4 lisan texs

7/29/2019 4 lisan texs

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The

(B) The Categories of :

(8) The comprises six categories

(a) (fully-declinable noun) whether it be (singular) or

(broken plural) and its declension is that it is with the ,

with the and with the e.g.

:

(The student came)

(I asked the student)

(I greeted the student)

:

(The students came)

(I asked the students)

(I greeted the students)

(b) the (semi-declinable noun) whether it be (singular) or

(broken plural)

In the :

(Ahmad came)

(I asked Ahmad) (I greeted the student)

In the :

(Friends came)

(I asked friends)

(I greeted the friends)


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(c) the

(The female students came)

(I asked the female students)

(I greeted the female students)

(d) (dual)

(The two male students came)

(I asked the two male students)

(I greeted the two male students)

(e) (sound masculine plural)

(The male students came)

(I asked the male students) (I greeted the male students)

(f) (five nouns)

(Your father came)

(I asked your father)

(I greeted your father)

The following table is a summary

Type of

1.

2.

3.

4.

5. 6.

(C) The Signs of in the :

Case of Signs of

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There are also certain other signs of which are covert and implicit in that

they are not uttered and pronounced. The fact that they are not uttered and

pronounced is (commonly) due to one of three reasons: , and .

(a) (i.e. the impossibility of vowelling the whether it is actually written as

an or as a dot-less ) is when of the words ending is an and the vowel-

markings on words ending have to be assumed due the impossibility of vowelling

the ), e.g.

" " (The young lad came)

" " (I asked the young lad)

" " (I greeted the young lad)

(b) (i.e. the difficulty and heaviness on the tongue in pronouncing the or

the on the or ) is when the words ending is a preceded by a

(which applies to the only) or a preceded by a , and the

or the has to be assumed due to the difficulty and heaviness on the tongue in

pronouncing these two vowel-markings on them), e.g.

" " (The judge came)

" " (I asked the judge)

" " (I greeted the judge)

(c) (i.e. the necessary correspondence of vowel-marking to the

the denoting the second person feminine singular) is when the words ending

is followed by the and the vowel-markings on the words ending have to

be assumed due to the necessitating a corresponding before it,

e.g.

" " (My teacher came)" " (I asked my teacher)

" " (I greeted my teacher)

The Places of :

The places of are six:

The Places of :

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(11) The places of comprise all those places in which the categories of

are declined with one of the signs of (i.e. the , ,

and ). In other words: an cannot be declined with a sign of

except in one of the places of .

The places of are eleven:

..............


(15) The categories of the are many but they are almost all closed

classes i.e. their numbers are fixed. The following comprise the major categories /classes of the

(a) (plural of ) two major groups (detached) and occur

normally at the beginning as shown in the table:

Used inCase of

Used in Case of

He is a teacher Him the teacher asked They (m.d.) are teachers Them (m.d.) the teacher asked

ii. ,suffixed to the word preceding them

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)

(

)

(

Attachedtothe

In

thecaseof

]

[

]

[

]

[

)

(

)

(

]

[

Attached

tothe

Inthecaseof

Attached

tothe

Attached

tothe

Inthecaseof

Attached

tothe

(b) the , with the exception of the dual , they are used to point to

something ( ) whether physical abstract e.g.

Masc. Fem.Sing. / / /

/Dual / /

Plural

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Masc. Fem. Masc. Fem.

Sing. / / / /

Dual / /

Plural / /

dual forms are not but instead and take the declension of the :

In the case

of/ /

In the casesof

/ /

It should also be pointed out that the actual is only "" " , " , "

" , " " ," or " " and the rest are merely particles. Thus, the " " is a

(particle for calling attention), the a (particle for

signifying long distance) and the a (particle signifying the second

person)1.

There is also another category of used for indicating places

1

(here) , , (there)

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(c) the , with the exception of the dual forms: comprise all those

that are in need of a (sentence) called the (relative

clause) that contains a called the (connector) which connects the

to these and which agrees with these in gender and number: e.g.

(the teacher, whose son is an outstandingstudent, came)

(the female student, whose father is a teacher,came)

are of two groups:

i. (forms are distinct in terms of gender and number)

(The male student, whom the teachers respect,

came)

(The female student, whom the teachersrespect, came).

ii. the (forms are not distinct in terms of gender and

number):

) ) (the one who passed came)

) ) (the one who passed came)

Masc. Fem.

