ﺍﻟﻴﻮﻡ ﻭ ﻣﺎ ﻋﺴﻰ ﺃﻥ ﻳﻠﺰﻡ‬ ‫ّ‬ ‫ﻭ‬ ‫ﺇﺻﻼﺣﻪ ﻓﻲ ﺍﻟﺘﺸﺮﻳﻊ ﻭ ﺍﻟﻘﻀﺎﺀ؟‬ ‫ﺇﻥّ ﻋﺎﻣﺔ ﻓﻘﻬﺎﺀ ﺍﻹﺳﻼﻡ ﻣﻦ ﺳﺎﺋﺮ ﺍﻟﻘﺮﻭﻥ‪ ،‬ﺇ ّﻻ ﻣﺎ ﺷﺬّ‪ ،‬ﻳﺠﻨﺤﻮﻥ ﺇﻟﻰ ﺍﻟﻌﻤﻞ ﺑﺄﻗﻮﺍﻝ ﻣﻦ‬ ‫ﺗﻘﺪّﻣﻬﻢ ﻓﻲ ﺍﻟﻌﺼﺮ ﻭ ﻟﻮ ﲟﺌﺎﺕ ﺍﻟﺴﻨﲔ ﻭ ﻳﺤﻜﻤﻮﻥ ﺑﺄﺣﻜﺎﻣﻬﻢ ﻣﻬﻤﺎ ﺗﺒﺎﻳﻨﺖ ﺃﺣﻮﺍﻝ‬ ‫• ‪159‬‬

‫‪Developing Writing Skills in Arabic‬‬

‫ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ ﺑﺎﺧﺘﻼﻑ ﺍﻟﻌﺼﻮﺭ‪ .‬ﻭ ﻫﻢ ﳝﻴﻠﻮﻥ ﻓﻲ ﺃﺧﺬ ﺍﻷﺣﻜﺎﻡ ﺇﻟﻰ ﺗﻔﻬّﻢ‬ ‫ﺃﻟﻔﺎﻅ ﺍﻟﻨﺼﻮﺹ ﻭ ﻣﺎ ﲢﻤﻞ ﻣﻦ ﻣﻌﻨﻰ ﺃﻛﺜﺮ ﺑﻜﺜﻴﺮ ﳑﺎ ﳝﻴﻠﻮﻥ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﺃﻭﺟﻪ ﺍﻧﻄﺒﺎﻕ‬ ‫ﺗﻠﻚ ﺍﻟﻨﺼﻮﺹ ﻋﻠﻰ ﺣﺎﺟﺎﺕ ﺍﻟﻌﺼﺮ ﻭ ﻣﺎ ﺗﻘﺘﻀﻴﻪ ﻣﺼﻠﺤﺔ ﺍﳌﺠﺘﻤﻊ ﺍﳊﺎﺿﺮ ﺍﻟﺬﻱ‬ ‫ﻳﻌﻴﺸﻮﻥ ﻓﻴﻪ‪ .‬ﻭ ﻣﺎ ﺫﻟﻚ ﺇ ّﻻ ﻟﺒﻌﺪ ﺍﻟﺼﻠﺔ ﺑﻴﻨﻬﻢ ﻭ ﺑﲔ ﺩﺭﺍﺳﺔ ﺍﻷﺣﻮﺍﻝ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ‬ ‫ﻳﺠﺘﺎﺯﻫﺎ ﺍﳌﺴﻠﻤﻮﻥ ﳌﻌﺮﻓﺔ ﺃﻭﺟﻪ ﺍﻷﺣﻜﺎﻡ ﺍﻟﺼﺎﳊﺔ ﳊﻴﺎﺗﻬﻢ ﻭ ﻫﺬﺍ ﺍﳉﻬﻞ ﺍﻟﻮﺍﺿﺢ ﻫﻮ‬ ‫ﺍﻟﺬﻱ ﻣﻨﻌﻬﻢ ﻣﻦ ﺍﻟﺸﻌﻮﺭ ﺑﺤﺎﺟﺔ ﺍﳌﺴﻠﻤﲔ ﻓﻲ ﺗﻄﻮّﺭ ﺍﳊﻜﻢ ﺑﺘﻄﻮّﺭ ﺍﳊﻴﺎﺓ ﻓﻴﻠﺠﺄﻭﻥ ﺇﻟﻰ‬ ‫ﺗﻔﻬّﻢ ﺭﻭﺡ ﺍﻟﺸﺮﻳﻌﺔ ﻭ ﻣﺮﺍﻣﻴﻬﺎ ﺍﳌﻤﻠﻮﺀﺓ ﺑﻜﻨﻮﺯ ﺍﳊﻴﺎﺓ ﻭ ﺍﻟﻨﺠﺪﺓ ﳌﻦ ﻳﻄﻠﺒﻬﺎ … ﻓﻜﺎﻥ‬ ‫ﻼ ﳉﻤﻮﺩ ﺍﻟﻔﻘﻪ ﻭ ﺍﻟﻘﻀﺎﺀ ﻓﻲ‬ ‫ﻣﺠﻤﻮﻉ ﻫﺬﻩ ﺍﻷﺣﻮﺍﻝ ﺍﻵﺗﻴﺔ ﻣﻦ ﺗﺎﺭﻳﺨﻨﺎ ﻣﺼﺪﺭ ًﺍ ﻫﺎﺋ ً‬ ‫ﺍﻹﺳﻼﻡ ﻭ ﺍﻟﻘﻮﻝ ﺑﺎﻧﺘﻬﺎﺀ ﺃﻣﺪ ﺍﻹﺟﺘﻬﺎﺩ ﻓﻴﻬﻤﺎ‪ .‬ﻭ ﺑﺬﻟﻚ ﺣﻜﻤﻨﺎ ﻋﻠﻰ ﻣﻮﺍﻫﺒﻨﺎ ﺑﺎﻟﻌﻘﻢ‬ ‫ﻭ ﺃﻧﻔﺴﻨﺎ ﺑﺎﳌﻮﺕ ﻭ ﻋﻠﻰ ﻣﻦ ﻳﺤﺎﻭﻝ ﻣﻨﺎ ﻋﻼﺝ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺃﻧّﻪ ﻣﻔﺴﺪ ﻳﺤﺎﻭﻝ ﺣﺮﺏ‬ ‫ﺍﻹﺳﻼﻡ ﻭ ﻧﻘﺾ ﺍﻟﺸﺮﻳﻌﺔ‪ .‬ﻭ ﺑﺬﻟﻚ ﻣ ّﻜﻨّﺎ ﺃﻋﺪﺍﺀ ﺍﻹﺳﻼﻡ ﻣﻦ ﺍﻟﻄﻌﻦ ﻓﻴﻪ‪ ،‬ﻭ ﺃﺑﻨﺎﺀﻩ ﺍﶈﺒّﲔ‬ ‫ﻟﻠﺤﻴﺎﺓ ﻣﻦ ﺍﳋﺮﻭﺝ ﻋﻠﻴﻪ‪ .‬ﻭ ﻫﻮ ﺣﺎﻟﻨﺎ ﺍﻟﻴﻮﻡ‪ .‬ﻓﻴﺎﻟﻨﺎ ﻣﻦ ﺃﻣّﺔ ﻫﻠﻜﺖ ﺑﺠﻬﻠﻬﺎ ﻭ ﺟﻤﻮﺩ‬ ‫ﻋﻠﻤﺎﺋﻬﺎ ﻭ ﺧﺪﺍﻉ ﺃﺷﺮﺍﺭﻫﺎ ﻭ ﻳﺎ ﻟﻠﱠﻪ ﻟﻺﺳﻼﻡ ﺍﻟﻐﺮﻳﺐ ﺍﳌﺠﻬﻮﻝ ﺑﲔ ﺍﳌﺴﻠﻤﲔ!‬ ‫… ﻭ ﻋﺴﻰ ﺃﻥ ﻧﺘّﻌﻆ ﺑﺤﻮﺍﺩﺙ ﺍﻟﺰﻣﺎﻥ ﻓﻨﻌﺎﻟﺞ ﺗﻬﺬﻳﺐ ﺍﳌﺮﺃﺓ ﻭ ﲤﻜﻴﻨﻬﺎ ﻣﻦ ﺣﻘﻮﻗﻬﺎ‬ ‫ﻳﻨﺺ ﻋﻠﻴﻪ ﺍﻟﻘﺮﺁﻥ ﻭ ﻳﺮﻳﺪﻩ ﺩﻳﻦ ﺍﻹﺳﻼﻡ ﻗﺒﻞ ﺃﻥ ﳒُ ﺒﺮ‬ ‫ّ‬ ‫ﺍﳌﺸﺮﻭﻋﺔ ﺃﻣﺎﻡ ﺍﶈﺎﻛﻢ ﻛﻤﺎ‬ ‫ﻋﻠﻰ ﺫﻟﻚ ﻣﻦ ﻏﻴﺮﻧﺎ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﺮﺍﻫﺎ ﺫﻟﻚ ﺍﻟﻐﻴﺮ‪ .‬ﻭ ﻟﻴﺲ ﻫﺬﺍ ﺑﺒﻌﻴﺪ ﻋﻨﺪ ﻣﻦ ﻳﺘﺄﻣّﻞ‬ ‫‪2‬‬ ‫ﺍﳊﻮﺍﺩﺙ ﻭ ﺍﻷﻓﻜﺎﺭ ﺍﶈﻴﻄﺔ ﺑﻨﺎ ﻓﻔﻴﻬﺎ ﻣﻦ ﺍﻟﻌﻈﺔ ﻭ ﺍﻹﻋﺘﺒﺎﺭ ﻟﻘﻮﻡ ﻳﻔﻘﻬﻮﻥ‪.‬‬ ‫ﺍﻟﻄﺎﻫﺮ ﺍﳊﺪﺍﺩ ”ﺇﻣﺮﺃﺗﻨﺎ ﻓﻲ ﺍﻟﺸﺮﻳﻌﺔ ﻭ ﺍﳌﺠﺘﻤﻊ“‪ .‬ﺍﳌﺠﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﺜﻘﺎﻓﺔ )‪(١٩٩٩‬‬ ‫ﺻﺺ ‪.٩٣-٨٩‬‬

‫ج‪ -‬إﺛﺮاء اﳌﻔﺮدات‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :٥‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺭﺗّﺒﻮﺍ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺟﺪﺍﻭﻝ ﺣﺴﺐ ﻣﻌﺎﻧﻴﻬﺎ‪:‬‬ ‫ﺗﺄﻣّﻞ‬ ‫ﺩﺭﺟﺔ‬ ‫ِﺷﻖّ‬

‫ﻣﺴﺘﻮﻯ‬ ‫ﻣﺮﻛﺰ‬ ‫ﺟﺎﻧﺐ‬

‫ﺍﻋﺘﺒﺎﺭ‬ ‫ﻣﻨﺼﺐ‬ ‫ﺣﺰﺏ‬

‫ﺷﺮﻳﻌﺔ‬ ‫ﺧﺼﻢ‬ ‫ﺟﻬﺔ‬

‫ﻓﻜّﺮ‬ ‫ﺃﺣﻜﺎﻡ‬ ‫ﺗﻔﻜّﺮ‬

‫ﺩﻳﻦ‬ ‫ﺳﻨّﺔ‬ ‫ﻧﺎﺣﻴﺔ‬

‫ﻭﺟﻪ‬ ‫ﻋﺒﺮﺓ‬ ‫ﻋﻘﻴﺪﺓ‬

‫ﻋﻈﺔ‬ ‫ﻣﻜﺎﻧﺔ‬

‫‪An allusion to how the French changed slavery laws in Tunisia.‬‬

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‫‪Argumentation, opinion pieces, and academic writing‬‬

‫ﲤﺮﻳﻦ ‪ :٦‬ﺇﺛﺮﺍﺀ ﻣﻔﺮﺩﺍﺕ ﻭ ﲢﻠﻴﻞ ﻓﻘﺮﺓ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺳﺘﺒﺪﻟﻮﺍ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﲢﺘﻬﺎ ﺳﻄﺮ ﲟﺮﺍﺩﻓﺎﺕ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬ ‫ﻣﻘﺘﻀﻴﺎﺕ‬ ‫ﳝﻴﻠﻮﻥ‬

‫ﺑـ…‬

‫ﳝ ّﺮ‬ ‫ﻋﻈﻴﻢ‬

‫ﺇﺻﻼﺡ‬ ‫ﻛﻠﻤﺎﺕ‬

‫ﺍﺧﺘﻠﻒ‬ ‫ﺃﻏﻠﺒﻴّﺔ‬

‫ﺗﺴﺘﺪﻋﻲ‬ ‫ﺃﻫﺪﺍﻑ‬

‫ﺇﻥّ ﻋﺎﻣﺔ ﻓﻘﻬﺎﺀ ﺍﻹﺳﻼﻡ ﻣﻦ ﺳﺎﺋﺮ ﺍﻟﻘﺮﻭﻥ‪،‬ﺇ ّﻻ ﻣﺎ ﺷﺬّ‪ ،‬ﻳﺠﻨﺤﻮﻥ ﺇﻟﻰ ﺍﻟﻌﻤﻞ ﺑﺄﻗﻮﺍﻝ ﻣﻦ‬ ‫ﺗﻘﺪّﻣﻬﻢ ﻓﻲ ﺍﻟﻌﺼﺮ ﻭ ﻟﻮ ﲟﺌﺎﺕ ﺍﻟﺴﻨﲔ ﻭ ﻳﺤﻜﻤﻮﻥ ﺑﺄﺣﻜﺎﻣﻬﻢ ﻣﻬﻤﺎ ﺗﺒﺎﻳﻨﺖ ﺃﺣﻮﺍﻝ‬ ‫ﺍﳌﺠﺘﻤﻌﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ ﺑﺎﺧﺘﻼﻑ ﺍﻟﻌﺼﻮﺭ‪ .‬ﻭ ﻫﻢ ﳝﻴﻠﻮﻥ ﻓﻲ ﺃﺧﺬ ﺍﻷﺣﻜﺎﻡ ﺇﻟﻰ ﺗﻔﻬّﻢ‬ ‫ﺃﻟﻔﺎﻅ ﺍﻟﻨﺼﻮﺹ ﻭ ﻣﺎ ﲢﻤﻞ ﻣﻦ ﻣﻌﻨﻰ ﺃﻛﺜﺮ ﺑﻜﺜﻴﺮ ﳑﺎ ﳝﻴﻠﻮﻥ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﺃﻭﺟﻪ ﺍﻧﻄﺒﺎﻕ‬ ‫ﺗﻠﻚ ﺍﻟﻨﺼﻮﺹ ﻋﻠﻰ ﺣﺎﺟﺎﺕ ﺍﻟﻌﺼﺮ ﻭ ﻣﺎ ﺗﻘﺘﻀﻴﻪ ﻣﺼﻠﺤﺔ ﺍﳌﺠﺘﻤﻊ ﺍﳊﺎﺿﺮ ﺍﻟﺬﻱ‬ ‫ﻳﻌﻴﺸﻮﻥ ﻓﻴﻪ‪ .‬ﻭ ﻣﺎ ﺫﻟﻚ ﺇ ّﻻ ﻟﺒﻌﺪ ﺍﻟﺼﻠﺔ ﺑﻴﻨﻬﻢ ﻭ ﺑﲔ ﺩﺭﺍﺳﺔ ﺍﻷﺣﻮﺍﻝ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ‬ ‫ﻳﺠﺘﺎﺯﻫﺎ ﺍﳌﺴﻠﻤﻮﻥ ﳌﻌﺮﻓﺔ ﺃﻭﺟﻪ ﺍﻷﺣﻜﺎﻡ ﺍﻟﺼﺎﳊﺔ ﳊﻴﺎﺗﻬﻢ ﻭ ﻫﺬﺍ ﺍﳉﻬﻞ ﺍﻟﻮﺍﺿﺢ ﻫﻮ‬ ‫ﺍﻟﺬﻱ ﻣﻨﻌﻬﻢ ﻣﻦ ﺍﻟﺸﻌﻮﺭ ﺑﺤﺎﺟﺔ ﺍﳌﺴﻠﻤﲔ ﻓﻲ ﺗﻄﻮّﺭ ﺍﳊﻜﻢ ﺑﺘﻄﻮّﺭ ﺍﳊﻴﺎﺓ ﻓﻴﻠﺠﺄﻭﻥ ﺇﻟﻰ‬ ‫ﺗﻔﻬّﻢ ﺭﻭﺡ ﺍﻟﺸﺮﻳﻌﺔ ﻭ ﻣﺮﺍﻣﻴﻬﺎ ﺍﳌﻤﻠﻮﺀﺓ ﺑﻜﻨﻮﺯ ﺍﳊﻴﺎﺓ ﻭ ﺍﻟﻨﺠﺪﺓ ﳌﻦ ﻳﻄﻠﺒﻬﺎ … ﻓﻜﺎﻥ‬ ‫ﻼ ﳉﻤﻮﺩ ﺍﻟﻔﻘﻪ ﻭ ﺍﻟﻘﻀﺎﺀ ﻓﻲ‬ ‫ﻣﺠﻤﻮﻉ ﻫﺬﻩ ﺍﻷﺣﻮﺍﻝ ﺍﻵﺗﻴﺔ ﻣﻦ ﺗﺎﺭﻳﺨﻨﺎ ﻣﺼﺪﺭ ًﺍ ﻫﺎﺋ ً‬ ‫ﺍﻹﺳﻼﻡ ﻭ ﺍﻟﻘﻮﻝ ﺑﺎﻧﺘﻬﺎﺀ ﺃﻣﺪ ﺍﻹﺟﺘﻬﺎﺩ ﻓﻴﻬﻤﺎ‪ .‬ﻭ ﺑﺬﻟﻚ ﺣﻜﻤﻨﺎ ﻋﻠﻰ ﻣﻮﺍﻫﺒﻨﺎ ﺑﺎﻟﻌﻘﻢ‬ ‫ﻭ ﺃﻧﻔﺴﻨﺎ ﺑﺎﳌﻮﺕ ﻭ ﻋﻠﻰ ﻣﻦ ﻳﺤﺎﻭﻝ ﻣﻨﺎ ﻋﻼﺝ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺃﻧّﻪ ﻣﻔﺴﺪ ﻳﺤﺎﻭﻝ ﺣﺮﺏ‬ ‫ﺍﻹﺳﻼﻡ ﻭ ﻧﻘﺾ ﺍﻟﺸﺮﻳﻌﺔ‪ .‬ﻭ ﺑﺬﻟﻚ ﻣ ّﻜﻨّﺎ ﺃﻋﺪﺍﺀ ﺍﻹﺳﻼﻡ ﻣﻦ ﺍﻟﻄﻌﻦ ﻓﻴﻪ‪ ،‬ﻭ ﺃﺑﻨﺎﺀﻩ ﺍﶈﺒّﲔ‬ ‫ﻟﻠﺤﻴﺎﺓ ﻣﻦ ﺍﳋﺮﻭﺝ ﻋﻠﻴﻪ‪ .‬ﻭ ﻫﻮ ﺣﺎﻟﻨﺎ ﺍﻟﻴﻮﻡ‪ .‬ﻓﻴﺎﻟﻨﺎ ﻣﻦ ﺃﻣّﺔ ﻫﻠﻜﺖ ﺑﺠﻬﻠﻬﺎ ﻭ ﺟﻤﻮﺩ‬ ‫ﻋﻠﻤﺎﺋﻬﺎ ﻭ ﺧﺪﺍﻉ ﺃﺷﺮﺍﺭﻫﺎ ﻭ ﻳﺎ ﻟﻠﱠﻪ ﻟﻺﺳﻼﻡ ﺍﻟﻐﺮﻳﺐ ﺍﳌﺠﻬﻮﻝ ﺑﲔ ﺍﳌﺴﻠﻤﲔ!‬ ‫ﲤﺮﻳﻦ ‪ :٧‬ﺇﺛﺮﺍﺀ ﺍﳌﻔﺮﺩﺍﺕ ﻭ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺗﺮﺟﻤﻮﺍ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﺍﻟﺘﻲ ﻭﺭﺩﺕ ﻓﻲ ﺍﻟﻨﺺ‪.‬‬ ‫”ﺍﻟﻴﻮﻡ ﺃﻛﻤﻠﺖ ﻟﻜﻢ ﺩﻳﻨﻜﻢ ﻭ ﺃﲤﻤﺖ ﻋﻠﻴﻜﻢ ﻧﻌﻤﺘﻲ ﻭ ﺭﺿﻴﺖ ﻟﻜﻢ ﺍﻹﺳﻼﻡ ﺩﻳﻨﺎ“‪.‬‬ ‫”ﻟﻘﺪ ﺧﻠﻘﻨﺎ ﺍﻹﻧﺴﺎﻥ ﻓﻲ ﺃﺣﺴﻦ ﺗﻘﻮﱘ“‪.‬‬ ‫ﻻ ﻣﺎ ﺳﻌﻰ“‬ ‫”ﻭ ﺃﻥ ﻟﻴﺲ ﻟﻺﻧﺴﺎﻥ ﺇ ّ‬ ‫”ﻳﺎ ﺃﻳّﻬﺎ ﺍﻟﻨﺎﺱ ﺇﻧّﺎ ﺧﻠﻘﻨﺎﻛﻢ ﻣﻦ ﺫﻛﺮ ﻭ ﺃﻧﺜﻰ ﻭ ﺟﻌﻠﻨﺎﻛﻢ ﺷﻌﻮﺑ ًﺎ ﻭ ﻗﺒﺎﺋﻞ ﻟﺘﻌﺎﺭﻓﻮﺍ ﺇﻥّ‬ ‫ﺃﻛﺮﻣﻜﻢ ﻋﻨﺪ ﺍﻟﻠﱠﻪ ﺃﺗﻘﺎﻛﻢ“‪.‬‬

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Developing Writing Skills in Arabic

:‫ اﻟﻘﻮاﻋﺪ‬-‫د‬ ‫ اﳌﻔﻌﻮل ﻷﺟﻠﻪ‬-١

‫ﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ‬, often referred to as the adverb of purpose, actually expresses either the reason or purpose of an act. Look at the following example from the main text: …‫ﺍﳋﻄﺮ‬

‫ﻭ ﺧﺮﺝ ﻣﻦ ﺑﻼﺩﻩ ﻓﻲ ﻫﺠﺮﺓ ﺇﻟﻰ ﺍﳌﺪﻳﻨﺔ ﻓﺮﺍﺭ ًﺍ ﻣﻦ‬

He left his homeland in a migration to Madina in order to flee from danger. ‫ ﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ‬is usually an indefinite ‫ ﻣﺼﺪﺭ‬in ‫ﺍﳌﻨﺼﻮﺏ‬. It can, however, take other forms.

:‫ ﻣﺼﺪﺭ ًﺍ ﺃﻭ ﻣﺠﻤﻮﻋﺔ ﺃﻟﻔﺎﻅ ﺃﻭ ﺟﻤﻠﺔ‬-‫ﺍ‬ I saved money out of precaution. If the masdar does not denote internal thoughts or emotions We hurried so that we would arrive on time.

.ً‫ﺍﺩّﺧﺮﺕ ﺍﳌﺎﻝ ﺍﺣﺘﻴﺎﻃﺎ‬ ‫ ﻣﺼﺪﺭ ﻣﻌﺮّﻑ ﺇﺫﺍ ﻟﻢ ﻳﻜﻦ‬+ ‫ ﻟـ‬-‫ﺏ‬ ‫ﺍﳌﺼﺪﺭ ﻗﻠﺒﻴ ًﺎ‬ .‫ﺃﺳﺮﻋﻨﺎ ﻟﻠﻮﺻﻮﻝ ﻓﻲ ﺍﳌﻮﻋﺪ‬ :ً‫ ﺟﺎﺭ ًﺍ ﻭ ﻣﺠﺮﻭﺭﺍ‬-‫ﺝ‬

The delegation traveled in a mission.

.‫ﺳﺎﻓﺮ ﺍﻟﻮﻓﺪ ﻓﻲ ﻣﻬﻤّﺔ‬

Reason and purpose are expressed by additional means. Some are explored below in the expanded expressions section. A common way to express purpose is the following:

:‫ ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ‬+ ‫ ﺣﺘﻰ‬،‫ ﻛﻲ‬،‫ ﻟـ‬-‫ﺩ‬ I came in order to learn from you.

.‫ﺟﺌﺖ ﻛﻲ ﺃﺗﻌﻠّ َﻢ ﻣﻨﻚ‬

Although contested by some grammarians, ‫ﺍﳊﺎﻝ‬, can express purpose or reason, especially if it is derived from ‫ﺃﻓﻌﺎﻝ ﺍﻟﻘﻠﻮﺏ‬, such as ،‫ ﺃﻛﺒﺮ‬،‫ ﺭﻫﺐ‬،‫ ﺧﺎﻑ‬،‫ ﻃﻤﻊ‬،‫ﺭﻏﺐ‬

‫ﺃﺟﻞّ ﺍﺣﺘﻘﺮ‬, etc. Consider the following two examples where the use of ‫ﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ‬ and ‫ ﺍﳊﺎﻝ‬does not make a difference in meaning:

.‫ ﺟﺌﺖ ﺭﺍﻏﺒ ًﺎ ﻓﻰ ﻣﻌﺮﻓﺘﻜﻢ‬:‫ ﺍﳊﺎﻝ‬.‫ ﺟﺌﺖُ ﺭﻏﺒ ًﺔ ﻓﻲ ﻣﻌﺮﻓﺘﻜﻢ‬:‫ ﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ‬The translation of both of these sentences will be the same: “I came out of a desire to know you”.

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Argumentation, opinion pieces, and academic writing

(‫ )ﻗﻮﺍﻋﺪ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺼﻒ ﺃﻭ ﻓﻲ ﺍﻟﺒﻴﺖ‬:٨ ‫ﲤﺮﻳﻦ‬ ‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﻣﻦ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ ﻭ ﻛﻞ ﺣﺎﻻﺕ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﺴﺒﺐ ﺃﻭ‬ .‫ﺍﻟﻐﺮﺽ‬

‫ اﻟﺘﻮﻛﻴﺪ‬-٢

‫ ﺍﻟﺘﻮﻛﻴﺪ‬or ‫ﺍﻟﺘﺄﻛﻴﺪ‬, emphasis, is a very useful rhetorical device. Look at the following sentence from the main text. It uses two emphatic devices: the first is ّ‫ﺇﻥ‬, indeed or verily, and ‫ﺃﺟﻤﻊ‬, entire or whole. …‫ﺃﺟﻤﻊ‬

‫ﻓﺈﻥّ ﺍﻹﺻﻼﺡ ﺍﻟﺬﻱ ﻋﻮﳉﺖ ﺑﻪ ﻫﻮ ﺯﺟّ ﻬﺎ ﻓﻲ ﺃﻋﻤﺎﻕ ﺍﻟﺒﻴﻮﺕ ﻣﺤﺠﻮﺑﺔ ﻋﻦ ﺍﻟﻌﺎﻟﻢ‬

In fact, the so-called reform that women have seen resulted in confining them deep inside their homes and away from the entire world. ‫ ﺍﻟﺘﻮﻛﻴﺪ‬can be achieved in several ways.

:(‫ ﺍﻟﺘﻮﻛﻴﺪ ﺍﻟﻠﻔﻈﻲ )ﺍﻟﺘﻜﺮﺍﺭ‬-‫ﺍ‬ .‫ﺍﳊﻖ ﺍﳊﻖ ﺃﻧّﻨﺎ ﻟﻢ ﻧﻌﺮﻓﻚ ﻣﻦ ﺑﻌﻴﺪ‬

The real truth is that we did not recognize you from a distance.

(… ‫ ﻛﻼ‬،‫ ﺃﺟﻤﻊ‬، ّ‫ ﻛﻞ‬:‫ ﺍﻟﺘﻮﻛﻴﺪ ﺍﳌﻌﻨﻮﻱ )ﺇﺿﺎﻓﺔ ﻋﺒﺎﺭﺍﺕ ﻣﺜﻞ‬-‫ﺏ‬ (‫ﻣﺎ ﻛﻞّ ﻣﺎ ﻳﺘﻤﻨﻰ ﺍﳌﺮﺀ ﻳﺪﺭﻛﻪ )ﺍﳌﺘﻨﺒﻲ‬

One does not get all that one wishes for.

:‫ ﺍﻟﺘﻘﺪﱘ ﻭ ﺍﻟﺘﺄﺧﻴﺮ‬-‫ﺝ‬ Pilgrimage is where our neighbor is headed.

.‫ﺍﳊﺞﱠ ﻳﻘﺼﺪ ﺟﺎﺭُﻧﺎ‬

:(‫ ﻧﻮﻥ ﺍﻟﺘﻮﻛﻴﺪ‬،‫ ﺑﻞ‬،‫ ﺇﳕّﺎ‬، ّ‫ ﺇﻥ‬،‫ ﻗﺪ‬،‫ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻮﻛﻴﺪ )ﻻﻡ ﺍﻹﺑﺘﺪﺍﺀ‬-‫ﺩ‬ The matter did end when she left her position.

.‫ﻟﻘﺪ ﺍﻧﺘﻬﻰ ﺍﻷﻣﺮ ﺑﻌﺪ ﺗﺨﻠّﻴﻬﺎ ﻋﻦ ﺍﳌﻨﺼﺐ‬

Be sure not to look down upon people.

.‫ﻻ ﲢﺘﻘﺮﻥّ ﺍﻟﻨﺎﺱ‬

:(‫ ﺗﺎﺀ‬،‫ ﺑﺎﺀ‬،‫ ﻻﻡ‬،‫ ﻭﺍﻭ‬:‫ ﺍﻟﻘﺴﻢ )ﺃﺩﻭﺍﺕ ﺍﻟﻘﺴﻢ‬-‫ﻫـ‬ I swear by God that I did not mean that. I shall stop him.

.‫ﻭ ﺍﻟﻠﱠﻪِ ﻟﻢ ﺃﻗﺼﺪ ﺫﻟﻚ‬ .‫ﻷﻭﻗﻔﻨّﻪ ﻋﻨﺪ ﺣﺪّﻩ‬ 163 •

‫‪Developing Writing Skills in Arabic‬‬

‫ﻭ‪ -‬ﺍﻟﺘﻮﻛﻴﺪ ﻓﻲ ﺍﻟﻨﻔﻲ )ﻣﺎ ﺃﺧﺖ ﻛﺎﻥ‪ ،‬ﻻ ﺍﻟﻨﺎﻓﻴﺔ ﻟﻠﺠﻨﺲ(‪:‬‬ ‫ﻣﺎ ﺍﳊﻴﺎ ُﺓ ﺃﺛﻨﺎﺀ ﺍﳊﺮﺏ ﺳﻬﻠﺔً‪.‬‬ ‫ﻻ ﺃﺣ َﺪ ﻛﺎﻥ ﻳﻨﺘﻈﺮ ﻣﺎ ﺣﺪﺙ‪.‬‬

‫‪Life during war is definitely not easy.‬‬ ‫‪Absolutely no one was expecting‬‬ ‫‪what happened.‬‬

‫ﺯ‪ -‬ﺍﳌﻔﻌﻮﻝ ﺍﳌﻄﻠﻖ‪:‬‬ ‫ﻫﺪّﻣﺖ ﺍﻟﻘﺬﻳﻔﺔ ﺍﻟﺒﻴﺖ ﺗﻬﺪﳝﺎً‪.‬‬

‫‪The shell destroyed the house completely.‬‬

‫ﲤﺮﻳﻦ ‪) :٩‬ﲢﻠﻴﻞ ﺃﺳﻠﻮﺏ ﻓﻲ ﺍﻟﺒﻴﺖ ﺛﻢ ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍﺳﺘﺨﺮﺟﻮﺍ ﻣﻦ ﺍﻟﻨﺺ ﺍﻷﺳﺎﺳﻲ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﻮﻛﻴﺪ‪ ،‬ﺣﺪﺩﻭﺍ ﻧﻮﻋﻬﺎ ﺛﻢ ﺗﺮﺟﻤﻮﻫﺎ ﺇﻟﻰ‬ ‫ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬

‫ﻫـ‪ -‬اﻷﺳﻠﻮب‪:‬‬ ‫ﻋﺒﺎرات ﻣﻦ اﻟﻨﺺ‪:‬‬ ‫‪ -١‬ﺇﺫ ﺫﺍﻙ )ﺣﻴﻨﺬﺍﻙ‪ ،‬ﻭﻗﺘﺬﺍﻙ …(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻭ ﻫﻮ ﺃﻥّ ﻣﺴﺄﻟﺔ ﺍﳌﺮﺃﺓ ﺇﺫ ﺫﺍﻙ ﻟﻢ ﺗﻜﻦ ﻣﻦ ﺃﻭﻟﻰ ﺍﳌﺴﺎﺋﻞ ﺍﻟﺘﻲ‬ ‫ﻳﻠﺰﻡ ﺣﻠّﻬﺎ ﻣﻦ ﻛﻞ ﻭﺟﻮﻫﻬﺎ‪.‬‬ ‫‪Then, at that time‬‬

‫‪ -٢‬ﻃﺒﻖَ‬ ‫ﻼ‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺟﻌﻞ ﺣﻖّ ﺍﻟﻮﻻﻳﺔ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﺰﻭﺍﺝ ﺍﳌﻌﻤﻮﻝ ﺑﻪ ﺍﻟﻴﻮﻡ ﻋﻨﺪﻧﺎ ﺳﺒﻴ ً‬ ‫ﺇﻟﻰ ﺍﻟﺘﺤﻜّﻢ ﲟﺴﺘﻘﺒﻠﻬﺎ ﻓﻴﻪ ﻃﺒﻖَ ﻣﺼﻠﺤﺔ ﺍﻷﻭﻟﻴﺎﺀ ﻭ ﺃﻏﺮﺍﺿﻬﻢ ﻓﻴﻬﺎ ﻭ ﻓﻲ ﻣﺎﻟﻬﺎ…‬ ‫‪In accordance with‬‬

‫‪ -٣‬ﺳﺎﻟﻔ ًﺎ )ﺳﺎﺑﻘﺎً‪ ،‬ﺁﻧﻔﺎً(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ … :‬ﻛﻤﺎ ﺑ ّﻴﻨّﺎ ﺳﺎﻟﻔﺎً‪.‬‬

‫‪Previously‬‬

‫‪ -٤‬ﻋﺴﻰ )ﻋﻞّ ‪/‬ﻟﻌﻞّ (‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻓﻤﺎﺫﺍ ﻋﺴﻰ ﺃﻥ ﻧﺮﲡﻲ ﻣﻦ ﺻﻼﺡ ﺍﳌﺮﺃﺓ ﺑﻌﺪ ﺃﻥ ﺃﺻﺪﺭﻧﺎ ﻋﻠﻴﻬﺎ‬ ‫ﻛﻞ ﻫﺬﻩ ﺍﻷﺣﻜﺎﻡ ﺍﳉﺎﺋﺮﺓ…؟‬ ‫‪Might‬‬

‫‪ -٥‬ﺇ ّﻻ ﻣﺎ ﺷ ّﺬ )ﺇ ّﻻ ﻣﺎ ﻧﺪﺭ‪ ،‬ﺇ ّﻻ ﻧﺎﺩﺭﺍً(‬ ‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﺇﻥّ ﻋﺎﻣﺔ ﻓﻘﻬﺎﺀ ﺍﻹﺳﻼﻡ ﻣﻦ ﺳﺎﺋﺮ ﺍﻟﻘﺮﻭﻥ‪ ،‬ﺇ ّﻻ ﻣﺎ ﺷﺬّ‪ ،‬ﻳﺠﻨﺤﻮﻥ‬ ‫ﺇﻟﻰ ﺍﻟﻌﻤﻞ ﺑﺄﻗﻮﺍﻝ ﻣﻦ ﺗﻘﺪّﻣﻬﻢ ﻓﻲ ﺍﻟﻌﺼﺮ…‬

‫‪Except in rare cases, except rarely‬‬

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‫‪ -٦‬ﻳﺎ ﻟـ ‪ +‬ﺿﻤﻴﺮ ﻣﺘﺼﻞ ﺃﻭ ﺍﺳﻢ ‪ +‬ﻣﻦ‬

