انج تاں توں ڈکیندا نہیں ہائیں، ڈکیا ہنجواں ہاہواں نال
انج تاں توں ٹھلیہندا نہیں ہائیں، ٹھلیا ٹھنڈیاں ساہواں نال
بدل ماحول گیا اے سارا نویاں قدراں بدلن نال
گولاں اج وناں تے نہیں نے، نہیں نے بور اکاہواں نال
سر دا بھار اوڑک نوں اپنے پیراں اتے اونا ایں
اپنے بھار نے چونے پوندے ٹٹیاں ہویاں باہواں نال
ہک دوجے نال مل کے سارے لوک ترقی کر دے نیں
بندے نکل جاندے نیں اگے، اپنیاں اپنیاں ٹھاہواں نال
پٹھے وڈھ کے چھیڑ مجھیں دا اج رجونا پوندا اے
ڈھور کدے وی رج دے نہیں نیں، بنیوں پٹے گھاہواں نال
نازک جان ملوک تیری اے، اوکھا پیار دا پینڈا ای
ساڈی ریس ناں کر توں جھلیا، اسیں ہاں حال تباہواں نال
بھانویں اوگنہار ہاں میں، پاک نبیؐ دی امت ہاں
مینوں ساڑ دوزخ نہیں سکدا اگاں اتے بھاہواں نال
Human being is the combination of two elements (body and soul). Soul is the eternal element in human being. Body of human is subordinate to disease and illness. Similarly soul can also get illness and inner disease. Human being visits doctors for cure and getting better physical health of body, likewise for the care and cure of the soul of human needs to have spiritual attachment, which is called tasawof. In Muslim society, it is believed that Tasawoof is confined to four categories (Salasil) i.e. Naqashbandiya, Chishtiya, Saharwardiya and Qadariya. In the same context it is also accepted that some other names of different salasil exist in different societies and books, which made the confusion in the real picture and concept of Tasawof. This article is an attempt to find these unfamiliar Salasil of tasawof and clarify their legal status. The researcher studied in this context which stated that tasawof is not restricted to the above mentioned four categories. The reason of less familiarization in the society is that the it was practiced by less followers at the time.
This study aimed at investigating the effects of Contextualization and Concept Mapping on Expository Writing skill at Intermediate Level. The study was delimited to Intermediate students of Government Girls Higher Secondary School, City D. G. Khan. Many strategies are used to improve expository writing skills of the students. Contextualization and Concept Mapping are one of them. Contextualization relates new knowledge with students own previous experience. Contextualization helps the learner in understanding target language. Concept Mapping is systematic graphic structure which helps the students in organization of knowledge. It is like preparing an outline for writing. The positive results of previous studies led the researcher to study the effects of Contextualization and Concept Mapping in her own context and situation. The study is significantly important as the findings can be extended to the similar situations by the teachers, learners, educationists, course designers and curriculum developers. The main part of the study was experimental in design where pretest-posttest control group design was applied to show the relationship between dependent and independent variables. One control and two experimental groups were ix randomly selected to conduct the experiment. The attitude towards contextualization and concept mapping was measured through opinionnaire from students. The sample for experiment was taken from Government Girls Higher Secondary School, City D. G. Khan. Total 60 students were taken out of 100 enrolled students to make an average ability group sample and then were divided randomly into three groups, twenty students comprising each. Two groups were experimental and one was control. The opinions of the students were taken to validate the results of experiment conducted. All the tools were developed personally and all the data was also collected in person. Study commenced with the test of proficiency level of students in the subject of English that was measured through Preliminary English Test and then students were randomly divided into three groups. The control group received instruction through traditional lecture method whereas intervention course of contextualization and concept mapping was applied on experimental groups. Data was collected through pretest-posttest, intervention course and opinionnaire and analyzed through applying SPSS 20 tool. T-test, descriptive statistics and post hoc test were employed to extract results. The responses of students were measured through descriptive statistics and percentages. The findings of the study include: contextualization and concept mapping strategies were more effective to improve expository writing skill of the students than traditional method. The findings signify that improvement in students’ writing is because of the treatment through contextualization and concept mapping. The opinions of students also confirmed that they considered contextualization and concept mapping as effective strategies for teaching expository writing. x The study led to the recommendations regarding implementation of Contextualization and concept mapping in different contexts and disciplines to diverse group of students at different grade levels. These strategies can be included in all level of training courses for teachers as well as for researchers. The researchers may expand their researchers with contextualization and concept mapping with different delimitations.