Sing.

Dual

Plural

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(I memorised what I learnt yesterday)

the dual forms are also taking the of the

Masc. FemIn the case of

In the casesof

(the two male students who passed

and the two female students who passed came)

(d) the with the exception of " " :

used to ask questions with and comprise the following:

Meaning Example

Who (Who passed?)What (What is the name of the teacher?)

When (When did the teacher arrive?)Where (Where is the principal of the

school?)

When (When is the examination?)How (How did the lazy student

pass?)

How (How was the examination?)Which, Any (Which teacher teaches

Nahw?)

" " is only and takes the of the e.g.

(Which student achieved the first prize?)

(Which book did you read?)

(In which class are you?)

(e) the (conditional pronouns) with exception of " " :omprise more or

less the same forms as the except that the former introduce a

condition ( ) followed by a reply or response ( )

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Meaning Example

Who, whosoever (whosoever works hard will pass)What, whatever (whatever you learn of

knowledge will benefit you)

When, whenever (when youtravel in the path of seeking knowledge you will reachyour goal)

What, whatever (whatever your gain of knowledge it will not benefityou if you do not act on it)

Where (wherever the

student of knowledge is people will respect him)When

(whenever the time of the examination is drawing nearthe students are working harder)

Where, wherever (wherever a student ofknowledge resides he is honoured

How (Howeverthe teacher pronounces the letters the studentspronounce them)

Where, wherever

(Whereverthe scholar lives people will benefit from hisknowledge)

Which, any (Whichever student workshard will reach his goal)

only " " is and takes the declension of the e.g.

(Whichever student fails does notadvance to the next class)

(Whichever knowledge you seek it will benefit you) (To whichever country you

travel to seek knowledge you will benefit from its scholars)

(f) the (compound numbers) " " (eleven) to " "

(nineteen) with the exception of the first part of " " and " " (twelve):

These numbers are as follows:

Masc. Fem. Meaning

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eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

Of all these only the first part of " " or " " is and takes the

of the e.g.

(Eleven male and eleven female students

came)

(I asked eleven male and eleven femalestudents)

(I greeted eleven male and elevenfemale students)

(g) (some adverbs): such as " " (the time when), " " (when, the time

when), " " (now), " " (yesterday), " " (where), etc.

(h) the (verb-like nouns):

These are which denote the meanings of but do not accept their

defining features and comprise three groups:

i. e.g. meaning " " (was distant), meaning " "

(was far apart), etc.

ii. e.g. meaning " " (am annoyed, irritated),

meaning " (am impressed, wonderstruck), etc.

iii. e.g. meaning " " (Descend! Get down!), meaning "

" (Accept! Answer!)

(i) the (nouns denoting sounds):used to:

i. address animals such as " " for goats and sheep, " " for rebuking a horse,

etc. or

ii. copy the sounds made by animate and inanimate objects e.g. " " for the sound

made by crows, " " for the sound made by a stone, etc.

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Section Two:


(18) The categories of are three in number:

(a) the , which is either on:

(i) the when the vowelled (i.e. , , , , , ) is

suffixed to it e.g. ,,,,, , etc.

(ii) the when the is suffixed to it e.g. , etc.

(iii) the when the vowelled or is not suffixed to it

e.g. ,,, , etc.

(b) the , which is either on:

(i) the e.g. , , etc.

(ii) the (dropping of the Nun) e.g. ( ),( ),

)) , etc.

(iii) the when the is directly suffixed to it e.g. , etc.(iv) the (dropping of the weak ending) e.g. ( ),( ),

) ) , etc.

(c) the to which is suffixed the or directly, which is

either on:

(i) the when the is suffixed to it e.g. , , etc.

(ii) the when the is directly suffixed to it e.g. ,,

, , etc.

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(20) The comprises three categories, each of which has its own unique

declension. Here they are together with their respective declensions:

(a) (the sound ending

which does not have anything suffixed to it) 2 and its declension is that it is

with the , with the and with the (also

referred as i.e. dropping of the vowel-marking) e.g.

