عیدی
جب لوگ آسمان کی وسعتوں میں
ایک خم دار دھندلی سی لکیر تلاش کر رہے تھے
جو سب کے لیے باعث ِ مسرت تھی
مگر کسے خبر تھی
وہ شام میرے لیے غموں کے طوفان لانے والی ہے
اس لکیر کو دیکھتے ہوئے
میرے تصور میں بھی ایک نقطہ سا پھیلنے لگا
جو ایک مانوس صورت کا روپ دھار رہا تھا
چند قیمتی اذیت دہ لمحات میں ڈھلتی صورت
After the era of Prophet Muhammad (S.A.W), there were dissimilarities in interpretations of contradictive revelations by Muhammad (S.A.W) thereby questioning their authentication while being considered a basic source of extracting the Sharia acts. In this context, Imam Shāfʿī studies all the dissimilarities and contradictions and devised finest principles which performed very positive role in rationalizing the conflicting Ahadiths. He was first to discuss these matters in an innovative manner. It is therefore, essential for investigator to refer to Shāfʿīs principles to rationalize any Hadith lying under contradiction. Imam Shāfʿī stated that Hadith is not itself contradicting but its apparent meaning leads the investigator into misconception. Consequently, he has stated three methods to remove this conflict. First is the combination (جمع) which recommends working on both Ahadiths at the same time rather than leaving either of them. Second is the abrogation (تنسیخ) which requires extensive knowledge of Quran and History before inferring the final decision of Muhammad (S.A.W) and scholars widely recommend Imam Shāfiʿī in recognizing abrogated Ahadiths. Third is preference (ترجيح) which is based upon peripheral attributes.
The purpose of doing this action research is to develop the paragraph writing skills by using portfolios. There are two main activities which enable the students to learn i.e. teaching and assessment activities. To conduct this study, the teaching activities for paragraph writing are accomplished through a process writing approach while the students' learning was assessed formatively through portfolio assessment. The study was conducted in three action research cycles which provided a knowledge and autonomy of continuously evaluating the teaching and assessment activities and their implementation in the class. The selection of research participants was done through purposive sampling with six students of grade IX. The data for portfolio development was taken from the students' activities; sample of paragraphs, self and peer assessed work samples, reflections, and feedback of teacher as well as peer. The findings of the study revealed that the use of portfolios for developing paragraph writing skills remained successful and students also became aware of new teaching and assessment strategies. Moreover, the feedback, group work, discussion, self and peer assessment found were found more fruitful in developing students paragraph writing skills. The implication from this study was that, portfolio development is a gradual process which takes considerable time and results in workload for both students and the teacher. To overcome this challenge, careful planning of teaching activities, teaching strategies, assessment activities, materials and time management was set out earlier. However, the study suggests that the portfolios are effective tools for developing students writing skills and evaluating ongoing learning of the student.