‫…‬

‫! … ‪What, how‬‬ ‫)‪(to express exclamation‬‬

‫ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻨﺺ‪ :‬ﻓﻴﺎﻟﻨﺎ ﻣﻦ ﺃﻣّﺔ ﻫﻠﻜﺖ ﺑﺠﻬﻠﻬﺎ ﻭ ﺟﻤﻮﺩ ﻋﻠﻤﺎﺋﻬﺎ ﻭ ﺧﺪﺍﻉ ﺃﺷﺮﺍﺭﻫﺎ‬ ‫ﻭ ﻳﺎ ﻟﻠﱠﻪ ﻟﻺﺳﻼﻡ ﺍﻟﻐﺮﻳﺐ ﺍﳌﺠﻬﻮﻝ ﺑﲔ ﺍﳌﺴﻠﻤﲔ!‬ ‫ﲤﺮﻳﻦ ‪) :١٠‬ﺗﺮﺟﻤﺔ ﻭ ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺗﺮﺟﻤﻮﺍ ﺍﻷﻣﺜﻠﺔ ﺍﳌﺴﺘﺨﺮﺟﺔ ﻣﻦ ﺍﻟﻨﺺ ﺛ ّﻢ ﺍﻛﺘﺒﻮﺍ ﺟﻤﻠﺔ ﺑﻜﻞّ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪.‬‬

‫إﺛﺮاء اﻟﻌﺒﺎرات‪:‬‬

‫ا‪ -‬ﻋﺒﺎرات اﻹﺳﺘﺪراك و اﻹﺳﺘﺜﻨﺎء‬ ‫ﻟﻜﻦّ‬ ‫‪However‬‬ ‫ﺇ ّﻻ ﺃﻥّ ‪ ،‬ﻏﻴﺮ ﺃﻥّ ‪ ،‬ﺑﻴﺪ ﺃﻥّ‬ ‫‪Rather, instead‬‬ ‫ﺑﻞ‪ ،‬ﺇﳕّﺎ‬ ‫‪Although, in spite of‬‬ ‫ﺭﻏﻢ‪ ،‬ﺭﻏﻢ ﺃﻥّ ‪ ،‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ‬ ‫‪Despite‬‬ ‫ﻣﻊ ﺃﻥّ ‪ ،‬ﻭ ﻣﻊ ﺫﻟﻚ‬ ‫‪Even though‬‬ ‫ﻭ ﺇﻥ‪ ،‬ﻭ ﻟﻮ‬ ‫‪Even‬‬ ‫ﺣﺘّﻰ‬ ‫‪Even if, even though‬‬ ‫ﺣﺘّﻰ ﻭ ﺇﻥ‪ ،‬ﺣﺘّﻰ ﻭ ﻟﻮ‬ ‫‪Except‬‬ ‫ﺇﻻّ‪ ،‬ﻋﺪﺍ‪ ،‬ﺣﺎﺷﺎ‪ ،‬ﺧﻼ‪ ،‬ﺳﻮﻯ‪ ،‬ﻏﻴﺮ‬ ‫‪Except, with the exception of‬‬ ‫ﺑﺎﺳﺘﺜﻨﺎﺀ ‪ +‬ﺍﺳﻢ‪/‬ﺿﻤﻴﺮ‪/‬ﻣﺼﺪﺭ‬ ‫‪Regardless of‬‬ ‫ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ‬ ‫ّ‬ ‫‪Not to mention, let alone, especially that‬‬ ‫ﻧﺎﻫﻴﻚ ﺃﻥّ‬ ‫‪But‬‬

‫ب‪ -‬ﻋﺒﺎرات اﻟﺴﺒﺐ و اﻟﻨﺘﻴﺠﺔ و اﻟﻐﺮض‬ ‫ﺳﺒﺐ ‪ -‬ﺃﺳﺒﺎﺏ‪ ،‬ﻋﻠّﺔ ‪ -‬ﻋﻠﻞ‬ ‫ﻋﺎﻣﻞ ‪ -‬ﻋﻮﺍﻣﻞ‬ ‫ﺑﺴﺒﺐ ‪ +‬ﻣﻀﺎﻑ ﺇﻟﻴﻪ‬ ‫ﻷﻥّ‬

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‫‪Cause-s, reason-s‬‬ ‫‪Factor-s‬‬ ‫‪Because of‬‬ ‫‪Because‬‬

‫‪Developing Writing Skills in Arabic‬‬ ‫ﻟـ…‬

‫ﻧﻈﺮ ًﺍ‬ ‫‪Considering that‬‬ ‫ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥّ‬ ‫‪For, since‬‬ ‫ﺇﺫ‪ ،‬ﻓـ…‬ ‫‪Given that, since‬‬ ‫ﲟﺎ ﺃﻥّ‬ ‫‪Due to‬‬ ‫ﻣﻦ ﺟﺮّﺍﺀ‪ ،‬ﺑﺤﻜﻢ‬ ‫‪Result-s‬‬ ‫ﻧﺘﻴﺠﺔ ‪ -‬ﻧﺘﺎﺋﺞ‬ ‫‪Repercussion-s‬‬ ‫ﺍﻧﻌﻜﺎﺱ ‪ -‬ﺍﻧﻌﻜﺎﺳﺎﺕ‬ ‫‪Impact, influence-s‬‬ ‫ﺃﺛﺮ ‪ -‬ﺁﺛﺎﺭ‪ ،‬ﺗﺄﺛﻴﺮ ‪ -‬ﺗﺄﺛﻴﺮﺍﺕ‬ ‫‪Consequently, thus‬‬ ‫ﻭ ﻟﺬﻟﻚ‬ ‫‪Consequently, thus‬‬ ‫ﻭ ﻟﺬﺍ‬ ‫‪Thus, therefore, so, consequently‬‬ ‫ﺇﺫﻥ‬ ‫‪To lead to, to result in‬‬ ‫ﺁﻝ ﺇﻟﻰ‪ ،‬ﺃﺩّﻯ ﺇﻟﻰ‬ ‫‪To cause‬‬ ‫ﺳﺒّﺐ‪ ،‬ﺗﺴﺒّﺐ ﻓﻲ‬ ‫‪Goal-s, aim-s‬‬ ‫ﻫﺪﻑ ‪ -‬ﺃﻫﺪﺍﻑ‬ ‫‪Intention-s, purpose-s, aim-s‬‬ ‫ﻗﺼﺪ‪/‬ﻣﻘﺼﺪ ‪ -‬ﻣﻘﺎﺻﺪ‪ ،‬ﻧﻴّﺔ ‪ -‬ﻧﻮﺍﻳﺎ‬ ‫‪Purpose-s‬‬ ‫ﻏﺮﺽ ‪ -‬ﺃﻏﺮﺍﺽ‬ ‫‪Purpose-s, goal-s, motive-s‬‬ ‫ﻏﺎﻳﺔ ‪ -‬ﻏﺎﻳﺎﺕ‬ ‫‪In order to‬‬ ‫ﻟـ ‪ +‬ﻣﺼﺪﺭ‪ ،‬ﺑُﻐﻴ َﺔ ‪ +‬ﻣﺼﺪﺭ‬ ‫‪In order to, so that‬‬ ‫ﺣﺘّﻰ‪ ،‬ﻛﻲ‪ ،‬ﻟـ ‪ +‬ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ‬ ‫‪With the aim of‬‬ ‫ﺑﻬﺪﻑ‪ ،‬ﺑﻐﺮﺽ‪ ،‬ﺑﻨﻴّﺔ‪ ،‬ﺑﻘﺼﺪ‪ ،‬ﻗﺼ َﺪ ‪ +‬ﻣﺼﺪﺭ‬ ‫‪For the sake of‬‬ ‫ﻷﺟﻞ ‪ +‬ﻣﺼﺪﺭ‬ ‫‪In view of‬‬

‫و‪ -‬اﻟﻜﺘﺎﺑﺔ‪:‬‬ ‫ﲤﺮﻳﻦ ‪ :١١‬ﻛﺘﺎﺑﺔ ﺑﺄﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ )ﻓﻲ ﺍﻟﺼﻒ(‬ ‫ﺍ‪ -‬ﺍﺭﺑﻄﻮﺍ ﺍﳉﻤﻞ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺴﺘﻌﻤﻠﲔ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﺮﺡ ﻭ ﺍﻟﺘﺪﻟﻴﻞ ﻭ ﺍﻹﺳﺘﺪﺭﺍﻙ ﻭ ﺍﻟﺴﺒﺐ‬ ‫ﻭ ﺍﻟﻨﺘﻴﺠﺔ ﻭ ﺍﻟﻬﺪﻑ ﻭ ﻏﻴﺮﻫﺎ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‪.‬‬ ‫ ﻣﺪﺭﺳﺘﺎﻥ ﻟﻠﻔﻜﺮ ﻓﻲ ﻣﺴﺄﻟﺔ ﻫﻮﻳّﺔ‬‫ ﺍﳌﺪﺭﺳﺔ ﺍﻷﻭﻟﻰ ﺗﺮﻯ ﺃﻧّﻪ ﺃﺩﺏ ﻋﺮﺑﻲ‪.‬‬‫ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺗﺜﻴﺮ ﺃﺳﺌﻠﺔ‪ ،‬ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻓﻲ ﻋﺮﻭﺑﺔ‬‫‪identity‬‬

‫ﺍﻷﺩﺏ ﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻲ ﺍﳌﻜﺘﻮﺏ ﺑﺎﻟﻔﺮﻧﺴﻴﺔ‪.‬‬ ‫‪ Arabness‬ﻫﺬﺍ ﺍﻷﺩﺏ‪.‬‬ ‫‪• 166‬‬

Argumentation, opinion pieces, and academic writing

‫ ﺍﻷﺩﺏ ﺍﻟﺬﻱ ﻳﻜﺘﺒﻪ ﺃﺩﺑﺎﺀ ﻋﺮﺏ‬classification ‫ ﺍﳌﺪﺭﺳﺔ ﺍﻷﻭﻟﻰ ﲤﻴﻞ ﺇﻟﻰ ﺇﺩﺭﺍﺝ‬.‫ ﺍﻷﺩﺏ ﺍﻟﻌﺮﺑﻲ‬sphere ‫ﺑﺎﻟﻔﺮﻧﺴﻴﺔ ﻓﻲ ﺩﺍﺋﺮﺓ‬ .‫ﻟﻬﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺣﺠﺠﻬﺎ ﺍﻟﻮﺍﺿﺤﺔ‬ .the self ‫ ﻟﻠﻌﺎﻟﻢ ﻭ ﻟﻠﺬّﺍﺕ‬view ‫ﻫﺬﺍ ﺍﻷﺩﺏ ﺑﻜﻞ ﺃﺷﻜﺎﻟﻪ ﻳﺼﺪﺭ ﻋﻦ ﺭﺅﻳﺔ‬ .‫ ﻋﺮﺑﻴﺔ‬its core ‫ﻫﺬﻩ ﺍﻟﺮﺅﻳﺔ ﻓﻲ ﺻﻤﻴﻤﻬﺎ‬ …‫ ﺳﻌﻮﺩﻳﺔ‬،‫ ﻟﺒﻨﺎﻧﻴﺔ‬،‫ ﺳﻮﺭﻳﺔ‬،‫ ﻣﻐﺮﺑﻴﺔ‬،‫ﻣﺼﺮﻳﺔ‬ .‫ ﻋﻦ ﺛﻘﺎﻓﺔ ﻋﺮﺑﻴﺔ ﻭ ﻭﺟﻬﺔ ﻋﺮﺑﻴﺔ ﻓﻲ ﻓﻬﻢ ﺍﻷﻣﻮﺭ‬emanating ‫ﻫﻲ ﺭﺅﻳﺔ ﻧﺎﺑﻌﺔ‬

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٢٠٠١ ،١٠ ‫ ﺍﻟﻌﺮﺑﻲ‬.“‫ﻋﻦ ﺇﺩﻭﺍﺭ ﺍﳋﺮﺍﻁ ”ﻓﻲ ﺍﻟﺒﺤﺚ ﻋﻦ ﻫﻮﻳﺔ ﻟﻸﺩﺏ ﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻲ‬ ‫ ﺍﻛﺘﺒﻮﺍ ﻓﻘﺮﺓ ﻣﺸﺎﺑﻬﺔ ﻟﻠﻔﻘﺮﺓ ﺍﻷﻭﻟﻰ ﺗﺼﻔﻮﻥ ﻓﻴﻬﺎ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺣﻮﻝ ﻫﻮﻳﺔ ﺍﻷﺩﺏ‬-‫ﺏ‬ .‫ ﺍﺳﺘﻌﻤﻠﻮﺍ ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬.‫ﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻲ‬

‫ﻛﺘﺎﺑﺔ ﺧﺎﲤﺔ‬ As we have seen with writing introductions, conclusions take many shapes. Nonetheless, a conclusion is expected to summarize the main idea or ideas of the body of the piece; that is, to restate the thesis presented in the introduction. The author might also choose to raise related questions that are worth investigating in the future. The main text in this chapter by Al-Haddad is the conclusion of the first of two parts of his book. In this first part, he discusses the status of women within Islamic law. In his conclusion, he summarizes his two main ideas, namely that the Qur’an commanded according to the specific historical context in which the Prophet lived and that there are more general principles in Islam, such as equality between all, that supersede specific laws about women’s status. Historicizing Islamic law and criticizing traditional scholarship are the two main aims of this part of the book. He ends his conclusion by attacking traditional jurisprudence and warns that, as in the case of slaves, women might be emancipated by a French decree. Below is a conclusion to the same topic of the sample introduction provided in the previous chapter. Please read it, translate it and pay attention to the different parts it contains.

‫ ﻟﻌﺒﺖ ﺩﻭﺭ ًﺍ ﻣﻬﻤ ًﺎ ﻓﻲ ﺭﺑﻴﻊ ﺍﻟﺜﻮﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻏﻴﺮ‬،‫ ﻛﻤﺎ ﺃﻭﺿﺤﻨﺎ‬،‫ﺇﻥّ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺃﻧّﻬﺎ ﻟﻢ ﺗﻜﻦ ﺍﳌﺴﺎﻫﻢ ﺍﻟﻮﺣﻴﺪ ﻓﻲ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﺍﺧﻞ ﻭ ﺧﺎﺭﺝ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﻓﻲ‬ ‫ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ ﻓﺈﻥّ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻊ ﻟﻴﺴﺖ ﻣﻦ‬.‫ﺗﻨﻈﻴﻢ ﺍﻟﺘﻈﺎﻫﺮﺍﺕ ﻭ ﺍﻹﻋﺘﺼﺎﻣﺎﺕ‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺴﺒﺒﺔ ﻟﻬﺬﻩ ﺍﻟﺜﻮﺭﺍﺕ ﻭ ﺇﳕّﺎ ﻭﺍﺣﺪﺓ ﻣﻦ ﻭﺳﺎﺋﻞ ﻋﺪﻳﺪﺓ ﺍﺳﺘﻌﻤﻠﻬﺎ ﺍﳌﺘﻈﺎﻫﺮﻭﻥ‬ ‫ ﻳﻔﻀﻞ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﺮﺏ‬.‫ﻭ ﺍﻟﻨﺎﺷﻄﻮﻥ ﺍﻟﺴﻴﺎﺳﻴﻮﻥ ﻟﺪﻓﻊ ﻧﺴﻖ ﺍﻹﻧﺘﻔﺎﺿﺎﺕ ﺍﻟﺸﻌﺒﻴﺔ‬ ‫ﺗﺴﻤﻴﺔ ﻫﺬﻩ ﺍﻷﺣﺪﺍﺙ ﺑـ ”ﺛﻮﺭﺍﺕ ﺍﻟﻜﺮﺍﻣﺔ“ ﻭ ﻓﻲ ﺫﻟﻚ ﺇﺷﺎﺭﺓ ﻭﺍﺿﺤﺔ ﻟﻠﺴﺒﺐ ﺍﻟﺮﺋﻴﺴﻲ‬ 167 •

‫‪Developing Writing Skills in Arabic‬‬

‫ﺍﻟﺬﻱ ﺃﺩّﻯ ﺇﻟﻰ ﺗﻐﻠﺒﻬﻢ ﻋﻠﻰ ﺍﳋﻮﻑ ﻭ ﺍﳋﺮﻭﺝ ﺇﻟﻰ ﺍﻟﺸﺎﺭﻉ‪ .‬ﻳﺒﻘﻰ ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻥّ‬ ‫ﺃﺷﻜﺎﻝ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺑﺎﺗﺖ ﻣﺴﺘﺤﻴﻠﺔ ﻓﻲ ﻋﺼﺮ ﺍﻹﻧﺘﺮﻧﺖ ﻭ ﺍﻟﻔﻀﺎﺋﻴﺎﺕ ﻭ ﺍﻟﺘﻠﻔﻮﻥ‬ ‫ﺍﳋﻠﻮﻱ ﻭ ﻟﻌﻞّ ﻓﻲ ﻫﺬﻩ ﺍﳊﻘﻴﻘﺔ ﻋﺒﺮﺓ ﻟﺪﻭﻝ ﺃﺧﺮﻯ ﻣﺎﺯﺍﻟﺖ ﺗﻜﺒﺖ ﺣﺮﻳﺎﺕ ﻣﻮﺍﻃﻨﻴﻬﺎ‬ ‫ﻭ ﲢﺎﻭﻝ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪.‬‬ ‫ﲤﺮﻳﻦ ‪) :١٢‬ﻛﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻧﺴﺠﻮﺍ ﻋﻠﻰ ﻣﻨﻮﺍﻝ ﺍﳋﺎﲤﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻭ ﺍﻛﺘﺒﻮﺍ ﺧﺎﲤﺔ ﻟﻨﻔﺲ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺬﻱ ﻛﺘﺒﺘﻢ ﻟﻪ‬ ‫ﻣﻘﺪﻣﺔ ﻓﻲ ﺍﻟﺪﺭﺱ ﺍﻟﺴﺎﺑﻖ‪.‬‬ ‫ﻟﻠﺘﺬﻛﻴﺮ‪ ،‬ﻫﻲ ﺫﻱ ﺍﳌﻮﺍﺿﻴﻊ ﺍﳌﻘﺘﺮﺣﺔ‪:‬‬ ‫ﻼ ﺍﻗﺘﺼﺎﺩﻳ ًﺎ ﲢﻮّﻝ ﻓﻴﻤﺎ ﺑﻌﺪ ﺇﻟﻰ‬ ‫‪ -١‬ﻳﻘﻮﻝ ﺍﻟﺒﻌﺾ ﺇﻥّ ﺍﻟﻌﻮﳌﺔ ﺍﺗّﺨﺬﺕ ﻓﻲ ﺑﺪﺍﻳﺘﻬﺎ ﺷﻜ ً‬ ‫ﻇﺎﻫﺮﺓ ﺛﻘﺎﻓﻴﺔ ﻭ ﺳﻴﺎﺳﻴﺔ‪.‬‬ ‫‪ -٢‬ﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺃﻥّ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻲ ﺃﺭﺟﺎﺀ ﺍﻟﻌﺎﻟﻢ ﻳﻘﻠّﻞ ﻣﻦ ﺭﻏﺒﺔ ﺍﻟﻨﺎﻃﻘﲔ‬ ‫ﺑﻬﺎ ﻓﻲ ﺗﻌﻠّﻢ ﻟﻐﺎﺕ ﺃﺟﻨﺒﻴﺔ‪.‬‬ ‫‪ -٣‬ﲡﺪ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺴﻴﺎﺣﻴّﺔ ﻧﻔﺴﻬﺎ ﺑﲔ ﻧﻘﻴﻀﲔ‪ :‬ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﻫﻤﻴّﺔ ﺍﻟﺪﺧﻞ ﻣﻦ ﻫﺬﺍ‬ ‫ﺍﻟﻘﻄﺎﻉ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺪﻭﺭﺗﻬﺎ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﻭ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﺗﺄﺛﻴﺮ ﺍﻟﺴﻴﺎﺡ ﺍﻟﻜﺒﻴﺮ ﻋﻠﻰ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﶈﻠّﻴﺔ ﻭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ .‬ﻫﻞ ﳝﻜﻦ ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺍﻹﺛﻨﲔ؟‬ ‫ﲤﺮﻳﻦ ‪ :١٣‬ﻛﺘﺎﺑﺔ )ﻓﻲ ﺍﻟﺒﻴﺖ(‬ ‫ﺍُﻛﺘﺒﻮﺍ ﺇﻧﺸﺎﺀ )ﺣﻮﺍﻟﻲ ‪ ٧٠٠‬ﻛﻠﻤﺔ( ﺣﻮﻝ ﺃﺣﺪ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﺍﺳﺘﻌﻤﻠﻮﺍ ﻋﻠﻰ ﺍﻷﻗﻞ‬ ‫ﻋﺸﺮ ﻛﻠﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻭ ﺳﺖ ﻋﺒﺎﺭﺍﺕ ﻭ ﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ ﻭ ﺍﻟﺘﻮﻛﻴﺪ ﻭ ﺿﻌﻮﺍ ﲢﺖ ﻛﻞ ﻣﻦ‬ ‫ﻫﺬﻩ ﺍﻹﺳﺘﻌﻤﺎﻻﺕ ﺳﻄﺮﺍً‪ .‬ﺍﺳﺘﻌﻤﻠﻮﺍ ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‪ .‬ﳝﻜﻨﻜﻢ ﺍﺧﺘﻴﺎﺭ ﻣﻮﺍﺿﻴﻊ ﺃﺧﺮﻯ‬ ‫ﺣﺴﺐ ﺍﻫﺘﻤﺎﻣﺎﺗﻜﻢ‪.‬‬ ‫ﺍ‪ -‬ﺩﻭﺭ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ )‪ (social media‬ﻓﻲ ﺭﺑﻴﻊ ﺍﻟﺜﻮﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ‪) .‬ﳝﻜﻨﻜﻢ ﺃﻥ‬ ‫ﺗﺴﺘﻌﻤﻠﻮﺍ ﺍﳌﻘﺪﻣﺔ ﻭ ﺍﳋﺎﲤﺔ ﻣﻦ ﺍﻟﺪﺭﺳﲔ ﺍﻟﺴﺎﺑﻖ ﻭ ﺍﳊﺎﻟﻲ ﻭ ﺃﻥ ﺗﻜﺘﺒﻮﺍ ﺻﻠﺐ‬ ‫ﺍﳌﻘﺎﻟﺔ(‪.‬‬ ‫ﺏ‪ -‬ﻫﻞ ﺗﺮﻭﻥ ﺍﺧﺘﻼﻓ ًﺎ ﻓﻲ ﺧﺼﻮﺹ ﻣﺴﺄﻟﺔ ﺍﳌﺮﺃﺓ ﺑﲔ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻛﺘﺐ ﻓﻴﻪ ﺍﻟﻄﺎﻫﺮ‬ ‫ﺍﳊﺪﺍﺩ ”ﺍﻣﺮﺃﺗﻨﺎ ﻓﻲ ﺍﻟﺸﺮﻳﻌﺔ ﻭ ﺍﳌﺠﺘﻤﻊ“ )‪ (١٩٢٩‬ﻭ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ؟‬ ‫ﺝ‪ -‬ﻫﻞ ﺃﺻﺒﺤﺖ ﺍﻟﺮﻗﺎﺑﺔ )‪ (censorship‬ﻣﺴﺘﺤﻴﻠﺔ ﻓﻲ ﺯﻣﻦ ﺍﻟﻔﻀﺎﺋﻴﺎﺕ )‪(satellite TV‬‬ ‫ﻭ ﺍﻹﻧﺘﺮﻧﺖ؟‬ ‫ﺩ‪ -‬ﻳﻘﻮﻝ ﺑﻌﻀﻬﻢ ﺇﻥّ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭ ﺍﻷﺭﻭﺑﻴﺔ ﺗﺸﻦّ ﺣﻤﻠﺔ‬ ‫‪• 168‬‬

‫‪Argumentation, opinion pieces, and academic writing‬‬

‫)‪ (are waging a campaign‬ﻋﻠﻰ ﺍﻹﺳﻼﻡ ﻭ ﺍﳌﺴﻠﻤﲔ‪ .‬ﻣﺎ ﺭﺃﻳﻜﻢ ﻓﻲ ﺫﻟﻚ؟‬ ‫ھ‪ -‬ﻛﻴﻒ ﺗﺆﺛﺮ ﺩﺭﺍﺳﺘﻨﺎ ﻟﻠﻐﺎﺕ ﻋﻠﻰ ﺭﺅﻳﺘﻨﺎ ﻟﻠﻌﺎﻟﻢ ﻭ ﻟﺬﻭﺍﺗﻨﺎ؟‬

‫ز‪ -‬ﻗﺮاءات إﺿﺎﻓﻴﺔ ﻓﻲ ﻣﺤﻮر اﻟﻨﻘﺪ )اﳌﺮأة(‪:‬‬ ‫ﻗﺎﺳﻢ ﺃﻣﲔ ”ﺍﳌﺮﺃﺓ ﺍﳉﺪﻳﺪﺓ“‪.‬‬ ‫ﻣﻠﻚ ﺣﻔﻨﻲ ﻧﺎﺻﻒ )ﺑﺎﺣﺜﺔ ﺍﻟﺒﺎﺩﻳﺔ( ”ﺍﳊﺠﺎﺏ“‪.‬‬ ‫ﺳﻼﻣﺔ ﻣﻮﺳﻰ ”ﺍﳌﺮﺃﺓ ﻟﻴﺴﺖ ﻟﻌﺒﺔ ﺍﻟﺮﺟﻞ“‪.‬‬ ‫ﻓﺎﻃﻤﺔ ﺍﳌﺮﻧﻴﺴﻲ ”ﺍﳊﺮﱘ ﺍﻟﺴﻴﺎﺳﻲ“‪.‬‬ ‫ﻧﻮﺍﻝ ﺍﻟﺴﻌﺪﺍﻭﻱ ”ﺍﻟﻮﺟﻪ ﺍﻟﻌﺎﺭﻱ ﻟﻠﻤﺮﺃﺓ ﺍﻟﻌﺮﺑﻴﺔ“‪.‬‬ ‫ﺃﻟﻔﺔ ﻳﻮﺳﻒ ”ﺣﻴﺮﺓ ﻣﺴﻠﻤﺔ“‪.‬‬

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Arabic–English Glossary

-‫ﺍ‬During To refuse To come Impact, influence-s, trace-s, vestige-s To influence, to impact Impact, influence-s Influences After, following Compensation, salary-ies Taxi Pears To postpone Deadline-s The deadline for For the sake of Finally, recently To lead to, to result in For, since At that time If, when Suddenly, lo and behold Thus, therefore, so, consequently To record, chronicle Artichoke

• 170

َ‫ﺇﺑّﺎﻥ‬ ‫ ﺇﺑﺎﺀ‬- ‫ ﻳﺄﺑﻰ‬- ‫ﺃﺑﻰ‬ ‫ ﺇﺗﻴﺎﻥ‬- ‫ ﻳﺄﺗﻲ‬- ‫ﺃﺗﻰ‬ ‫ ﺁﺛﺎﺭ‬- ‫ﺃﺛﺮ‬ ‫ ﺗﺄﺛﻴﺮ‬- ‫ ﻳﺆﺛّﺮ‬- ‫ﺃﺛّﺮ‬ ‫ ﺗﺄﺛﻴﺮﺍﺕ‬- ‫ﺗﺄﺛﻴﺮ‬ ‫ﻣﺆﺛّﺮﺍﺕ‬ ‫ ﻋﻠﻰ ﺇﺛ َﺮ‬،َ‫ﺇﺛﺮ‬ ‫ ﺃُﺟﻮﺭ‬- ‫ﺃﺟﺮ‬ ‫ﺳﻴّﺎﺭﺓ ﺃﺟﺮﺓ‬ ‫ﺇﺟّ ﺎﺹ‬ ‫ ﺗﺄﺟﻴﻞ‬- ‫ ﻳﺆﺟّ ﻞ‬- ‫ﺃﺟّ ﻞ‬ ‫ ﺁﺟﺎﻝ‬- ‫ﺃﺟﻞ‬ ‫ﺁﺧﺮ ﺃﺟﻞ ﻟـ‬ ‫ ﻣﻦ ﺃﺟﻞ‬،‫ﻷﺟﻞ‬ ‫ﺃﺧﻴﺮ ًﺍ‬ (‫ﺃﺩﺍﺀ )ﺇﻟﻰ‬/‫ ﺗﺄﺩﻳﺔ‬- ‫ ﻳﺆﺩّﻱ‬- ‫ﺃﺩّﻯ‬ ‫ﺇﺫ‬ (…‫ﻭﻗﺘﺌﺬ‬ ٍ ،‫)ﻳﻮﻣﺌﺬ‬ ٍ ‫… ـ ٍﺋﺬ‬ ‫ﺇﺫﺍ‬ ‫ﺇﺫﺍ ﺍﻟﻔﺠﺎﺋﻴﺔ‬ ‫ﺇﺫﻥ‬ ‫ ﺗﺄﺭﻳﺦ‬- ‫ ﻳﺆﺭّﺥ‬- ‫ﺃﺭّﺥ‬ ‫ﺃﺭﺿﻲ ﺷﻮﻛﻲ‬

Arabic–English Glossary Towards To support To support each other Origin-s Original Essentially, to begin with To frame Frame-s, context-s To write, compose, author Certain To stress, emphasize Certainly To verify, ascertain, make sure Not to Lest Except, save However To order Order-s Matter-s At first Prince-s, commander-s Your Highness, Prince-ss To hope Hope-s To contemplate If Even if, even though That, indeed, verily Because Nose-s Pride To resume Elegance Elegant To be elegant, to make oneself elegant Rather, instead

‫ﺇﺯﺍ َﺀ‬ ‫ ﻣﺆﺍﺯﺭﺓ‬- ‫ ﻳﺆﺍﺯﺭ‬- ‫ﺁﺯﺭ‬ ‫ ﺗﺂﺯﺭ‬- ‫ ﻳﺘﺂﺯﺭ‬- ‫ﺗﺂﺯﺭ‬ ‫ ﺃُﺻﻮﻝ‬- ‫ﺃﺻﻞ‬ ‫ﺃﺻﻠﻲ‬ ‫ﻼ‬ ً ‫ﺃﺻ‬ ‫ ﺗﺄﻃﻴﺮ‬- ‫ ﻳﺆﻃّ ﺮ‬- ‫ﺃﻃّ ﺮ‬ ‫ ﺃُﻃﺮ‬- ‫ﺇﻃﺎﺭ‬ ‫ ﺗﺄﻟﻴﻒ‬- ‫ ﻳﺆﻟّﻒ‬- ‫ﺃﻟّﻒ‬ ‫ﺃﻛﻴﺪ‬ (‫ﺗﻮﻛﻴﺪ )ﻋﻠﻰ‬/‫ ﺗﺄﻛﻴﺪ‬- ‫ ﻳﺆﻛّﺪ‬- ‫ﺃﻛّﺪ‬ ‫ﺑﺎﻟﺘﺄﻛﻴﺪ‬ (‫ ﺗﺄﻛّﺪ )ﻣﻦ‬- ‫ ﻳﺘﺄﻛّﺪ‬- ‫ﺗﺄﻛّﺪ‬ ‫ ﻻ‬+ ‫ﺃ ّﻻ = ﺃﻥ‬ ‫ﻼ‬ ّ ‫ﻟﺌ‬ ‫ﺇ ّﻻ‬ ّ‫ﺇ ّﻻ ﺃﻥ‬ ‫ ﺃﻣﺮ‬- ‫ ﻳﺄﻣُﺮ‬- ‫ﺃﻣﺮ‬ ‫ ﺃﻭﺍﻣﺮ‬- ‫ﺃﻣﺮ‬ ‫ ﺃﻣﻮﺭ‬- ‫ﺃﻣﺮ‬ ‫ﺃﻭﻝ ﺍﻷﻣﺮ‬ ‫ ﺃﻣﺮﺍﺀ‬- ‫ﺃﻣﻴﺮ‬ (‫ﺳﻤ ّﻮ ﺍﻷﻣﻴﺮ)ﺓ‬ ‫ ﺃﻣﻞ‬- ‫ ﻳﺄﻣَﻞ‬- ‫ﺃﻣﻞ‬ ‫ ﺁﻣﺎﻝ‬- ‫ﺃﻣﻞ‬ ‫ ﺗﺄﻣّﻞ‬- ‫ ﻳﺘﺄﻣّﻞ‬- ‫ﺗﺄﻣّﻞ‬ ‫ﺇﻥ‬ ‫ﻭ ﺇﻥ‬ ّ‫ﺇﻥ‬/ ّ‫ﺃﻥ‬ ّ‫ﻷﻥ‬ ‫ ﺃﻧﻮﻑ‬- ‫ﺃﻧﻒ‬ ‫ﺃﻧَﻔﺔ‬ ‫ ﺍﺳﺘﺌﻨﺎﻑ‬- ‫ ﻳﺴﺘﺄﻧﻒ‬- ‫ﺍﺳﺘﺄﻧﻒ‬ ‫ﺃﻧﺎﻗﺔ‬ ‫ﺃﻧﻴﻖ‬ ‫ ﺗﺄﻧﱡﻖ‬- ‫ ﻳﺘﺄﻧّﻖ‬- ‫ﺗﺄﻧّﻖ‬ ‫ﺇﳕّﺎ‬ 171 •

Arabic–English Glossary

‫ﺇﻧﺎﺀ‬

Vessel Vessel-s, pots and pans To qualify Qualification-s Educational qualifications, degree-s Resulted in, ended in Beginnings You should/ought to To go to (bed, home), to return to To go home To go to bed Email-s Proof-s, miracle-s, verse-s of the Qur’an That is, i.e., for, since Any Whichever, whoever, regardless of which/who

‫ ﺃﻭﺍﻧﻲ‬- ‫ﺁﻧﻴﺔ‬ ‫ ﺗﺄﻫﻴﻞ‬- ‫ ﻳﺆﻫّ ﻞ‬- ‫ﺃﻫّ ﻞ‬ ‫ ﻣﺆﻫﱢ ﻼﺕ‬- ‫ﻣﺆﻫﱢ ﻞ‬ ‫ﻣﺆﻫﱢ ﻼﺕ ﻋﻠﻤﻴﺔ‬ ‫ﻣﺂﻝ ﺇﻟﻰ‬/‫ ﺃﻭﻝ‬- ‫ ﻳﺆﻭﻝ‬- ‫ﺁﻝ‬ ‫ﺃﻭﺍﺋﻞ‬ ‫ﺃﻭﻟﻰ ﺑﻚ ﺃﻥ‬ ‫ﺇﻭﺍﺀ‬/ ّ‫ ﺃُﻭﻱ‬- ‫ ﻳﺄﻭﻱ‬- ‫ﺃﻭﻯ‬ ‫ﺃﻭﻯ ﺍﻟﺒﻴﺖ‬ ‫ﺃﻭﻯ )ﺇﻟﻰ( ﺍﻟﻔﺮﺍﺵ‬ ‫ ﺇﳝﻴﻼﺕ‬- ‫ﺇﳝﻴﻞ‬ ‫ ﺁﻳﺎﺕ‬- ‫ﺁﻳﺔ‬ … ‫أي‬ ‫ ﺃﻳّﺔ‬، ّ‫ﺃﻱ‬ ‫ﺃ ّﻳ ًﺎ‬