(b) (the weak ending3

which does not have anything suffixed to it4) and its declension is that it is

with the (that is implicit)5 , with the (that is implicit in

the case of the weak ending being the only) and with the

(dropping of the weak ending) in place of the normal

e.g.

( )

( )

( )

( )

2

3

44

See the second last footnote.55

A sign becomes implicit ( ) when there is something that prevents that sign from being explicitor pronounceable like when the or proves heavy and difficult to pronounce on the

or and is therefore dropped, or like when it is impossible for a letter such as the to

take any of the three . Even though these are not pronounced they are still

assumed to exist and must therefore be accounted for in analysis.

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{ } { } { = }

(c) the (five verbs)6 and the declension of each is that it is

with the in place of the normal , with the(dropping of the Nun) in place of the normal and also with the

in place of the normal

e.g.

{ }

{ }

{ }

{ }

{ }

{ }

The following table is a summary of the six categories of together with

their respective declensions:

Type of :

1.

2.

( )

/ )

(

3.

(C) The Signs of in the :

(a) Signs of : the and the

6 The comprise every that has one of the following personal pronouns () suffixed to it:

(a) the e.g. , , etc.

(b) the e.g. , , etc.

(c) the e.g. , etc.

The following verbs are generally representative of the :,,, and .

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(b) Signs of : the and the

(c) Signs of : the , the and the .

This is illustrated in the following table:

Case of Signs of

(a). are: the for , the for and the

for , and

(b) are all the signs other than the for , the for

and the for .

(D) Places of in the :

The places of in the are only three in number: a place of , a

place of and a place of .

The Place of in the :

(24) The occupies a place of becoming when it is stripped of a

and a (which will explained in the places of and

respectively), like:

" " (I write / will write)


(25) when it is preceded by a (i.e. a particle producing the effect of

at the end of a ). The (the plural of ) are four in number:

(a) (to, that) whether it is mentioned as in: (I want to study

book) or dropped optionally as in (I will work hard in order to pass)

or necessarily after:

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the (Lam of denial which reinforces a previous negation) as in: (Allah never intended to wrong them)

(until) as in: (I will work hard until I pass)

the (Fa'denoting reason or cause) and (Wawdenoting

the meaning of " " 'with') when preceded by (negation) or

(request)7 e.g.

(A student is not lazy and then passes)

(Do you encourage others to work hard whileyou yourself are lazy?)

that has the meaning of " " (until) or " " (unless) e.g.

(I will work hard until I pass)

(the student will fail unless he works hard)

(b) (will not) e.g. (I will not fail, if Allah wills)

(c) (in that case, thus, there, hence) in reply to a previous statement on

condition it occurs at the beginning of the sentence followed immediately and directly

by a signifying the future tense e.g.

(in that case you will pass) in reply to the statement: " " (I will workhard)

(d) (to) whether the (Lam denoting reason or cause) is mentioned or

implied e.g.

(I go to school to learn the Arabiclanguage)

(I go to school to learn the Arabic

language) i.e. " "


7 The comprises approximately eight types:

(a) (questioning, asking)

(b) (ordering, commanding)

(c) (prohibiting, forbidding)

(d) (supplicating)

(e) (urgent request)

(f) (mild or gentle request)

(g) (hoping)

(h) (wishing)

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(26) when it is preceded by a . The (the plural of ) are sixteen in

number which are divided into two groups:

(a) a group that only makes one verb and comprises four (particles

only):(i) (did not) e.g. (The principal of the school was not

present)

(ii) (did not yet) e.g. (The results of the examination did

not appear yet)

(iii) the (Lam denoting a command i.e. "let") e.g.

(Let every student sit in his seat)

(iv) the " " (prohibitive La i.e. "do not", "do not let ") e.g.

(Do not be lazy)

(Do not let any student leave the classroom)

(b) a group that makes two verbs the first of which is called the

(conditional verb) and the second the (reply to the condition) or

(result of the condition) and comprise twelve words two of which are

(particles) and the rest (nouns):

(Particles):

(i) (if) e.g. (If you work hard you will pass)

(ii) (if) e.g. (If you are lazy you will fail)

(Nouns):

(i) (who, whosoever, anyone) e.g. (Whosoever works hard will

pass)

(ii) (what, whatever) e.g. (What you seek as regards

knowledge will benefit you)

(iii) (no matter what, whatever) e.g.

