المنھج اللغوي في التفسير و تاريخه

The Holy Quran was revealed in Arabic Language, it is, therefore necessary to seek Arabic Diction to gain the direct guidance from it. The companions of Holy Prophetr, Tabeen, and the reverent Imams strictly rebuked those interpreters who interpret the Holy Quran without having command over Arabic Language. The verses of Quran that are clear in comprehension, explicit and easy, do require the source of interpretation as “Arabic Diction”. This method highlights the positive trends to Arabic Diction. But in the matter of ambiguity and resemblance in verses and deduction of Masael, this Diction will be given second priority. Mere Diction and Arabic Socio-Diction may not be titled as most authentic. Diction is not the ‘last word. ’ The very first priority will be given to the verses of Quran, Hadith e Nabvi and Quotations of Companions of Holy Prophetr. The companions themselves were the native Arabs but they used to do consult some Quranic terms with the Holy Prophetr. As time passed, some strayed sects and atheists ignored this positive trend (Tafseer-bil-Mathur), and accustomed a new trend of interpretation of Holy Quran i. E. Depending upon Arabic Diction only so that they may endorse their own thoughts. It was a negative source of interpreting the Holy Quran i. E. Only by Arabic Diction. The present article explores its historical perspectives after evaluating its negative trends. The Motazila sect got this trend nourished. The representing interpretations of Holy Quran of this trend have been analyzed in this article. At the end, Molana Ameen Ahsan Islahi’s approach to Diction and his Tafseer ‘Tadabbur e Quran’ has been evaluated.

Improving Secondary Students English Essay Writing Skills by Implementing Portfolio Assessment in a Private School in Gilgit-Baltistan

Formative assessment or assessment for learning is a type of assessment that informs pedagogical practices and helps teachers to align learning activities with learning needs of the students. Portfolio assessment is popular formative assessment technique which is helpful in improving language learning. Therefore this study aimed at implementing portfolio assessment to enhance the essay writing skills of grade pre-ninth students in a private school in Gilgit-Baltistan, This study employed collaborative action research method. For this study, six research participant students of two slow learners, two average level learners and two high achieving students of grade nine were selected through purposive sampling. In addition, the English Language teacher of the same class was also a participant with a proposed role of equal contributor in the study as the researcher. The findings of the study illustrated that before the intervention the students had problems with essay writing. Moreover, from the document analysis and classroom observations I realised that the students needed practice on the structural composition as well as mechanics of writing such as spelling errors, punctuations and sentence construction. In particular, they often made grammatical mistakes and could not organize their ideas in a proper sequence to write a meaningful paragraph. However, after employing portfolio assessment in the classroom in collaboration with the participant teacher, there was a visible change in the writing skills of the students. Hence, they could write a grammatically correct and well organized descriptive essay. This research study presents the role of portfolio assessment in improving students writing skills. In addition, it would also encourage English Language teachers to implement portfolio assessment to enhance students' reading as well as writing skills. In particular, this study would be helpful in understanding the prospects of portfolio assessment in the context of Gilgit-Baltistan.