-‫ﺏ‬‫ ﺑُﺨﻞ‬- ‫ ﻳﺒﺨَ ﻞ‬- ‫ﺑﺨﻞ‬ Stingy ‫ ﺑُﺨﻼﺀ‬- ‫ﺑﺨﻴﻞ‬ To begin, to start ‫ ﺑﺪﺀ‬- ‫ ﻳﺒﺪﺃ‬- ‫ﺑﺪﺃ‬ Beginning-s ‫ ﺑﺪﺍﻳﺎﺕ‬- ‫ﺑﺪﺍﻳﺔ‬ In the beginning ‫ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ‬ Principle-s ‫ ﻣﺒﺎﺩﺉ‬- ‫ﻣﺒﺪﺃ‬ In principle ‫ﻣﺒﺪﺋﻴ ًﺎ‬ To initiate ‫ ﻣﺒﺎﺩﺭﺓ‬- ‫ ﻳﺒﺎﺩﺭ‬- ‫ﺑﺎﺩﺭ‬ Innovation not founded in Islamic law ‫ ِﺑﺪَﻉ‬- ‫ﺑِﺪﻋﺔ‬ Ornate ‫ﺑﺪﻳﻊ‬ Ornate literary style that began during the Abbasid period ‫ﺍﻟﺒﺪﻳﻊ‬ To innovate, to create ‫ ﺇﺑﺪﺍﻉ‬- ‫ ﻳﺒﺪﻉ‬- ‫ﺃﺑﺪﻉ‬ Instead of ‫ﺑﺪ َﻝ‬ Instead of ‫ﺑﺪ ًﻻ ﻣﻦ‬ To change, to exchange one thing for another ‫ ﺇﺑﺪﺍﻝ‬- ‫ ﻳﺒﺪﻝ‬- ‫ﺃﺑﺪﻝ‬ Housing allowance ‫ﺑﺪﻝ ﺳﻜﻦ‬ Alternative-s ‫ ﺑﺪﺍﺋﻞ‬- ‫ﺑﺪﻳﻞ‬ To be a miser/stingy

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Arabic–English Glossary Body-ies Fat To seem, to appear To squander Oranges Orange Mail, post Email Express mail Mail person, post person Post office To be prominent, to emerge Prominent To grate Grater To slow down, to be slow Slow To be late, to slow something down Belly-ies To be skillful Bulgur, cracked wheat To bless, to congratulate Blessing-s Our condolences, our sympathies Congratulations Congratulations Thank you (said when congratulated) To prove, to demonstrate Strong evidence, proof-s Complexion, skin To be cheerful/good-humored Cheerful, good-humored Eyesight, vision Insight, good judgement To see Onions

‫ ﺃﺑﺪﺍﻥ‬- ‫ﺑﺪﻥ‬ ‫ﺑﺪﻳﻦ‬ ‫ﺑُﺪ ّﻭ‬/‫ ﺑﺪﻭ‬- ‫ ﻳﺒﺪﻭ‬- ‫ﺑﺪﺍ‬ ‫ ﺗﺒﺬﻳﺮ‬- ‫ ﻳﺒﺬّﺭ‬- ‫ﺑﺬّﺭ‬ ‫ﺑُﺮﺗﻘﺎﻝ‬ ‫ﺑُﺮﺗﻘﺎﻟﻲ‬ ‫ﺑﺮﻳﺪ‬ ‫ﺑﺮﻳﺪ ﺇﻟﻜﺘﺮﻭﻧﻲ‬ ‫ﺑﺮﻳﺪ ﻋﺎﺟﻞ‬ ‫ﺳﺎﻋﻲ ﺍﻟﺒﺮﻳﺪ‬ ‫ﻣﻜﺘﺐ ﺍﻟﺒﺮﻳﺪ‬ ‫ ﺑﺮﻭﺯ‬- ‫ ﻳﺒﺮُﺯ‬- ‫ﺑﺮﺯ‬ ‫ﺑﺎﺭﺯ‬ ‫ ﺑﺮﺵ‬- ‫ ﻳﺒﺮُﺵ‬- ‫ﺑﺮﺵ‬ ‫ﻣِ ﺒﺮﺷﺔ‬ ‫ ﺑُﻂﺀ‬- ‫ ﻳﺒﻄُ ﺆ‬- ‫ﺑﻄُ ﺆ‬ ‫ ﺑﻄﻲﺀ ﺍﳊﺮﻛﺔ‬،‫ﺑﻄﻲﺀ‬ ‫ ﺇﺑﻄﺎﺀ‬- ‫ ﻳﺒﻄﺊ‬- ‫ﺃﺑﻄﺄ‬ ‫ ﺑُﻄﻮﻥ‬- ‫ﺑﻄﻦ‬ ‫ ﺑﺮﺍﻋﺔ‬- ‫ ﻳﺒﺮﻉ‬- ‫ﺑﺮﻉ‬ ‫ﺑُﺮﻏﻞ‬ ‫ ﻣﺒﺎﺭﻛﺔ‬- ‫ ﻳﺒﺎﺭﻙ‬- ‫ﺑﺎﺭﻙ‬ ‫ ﺑﺮﻛﺎﺕ‬- ‫ﺑﺮﻛﺔ‬ ‫ﺍﻟﺒﺮﻛﺔ ﻓﻴﻜﻢ‬ ‫ﻣﺒﺮﻭﻙ‬ … ‫ﺃﻟﻒ ﻣﺒﺮﻭﻙ ﻋﻠﻰ‬ ‫ﺍﻟﻠﱠﻪ ﻳﺒﺎﺭﻙ ﻓﻴﻚ‬ ‫ ﺑﺮﻫﻨﺔ‬- ‫ ﻳﺒﺮﻫِ ﻦ‬- ‫ﺑﺮﻫﻦ‬ ‫ ﺑﺮﺍﻫﲔ‬- ‫ﺑُﺮﻫﺎﻥ‬ ‫ﺑﺸﺮﺓ‬ ‫ ﺑﺸﺎﺷﺔ‬- ‫ِﺶ‬ ّ ‫ ﻳﺒ‬- ‫ﺑﺶ‬ ّ ‫ﺑﺸﻮﺵ‬ ‫ ﺃﺑﺼﺎﺭ‬- ‫ﺑﺼﺮ‬ ‫ ﺑﺼﺎﺋﺮ‬- ‫ﺑﺼﻴﺮﺓ‬ ‫ ﺇﺑﺼﺎﺭ‬- ‫ ﻳﺒﺼﺮ‬- ‫ﺃﺑﺼﺮ‬ ‫ﺑﺼﻞ‬

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Arabic–English Glossary Watermelon Duck Potatoes Hero-es Heroic To send, to resurrect Delegation-s Delegate, envoy To scatter Scattered After Shortly after, just after Dimension-s Somewhat To want, to desire In order to Should, ought to Parsley Cow-s Beef To remain Remainder, rest To keep To remain To keep, to retain Rather, instead To be soaked, drenched Mind To pay attention Indifference, disregard, nonchalance Okra Coffee beans Brown Violet Violet, purple To build

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‫ﺑﻄّ ﻴﺦ‬ ّ‫ﺑﻂ‬ ‫ﺑﻄﺎﻃﺎ‬ ‫ ﺃﺑﻄﺎﻝ‬- ‫ﺑﻄﻞ‬ ‫ﺑﻄﻮﻟﻲ‬ ‫ ﺑﻌﺚ‬- ‫ ﻳﺒﻌَﺚ‬- ‫ﺑﻌﺚ‬ ‫ ﺑِﻌﺜﺎﺕ‬- ‫ﺑِﻌﺜﺔ‬ ‫ﻣﺒﻌﻮﺙ‬ ‫ ﺑﻌﺜﺮﺓ‬- ‫ ﻳﺒﻌﺜِﺮ‬- ‫ﺑﻌﺜﺮ‬ ‫ﻣﺒﻌﺜﺮ‬ ‫ﺑﻌ َﺪ‬ ‫ُﺑﻌَﻴ َﺪ‬ ‫ ﺃﺑﻌﺎﺩ‬- ‫ﺑُﻌﺪ‬ ‫ﺑﻌﺾ ﺍﻟﺸﻲﺀ‬ ‫ﺑُﻐﻴﺔ‬/‫ ﺑُﻐﺎﺀ‬- ‫ ﻳﺒﻐﻲ‬- ‫ﺑﻐﻰ‬ ‫ ﻣﺼﺪﺭ‬+ ‫ﺑُﻐﻴ َﺔ‬ (‫ ﺇﻧﺒﻐﺎﺀ )ﺃﻥ‬- ‫ ﻳﻨﺒﻐﻲ‬- ‫ﺍﻧﺒﻐﻰ‬ ‫ﺑﻘﺪﻭﻧﺲ‬ ‫ﺃﺑﻘﺎﺭ‬/‫ ﺑﻘﺮ‬- ‫ﺑﻘﺮﺓ‬ ‫ ﺑﻘﺮﻱ‬،‫ﳊﻢ ﺍﻟﺒﻘﺮ‬ ‫ ﺑﻘﺎﺀ‬- ‫ ﻳﺒﻘﻰ‬- ‫ﺑﻘِ ﻲ‬ ‫ ﺑﻘﺎﻳﺎ‬- ‫ﺑﻘِ ﻴّﺔ‬ ‫ ﺇﺑﻘﺎﺀ‬- ‫ ﻳﺒﻘﻲ‬- ‫ﺃﺑﻘﻰ‬ ‫ ﺗﺒﻖﱟ‬- ‫ ﻳﺘﺒﻘّﻰ‬- ‫ﺗﺒﻘّﻰ‬ ‫ ﺍﺳﺘﺒﻘﺎﺀ‬- ‫ ﻳﺴﺘﺒﻘﻲ‬- ‫ﺍﺳﺘﺒﻘﻰ‬ ‫ﺑﻞ‬ ‫ ﺗﺒﻠّﻞ‬- ‫ ﻳﺘﺒﻠّﻞ‬- ‫ﺗﺒﻠّﻞ‬ ‫ﺑﺎﻝ‬ ‫ ﻣﺒﺎﻻﺓ‬- ‫ ﻳﺒﺎﻟﻲ‬- ‫ﺑﺎﻟﻰ‬ ‫ﺍﻟﻼﻣﺒﺎﻻﺓ‬ ‫ﺑﺎﻣﻴﺔ‬ ّ‫ﺑُﻦ‬ ‫ُﺑﻨّﻲ‬ ‫ﺑﻨﻔﺴﺞ‬ ‫ﺑﻨﻔﺴﺠﻲ‬ ‫ ﺑِﻨﺎﺀ‬- ‫ ﻳﺒﻨﻲ‬- ‫ﺑﻨﻰ‬

Arabic–English Glossary To fade, to grow dull Dull Joy, exuberance Owl-s To become, to spend the night However White Whiteness Whiten To appear To clarify, to explain, to demonstrate To become clear To disappear, to be absent, to be far To grow distant, to be far apart/different Different, distant Between While, whereas

‫ﺑﻬﻮﺕ‬/‫ ﺑﻬﺖ‬- ‫ ﻳﺒﻬُﺖ‬- ‫ﺑﻬﺖ‬ ‫ﺑﺎﻫﺖ‬ ‫ﺑﻬﺠﺔ‬ ‫ﺃﺑﻮﺍﻡ‬/‫ ﺑﻮﻡ‬- ‫ﺑﻮﻣﺔ‬ ‫ ﻳﺒﻴﺖ‬- ‫ﺑﺎﺕ‬ ّ‫ﺑَﻴ َﺪ ﺃﻥ‬ ‫ﺃﺑﻴﺾ‬ ‫ﺑﻴﺎﺽ‬ ‫ ﺍﺑﻴﻀﺎﺽ‬- ‫ﻳﺒﻴﺾ‬ ّ - ‫ﺍﺑﻴﺾ‬ ّ ‫ ﺑﻴﺎﻥ‬- ‫ ﻳﺒﺎﻥ‬- ‫ﺑﺎﻥ‬ ‫ ﺗﺒﻴﲔ‬- ‫ﻳﺒﲔ‬ ّ - ‫ﺑﲔ‬ ّ ‫ﺗﺒﲔ‬ ّ - ‫ﻳﺘﺒﲔ‬ ّ - ‫ﺗﺒﲔ‬ ّ ‫ﺑﻴﻨﻮﻧﺔ‬/‫ ﺑﲔ‬- ‫ ﻳﺒﲔ‬- ‫ﺑﺎﻥ‬ ‫ ﺗﺒﺎﻳﻦ‬- ‫ ﻳﺘﺒﺎﻳﻦ‬- ‫ﺗﺒﺎﻳﻦ‬ ‫ﻣﺘﺒﺎﻳﻦ‬ ‫ﺑﲔ‬ ‫ﺑﻴﻨﻤﺎ‬

-‫ﺕ‬Translation, biography Biography-ies, translation-s Apples To follow, come after, recite the Qur’an Dates Tamarind seed To end, to be completed/done/finished Completely To complete/finish Mulberry

‫ ﺗﺮﺟﻤﺔ‬- ‫ ﻳﺘﺮﺟﻢ‬- ‫ﺗﺮﺟﻢ‬ ‫ﺗﺮﺍﺟﻢ‬ ِ - ‫ﺗﺮﺟﻤﺔ‬ ‫ُﺗﻔّﺎﺡ‬ ‫ ﺗِﻼﻭﺓ‬- ‫ ﻳﺘﻠﻮ‬- ‫ﺗﻼ‬ ‫ﲤﺮ‬ ‫ﲤﺮ ﻫﻨﺪﻱ‬ ‫ ﲤﺎﻡ‬- ‫ ﻳ ِﺘ ّﻢ‬- ‫ﰎ‬ ّ ‫ﲤﺎﻣ ًﺎ‬ ‫ ﺇﲤﺎﻡ‬- ‫ ﻳﺘ ّﻢ‬- ‫ﰎ‬ ّ ‫ﺃ‬ ‫ﺗﻮﺕ‬

-‫ﺙ‬To be anchored, to be proven Anchored, proven To prove

‫ ﺛﺒﺎﺕ‬- ‫ ﻳﺜﺒُﺖ‬- ‫ﺛﺒﺖ‬ ‫ﺛﺎﺑﺖ‬ ‫ ﺇﺛﺒﺎﺕ‬- ‫ ﻳﺜﺒﺖ‬- ‫ﺃﺛﺒﺖ‬

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Arabic–English Glossary Breast-s Wealth, fortune-s Rich, wealthy Culture-s To educate Educating himself Intellectual, educated Heavy Boring Snow, ice Refrigerator Triangle, triangular Then There is Price-s Pricy, valuable During To exclude Except, with the exception of, apart from As Garlic Clove of garlic

‫ ﺃﺛﺪﺍﺀ‬- ‫ﺛﺪﻱ‬ ‫ ﺛﺮﻭﺍﺕ‬- ‫ﺛﺮﻭﺓ‬ ‫ ﺃﺛﺮﻳﺎﺀ‬- ّ‫ﺛﺮﻱ‬ ‫ ﺛﻘﺎﻓﺎﺕ‬- ‫ﺛﻘﺎﻓﺔ‬ ‫ ﺗﺜﻘﻴﻒ‬- ‫ ﻳﺜﻘّﻒ‬- ‫ﺛﻘّﻒ‬ ‫ﺗﺜﻘﻴﻒ ﺫﺍﺗﻪ‬ ‫ﻣُﺜﻘّﻒ‬ ‫ﺛﻘﻴﻞ‬ ‫ﺛﻘﻴﻞ ﺍﻟﺪﻡ‬ ‫ﺛﻠﺞ‬ ‫ﺛﻼّﺟﺔ‬ ‫ﻣﺜﻠّﺚ‬ ‫ُﺛ ّﻢ‬ ‫ َﺛ ّﻤ َﺔ‬،ّ‫َﺛﻢ‬ ‫ ﺃﺛﻤﺎﻥ‬- ‫ﺛﻤﻦ‬ ‫ﺛﻤﲔ‬ ‫ﺃﺛﻨﺎ َﺀ‬ ‫ ﺍﺳﺘﺜﻨﺎﺀ‬- ‫ ﻳﺴﺘﺜﻨﻲ‬- ‫ﺇﺳﺘﺜﻨﻰ‬ ‫ﻣﺼﺪﺭ‬/‫ﺿﻤﻴﺮ‬/‫ ﺍﺳﻢ‬+ ‫ﺑﺎﺳﺘﺜﻨﺎﺀ‬ ‫ﲟﺜﺎﺑﺔ‬ ‫ﺛﻮﻡ‬ ‫ﺳﻦّ ﺛﻮﻡ‬

-‫ﺝ‬Cheese Pickled Halloum cheese Forehead-s Corpse-s, cadaver-s Corpse-s You should/ought to Worthiness, aptitude, merit Deservedly Able It is worth mentioning that Wall-s

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‫ ِﺟﺒﻨﺔ‬،‫ِﺟﱭ‬ ‫ﺟﺒﻨﺔ ﺍﳊﻠﻮﻡ ﺍﳌﻜﺪﻭﺳﺔ‬ ‫ﺟُ ُﱭ‬/‫ﺃﺟﺒﻨﺔ‬/‫ﺃﺟﱭ‬ ُ - ‫ﺟﺒﲔ‬ ‫ ﺟُ ﺜﺚ‬- ‫ﺟُ ﺜّﺔ‬ ‫ﺟُ ﺜﻤﺎﻥ‬ ‫ﻳﺠﺪﺭ ﺑﻚ ﺃﻥ‬ ‫ﺟﺪﺍﺭﺓ‬ ‫ﻋﻦ ﺟﺪﺍﺭﺓ‬ ‫ﺟﺪﻳﺮ‬ ّ‫ﻣﻦ ﺍﳉﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ‬ ‫ ﺟُ ﺪﺭﺍﻥ‬- ‫ِﺟﺪﺍﺭ‬

Arabic–English Glossary To try, to experiment Experience-s, experiment-s To pull, drag, entail Due to To result from To run, happen, occur Carrots Body-ies To embody Body-ies To be awe-inspiring, majestic, dignified Evident, clear To become clear, apparent To gather All together Association-s Society-ies To reach consensus, to agree unanimously Beauty Beautiful Side-s, aspect-s Aside To avoid Heaven-s Effort-s To strive, exert effort Legislating new Islamic laws Diligent Neighboring area Next to, neighboring Field-s, area-s Essence, core, substance Pearl-s, jewelry In its essence, essentially, in its core Essential, substantial To come

‫ ﲡﺮﻳﺐ‬- ‫ ﻳﺠﺮّﺏ‬- ‫ﺟﺮّﺏ‬ ‫ ﲡﺎﺭﺏ‬- ‫ﲡﺮﺑﺔ‬ ‫ ﺟ ّﺮ‬- ‫ ﻳﺠ ّﺮ‬- ‫ﺟ ّﺮ‬ ‫ ﻣﻦ ﺟﺮّﺍﺀ‬،َ‫ﺟﺮّﺍﺀ‬ (‫ ﺍﳒﺮﺍﺭ )ﻋﻦ‬- ‫ ﻳﻨﺠ ّﺮ‬- ‫ﺍﳒ ّﺮ‬ ‫ ﺟﺮﻱ‬- ‫ ﻳﺠﺮﻱ‬- ‫ﺟﺮﻯ‬ ‫ﺟﺰﺭ‬ ‫ ﺃﺟﺴﺎﺩ‬- ‫ﺟﺴﺪ‬ ‫ ﲡﺴﻴﺪ‬- ‫ﻳﺠﺴﺪ‬ ّ - ‫ﺟﺴﺪ‬ ّ ‫ ﺃﺟﺴﺎﻡ‬- ‫ﺟﺴﻢ‬ ‫ ﺟﻼﻝ‬- ّ‫ ﻳﺠُ ﻞ‬- ّ‫ﺟﻞ‬ ّ‫ﺟﻠﻲ‬ ‫ ﲡﻞﱟ‬- ‫ ﻳﺘﺠﻠّﻰ‬- ‫ﲡﻠّﻰ‬ ‫ ﺟﻤﻊ‬- ‫ ﻳﺠﻤَﻊ‬- ‫ﺟﻤﻊ‬ ‫ﺟﻤﻴﻌ ًﺎ‬ ‫ ﺟﻤﻌﻴّﺎﺕ‬- ‫ﺟﻤﻌﻴّﺔ‬ ‫ ﻣﺠﺘﻤﻌﺎﺕ‬- ‫ﻣﺠﺘﻤﻊ‬ ‫ ﺇﺟﻤﺎﻉ‬- ‫ ﻳﺠﻤﻊ‬- ‫ﺃﺟﻤﻊ‬ ‫ﺟﻤﺎﻝ‬ ‫ﺟﻤﻴﻞ‬ ‫ ﺟﻮﺍﻧﺐ‬- ‫ﺟﺎﻧﺐ‬ ‫ﺟﺎﻧﺒ ًﺎ‬ ‫ ﲡﻨّﺐ‬- ‫ ﻳﺘﺠﻨّﺐ‬- ‫ﲡﻨّﺐ‬ ‫ ﺟﻨّﺎﺕ‬- ‫ﺟﻨّﺔ‬ ‫ ﺟُ ﻬﻮﺩ‬- ‫ﺟُ ﻬﺪ‬ ‫ ﺍﺟﺘﻬﺎﺩ‬- ‫ ﻳﺠﺘﻬﺪ‬- ‫ﺍﺟﺘﻬﺪ‬ ‫ﺍﻹﺟﺘﻬﺎﺩ‬ ‫ﻣُﺠﺘﻬﺪ‬ ‫ﺟﻮِ ﺍﺭ‬ ‫ﺑﺠﻮﺍﺭ‬ ‫ ﻣﺠﺎﻻﺕ‬- ‫ﻣﺠﺎﻝ‬ ‫ﺟﻮﻫﺮ‬ ‫ ﺟﻮﺍﻫِ ﺮ‬- ‫ﺟﻮﻫﺮﺓ‬ ‫ﻓﻲ ﺟﻮﻫﺮﻩ‬ ‫ﺟﻮﻫﺮﻱ‬ ‫ ﻣﺠﻲﺀ‬- ‫ ﻳﺠﻲﺀ‬- ‫ﺟﺎﺀ‬

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Arabic–English Glossary

-‫ﺡ‬Until, even, in order to Even if, even though To veil, cover Veil, cover Eyebrow-s To go on pilgrimage Pilgrim-s Said when someone returns from pilgrimage Proof-s To protest Size-s In the size of To happen, occur Event-s To talk The Prophet’s sayings Recent, modern Modernity Tale-s Accident-s To limit, set boundaries, sharpen Limit-s, edge-s, boundary-ies To determine, set Sharp To stare To defy, to challenge To warn Freedom-s Free To free, emancipate Hot, warm, spicy To deprive To forbid Sanctuary, wife

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‫ﺣﺘّﻰ‬ ‫ ﺣﺘّﻰ ﻭ ﻟﻮ‬،‫ﺣﺘّﻰ ﻭ ﺇﻥ‬ ‫ ﺣﺠﺐ‬- ‫ ﻳﺤﺠﺐ‬- ‫ﺣﺠﺐ‬ ‫ﺣﺠﺎﺏ‬ ‫ ﺣﻮﺍﺟﺐ‬- ‫ﺣﺎﺟﺐ‬ ّ‫ ﺣﺞ‬- ّ‫ ﻳﺤُ ﺞ‬- ّ‫ﺣﺞ‬ ‫ ﺣﺠﻴﺞ‬- ‫ﺣﺎﺝ‬ (‫ﺣﺞّ ﻣﺒﺮﻭﺭ )ﻭ ﺫﻧﺐ ﻣﻐﻔﻮﺭ‬ ‫ ﺣُ ﺠﺞ‬- ‫ﺣُ ﺠّ ﺔ‬ (‫ ﺍﺣﺘﺠﺎﺝ )ﻋﻠﻰ‬- ّ‫ ﻳﺤﺘﺞ‬- ّ‫ﺍﺣﺘﺞ‬ ‫ ﺃﺣﺠﺎﻡ‬- ‫ﺣﺠﻢ‬ ‫ﺑﺤﺠﻢ‬ ‫ ﺣُ ﺪﻭﺙ‬- ‫ ﻳﺤﺪُﺙ‬- ‫ﺣﺪﺙ‬ ‫ ﺃﺣﺪﺍﺙ‬- ‫ﺣﺪﺙ‬ ‫ ﺣﺪﻳﺚ‬- ‫ ﻳﺤﺪّﺙ‬- ‫ﺣﺪّﺙ‬ ‫ﺍﳊﺪﻳﺚ‬ ‫ﺣﺪﻳﺚ‬ ‫ﺍﳊﺪﺍﺛﺔ‬ ‫ ﺣﺪّﻭﺛﺎﺕ‬- ‫ﺣﺪّﻭﺛﺔ‬ ‫ ﺣﻮﺍﺩﺙ‬- ‫ﺣﺎﺩﺙ‬ ‫ ﺣ ّﺪ‬- ‫ ﻳﺤُ ّﺪ‬- ‫ﺣ ّﺪ‬ ‫ ﺣُ ﺪﻭﺩ‬- ‫ﺣ ّﺪ‬ ‫ ﻳﺤﺪّﺩ‬- ‫ﺣﺪّﺩ‬ ‫ﺣﺎ ّﺩ‬ ‫ ﲢﺪﻳﻖ‬- ‫ ﻳﺤﺪّﻕ‬- ‫ﺣﺪّﻕ‬ ‫ ﲢ ﱟﺪ‬- ‫ ﻳﺘﺤﺪّﻯ‬- ‫ﲢﺪّﻯ‬ ‫ ﲢﺬﻳﺮ‬- ‫ ﻳﺤﺬّﺭ‬- ‫ﺣﺬّﺭ‬ ‫ ﺣﺮّﻳﺎﺕ‬- ‫ﺣﺮّﻳﺔ‬ ‫ ﺃﺣﺮﺍﺭ‬- ‫ﺣُ ّﺮ‬ ‫ ﲢﺮﻳﺮ‬- ‫ ﻳﺤﺮّﺭ‬- ‫ﺣﺮّﺭ‬ ‫ﺣﺎ ّﺭ‬ ‫ ِﺣﺮﻣﺎﻥ‬- ‫ ﻳﺤﺮِ ﻡ‬- ‫ﺣﺮﻡ‬ ‫ ﲢﺮﱘ‬- ‫ ﻳﺤﺮّﻡ‬- ‫ﺣﺮّﻡ‬ ‫ﺣَ ﺮَﻡ‬

Arabic–English Glossary Harem Forbidden by Islamic law To respect Esteemed, respected, respectable Party-ies To cut, tear a muscle internally, bruise, groove To calculate To hold accountable, to account for Accountant Computer-s Regret, remorse To regret To be beautiful/good To improve To do good deeds, to do something well Well done! To be pleased with, find something

‫ﺣﺮﱘ‬ ‫ﺣﺮﺍﻡ‬ ‫ ﺍﺣﺘﺮﺍﻡ‬- ‫ ﻳﺤﺘﺮﻡ‬- ‫ﺍﺣﺘﺮﻡ‬ (‫ﻣﺤﺘﺮﻡ)ﺓ‬ ‫ ﺃﺣﺰﺍﺏ‬- ‫ِﺣﺰﺏ‬ ‫ ﺣ ّﺰ‬- ‫ ﻳﺤُ ّﺰ‬- ‫ﺣ ّﺰ‬ ‫ ﺣﺴﺎﺏ‬- ‫ﻳﺤﺴﺐ‬ ِ - ‫ﺣﺴﺐ‬ ‫ ﻣﺤﺎﺳﺒﺔ‬- ‫ ﻳﺤﺎﺳﺐ‬- ‫ﺣﺎﺳﺐ‬ ‫ﻣﺤﺎﺳﺐ‬ ‫ ﺣﻮﺍﺳﻴﺐ‬- ‫ﺣﺎﺳﻮﺏ‬ ‫ﺣﺴﺮﺓ‬ ‫ﲢﺴﺮ‬ ّ - ‫ﻳﺘﺤﺴﺮ‬ ّ - ‫ﲢﺴﺮ‬ ّ ‫ ﺣُ ﺴﻦ‬- ‫ ﻳﺤﺴﻦ‬- ‫ﺣﺴﻦ‬ ُ ‫ ﲢﺴﲔ‬- ‫ﻳﺤﺴﻦ‬ ّ - ‫ﺣﺴﻦ‬ ّ ‫ ﺇﺣﺴﺎﻥ‬- ‫ ﻳﺤﺴﻦ‬- ‫ﺃﺣﺴﻦ‬ ! َ‫ﺃﺣﺴﻨﺖ‬ ‫ ﺍﺳﺘﺤﺴﺎﻥ‬- ‫ ﻳﺴﺘﺤﺴﻦ‬- ‫ﺍﺳﺘﺤﺴﻦ‬

to one’s liking It is better to/that, it is preferable to/that It is better to/that Positive aspects, qualities, advantages To stuff Stuffing Stuffed zucchini Apart from, except, save for To avoid To prohibit, to force an embargo Prohibited To encourage, give an incentive, urge Incentive-s To get ready to pounce Right-s Truth-s To rule, judge Sentence-s, judgement-s, rule-s Due to, by virtue of

‫ﻳُﺴﺘﺤﺴﻦ ﺃﻥ‬ ‫ﻣﻦ ﺍﳌﺴﺘﺤﺴﻦ ﺃﻥ‬ ‫ﻣﺤﺎﺳﻦ‬ ِ ‫ ﺣﺸﻮ‬- ‫ ﻳﺤﺸﻮ‬- ‫ﺣﺸﺎ‬ ‫ﺣﺸﻮﺓ‬ ‫ﻛﻮﺳﺔ ﻣﺤﺸﻲ‬ ‫ﺣﺎﺷﺎ‬ ‫ﲢﺎﺵ‬ ٍ - ‫ ﻳﺘﺤﺎﺷﻰ‬- ‫ﲢﺎﺷﻰ‬ ‫ ﺣﻈﺮ‬- ‫ ﻳﺤﻈﺮ‬- ‫ﺣﻈﺮ‬ ‫ﻣﺤﻈﻮﺭ‬ ‫ ﺣﻔﺰ‬- ‫ ﻳﺤﻔِ ﺰ‬- ‫ﺣﻔﺰ‬ ‫ ﺣﻮﺍﻓِ ﺰ‬- ‫ﺣﺎﻓﺰ‬ ‫ ﲢﻔﱡﺰ‬- ‫ ﻳﺘﺤﻔّﺰ‬- ‫ﲢﻔّﺰ‬ ‫ ﺣُ ﻘﻮﻕ‬- ّ‫ﺣﻖ‬ ‫ ﺣﻘﺎﺋﻖ‬- ‫ﺣﻘﻴﻘﺔ‬ ‫ ﺣﻜﻢ‬- ‫ ﻳﺤﻜُ ﻢ‬- ‫ﺣﻜﻢ‬ ‫ ﺃﺣﻜﺎﻡ‬- ‫ﺣُ ﻜﻢ‬ ‫ﺑﺤﻜﻢ‬

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Arabic–English Glossary To tell a story Story-ies To solve, resolve a problem, dissolve Solutions-s Allowed by Islamic law To become sweet To have qualities, to be adorned with Red Redness To redden, blush To be zealous, ardent, enthusiastic Zealous, ardent, enthusiastic Chickpeas, chickpea paste To toast To carry Graduate, holding a degree To gaze, stare Wheat To bend Bend, curve Need-s In need of As necessary, as needed To surround, encircle, have good command of Wall-s Around, about Approximately State-s, condition-s As soon as Immediately, at once Current Currently To contain Content-s Towards When When

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‫ ﺣﻜﺎﻳﺔ‬- ‫ ﻳﺤﻜﻲ‬- ‫ﺣﻜﻰ‬ ‫ ﺣﻜﺎﻳﺎﺕ‬- ‫ﺣﻜﺎﻳﺔ‬ ّ‫ ﺣﻞ‬- ّ‫ ﻳﺤُ ﻞ‬- ّ‫ﺣﻞ‬ ‫ ﺣُ ﻠﻮﻝ‬- ّ‫ﺣﻞ‬ ‫ﺣﻼﻝ‬ ‫ ﺣﻼﻭﺓ‬- ‫ ﻳﺤﻠﻮ‬- ‫ﺣﻼ‬ ‫ ﲢﻞﱟ ﺑـ‬- ‫ ﻳﺘﺤﻠّﻰ‬- ‫ﲢﻠّﻰ‬ ‫ﺃﺣﻤﺮ‬ ‫ﺣُ ﻤﺮﺓ‬ ‫ ﺍﺣﻤﺮﺍﺭ‬- ‫ ﻳﺤﻤ ّﺮ‬- ‫ﺍﺣﻤ ّﺮ‬ ‫ ﲢﻤّﺲ‬- ‫ ﻳﺘﺤﻤّﺲ‬- ‫ﲢﻤّﺲ‬ ‫ﻣﺘﺤﻤﱢﺲ‬ ‫ﺣﻤّﺺ‬ ‫ ﲢﻤﻴﺺ‬- ‫ ﻳﺤﻤّﺺ‬- ‫ﺣﻤّﺺ‬ ‫ ﺣﻤﻞ‬- ‫ ﻳﺤﻤِ ﻞ‬- ‫ﺣﻤﻞ‬ ‫ﺣﺎﻣﻞ ﺷﻬﺎﺩﺓ‬ ‫ ﺣﻤﻠﻘﺔ‬- ‫ ﻳﺤﻤﻠﻖ‬- ‫ﺣﻤﻠﻖ‬ ‫ِﺣﻨﻄﺔ‬ ‫ ﺍﻧﺤﻨﺎﺀ‬- ‫ ﻳﻴﺤﻨﻲ‬- ‫ﺍﻧﺤﻨﻰ‬ ‫ﺍﻧﺤﻨﺎﺀﺓ‬ ‫ﺣﺎﺟﻴﺎﺕ‬/‫ ﺣﺎﺟﺎﺕ‬- ‫ﺣﺎﺟﺔ‬ ‫ﺑﺤﺎﺟﺔ ﺇﻟﻰ‬ ‫ﺣﺴﺐ ﺍﳊﺎﺟﺔ‬ ‫ ﺇﺣﺎﻃﺔ ﺑـ‬- ‫ ﻳﺤﻴﻂ‬- ‫ﺃﺣﺎﻁ‬ ‫ ﺣﻴﻄﺎﻥ‬- ‫ﺣﺎﺋﻂ‬ ‫ﺣﻮ َﻝ‬ ‫ﺣﻮﺍﻟﻲ‬ ‫ ﺃﺣﻮﺍﻝ‬- ‫ﺣﺎﻝ‬ ‫ﺣﺎﳌﺎ‬ ‫ ﺣﺎ ًّﻻ‬،‫ﻓﻲ ﺍﳊﺎﻝ‬ ‫ﺣﺎﻟﻲ‬ ‫ﺣﺎﻟ ّﻴ ًﺎ‬ ‫ ﺍﺣﺘﻮﺍﺀ ﻋﻠﻰ‬- ‫ ﻳﺤﺘﻮﻱ‬- ‫ﺍﺣﺘﻮﻯ‬ ‫ ﻣﺤﺘﻮﻳﺎﺕ‬- ‫ﻣﺤﺘﻮﻯ‬ ‫ﺣﻴﺎ َﻝ‬ ‫ﲔ‬ َ ‫ﺣ‬ ‫ ﻓﻌﻞ‬+ ‫ﺣﻴﻨﻤﺎ‬