(Whatever you learn of knowledge people will honour you)

(iv) (when, whenever) e.g. (Whenever you learn you will

advance)

(v) (where, wherever) e.g. (Wherever you study you will

benefit)

(vi) (when, wherever) e.g.

(when the results of the examination appear it will be known who is the one

who passed and the one who failed)

(vii) (where, wherever) e.g. (Wherever you sit in the

class you will benefit)

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(viii) (any, whichever) e.g. (Any student

who passes will advance to the next class)

(ix) (where, wherever) e.g. (Wherever you

reside people will respect you for your knowledge)

(x) (how, however) e.g. (However you reviseyour lessons I revise my lessons)

Section Three:

The is only

all the that exist in the Arabic language and which number approximately

eighty, are all and none of them is . Thus, does not feature in

the at all. Therefore is not governed.

The

(A) The Types of in the :

(27) The types of in the are four:

(a) (adherence to the ), like: " " (from, of)

(b) (adherence to the ), like: " " (will, shall)

(c) (adherence to the ), like: " " (yes)

(d) (adherence to the ), like: " " (since, from the time)

(B) The Categories of according meaning and function:

(28) Since the is only one type and that is it does not make sense to

talk about the categories of " " as we have done in the case of the

and . Nevertheless, from the point of view of gaining a better

perspective on the we will discuss in the following pages the categories of

the according to the meanings that it denotes and functions that it performs.

The following are some of the grouped according to the meanings theydenote and the functions they perform:

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(i) (particles of negation):

(did not) e.g. (I did not fail in the examination)

(did not yet) e.g. (the principal of the school did notarrive yet)

(not) e.g. (I do not like being absent)

(will not) e.g. (I will not neglect my studies)

(not) e.g. (the student did not work hard, so he failed)

(not) e.g. " :

" (the teacher said to the lazy student who failed in the examination: "It is not

the time for regret")

(not) e.g. (You are not save a hardworking student)

(ii) (Particles used to respond and answer):

(yes) e.g. " : " " : " ( My fathersaid to me: "Are you going to school?" So I said: "Yes")

(no) e.g. " : " " : " (I asked the teacher:"Is the examination difficult?" So he said: "No")

(indeed) e.g. " : " " : " (It wassaid to me: "Do you not like Nahw?" So I said: "Indeed, I do like Nahw")

(indeed) e.g. " : " " :" (The stubborn ignorant person asked the scholar: "Is seeking

knowledge compulsory?" So he said: "Indeed, by Allah, it is compulsory")

(yes) e.g. " : " " : " (Theteacher said to me: You revised the previous lesson?" So I said: "Yes")

(yes) e.g. " : " : " (The studentasked his friend: "Do you understand the lesson?" So he said: "Yes")

(yes) e.g. " : " " : " (The teachersaid to me: "Do you know the answer?" So I said: "Yes")

(yes) e.g. " " " : " (My friend saidto me: "You are good in Nahwbecause you love it" So I said: "Yes")

(iii) (two particles of elaboration/clarification):

(that is) e.g. (I read a Sifr, that is, a book)

(The teacher indicated to the students thatthey should go)

(iv) (conditional particles):

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(if) e.g. (If you are lazy you will fail)

(if) e.g. (If you pass you advance to thenext level)

(if, had) e.g. (if you had revised the

lesson then you would have passed in the test) (if it was/were not, had it not) e.g. (If it was not for

the student working hard then he would have failed)

(if it was/were not, had it not) e.g. (If it was not forlaziness the student would have passed)

(As for) e.g. (As for thehardworking student, he passed, and as for the lazy student, he failed)

(v) (particles expressing an urgent request or remorse):

(why not) e.g. (Why do you not reviseyour lessons before the time passes?)

(Why not) e.g. (Do you not want to pass)

(Why not) e.g. (Why do you not work hard in yourstudies)

(why not) e.g. (Why do you not abandon this laziness)

(why not) e.g. (Why do you notlisten to the explanation of the teacher and you will understand)

(why not) e.g. (Why do you not seeking onorder that you may benefit people thereby)

(vi) (particles expressing a lenient and mild request):

[Why do (you) not] e.g. ! (Why do you not visit me, sothat we can revise together!)

