جاتے ہوئے جانِ جاں تصویر دکھا جانا
گر دل نہ ملے پھر بھی تم آنکھ ملا جانا
ہے چاند بہت نازاں تجھ حسن کے جادو پر
جب چاندنی رات آئے چھب اپنی دکھا جانا
خوشبو ہو کہ چندا ہو، گل ہو کہ عوارض ہوں
تم سے ہی سبھی نے ہے جینے کا مزا جانا
تم حسن معطر ہو، میں دیکھنے جب آئوں
مجھ کو تو مرے ہم دم، پروانہ بنا جانا
اس جہل کی شب میں اب تم پر بھی یہ لازم ہے
کچھ آس کی شمعیں تم شعروں سے جلا جانا
آئو نہ فضاؔ اب ہم یوں تھام لیں خواب اپنے
میں شب کو بلاتا ہوں چندا سی تم آ جانا
It is no coincidence that the researcher in history, especially the history
of the Algerian revolution, finds a missing link in the history of the Algerian
revolution, which we call the history of what history has neglected.
Intentionally, or unintentionally, the archives of Algeria in France, Pax-
Provence, or others, or even with some Algerian families, who still hide their
archives from researchers? a question that the Algerian researcher will
answer to show the truth with documents. Similar to this document, which
deals with a topic, in which scientific material was scarce, which is related
to the revolution’s strategy to abort and eliminate French projects, the
strategy of the National Liberation Army to adapt to the situation consisted
in sabotaging French transportation routes, especially railways, in order to
destroy France’s economy as well as When she wanted to isolate the people
from their revolution, by building barbed wire at the level of the East and
West.
This action research, in the qualitative research paradigm, is an effort to help the students of grade VII to develop English writing skills in a private school in Karachi. Six students with their English language teacher participated in the study. Through purposive sampling the participants were selected from different levels of learners. The study was conducted in six weeks, working five days every week. Activities and materials for teaching writing skills were prepared according to the emerging needs of the students. Data were collected through two different diagnostic tests comprising: multiple choice questions and a short essay question. In addition, interviews, classroom observations, documents’ analysis and field notes were also employed as data collection tools. The analysis of the learners’ work revealed that learners had difficulty in vocabulary knowledge to support their writing, getting frequent feedback on their work, approaching different strategies to learn writing skills, verb tense agreement for sentence construction, and reading for writing. It was found that teaching strategies such as differentiated instruction strategies, scaffolding instructions, collaboration with competitors, reading-integrated writing, and use of written, oral and peer feedback provided better opportunities for the learners to enhance their writing skills. These approaches also helped me and the teacher to improve our teaching styles. The study offers valuable methodological contributions for future researchers in the field. The findings of this research will also be helpful for teachers who are involved in teaching English writing skills.