ناول کے عناصر ترکیبی:
ناول ادب کی ایک صنف ہے۔ناول اور داستان میں نمایاں فرق ہے ایسی مخصوص خصوصیات جو ناول کو داستان سے ممتاز کرتی ہیں وہ حقیقت نگاری ،فلسفیانہ گہرائی اور کردار کی اہمیت ہے۔جہاں تک حقیقت نگاری کی بات ہے تو حقیقت نگاری داستان میں بھی پائی جاتی ہے اور اسی طرح ناول بھی تخیل سے محفوظ نہیں ہے اس میں بھی تخیلاتی تصورات پائے جاتے ہیں۔ جس طرح داستان میں طویل قصے اور بے شمار کردار پائے جاتے ہیں اسی طرح ناول میں مختصر واقعات کے ساتھ ساتھ کرداروں کی بھرمار سیکنارہ کیا جاتاہے۔ داستان میں کہانی کا صرف ایک رخ سامنے آتا ہے اس کے برعکس ناول سوچ و تصور کی باز یافت یا ممکن حد تک ترتیب وتشکیل کے فرائض انجام دیتا ہے۔جہاں داستان میں مافوق الفطرت کردار پائے جاتے ہیں خارجی رشتوں جبکہ ناول میں خارجی کے ساتھ ساتھ باطنی حقیقتوں کا بھی گہرائی سے فلسفیانہ تکنیک کو مد نظر رکھتے ہوئے مطالعہ کیا جاتا ہے۔ناول میں کچھ خاص عناصر مقرر کیے جاتے ہیں جن پر ایک ناول اپنی بنیاد رکھتا ہے اس میں کہانی کے ساتھ’پلاٹ‘‘جو کہ نہایت مضبوط ہوناچاہیے۔اسی پہ ہی تمام کہانی کا دارومدارہوتاہے پھر’’حالات وواقعات‘‘جن کو بنیاد بناکر کہانی لکھی جاتی ہے۔کردار جو کہ معاشرے کے حقیقی کرداروں سے قریب تر ہوتے ہیں۔جن میں حقیقی زندگی کاعنصر موجود ہوتا ہے۔’’زمان ومکاں‘‘جو کہ کہانی کو ایک نیا موڑ دیتے ہیں۔پھر جو بہت ضروری عنصر جس پہ ناول کو اہمیت کا حامل سمجھا جاتا ہے وہ اس کا’’اسلوب‘‘ہوتاہے۔اسلوب بیان جو دل میں اتر جاتا ہے اور دماغ میں ایک دیرپا تاثر چھوڑجاتا ہے۔اسلوب کے بعد ’’نقطہ نظر‘‘ کی باری آتی ہے۔مصنف نے ناول میں جس بات کو مدنظر رکھ کراور جس نقطہ نظرسے لکھا ہوتا ہے اسے اہمیت حاصل ہوتی ہے۔ڈاکٹر احسن...
The concept of cohesion is not only a semantics one that exists within the meaning of text; it refers to grammatical relations of the Text The concept of cohesion is not only a semantics one that exists within the meaning of text; it refers to grammatical relations of the Text that exist within surface structure of the text, and that define it as a text. That is why the study of cohesion is important in text linguistics, especially in the Text of holy Qur‘ān. Therefore the ancient researchers have chosen it in different ways in the Qur‘ānic textual analysis. The ancient Arab started the study of Cohesion to prove the Qur‘ānic text as “Mojza” and “ijaaz” because of its organization and arrangement of text according the “Nazem” “Insijaam” “Ittisaaq” “Iltehaam” and many others. The English term that substitutes these terms is just Cohesion and Coherence. So we can say that the Arab was doing well about the discourse/textual analysis of the texts, especially the Qur‘ānic textual cohesion was their main goal. This research work differ from previous works in many aspects, while the researcher focuses on the concept of cohesion and its various aspects, particularly in terms of the cohesion and coherence in Arabic Language in the light of Qur‘ānic text. That exist within surface structure of the text, and that define it as a text. That is why the study of cohesion is important in text linguistics, especially in the Text of holy Qur‘ān. Therefore the ancient researchers have chosen it in different ways in the Qur‘ānic textual analysis. The ancient Arab started the study of Cohesion to prove the Qur‘ānic text as “Mojza” and “ijaaz” because of its organization and arrangement of text according the “Nazem” “Insijaam” “Ittisaaq” “Iltehaam” and many others. The English term that substitutes these terms is just Cohesion and Coherence. So we can say that the Arab was doing well about the discourse/textual analysis of the texts, especially the Qur‘ānic textual cohesion was their main goal. This research work differ from previous works in many aspects, while the researcher focuses on the concept of cohesion and its various aspects, particularly in terms of the cohesion and coherence in Arabic Language in the light of Qur‘ānic text.
The study reported in this thesis has the following major objectives: (i) to find out effect of emotional
literacy on academic achievement in terms of experimental group and control group (ii) to find out the
difference of treatment effect between the students of low achievers group and high achievers group
(iii) To find out difference regarding treatment effect in terms of students of experimental group and
control group on the basis of variable emotional intelligence. The researcher selected 60 students of
10th class of Government Boys High School, Isa Khel (Mianwali District).
The sample was equally divided into the experimental group and the control group. Both the groups
were equated on the basis of the scores of 9th class in the Board examination (treated as pre-test). A
pre-test for emotional intelligence was also administered to find out emotional quotient (EQ) of the
experimental and the control group. A curriculum of emotional literacy consisted of Chapters 4-9 taken
from Goleman’s book entitled: “Working with Emotional Intelligence” was taught as treatment to the
experimental group. A short syllabus (Appendix-D) from Urdu Book (Part II) for 10th class was taught
to both experimental and control groups in a combined class by the same teacher. The study lasted for
twelve weeks. After twelfth week, two separate post-tests (one for academic achievement and other for
emotional intelligence) were administered to the both experimental and control groups.
Data were collected, tabulated, analyzed, and interpreted in the light of the objectives of study. Data
were analyzed by applying t-test and (2x2) ANOVA. The findings of the study revealed that there is a
considerable effect of emotional literacy on the academic achievement of the students at secondary
level. It was also found that emotional literacy has improved emotional intelligence of the students.
Moreover, it was found that emotional literacy was equally helpful and effective for both high achievers
and the low achievers. Finally, on the basis of the findings of the study, the researcher put forward some
feasible and practicable suggestions/ recommendations in this area.
It is recommended to include emotional literacy in the curriculum as a compulsory subject, particularly
at secondary level. Emotional education may be utilized in solving the issues of problematic behaviors
of the children in the schools. The managers of educational institutions may monitor teaching learning
process with a view to implementing emotional literacy policy. A special curriculum model suitable for
the subject of emotional literacy may be devised. Moreover, public awareness regarding the importance
of emotional literacy should be increased by using mass media. Emotional literacy should be made an
important element of professional training of teachers, managers, curriculum developers. For further
research it is recommended that the present study needs to be replicated with students and schools at
larger scale and context. The association of Emotional Quotient (EQ) with Intelligence Quotient (IQ) is
another aspect which needs to be addressed.