[Do (you) not] e.g. ! (Do you not wantto be amongst the outstanding students!)

(vii) (particles for calling attention):

(Alas!) e.g. (Indeed, the hardworkingstudents will be the successful ones)

(Alas!) e.g. (Alas! By Allah I know indeed that you, O students, are the Hope of theMuslim Ummah)

e.g. (Here I am , Teacher)

e.g. " : " (The student who failed said:"How I wish I had worked hard")

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(viii) (infinitive particles which together with verb are interpreted

as an infinitive):

(to, that) e.g. (I want to learn the Arabic language)

(that, to) e.g. (I know that the examination isnear)

(to, that) e.g. (I work hard in order to pass)

(together with the verb it conveys the meaning of the gerund) e.g.

(The student was

happy with his hardworkingness after finishing writing of the examination)

(that) e.g. (I would like that you work hard)

(ix) (particles indicating the future):

(to) e.g. (I want to go to school)

(will never, not) e.g. (the lazy student will never pass)

(in that case, thus, hence) e.g. (In that case you will pass) in

response to a student saying: (I will hard)

(to) e.g. (I go to school in order to learn)

(Lam of command meaning "let") e.g.(Let every student write a topic about himself)

" " (Prohibitive La) e.g. (Do not neglect your studies)

(if) e.g. (If you fail you will regret)

(if) e.g. (If you fail then do not blame exceptyourself)

(x) (particles of corroboration and reinforcement):

(verily, indeed, truly) e.g. (Verily, knowledge is light)

(Lam

of Inception) e.g.(Indeed, a student who works hard and fails is more liked by me than a

student who is lazy and passes)

(The two Nuns of Corroboration and Emphasis) e.g.

(Everyone of you will

definitely pass and definitely advance to the next level)

(Lam of Oath) e.g. (By Allah, All thestudents passed)

(indeed, definitely) e.g. (Indeed, the lazy student

failed)

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(xi) (two interrogative particles):

e.g. (Did the teacher come?), (DidKhalid or Zayd pass?)

e.g. (Did you read the Nahw?)

(xii) (particles denoting wishing):

e.g. (I wished that the student worked hard and thenpassed)

e.g. (How I wished I had time so I could revisemore)

e.g. (If only we had a better teacher

then we would have benefited more)

(xiii) (particle of hope):

e.g. (Perhaps/Hopefully, the examination will beeasy)

(xiv) (two particles denoting likening, resembling):

(like) e.g. (Nahw in speech is like salt infood)

(as if) e.g. (As if knowledge is light and ignorancedarkness)

(xv) or (redundant particles):

e.g. (I did not do anything that the teacherdislikes)

e.g. (when the teacher entered the

classroom the students kept quiet) e.g. (the student was absent for no reason)

e.g. (Do you have any questions?)

e.g. (I am not neglectful)

e.g. (No one is like Zayd in working hard)

e.g. (I understand the lesson)

(xvi) (particle of femininity):

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(unvowelled Ta'of femininity) e.g. (thefemale principal of the school came)

(xvii) (particle used for pausing):

e.g. " : " (the teacher saidto the student that failed: "You have failed. Why?")

(xviii) (particles of request):

The following groups of already covered in this section comprise the

:

" "

(xviii) (particles of addressing):

(O) e.g. (O students of knowledge, work hard)

(O) e.g. (O sleeping one, wake up)

(O) e.g. (O you who are far away fromus. Come closer to us so that you can benefit)

(O) e.g. (O student of knowledge, learn thesciences and teach them)

(O) e.g. (O Zayd, Work hard in order to pass)

(Alas!) e.g. !

