فرخندہ رضوی کا اختصاص
شاعری کسی کی ذاتی جاگیر اور میراث نہیںیہ اللہ تبارک و تعا لیٰ کا تحفہ عظیم ہے۔یہ امیری غریبی کو دیکھ کر نہیں ہوتی بلکہ یہ عطائے رحیمی ہے۔فیضان الٰہی ہے۔ اردو شاعری کا کارواں جس نے اپنا سفر بارہویں صدی سے شروع کیا تھا اب اکیسویں صدی میں داخل ہونے والا ہے، اور شاعری کے اس سفر میں کئی اصناف شاعری مثلاً حمد،نعت،قطعہ،مرثیہ، رباعی، مخمس،مسدس،مثنوی، گیت، نظم، آزاد نظم ،نظم مصریٰ اور غزل شامل ہو چکی ہیں۔ ان تمام اصناف شاعری میں سے کوئی صنف بھی ایسی نہیں جو اردو زبان ادب کی اپنی پیداوار ہو۔ یہ تمام اصناف فارسی، عربی اور انگریزی زبان و ادب سے ہئیت اور موضو ع سمیت مستعار لی گئی ہیں۔ ایک ادیب کی تشنگی چاہے وہ شاعر ہو یا افسانہ نگار قلم میں چھپی ہوتی ہے۔ لفظوں کے یہ خزانے ان لکھاریوں کے لیے اتنی ہی اہمیت کے حامل ہیںجتنے انسانوں کے لیے رشتے ، کہتے ہیں کہ رشتے ٹوٹتے ہیں مگر گزرے وقت کے پل پھر بھی ساتھ ہی رہتے ہیں ، پھر لکھنے والوں کا جو وقت لفظوں کی مالا بننے میں صرف ہوتا ہے وہ کہاں بھولتا ہے پھر یہ شاعری شاعروں کا سرمایہ اور ادب کا حصہ بن جاتی ہے۔عہد حاضر کی اردو شاعری میں ایک جانا پہچانا نام فرخندہ رضوی کا ہے۔
ہمارے یہاں باقاعدہ طور پر شاعری کی عمر بڑی طویل ہے جو تقریبا تین سو سال ہے شاعری ہر دور میں مقبول عام رہی ہے تاریخ ادب میں مرد شعرا کی تو فہرست بڑی طویل ہے۔ لیکن شاعرات میں سے سب سے پہلے مہ لقاہ چندہ پہلی شاعرہ کے روپ میں سامنے آتی ہیں اس کے بحیثیت شاعرہ زہرہ نگاہ شعر و سخن میں اپنی دھاک بٹھانے آئیں۔
عصر حاضر میں خواتین فن شعروسخن کی جانب کچھ زیادہ...
Imbibing reading habits is an essential skill necessary in the acquisition of knowledge, which is highly demanding in the life of every student in the academic environment. However, as modern technological resources keep on advancing, the reading habits of students are also changing with reading on screen. This study examined the reading habits of college sophomore students as affected by technological resources. The survey instruments, distributed to 254 college sophomore students at the Ilocos Sur Polytechnic State College, allowed the respondents to assess their reading habits in terms of reading hours, reading purposes, reading content, and reading attitude, with the technological resources as their tool. The data gathered in the study was analyzed statistically using the simple frequency count and percentage, mean, and Pearson correlation. The findings revealed that the college sophomores achieved an average level in their English subjects. In addition, it was found that the technology resources were moderately adequate to be used for reading among the college sophomores. Despite this, the results still showed that college sophomore students spent 2-3 hours a day reading, primarily in preparation for their exams. In addition, they read the available reading content moderately often, and they perceive a positive attitude towards the use of technological resources for reading. Furthermore, it was revealed that there is a significant relationship between reading habits and academic achievements. The study's findings will be used to improve instructional approaches and to launch e-reading initiatives in colleges.
The world is becoming a "Global village" in which English has become a tool to communicate across the borders. To maintain effective communication, it becomes necessary for the teaching and learning process to take account of language skills. When taking into account language skills, it becomes pertinent for teachers to keep an accountability check of a child's progress from the early years of schooling. Moreover, it is also significant to gain teachers' perceptions about assessment. For that the purpose of this study was to explore teachers' practices and perceptions for assessing creative writing skills in an EFL classroom at grades one and two in a private school through metaphors. Two teachers were selected as research participants along with work samples of six students, three samples from each class. Metaphors were used as a tool in this study to get teachers' insights about the assessment of creative writing skill through interviews. Along with that document analysis and classroom observations sufficed the data collection. Metaphors shared by teachers, were cooking and floating. Metaphors helped in extracting teachers' sub-conscious meaning which were evident in their practices. It was evident from the interpretation of teachers' metaphors; they had ambiguous ideas about continuous assessment. Teachers used a variety of continuous assessment tools such as observation, asking questions to name a few but without any developed insights. It was also revealed from the data gathered that teachers focused more on grammatical aspects of language. Though teachers practiced creative writing with students they were of a view that students are not creative. As a result, they took up the role of a transmitter and gave less space to students to be imaginative. This study suggests that English language teachers should be aware of the purposes and uses of continuous assessment in order to help students in an appropriate way for their effective learning.