Download File - BAB-UL-ILM RESEARCH FOUNDATION (BIRF)

Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
BILCANS
GRAMMAR WORLD
WITH
FIRSTHAND ASSISTANCE ON COMPOSITION
A STUDENT INTRODUCTION TO GRAMMAR
Researched & Written
by
SYED MUHAMMAD WAQAS
For College & Competition Students
A Project by:
BAB-UL-ILM RESEARCH FOUNDATION
Missouri Herford Barcelona Prizren Lahore M.B. Din
(BIRF—The Gateway to Knowledge)
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
BAB-UL-ILM RESEARCH FOUNDATION, PAKISTAN®
OUR AIM
“Using education and research as means for achieving intellectual excellence and
transformational brilliance while remaining within the sphere of limited resources
we possess.”
BIRF SUPERVISING BODY
Director General
President
SYED MUHAMMAD WAQAS
MUHAMMAD INAYAT DILOWANA
Vice President & Medical Analyst
SYED TASAWAR HUSSAIN ZEDI
Director Research Wing
General Secretary
SYED ZEESHAN ZAMEER
MUHAMMAD ABDUL RASHID
Managing Director
AHMAD RAZA
Marketing Manager
Director Education Wing
FAISAL WAQAR MALIK
SAMAND IQBAL GONDAL
Secretary Public Relations
TASAWAR HUSSAIN GONDAL
Organizer Scientific Projects
DR. AOUN RAZA GURMANI
Secretary Research Board
WASEEM ARIF
Press & Publication Secretary
MAHMOOD-AL-HASSAN
Joint Secretary
M. LATEEF SABAAT
Bilcans Grammar Word
(Syed Muhammad Waqas)
2
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
(ALL RIGHTS RESERVED)
Published in prototype (electronic) mode for academic purposes.
Head Office
BAB-UL-ILM INSTITUTE OF LANGUAGES, COMPUTER & NATURAL SCIENCES
(Bilcans), Haadi Plaza, Bilcans Floor, King Road Chowk, Phalia Road, Mandi
Bahauddin, Pakistan
For Contact & Feedback
Phone:
+92-300-774-8209, +92-322-778-7338, +92-333-774-8209
Email:
[email protected] - [email protected] -
Website:
www.birf.weebly.com
Copyright © 2010 Bab-ul-Ilm Research Foundation® (BIRF)
All rights reserved under the Copyright Act of the Constitution of Islamic Republic
of Pakistan. Reproduction or translation of any part of this work without the
permission of the copyright owner is illegal. Reproduction of any part of this
publication, storing in retrieval system, or transmission in any form requires a prior
permission from BIRF in writing.
This book is sold subject to the condition that it will not, by way of trade or
otherwise, be lent or resold, hired out or otherwise circulated without prior consent
of the publisher in any form of binding or cover other than that in which it is
published and without a similar condition including this condition being imposed on
subsequent purchasers.
Bilcans Grammar Word
(Syed Muhammad Waqas)
3
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To
“The Family of Grand Sadaat”
(The SYEDS of Sohawa Dilowana)
Whose Patron was the Saintly Personality of “Syed Qutub Shah
Bukhari” and from whose Lineage Emerged such Great Names as,
Syed Naik Aalam Shah
and
Syed Muhammad Kamaal Ali Shah
(May God’s Peace and Mercy be upon Them)
To them I owe all my intellectual heights and the power I found in my language.
The words that flow from my being are, in fact, a benediction of these saintly
figures.
(Sayyed Muhammad Waqas)
Bilcans Grammar Word
(Syed Muhammad Waqas)
4
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Acknowledgement
I appreciate the services of all those who contributed in the making of this valuable
book. On a number of occasions I dictated things to my students who took personal
interest to write down every word of I spewed, taking it for a great asset. In this
regard, Noraiz, Mohsin, and Faisal are thanked in particular. Besides, Syed Junaid
Ifzaal deserves a great credit for his untiring cooperation. It is due to his remarkable
contribution that I equally regard him as the second writer of this grammar book.
Bilcans Grammar Word
(Syed Muhammad Waqas)
5
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Preface
“Read! Read in the name of thy Lord, Who created man with the hanging clot of
blood. Read! Thy Lord is most bounteous; Who Taught by Pen.”