[Alas for those who have failed (my anguish goes out to them)! How I wish thatthey have worked hard, and be of those that have passed]

(xix) (conjunctions):

(and) e.g. (The male teachers and the femaleteachers came)

(immediately thereafter) e.g. (The students and thenimmediately thereafter the teacher)

(a while thereafter) e.g. (I will study Sarfand a whilethereafterNahw)

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(or) e.g. (Sit with the scholars or the preachers)

(or) e.g. (Did the student pass or fail)

(including, even) e.g. (All thestudents passed including the lazy student)

(not) e.g. (I respect the hardworkingstudent not the lazy student)

(but) e.g. (the lazy student didnot pass but the hardworking student)

(instead, rather) e.g. (Not one studentrather a hundred students attended)

(xx) (particles causing the to be ):

(to, that) e.g. (It is necessary for thestudent to work hard in order to realize his goal)

(will / shall never)e.g. (You will not pass except throughhard work)

(in that case) e.g. (In that case you will pass) in response to

someone saying: (I will work hard)

(so as to, in order to) e.g. (I read thelesson several time in order to memorise it)

(xxi) (particles causing the to be ):

(did not, has / have not) e.g. (I have never failed)

(did not yet, has not yet) e.g. (The students of theschool did not come out yet)

(let) e.g. (Let the small studentsenter then the big students)

" " ( Do not, Do let not) e.g. (Work hard and do not belazy)

(if) e.g. (If you work hard you will pass) (if) e.g. (If you are lazy you will fail)

(xxii) (particles likened to the

causing the to be and the to be ):

(truly, indeed) e.g. (Truly, the scholars are the heirs ofthe Prophets)

(that indeed) e.g. (I know that

seeking knowledge is compulsory)

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(as if) e.g. (As if knowledge is an ocean withoutany shores)

(but) e.g. (the scholar is young but his knowledgeis great)

(hopefully, hoping) e.g. (Hopefully, the examination will beeasy)

(wishing) e.g. (How I wish that knowledge is a fruit soI could pick it)

(xxiii) " " (particles likened to "

" causing the to be and the to be ):

(not) e.g. (the negligent student is not successful) (not) e.g. (No one failed in the examination)

(not) e.g. (No student is better thananother except through diligence)

(not) e.g. (Now is not the time for regret)

(xxiv) (particles of / prepositions / genitive particles):

(from, than) e.g. (This student is from Egypt)

(to, towards) e.g. (I went to school) (about, of) e.g. (The student talked about his family)

(on, on top) e.g. (The teacher wrote thelesson on the board)

(in, at) e.g. (The students are in the classroom)

(since, from) e.g. (We started the lesson two sinceweeks ago)

(since, from) e.g. (I am studying the Arabiclanguage since a year)

(until, up to) e.g. (I read the book until thelast page)

(perhaps, maybe) e.g. (Maybe a lazy student willpass)

(except, save) e.g. (The studentunderstood all the lessons except one)

(except, save) e.g. (The teachersattended the meeting except two teachers)

(except, save) e.g. (All the subjects are easy

except Sarf) (with, by means of) e.g. (I prefer writing with a pen)

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(like, similar to) e.g. (Knowledge is like light)

(to, belonging to) e.g. (The car belongs to theprincipal of the school)

(By) e.g. (By Allah! Truly knowledge is

light and ignorance is darkness) (By) e.g. (By Allah! I will work hard throughout the

year)

NEXT

Is always explicit i.e. clearly expressible?

possible for the to be implicit, like when it annexed to pronominal suffix " "

(My teacher came) (I asked my teacher)

(I greeted my teacher)

Note that the of " " , in all three sentences, vowelled with a . this

necessitates a (its corresponding vowel) on the letter before it. the fact

that the is not explicit does not mean that there is no at all. In fact, we

believe that there is except that this is implicit. The at the end of "

" is said to be or (implicit, assumed)

Other cases the is also or are when the word ends in one of the

three weak letters

(a) (- ), which applies to verbs only e.g. " " (called / invited)

(b) (- ), which applies to both verbs and nouns only e.g. " " (threw / cast), "

" (the judge),

(c) [either written as (- ) or (- ) ],applies to both verbs and nouns e.g. " "

(forgot), " " (the stick), " " (the young lad).

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In the case of the words ending being (a) or (b) only the on them is explicit (

) as for the and the they are too heavy to be pronounced on (a)

and (b) and are therefore implicit or assumed ( ) only, e.g.

