سی حرفی۔۹
(ہک بیت وچ اٹھ حرف)
الف
الٰہی، میل ماہی نوں، ’ب‘ برے دن آئے نیں
ت
تلوار برہوں دی لٹکے، ’ث‘ ثواب کمائے نیں
ج
جوانی آخر فانی، ’ح‘حائل غم آئے نیں
خ
خوف حنیف وچھوڑے اندر، ’د‘ دکھاں دے سائے نیں
ذ
ذکر تیرے وچ رہندی، ’ر‘ رخ ویکھاں ماہی دا
ز
زیارت لکھ ثواباں، ’س‘ سوہنا چن چاہی دا
ش
شوخاں دے ناز نہورے، ’ص‘ صفا دل چاہی دا
ض
ضدی سنگ دل حنیف اے، مان حسن دی شاہی دا
ط
طواف کریں دن راتیں، ’ظ‘ ظالم کوئی خبر نہیوں
ع
عشق دے کٹھے عاشق، ’غ‘ غصہ تے جبر نہیوں
ف
فائدہ کی شکویاں سندا، ’ق‘ قسمت وچ اجر نہیوں
ک
کتھے چھڈ گیوں ماہی، کجھ حنیف نوں صبر نہیوں
ل
لیکھاں وچ درد وچھوڑا، ’م‘ ماڑے دا زور نہیوں
ن
نوازش وصل دی ہووے، ’و‘ وسیلہ ہور نہیوں
ہ
ہڈاں وچ درد وچھوڑا، ’لا‘ لہو دا زور نہیوں
ء
آخر حنیف ملے گا، ’ی‘ یاداں وچہ ہور نہیوں
سی حرفی ۔۱۰
(ہک مصرعہ وچ دو حرف)
الف
اللہ نوں سور پیارے، ’ب‘ بس کر کوئی ہور نہیوں
ت
توبہ کر آخر مرنا، ’ث‘ ثابت وچ گور نہیوں
ج
جمع کر عمل دی پونجی، ’ح‘ حاصل کجھ ہور نہیوں
خ
خوف حنیف خدا دا کریے، ’ر‘ رحمت باہجھوں ٹھور نہیوں
د
دوا گناہاں والی، ’ذ‘ ذکر وچ ڈھیندی اے
ر
رحمت وی لا متناہی، ’ز‘ زوراور تھیندی اے
س
سوہنا رب کرم کماسی، ’ش‘ شاہی نت جیندی اے
ص
صدیق حنیف نہ جھورے، آخر سچ منیندی اے
ض
ضعیف ایمانوں ہوئے، ’ط‘ طریقے بھلے نی
ظ
ظرافت رہی نہ مولے، ’ع‘ عمل نال تلے نی
غ
غازی تے ہین مجاہد، ’ف‘ فکراں وچ رُلّے نی
ق
قولاں دے سچے جیہڑے، پاون...
The enormous development in the telecommunications and media technology reduced disparities between time and space, in the age of the Internet and social networking it shaped an electronic community in the form of a real community. So, if dialogue is a religious principle then interaction and mutual understanding between nations and peoples is considered a goal in Islam, since God's wisdom in His creation that people are different, therefore sacred texts came encourage such interaction. Communication and interaction between peoples is an authentic human tendency, a continuous cultural movement and an effective mean of social coexistence, that strengthening the bonds of rapprochement and mutual understanding between human beings, that is why social communication is usually known as the mutual interaction between individuals, this interaction is a type of social networking through the media and various communication that develop and deepening the social connections.
The purpose of doing this action research is to develop the paragraph writing skills by using portfolios. There are two main activities which enable the students to learn i.e. teaching and assessment activities. To conduct this study, the teaching activities for paragraph writing are accomplished through a process writing approach while the students' learning was assessed formatively through portfolio assessment. The study was conducted in three action research cycles which provided a knowledge and autonomy of continuously evaluating the teaching and assessment activities and their implementation in the class. The selection of research participants was done through purposive sampling with six students of grade IX. The data for portfolio development was taken from the students' activities; sample of paragraphs, self and peer assessed work samples, reflections, and feedback of teacher as well as peer. The findings of the study revealed that the use of portfolios for developing paragraph writing skills remained successful and students also became aware of new teaching and assessment strategies. Moreover, the feedback, group work, discussion, self and peer assessment found were found more fruitful in developing students paragraph writing skills. The implication from this study was that, portfolio development is a gradual process which takes considerable time and results in workload for both students and the teacher. To overcome this challenge, careful planning of teaching activities, teaching strategies, assessment activities, materials and time management was set out earlier. However, the study suggests that the portfolios are effective tools for developing students writing skills and evaluating ongoing learning of the student.