کوئی ملتا ہی نہیں سوختہ پا میری طرح
جس کو معلوم ہو وحشت کا پتا میری طرح
میرے جیون کو اُداسی سے ملانے والا!
دشت میں پھِرتا رہے آبلہ پا میری طرح
میں نے احباب کو آواز لگا کر پوچھا
کوئی رہتا ہے شبِ غم میں سدا، میری طرح؟
اے کئی دن سے مرے ذہن پہ چھائے ہوئے شخص
تو مجھے وصل کے سپنے نہ دکھا میری طرح
رات بھر چاند کو احوال سنانے کے لیے
کیا ٹھہرتی ہے دریچوں میں ہوا، میری طرح؟
زندگی! میری طرف دیکھ کے ایماں سے بتا
ایک بھی شخص کوئی تجھ کو مِلا، میری طرح
تند اور تیز ہواؤں کے علاقے میں سعید
زیست کرتا ہے فقط دل کا دِیا میری طرح
Goldziher 1850-1921 is a Jewish Orientalist. His interest in the study of Islam took him to the famous Syrian scholar Sheikh Tahir Al-Jazāirī and after spending a long time in his company he moved to Palestine and then to Egypt. Where he benefited from the scholars of Aẓhar University. Among the Orientalists who have formally and fundamentally debated the Qur'anic text and recitations is Gold Poison. He is known for his objections to Hadith and Qur'anic recitations. Dr. Abdul Haleem Al-Najjar, a lecturer at Cairo University, has translated the famous book Muslim Studies of Goldziher into Arabic concerning the different methods and methods of recitation, tafsir, and tafsir of the Holy Quran. This translation was first published by Maktab al-Khanji in Cairo, Egypt in 1955 and reached the hands of the masters of science and literature and became popular. This book is a unique and brand new work of its kind in presenting various topics of the Quran and important aspects of Islamic culture and history in an excellent manner and style. Goldziher proved his meticulous study of the religions of Tafsir al-Islami and his in-depth study of Islam. But there is a difference between a Muslim and a non-Muslim studying Islam, this difference is visible in this book. Goldziher did not describe all the methods of commentary in this book. In addition, the author, like other Orientalists, has erred in interpreting some religious sentiments. Some Muslim scholars call such objections to Goldziher scientific errors. And some see it as part of a deliberate Zionist Orientalist conspiracy. However, the aspects of Tafseer which Goldziher has written about are very important, and much more needs to be written about them. Goldziher's investigation into the Qur'anic text has opened up new avenues for other Orientalists.The said article will present an analytical study of the Qur'anic text, Goldziher's objections to various recitations, and the contents of the book.
The skill of speaking has been one of the most neglected areas in English language teaching (ELT) and this is true for its assessment as well which has always been a tedious and compromising task. The consequence of this negligence not only propels a negative backwash effect on teaching speaking skills but also adversely affects students' career chances particularly when they seek jobs or admission for further studies. The principal purpose of this study was to exhibit the ways to help an ELT teacher in assessing speaking skills (SS) by introducing an analytical marking rubric. Moreover, the study intended to embed summative and formative assessments using constructive feedback to improve students' SS in an EFL context. A qualitative paradigm under a participatory action research (PAR) endeavour was employed to conduct this study with an ELT teacher and Grade eight students in the context of Gilgit-Baltistan for a period of five weeks. The data were collected through semi-structured interviews, observations and, discussion. The findings at the pre-intervention stage revealed that there was a dearth of assessing SS - both in formative and summative ways. In the mock tests, the assessment of SS was rarely practiced. Summative exams, however, comprised a few marks, but constituted arbitrary marking, that is, without any marking rubrics. In the intervention stage, it was observed that the teacher's perception and practice were enhanced through introducing direct and semi-direct modes of assessing SS and by developing marking rubrics. The post-intervention stage yielded a comprehensive understanding of the teacher's practices in terms of assessing SS. This study recommends that an ELT teacher should focus on assessing SS summatively and formatively using marking rubrics. The examination department needs to ensure that all the language skills are given due importance in the end-term exams. Besides, the inclusion of assessment procedures in the English curriculum is deemed to be an important consideration to help guide teachers in assessing SS more effectively.