(The judge came)

(I asked the judge)

(I greeted the judge)

(The young lad came)

(I asked the young lad)

(I greeted the young lad)

same can also be said for verbs when their endings are (a), (b) or (c) except that

verb endings are not vowelled with the which is therefore not applicable in

their case. However, verbs, unlike, nouns can end in a , and thus, a verb ending

can be any of the three weak letters.

Thus, in the case of (a) and (b) the is and the is , e.g.

(I call / will call or invite) (I will not call)

and

(I throw / will throw)

(I will not throw)

Observe that in " " and " ", the that the and is meant to

take is due to it being heavy to pronounce. at the end of " " and "

" in " " and " " is as easy to pronounce.

As for when the verb ending is (c) both the and are due to the

always being unvowlled, e.g.

(I forget / will forget)

(I will not forget)

Observe that in both instances, the and are

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As for when these verbs have to take the (in the case of ), produced

by " " , for example, the weak letter is dropped (since the weak letter already carries

a and there is no for " " to drop)

) ) (I did not call)

) ) (I did not throw)

) ) (I did not forget)

all three, weak ending dropped in the case of in place of the normal .

This, however, is not a case of the being and, therefore, does not

concern us here. The reason for mentioning it, though, is merely to see how theweak-ending verbs are declined in all three cases.

Do all Arabic words take the effect of the whether explicitly orimplicitly?

Not all Arabic words when preceded by an necessarily change or take an

effect at their endings whether explicitly like in the case of " " , or implicitly like

in the case of " " , some do not change at all but remain fixed despite the

action of different on them, like " " in the following sentences:

(These / they came)

(I asked these / them) (I greeted these / them)

fixed and stable with a ending. does not mean, that no exercised by the

but rather that this gets distributed over the place that " " occupies

such that this place is charged with the action or power of the . However, "

" itself is indifferent and impervious to the action of the and is said to be

firmly based or built on the that it terminates in ( ) .

Because the gets distributed over the place as a whole instead of causing the

ending to change we refer to it as (i.e. that is place-related rather

than end-related).

Words like " " and " " are called (indeclinable, literally built) because

they are firmly built on the sign in which they end in never changing from it.

On the other hand, words like " " and " " which do change at their endings

on account of the action of the , are called (declinable).

The following table sums up the six declensions in the :

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Type of

7.

8.

9.

10.

11.

12.

Type of :

4.

5.

( )

/ )

(

6.

are , five classes:

(1) (one letter), , the , the , the , the , the ,

the and the , like:

(Did Zaid travel?)

(I wrote with your pen)

(2) ( two letters): " " (the), " " (or), " " (to, that), " " (if), " " (rather,

instead), " " (definitely, maybe, about to), " " (if, had it been that, was it that) and "

" (question article, interrogative), like:

(Is the travel near or far?)

(It pleases me that you will be returning)

(3) (composed of three letters), like: " " (all of a sudden, suddenly), " "

(Alas!), " " (to), " " (indeed, verily), " " (will, shall), " " (on, on top of), " "

(I wish) and " " (yes), like:

(I thought he was absent and then all of a sudden hewas present)

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(4) (four letters): " " (if), " " (except, excluding), " " (as for), " "

(either/or), " " (until, up to including, even), " " (as if) and " " (I hope,

hopefully, hoping, in order), like:

(If you learn you will progress, advance) (Everything will perish except His Countenance)(5) ( five letters), like: " " (only, nothing except), " " (that) and " "

(but), like:

(It was only revealed to me that your Lord isOne God)

(Yusuf is wealthy but he is stingy)

is called the nominative case when applied to nouns and the indicativemood when applied to verbs,

is called the accusative case when applied to nouns and the subjunctivemood when applied to verbs,

is called the genitive case and applies to nouns only and

is called the jussive mood and applies to verbs only.]

sentence either (a) and an and the latter is either the or the

or (b) is first called " " second " " both .

" " :

(" " )

[" " is a and indeclinable and built on a in a place of ],

" " :

( " " )[the is the " " and is indeclinable and built on a in a place of

] and

We know the places in which the is , , orand hence it should not be difficult for us after that, when we see a particularexpression, to be able to:

read it correctly,

distinguish the words, by identifying the ,,

isolate the and

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distinguish the , , and (among them) and state the reason for that being the case.

This is called " " (syntactic analysis / parsing).

4 lisan texs

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