Arabic–English Glossary

‫ ﺃﺣﻴﺎﻥ‬- ‫ﺣﲔ‬ ‫ﻓﻲ ﺣﲔ‬ ‫ ﲢﻴّﺔ‬- ‫ ﻳُﺤﻴّﻲ‬- ‫ﺣﻴّﺎ‬ ‫ ﲢﻴّﺎﺕ‬- ‫ﲢﻴّﺔ‬ ‫ﲢﻴّﺔ ﻃﻴّﺒﺔ‬

Moment-s Whereas, while Greet, salute Greeting-s, salutation-s Greetings

-‫ﺥ‬‫ﺃﻭﺍﺧﺮ‬ Slyness, wickedness ‫ﺧُ ﺒﺚ‬ Wicked, sly ‫ﺧﺒﻴﺚ‬ To experience, to know first hand, to have expertise in ‫ ﺧﺒﺮﺓ‬- ‫ ﻳﺨﺒُﺮ‬- ‫ﺧﺒﺮ‬ Experience, expertise ‫ِﺧﺒﺮﺓ‬ Expert-s ‫ ﺧُ ﺒﺮﺍ ِﺀ‬- ‫ﺧﺒﻴﺮ‬ To seal, conclude, stamp ‫ ﺧﺘﻢ‬- ‫ ﻳﺨﺘِﻢ‬- ‫ﺧﺘﻢ‬ Conclusion ‫ﺧﺎﲤﺔ‬ To conclude, finally ‫ِﺧﺘﺎﻣ ًﺎ‬ Cheek-s ‫ ﺧُ ﺪﻭﺩ‬- ‫ﺧ ّﺪ‬ Tale-s, imaginary tale-s ‫ ﺧﺮﺍﻓﺎﺕ‬- ‫ﺧﺮﺍﻓﺔ‬ Sheep ‫ ِﺧﺮﻓﺎﻥ‬- ‫ﺧﺮﻭﻑ‬ Lamb, mutton ‫ﳊﻢ ﺍﳋﺮﻭﻑ‬ To pierce, violate, breach ‫ ﺧﺮﻕ‬- ‫ ﻳﺨﺮِ ﻕ‬- ‫ﺧﺮﻕ‬ Rag-s ‫ ِﺧﺮﻕ‬- ‫ِﺧﺮﻗﺔ‬ Piercing, unusual, exceptional, outstanding ‫ﺧﺎﺭﻕ‬ To pierce ‫ ﺍﺧﺘﺮﺍﻕ‬- ‫ ﻳﺨﺘﺮﻕ‬- ‫ﺍﺧﺘﺮﻕ‬ Violation-s of the law ‫ ﺍﺧﺘﺮﺍﻗﺎﺕ ﻟﻠﻘﺎﻧﻮﻥ‬- ‫ﺍﺧﺘﺮﺍﻕ‬ Lettuce ‫ﺧﺲ‬ ّ Rough, coarse ‫ﺧﺸﻦ‬ ِ Roughness, coarseness ‫ﺧُ ﺸﻮﻧﺔ‬ To fear ‫ ِﺧﺸﻴﺔ‬- ‫ ﻳﺨﺸﻰ‬- ‫ﺧﺸﻲ‬ ِ Waist-s ‫ ﺧُ ﺼﻮﺭ‬- ‫ﺧﺼﺮ‬ To shorten, to summarize ‫ ﺍﺧﺘﺼﺎﺭ‬- ‫ ﻳﺨﺘﺼﺮ‬- ‫ﺍﺧﺘﺼﺮ‬ Summary, synopsis ‫ﻣﺨﺘﺼﺮ‬ In short ‫ﺑﺎﺧﺘﺼﺎﺭ‬ Quality-ies in character ‫ ِﺧﺼﺎﻝ‬- ‫ﺧﺼﻠﺔ‬ To quarrel, contend, litigate, dispute ‫ ﺧﺼﺎﻡ‬- ‫ ﻳﺨﺎﺻﻢ‬- ‫ﺧﺎﺻﻢ‬ Opponent, party-ies in a dispute ‫ ﺧُ ﺼﻮﻡ‬- ‫ﺧﺼﻢ‬ Towards the end of, the end

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Arabic–English Glossary Green Greenness, lushness To become green, lush Vegetables To get engaged/ask for the hand of someone Fiancé, speaker, orator Fiancée, speaker, orator Danger-s Seriousness, gravity, significance Dangerous, serious, important Mind-s, thought-s To pace, step Step-s, pace-s To step/go/be beyond To lower To diminish, decrease, go down Low Light Funny To be hidden, unseen Hidden Mind, conscience To become pure Pure, sincere Essence, gist To be sincere/faithful/honest Sincerely, Yours The most sincere expressions of … To succeed someone Khalif-s, successor-s To differ, disagree, break the law To differ Different To create Values, ethics Creative During

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‫ﺃﺧﻀﺮ‬ ‫ﺧُ ﻀﺮﺓ‬ ‫ ﺍﺧﻀﺮﺍﺭ‬- ‫ ﻳﺨﻀ ّﺮ‬- ‫ﺍﺧﻀ ّﺮ‬ ‫ﺧُ ﻀﺮﻭﺍﺕ‬/‫ﻀﺮ‬ َ ُ‫ﺧ‬ ‫ ﺧﻄﻮﺑﺔ‬- ‫ ﻳﺨﻄُ ﺐ‬- ‫ﺧﻄﺐ‬ ‫ﺧﻄﻴﺐ‬ ‫ﺧﻄﻴﺒﺔ‬ ‫ ﺃﺧﻄﺎﺭ‬- ‫ﺧﻄﺮ‬ ‫ﺧﻄﻮﺭﺓ‬ ‫ﺧﻄﻴﺮ‬ ‫ﺧﻮﺍﻃﺮ‬ ِ - ‫ﺧﺎﻃﺮ‬ ‫ ﺧﻄﻮ‬- ‫ ﻳﺨﻄﻮ‬- ‫ﺧﻄﺎ‬ ‫ ﺧﻄﻮﺍﺕ‬- ‫ﺧﻄﻮﺓ‬ ‫ ﺗﺨﻂﱢ‬- ‫ ﻳﺘﺨﻄّ ﻰ‬- ‫ﺗﺨﻄّ ﻰ‬ ‫ ﺧﻔﺾ‬- ‫ ﻳﺨﻔِ ﺾ‬- ‫ﺧﻔﺾ‬ ‫ ﺍﻧﺨﻔﺎﺽ‬- ‫ ﻳﻨﺨﻔﺾ‬- ‫ﺍﻧﺨﻔﺾ‬ ‫ﻣُﻨﺨﻔﺾ‬ ‫ﺧﻔﻴﻒ‬ ‫ﺧﻔﻴﻒ ﺍﻟﺪﻡ‬ ‫ ﺧﻔﺎﺀ‬- ‫ ﻳﺨﻔﻰ‬- ‫ﺧﻔِ ﻲ‬ ّ‫ﺧﻔِ ﻲ‬ ‫َﺧﻠﺪ‬ ‫ ﺧﻠﻮﺹ‬- ‫ ﻳﺨﻠُﺺ‬- ‫ﺧﻠﺺ‬ ‫ﺧﺎﻟِﺺ‬ ‫ﺧُ ﻼﺻﺔ‬ ‫ ﺇﺧﻼﺹ‬- ‫ ﻳﺨﻠﺺ‬- ‫ﺃﺧﻠﺺ‬ ‫ﺍﳌﺨﻠﺺ‬ … ‫ﺃﺧﻠﺺ ﻋﺒﺎﺭﺍﺕ‬ ‫ ﺧﻼﻓﺔ‬- ‫ ﻳﺨﻠِﻒ‬- ‫ﺧﻠﻒ‬ ‫ ﺧُ ﻠﻔﺎﺀ‬- ‫ﺧﻠﻴﻔﺔ‬ ‫ ﻣﺨﺎﻟﻔﺔ‬- ‫ ﻳﺨﺎﻟﻒ‬- ‫ﺧﺎﻟﻒ‬ ‫ ﺍﺧﺘﻼﻑ‬- ‫ ﻳﺨﺘﻠﻒ‬- ‫ﺍﺧﺘﻠﻒ‬ ‫ﻣﺨﺘﻠﻒ‬ ‫ ﺧﻠﻖ‬- ‫ ﻳﺨﻠِﻖ‬- ‫ﺧﻠﻖ‬ ‫ ﺃﺧﻼﻕ‬- ‫ﺧُ ﻠﻖ‬ ‫ﺧﻼّﻕ‬ ‫ﺧﻼ َﻝ‬

Arabic–English Glossary To dedicate time to, to find time for, to be by oneself Except, apart from Devoid of, deserted Good Better than To give some a choice To choose Choice-s Cucumbers Horses To imagine Imaginary To seem Imaginative faculties Vanity

‫ ﺧُ ﻠ ّﻮ ﻟـ‬- ‫ ﻳﺨﻠﻮ‬- ‫ﺧﻼ‬ ‫)ﻣﺎ( ﺧﻼ‬ (‫ﺧﺎﻝ )ﻣﻦ‬ ٍ ‫ﺧﻴﺮ‬ ‫ﺧﻴﺮ ﻣﻦ‬ ‫ ﺗﺨﻴﻴﺮ‬- ‫ ﻳﺨﻴّﺮ‬- ‫ﺧﻴّﺮ‬ ‫ ﺍﺧﺘﻴﺎﺭ‬- ‫ ﻳﺨﺘﺎﺭ‬- ‫ﺍﺧﺘﺎﺭ‬ ‫ ﺧﻴﺎﺭﺍﺕ‬- ‫ﺧﻴﺎﺭ‬ ‫ﺧﻴﺎﺭ‬ ‫ ﺧُ ﻴﻮﻝ‬،‫ﺧﻴﻞ‬ ‫ ﺧﻴﺎﻝ‬- ‫ ﻳﺨﺎﻝ‬- ‫ﺧﺎﻝ‬ ‫ﺧﻴﺎﻟﻲ‬ … ‫ﺧُ ﻴّﻞ ﻟـ‬ ‫ﻣُﺨﻴّﻠﺔ‬ ‫ﺧﻴﻼﺀ‬

-‫ﺩ‬Molasses Chicken Degree-s, grade-s To grasp, catch up, comprehend To invite Invitation-s Invited, guest Invitation card Publicity, propaganda To pay, push Cannon-s To bury Buried, hidden Dark color To guide, to direct, to indicate To demonstrate, to prove Proof-s, guide-s Denotation-s Blood

‫ﺩﺑﺲ‬ ‫ﺩﺟﺎﺝ‬ ‫ ﺩﺭﺟﺎﺕ‬- ‫ﺩﺭﺟﺔ‬ ‫ ﺇﺩﺭﺍﻙ‬- ‫ ﻳﺪﺭﻙ‬- ‫ﺃﺩﺭﻙ‬ ‫ ﺩﻋﻮﺓ‬- ‫ ﻳﺪﻋﻮ‬- ‫ﺩﻋﺎ‬ ‫ ﺩﻋﻮﺍﺕ‬- ‫ﺩﻋﻮﺓ‬ ‫ﻣﺪﻋُ ّﻮ‬ ‫ﺑﻄﺎﻗﺔ ﺩﻋﻮﺓ‬ ‫ﺩﻋﺎﻳﺔ‬ ‫ ﺩﻓﻊ‬- ‫ ﻳﺪﻓَﻊ‬- ‫ﺩﻓﻊ‬ ‫ ﻣﺪﺍﻓﻊ‬- ‫ﻣِ ﺪﻓﻊ‬ ‫ ﺩﻓﻦ‬- ‫ ﻳﺪﻓِ ﻦ‬- ‫ﺩﻓﻦ‬ ‫ﺩﻓﲔ‬ ‫ﺩﺍﻛِ ﻦ‬ ّ‫ ﺩﻝ‬- ّ‫ ﻳﺪﻝ‬- ّ‫ﺩﻝ‬ ‫ ﺗﺪﻟﻴﻞ‬- ‫ ﻳﺪﻟّﻞ‬- ‫ﺩﻟّﻞ‬ ‫ ﺃﺩﻟّﺔ‬- ‫ﺩﻟﻴﻞ‬ ‫ ﺩﻻﻻﺕ‬- ‫ﺩﻻﻟﺔ‬ ‫ ﺩﻣﺎﺀ‬- ‫ﺩﻡ‬ 183 •

Arabic–English Glossary To be soft Soft Well-mannered To draw near To turn, revolve Role-s, turn-s Workshop-s, seminar-s, cycle-s To manage, supervise Administration, management Business management Director, manager Business manager Director of human resources, director of personnel Circle, department Circular, round Without, below, other To record Blog-s Debt-s To be in debt, owe money Religion-s

‫ ﺩﻣﺚ‬- ‫ ﻳﺪﻣَﺚ‬- ‫ﺩﻣِ ﺚ‬ ‫ﺩﻣِ ﺚ‬ ‫ﺩﻣِ ﺚ ﺍﻷﺧﻼﻕ‬ ‫ ﺩﻧ ّﻮ‬- ‫ ﻳﺪﻧﻮ‬- ‫ﺩﻧﺎ‬ ‫ ﺩﻭﺭﺍﻥ‬- ‫ ﻳﺪﻭﺭ‬- ‫ﺩﺍﺭ‬ ‫ ﺃﺩﻭﺍﺭ‬- ‫ﺩﻭﺭ‬ ‫ ﺩﻭﺭﺍﺕ‬- ‫ﺩﻭﺭﺓ‬ ‫ ﺇﺩﺍﺭﺓ‬- ‫ ﻳﺪﻳﺮ‬- ‫ﺃﺩﺍﺭ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‬ ‫ﻣُﺪﻳﺮ‬ ‫ﻣﺪﻳﺮ ﺃﻋﻤﺎﻝ‬ ‫ﻣﺪﻳﺮ ﺷﺆﻭﻥ ﺍﳌﻮﻇﻔﲔ‬ ‫ﺩﺍﺋﺮﺓ‬ ‫ ﻣﺪﻭّﺭ‬،‫ ﻣﺴﺘﺪﻳﺮ‬،‫ﺩﺍﺋﺮﻱ‬ َ‫ﺩﻭﻥ‬ ‫ ﺗﺪﻭﻳﻦ‬- ‫ ﻳﺪﻭّﻥ‬- ‫ﺩﻭّﻥ‬ ‫ ﻣُﺪﻭّﻧﺎﺕ‬- ‫ﻣُﺪﻭّﻧﺔ‬ ‫ ﺩُﻳﻮﻥ‬- ‫ﺩَﻳﻦ‬ ‫ ﺗﺪﺍﻳﻦ‬- ‫ ﻳﺘﺪﺍﻳﻦ‬- ‫ﺗﺪﺍﻳﻦ‬ ‫ ﺩِ ﻳﺎﻧﺎﺕ‬- ‫ ﺩِ ﻳﺎﻧﺔ‬،‫ ﺃﺩﻳﺎﻥ‬- ‫ﺩﻳﻦ‬

-‫ﺫ‬To save, put aside Arm-s Chin-s To mention, remember Memory-ies Commemoration To remind Diaries Intelligence Intelligent Has Has Same

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‫ ﺍﺩّﺧﺎﺭ‬- ‫ ﻳﺪّﺧﺮ‬- ‫ﺍﺩّﺧﺮ‬ ‫ ﺃﺫﺭُﻉ‬- ‫ﺫﺭﺍﻉ‬ ‫ ﺫُﻗﻮﻥ‬- ‫ﺫﻗﻦ‬ ‫ ﺫِ ﻛﺮ‬- ‫ ﻳﺬﻛُﺮ‬- ‫ﺫﻛﺮ‬ ‫ ﺫﻛﺮﻳﺎﺕ‬- ‫ﺫﻛﺮﻯ‬ ‫ﺫﻛﺮﻯ‬ ‫ ﺗﺬﻛﻴﺮ‬- ‫ ﻳﺬﻛّﺮ‬- ‫ﺫﻛّﺮ‬ ‫ ﻣﺬﻛّﺮﺍﺕ‬- ‫ﻣﺬﻛّﺮﺓ‬ ‫ﺫﻛﺎﺀ‬ ّ‫ﺫﻛﻲ‬ ‫ﺫﻭ‬ ‫ﺫﺍﺕ‬ (‫ﺫﺍﺕ )ﺍﻟﺸﻲﺀ‬

Arabic–English Glossary

‫ ﺫﻭﺍﺕ‬- ‫ﺫﺍﺕ‬ ‫ ﺫﺍﺕ ﻣﺮّﺓ‬،‫ﺫﺍﺕ ﻳﻮﻡ‬ ‫ ﺫﻭﻕ‬- ‫ ﻳﺬﻭﻕ‬- ‫ﺫﺍﻕ‬ ‫ ﺃﺫﻭﺍﻕ‬- ‫ﺫﻭﻕ‬

Self-selves One day, once, one time To taste Taste-s

-‫ﺭ‬Head-s President-s To see Sight, vision-s Opinion-s, view-s To seem I suggest, in my opinion Square Salary-ies To organize, put order into something Tidy Shabby, torn, worn out Shabby Foot-feet To hope, implore Hope-s You are kindly asked to I hope that To travel To mill, grind Mill, grinder Cheap To respond, react Reply-ies, response-s Reaction Buttock-s Rice God provides Assets, livelihood Provider, one of the 99 sacred names of God

‫ ﺭﺅﻭﺱ‬- ‫ﺭﺃﺱ‬ ‫ ﺭُﺅﺳﺎﺀ‬- ‫ﺭﺋﻴﺲ‬ ‫ ﺭُﺅﻳﺔ‬- ‫ ﻳﺮﻯ‬- ‫ﺭﺃﻯ‬ ‫ ﺭُﺅﻯ‬- ‫ﺭﺅﻳﺔ‬ ‫ ﺁﺭﺍﺀ‬- ‫ﺭﺃﻱ‬ ٍ‫ ﺗﺮﺍﺀ‬- ‫ ﻳﺘﺮﺍﺀﻯ‬- ‫ﺗﺮﺍﺀﻯ‬ ‫ﻣﻦ ﺭﺃﻳﻲ ﺃﻥ‬ ‫ﻣﺮﺑّﻊ‬ ‫ ﺭﻭﺍﺗﺐ‬- ‫ﺭﺍﺗﺐ‬ ‫ ﺗﺮﺗﻴﺐ‬- ‫ ﻳﺮﺗّﺐ‬- ‫ﺭﺗّﺐ‬ ‫ﻣﺮﺗّﺐ‬ ّ‫ﺭﺙ‬ ‫ﺍﳌﻈﻬﺮ‬/‫ﺭﺙّ ﺍﳊﺎﻝ‬ ‫ ﺃﺭﺟﻞ‬- ‫ﺭِ ﺟﻞ‬ ‫ ﺭﺟﺎﺀ‬- ‫ ﻳﺮﺟﻮ‬- ‫ﺭﺟﺎ‬ ‫ ﺍﻟﺮﺟﺎﺀ‬،ً‫ﺭﺟﺎﺀ‬ ‫ﻳُﺮﺟﻰ‬ … ‫ﺃﺭﺟﻮ ﺃﻥ‬ ‫ ﺭﺣﻴﻞ‬- ‫ ﻳﺮﺣَ ﻞ‬- ‫ﺭﺣﻞ‬ ‫ ﺭﺣﻲ‬- ‫ ﻳﺮﺣﻲ‬- ‫ﺭﺣﻰ‬ ‫ﺭﺣﻰ‬ ‫ﺭﺧﻴﺺ‬ ‫ ﺭ ّﺩ‬- ‫ ﻳ ُﺮ ّﺩ‬- ‫ﺭ ّﺩ‬ ‫ ﺭُﺩﻭﺩ‬- ‫ﺭ ّﺩ‬ ‫ﺭﺩّ)ﺓ( ﻓﻌﻞ‬ ‫ ﺃﺭﺩﺍﻑ‬- ‫ﺭﺩﻑ‬ ‫ﺭ ّﺯ‬ ‫ ﺭﺯﻕ‬- ‫ ﻳﺮﺯﻕ‬- ‫ﺭﺯﻕ‬ ‫ ﺃﺭﺯﺍﻕ‬- ‫ﺭﺯﻕ‬ ‫ﺭﺯّﺍﻕ‬ 185 •

Arabic–English Glossary Calendar To send, to dispatch To write to someone To correspond Letter-s, message-s Master’s thesis Doctoral thesis, dissertation Letter-s, message-s Messenger-s Prophet Muhammad Official To nominate a candidate Candidate To be a candidate Candidacy To mature, reach legal age To instruct, to guide Instructions Religious guide, social worker, preacher Contentment, acceptance Jar To quiver, shake, shiver Shiver, quiver To desire, want Desire-s To entice, make someone desire something Despite Although, in spite of To force someone to do something To raise, lift Thin, fine To rise To accompany, befriend Companions-s, classmate-s, comrade-s To enclose Enclosed Neck-s

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‫ﺭﺯﻧﺎﻣﺔ‬ ‫ ﺇﺭﺳﺎﻝ‬- ‫ ﻳﺮﺳﻞ‬- ‫ﺃﺭﺳﻞ‬ ‫ ﻣﺮﺍﺳﻠﺔ‬- ‫ ﻳﺮﺍﺳﻞ‬- ‫ﺭﺍﺳﻞ‬ ‫ ﺗﺮﺍﺳﻞ‬- ‫ ﻳﺘﺮﺍﺳﻞ‬- ‫ﺗﺮﺍﺳﻞ‬ ‫ ﺭﺳﺎﺋﻞ‬- ‫ﺭﺳﺎﻟﺔ‬ ‫ﺭﺳﺎﻟﺔ ﺍﳌﺠﺴﺘﻴﺮ‬ ‫ﺭﺳﺎﻟﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‬ ‫ ﻣﺮﺍﺳﻴﻞ‬- ‫ﻣﺮﺳﻮﻝ‬ ‫ ﺭُﺳﻞ‬- ‫ﺭﺳﻮﻝ‬ ‫ﺍﻟﺮﺳﻮﻝ‬ ‫ﺭﺳﻤﻲ‬ ‫ ﺗﺮﺷﻴﺢ‬- ‫ﻳﺮﺷﺢ‬ ّ - ‫ﺭﺷﺢ‬ ّ ‫ُﺮﺷﺢ‬ ّ ‫ﻣ‬ ‫ﺗﺮﺷﺢ‬ ّ - ‫ﻳﺘﺮﺷﺢ‬ ّ - ‫ﺗﺮﺷﺢ‬ ّ ‫ﺗﺮﺷﺢ‬ ‫ﱡ‬ ‫ ﺭُﺷﺪ‬- ‫ﻳﺮﺷﺪ‬ ُ - ‫ﺭﺷﺪ‬ ‫ ﺇﺭﺷﺎﺩ‬- ‫ ﻳﺮﺷﺪ‬- ‫ﺃﺭﺷﺪ‬ ‫ﺇﺭﺷﺎﺩﺍﺕ‬ ‫ُﺮﺷﺪ‬ ِ ‫ﻣ‬ ‫ﺭﺿﻰ‬/‫ﺭﺿﺎ‬ ً - ‫ ﻳﺮﺿﻰ‬- ‫َﺿﻲ‬ ِ ‫ﺭ‬ ‫ﻣﺮﻃﺒﺎﻥ‬ ‫ ﺭﻋَﺶ‬- ‫ ﻳﺮﻋَﺶ‬- ‫ﺭﻋِ ﺶ‬ ‫ﺭِ ﻋﺸﺔ‬ ‫ ﺭﻏﺒﺔ‬- ‫ ﻳﺮﻏَﺐ‬- ‫ﺭﻏِ ﺐ‬ ‫ ﺭﻏﺒﺎﺕ‬- ‫ﺭﻏﺒﺔ‬ ‫ ﺗﺮﻏﻴﺐ‬- ‫ ﻳﺮﻏّ ﺐ‬- ‫ﺭﻏّ ﺐ‬ ‫ﺭﻏ َﻢ‬ ‫ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ‬،‫ ﺑﺎﻟﺮﻏﻢ ﻣﻦ‬، ّ‫ﺭﻏﻢ ﺃﻥ‬ ‫ ﺇﺭﻏﺎﻡ‬- ‫ ﻳﺮﻏﻢ‬- ‫ﺃﺭﻏﻢ‬ ‫ ﺭﻓﻊ‬- ‫ ﻳﺮﻓَﻊ‬- ‫ﺭﻓﻊ‬ ‫ﺭﻓﻴﻊ‬ ‫ ﺍﺭﺗﻔﺎﻉ‬- ‫ ﻳﺮﺗﻔﻊ‬- ‫ﺍﺭﺗﻔﻊ‬ ‫ ﻣﺮﺍﻓﻘﺔ‬- ‫ ﻳﺮﺍﻓﻖ‬- ‫ﺭﺍﻓﻖ‬ ‫ ﺭﻓﺎﻕ‬- ‫ﺭﻓﻴﻖ‬ ‫ ﺇﺭﻓﺎﻕ‬- ‫ ﻳﺮﻓﻖ‬- ‫أﺭﻓﻖ‬ ‫ﻣُﺮﻓﻖ‬ ‫ ﺭِ ﻗﺎﺏ‬- ‫ﺭﻗﺒﺔ‬

Arabic–English Glossary

‫ ﺭﻛﻮﺏ‬- ‫ ﻳﺮﻛَﺐ‬- ‫ﺭﻛِ ﺐ‬ ‫ ُﺭﻛّﺎﺏ‬- ‫ﺭﺍﻛﺐ‬ ‫ ﺭُﻛﺐ‬- ‫ﺭﻛﺒﺔ‬ ‫ ﺗﺮﻛﻴﺰ‬- ‫ ﻳﺮﻛّﺰ‬- ‫ﺭﻛّﺰ‬ ‫ ﻣﺮﺍﻛﺰ‬- ‫ﻣﺮﻛﺰ‬ ‫ﺭُﻛﺎﻡ‬ ‫ ﺗﺮﺍﻛﻢ‬- ‫ ﻳﺘﺮﺍﻛﻢ‬- ‫ﺗﺮﺍﻛﻢ‬ ‫ﺭﻣﺎﺩ‬ ‫ﺭﻣﺎﺩﻱ‬ ‫ﺃﺭﺑﻌﺎﺀ ﺍﻟﺮﻣﺎﺩ‬ ‫ ﺭﻣﻖ‬- ‫ ﻳﺮﻣُﻖ‬- ‫ﺭﻣﻖ‬ ‫ُﺭﻣّﺎﻥ‬ ‫ ﺭﻣﻲ‬- ‫ ﻳﺮﻣﻲ‬- ‫ﺭﻣﻰ‬ ‫ ﺭﻫﺒﺔ‬- ‫ ﻳﺮﻫَ ﺐ‬- ‫ﺭﻫِ ﺐ‬ ‫ﺭﻫﻴﺐ‬ ‫ ﺗﺮﻫﻴﺐ‬- ‫ ﻳﺮﻫّ ﺐ‬- ‫ﺭﻫّ ﺐ‬ ‫ﺭﺍﻫِ ﻦ‬ ‫ ﺭﻭﺍﺝ‬- ‫ ﻳﺮﻭﺝ‬- ‫ﺭﺍﺝ‬ ‫ﺭﺍﺣﺔ‬ ‫ﺭﺍﺣﺔ ﺍﻟﺒﺎﻝ‬ ‫ ﺍﺭﺗﻴﺎﺡ‬- ‫ ﻳﺮﺗﺎﺡ‬- ‫ﺍﺭﺗﺎﺡ‬ ‫ﺭﺍﺋﻊ‬ ‫ ﺭﻭﺍﺋﻊ‬- ‫ﺭﺍﺋﻌﺔ‬ ّ‫ ﺭﻱ‬- ‫ ﻳﺮﻭﻱ‬- ‫ﺭﻭﻯ‬ ‫ ﺭﻭﺍﻳﺔ‬- ‫ ﻳﺮﻭﻱ‬- ‫ﺭﻭﻯ‬ ‫ ﺭﻭﺍﻳﺎﺕ‬- ‫ﺭﻭﺍﻳﺔ‬ ‫ ﺭُﻭﺍﺓ‬- ‫ﺭﺍﻭﻳﺔ‬/‫ﺭﺍﻭ‬ ٍ ّ‫ﺭِ ﻭﺍﺋﻲ‬

To ride, mount Rider-s, passenger-s Knee-s To focus Center-s Rubble To pile up Ash Gray Ash Wednesday To glance Pomegranate To cast, throw To fear, to be awed Awesome, great To make someone fear, to threaten Current To be in demand, to sell well Rest, comfort Peace of mind To rest Wonderful Masterpiece-s To irrigate, quench To tell a story Novel-s, story-ies Storyteller-s, narrator-s Novelist

-‫ﺯ‬Raisins Butter To move, make something budge To budge To sprinkle Rain shower-s Blue

‫ﺯﺑﻴﺐ‬ ‫ﺯﺑﺪﺓ‬ ‫ ﺯﺣﺰﺣﺔ‬- ‫ ﻳﺰﺣﺰﺡ‬- ‫ﺯﺣﺰﺡ‬ ‫ﺗﺰﺣﺰﺡ‬ ّ‫ ﺯﺥ‬- ّ‫ ﻳﺰُﺥ‬- ّ‫ﺯﺥ‬ ‫ ﺯﺧّ ﺎﺕ ﺍﳌﻄﺮ‬- ‫ﺯﺧّ ﺔ‬ ‫ﺃﺯﺭﻕ‬ 187 •

Arabic–English Glossary

‫ ﺯﻋﻢ‬- ‫ ﻳﺰﻋﻢ‬- ‫ﺯﻋﻢ‬ ‫ﺯﻑ‬ ّ - ‫ُﻑ‬ ّ ‫ ﻳﺰ‬- ‫ﺯﻑ‬ ّ ‫ﺯﻓّﺔ‬ ‫ﺯﻓﺎﻑ‬ ّ‫ﺯﻛﻲ‬ ‫ﺃﺯﻛﻰ‬ ‫ ﺯُﻫﻮﺭ‬- ‫ﺯﻫﺮﺓ‬ ‫ﺯﻫﺮﻱ‬ ‫ ﺍﺯﺩﻫﺎﺭ‬- ‫ ﻳﺰﺩﻫﺮ‬- ‫ﺍﺯﺩﻫﺮ‬ ‫ﺯﻫﻮ‬ ‫ ﺯﻭﺍﻳﺎ‬- ‫ﺯﺍﻭﻳﺔ‬ ‫ ﺯﻳﺎﺩﺓ‬- ‫ ﻳﺰﻳﺪ‬- ‫ﺯﺍﺩ‬ ‫ﺍﳌﺰﻳﺪ ﻣﻦ‬

To claim To wed Bride and groom procession Wedding Tasteful, delicious, wholesome Most wholesome, most tasteful Flower-s Pink To flourish Joy, exuberance Corner-s, angle-s, Sufi shrine-s Increase More, additional

-‫ﺱ‬To curse, take in vain Reason-s, cause-s Because of To cause To cause To precede, outrun Race-s Precedent-s, previous conviction-s Precedence My rand mother To record To fit with To imprison Prison-s Prisoner-s To practice magic, to enchant, bewitch Sorcerer-s, wizard-s, magician-s Charming, enchanting, bewitching, magical To be ironic, deride, make fun of Ironically Ironic, deriding, mocking

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ّ‫ ﺳﺐ‬- ّ‫ﻳﺴﺐ‬ ُ - ّ‫ﺳﺐ‬ ‫ ﺃﺳﺒﺎﺏ‬- ‫ﺳﺒﺐ‬ ‫ ﻣﻀﺎﻑ ﺇﻟﻴﻪ‬+ ‫ﺑﺴﺒﺐ‬ ‫ ﺗﺴﺒﻴﺐ‬- ‫ ﻳﺴﺒّﺐ‬- ‫ﺳﺒّﺐ‬ ‫ ﺗﺴﺒّﺐ ﻓﻲ‬- ‫ ﻳﺘﺴﺒّﺐ‬- ‫ﺗﺴﺒّﺐ‬ ‫ ﺳﺒﻖ‬- ‫ ﻳﺴﺒِﻖ‬- ‫ﺳﺒﻖ‬ ‫ ِﺳﺒﺎﻗﺎﺕ‬- ‫ِﺳﺒﺎﻕ‬ ‫ ﺳﻮﺍﺑﻖ‬- ‫ﺳﺎﺑﻘﺔ‬ ‫ﺃﺳﺒﻘﻴّﺔ‬ ‫ ﻡ ﯨّﺘﻲ‬،‫ﺳﺬﻱ‬ ‫ ﺗﺴﺠﻴﻞ‬- ‫ ﻳﺴﺠّ ﻞ‬- ‫ﺳﺠّ ﻞ‬ ‫ ﺍﻧﺴﺠﺎﻡ‬- ‫ ﻳﻨﺴﺠﻢ‬- ‫ﺍﻧﺴﺠﻢ‬ ‫ ِﺳﺠﻦ‬- ‫ ﻳﺴﺠُ ﻦ‬- ‫ﺳﺠﻦ‬ ‫ ُﺳﺠﻮﻥ‬- ‫ِﺳﺠﻦ‬ ‫ ُﺳﺠﻨﺎﺀ‬- ‫َﺳﺠﲔ‬ ‫ ِﺳﺤﺮ‬- ‫ ﻳﺴﺤَ ﺮ‬- ‫ﺳﺤَ ﺮ‬ ‫ ﺳﺤﺮﺓ‬- ‫ﺳﺎﺣﺮ‬ ‫ﺳﺎﺣﺮ‬ ِ ‫ ُﺳﺨﺮﻳﺔ‬- ‫ ﻳﺴﺨَ ﺮ‬- ‫ﺳﺨﺮ‬ ‫ﻣﻦ ُﺳﺨﺮﻳﺔ ﺍﻟﻘﺪﺭ‬ ‫ﺳﺎﺧﺮ‬

Arabic–English Glossary To narrate Narrative To make happy, please Happy occasion-s I am happy to Secret-s To speed up, quicken Fast, quick To hasten To be rash/hasty Roof-s, surface-s, flat surface-s Superficial Flat, leveled Myth-s, legend-s To be happy/overjoyed To make happy I am happy to, I am pleased to … Price-s To strive Ambassador-s Mr./Madam Ambassador Embassy-ies Quince To fall To irrigate, water, pour/offer a drink to

‫ ﺳﺮﺩ‬- ‫ ﻳﺴﺮِ ﺩ‬- ‫ﺳﺮَﺩ‬ ‫ﺳﺮﺩﻳّﺔ‬ ‫ ﺳﺮﻭﺭ‬- ‫ﻳﺴ ّﺮ‬ ُ - ‫ﺳ ّﺮ‬ ‫ ﻣﺴﺮّﺍﺕ‬- ‫ﻣﺴﺮّﺓ‬ ‫ﻳﺴﺮّﻧﻲ ﺃﻥ‬ ‫ ﺃﺳﺮﺍﺭ‬- ‫ﺳ ّﺮ‬ ‫ ُﺳﺮﻋﺔ‬- ‫ ﻳﺴﺮُﻉ‬- ‫ﺳﺮُﻉ‬ ‫ ﺳﺮﻳﻊ ﺍﳊﺮﻛﺔ‬،‫ﺳﺮﻳﻊ‬ ‫ ﺇﺳﺮﺍﻉ‬- ‫ ﻳﺴﺮﻉ‬- ‫ﺃﺳﺮﻉ‬ ‫ ﺗﺴﺮّﻉ‬- ‫ ﻳﺘﺴﺮّﻉ‬- ‫ﺗﺴﺮّﻉ‬ ‫ﺳﻄﻮﺡ‬/‫ ﺃﺳﻄُ ﺢ‬- ‫ﺳﻄﺢ‬ ‫ﺳﻄﺤﻲ‬ ‫ﻣﺴﻄّ ﺢ‬ ‫ ﺃﺳﺎﻃﻴﺮ‬- ‫ﺃُﺳﻄﻮﺭﺓ‬ ‫ ﺳﻌﺎﺩﺓ‬- ‫ ﻳﺴﻌَﺪ‬- ‫ﺳﻌِ ﺪ‬ ‫ ﺇﺳﻌﺎﺩ‬- ‫ ﻳﺴﻌﺪ‬- ‫ﺃﺳﻌﺪ‬ … ‫ﻳﺴﻌﺪﻧﻲ ﺃﻥ‬ ‫ ﺃﺳﻌﺎﺭ‬- ‫ﺳﻌﺮ‬ ‫ ﺳﻌﻲ‬- ‫ ﻳﺴﻌﻰ‬- ‫ﺳﻌﻰ‬ ‫ ﺳﻔﺮﺍﺀ‬- ‫ﺳﻔﻴﺮ‬ (‫ﺳﻌﺎﺩﺓ ﺍﻟﺴﻔﻴﺮ)ﺓ‬ ‫ ﺳﻔﺎﺭﺍﺕ‬- ‫ﺳﻔﺎﺭﺓ‬ ‫ﺳﻔﺮﺟﻞ‬ ‫ ﺳﻘﻮﻁ‬- ‫ ﻳﺴﻘُﻂ‬- ‫ﺳﻘﻂ‬ ‫ ﺍﻟﺴﻘﻲ‬- ‫ ﻳﺴﻘﻲ‬- ‫ﺳﻘﻰ‬

someone To be still, settle down, dwell, live Calm, quiet Inhabitant-s, dweller-s Dwelling-s Knife-ves Negatively Negative Negative aspects, drawbacks To boil food Boiled Plant from the collard green family

‫ﺳﻜﻴﻨﺔ‬/‫ ﺳﻜﻦ‬- ‫ ﻳﺴﻜُ ﻦ‬- ‫ﺳﻜﻦ‬ ‫ﺳﺎﻛﻦ‬ ‫ ُﺳﻜّﺎﻥ‬- ‫ﺳﺎﻛﻦ‬ ‫ ﻣﺴﺎﻛﻦ‬- ‫ﻣﺴﻜﻦ‬ ‫ ﺳﻜﺎﻛﲔ‬- ‫ﺳﻜّﲔ‬ ‫ﺳﻠﺒ ًﺎ‬ ّ‫ﺳﻠﺒﻲ‬ ‫ﺳﻠﺒﻴّﺎﺕ‬ ‫ ﺳﻠﻖ‬- ‫ ﻳﺴﻠُﻖ‬- ‫ﺳﻠﻖ‬ ‫ﻣﺴﻠﻮﻕ‬ ‫ﺳﻠﻖ‬ 189 •

