کبھی نگاہوں کی چلمنوں سے نہ راز کہنا، فضا سے کہنا
غمِ جہاں کو تو زندگی بھر پڑے گا سہنا، فضا سے کہنا
رفاقتوں کا ہے دعویٰ تم کو تو اپنے دعوے کی لاج رکھنا
زماں، مکاں کی حدوں سے آگے بھی ساتھ رہنا، فضا سے کہنا
قدم قدم پر ہے خطرۂ جاں، وہ عزم اپنا بلند رکھے
یہ عشق دریا ہے اس کی فطرت ہے الٹا بہنا، فضا سے کہنا
وہ شوخ آنکھیں غزال جن پہ ہیں صدقے واری، مَیں کیوں نہ واروں
یہ چاند، بادل، دھنک، بہاریں، یہ حسن گہنا، فضا سے کہنا
گلوں نے کلیوں نے کترے دامن، قزح بھی آنکھیں چھپا رہی ہے
یہ نازکی کا لباس تم نے غضب ہے پہنا، فضا سے کہنا
This research is intended to explore the nature of relationship between Islam and Science whether they are compatible with each other or not? By studying and comparing the teachings of Islam and science it has been exposed that both are different in their foundations, nature and scope. Domain of science is limited to the realm of senses whereas Islam provides the knowledge and guidance about materialistic, unseen and metaphysical domain. Foundations of religion are based upon the revelation while science is based upon theories and experiments. Therefore when science reach the reality after passing through trial and error, confirms the teachings of religion, which proves that Islam and science are not only compatible but Islam plays a role of leadership and basic source for the scientific investigations. Moreover after careful review of Islamic and scientific knowledge it is suggested to know the foundations, nature and scope of both to know the relationship between them and to avoid the confusion.
The way writing is done in our classrooms is very traditional, which means that teachers are the main source of knowledge while students are the passive recipients. This makes the classes teacher-centered in nature. Students face problems in ideas/vocabulary, as the topics given are not close to the real life situations. Most of the time, students are asked to write on experiences they have never had. According to Law and Eckes (1990), second language is learnt best when the setting is natural. When the writing is not relevant to the students' lives, they will find it difficult. Thus, writing in our classes is usually product-oriented'. The students do not go through the process of thinking and sharing ideas, writing and re-writing in order to improve their work. The first draft is usually considered the final draft. The purpose of my project was to enhance teachers' writing skills and to guide them to introduce process writing in their classes in order to make a shift from the product to the process, and to transform the students into independent writers. During the project, process writing was found to be a useful strategy, but it was time-consuming, which was the biggest problem in its implementation. It was difficult for the teachers to fit it into the existing situation, where the teachers are under constant pressure of completing the syllabus. However, apart from the inherent problems, the teachers learned a lot through co-planning, co-teaching, reflecting, and providing feedback to each other, thus showing that they also need opportunities and encouragement to enhance their teaching. Since I am a teacher of the same school, this project was a way forward for me as well for developing my own understanding in teaching writing as a process and working collaboratively with other teachers to sharpen their understanding. Through this project, I learnt that the writing process helps in developing learners' writing skills, if sufficient time is allocated to it, which no doubt is a difficult task under the present educational system.