مولانا صلاح الدین احمد صاحب
مولانا صلاح الدین احمد صاحب اردو کے صاحب طرز ادیب بلکہ ادیب گر تھے، ان کے فیضِ تربیت سے بہت سے نوجوانوں میں اردو زبان و ادب کا صحیح مذاق پیدا ہوا، ان کی پوری زندگی علم و ادب کی خدمت میں گذری، وہ بجائے خود ایک ’’ادبی دنیا‘‘ تھے، ان کا نام اردو ادب کی تاریخ میں ہمیشہ زندہ رہے گا، اﷲ تعالیٰ ان تینوں اصحاب کمال کی مغفرت فرمائے۔
(شاہ معین الدین ندوی، اگست ۱۹۶۴ء)
Abstract By preserving and narrating hadīth, a chain of narrators was started to maintain its authenticity. When the experts of hadīth realized that some unreliable transmitters might try to fabricate Hadīth, this work started more systematically. Even the chain gradually attained such importance that every Muhaddīth was concerned much about it. In the second century of Hijra, when the teaching and learning of hadīth became the standard of honor and great respect, some people devoted their lives to this work. They travelled to many countries of world and obtained the knowledge of Hadīth from prominent scholars of their time. Experts of Asmā-ul-Rijāl awarded them the certificate of holding the highest position of trust and credibility. The chains having such trustworthy transmitters are considered to be of higher rank than others. Among such traditions there is also one "Mālik-an-Nāfi'-an-Ibn-e-Umar". Due to the reliability of its narrators, Imām Bukhāri and many other Muhaddithīn considered it as "golden chain". When some of the Orientalists started raising objections to the Prophetic Hadīth, they criticized the narrators of the Hadīth as well. Especially the narrators who were declared trustworthy and reliable by Muslim scholars. For this, they especially criticized Abu Hūraira from among the companions and Imām Zuhri among the Successors. The chain of hadīth, (Mālik an-Nāfi' an-Ibn e Umar) “golden chain” was also seriously criticized by Joseph Schacht and Juynboll etc. In this article, a comparative study of the viewpoints of the Muhaddithīn and the Orientalists regarding the chain “Mālik an-Nāfi' an-Ibn eUmar” is presented.
The Effectiveness of Process-Genre Approach to Teaching Academic Writing to English Diploma Students at NUML The purpose of this study was to investigate the effectiveness of process-genre approach to teaching academic writing at English diploma level at NUML. In order to achieve that, the researcher conducted an experimental study. During the study the researcher employed experimental design and randomly selected two groups of male English diploma students. These two randomly selected groups were named as experimental group and control group. These two groups had been administered proficiency test (pre-test) in the beginning of the semester and results had been noted down to be compared with their post-test performances. After pre-test administration, the experimental group had been instructed through process- genre approach whereas the control group had been taught using the traditional process approach for the period of eight weeks. The four genres selected to be instructed to both groups were formal letters, story writing, paragraph writing and essay writing. Each of these genres had been instructed for two weeks. After eight weeks of instruction a post-test had been administered to both experimental and control groups. During the preparation of the both pre-test (proficiency test) and post-test (achievement test) the validity and reality had been ensured. The answers of the learners, in both tests, had been evaluated by using four writing evaluation techniques namely unity, coherence, cohesion and sentence skill. The results of post-test (achievement test) of both the groups had been compared to gauge the effectiveness of process-genre approach. Three data measuring techniques namely mean, mode and median had been used to analyze and evaluate the data in data analysis chapter. Also, T-test had been employed on the results of the research to triangulate the results of the present study. The results of the learners' performances and the differences of both groups had been displayed through graph bars as they helped interpret the findings of the study more readily. Based on the differences between the results of the students of both the groups in post-test (achievement test), conclusions were drawn and recommendations had been made for future study.