الالتفات في القرآن الكريم دراسة تحليلية

The paper deals with the different styles  of iltifāt  found in the Holy Qur’ān  and coming out with a general scheme to account for its occurrence in order to enhance the understanding of the subtleties of this feature of Qur’ān ic style. To accomplish this, the research was carried out by way of an analytical study of the instances of iltifāt  in the Holy Qur’ān. As a prelude to the discussion of this subject, the research provides the meaning of iltifāt  among the Arab rhetoricians and the status of iltifāt  as one of the rhetorical tropes. The paper also discussed the significations of iltifāt  which have already been mentioned by previous scholars, and since those scholars touched on the significations only briefly, therefore, the research strived to explore further aspects of their interpretations making an effort to highlight new significations of iltifat and an attempt to introduce a new approach in looking at the iltifāt  phenomenon, in different Sura’hs of          Qur’ān, to demonstrate the application of this new perspective. Finally the research shows that the occurrence of iltifÉt in the Qur’ān  follows certain patterns that are related to the intended significations at the various locations where they appear in the Qur’ān.

Improving the Teaching of Writing Narratives at Lower Secondary Level in Private School of Karachi

This study aims to improve the teaching of writing narratives in an English language classroom. By using a qualitative method and a collaborative action research, the study was conducted in a private school in Karachi, Pakistan. In this study, the primary research participant was an English language teacher who was teaching English language at lower secondary level. There were five students who were the secondary research participants of the study. Their work was analyzed to see whether there was any improvement in their written narratives that was taught by both researcher and the research participant. In our English language classrooms, teaching of writing is done in a very traditional manner where teachers focus to product rather than the process of the writing. Teachers do not pay attention on writing and rewriting in order to improve the children's work. Mostly, the first draft of children's work is considered as final draft. Children encounter problems while writing because they are not provided with opportunities to develop their writing skills and they are often asked to write about topics which are not relevant to their lives. Thus, writing is best learnt in a natural setting with topics that are pertinent to their lives. Teachers need to provide a variety of experiences to children while teaching writing skills. The purpose of the study was to improve a teacher's teaching of writing narratives and to guide him/her to introduce above motioned strategy to make a shift from product to process of writing and thus, transform students into independent writers. For this study, reflective journal, observations and interviews were used to collect data. The teaching of writing narratives was found to be a useful activity as it builds practical and theoretical knowledge of the research participant. It was found that children best learnt to write when they are asked to write about topics that are relevant to their lives. Another observation was that the use of scenario to motivate children to write is less effective because it limits their creativity and they end up producing similar kind of texts. The use of writing frameworks and the steps of PA facilitate the teaching and learning of writing skills in an English language classroom. Furthermore, this study is significant for ELT in the context of Pakistan where writing, in English, is regarded as the most difficult skill among other teaching language skills. The finding of this study will