Arabic–English Glossary

‫ ﺳﻠﻒ‬- ‫ ﻳﺴﻠُﻒ‬- ‫ﺳﻠﻒ‬ Predecessor-s ‫ ﺃﺳﻼﻑ‬- ‫ﺳﻠﻒ‬ Previously, in advance ‫ﺳﻠﻔ ًﺎ‬ To lend ‫ﺳﻠﻔﺔ‬/‫ﺗﺴﻠﻴﻒ‬ ُ - ‫ ﻳﺴﻠّﻒ‬- ‫ﺳﻠّﻒ‬ To borrow ‫ ﺍﺳﺘﻼﻑ‬- ‫ ﻳﺴﺘﻠﻒ‬- ‫ﺍﺳﺘﻠﻒ‬ Lineage, genealogy ‫ ُﺳﻼﻻﺕ‬- ‫ ُﺳﻼﻟﺔ‬،‫ ﺳﻼﺋﻞ‬- ‫ﺳﻠﻴﻠﺔ‬ To be safe/sound/healthy ‫ﺳﻼﻣﺔ‬/‫ ﺳﻠﻢ‬- ‫ ﻳﺴﻠَﻢ‬- ‫ﺳﻠِﻢ‬ Peaceful, pacifist ّ‫ِﺳﻠﻤﻲ‬ Get well ‫ﺳﻼﻣﺘﻚ‬ Welcome back ‫ﺍﳊﻤﺪ ﻟﻠﱠﻪ ﻋﻠﻰ ﺍﻟﺴﻼﻣﺔ‬ To greet with peace ‫ﺳﻼﻡ‬/‫ ﺗﺴﻠﻴﻢ‬- ‫ ﻳﺴﻠّﻢ‬- ‫ﺳﻠّﻢ‬ Peace, greeting ‫ﺳﻼﻡ‬ To have a truce/a peace treaty ‫ ﻣﺴﺎﳌﺔ‬- ‫ ﻳﺴﺎﻟﻢ‬- ‫ﺳﺎﻟﻢ‬ Pacifist ‫ﻣﺴﺎﻟﻢ‬ To forget, be distracted ‫ ُﺳﻠﻮﺍﻥ‬- ‫ ﻳﺴﻠﻮ‬- ‫ﺳﻼ‬ To entertain, distract ‫ ﺗﺴﻠﻴﺔ‬- ‫ ﻳﺴﻠّﻲ‬- ‫ﺳﻠّﻰ‬ Entertaining, funny ‫ﻣُﺴﻞﱢ‬ To allow, permit ‫ ﺳﻤﺎﺡ‬- ‫ ﻳﺴﻤَﺢ‬- ‫ﺳﻤﺢ‬ Kindness, forgiveness ‫ ﺳﻤﺎﺣﺔ‬،‫ﺳﻤﺎﺡ‬ Dark complexioned ‫ﺃﺳﻤﺮ‬ Darkness of complexion ‫ُﺳﻤﺮﺓ‬ To tan, become darker ‫ ﺍﺳﻤﺮﺍﺭ‬- ‫ ﻳﺴﻤ ّﺮ‬- ‫ﺍﺳﻤ ّﺮ‬ Reputation ‫ُﺳﻤﻌﺔ‬ Spice made from rhus/sumac plant ‫ُﺳﻤّﺎﻕ‬ Fish ‫ﺳﻤﻚ‬ Fish-es ‫ﺃﺳﻤﺎﻙ‬/‫ ﺳﻤﻜﺎﺕ‬- ‫ﺳﻤﻜﺔ‬ Thickness ‫ﺳﻤﺎﻛﺔ‬ Thick ‫ﺳﻤﻴﻚ‬ Ghee ‫ ﺳﻤﻨﺔ‬،‫ﺳﻤﻦ‬ Fat ‫ﺳﻤﲔ‬ To occur, to become possible ‫ ُﺳﻨﺢ‬- ‫ ﻳﺴﻨَﺢ‬- ‫ﺳﻨﺢ‬ A good opportunity ‫ﻓﺮﺻﺔ ﺳﺎﻧﺤﺔ‬ To legislate laws, establish conventions ّ‫ ﺳﻦ‬- ّ‫ ﻳﺴﻦ‬- ّ‫ﺳﻦ‬ Law-s, tradition, conventions ‫ ُﺳﲍ‬- ‫ﺳﻨّﺔ‬ The life of the Prophet as an example of behavior ‫ﺍﻟﺴﻨّﺔ ﺍﻟﻨﺒﻮﻳّﺔ‬ Tooth-teeth ‫ ﺃﺳﻨﺎﻥ‬- ّ‫ﺳﻦ‬ Year-s ‫ ﺳﻨﻮﺍﺕ‬،‫ﺳﻨﲔ‬/‫ ﺳﻨﻮﻥ‬- ‫ﺳﻨﺔ‬ To precede

• 190

Arabic–English Glossary To gaze into the distance, be absent-minded To worsen Bad Shortcomings, disadvantages Black Blackness, darkness To darken, blacken Draft-s Qur’anic chapter-s Leg-s Except Equally Whether … or … Together Straight To hold equal To be equal Level-s Sir/Madam To walk, move Epic poems The biography of the Prophet Autobiography CV, résumé

‫ ﺳﻬﻮﻡ‬- ‫ ﻳﺴﻬَﻢ‬- ‫ﺳﻬﻢ‬ ‫ ﺳﻮﺀ‬- ‫ ﻳﺴﻮﺀ‬- ‫ﺳﺎﺀ‬ ‫ﺳﻲّ ﺀ‬ ‫ﻣﺴﺎﻭﺉ‬ ‫ﺃﺳﻮﺩ‬ ‫ﺳﻮﺍﺩ‬ ‫ ﺍﺳﻮﺩﺍﺩ‬- ‫ ﻳﺴﻮ ّﺩ‬- ‫ﺍﺳﻮ ّﺩ‬ ‫ ﻣﺴﻮﺩّﺍﺕ‬- ‫ﻣﺴﻮﺩّﺓ‬ ‫ ُﺳﻮَﺭ‬- ‫ﺳﻮﺭﺓ‬ ‫ ﺳﻴﻘﺎﻥ‬- ‫ﺳﺎﻕ‬ ‫ِﺳﻮﻯ‬ ‫ ﻋﻠﻰ ﺣ ّﺪ ﺍﻟﺴﻮﺍﺀ‬،‫ﺳﻮﺍﺀ‬ … ‫ﺳﻮﺍﺀ … ﺃﻡ‬ ‫ ﺳﻮ ّﻳ ًﺔ‬،ً‫ﺳﻮ ّﻳﺎ‬ ّ‫ﺳﻮﻱ‬ ‫ ﻣﺴﺎﻭﺍﺓ‬- ‫ ﻳﺴﺎﻭﻱ‬- ‫ﺳﺎﻭﻯ‬ ‫ﺗﺴﺎﻭ‬ ٍ - ‫ ﻳﺘﺴﺎﻭﻯ‬- ‫ﺗﺴﺎﻭﻯ‬ ‫ ﻣﺴﺘﻮﻳﺎﺕ‬- ‫ﻣﺴﺘﻮﻯ‬ ‫ﺳﻴﺪﺗﻲ‬/‫ﺳﻴﺪﻱ‬ ‫ ﺳﻴﺮ‬- ‫ ﻳﺴﻴﺮ‬- ‫ﺳﺎﺭ‬ ‫ ِﺳﻴَﺮ‬- ‫ﺳﻴﺮﺓ‬ ‫ﺍﻟﺴﻴﺮﺓ ﺍﻟﻨﺒﻮﻳﺔ‬ ‫ﺳﻴﺮﺓ ﺫﺍﺗﻴﺔ‬ ‫ﺳﻴﺮﺓ ﻣﻬﻨﻴﺔ‬

-‫ﺵ‬To be pessimistic Pessimist Covered ground, leading distance Youth-s Youth, youngsters, young men To latch onto, to cling to Similarity-ies, resemblance-s Quasi-, almost To liken To resemble

‫ ﺗﺸﺎﺅﻡ‬- ‫ ﻳﺘﺸﺎﺀﻡ‬- ‫ﺗﺸﺎﺀﻡ‬ ‫ﻣﺘﺸﺎﺋﻢ‬ ‫ﺷﺄﻭ‬ ‫ ُﺷﺒّﺎﻥ‬- ‫ﺷﺎﺏ‬ ‫ﺷﺒﺎﺏ‬ ‫ ﺗﺸﺒّﺚ ﺑـ‬- ‫ ﻳﺘﺸﺒّﺚ‬- ‫ﺗﺸﺒّﺚ‬ ‫ﺷﺒَﻪ‬ ‫ ﺍﺳﻢ‬+ ‫ِﺷﺒﻪ‬ ‫ ﺗﺸﺒﻴﻪ‬- ‫ ﻳﺸﺒّﻪ‬- ‫ﺷﺒّﻪ‬ ‫ ﻣﺸﺎﺑﻬﺔ‬- ‫ ﻳﺸﺎﺑﻪ‬- ‫ﺷﺎﺑﻪ‬ 191 •

Arabic–English Glossary To resemble To resemble each other Similar Similar to, resembling Resembles more, is rather like To curse, insult Curse-s, insult-s Fat, grease Person-s Character-s, personality-ies, prominent

‫ ﺇﺷﺒﺎﻩ‬- ‫ ﻳﺸﺒﻪ‬- ‫ﺃﺷﺒﻪ‬ ‫ ﺗﺸﺎﺑﻪ‬- ‫ ﻳﺘﺸﺎﺑﻪ‬- ‫ﺗﺸﺎﺑﻪ‬ ‫ﻣﺘﺸﺎﺑﻪ‬ ‫ﺷﺒﻴﻪ ﺑـ‬ ‫ﺃﺷﺒﻪ ﺑـ‬ ‫ ﺷﺘﻢ‬- ‫ ﻳﺸﺘِﻢ‬- ‫ﺷﺘﻢ‬ ‫ ﺷﺘﺎﺋﻢ‬- ‫ﺷﺘﻴﻤﺔ‬ ‫ﺷﺤﻢ‬ ‫ ﺃﺷﺨﺎﺹ‬- ‫ﺷﺨﺺ‬ ‫ ﺷﺨﺼﻴّﺎﺕ‬- ‫ﺷﺨﺼﻴﺔ‬

personality-ies To personify, give a prognosis To grip, to be tense Hardship, toughness, intensity Strong, intense, tough To be strict/tough/severe To begin Law, religious law, Islamic law Legitimate, legal Legitimacy To legislate Honor, nobility Noble, honorable, descendant-s of the Prophet To honor I am honored to, it is my honor to Company-ies To participate, share, partner with To share, to have something in common Hair Poetry Poet-s Collection-s of poetry Line-s of poetry Barley Lip-s Oral, verbal

• 192

‫ ﺗﺸﺨﻴﺺ‬- ‫ ﻳﺸﺨّ ﺺ‬- ‫ﺷﺨّ ﺺ‬ ‫ ﺷ ّﺪ‬- ‫ﻳﺸ ّﺪ‬ ُ - ‫ﺷ ّﺪ‬ ‫ِﺷﺪّﺓ‬ ‫ ﺃﺷﺪّﺍﺀ‬- ‫ﺷﺪﻳﺪ‬ ‫ ﺗﺸﺪّﺩ‬- ‫ ﻳﺘﺸﺪّﺩ‬- ‫ﺗﺸﺪّﺩ‬ ‫ ُﺷﺮﻭﻉ‬- ‫ ﻳﺸﺮَﻉ‬- ‫ﺷﺮﻉ‬ ‫ ﺷﺮﻳﻌﺔ‬،‫ﺷﺮﻉ‬ ّ‫ﺷﺮﻋﻲ‬ ‫ﺷﺮﻋﻴّﺔ‬ ‫ ﺗﺸﺮﻳﻊ‬- ‫ ﻳﺸﺮّﻉ‬- ‫ﺷﺮّﻉ‬ ‫ﺷﺮﻑ‬ ‫ ﺷﺮﻓﺎﺀ‬- ‫ﺷﺮﻳﻒ‬ ‫ ﺗﺸﺮﻳﻒ‬- ‫ ﻳﺸﺮّﻑ‬- ‫ﺷﺮّﻑ‬ … ‫ﻳﺸﺮﻓﻨﻲ ﺃﻥ‬ ‫ ﺷﺮﻛﺎﺕ‬- ‫ﺷﺮﻛﺔ‬ ‫ ﻣﺸﺎﺭﻛﺔ‬- ‫ ﻳﺸﺎﺭﻙ‬- ‫ﺷﺎﺭﻙ‬ ‫ ﺗﺸﺎﺭﻙ‬- ‫ ﻳﺘﺸﺎﺭﻙ‬- ‫ﺗﺸﺎﺭﻙ‬ ‫َﺷﻌﺮ‬ ‫ِﺷﻌﺮ‬ ‫ ُﺷﻌﺮﺍﺀ‬- ‫ﺷﺎﻋﺮ‬ ‫ ﺩﻭﺍﻭﻳﻦ ﺷﻌﺮ‬- ‫ﺩﻳﻮﺍﻥ‬ ‫ ﺃﺑﻴﺎﺕ ﺷﻌﺮ‬- ‫ﺑﻴﺖ‬ ‫ﺷﻌﻴﺮ‬ ‫ ﺷﻔﺎﻩ‬- ‫ﺷﻔﺔ‬ ‫ﺷﻔﻬﻲ‬/‫ﺷﻔﻮﻱ‬

Arabic–English Glossary

‫ ﺷﻔﺎﺀ‬- ‫ ﻳﺸﻔﻲ‬- ‫ﺷﻔﻰ‬ To be cured/heeled ‫ ﻳُﺸﻔﻰ‬- ‫ُﺷﻔِ ﻲ‬ We wish you a speedy recovery ‫ﻧﺘﻤﻨّﻰ ﻟﻜﻢ ﺍﻟﺸﻔﺎﺀ ﺍﻟﻌﺎﺟﻞ‬ Blond-s ‫ ُﺷﻘﺮ‬- ‫ﺃﺷﻘﺮ‬ Blonde-s ‫ ﺷﻘﺮﺍﻭﺍﺕ‬- ‫ﺷﻘﺮﺍﺀ‬ To slit, cut open, crack ّ‫ ﺷﻖ‬- ّ‫ﻳﺸﻖ‬ ُ - ّ‫ﺷﻖ‬ Crack-s, fissure-s, side-s in a debate or disagreement ‫ ﺷﻘﻮﻕ‬- ّ‫ِﺷﻖ‬ Sibling-s, brother-s, twin-s ‫ ﺃﺷﻘّﺎﺀ‬- ‫ﺷﻘﻴﻖ‬ Hard, arduous, difficult ّ‫ﺷﺎﻕ‬ Difficulty, arduousness ‫ﻣﺸﻘّﺔ‬ To thank ‫ ﺷﻜﺮ‬- ‫ ﻳﺸﻜُ ﺮ‬- ‫ﺷﻜﺮ‬ Thanking card/note ‫ﺑﻄﺎﻗﺔ ﺷﻜﺮ‬ Expressions of gratitude, thanks ‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ‬ Immense gratitude, many thanks ‫ﺟﺰﻳﻞ ﺍﻟﺸﻜﺮ‬ Please accept our sincerest ‫ﺗﻘﺒﻠﻮﺍ ﻣﻨﺎ ﺃﺻﺪﻕ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ‬ To cure, heal

expressions of gratitude To complain To pick up a fight, to quarrel Quarrelsome, belligerent To doubt, suspect Undoubtedly, without a doubt Without the slightest doubt Shape-s, form-s Formal, nominal, pro forma To form, constitute Issue-s, ambiguity-ies Cantaloupe Beets To witness Witnessing, martyrdom, one of the five pillars

‫ ﺷﻜﻮﻯ‬- ‫ ﻳﺸﻜﻮ‬- ‫ﺷﻜﺎ‬ ‫ ﻣﺸﺎﻛﺴﺔ‬- ‫ ﻳﺸﺎﻛﺲ‬- ‫ﺷﺎﻛﺲ‬ ‫ﻣﺸﺎﻛﺲ‬ ّ‫ ﺷﻚ‬- ّ‫ﻳﺸﻚ‬ ُ - ّ‫ﺷﻚ‬ ّ‫ ﺑﺪﻭﻥ ﺷﻚ‬، ّ‫ﺑﻼ ﺷﻚ‬ ّ‫ﺑﺪﻭﻥ ﺃﺩﻧﻰ ﺷﻚ‬/‫ﺑﻼ‬ ‫ ﺃﺷﻜﺎﻝ‬- ‫ﺷﻜﻞ‬ ‫ﺷﻜﻠﻲ‬ ‫ ﺗﺸﻜﻴﻞ‬- ‫ ﻳﺸﻜّﻞ‬- ‫ﺷﻜّﻞ‬ ‫ ﺇﺷﻜﺎﻻﺕ‬- ‫ﺇﺷﻜﺎﻝ‬ ‫ﺷﻤّﺎﻡ‬ ‫ﺷﻤﻨﺪﺭ‬ ‫ ﺷﻬﺎﺩﺓ‬- ‫ ﻳﺸﻬَﺪ‬- ‫ﺷﻬﺪ‬ ‫ﺷﻬﺎﺩﺓ‬

of Islam Martyr-s Scene-s To see, watch, witness Witness-es Evidence, proof-s

‫ ُﺷﻬﺪﺍﺀ‬- ‫ﺷﻬﻴﺪ‬ ‫ ﻣﺸﺎﻫﺪ‬- ‫ﻣﺸﻬﺪ‬ ‫ ﻣﺸﺎﻫﺪﺓ‬- ‫ ﻳﺸﺎﻫﺪ‬- ‫ﺷﺎﻫﺪ‬ ‫ ﺷﻬﻮﺩ‬- ‫ﺷﺎﻫﺪ‬ ‫ ﺷﻮﺍﻫﺪ‬- ‫ﺷﺎﻫﺪ‬

193 •

Arabic–English Glossary To mix, blemish Mixed with, fraught with Blemish-es, flaw-s Flawless, perfect, unblemished To consult Consulting, counseling in Islamic tradition To consult with To give someone counsel or, to advise To consult with, to seek counsel Journey-s, path-s Screen-s Yearning-s, longing To yearn/long for, miss Thorn-s, fork-s To grill Grilled meat To will, want Sheikh-s, elder-s, scholar-s, leader-s Your Honor, Honorable Sheikh Personal quality-ies

‫ ﺷﻮﺏ‬- ‫ ﻳﺸﻮﺏ‬- ‫ﺷﺎﺏ‬ ‫ﻣﺸﻮﺏ ﺑـ‬ ‫ ﺷﻮﺍﺋﺐ‬- ‫ﺷﺎﺋﺒﺔ‬ ‫ﻻ ﺗﺸﻮﺑﻪ ﺷﺎﺋﺒﺔ‬ ‫ ﻣﺸﺎﻭﺭﺓ‬- ‫ ﻳﺸﺎﻭﺭ‬- ‫ﺷﺎﻭﺭ‬ ‫ﺷﻮﺭﻯ‬ (‫ ﺗﺸﺎﻭﺭ )ﻣﻊ‬- ‫ ﻳﺘﺸﺎﻭﺭ‬- ‫ﺗﺸﺎﻭﺭ‬ ‫ ﺇﺷﺎﺭﺓ ﻋﻠﻰ ﺷﺨﺺ‬- ‫ ﻳﺸﻴﺮ‬- ‫ﺃﺷﺎﺭ‬ ‫ﺃﻥ‬/‫ﺑﺄﻥ‬/‫ﺍﺳﻢ‬/‫ ﻣﺼﺪﺭ‬+ ‫ﺑـ‬ ‫ ﺍﺳﺘﺸﺎﺭﺓ‬- ‫ ﻳﺴﺘﺸﻴﺮ‬- ‫ﺍﺳﺘﺸﺎﺭ‬ ‫ ﻣﺸﺎﻭﻳﺮ‬- ‫ﻣِ ﺸﻮﺍﺭ‬ ‫ ﺷﺎﺷﺎﺕ‬- ‫ﺷﺎﺷﺔ‬ ‫ ﺃﺷﻮﺍﻕ‬- ‫ﺷﻮﻕ‬ ‫ ﺍﺷﺘﻴﺎﻕ‬- ‫ ﻳﺸﺘﺎﻕ‬- ‫ﺍﺷﺘﺎﻕ‬ ‫ﺷﻮﻙ‬/‫ﺃﺷﻮﺍﻙ‬ ُ - ‫ﺷﻮﻛﺔ‬ ّ‫ ﺷﻲ‬- ‫ ﻳﺸﻮﻱ‬- ‫ﺷﻮﻯ‬ ‫ﻣﺸﺎﻭ‬ ٍ - ‫ﻣﺸﻮﻱ‬/‫ِﺷﻮﺍﺀ‬ ‫ ﻣﺸﻴﺌﺔ‬- ‫ ﻳﺸﺎﺀ‬- ‫ﺷﺎﺀ‬ ‫ ﺷﻴﻮﺥ‬- ‫ﺷﻴﺦ‬ ‫ﻓﻀﻴﻠﺔ ﺍﻟﺸﻴﺦ‬ ‫ ِﺷﻴَﻢ‬- ‫ﺷﻴﻤﺔ‬

-‫ﺹ‬To be patient To wait impatiently Patient Finger-s, toe-s Health To your health Plate-s, courtyard-s Clamor, din, noise Noisy To be issued, published Chest-s, forefront-s To be truthful/sincere To believe

• 194

‫ ﺻﺒﺮ‬- ‫ ﻳﺼﺒُﺮ‬- ‫ﺻﺒﺮ‬ ‫ﺍﻧﺘﻈﺮ ﺑﻔﺎﺭﻍ ﺍﻟﺼﺒﺮ‬ ‫ﺻﺒﻮﺭ‬ ‫ ﺃﺻﺎﺑﻊ‬- ‫ﺇﺻﺒﻊ‬ ‫ِﺻﺤّ ﺔ‬ ‫ ﺑﺎﻟﺼﺤّ ﺔ ﻭ ﺍﻟﻌﺎﻓﻴﺔ‬،‫ ﺻﺤّ ﺘﲔ ﻭ ﻋﻮﺍﻓﻲ‬،‫ ﺻﺤّ ﺘﲔ‬،‫ﺻﺤّ ﺔ‬ ‫ﺻﺤﻮﻥ‬ ُ - ‫ﺻﺤﻦ‬ ‫ﺻﺨﺐ‬ ‫ﺻﺎﺧﺐ‬ ‫ ﺻﺪﻭﺭ‬- ‫ ﻳﺼﺪُﺭ‬- ‫ﺻﺪﺭ‬ ‫ﺻﺪﻭﺭ‬ ُ - ‫ﺻﺪﺭ‬ ‫ ِﺻﺪﻕ‬- ‫ ﻳﺼﺪُﻕ‬- ‫ﺻﺪﻕ‬ ‫ ﺗﺼﺪﻳﻖ‬- ‫ ﻳﺼﺪّﻕ‬- ‫ﺻﺪّﻕ‬

Arabic–English Glossary

‫ ﺻﺪﻗﺎﺕ‬- ‫ﺻﺪﻗﺔ‬ ‫ﺻﺪﺍﻗﺔ‬/‫ ﻣﺼﺎﺩﻗﺔ‬- ‫ ﻳﺼﺎﺩﻕ‬- ‫ﺻﺎﺩﻕ‬ ‫ﺻﺎﺩﻕ ﻋﻠﻰ‬ ‫ ﺻﺪﺍﻗﺎﺕ‬- ‫ﺻﺪﺍﻗﺔ‬ ‫ﺻﺮﻳﺮ‬ ‫ ﺻﺮﻑ‬- ‫ ﻳﺼﺮِ ﻑ‬- ‫ﺻﺮﻑ‬ ‫ ﻣﺼﺎﺭﻳﻒ‬- ‫ﻣﺼﺮﻭﻑ‬ ‫ ﺗﺼﺮّﻑ‬- ‫ ﻳﺘﺼﺮّﻑ‬- ‫ﺗﺼﺮّﻑ‬ ‫ ﺗﺼﺮﱡﻓﺎﺕ‬- ‫ﺗﺼﺮﱡﻑ‬ ‫ﺃﺻﻔﺮ‬ ‫ﺻﻔﺮﺓ‬ ُ ‫ ﺍﺻﻔﺮﺍﺭ‬- ‫ ﻳﺼﻔ ّﺮ‬- ‫ﺍﺻﻔ ّﺮ‬ ‫ ﺻﻔﻮ‬- ‫ ﻳﺼﻔﻮ‬- ‫ﺻﻔﺎ‬ ‫ ﺗﺼﻔﻴﺔ‬- ‫ ﻳﺼﻔّﻲ‬- ‫ﺻﻔّﻰ‬ ‫ﻣِ ﺼﻔﺎﺓ‬ ‫ﺻﻠﺐ‬ َ ‫ﺻﻼﺑﺔ‬ ‫ﺻﻠﺐ‬ ُ ‫ﻓﻲ‬ ‫ﺻﻮﺭ‬ ُ - ‫ﺻﻮﺭﺓ‬ ‫ﺻﻮﺭﻱ‬ ‫ ﺗﺼﻮﻳﺮ‬- ‫ ﻳﺼﻮّﺭ‬- ‫ﺻﻮّﺭ‬ ‫ ﺗﺼﻮّﺭ‬- ‫ ﻳﺘﺼﻮّﺭ‬- ‫ﺗﺼﻮّﺭ‬ ‫ ﺍﺻﻄﻴﺎﺩ‬- ‫ ﻳﺼﻄﺎﺩ‬- ‫ﺍﺻﻄﺎﺩ‬ ‫ﺻﻴّﺎﺩ‬

Charity To befriend To approve, to pass a law Friendship-s Creaking, squeaking To spend money Expense-s, allowance-s To behave, handle Behavior-s Yellow, pale Yellowness, paleness To become yellow/pale To be clear/pure To strain, filter Filter-s, strainer-s, oil refinery-ies Solid, hard, firm Hardness, firmness, solidity At the heart of, the crux of Picture-s Formal, nominal, just for show To picture, depict To imagine To hunt, fish Hunter-s, fisherman-men

-‫ﺽ‬Insignificance, dearth Insignificant, faint, minute Victim-s To sacrifice Suburb-s Against Opposite-s, antonym-s To hit, strike To cite an example Type-s, kind-s

‫ﺿﺂﻟﺔ‬ ‫ﺿﺌﻴﻞ‬ ‫ ﺿﺤﺎﻳﺎ‬- ‫ﺿﺤﻴّﺔ‬ ‫ﺗﻀﺤﻴﺔ‬ ِ - ‫ ﻳﻀﺤّ ﻰ‬- ‫ﺿﺤّ ﻰ‬ ٍ‫ ﺿﻮﺍﺡ‬- ‫ﺿﺎﺣﻴﺔ‬ ‫ِﺿ ﱠﺪ‬ ‫ ﺃﺿﺪﺍﺩ‬- ‫ﺿ ّﺪ‬ ‫ﺿﺮﺏ‬ َ - ‫ ﻳﻀﺮِ ﺏ‬- ‫ﺿﺮﺏ‬ ‫ﻼ‬ ً ‫ﺿﺮﺏ ﻣﺜ‬ ‫ﺿﺮﻭﺏ‬ ُ - ‫ﺿﺮﺏ‬ 195 •

Arabic–English Glossary Tax-es To contradict Contradiction-s Weakness Weak point-s Weak Shore-s, bank-s To be slim, thin Slim, thin Conscience, pronoun-s To secure, guarantee, insure Health insurance Social security To enclose, include, imply Content-s To include, embrace someone, annex To join To be equal to Equal to To be lost, wander off To be tight/narrow To be fed up with, exasperated with Narrowness, tightness, hardship Narrow, tight To add

‫ ﺿﺮﺍﺋﺐ‬- ‫ﺿﺮﻳﺒﺔ‬ ‫ ﺗﻀﺎﺭﺏ‬- ‫ ﻳﺘﻀﺎﺭﺏ‬- ‫ﺗﻀﺎﺭﺏ‬ ‫ ﺗﻀﺎﺭﺑﺎﺕ‬- ‫ﺗﻀﺎﺭﺏ‬ ‫ﺿﻌﻒ‬ ‫ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ‬- ‫ﻧﻘﻄﺔ‬ ‫ﺿﻌﻴﻒ‬ ‫ ِﺿﻔﺎﻑ‬- ‫ﺿﻔّﺔ‬ ‫ ﺿﻤﻮﺭ‬- ‫ ﻳﻀﻤُﺮ‬- ‫ﺿﻤُﺮ‬ ‫ﺿﺎﻣﺮ‬ ‫ ﺿﻤﺎﺋﺮ‬- ‫ﺿﻤﻴﺮ‬ ‫ ﺿﻤﺎﻥ‬- ‫ ﻳﻀﻤَﻦ‬- ‫ﺿﻤﻦ‬ ‫ﺿﻤﺎﻥ ﺻﺤﻲ‬ ‫ﺿﻤﺎﻥ ﺍﺟﺘﻤﺎﻋﻲ‬ ‫ ﺗﻀﻤﲔ‬- ‫ ﻳﻀﻤّﻦ‬- ‫ﺿﻤّﻦ‬ ‫ ﻣﻀﺎﻣﲔ‬- ‫ﻣﻀﻤﻮﻥ‬ ‫ ﺿ ّﻢ‬- ‫ﻳﻀ ّﻢ‬ ُ - ‫ﺿ ّﻢ‬ ‫ ﺍﻧﻀﻤﺎﻡ ﺇﻟﻰ‬- ‫ ﻳﻨﻀ ّﻢ‬- ‫ﺍﻧﻀ ّﻢ‬ ‫ ﻣﻀﺎﻫﺎﺓ‬- ‫ ﻳﻀﺎﻫﻲ‬- ‫ﺿﺎﻫﻰ‬ … ‫ُﻀﺎﻩ ﻟـ‬ ٍ ‫ﻣ‬ ‫ ﺿﻴﺎﻉ‬- ‫ ﻳﻀﻴﻊ‬- ‫ﺿﺎﻉ‬ ‫ ﺿﻴﻖ‬- ‫ ﻳﻀﻴﻖ‬- ‫ﺿﺎﻕ‬ … ‫ﺿﺎﻕ ﺑـ‬ ‫ﺿﻴﻖ‬ ‫ﺿﻴﱢﻖ‬ ‫ ﺇﺿﺎﻓﺔ‬- ‫ ﻳﻀﻴﻒ‬- ‫ﺃﺿﺎﻑ‬

-‫ﻁ‬To stamp, print, press Postal stamp-s Form-s, hard copy-ies, typescript-s Character-s Naturally, of course Nature In accordance with Stratum-strata, social class-es, layer-s To apply

• 196

‫ﻃﺒﺎﻋﺔ‬/‫ﻃﺒﻊ‬ ِ - ‫ ﻳﻄﺒَﻊ‬- ‫ﻃﺒﻊ‬ ‫ ﻃﻮﺍﺑﻊ ﺑﺮﻳﺪﻳﺔ‬- ‫ﻃﺎﺑﻊ ﺑﺮﻳﺪﻱ‬ ‫ ﻣﻄﺒﻮﻋﺎﺕ‬- ‫ﻣﻄﺒﻮﻋﺔ‬ ‫ ِﻃﺒﺎﻉ‬- ‫ﻃﺒﻊ‬ ‫ﻃﺒﻌ ًﺎ‬ ‫ﻃﺒﻴﻌﺔ‬ َ‫ِﻃﺒﻖ‬ ‫ ﻃﺒﻘﺎﺕ‬- ‫ﻃﺒﻘﺔ‬ ‫ ﺗﻄﺒﻴﻖ‬- ‫ ﻳﻄﺒّﻖ‬- ‫ﻃﺒّﻖ‬

Arabic–English Glossary To juxtapose Use of a word and its antonym, antithesis,

‫ ﻣﻄﺎﺑﻘﺔ‬- ‫ ﻳﻄﺎﺑﻖ‬- ‫ﻃﺎﺑﻖ‬ ‫ِﻃﺒﺎﻕ‬

counterpoint To juxtapose, be in line with In line with, in agreement with, corroborating To mill, grind Flour Sesame paste Mill-s To be ecstatic, transported by music or poetry To expel To chase Funny, witty or rare anecdote-s Funny, interesting Method-s, way-s, manner-s Method of preparation To dominate, predominate, be tyrannical Tyrant-s To rise, climb, ascend Beginning-s, opening-s of a poem

‫ ﺗﻄﺎﺑﻖ‬- ‫ ﻳﺘﻄﺎﺑﻖ‬- ‫ﺗﻄﺎﺑﻖ‬ ‫ﻣﺘﻄﺎﺑﻖ‬ ‫ ﻃﺤﻦ‬- ‫ ﻳﻄﺤَ ﻦ‬- ‫ﻃﺤﻦ‬ ‫ﻃﺤﲔ‬ ‫ﻃﺤﻴﻨﺔ‬ ‫ ﻃﻮﺍﺣﲔ‬- ‫ﻃﺎﺣﻮﻧﺔ‬/‫ﻃﺎﺣﻮﻥ‬ ‫ ﻃﺮﺏ‬- ‫ ﻳﻄﺮَﺏ‬- ‫ﻃﺮِ ﺏ‬ ‫ ﻃﺮﺩ‬- ‫ ﻳﻄﺮُﺩ‬- ‫ﻃﺮﺩ‬ ‫ ﻣُﻄﺎﺭﺩﺓ‬- ‫ ﻳﻄﺎﺭﺩ‬- ‫ﻃﺎﺭﺩ‬ ‫ ﻃُ ﺮﻑ‬- ‫ﻃُ ﺮﻓﺔ‬ ‫ﻃﺮﻳﻒ‬ ‫ ﻃُ ﺮﻕ‬- ‫ﻃﺮﻳﻘﺔ‬ ‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﻀﻴﺮ‬ ‫ﻃُ ﻐﻴﺎﻥ‬/‫ ﻃﻐﻲ‬- ‫ ﻳﻄﻐﻰ‬- ‫ﻃﻐﻰ‬ ‫ ﻃُ ﻐﺎﺓ‬- ‫ﻃﺎﻏﻴﺔ‬/‫ﻃﺎﻍ‬ ٍ ‫ ﻃﻠﻮﻉ‬- ‫ ﻳﻄﻠُﻊ‬- ‫ﻃﻠﻊ‬ ‫ ﻣﻄﺎﻟﻊ‬- ‫ﻣﻄﻠﻊ‬

or a song To anticipate, look forward to To request, seek Application-s, request-s To demand Shot-s To divorce To appear, to peek To reassure To feel reassured, to be tranquil Tranquility, safety Tomatoes Cooking pot-s To be long Long Throughout As long as

‫ ﺗﻄﻠّﻊ ﺇﻟﻰ‬- ‫ ﻳﺘﻄﻠّﻊ‬- ‫ﺗﻄﻠّﻊ‬ ‫ ﻃﻠﺐ‬- ‫ ﻳﻄﻠُﺐ‬- ‫ﻃﻠﺐ‬ ‫ ﻃﻠﺒﺎﺕ‬- ‫ﻃﻠﺐ‬ ‫ ﻣﻄﺎﻟﺒﺔ‬- ‫ ﻳﻄﺎﻟﺐ‬- ‫ﻃﺎﻟﺐ‬ ‫ ﻃﻠﻘﺎﺕ‬- ‫ﻃﻠﻘﺔ‬ ‫ ﻃﻼﻕ‬- ‫ ﻳﻄﻠّﻖ‬- ‫ﻃﻠّﻖ‬ ‫ ﺇﻃﻼﻝ‬- ّ‫ ﻳﻄﻞ‬- ّ‫ﺃﻃﻞ‬ ‫ ﻃﻤﺄﻧﺔ‬- ‫ ﻳﻄﻤﺌﻦ‬- ‫ﻃﻤﺄﻥ‬ ‫ ﺍﻃﻤﺌﻨﺎﻥ‬- ّ‫ ﻳﻄﻤﺌﻦ‬- ّ‫ﺍﻃﻤﺄﻥ‬ ‫ﻃُ ﻤﺄﻧﻴﻨﺔ‬ ‫ﻃﻤﺎﻃﻢ‬ ‫ ﻃﻨﺎﺟﺮ‬- ‫ﻃﻨﺠﺮﺓ‬ ‫ ﻃﻮﻝ‬- ‫ ﻳﻄﻮﻝ‬- ‫ﻃﺎﻝ‬ ‫ﻃﻮﻳﻞ‬ ‫ ﻃﻴﻠ َﺔ‬،َ‫ِﻃﻮﺍﻝ‬ ‫ﻃﺎﳌﺎ‬ 197 •

