علمائے کرام، قائد اعظم اور نظریہ پاکستان

In this article the role played by the Muslim religious scholars in the Pakistan Movement has also been discussed. The most prominent among such scholars were Molana Mazharuddin Malik, Molana Shabeer Ahmad Usmani, Molana Ashraf Ali Thanvi, Molana Zafar Ahmad Ansari, Mufti Muhammad Shafee, Molana Ikram Khan Bengali, Molana Ahmad Raza Khan Brailvi, Molana Naeem Uddin Muradabadi, Molana Azad Subhani, Molana Abdul Hamid Badauni, and MolanaAbul Ala Maududi. At the end, an analysis of the ideology of Pakistan has been presented in the light of the excerpts taken from various speeches and statements made by the Quaid during 1938 and 1948. It shows that the Quaid wanted to make Pakistan an Islamic state governed by the teachings of Allah Taala. He wanted to make it a model Islamic state to convince others to realize that the commandments of Allah are practicable and are a means of salvation from hurdles and hardships.

Helping an Elt Teacher in Assessing Students Speaking Skills: An Action Research

The skill of speaking has been one of the most neglected areas in English language teaching (ELT) and this is true for its assessment as well which has always been a tedious and compromising task. The consequence of this negligence not only propels a negative backwash effect on teaching speaking skills but also adversely affects students' career chances particularly when they seek jobs or admission for further studies. The principal purpose of this study was to exhibit the ways to help an ELT teacher in assessing speaking skills (SS) by introducing an analytical marking rubric. Moreover, the study intended to embed summative and formative assessments using constructive feedback to improve students' SS in an EFL context. A qualitative paradigm under a participatory action research (PAR) endeavour was employed to conduct this study with an ELT teacher and Grade eight students in the context of Gilgit-Baltistan for a period of five weeks. The data were collected through semi-structured interviews, observations and, discussion. The findings at the pre-intervention stage revealed that there was a dearth of assessing SS - both in formative and summative ways. In the mock tests, the assessment of SS was rarely practiced. Summative exams, however, comprised a few marks, but constituted arbitrary marking, that is, without any marking rubrics. In the intervention stage, it was observed that the teacher's perception and practice were enhanced through introducing direct and semi-direct modes of assessing SS and by developing marking rubrics. The post-intervention stage yielded a comprehensive understanding of the teacher's practices in terms of assessing SS. This study recommends that an ELT teacher should focus on assessing SS summatively and formatively using marking rubrics. The examination department needs to ensure that all the language skills are given due importance in the end-term exams. Besides, the inclusion of assessment procedures in the English curriculum is deemed to be an important consideration to help guide teachers in assessing SS more effectively.