اگے دی سوچ
سانوں دسیا پیر بخاری اے
ایہہ زندگی ملی ادھاری اے
جو قدر وقت دی کردے نیں
دل بھانڈا ذکر تھیں بھردے نیں
اوہ دوہیں جہانیں تردے نیں
جنھاں ذکر دی چڑھی خماری اے
ایہہ عمر نہ مفت گنواویں توں
نہ بوہے غیر دے جاویں توں
سوہنے رب نوں رج مناویں توں
سچی رب رحیم دی یاری اے
ایہہ جیون کھیڈ تے ہاسا نہیں
ایتھے سدا کسے دا واسا نہیں
کسے قبر چ پرتنا پاسا نہیں
اوتھے ہونی بڑی دشواری اے
ہین زندہ دل، سب کہندے نیں
جو سب دے دکھڑے سہندے نیں
تے سادہ سادہ رہندے نیں
ایہناں دی ہی مختاری اے
زنگ اپنی جان نہ لاویں توں
کر عمل حیاتی پاویں توں
سوہنے رب نوں رج مناویں توں
اس باہجھوں ساری خواری اے
ایہہ جیون کرم ربانا اے
توں ہک دن ایتھوں جانا اے
تیرا اصلی گور ٹھکانا اے
بس توبہ نال بُہاری اے
The Arabic language faces many hurdles in its expansion and progress in the non-Arab world internationally. This time our focus is the multi-lingual community Nigeria. Nigeria is a country of languages, where there are hordes of mother tongues (dialects) , an official language and then there is a religious language as well. It is very tough to focus on the Arabic language in this myriad of languages though; it enjoys a historic status and prestige there. A few reasons for this lack of focus on Arabic language Nigeria are as follow: 1. The British colonialism and its treacherous role to downplay the Arabic language. 2. To segregate Arabic from Muslim Ummah in Nigeria, the colonialists thus promoted English and French as official administrative languages. 3. Dearth of text books in Arabic at primary and secondary level. Moreover there are no well equipped language laboratories to develop Arabic in Nigeria. 4. The stranded economic state of the country. 5. The scarcity of Arabic press houses in Nigeria and lack of interest in the Arabic language by the general public. A few suggestions to promulgate and develop the Arabic language in Nigeria are as follow: a. Students’ attention needs to be drawn towards the Arabic language as a modern and rich language. For this all the available resources need to be exhausted. b. The Arabic language centres should be developed where proficient teachers should teach Arabic. The present faculty for Arabic should do refresher courses in Arabic to enhance their capabilities. c. The availability of Arabic text books to cater the various levels of the students is made possible. A committee should monitor the overall process and progress of Arabic language in Nigeria. d. The Nigerian government should play an active role in the development and progress of the Arabic language in Nigeria
Analysis of Thematic Progression Patterns in Burnt Shadows and The Cleft: A Comparative Study Thematic progression patterns play a pivotal role in creating not only coherence and cohesion in a text but also revealing thinking patterns of writers. The purpose of the present study was to investigate, identify and analyze thematic progression patterns to find out similarities and differences in thinking patterns of native and non-native writers. In this connection two novels, the Pakistani novel Burnt Shadows by Kamila Shamsie and the British novel The Cleft by Doris Lessing are selected for data collection and analyzed by applying revised model of Danes (1974) as proposed by McCabe (1999). The study is delimited to fifty paragraphs from each novel, however, all types of thematic progression patterns: constant themes, simple linear themes, derived themes, split rhemes and miscellaneous themes progression are calculated. Both Qualitative and Quantitative techniques are used for collection and analysis of data. The nature of the present study is descriptive and the specific method used is content analysis. By applying McCabe's model of thematic progression patterns, similarities and differences between the two novels and frequency of thematic progression patterns are found out. Keeping in view thematic progression patterns theory, the conclusion is based on similarities, differences and percentage. The findings of the study show that there are differences in the novelists hailing from two different countries. The study reveals that five types of theme progression patterns are different: constant themes representing the trait of descriptive texts, split rhemes progression shows the occurrence of gaps and breaks in both the novels. Similarly, derived themes representing the academic nature of the texts, which shows the psyche of the writer's, simple linear themes progression representing the trait of expository texts and miscellaneous themes progression, shows lack of cohesiveness in both the novels. To sum up, the study shows that thematic progression patterns are helpful in revealing thinking patterns of writers.