Arabic–English Glossary

‫ ﺇﻃﺎﻟﺔ‬- ‫ ﻳﻄﻴﻞ‬- ‫ﺃﻃﺎﻝ‬ ‫ﻣﺴﺘﻄﻴﻞ‬ ‫ ﻃﻴﺒﺔ‬- ‫ ﻳﻄﻴﺐ‬- ‫ﻃﺎﺏ‬ ‫ﻃﻴّﺐ‬ ‫ ﺍﺳﺘﻄﺎﺑﺔ‬- ‫ ﻳﺴﺘﻄﻴﺐ‬- ‫ﺍﺳﺘﻄﺎﺏ‬

To prolong, drag, lengthen Rectangle, rectangular To be tasty/flavorful, kind Kind, flavorful, good, fine To find savory/flavorful

-‫ﻅ‬‫ ﻇﺮﻭﻑ‬- ‫ﻇﺮﻑ‬ ‫ ﻇﺮﻓﺎﺀ‬- ‫ﻇﺮﻳﻒ‬ ‫ ﺃﻇﺎﻓﺮ‬- ‫ﻇﻔﺮ‬ ‫ ﻇﻬﻮﺭ‬- ‫ ﻳﻈﻬَﺮ‬- ‫ﻇﻬﺮ‬ ‫ ﻣﻈﺎﻫﺮ‬- ‫ﻣﻈﻬﺮ‬ ‫ ﻇﻮﺍﻫﺮ‬- ‫ﻇﺎﻫﺮﺓ‬ … ‫ ﺗﻈﺎﻫﺮ ﺑـ‬- ‫ ﻳﺘﻈﺎﻫﺮ‬- ‫ﺗﻈﺎﻫﺮ‬ ‫ ﻇُ ﻬﻮﺭ‬- ‫ﻇَ ﻬﺮ‬

Envelope-s, circumstance-s, adverb-s Witty, likeable Nail-s To appear Appearance-s Phenomenon-a To feign, pretend Back-s

-‫ﻉ‬To worship Slave-s To cross Through, across Lesson-s, moral-s Expression-s Consisting of, which in fact is To express To consider, respect, learn a lesson Considering that To be ill-tempered/grumpy, frown, sulk Ill-tempered, grumpy To please, to be liked Calf-ves Veal To count, consider Number-s To enumerate Census

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‫ ﻋِ ﺒﺎﺩﺓ‬- ‫ ﻳﻌﺒُﺪ‬- ‫ﻋﺒﺪ‬ ‫ ﻋﺒﻴﺪ‬- ‫ﻋﺒﺪ‬ ‫ ﻋﺒﻮﺭ‬- ‫ ﻳﻌﺒُﺮ‬- ‫ﻋَﺒﺮ‬ ‫ﻋﺒ َﺮ‬ ‫ ﻋِ ﺒَﺮ‬- ‫ﻋِ ﺒﺮﺓ‬ ‫ ﻋﺒﺎﺭﺍﺕ‬- ‫ﻋِ ﺒﺎﺭﺓ‬ ‫ﻋﺒﺎﺭﺓ ﻋﻦ‬ ‫ ﺗﻌﺒﻴﺮ‬- ‫ ﻳﻌﺒّﺮ‬- ‫ﻋﺒّﺮ‬ ‫ ﺍﻋﺘﺒﺎﺭ‬- ‫ ﻳﻌﺘﺒﺮ‬- ‫ﺍﻋﺘﺒﺮ‬ ّ‫ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ‬ ‫ ﻋُ ﺒﻮﺱ‬- ‫ ﻳﻌﺒَﺲ‬- ‫ﻋﺒﺲ‬ ‫ﻋﺒﻮﺱ‬ ‫ ﺇﻋﺠﺎﺏ‬- ‫ ﻳﻌﺠﺐ‬- ‫ﺃﻋﺠﺐ‬ ‫ ﻋُ ﺠﻮﻝ‬- ‫ﻋِ ﺠﻞ‬ ‫ﳊﻢ ﺍﻟﻌﺠﻞ‬ ‫ ﻋ ّﺪ‬- ‫ ﻳ ُﻌ ّﺪ‬- ‫ﻋ ّﺪ‬ ‫ ﺃﻋﺪﺍﺩ‬- ‫ﻋﺪﺩ‬ ‫ﺗﻌﺪﺍﺩ‬/‫ ﺗﻌﺪﻳﺪ‬- ‫ ﻳﻌﺪّﺩ‬- ‫ﻋﺪّﺩ‬ ‫ﺗﻌﺪﺍﺩ‬

Arabic–English Glossary

‫ ﺇﻋﺪﺍﺩ‬- ‫ ﻳﻌ ّﺪ‬- ‫ﺃﻋ ّﺪ‬ To multiply ‫ ﺗﻌﺪّﺩ‬- ‫ ﻳﺘﻌﺪّﺩ‬- ‫ﺗﻌﺪّﺩ‬ Pluralism ‫ﺗﻌﺪﱡﺩﻳّﺔ‬ To get ready, prepare oneself for … ‫ ﺍﺳﺘﻌﺪﺍﺩ ﻟـ‬- ‫ ﻳﺴﺘﻌ ّﺪ‬- ‫ﺍﺳﺘﻌ ّﺪ‬ Lentils ‫ﻋﺪﺱ‬ Lentil soup ‫ﺷﻮﺭﺑﺔ ﻋﺪﺱ‬ To be just/fair ‫ ﻋﺪﻝ‬- ‫ ﻳﻌﺪِ ﻝ‬- ‫ﻋﺪﻝ‬ Justice ‫ ﻋﺪﺍﻟﺔ‬،‫ﻋﺪﻝ‬ Just, fair ‫ﻋﺎﺩﻝ‬ To amend, adjust ‫ ﺗﻌﺪﻳﻞ‬- ‫ ﻳﻌﺪّﻝ‬- ‫ﻋﺪّﻝ‬ Amendment-s, adjustment-s ‫ ﺗﻌﺪﻳﻼﺕ‬- ‫ﺗﻌﺪﻳﻞ‬ To equate, to equal ‫ ﻣﻌﺎﺩﻟﺔ‬- ‫ ﻳﻌﺎﺩﻝ‬- ‫ﻋﺎﺩﻝ‬ Equation-s ‫ ﻣُﻌﺎﺩﻻﺕ‬- ‫ﻣُﻌﺎﺩﻟﺔ‬ To be equal to one another, to tie in a game ‫ ﺗﻌﺎﺩﻝ‬- ‫ ﻳﺘﻌﺎﺩﻝ‬- ‫ﺗﻌﺎﺩﻝ‬ To be moderate, to adjust one’s posture or position ‫ ﺍﻋﺘﺪﺍﻝ‬- ‫ ﻳﻌﺘﺪﻝ‬- ‫ﺍﻋﺘﺪﻝ‬ Moderate, temperate ‫ﻣﻌﺘﺪﻝ‬ To feel animosity towards someone ‫ﻋﺪﺍﻭﺓ‬/‫ ﻋِ ﺪﺍﺀ‬- ‫ ﻳﻌﺎﺩﻱ‬- ‫ﻋﺎﺩﻯ‬ Enemy-ies ‫ ﺃﻋﺪﺍﺀ‬- ‫ﻋ ُﺪ ّﻭ‬ Belligerent, bellicose ‫ﻋﺪﺍﺋﻲ‬ Except ‫ ﻣﺎﻋﺪﺍ‬،‫ﻋﺪﺍ‬ Contagion ‫ﻋﺪﻭﻯ‬ Sweet, exquisite, tasteful ‫ﻋَﺬﺏ‬ Sweetness, tastefulness ‫ﻋُ ﺬﻭﺑﺔ‬ Wedding-s ‫ ﺃﻋﺮﺍﺱ‬- ‫ﻋُ ﺮﺱ‬ Groom ‫ﻋﺮﻳﺲ‬ Bride ‫ﻋﺮﻭﺱ‬ Bride-s and groom-s ‫ﻋﺮﺳﺎﻥ‬ To exhibit, display, offer ‫ ﻋﺮﺽ‬- ‫ ﻳﻌﺮِ ﺽ‬- ‫ﻋﺮﺽ‬ Width, honor, reputation ‫ﻋﺮﺽ‬ Wide ‫ﻋﺮﻳﺾ‬ Offer-s ‫ ﻋُ ﺮﻭﺽ‬- ‫ﻋﺮﺽ‬ To expose, discredit, attack someone’s honor ‫ ﺗﻌﺮﻳﺾ‬- ‫ ﻳﻌﺮّﺽ‬- ‫ﻋﺮّﺽ‬ To oppose ‫ ﻣﻌﺎﺭﺿﺔ‬- ‫ ﻳﻌﺎﺭﺽ‬- ‫ﻋﺎﺭﺽ‬ Opposing ‫ﻣﻌﺎﺭﺽ‬ Opposition ‫ﻣﻌﺎﺭﺿﺔ‬ To be subjected to, exposed to … ‫ ﺗﻌﺮّﺽ ﻟـ‬- ‫ ﻳﺘﻌﺮّﺽ‬- ‫ﺗﻌﺮّﺽ‬ To conflict, to oppose one another ‫ ﺗﻌﺎﺭﺽ‬- ‫ ﻳﺘﻌﺎﺭﺽ‬- ‫ﺗﻌﺎﺭﺽ‬ To prepare something

199 •

Arabic–English Glossary To get to know one another Ancient, with a long history and pedigree With the longest history, with the greatest pedigree To be dear, valuable, hard to get Dear Dear … Glory Pride, self-esteem To isolate To seclude oneself Seclusion, isolation To offer condolences Condolence-s Please accept our sincerest condolences To be difficult/hard Difficult, hard Wrist-s To give Beseech, beg, beckon To become great Great Great, greatest Bone-s To forgive, pardon Good health To your health After To tie a knot, sign a contract, hold a meeting or session Contract-s, necklace-s, decade-s Faith-s, creed-s To believe, think that Infertile, barren To curve, bend Curved, bent Quotation marks Mind-s Mature, sensible, reasonable

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‫ ﺗﻌﺎﺭُﻑ‬- ‫ ﻳﺘﻌﺎﺭﻑ‬- ‫ﺗﻌﺎﺭﻑ‬ ‫ﻋﺮﻳﻖ‬ ‫ﺃﻋﺮﻕ‬ ‫ ﻋ ّﺰ‬- ‫ ﻳ ُﻌ ّﺰ‬- ‫ﻋ ّﺰ‬ ‫ ﺃﻋِ ﺰّﺍﺀ‬- ‫ﻋﺰﻳﺰ‬ ‫ ﺃﻋﺰّﺍﺋﻲ‬،‫ ﻋﺰﻳﺰﺗﻲ‬،‫ﻋﺰﻳﺰﻱ‬ ‫ﻋ ّﺰ‬ ‫ﻋِ ﺰّﺓ‬ ‫ ﻋﺰﻝ‬- ‫ ﻳﻌﺰِ ﻝ‬- ‫ﻋﺰﻝ‬ ‫ ﺍﻧﻌﺰﺍﻝ‬- ‫ ﻳﻨﻌﺰﻝ‬- ‫ﺍﻧﻌﺰﻝ‬ ‫ﻋُ ﺰﻟﺔ‬ ‫ ﺗﻌﺰﻳﺔ‬- ‫ ﻳﻌﺰّﻯ‬- ‫ﻋﺰّﻯ‬ ‫ﺗﻌﺎﺯ‬ ٍ - ‫ﺗﻌﺰﻳﺔ‬ ‫ﺗﻘﺒّﻠﻮﺍ ﻣﻨﺎ ﺃﺻﺪﻕ ﺍﻟﺘﻌﺎﺯﻱ‬ ‫ ﻋُ ﺴﺮ‬- ‫ﻳﻌﺴﺮ‬ ُ - ‫ﻋﺴﺮ‬ ُ ‫ﻋﺴﻴﺮ‬ ‫ﻣﻌﺎﺻﻢ‬ ِ - ‫ﻣِ ﻌﺼﻢ‬ ‫ ﺇﻋﻄﺎﺀ‬- ‫ ﻳﻌﻄﻲ‬- ‫ﺃﻋﻄﻰ‬ ‫ﺍﺳﺘﻌﻄﻰ‬ ‫ ﻋِ ﻈﻢ‬- ‫ ﻳﻌﻈُ ﻢ‬- ‫ﻋﻈُ ﻢ‬ ‫ﻋﻈﻴﻢ‬ ‫ﻋُ ﻈﻤﻰ‬/‫ﺃﻋﻈﻢ‬ ‫ ﻋﻈﺎﻡ‬- ‫ﻋﻈﻢ‬ ‫ ﻋﻔﻮ‬- ‫ ﻳﻌﻔﻮ‬- ‫ﻋﻔﺎ‬ ‫ﻋﺎﻓﻴﺔ‬ ‫ ﺑﺎﻟﺼﺤﺔ ﻭ ﺍﻟﻌﺎﻓﻴﺔ‬،‫ﻋﻮﺍﻓﻲ‬ ‫ ﻓﻲ ﺃﻋﻘﺎﺏ‬، َ‫ﻋﻘِ ﺐ‬ ‫ ﻋﻘﺪ‬- ‫ ﻳﻌﻘِ ﺪ‬- ‫ﻋﻘﺪ‬ ‫ ﻋُ ﻘﻮﺩ‬- ‫ﻋﻘﺪ‬ ‫ ﻋﻘﺎﺋﺪ‬- ‫ﻋﻘﻴﺪﺓ‬ ‫ ﺍﻋﺘﻘﺎﺩ‬- ‫ ﻳﻌﺘﻘﺪ‬- ‫ﺍﻋﺘﻘﺪ‬ ‫ﻋﺎﻗﺮ‬ ‫ ﻋﻘﻒ‬- ‫ ﻳﻌﻘِ ﻒ‬- ‫ﻋﻘﻒ‬ ‫ﻣﻌﻘﻮﻑ‬ ‫ﻣﻌﻘّﻔﲔ‬ ‫ ﻋُ ﻘﻮﻝ‬- ‫ﻋﻘﻞ‬ ‫ﻋﺎﻗﻞ‬

Arabic–English Glossary To reflect Opposite On the contrary To go against, harass Opposite, counter To reflect on, have repercussions on Repercussion-s Cause-s, reason-s To know Science-s, knowledge Scientist-s, scholar-s Scholars of religion All-knowing, one of the 99 sacred names

‫ ﻋﻜﺲ‬- ‫ ﻳﻌﻜِ ﺲ‬- ‫ﻋﻜﺲ‬ ‫ﻋﻜﺲ‬ ‫ﺑﺎﻟﻌﻜﺲ‬ ‫ ﻣﻌﺎﻛﺴﺔ‬- ‫ ﻳﻌﺎﻛﺲ‬- ‫ﻋﺎﻛﺲ‬ ‫ﻣﻌﺎﻛﺲ‬ (‫ ﺍﻧﻌﻜﺎﺱ )ﻋﻠﻰ‬- ‫ ﻳﻨﻌﻜﺲ‬- ‫ﺍﻧﻌﻜﺲ‬ ‫ ﺍﻧﻌﻜﺎﺳﺎﺕ‬- ‫ﺍﻧﻌﻜﺎﺱ‬ ‫ ﻋِ ﻠﻞ‬- ‫ﻋِ ﻠّﺔ‬ ‫ ﻋﻠﻢ‬- ‫ ﻳﻌﻠَﻢ‬- ‫ﻋﻠِﻢ‬ ‫ ﻋﻠﻮﻡ‬- ‫ﻋﻠﻢ‬ ‫ ﻋﻠﻤﺎﺀ‬- ‫ﻋﺎﻟﻢ‬ ‫ﻋﻠﻤﺎﺀ ﺍﻟﺪﻳﻦ‬ ‫ﻋﻠﻴﻢ‬

of God Piece-s of information, data For more information Instructions, orders, directions To inform The news media To announce Announcement-s, advertisement-s To rise, to prevail High In addition to, on top of You have to, it is upon you to To rely on, depend on, count on Self-reliance Factor-s Generally, mostly Grapes To have, at When To be stubborn, contend/insist stubbornly Stubborn Element-s, race-s Racism Neck-s

‫ ﻣﻌﻠﻮﻣﺎﺕ‬- ‫ﻣﻌﻠﻮﻣﺔ‬ ‫ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺗﻌﻠﻴﻤﺎﺕ‬ ‫ ﺇﻋﻼﻡ‬- ‫ ﻳﻌﻠﻢ‬- ‫ﺃﻋﻠﻢ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ ﺇﻋﻼﻥ‬- ‫ ﻳﻌﻠﻦ‬- ‫ﺃﻋﻠﻦ‬ ‫ ﺇﻋﻼﻧﺎﺕ‬- ‫ﺇﻋﻼﻥ‬ ‫ ﻋﻠ ّﻮ‬- ‫ ﻳﻌﻠﻮ‬- ‫ﻋﻼ‬ ِ‫ﻋﺎﻝ‬ ‫ﻋﻼﻭﺓ ﻋﻠﻰ‬ ‫ﺍﺳﻢ‬/‫ ﻣﺼﺪﺭ‬+ ‫ﺑـ‬/‫ﻋﻠﻴﻚ ﺃﻥ‬ (‫ ﺍﻋﺘﻤﺎﺩ )ﻋﻠﻰ‬- ‫ ﻳﻌﺘﻤﺪ‬- ‫ﺍﻋﺘﻤﺪ‬ ‫ﺍﻹﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ‬ ‫ ﻋﻮﺍﻣﻞ‬- ‫ﻋﺎﻣﻞ‬ ‫ﻋﻠﻰ ﺍﻟﻌﻤﻮﻡ‬/‫ ﻓﻲ‬،ً‫ ﻋﻤﻮﻣﺎ‬،ً‫ﻋﺎﻣﺔ‬ ‫ﻋِ ﻨﺐ‬ ‫ﻋِ ﻨﺪ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﻣﻌﺎﻧﺪﺓ‬/‫ ﻋِ ﻨﺎﺩ‬- ‫ ﻳﻌﺎﻧﺪ‬- ‫ﻋﺎﻧﺪ‬ ‫ﻋﻨﻴﺪ‬ ‫ ﻋﻨﺎﺻﺮ‬- ‫ﻋُ ﻨﺼﺮ‬ ‫ﻋُ ﻨﺼﺮﻳّﺔ‬ ‫ ﺃﻋﻨﺎﻕ‬- ‫ﻋُ ﻨﻖ‬ 201 •

Arabic–English Glossary

‫ ﻋﻨﺎﻭﻳﻦ‬- ‫ﻋﻨﻮﺍﻥ‬ Hardship, strenuousness ‫ﻋﻨﺎﺀ‬ To suffer ‫ ﻣﻌﺎﻧﺎﺓ‬- ‫ ﻳﻌﺎﻧﻲ‬- ‫ﻋﺎﻧﻰ‬ To mean, to be significant/important ‫ ﻣﻌﻨﻰ‬- ‫ ﻳﻌﻨﻲ‬- ‫ﻋﻨﻰ‬ Meaning-s ‫ﻣﻌﺎﻥ‬ ٍ - ‫ﻣﻌﻨﻰ‬ To take care of, pay attention to … ‫ﻋﻨﺎﻳﺔ ﺑـ‬/‫ ﺍﻋﺘﻨﺎﺀ‬- ‫ ﻳﻌﺘﻨﻲ‬- ‫ﺍﻋﺘﻨﻰ‬ To be used to, know ‫ ﻋﻬﺪ‬- ‫ ﻳﻌﻬَﺪ‬- ‫ﻋﻬﺪ‬ Promise-s, oath-s, era-s ‫ ﻋُ ﻬﻮﺩ‬- ‫ﻋﻬﺪ‬ To be bent/crooked ‫ ﺍﻋﻮﺟﺎﺝ‬- ّ‫ ﻳﻌﻮﺝ‬- ّ‫ﺍﻋﻮﺝ‬ Bent, crooked ّ‫ﻣﻌﻮﺝ‬ Year-s ‫ ﺃﻋﻮﺍﻡ‬- ‫ﻋﺎﻡ‬ Lit. may you be well every year, happy new year ‫ﻛﻞ ﻋﺎﻡ ﻭ ﺃﻧﺘﻢ ﺑﺨﻴﺮ‬ Lit. may you be safe every year, happy new year ‫ﻛﻞ ﻋﺎﻡ ﻭ ﺃﻧﺘﻢ ﺳﺎﳌﻮﻥ‬ May you be well every year, season’s greetings ‫ﻛﻞ ﻋﺎﻡ ﻭ ﺃﻧﺘﻢ ﻃﻴﺒﻮﻥ‬ To criticize, blame, discredit ‫ ﻋﻴﺐ‬- ‫ ﻳﻌﻴﺐ‬- ‫ﻋﺎﺏ‬ Shame, defect-s, shortcoming-s ‫ ﻋُ ﻴﻮﺏ‬- ‫ﻋﻴﺐ‬ Holiday-s ‫ ﺃﻋﻴﺎﺩ‬- ‫ﻋﻴﺪ‬ National holiday ‫ﻋﻴﺪ ﻭﻃﻨﻲ‬ Religious holiday ‫ﻋﻴﺪ ﺩﻳﻨﻲ‬ To celebrate a holiday, to give holiday greetings ‫ ﺗﻌﻴﻴﺪ‬- ‫ ﻳُﻌﻴّﺪ‬- ‫ﻋﻴّﺪ‬ Happy Holiday ‫ﻋﻴﺪ ﻣﺒﺎﺭﻙ‬ Happy birthday ‫ﻋﻴﺪ ﻣﻴﻼﺩ ﺳﻌﻴﺪ‬ Eye-s, spring-s ‫ ﻋُ ﻴﻮﻥ‬- ‫ﻋﲔ‬ To appoint ‫ ﺗﻌﻴﲔ‬- ‫ﻳﻌﲔ‬ ّ - ‫ﻋﲔ‬ ّ To inspect, witness ‫ ﻣﻌﺎﻳﻨﺔ‬- ‫ ﻳﻌﺎﻳﻦ‬- ‫ﻋﺎﻳﻦ‬ Address-es

-‫ﻍ‬Dust To congratulate, to feel good about, to envy someone Glee, delight Stupidity Stupid Pattern, manner, way In this way/manner Purpose-s With the aim of

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‫ﻏُ ﺒﺎﺭ‬ ‫ﻏِ ﺒﻄﺔ‬/‫ ﻏﺒﻂ‬- ‫ ﻳﻐﺒِﻂ‬- ‫ﻏﺒﻂ‬ ‫ﻏِ ﺒﻄﺔ‬ ‫ﻏﺒﺎﺀ‬ ّ‫ﻏﺒﻲ‬ ‫ﻏِ ﺮﺍﺭ‬ ‫ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻐﺮﺍﺭ‬ ‫ ﺃﻏﺮﺍﺽ‬- ‫ﻏﺮﺽ‬ ‫ﺑﻐﺮﺽ‬

Arabic–English Glossary Vanity, conceit Vain To attract, seduce, entice Attractive Ignore, overlook, turn the blind eye Regardless of Cracks, wrinkles, gaps Within a time frame, during, interim To be thick/rough/unrefined Thick object, rough and unrefined person To wrap, cover Cover-s Envelope-s Expensive, dear High cost, costliness Dark color Rich, wealthy Wealthiness, richness Other, non-, un-, in-, dis- … However To change, alter something or someone To change Different from … Purpose-s, motive-s For the purpose of, until

‫ﻏُ ﺮﻭﺭ‬ ‫ﻣﻐﺮﻭﺭ‬ ‫ ﺇﻏﺮﺍﺀ‬- ‫ ﻳﻐﺮﻱ‬- ‫ﺃﻏﺮﻯ‬ ‫ُﻐﺮ‬ ٍ ‫ﻣ‬ (‫ ﺍﻟﺒﺼﺮ‬،‫ﻏﺾ )ﺍﻟﻨﻈﺮ‬ ّ - ‫ُﺾ‬ ّ ‫ ﻳﻐ‬- ‫ﻏﺾ‬ ّ ‫ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ‬ ّ ‫ ﻏُ ﻀﻮﻥ‬- ‫ﻏﻀﻦ‬ َ ‫ﻓﻲ ﻏﻀﻮﻥ‬ ‫ﻏﻼﻇﺔ‬/‫ ﻏِ ﻠﻆ‬- ‫ ﻳﻐﻠُﻆ‬- ‫ﻏﻠُﻆ‬ ‫ﻏﻠﻴﻆ‬ ‫ ﺗﻐﻠﻴﻒ‬- ‫ ﻳﻐﻠّﻒ‬- ‫ﻏﻠّﻒ‬ ‫ ﻏﻼﻓﺎﺕ‬- ‫ﻏﻼﻑ‬ ‫ ﻣﻐﻠّﻔﺎﺕ‬- ‫ﻣﻐﻠّﻒ‬ ‫ﻏﺎﻝ‬ ٍ ‫ﻏﻼﺀ‬ ‫ﻏﺎﻣِ ﻖ‬ ‫ ﺃﻏﻨﻴﺎﺀ‬- ّ‫ﻏﻨﻲ‬ ‫ﻏِ ﻨﻰ‬ ‫ﻏﻴﺮ‬ ّ‫ﻏﻴﺮ ﺃﻥ‬ ‫ ﺗﻐﻴﻴﺮ‬- ‫ ﻳﻐﻴّﺮ‬- ‫ﻏﻴّﺮ‬ ‫ ﺗﻐﻴّﺮ‬- ‫ ﻳﺘﻐﻴّﺮ‬- ‫ﺗﻐﻴّﺮ‬ … ‫ﻣﻐﺎﻳﺮ ﻟـ‬ ‫ ﻏﺎﻳﺎﺕ‬- ‫ﻏﺎﻳﺔ‬ ‫ﻟﻐﺎﻳﺔ‬

-‫ﻑ‬Thus, as a result, then, immediately after Heart-s To be optimistic Optimistic Light color Youth-s, young man-men Young woman-women Suddenly To surprise

‫ﻓـ‬ ‫ ﺃﻓﺌﺪﺓ‬- ‫ﻓﺆﺍﺩ‬ ‫ ﺗﻔﺎﺅﻝ‬- ‫ ﻳﺘﻔﺎﺀﻝ‬- ‫ﺗﻔﺎﺀﻝ‬ ‫ﻣﺘﻔﺎﺋﻞ‬ ‫ﻓﺎﰌ‬ ِ ‫ ﻓِ ﺘﻴﺎﻥ‬- ‫ﻓﺘﻰ‬ ‫ ﻓﺘﻴﺎﺕ‬- ‫ﻓﺘﺎﺓ‬ ‫ﻓﺠﺄ ًﺓ‬ ‫ ﻣﻔﺎﺟﺄﺓ‬- ‫ ﻳﻔﺎﺟﺊ‬- ‫ﻓﺎﺟﺄ‬ 203 •

Arabic–English Glossary Gist, substance Thigh-s Pride Proud Luxurious Relief, solution, outlet To watch a spectacle Spectacle To rejoice Wedding-s Joy, happiness Heaven, Eden To scrutinize, stare at Opportunity-ies Difference-s, discrepancy-ies Team-s, group-s, division-s To divide To part with, leave, be apart from Paradox-es Stove-s, oven-s Baker Spacious Bezel-s, lobe-s, segment-s To separate, fire, adjudicate To withdraw, part with,

‫ﻓﺤﻮﻯ‬ ‫ ﺃﻓﺨﺎﺫ‬- ‫ﻓﺨﺬ‬ ‫ ﻓﺨﺮ‬- ‫ ﻳﻔﺨَ ﺮ‬- ‫ﻓﺨﺮ‬ ‫ﻓﺨﻮﺭ‬ ‫ﻓﺎﺧﺮ‬ ‫ﻓﺮَﺝ‬ ‫ ﺗﻔﺮّﺝ‬- ‫ ﻳﺘﻔﺮّﺝ‬- ‫ﺗﻔﺮّﺝ‬ ‫ﻓُﺮﺟﺔ‬ ‫ ﻓﺮﺡ‬- ‫ ﻳﻔﺮَﺡ‬- ‫ﻓﺮِ ﺡ‬ ‫ ﺃﻓﺮﺍﺡ‬- ‫ﻓﺮﺡ‬ ‫ ﻓﺮﺣﺔ‬،‫ﻓﺮﺡ‬ ‫ﻓِ ﺮﺩَﻭﺱ‬ (‫ ﺗﻔﺮّﺱ )ﻓﻲ‬- ‫ ﻳﺘﻔﺮّﺱ‬- ‫ﺗﻔﺮّﺱ‬ ‫ ﻓُﺮﺹ‬- ‫ﻓُﺮﺻﺔ‬ ‫ﻓﻮﺍﺭﻕ‬/‫ ﻓُﺮﻭﻕ‬- ‫ﻓﺎﺭﻕ‬/‫ﻓﺮﻕ‬ ‫ ﻓِ ﺮَﻕ‬- ‫ﻓﺮﻳﻖ‬ ‫ ﺗﻔﺮِ ﻗﺔ‬- ‫ ﻳﻔﺮّﻕ‬- ‫ﻓﺮّﻕ‬ ‫ ﻓِ ﺮﺍﻕ‬- ‫ ﻳﻔﺎﺭﻕ‬- ‫ﻓﺎﺭﻕ‬ ‫ ﻣﻔﺎﺭﻗﺎﺕ‬- ‫ﻣُﻔﺎﺭﻗﺔ‬ ‫ ﺃﻓﺮﺍﻥ‬- ‫ﻓُﺮﻥ‬ ‫ﻓﺮّﺍﻥ‬ ‫ﻓﺴﻴﺢ‬ ‫ ﻓﺼﻮﺹ‬- ‫ﻓﺺ‬ ّ ‫ ﻓﺼﻞ‬- ‫ﻳﻔﺼﻞ‬ ِ - ‫ﻓﺼﻞ‬ ‫ ﺍﻧﻔﺼﺎﻝ ﻋﻦ‬- ‫ ﻳﻨﻔﺼﻞ‬- ‫ﺍﻧﻔﺼﻞ‬

break up with Bean-s, string beans God’s grace, merit, benefaction To prefer, favor It is preferred to, it is preferable that Preference is given to To graciously do something Please accept Your Grace, Honorable Sheikh Curiosity Curious To finish, complete, be empty/dull

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‫ﻓﺎﺻﻮﻟﻴﺎ‬ ‫ ﺃﻓﻀﺎﻝ‬- ‫ﻓﻀﻞ‬ ‫ ﺗﻔﻀﻴﻞ‬- ‫ﻳﻔﻀﻞ‬ ّ - ‫ﻓﻀﻞ‬ ّ ‫ُﻔﻀﻞ ﺃﻥ‬ ّ ‫ﻳ‬ … ‫ﺍﻷﻓﻀﻠﻴّﺔ ﻟـ‬ … ‫ﺗﻔﻀﻞ ﺑـ‬ ّ - ‫ﻳﺘﻔﻀﻞ‬ ّ - ‫ﺗﻔﻀﻞ‬ ّ ‫ﺗﻔﻀﻠﻮﺍ ﺑﻘﺒﻮﻝ‬ ّ ‫ﻓﻀﻴﻠﺔ ﺍﻟﺸﻴﺦ‬ ‫ﻓُﻀﻮﻝ‬ ‫ﻓﻀﻮﻟﻲ‬ ‫ ﻓﺮﺍﻍ ﻣﻦ‬- ‫ ﻳﻔﺮَﻍ‬- ‫ﻓﺮﻍ‬

Arabic–English Glossary To lose, to lack To lack, to miss Absent /missing/lacking To comprehend, grasp, understand Jurisprudence Jurisprudent, a scholar of Islamic law Intellect, thought To think Thinker, intellectual To meditate, ponder, contemplate To succeed To flatten, squash Flat, flattened Peppers Red pepper, paprika Black pepper Mouth-s Tea or coffee cup-s To perish, end, be annihilated To index Index-es, table-s of contents To understand Notion-s, definition-s To pass Too late To be unequal, disparate Unequal, disparate Immediately, at once Chaos, mayhem, anarchy Chaotic, disorganized, messy To surpass, exceed Highest esteem To excel, prevail over Benefit-s, profit-s, interest-s To benefit someone or something Gist To benefit /profit from

‫ﻓﻘﺪﺍﻥ‬/‫ ﻓﻘﺪ‬- ‫ ﻳﻔﻘِ ﺪ‬- ‫ﻓﻘﺪ‬ ‫ ﺍﻓﺘﻘﺎﺩ‬- ‫ ﻳﻔﺘﻘﺪ‬- ‫ﺍﻓﺘﻘﺪ‬ ‫ﻣُﻔﺘﻘﺪ‬ ‫ ﻓﻘﻪ‬- ‫ ﻳﻔﻘَﻪ‬- ‫ﻓﻘِ ﻪ‬ ‫ﻓﻘﻪ‬ ‫ ﻓُﻘﻬﺎﺀ‬- ‫ﻓﻘﻴﻪ‬ ‫ﻓِ ﻜﺮ‬ ‫ ﺗﻔﻜﻴﺮ‬- ‫ ﻳﻔﻜّﺮ‬- ‫ﻓﻜّﺮ‬ ‫ﻣﻔﻜّﺮ‬ ‫ ﺗﻔﻜّﺮ‬- ‫ ﻳﺘﻔﻜّﺮ‬- ‫ﺗﻔﻜّﺮ‬ ‫ ﺇﻓﻼﺡ‬- ‫ ﻳُﻔﻠٍ ﺢ‬- ‫ﺃﻓﻠﺢ‬ ‫ ﻓﻠﻄﺤﺔ‬- ‫ ﻳﻔﻠﻄﺢ‬- ‫ﻓﻠﻄﺢ‬ ‫ﻣُﻔﻠﻄﺢ‬ ‫ﻓﻠﻔﻞ‬ ‫ﻓﻠﻔﻞ ﺃﺣﻤﺮ‬ ‫ﻓﻠﻔﻞ ﺃﺳﻮﺩ‬ ‫ ﺃﻓﻮﺍﻩ‬- ‫ﻓﻢ‬ ‫ ﻓﻨﺎﺟﲔ‬- ‫ﻓِ ﻨﺠﺎﻥ‬ ‫ ﻓﻨﺎﺀ‬- ‫ ﻳﻔﻨﻰ‬- ‫ﻓﻨِﻲ‬ ‫ ﻓﻬﺮﺳﺔ‬- ‫ ﻳﻔﻬﺮِ ﺱ‬- ‫ﻓﻬﺮﺱ‬ ‫ ﻓﻬﺎﺭﺱ‬- ‫ﻓﻬﺮﺱ‬ ‫ ﻓﻬﻢ‬- ‫ ﻳﻔﻬَﻢ‬- ‫ﻓﻬِ ﻢ‬ ‫ ﻣﻔﺎﻫﻴﻢ‬- ‫ﻣﻔﻬﻮﻡ‬ ‫ ﻓﻮﺍﺕ‬- ‫ ﻳﻔﻮﺕ‬- ‫ﻓﺎﺕ‬ ‫ ﺑﻌﺪ ﻓﻮﺍﺕ ﺍﻷﻭﺍﻥ‬،‫ﻓﺎﺕ ﺍﻷﻭﺍﻥ‬ ‫ ﺗﻔﺎﻭﺕ‬- ‫ ﻳﺘﻔﺎﻭﺕ‬- ‫ﺗﻔﺎﻭﺕ‬ ‫ﻣﺘﻔﺎﻭﺕ‬ ‫ ﻋﻠﻰ ﺍﻟﻔﻮﺭ‬،ً‫ﻓﻮﺭﺍ‬ ‫ﻓﻮﺿﻰ‬ ‫ﻓﻮﺿﻮﻱ‬ ‫ ﻳﻔﻮﻕ‬- ‫ﻓﺎﻕ‬ ‫ﻓﺎﺋﻖ ﺍﻹﺣﺘﺮﺍﻡ‬ (‫ ﺗﻔﻮّﻕ )ﻋﻠﻰ‬- ‫ ﻳﺘﻔﻮّﻕ‬- ‫ﺗﻔﻮّﻕ‬ ‫ ﻓﻮﺍﺋﺪ‬- ‫ﻓﺎﺋﺪﺓ‬ ‫ ﺇﻓﺎﺩﺓ‬- ‫ ﻳﻔﻴﺪ‬- ‫ﺃﻓﺎﺩ‬ ‫ﻣﻔﺎﺩ‬ ‫ ﺍﺳﺘﻔﺎﺩﺓ ﻣﻦ‬- ‫ ﻳﺴﺘﻔﻴﺪ‬- ‫ﺍﺳﺘﻔﺎﺩ‬ 205 •

Arabic–English Glossary

-‫ﻕ‬‫ﻗُﺒﺢ‬

Ugliness Ugly

‫ﻗﺒﻴﺢ‬ ‫ﻗﺒ َﻞ‬

Before Just before, shortly before To accept To meet, face Meeting-s, interview-s, sports match-es Facing, opposite to In exchange for To accept, receive Please accept my … Appetizers To be able to Ability-ies Able, capable, omnipotent, one of the 99 sacred

‫ﻗُﺒﻴ َﻞ‬ ‫ ﻗﺒﻮﻝ‬- ‫ ﻳﻘﺒﻞ‬- ‫ﻗﺒِﻞ‬ ‫ ﻣﻘﺎﺑﻠﺔ‬- ‫ ﻳﻘﺎﺑﻞ‬- ‫ﻗﺎﺑﻞ‬ ‫ ﻣﻘﺎﺑﻼﺕ‬- ‫ﻣُﻘﺎﺑﻠﺔ‬ ‫ﻣﻘﺎﺑﻞ‬ ‫ ﻣُﻘﺎ ِﺑ َﻞ‬،‫ﺑﺎﳌﻘﺎﺑﻞ‬ ‫ ﺗﻘﺒّﻞ‬- ‫ ﻳﺘﻘﺒّﻞ‬- ‫ﺗﻘﺒّﻞ‬ … ‫ﺗﻘﺒّﻠﻮﺍﻣﻨﻲ‬ ‫ﻣُﻘﺒّﻼﺕ‬ ‫ ﻗُﺪﺭﺓ‬- ‫ ﻳﻘﺪِ ﺭ‬- ‫ﻗﺪﺭ‬ ‫ ُﻗﺪُﺭﺍﺕ‬- ‫ﻗُﺪﺭﺓ‬ ‫ﻗﺪﻳﺮ‬

names of God Fate-s, destiny Night of Power, night when the Qur’an was revealed

‫ ﺃﻗﺪﺍﺭ‬- ‫َﻗﺪَﺭ‬ ‫ﻟﻴﻠﺔ ﺍﻟﻘﺪﺭ‬

for the first time Cooking pot-s A measure, quantity An amount of, some As much as possible Measurement-s, quantity-ies To estimate, value, respect Utmost respect, high esteem Invaluable, priceless To come Foot-feet To offer, present, put in the front Introduction-s, premise-s To advance, make progress Filthiness Dirty, filthy

• 206

‫ ﻗُﺪﻭﺭ‬- ‫ﻗِ ﺪﺭ‬ ‫ﻗَﺪﺭ‬ … ‫ﻗﺪﺭ ﻣﻦ ﺍﻟـ‬ ‫ ﻗﺪ َﺭ ﺍﳌﺴﺘﻄﺎﻉ‬،‫ﻗﺪ َﺭ ﺍﻹﻣﻜﺎﻥ‬ ‫ ﻣﻘﺎﺩﻳﺮ‬- ‫ﻣﻘﺪﺍﺭ‬ ‫ ﺗﻘﺪﻳﺮ‬- ‫ ﻳﻘﺪّﺭ‬- ‫ﻗﺪّﺭ‬ ‫ﻓﺎﺋﻖ ﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﻻ ﻳُﻘﺪّﺭ ﺑﺜﻤﻦ‬ ‫ ﻗﺪﻭﻡ‬- ‫ ﻳﻘﺪِ ﻡ‬- ‫ﻗﺪِ ﻡ‬ ‫ ﺃﻗﺪﺍﻡ‬- ‫ﻗﺪﻡ‬ ‫ ﺗﻘﺪﱘ‬- ‫ ﻳﻘﺪّﻡ‬- ‫ﻗﺪّﻡ‬ ‫ ﻣﻘﺪّﻣﺎﺕ‬- ‫ﻣﻘﺪّﻣﺔ‬ ‫ ﺗﻘﺪّﻡ‬- ‫ ﻳﺘﻘﺪّﻡ‬- ‫ﺗﻘﺪّﻡ‬ ‫ﻗﺬﺍﺭﺓ‬ ‫ﻗﺬِ ﺭ‬

Arabic–English Glossary To draw near, be close, be imminent Near, close to About, approximately Approximately To approximate, to be near, be within the proximity of To be nearly equal, come close to one another,

‫ ﻗُﺮﺏ‬- ‫ ﻳﻘﺮُﺏ‬- ‫ﻗﺮُﺏ‬ َ‫ﻗُﺮﺏ‬ ‫ﻗُﺮﺍﺑ َﺔ‬ ‫ﺗﻘﺮﻳﺒ ًﺎ‬ ‫ ﻣﻘﺎﺭﺑﺔ‬- ‫ ﻳﻘﺎﺭﺏ‬- ‫ﻗﺎﺭﺏ‬ ‫ ﺗﻘﺎﺭﺏ‬- ‫ ﻳﺘﻘﺎﺭﺏ‬- ‫ﺗﻘﺎﺭﺏ‬

have a rapprochement Nearly equal, close to one another To suggest Suggestion-s Suggestion-s, proposition-s I suggest that/to Very cold Loan-s To borrow, take a loan Squash Cinnamon To connect, join Marriage contract, marriage Horn-s, century-ies Mate-s, partner-s, spouse-s To compare In comparison with, compared to To be connected to Share-s, portion-s, installment-s To intend, mean, aim at a destination Aim, meaning, destination With the aim of Destination-s, aim-s Poem-s To be/become short/brief Short, brief To shorten, come short of, not to

‫ﻣﺘﻘﺎﺭﺏ‬ ‫ ﺍﻗﺘﺮﺍﺡ‬- ‫ ﻳﻘﺘﺮﺡ‬- ‫ﺍﻗﺘﺮﺡ‬ ‫ ﺍﻗﺘﺮﺍﺣﺎﺕ‬- ‫ﺍﻗﺘﺮﺍﺡ‬ ‫ ﻣُﻘﺘﺮﺣﺎﺕ‬- ‫ﻣُﻘﺘﺮَﺡ‬ ‫ﺃﻗﺘﺮﺡ ﺃﻥ‬ ‫ﻗﺎﺭﺱ‬ ‫ ﻗُﺮﻭﺽ‬- ‫ﻗﺮﺽ‬ ‫ ﺍﻗﺘﺮﺍﺽ‬- ‫ ﻳﻘﺘﺮﺽ‬- ‫ﺍﻗﺘﺮﺽ‬ ‫ﻗﺮﻉ‬ ‫ﻗِ ﺮﻓﺔ‬ ‫ﻗِ ﺮﺍﻥ‬/‫ ﻗﺮﻥ‬- ‫ ﻳﻘﺮِ ﻥ‬- ‫ﻗﺮﻥ‬ ‫ﻋﻘﺪ ﺍﻟﻘِ ﺮﺍﻥ‬ ‫ ﻗُﺮﻭﻥ‬- ‫ﻗﺮﻥ‬ ‫ ﺃﻗﺮﺍﻥ‬- ‫ﻗﺮﻳﻦ‬ (‫ ﻣﻘﺎﺭﻧﺔ )ﺑﲔ‬- ‫ ﻳﻘﺎﺭﻥ‬- ‫ﻗﺎﺭﻥ‬ … ‫ ﻣﻘﺎﺭﻧ ًﺔ ﺑـ‬،‫ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ‬ … ‫ ﺍﻗﺘﺮﺍﻥ ﺑـ‬- ‫ ﻳﻘﺘﺮﻥ‬- ‫ﺍﻗﺘﺮﻥ‬ ‫ ﺃﻗﺴﺎﻁ‬- ‫ﻗِ ﺴﻂ‬ ‫ ﻗﺼﺪ‬- ‫ﻳﻘﺼﺪ‬ ِ - ‫ﻗﺼﺪ‬ ‫ﻗﺼﺪ‬ ‫ ﺑﻘﺼﺪ‬،َ‫ﻗﺼﺪ‬ ‫ ﻣﻘﺎﺻﺪ‬- ‫ﻣﻘﺼﺪ‬ ‫ ﻗﺼﺎﺋﺪ‬- ‫ﻗﺼﻴﺪﺓ‬/‫ﻗﺼﻴﺪ‬ ‫ ﻗِ ﺼﺮ‬- ‫ﻳﻘﺼﺮ‬ ُ - ‫ﻗﺼﺮ‬ ُ ‫ﻗﺼﻴﺮ‬ ‫ ﺗﻘﺼﻴﺮ‬- ‫ﻳﻘﺼﺮ‬ ّ - ‫ﻗﺼﺮ‬ ّ

make enough effort To tell a story, to cut Story-ies

‫ﻗﺼﺺ‬/‫ﻗﺺ‬ ّ - ‫ﻳﻘﺺ‬ ّ - ‫ﻗﺺ‬ ّ ‫ ﻗﺼﺺ‬- ‫ﻗﺼﺔ‬ ّ

207 •

Arabic–English Glossary To spend, to adjudicate Fate Judiciary Judge-s Your Honor To cut, cross To shred, cut into small pieces Piece-s Sector-s Public sector Private sector To be interrupted, to stop,

‫ ﻗﻀﺎﺀ‬- ‫ ﻳﻘﻀﻲ‬- ‫ﻗﻀﻰ‬ (‫ﻗﻀﺎﺀ )ﻭ ﻗﺪﺭ‬ ‫ﺍﻟﻘﻀﺎﺀ‬ ‫ ﻗﻀﺎﺓ‬- ‫ﻗﺎﺽ‬ ٍ (‫ﺣﻀﺮﺓ ﺍﻟﻘﺎﺿﻲ)ﺓ‬ ‫ ﻗﻄﻊ‬- ‫ ﻳﻘﻄَ ﻊ‬- ‫ﻗﻄﻊ‬ ‫ ﺗﻘﻄﻴﻊ‬- ‫ ﻳﻘﻄّ ﻊ‬- ‫ﻗﻄّ ﻊ‬ ‫ ﻗِ ﻄﻊ‬- ‫ﻗِ ﻄﻌﺔ‬ ‫ ﻗِ ﻄﺎﻋﺎﺕ‬- ‫ﻗِ ﻄﺎﻉ‬ ‫ﺍﻟﻘِ ﻄﺎﻉ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻘِ ﻄﺎﻉ ﺍﳋﺎﺹ‬ ‫ ﺍﻧﻘﻄﺎﻉ‬- ‫ ﻳﻨﻘﻄﻊ‬- ‫ﺍﻧﻘﻄﻊ‬

to be cut off Equal-s, peer-s, counterpart-s Unparalleled, with no equal To sit, to stop moving To jump, leap Heart-s, core-s Mould-s To abstain from, refrain To diminish, dwindle No less than Minority-ies To become independent, to ride To fry Fried Frying pan Frying oil Wheat Light brown Gambling To be content with To convince Convincing To be convinced Arch-es, bow-s Arched

• 208

‫ ﻧﻈﺮﺍﺀ‬- ‫ﻧﻈﻴﺮ‬ ‫ﻣﻨﻘﻄﻊ ﺍﻟﻨﻈﻴﺮ‬ ‫ ﻗﻌﻮﺩ‬- ‫ ﻳﻘﻌُﺪ‬- ‫ﻗﻌﺪ‬ ‫ ﻗﻔﺰ‬- ‫ ﻳﻘﻔِ ﺰ‬- ‫ﻗﻔﺰ‬ ‫ ﻗﻠﻮﺏ‬- ‫ﻗﻠﺐ‬ ‫ ﻗﻮﺍﻟﺐ‬- ‫ﻗﺎﻟﺐ‬ ‫ ﺇﻗﻼﻉ ﻋﻦ‬- ‫ ﻳﻘﻠﻊ‬- ‫ﺃﻗﻠﻊ‬ ‫ ﻗِ ﻠّﺔ‬- ّ‫ ﻳﻘِ ﻞ‬- ّ‫ﻗﻞ‬ ‫ﻻ ﺗﻘﻞّ ﻋﻦ‬ ‫ ﺃﻗﻠّﻴﺎﺕ‬- ‫ﺃﻗﻠّﻴّﺔ‬ ‫ ﺍﺳﺘﻘﻼﻝ‬- ّ‫ ﻳﺴﺘﻘﻞ‬- ّ‫ﺍﺳﺘﻘﻞ‬ ‫ ﻗﻠﻲ‬- ‫ ﻳﻘﻠﻲ‬- ‫ﻗﻠﻰ‬ ّ‫ﻣﻘﻠﻲ‬ ‫ﻣِ ﻘﻼﺓ‬ ‫ﺯﻳﺖ ﺍﻟﻘﻠﻲ‬ ‫ﻗﻤﺢ‬ ‫ﻗﻤﺤﻲ‬ ‫ﻗﻤﺎﺭ‬ … ‫ ﻗﻨﺎﻋﺔ ﺑـ‬- ‫ ﻳﻘﻨَﻊ‬- ‫ﻗﻨﻊ‬ ‫ ﺇﻗﻨﺎﻉ‬- ‫ ﻳﻘﻨﻊ‬- ‫ﺃﻗﻨﻊ‬ ‫ﻣُﻘﻨﻊ‬ ‫ ﺍﻗﺘﻨﺎﻉ‬- ‫ ﻳﻘﺘﻨﻊ‬- ‫ﺍﻗﺘﻨﻊ‬ ‫ ﺃﻗﻮﺍﺱ‬- ‫ﻗﻮﺱ‬ ‫ﻣﻘﻮّﺱ‬

Arabic–English Glossary To say, tell Saying-s Essay-s, article-s To rise, be resurrected Day of Judgement Easter, Resurrection of Christ People-s Place-s, shrine-s, musical mode/scale-s A rhyming prose genre To straighten, mend To reside, to hold an event To be straight, behave well Straight Stature Limb-s, leg-s Strength, force-s Strong Tie-s, chain-s To tie, restrain, record, transcribe To measure Criterion-criteria, measuring tool-s To evaluate, appraise Value-s Valuable

‫ ﻗﻮﻝ‬- ‫ ﻳﻘﻮﻝ‬- ‫ﻗﺎﻝ‬ ‫ ﺃﻗﻮﺍﻝ‬- ‫ﻗﻮﻟﺔ‬/‫ﻗﻮﻝ‬ ‫ ﻣﻘﺎﻻﺕ‬- ‫ﻣﻘﺎﻟﺔ‬/‫ﻣﻘﺎﻝ‬ ‫ﻗﻴﺎﻣﺔ‬/‫ ﻗﻴﺎﻡ‬- ‫ ﻳﻘﻮﻡ‬- ‫ﻗﺎﻡ‬ ‫ﻳﻮﻡ ﺍﻟﻘﻴﺎﻣﺔ‬ ‫ﻋﻴﺪ ﺍﻟﻘﻴﺎﻣﺔ‬ ‫ ﺃﻗﻮﺍﻡ‬- ‫ﻗﻮﻡ‬ ‫ ﻣﻘﺎﻣﺎﺕ‬- ‫ﻣﻘﺎﻡ‬ ‫ ﻣﻘﺎﻣﺎﺕ‬- ‫ﻣﻘﺎﻣﺔ‬ ‫ ﺗﻘﻮﱘ‬- ‫ ﻳﻘﻮّﻡ‬- ‫ﻗﻮّﻡ‬ ‫ ﺇﻗﺎﻣﺔ‬- ‫ ﻳﻘﻴﻢ‬- ‫ﺃﻗﺎﻡ‬ ‫ ﺍﺳﺘﻘﺎﻣﺔ‬- ‫ ﻳﺴﺘﻘﻴﻢ‬- ‫ﺍﺳﺘﻘﺎﻡ‬ ‫ﻣﺴﺘﻘﻴﻢ‬ ‫ﻗﺎﻣﺔ‬ ‫ ﻗﻮﺍﺋﻢ‬- ‫ﻗﺎﺋﻤﺔ‬ ‫ ﻗُﻮﻯ‬- ‫ُﻗﻮّﺓ‬ ّ‫ﻗﻮﻱ‬ ‫ ﻗُﻴﻮﺩ‬- ‫ﻗﻴﺪ‬ ‫ ﺗﻘﻴﻴﺪ‬- ‫ ﻳﻘﻴّﺪ‬- ‫ﻗﻴّﺪ‬ ‫ ﻗﻴﺲ‬- ‫ ﻳﻘﻴﺲ‬- ‫ﻗﺎﺱ‬ ‫ ﻣﻘﺎﻳﻴﺲ‬- ‫ﻣِ ﻘﻴﺎﺱ‬ ‫ ﺗﻘﻴﻴﻢ‬- ‫ ﻳﻘﻴّﻢ‬- ‫ﻗﻴّﻢ‬ ‫ ﻗِ ﻴَﻢ‬- ‫ﻗﻴﻤﺔ‬ ‫ﻗﻴﱢﻢ‬

-‫ﻙ‬Like, as Glass-es To grow, grow up Pride, arrogance To be arrogant Arrogant Letter-s, note-s Shoulder-s Pile-s To pile, accumulate

...‫ﻛـ‬ ‫ ﻛﺆﻭﺱ‬- ‫ﻛﺄﺱ‬ ‫ ﻛِ ﺒﺮ‬- ‫ ﻳﻜﺒُﺮ‬- ‫ﻛﺒُﺮ‬ ‫ﻛﺒﺮﻳﺎﺀ‬ ‫ ﺗﻜﺒّﺮ‬- ‫ ﻳﺘﻜﺒّﺮ‬- ‫ﺗﻜﺒّﺮ‬ ‫ﻣﺘﻜﺒّﺮ‬ ‫ ﻣﻜﺎﺗﻴﺐ‬- ‫ﻣﻜﺘﻮﺏ‬ ‫ ﺃﻛﺘﺎﻑ‬- ‫ﻛﺘِﻒ‬ ‫ ﺃﻛﺪﺍﺱ‬- ‫ﻛﺪﺳﺔ‬/‫ﻛُﺪﺱ‬ ‫ ﺗﻜﺪﻳﺲ‬- ‫ ﻳﻜﺪّﺱ‬- ‫ﻛﺪّﺱ‬ 209 •

Arabic–English Glossary To pile up Packed Ankle-s Dark blue Cherries To be noble/generous To treat generously, dignify Noble, generous Dignity To be unmarketable, to stagnate Laziness Lazy Feeling (temporarily) lazy To dress, clothe, cover Clothes, suit-s, cover-s To uncover, reveal, detect, diagnose To discover To be revealed/uncovered To explore Heel-s Buttocks, bottom To suffice To be satisfied with, be content with,

‫ ﺗﻜﺪّﺱ‬- ‫ ﻳﺘﻜﺪّﺱ‬- ‫ﺗﻜﺪّﺱ‬ ‫ﻣﻜﺪﻭﺱ‬ ‫ ﻛﻮﺍﺣﻞ‬- ‫ﻛﺎﺣﻞ‬ ‫ﻛُﺤﻠﻲ‬ ‫ﻛﺮﺯ‬ ‫ ﻛﺮﻡ‬- ‫ ﻳﻜﺮُﻡ‬- ‫ﻛﺮُﻡ‬ ‫ ﺇﻛﺮﺍﻡ‬- ‫ ﻳﻜﺮﻡ‬- ‫ﺃﻛﺮﻡ‬ ‫ ﻛُﺮﻣﺎﺀ‬- ‫ﻛﺮﱘ‬ ‫ﻛﺮﺍﻣﺔ‬ ‫ ﻛﺴﺎﺩ‬- ‫ﻳﻜﺴﺪ‬ ُ - ‫ﻛﺴﺪ‬ ‫ﻛﺴﻞ‬ ‫ﻛﺴﻮﻝ‬ ‫ﻛﺴﻼﻥ‬ ‫ ﻛﺴﻮﺓ‬- ‫ ﻳﻜﺴﻮ‬- ‫ﻛﺴﺎ‬ ‫ ﻛﺴﺎﺀ‬،‫ﻛﺴﻮﺓ‬ ‫ ﻛﺸﻒ‬- ‫ﻳﻜﺸﻒ‬ ِ - ‫ﻛﺸﻒ‬ ‫ ﺍﻛﺘﺸﺎﻑ‬- ‫ ﻳﻜﺘﺸﻒ‬- ‫ﺍﻛﺘﺸﻒ‬ ‫ ﺍﻧﻜﺸﺎﻑ‬- ‫ ﻳﻨﻜﺸﻒ‬- ‫ﺍﻧﻜﺸﻒ‬ ‫ ﺍﺳﺘﻜﺸﺎﻑ‬- ‫ ﻳﺴﺘﻜﺸﻒ‬- ‫ﺍﺳﺘﻜﺸﻒ‬ ‫ ﻛﻌﻮﺏ‬- ‫ﻛﻌﺐ‬ ‫ ﺃﻛﻔﺎﻝ‬- ‫ﻛﻔﻞ‬ ‫ ﻛﻔﺎﻳﺔ‬- ‫ ﻳﻜﻔﻲ‬- ‫ﻛﻔﻰ‬ … ‫ ﺍﻛﺘﻔﺎﺀ ﺑـ‬- ‫ ﻳﻜﺘﻔﻲ‬- ‫ﺍﻛﺘﻔﻰ‬

settle for Self-sufficiency To assign, delegate, cost Cost-s Like, as To be complete/whole/perfect To finish, complete Quantity-ies To be inherent in Cumin Adult-s Cup-s Zucchini Stuffed zucchini

• 210

‫ﺍﻹﻛﺘﻔﺎﺀ ﺍﻟﺬﺍﺗﻲ‬ ‫ ﺗﻜﻠﻴﻒ‬- ‫ ﻳﻜﻠّﻒ‬- ‫ﻛﻠّﻒ‬ ‫ ﺗﻜﺎﻟﻴﻒ‬- ‫ﺗﻜﻠﻔﺔ‬ ‫ﻛﻤﺎ‬ ‫ ﻛﻤﺎﻝ‬- ‫ ﻳﻜﻤُﻞ‬- ‫ﻛﻤُﻞ‬ ‫ ﺇﻛﻤﺎﻝ‬- ‫ ﻳﻜﻤﻞ‬- ‫ﺃﻛﻤﻞ‬ ‫ ﻛﻤّﻴﺎﺕ‬- ‫ﻛﻤّﻴﺔ‬/ّ‫ﻛﻢ‬ ‫ ﻛﻤﻮﻥ ﻓﻲ‬- ‫ ﻳﻜﻤﻦ‬- ‫ﻛﻤﻦ‬ ‫ﻛﻤّﻮﻥ‬ ‫ ﻛُﻬﻮﻝ‬- ‫ﻛﻬﻞ‬ ‫ ﺃﻛﻮﺍﺏ‬- ‫ﻛﻮﺏ‬ ‫ﻛﻮﺳﺔ‬ ‫ﻛﻮﺳﺔ ﻣﺤﺸﻲ‬

Arabic–English Glossary

‫ﻛﻮﻥ‬/‫ ﻛﻴﻨﻮﻧﺔ‬- ‫ ﻳﻜﻮﻥ‬- ‫ﻛﺎﻥ‬ ‫ﻣﻜﺎﻧﺔ‬ ‫ ﺗﻜﻮﻳﻦ‬- ‫ ﻳﻜﻮّﻥ‬- ‫ﻛﻮّﻥ‬ ‫ﺍﳌﻜﻮّﻧﺎﺕ‬ ‫ ﻳﻜﺎﺩ‬- ‫ﻛﺎﺩ‬ ‫ﻛﻲ‬ ‫ﻛﻴﻼ‬ ‫ ﺗﻜﻴﱡﻒ ﻣﻊ‬- ‫ ﻳﺘﻜﻴّﻒ‬- ‫ﺗﻜﻴّﻒ‬

To be, exist Status, position To form, create Ingredients, elements To nearly/almost do or be In order to, so that Lest, in order not to To adjust to

-‫ﻝ‬To suit Suitable Meanness, lowliness, baseness Vile, mean, ignoble, lowly To remain No sooner … than … To wear Clothes, garment-s To comply, abide by To see, glance Moment-s To notice, remark Note-s, remark-s Flesh, meat Epic-s To summarize Summary To enjoy, to be enjoyable/pleasurable Pleasure-s Tasty, delicious, pleasurable To be necessary, stay in one place It is necessary to Necessities To sting Tongue-s, language-s

‫ ﻣﻼﺀﻣﺔ‬- ‫ ﻳﻼﺋﻢ‬- ‫ﻻﺀﻡ‬ ‫ﻣﻼﺋﻢ‬ ‫ﻟُﺆﻡ‬ ‫ﻟﺌﻴﻢ‬ ‫ﻟﺒﺎﺙ‬/‫ ﻟﺒﺚ‬- ‫ ﻳﻠﺒﺚ‬- ‫ﻟﺒِﺚ‬ ‫ﺣﺘّﻰ‬/‫ﻣﺎ ﻟﺒﺚ ﺃﻥ‬ ‫ ﻟﺒﺲ‬- ‫ ﻳﻠﺒَﺲ‬- ‫ﻟﺒِﺲ‬ ‫ﻣﻼﺑﺲ‬/‫ﻟﺒﺎﺱ‬ ‫ ﺗﻠﺒﻴﺔ‬- ‫ ﻳﻠﺒّﻲ‬- ‫ﻟﺒّﻰ‬ ‫ ﳊﻆ‬- ‫ ﻳﻠﺤَ ﻆ‬- ‫ﳊﻆ‬ ‫ ﳊﻈﺎﺕ‬- ‫ﳊﻈﺔ‬ ‫ ﻣﻼﺣﻈﺔ‬- ‫ ﻳﻼﺣﻆ‬- ‫ﻻﺣﻆ‬ ‫ ﻣﻼﺣﻈﺎﺕ‬- ‫ﻣﻼﺣﻈﺔ‬ ‫ ُﳊﻮﻡ‬- ‫ﳊﻢ‬ ‫ ﻣﻼﺣﻢ‬- ‫ﻣﻠﺤﻤﺔ‬ ‫ ﺗﻠﺨﻴﺺ‬- ‫ ﻳﻠﺨّ ﺺ‬- ‫ﳋّﺺ‬ ‫ﻣﻠﺨّ ﺺ‬ ‫ﻟﺬﺍﺫﺓ‬/ّ‫ ﻟﺬ‬- ‫ ﻳﻠ ّﺬ‬- ‫ﻟ ّﺬ‬ ‫ ﻟﺬّﺍﺕ‬- ‫ﻟﺬّﺓ‬ ‫ﻟﺬﻳﺬ‬ ‫ ﻟُﺰﻭﻡ‬- ‫ ﻳﻠﺰَﻡ‬- ‫ﻟﺰﻡ‬ ‫ﻣﻦ ﺍﻟﻼﺯﻡ ﺃﻥ‬ ‫ﻟﻮﺍﺯﻡ‬ ‫ ﻟﺴﻊ‬- ‫ﻳﻠﺴﻊ‬ َ - ‫ﻟﺴﻊ‬ َ ‫ﺃﻟﺴﻨﺔ‬/‫ﻦ‬ ِ ‫ﺃﻟﺴ‬ ُ - ‫ﻟِﺴﺎﻥ‬ 211 •

Arabic–English Glossary

‫ﻟُﻄﻒ‬

Kindness, amiability Amiable, kind To lick, lap Spoon-s Turnips Beets To wrap To wrap oneself with Camera shot-s To find, meet Meeting-s To cast, throw, give a speech/talk/lecture, recite poetry To see, glance Quick look-s, glance-s Facial traits To hint at To shine, flash, glitter, sparkle Shiny, sparkling When To gather To have a full grasp/command/knowledge of To be entertained/amused If Even though Beans To appear List-s Color-s, variety-ies To color, vary To be soft /flexible Softness, flexibility Soft, flexible

‫ﻟﻄﻴﻒ‬ ‫ ﻟﻌﻖ‬- ‫ ﻳﻠﻌﻖ‬- ‫ﻟﻌﻖ‬ ‫ ﻣﻼﻋﻖ‬- ‫ﻣﻠﻌﻘﺔ‬ ‫ﻟِﻔﺖ‬ ‫ﻟﻔﺖ ﺳﻜّﺮﻱ‬ ‫ﻟﻒ‬ ّ - ‫ ﻳﻠ ُّﻒ‬- ‫ﻟﻒ‬ ّ ‫ ﺍﻟﺘﻔﺎﻑ ﺑـ‬- ‫ﻳﻠﺘﻒ‬ ّ - ‫ﺍﻟﺘﻒ‬ ّ ‫ ﻟﻘﻄﺎﺕ‬- ‫ﻟﻘﻄﺔ‬ ‫ﻟُﻘﻴﺎﻥ‬/‫ ﻟُﻘﻲ‬- ‫ ﻳﻠﻘﻰ‬- ‫ﻟﻘﻲ‬ ‫ ﻟﻘﺎﺀﺍﺕ‬- ‫ﻟِﻘﺎﺀ‬ ‫ ﺇﻟﻘﺎﺀ‬- ‫ ﻳُﻠﻘﻲ‬- ‫ﺃﻟﻘﻰ‬ ‫ ﳌﺢ‬- ‫ ﻳﻠﻤﺢ‬- ‫ﳌﺢ‬ ‫ ﶈﺎﺕ‬- ‫ﶈﺔ‬ ‫ﻣﻼﻣﺢ‬ ‫ ﺗﻠﻤﻴﺢ ﺇﻟﻰ‬- ‫ ﻳﻠﻤّﺢ‬- ‫ﳌّﺢ‬ ‫ ﳌﻌﺎﻥ‬- ‫ ﻳﻠﻤَﻊ‬- ‫ﳌﻊ‬ ‫ﻻﻣﻊ‬ ‫ﳌّﺎ‬ ‫ ﻟ ّﻢ‬- ‫ ﻳﻠ ّﻢ‬- ‫ﻟ ّﻢ‬ … ‫ ﺇﳌﺎﻡ ﺑـ‬- ‫ ﻳﻠ ّﻢ‬- ‫ﺃﻟ ّﻢ‬ ‫ ﻟﻬﻮ‬- ‫ ﻳﻠﻬﻮ‬- ‫ﻟﻬﺎ‬ ‫ﻟﻮ‬ ‫ﻭ ﻟﻮ‬ ‫ﻟﻮﺑﻴﺎ‬ ‫ﻟﻮﺣﺎﻥ‬/‫ ﻟﻮﺡ‬- ‫ ﻳﻠﻮﺡ‬- ‫ﻻﺡ‬ ‫ ﻟﻮﺍﺋﺢ‬- ‫ﻻﺋﺤﺔ‬ ‫ ﺃﻟﻮﺍﻥ‬- ‫ﻟﻮﻥ‬ ‫ ﺗﻠﻮﻳﻦ‬- ‫ ﻳﻠﻮّﻥ‬- ‫ﻟﻮّﻥ‬ ‫ﻟﻴﻮﻧﺔ‬/‫ ﻟﲔ‬- ‫ ﻳﻠﲔ‬- ‫ﻻﻥ‬ ‫ﻟﲔ‬ ‫ﱢﻟﲔ‬

-‫ﻡ‬‫ﻣﺘﲔ‬

Durable Durability

• 212

‫ﻣﺘﺎﻧﺔ‬

Arabic–English Glossary Pleasure-s Pleasurable, enjoyable To enjoy, relish Belongings, effects, luggage, furniture Like, as Like, as Value-s, proverb-s, saying-s Example-s Without equal, unparalleled To represent, act, exemplify To be similar/comparable Alike, akin, similar To be illustrated/exemplified by,

‫ ﻣُﺘﻊ‬- ‫ﻣُﺘﻌﺔ‬ ‫ﳑﺘﻊ‬ … ‫ ﺍﺳﺘﻤﺘﺎﻉ ﺑـ‬- ‫ ﻳﺴﺘﻤﺘﻊ‬- ‫ﺍﺳﺘﻤﺘﻊ‬ ‫ﻣﺘﺎﻉ‬ ‫ﻣِ ﺜ َﻞ‬ ‫ﻣﺜﻠﻤﺎ‬ ‫ﻣُﺜﻞ‬/‫ ﺃﻣﺜﻠﺔ‬- ‫َﻣﺜَﻞ‬ ‫ ﺃﻣﺜﻠﺔ‬- ‫ﻣﺜﺎﻝ‬ ‫ﻻ ﻣﺜﻴ َﻞ ﻟﻪ‬ ‫ ﲤﺜﻴﻞ‬- ‫ ﳝﺜّﻞ‬- ‫ﻣﺜّﻞ‬ ‫ ﳑﺎﺛﻠﺔ‬- ‫ ﳝﺎﺛﻞ‬- ‫ﻣﺎﺛﻞ‬ ‫ﳑﺎﺛﻞ‬ (‫ ﲤﺜّﻞ )ﻓﻲ‬- ‫ ﻳﺘﻤﺜّﻞ‬- ‫ﲤﺜّﻞ‬

embodied in, consist of Glory-ies Glorious Joviality, merriment, playfulness,

‫ ﺃﻣﺠﺎﺩ‬- ‫ﻣﺠﺪ‬ ‫ﻣﺠﻴﺪ‬ ‫ﻣﺮَﺡ‬

exultation Jovial, playful, cheerful To pass Once, instance-s, time-s Over and over again Bitter Bitterness Flexible Flexibility To train someone or something To train, exercise, practice Exercise-s, practice, training-s To mix Mood-s, humor-s, temperament-s Text messages To become To pass Past To spend time, to sign Signature-s

‫ﻣﺮِ ﺡ‬ ‫ ﻣﺮﻭﺭ‬- ‫ﳝ ّﺮ‬ ُ - ‫ﻣ ّﺮ‬ ‫ ﻣﺮّﺍﺕ‬- ‫ﻣﺮّﺓ‬ (ً‫ﻣِ ﺮﺍﺭ ًﺍ )ﻭ ﺗﻜﺮﺍﺭﺍ‬ ‫ ﻣﺮﻳﺮ‬،ّ‫ُﻣﺮ‬ ‫ﻣﺮﺍﺭﺓ‬ ‫ﻣ َِﺮﻥ‬ ‫ﻣﺮﻭﻧﺔ‬ ‫ ﲤﺮﻳﻦ‬- ‫ ﳝﺮّﻥ‬- ‫ﻣﺮّﻥ‬ ‫ﲤﺮﻥ‬ ‫ ﱡ‬- ‫ ﻳﺘﻤﺮّﻥ‬- ‫ﲤﺮّﻥ‬ ‫ ﲤﺎﺭﻳﻦ‬- ‫ﲤﺮﻳﻦ‬ ‫ ﻣﺰﺝ‬- ‫ ﳝﺰُﺝ‬- ‫ﻣﺰَﺝ‬ ‫ ﺃﻣﺰﺟﺔ‬- ‫ﻣﺰﺍﺝ‬ “‫”ﻣﺴﺞ – ﻣﺴﺠﺎﺕ‬ ‫ ُﳝﺴﻲ‬- ‫ﺃﻣﺴﻰ‬ ّ‫ُﻀﻲ‬ ِ ‫ ﻣ‬- ‫ ﳝﻀﻲ‬- ‫ﻣﻀﻰ‬ ‫ﻣﺎﺽ‬ ٍ ‫ ﺇﻣﻀﺎﺀ‬- ‫ ﳝﻀﻰ‬- ‫ﺃﻣﻀﻰ‬ ‫ ﺇﻣﻀﺎﺀﺍﺕ‬- ‫ﺇﻣﻀﺎﺀ‬ 213 •

Arabic–English Glossary Salt, mineral-s Salty Funny, witty or rare anecdote-s Handsome, beautiful, witty To own King-s Your Majesty Angel-s To be bored Boring To give, donate Scholarship-s, donation-s To prohibit, to ban Prohibited, illegal Obstacle-s, reservation-s To object, to refuse I have no reservations/objections, I am willing To give, donate To feel grateful Expressions of thankfulness and gratitude To hope, wish for I hope that Wish-es, hope-s Best wishes To die, pass away To fight till the end Fearless, resolved, fighting till the end Bananas Dining table-s, table-s Field-s, area-s, arena-s Quality-ies To distinguish, discriminate Distinguished, unique To be outstanding, to be unique,

‫ ﺃﻣﻼﺡ‬- ‫ﻣﻠﺢ‬ ‫ﻣﺎﻟﺢ‬ ‫ ﻣُﻠﺢ‬- ‫ﻣُﻠﺤﺔ‬ ‫ﻣﻠﻴﺢ‬ ‫ ﻣﻠﻚ‬- ‫ ﳝﻠﻚ‬- ‫ﻣﻠﻚ‬ ‫ ﻣﻠﻮﻙ‬- ‫ﻣﻠِﻚ‬ (‫ﺟﻼﻟﺔ ﺍﳌﻠﻚ)ﺓ‬ ‫ ﻣﻼﺋﻜﺔ‬- ‫ﻣﻼﻙ‬ ‫ ﻣﻠﻞ‬- ّ‫ ﳝَﻞ‬- ّ‫ﻣﻞ‬ ّ‫ُﳑﻞ‬ ‫ ﻣﻨﺢ‬- ‫ ﳝﻨَﺢ‬- ‫ﻣﻨﺢ‬ ‫ ﻣِ ﻨَﺢ‬- ‫ﻣِ ﻨﺤﺔ‬ ‫ ﻣﻨﻊ‬- ‫ ﳝﻨَﻊ‬- ‫ﻣﻨﻊ‬ ‫ﳑﻨﻮﻉ‬ ‫ ﻣﻮﺍﻧﻊ‬- ‫ﻣﺎﻧﻊ‬ ‫ ﳑﺎﻧﻌﺔ‬- ‫ ﳝﺎﻧﻊ‬- ‫ﻣﺎﻧﻊ‬ ‫ﻻ ﻣﺎﻧ َﻊ ﻋﻨﺪﻱ‬ ّ‫ ﻣﻦ‬- ّ‫ ﳝُﻦ‬- ّ‫ﻣﻦ‬ ‫ ﺍﻣﺘﻨﺎﻥ‬- ‫ﱳ‬ ّ ‫ﳝ‬-‫ﱳ‬ ّ ‫ﺍﻣ‬ ‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﻭ ﺍﻹﻣﺘﻨﺎﻥ‬ ‫ ﲤﻦﱟ‬- ‫ ﻳﺘﻤﻨّﻰ‬- ‫ﲤﻨّﻰ‬ … ‫ﺃﲤﻨّﻰ ﺃﻥ‬ ‫ﺃﻣﻨﻴﺎﺕ‬/‫ﺃﻣﺎﻥ‬ ٍ - ‫ﺃﻣﻨﻴﺔ‬ ‫ﺃﺣﻠﻰ ﺍﻷﻣﺎﻧﻲ‬ ‫ ﻣﻮﺕ‬- ‫ ﳝﻮﺕ‬- ‫ﻣﺎﺕ‬ ‫ ﺍﺳﺘﻤﺎﺗﺔ‬- ‫ ﻳﺴﺘﻤﻴﺖ‬- ‫ﺍﺳﺘﻤﺎﺕ‬ ‫ﻣﺴﺘﻤﻴﺖ‬ ‫ﻣَﻮﺯ‬ ‫ ﻣﻮﺍﺋﺪ‬- ‫ﻣﺎﺋﺪﺓ‬ ‫ ﻣﻴﺎﺩﻳﻦ‬- ‫ﻣﻴﺪﺍﻥ‬ ‫ ﻣﻴﺰﺍﺕ‬- ‫ﻣﻴﺰﺓ‬ ‫ ﲤﻴﻴﺰ‬- ‫ ﳝﻴّﺰ‬- ‫ﻣﻴّﺰ‬ ‫ﻣﺘﻤﻴّﺰ‬ ‫ ﺍﻣﺘﻴﺎﺯ‬- ‫ ﳝﺘﺎﺯ‬- ‫ﺍﻣﺘﺎﺯ‬

to be distinguished To lean towards, to prefer Tendency-ies, likings, whims, preferences

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‫ ﻣﻴﻞ ﺇﻟﻰ‬- ‫ ﳝﻴﻞ‬- ‫ﻣﺎﻝ‬ ‫ ﻣُﻴﻮﻝ‬- ‫ﻣَﻴﻞ‬

Arabic–English Glossary

-‫ﻥ‬To become far/distant News Prophet-s To inform, bring news to someone To predict To take root, to grow (for plants) Plant-s, flora Vegetarian Timbre, tone To extract water, deduce, infer, invent To be the product of, to result from Result-s To produce To succeed, pass an exam To pass with distinction To achieve, accomplish Achievement-s, accomplishment-s Sickle-s To become thin/weak Thin, weak Towards, approximately To follow a direction Syntax, way, path, direction Side-s, facet-s, direction-s Pride, zeal Napkin-s, tissue-s, handkerchief, head scarf To regret Workshop-s, seminar-s, conference-s Workshop-s, training seminars To attribute, to trace the lineage Rate-s, percentage-s To suit, be appropriate, to marry into a family Occasion-s In-law-s Suitable, appropriate

‫ ﻧﺄﻱ‬- ‫ ﻳﻨﺄﻯ‬- ‫ﻧﺄﻯ‬ ‫ ﺃﻧﺒﺎﺀ‬- ‫ﻧﺒﺄ‬ ‫ ﺃﻧﺒﻴﺎﺀ‬- ‫ﻧﺒﻲﺀ‬/ ّ‫ﻧﺒﻲ‬ ‫ ﺇﻧﺒﺎﺀ‬- ‫ ﻳﻨﺒّﺊ‬- ‫ﻧﺒّﺄ‬ ‫ ﺗﻨﺒّﺆ‬- ‫ ﻳﺘﻨﺒّﺄ‬- ‫ﺗﻨﺒّﺄ‬ ‫ ﻧﺒﺎﺕ‬- ‫ ﻳﻨﺒﺖ‬- ‫ﻧﺒﺖ‬ ‫ ﻧﺒﺎﺗﺎﺕ‬- ‫ﻧﺒﺎﺕ‬ ‫ﻧﺒﺎﺗﻲ‬ ‫ﻧﺒﺮﺓ‬ ‫ ﺍﺳﺘﻨﺒﺎﻁ‬- ‫ ﻳﺴﺘﻨﺒﻂ‬- ‫ﺍﺳﺘﻨﺒﻂ‬ ‫ ﻧِﺘﺎﺝ‬- ‫ ﻳﻨﺘُﺞ‬- ‫ﻧﺘﺞ‬ ‫ ﻧﺘﺎﺋﺞ‬- ‫ﻧﺘﻴﺠﺔ‬ ‫ ﺇﻧﺘﺎﺝ‬- ‫ ﻳﻨﺘﺞ‬- ‫ﺃﻧﺘﺞ‬ ‫ ﳒﺎﺡ‬- ‫ ﻳﻨﺠَ ﺢ‬- ‫ﳒﺢ‬ ‫ﳒﺢ ﺑﺎﻣﺘﻴﺎﺯ‬ ‫ ﺇﳒﺎﺯ‬- ‫ ﻳﻨﺠﺰ‬- ‫ﺃﳒﺰ‬ ‫ ﺇﳒﺎﺯﺍﺕ‬- ‫ﺇﳒﺎﺯ‬ ‫ ﻣﻨﺎﺟﻞ‬- ‫ﻣِ ﻨﺠﻞ‬ ‫ ﻧﺤﻮﻝ‬- ‫ ﻳﻨﺤُ ﻞ‬- ‫ﻧﺤُ ﻞ‬ ‫ﻧﺤﻴﻞ‬ ‫ﻧﺤ َﻮ‬ ‫ ﻧﺤﻮ‬- ‫ ﻳﻨﺤﻮ‬- ‫ﻧﺤﺎ‬ ‫ﺍﻟﻨﺤﻮ‬ ‫ﻧﻮﺍﺡ‬ ٍ - ‫ﻧﺎﺣﻴﺔ‬ ‫ﻧﺨﻮﺓ‬ ‫ ﻣﻨﺎﺩﻳﻞ‬- ‫ﻣﻨﺪﻳﻞ‬ ‫ ﻧﺪﻡ‬- ‫ ﻳﻨﺪَﻡ‬- ‫ﻧﺪِ ﻡ‬ ‫ ﻧﺪﻭﺍﺕ‬- ‫ﻧﺪﻭﺓ‬ ‫ﻧﺪﻭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ‬ ‫ ﻧﺴﺐ‬- ‫ﻳﻨﺴﺐ‬ ِ - ‫ﻧﺴﺐ‬ ِ‫ ﻧِﺴﺐ‬- ‫ﻧﺴﺒﺔ‬ ‫ ﻣﻨﺎﺳﺒﺔ‬- ‫ ﻳُﻨﺎﺳﺐ‬- ‫ﻧﺎﺳﺐ‬ ‫ ﻣﻨﺎﺳﺒﺎﺕ‬- ‫ﻣﻨﺎﺳﺒﺔ‬ ‫ ﺃﻧﺴﺎﺏ‬- ‫ﻧﺴﻴﺐ‬ ‫ﻣﻨﺎﺳﺐ‬ 215 •

Arabic–English Glossary To copy Copy-ies Notarized/certified copy To forget To grow, grow up, arise To establish, to raise, to found,

‫ ﻧﺴﺦ‬- ‫ﻳﻨﺴﺦ‬ َ - ‫ﻧﺴﺦ‬ ‫ ﻧُﺴﺦ‬- ‫ﻧُﺴﺨﺔ‬ ‫ﻧﺴﺨﺔ ﻣﻄﺎﺑﻘﺔ ﻟﻸﺻﻞ‬ ‫ ﻧِﺴﻴﺎﻥ‬- ‫ ﻳﻨﺴﻲ‬- ‫ﻧﺴﻲ‬ ِ ‫ ﻧﺸﻮﺀ‬- ‫ ﻳﻨﺸﺄ‬- ‫ﻧﺸﺄ‬ ‫ ﺇﻧﺸﺎﺀ‬- ‫ ﻳﻨﺸﺊ‬- ‫ﺃﻧﺸﺄ‬

to compose, write

‫ ﻣﻨﺸﺂﺕ‬- ‫ﻣﻨﺸﺄﺓ‬ Ecstasy, pleasure, intoxication ‫ﻧﺸﻮﺓ‬ To be ecstatic/intoxicated, to enjoy immensely ‫ ﺍﻧﺘﺸﺎﺀ‬- ‫ ﻳﻨﺘﺸﻲ‬- ‫ﺍﻧﺘﺸﻰ‬ Position-s, job title-s ‫ ﻣﻨﺎﺻﺐ‬- ‫ﻣﻨﺼﺐ‬ To advise ‫ ﻧﺼﺢ‬- ‫ ﻳﻨﺼﺢ‬- ‫ﻧﺼﺢ‬ I advise you to ‫ ﺍﳌﻀﺎﺭﻉ ﺍﳌﻨﺼﻮﺏ‬+ ‫ﺃﻥ‬/‫ ﻣﺼﺪﺭ‬+ ‫ﺃﻧﺼﺤﻚ ﺑـ‬ Advice ‫ ﻧﺼﺎﺋﺢ‬- ‫ﻧﺼﻴﺤﺔ‬ Blade-s ‫ﻧِﺼﺎﻝ‬/‫ﺃﻧﺼﻞ‬/‫ﻧﺼﻮﻝ‬ ُ - ‫ﻧﺼﻞ‬ To look, view, examine ‫ ﻧﻈﺮ‬- ‫ ﻳﻨﻈُ ﺮ‬- ‫ﻧﻈﺮ‬ Look-s, view-s ‫ ﻧﻈﺮﺍﺕ‬- ‫ﻧﻈﺮﺓ‬ In view of … ‫ﻧﻈﺮ ًﺍ ﻟـ‬ Panorama-s, view-s ‫ ﻣﻨﺎﻇﺮ‬- ‫ﻣﻨﻈﺮ‬ Equal, on a par with, counterpart ‫ﻧﻈﻴﺮ‬ Unparalleled, second to none, without an equal ‫ ﻣﻨﻘﻄﻊ ﺍﻟﻨﻈﻴﺮ‬،‫ﻻ ﻧﻈﻴﺮ ﻟﻪ‬ Cleanliness ‫ﻧﻈﺎﻓﺔ‬ Clean ‫ﻧﻈﻴﻒ‬ To clean ‫ ﺗﻨﻈﻴﻒ‬- ‫ ﻳﻨﻈّ ﻒ‬- ‫ﻧﻈّ ﻒ‬ To be blessed with, enjoy … ‫ ﻧِﻌﻤﺔ ﺑـ‬- ‫ ﻳﻨﻌَﻢ‬- ‫ﻧﻌﻢ‬ Blessing-s, God’s grace, financial comfort ‫ ﻧِﻌﻢ‬- ‫ﻧِﻌﻤﺔ‬ Smooth, fine ‫ﻧﺎﻋﻢ‬ To bring the news of someone’s death, ‫ ﻧﻌﻲ‬- ‫ ﻳﻨﻌﻰ‬- ‫ﻧﻌﻰ‬ Establishment-s, institution-s

offer condolences To be repelled by, turn away from To repel one another Dissonant, incompatible Expense-s, allowance-s, alimony To spend To peck, pluck a stringed instrument Beak-s

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‫ ﻧُﻔﻮﺭ‬- ‫ ﻳﻨﻔُﺮ‬- ‫ﻧﻔﺮ‬ ‫ ﺗﻨﺎﻓﺮ‬- ‫ ﻳﺘﻨﺎﻓﺮ‬- ‫ﺗﻨﺎﻓﺮ‬ ‫ﻣﺘﻨﺎﻓﺮ‬ ‫ ﻧﻔﻘﺎﺕ‬- ‫ﻧﻔﻘﺔ‬ ‫ ﺇﻧﻔﺎﻕ‬- ‫ ﻳﻨﻔﻖ‬- ‫ﺃﻧﻔﻖ‬ ‫ ﻧﻘﺮ‬- ‫ ﻳﻨﻘُﺮ‬- ‫ﻧﻘﺮ‬ ‫ ﻣﻨﺎﻗﻴﺮ‬- ‫ﻣِ ﻨﻘﺎﺭ‬

Arabic–English Glossary

‫ﻧُﻘﺼﺎﻥ‬/‫ ﻧﻘﺺ‬- ‫ ﻳﻨﻘﺺ‬- ‫ﻧﻘُﺺ‬ Lack-s, lacuna-e, shortcoming-s ‫ ﻧﻘﺎﺋﺺ‬- ‫ﻧﻘﻴﺼﺔ‬ To break an agreement, truce, or promise ‫ ﻧﻘﺾ‬- ‫ ﻳﻨﻘُﺾ‬- ‫ﻧﻘﺾ‬ Opposite ‫ﻧﻘﻴﺾ‬ From one extreme to the other ‫ﻣﻦ ﺍﻟﻨﻘﻴﺾ ﺇﻟﻰ ﺍﻟﻨﻘﻴﺾ‬ Contradiction-s ‫ ﺗﻨﺎﻗُﻀﺎﺕ‬- ‫ﺗﻨﺎﻗُﺾ‬ To copy, to move someone or something, transmit ‫ ﻧﻘﻞ‬- ‫ ﻳﻨﻘُﻞ‬- ‫ﻧﻘﻞ‬ Joke-s ‫ﻧُﻜﺖ‬/‫ ﻧِﻜﺎﺕ‬- ‫ﻧﻜﺘﺔ‬ To grow ‫ ُﳕ ّﻮ‬- ‫ ﻳﻨﻤﻮ‬- ‫ﳕﺎ‬ To develop ‫ ﺗﻨﻤِ ﻴﺔ‬- ‫ ﻳﻨﻤّﻲ‬- ‫ﳕّﻰ‬ Developing countries ‫ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‬ To prohibit, to command someone not to do something ‫ ﻧﻬﻲ‬- ‫ ﻳﻨﻬﻰ‬- ‫ﻧﻬﻰ‬ To finish ‫ ﺇﻧﻬﺎﺀ‬- ‫ ﻳﻨﻬﻲ‬- ‫ﺃﻧﻬﻰ‬ To be finished, end ‫ ﺇﻧﺘﻬﺎﺀ‬- ‫ ﻳﻨﺘﻬﻲ‬- ‫ﺍﻧﺘﻬﻰ‬ End ‫ﻧﻬﺎﻳﺔ‬ In the end, finally ‫ﻓﻲ ﺍﻟﻨﻬﺎﻳﺔ‬ Not to mention, let alone, especially that ّ‫ﻧﺎﻫﻴﻚ ﺃﻥ‬ To get, receive ‫ ﻧﻴﻞ‬- ‫ ﻳﻨﺎﻝ‬- ‫ﻧﺎﻝ‬ To give, hand over ‫ ﻣﻨﺎﻭﻟﺔ‬- ‫ ﻳﻨﺎﻭﻝ‬- ‫ﻧﺎﻭﻝ‬ To have a meal, tackle, deal with a topic or an issue ‫ ﺗﻨﺎﻭﻝ‬- ‫ ﻳﺘﻨﺎﻭﻝ‬- ‫ﺗﻨﺎﻭﻝ‬ Manner, take, vein ‫ﻣِ ﻨﻮﺍﻝ‬ In this manner/vein ‫ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﻨﻮﺍﻝ‬ To intend ‫ ﻧﻴّﺔ‬- ‫ ﻳﻨﻮﻱ‬- ‫ﻧﻮﻯ‬ Intention-s, purpose-s, aim-s ‫ ﻧﻮﺍﻳﺎ‬- ‫ﻧﻴّﺔ‬ With the aim/intent of ‫ﺑِﻨﻴّﺔ‬ To decrease, diminish, dwindle

- ‫ ﻫـ‬To calm down, be quiet Calm, quiet To aim at Goal-s, aim-s With the aim/goal of To target Fragile, brittle Fragility

‫ ﻫُ ﺪﻭﺀ‬- ‫ ﻳﻬﺪَﺃ‬- ‫ﻫﺪﺃ‬ ‫ﻫﺎﺩﺉ‬ ‫ ﻫﺪﻑ‬- ‫ ﻳﻬﺪِ ﻑ‬- ‫ﻫﺪﻑ‬ ‫ ﺃﻫﺪﺍﻑ‬- ‫ﻫﺪﻑ‬ ‫ﺑﻬﺪﻑ‬ ‫ ﺍﺳﺘﻬﺪﺍﻑ‬- ‫ ﻳﺴﺘﻬﺪﻑ‬- ‫ﺍﺳﺘﻬﺪﻑ‬ ‫ﻫﺶ‬ ّ ‫ﻫﺸﺎﺷﺔ‬

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Arabic–English Glossary To pour (rain) To neglect Happiness, bliss, contentment To congratulate Congratulation-s Please accept our sincerest

…

‫ ﻫﻄﻮﻝ ﺍﳌﻄﺮ‬- ‫ﻳﻬﻄﻞ‬ ِ - ‫ﻫﻄﻞ‬ ‫ ﺇﻫﻤﺎﻝ‬- ‫ ﻳﻬﻤﻞ‬- ‫ﺃﻫﻤﻞ‬ ‫ﻫﻨﺎﺀ‬ ‫ ﺗﻬﻨﺌﺔ‬- ‫ ﻳﻬﻨّﺊ‬- ‫ﻫﻨﱠﺄ‬ ‫ﺗﻬﺎﻥ‬ ٍ - ‫ﺗﻬﻨﺌﺔ‬ ‫ﺗﻘﺒﻠﻮﺍ ﻣﻨﺎ ﺃﺻﺪﻕ ﺍﻟﺘﻬﺎﻧﻲ ﺑـ‬

congratulations

‫ﺃﺟﻤﻞ ﺍﻟﺘﻬﺎﻧﻲ ﻭ ﺃﻃﻴﺐ ﺍﻷﻣﺎﻧﻲ‬ ‫ ﻫﻴﺒﺔ‬- ‫ ﻳﻬﺎﺏ‬- ‫ﻫﺎﺏ‬ ‫ﻫﻴﺌﺔ‬

Congratulations and best wishes To fear, respect, venerate Posture, look, appearance, institution

-‫ﻭ‬To be a must/an obligation Duty-ies, obligation-s, homework assignment-s It is a must to Positively Positive Advantages, upside, positive aspects To find Affect, innermost, conscience, heart Brief To be brief, cut short, be to the point Cheek-s Faces-s Perspective, point of view, outlook Side-s, region-s To face, confront Façade-s, front-s, storefront-s To head towards Towards Wild animal-s, monster-s Savage, wild To jump, leap, pounce To trust, have confidence in Self-confidence Document-s

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‫ ﻭُﺟﻮﺏ‬- ‫ﻳﺠﺐ‬ ِ - ‫ﻭﺟﺐ‬ ‫ ﻭﺍﺟﺒﺎﺕ‬- ‫ﻭﺍﺟﺐ‬ ‫ﻳﺠﺐ ﺃﻥ‬ ‫ﺇﻳﺠﺎﺑ ًﺎ‬ ّ‫ﺇﻳﺠﺎﺑﻲ‬ ‫ﺇﻳﺠﺎﺑﻴّﺎﺕ‬ ‫ ﻭﺟﻮﺩ‬- ‫ ﻳﺠﺪ‬- ‫ﻭﺟﺪ‬ ‫ﻭِ ﺟﺪﺍﻥ‬ ‫ﻭﺟﻴﺰ‬ ‫ ﺇﻳﺠﺎﺯ‬- ‫ ﻳﻮﺟﺰ‬- ‫ﺃﻭﺟﺰ‬ ‫ ﻭﺟﻨﺎﺕ‬- ‫ﻭﺟﻨﺔ‬ ‫ ﻭُﺟﻮﻩ‬- ‫ﻭﺟﻪ‬ ‫ﻭﺟﻬﺔ ﻧﻈﺮ‬ ‫ ِﺟﻬﺎﺕ‬- ‫ِﺟﻬﺔ‬ ‫ ﻣﻮﺍﺟﻬﺔ‬- ‫ ﻳﻮﺍﺟﻪ‬- ‫ﻭﺍﺟﻪ‬ ‫ ﻭﺍﺟﻬﺎﺕ‬- ‫ﻭﺍﺟﻬﺔ‬ ِ ‫ﺍﲡﺎﻩ‬ ّ - ‫ ﻳﺘّﺠﻪ‬- ‫ﺍﲡﻪ‬ ّ ‫ُﲡﺎ َﻩ‬ ‫ ﻭُﺣﻮﺵ‬- ‫ﻭﺣﺶ‬ ّ‫ﻭﺣﺸﻲ‬ ‫ﻭﺛُﻮﺏ‬/‫ ﻭﺛﺐ‬- ‫ ﻳﺜِﺐ‬- ‫ﻭﺛﺐ‬ ‫ ﺛﻘﺔ‬- ‫ ﻳﺜِﻖ‬- ‫ﻭﺛﻖ‬ ‫ﺛﻘﺔ ﺑﺎﻟﺬﺍﺕ‬ ‫ ﻭﺛﺎﺋﻖ‬- ‫ﻭﺛﻴﻘﺔ‬

Arabic–English Glossary To let be, to be peaceful/docile, mellow Peacefulness, well-being Peacefulness, mellowness Peaceful, pacifist To inherit Inheritance Heritage, patrimony Heir-s Minister-s, US Secretary-ies Mr./Madam Secretary/Minister Ministry-ies Ministry of Finances To parallel, match, be equivalent/analogous/simultaneous Dirt, grime, filth Dirty, soiled, filthy To be spacious/broad Financial ease or well-being Spacious Means, medium-media To mark Trait-s, feature-s, characteristic-s Handsome Season-s Religious holidays To comfort, offer solace, appease To describe, prescribe Description-s Features, trait-s Recipe-s To contact Communication-s Means of communication To command, to recommend, to advise Commandment-s, recommendation-s,

‫ َﺩﻋَﺔ‬- ‫ ﻳﺪَﻉ‬- ‫ﻭﺩَﻉ‬ ‫ﺩﻋﺔ‬ ‫ﻭﺩﺍﻋﺔ‬ ‫ﻭﺩﻳﻊ‬ ‫ ﻭﺭﺍﺛﺔ‬- ‫ ﻳﺮِ ﺙ‬- ‫ﻭﺭﺙ‬ ‫ ﻣﻴﺮﺍﺙ‬،‫ﺇﺭﺙ‬ ‫ﺗُﺮﺍﺙ‬ ‫ ﻭﺭﺛﺎﺀ‬- ‫ﻭﺭﻳﺚ‬ ‫ ﻭﺯﺭﺍﺀ‬- ‫ﻭﺯﻳﺮ‬ (‫ﻣﻌﺎﻟﻲ ﺍﻟﻮﺯﻳﺮ)ﺓ‬ ‫ ﻭﺯﺍﺭﺍﺕ‬- ‫ﻭﺯﺍﺭﺓ‬ ‫ﻭﺯﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ‬ ‫ ﻣﻮﺍﺯﺍﺓ‬- ‫ ﻳﻮﺍﺯﻱ‬- ‫ﻭﺍﺯﻯ‬ ‫ ﺃﻭﺳﺎﺥ‬- ‫ﻭﺳﺦ‬ َ ‫ﻭﺳﺦ‬ ِ ‫ ِﺳﻌﺔ‬- ‫ﻳﺴﻊ‬ َ - ‫ﻭﺳﻊ‬ ُ ‫ﺳﻌﺔ‬ ‫ﻭﺍﺳﻊ‬ ‫ ﻭﺳﺎﺋﻞ‬- ‫ﻭﺳﻴﻠﺔ‬ ‫ ﻭﺳﻢ‬- ‫ ﻳﺴـﻢ‬- ‫ﻭﺳﻢ‬ ‫ ِﺳﻤﺎﺕ‬- ‫ِﺳﻤﺔ‬ ‫ﻭﺳﻴﻢ‬ ‫ ﻣﻮﺍﺳﻢ‬- ‫ﻣﻮﺳﻢ‬ ‫ﻣﻮﺍﺳﻢ ﺩﻳﻨﻴﺔ‬ ‫ ﻣﻮﺍﺳﺎﺓ‬- ‫ ﻳﻮﺍﺳﻲ‬- ‫ﻭﺍﺳﻰ‬ ‫ ﻭﺻﻒ‬- ‫ﻳﺼﻒ‬ ِ - ‫ﻭﺻﻒ‬ ‫ ﺃﻭﺻﺎﻑ‬- ‫ﻭﺻﻒ‬ ‫ ﺻﻔﺎﺕ‬- ‫ﺻﻔﺔ‬ ‫ ﻭﺻﻔﺎﺕ‬- ‫ﻭﺻﻔﺔ‬ ‫ ﺍﺗّﺼﺎﻝ ﺑـ‬- ‫ ﻳﺘّﺼﻞ‬- ‫ﺍﺗّﺼﻞ‬ ‫ ﺍﺗّﺼﺎﻻﺕ‬- ‫ﺍﺗّﺼﺎﻝ‬ ‫ﻭﺳﺎﺋﻞ ﺍﻹﺗﺼﺎﻝ‬ ‫ ﻭﺻﻴﺔ‬- ‫ ﻳﻮﺻﻲ‬- ‫ﺃﻭﺻﻰ‬ ‫ ﻭﺻﺎﻳﺎ‬- ‫ﻭﺻﻴﺔ‬

advice, will-s Referee-s, trustee-s, legal guardian-s Recommendation-s

ّ‫ﻭﺻﻲ‬ ‫ ﺗﻮﺻﻴﺎﺕ‬- ‫ﺗﻮﺻﻴﺔ‬ 219 •

Arabic–English Glossary To be clear Clear To clarify To become clear To seek clarification To put, give birth, lay down, enact laws Situation-s, position-s To be humble Humble Low To promise To give advice, preach, admonish Advice, sermon, moral Moral-s, example-s, moral lesson-s To be aware/conscious Unconsciously Abundance Abundant To provide, make available To be available To be abundant To reconcile, harmonize, grant success With wishes for success! To agree To be successful Successful To be loyal, faithful To pass away To respect, esteem, venerate Solemnity, venerability Solemn, dignified, venerable Respected, venerable, esteemed To occur, to be located, to fall Reality Realistic, real Rhythms-s

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‫ ﻭﺿﻮﺡ‬- ‫ﻳﻀﺢ‬ َ - ‫ﻭﺿﺢ‬ ُ ‫ﻭﺍﺿﺢ‬ ‫ ﺇﻳﻀﺎﺡ‬- ‫ ﻳﻮﺿﺢ‬- ‫ﺃﻭﺿﺢ‬ ‫ ﺍﺗّﻀﺎﺡ‬- ‫ ﻳﺘّﻀﺢ‬- ‫ﺍﺗّﻀﺢ‬ ‫ ﺍﺳﺘﻴﻀﺎﺡ‬- ‫ ﻳﺴﺘﻮﺿﺢ‬- ‫ﺍﺳﺘﻮﺿﺢ‬ ‫ ﻭﺿﻊ‬- ‫ﻳﻀﻊ‬ َ - ‫ﻭﺿﻊ‬ ‫ ﺃﻭﺿﺎﻉ‬- ‫ﻭﺿﻊ‬ ‫ ﺗﻮﺍﺿﻊ‬- ‫ ﻳﺘﻮﺍﺿﻊ‬- ‫ﺗﻮﺍﺿﻊ‬ ‫ﻣﺘﻮﺍﺿﻊ‬ ‫ﻭﺍﻃﺊ‬ ‫ ﻭﻋﺪ‬- ‫ ﻳﻌِ ﺪ‬- ‫ﻭﻋﺪ‬ ‫ ﻭﻋﻆ‬- ‫ ﻳﻌِ ﻆ‬- ‫ﻭﻋﻆ‬ ‫ﻋﻈﺔ‬ ‫ ﻣﻮﺍﻋﻆ‬- ‫ﻣﻮﻋﻈﺔ‬ ‫ ﻭﻋﻲ‬- ‫ ﻳﻌﻲ‬- ‫ﻭﻋﻰ‬ ‫ﺑﺎﻟﻼﻭﻋﻲ‬ ‫ﻭَﻓﺮﺓ‬ ‫ﻭﻓﻴﺮ‬ ‫ ﺗﻮﻓﻴﺮ‬- ‫ ﻳﻮﻓّﺮ‬- ‫ﻭﻓّﺮ‬ ‫ ﺗﻮﻓّﺮ‬- ‫ ﻳﺘﻮﻓّﺮ‬- ‫ﺗﻮﻓّﺮ‬ ‫ ﺗﻮﺍﻓﺮ‬- ‫ ﻳﺘﻮﺍﻓﺮ‬- ‫ﺗﻮﺍﻓﺮ‬ ‫ ﺗﻮﻓﻴﻖ‬- ‫ ﻳﻮﻓّﻖ‬- ‫ﻭﻓّﻖ‬ !‫ﺑﺎﻟﺘﻮﻓﻴﻖ‬ ‫ ﻣﻮﺍﻓﻘﺔ‬- ‫ ﻳﻮﺍﻓﻖ‬- ‫ﻭﺍﻓﻖ‬ ‫ ﺗﻮﻓّﻖ‬- ‫ ﻳﺘﻮﻓّﻖ‬- ‫ﺗﻮﻓّﻖ‬ ‫ﻣُﻮﻓﱠﻖ‬ ‫ ﻭﻓﺎﺀ‬- ‫ ﻳﻔﻲ‬- ‫ﻭﻓﻰ‬ ‫ ﻭﻓﺎﺓ‬- ‫ ﻳﺘﻮﻓّﻰ‬- ‫ﺗُﻮﻓﱢﻲ‬/‫ﺗﻮﻓّﻰ‬ ‫ ﺗﻮﻗﻴﺮ‬- ‫ ﻳﻮﻗّﺮ‬- ‫ﻭﻗّﺮ‬ ‫ﻭﻗﺎﺭ‬ ‫ﻭﻗﻮﺭ‬ ‫ﻣُﻮﻗﱠﺮ‬ ‫ ﻭﻗﻮﻉ‬- ‫ ﻳﻘَﻊ‬- ‫ﻭﻗﻊ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻭﺍﻗﻌﻲ‬ ‫ ﺇﻳﻘﺎﻋﺎﺕ‬- ‫ﺇﻳﻘﺎﻉ‬

Arabic–English Glossary To stand, stop To protect, prevent To give birth Newborn-s Birth Birth of the Prophet Muhammad Birth Birthday Birth of the Christ, Christmas God, the Lord To shine, flash To flash, flicker, sparkle, glance furtively Flash of light

‫ ﻭُﻗﻮﻑ‬- ‫ ﻳﻘِ ﻒ‬- ‫ﻭﻗﻒ‬ ‫ ﻭِ ﻗﺎﻳﺔ‬- ‫ ﻳﻘﻲ‬- ‫ﻭﻗﻰ‬ ‫ ﻭِ ﻻﺩﺓ‬- ‫ ﻳﻠِﺪ‬- ‫ﻭﻟﺪ‬ ‫ ﻣﻮﺍﻟﻴﺪ‬- ‫ﻣﻮﻟﻮﺩ‬ ‫ﻣﻮﻟﺪ‬ ‫ﺍﳌﻮﻟﺪ ﺍﻟﻨﺒﻮﻱ‬ ‫ﻣﻴﻼﺩ‬ ‫ﻋﻴﺪ ﻣﻴﻼﺩ‬ ‫ ﻋﻴﺪ ﻣﻴﻼﺩ ﺍﳌﺴﻴﺢ‬،‫ﻋﻴﺪ ﺍﳌﻴﻼﺩ‬ ‫ﺍﳌﻮﻟﻰ‬ ‫ﻭﻣﻴﺾ‬/‫ ﻭﻣﺾ‬- ‫ ﳝِ ﺾ‬- ‫ﻭﻣﺾ‬ ‫ ﺇﳝﺎﺽ‬- ‫ ﻳﻮﻣِ ﺾ‬- ‫ﺃﻭﻣﺾ‬ ‫ﺇﳝﺎﺿﺔ‬

-‫ﻱ‬To despair Hand-s To become easy, to be well to do Easy, small quantity Left Well to do, well off To be sure/certain Certain, sure To realize, become certain Right Day-s Journals, diaries

‫ ﻳﺄﺱ‬- ‫ ﻳﻴﺄﺱ‬- ‫ﻳﺌﺲ‬ ‫ﺃﻳﺎﺩ‬/ ٍ ‫ﺃﻳﺪ‬ ٍ - ‫ﻳﺪ‬ ‫ ﻳُﺴﺮ‬- ‫ﻳﻴﺴﺮ‬ َ - ‫ﻳﺴﺮ‬ َ ‫ﻳﺴﻴﺮ‬ ‫ﻳُﺴﺮﻯ‬/‫ﻳﺴﺎﺭ‬ ‫ﻣﻴﺴﻮﺭ ﺍﳊﺎﻝ‬/‫ﻣﻴﺴﻮﺭ‬ ‫ ﻳﻘﲔ‬- ‫ ﻳﻴﻘَﻦ‬- ‫ﻳﻘِ ﻦ‬ ‫ﻋﻠﻰ ﻳﻘﲔ‬ ‫ ﺇﻳﻘﺎﻥ‬- ‫ ﻳﻴﻘﻦ‬- ‫ﺃﻳﻘﻦ‬ ‫ﳝﻨﻰ‬/‫ﳝﲔ‬ ُ ‫ ﺃﻳّﺎﻡ‬- ‫ﻳﻮﻡ‬ ‫ﻳﻮﻣﻴّﺎﺕ‬

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