(Surah ‘Alaq 96:1-4)
It is our aim that all who read this book get a deep insight into, and understanding of
the world of English grammar. The book offers a firsthand access to the study of
grammar viewed from an American-cum-Pakistani point of view. The spellings and
mode of writing used in this book orient American English. For instance, labour has
been written as labor (colour-color; neighbour-neighbor; honour-honor etc.); this is
to say that wherever ‘-our’ has occurred as ending of a word, it has been changed
into the American spellings by dropping the middling ‘u’. Moreover, words like
theatre, metre, litre (British spellings) etc. have been used, wherever occurred, in
their American spellings as theater, meter, liter etc. In addition to this, everything
included in this book has been discussed in brief given the mentality and approach
of Pakistani students. We have, in fact, adopted a very scientific approach in this
book for the analysis of English grammar. And this approach radically makes our
present book into a systematic study of English grammar. It has been observed on
quite a number of occasions that students have been taught on the same old, drab
lines for several decades in our academics. There has been introduced no real
change as far as English grammar is concerned. Our students, even at graduation
levels, are generally unaware of the exact number of Parts of Speech, let alone
naming all of them one by one.
Almost all of the books on English grammar available in the market bear certain
drawbacks. A great many areas of English grammar have constantly been ignored,
some not even well-understood. And the matter of the fact is that these ignored areas
are such problematic gaps that desperately need to be filled to bring a revolution in
the study of grammar in Pakistan. Moreover, another lamentable thing that has been
observed in the area of grammar writing in Pakistan is the act of ‘plagiarism’. It is
simply true that a goodly number of the local grammars, including some of those
ranked as the first class, copy other sources verbatim without source-mention. For
instance, two high-profile grammar books of our country, which I would not like to
name here, appear to have bluntly copied other sources, word for word, without
mentioning the source material for their statements. Another reputed grammar
printed in our neighbor-country suffers with the same stumbling block and I was so
amazed to discover this awful reality that intellectual corruption has been done on so
high a level. We cannot at this stage say for sure which book copied which source—
either the first one I saw copied the second or the second one copied the first, or
both of them copied yet another source. Whatever the reality, plagiarism is not
acceptable in any form.
Bilcans Grammar Word
(Syed Muhammad Waqas)
6
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
It is not only an undeniable fact, but in the nature of the case could not have
been otherwise that, while writing grammar books, we have to trust other
grammarians and linguistic scholars. We cannot on our own become an authority in
the issues of grammar, for the people who have already worked to understand the
systems of language cannot be overlooked in this case. We can indeed develop
certain concepts in grammar, as I have done in this book, but, to this end, we must
read those earlier scholars between the lines to find support for our thesis from their
writings. Sometimes not only the definitions, but even the examples and illustrations
have to be imported, and indubitably we cannot but simply put our trust in other
authorities. However, the intellectual honesty and justice to the area of research will
be the act that we quote whenever and wherever we import something from others.
Since this book primarily addresses the student folk, therefore, instead of
introducing a great much of multiplicity, we have tried to bring uniformity the
whole way through. Things will appear to be repetitious on certain occasions, and
this has indeed been done deliberately. Psychologically, it is because a recurring
word, phrase or idea will stick to the minds of the readers and they will feel at home
on a number of places due to their habit of going through recurring points.
We are hopeful that Bilcans Student Introduction to Grammar will become a
standard book in the field of English Grammar. Similarly, we pray that the book
may greatly benefit the students. Amen!
Bilcans Grammar Word
(Syed Muhammad Waqas)
7
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
INTRODUCTION
What is Grammar?
English word grammar derives its origin from the Greek word Grammatika, which means
“the art of letters”.1 However, the word in question witnessed a long history of evolution to
become from Grammatika to Grammar. Grammatika of Greek language was transcribed
into Latin language as grammatical and afterwards during the Middle Ages the French
language borrowed the word from Latin to give it a French texture as gramaire. English, in
fact, received this word from French traditions and identified it in the way we have
discussed below.
Grammar is, in the simplest expression, “the system of the arrangement of a
language.” It may be interesting to note that people sometimes describe grammar as the
"rules" of a language; but the matter of fact is that no language has rules.2 If we use the
word "rules", we thereby suggest that somebody created the rules first and then spoke the
language, very much like a new constitution. However, no natural language started like that.
Languages started by people making sounds which evolved into meaningful words, phrases
and sentences. No commonly-spoken language is fixed. All languages are subject to change
over time. What we call "grammar" is simply a reflection of a language at a particular time
in the history of that language.
Do we need to study grammar to learn a language? The short answer is "No". Very
many people in the world speak their own, native language without having studied its
grammar. Grammar, in many ways, functions within a language as does Logic in
argumentation. As Logic deals with fallacies of propositions and arguments,3 grammar
addresses the problems of a natural language to understand them in a scientific way. A
natural language, which is indeed a social phenomenon according to Anthropology, does
confine itself to the bounds of grammar, and thus grammar has to be invented. It is
interesting that children start to speak a language before they even know the word
"grammar", and it is why their language is full of “pleasing” errors. However, if you are
serious about learning a foreign language, the pulled answer of the above question is "yes,
grammar can indeed help one to learn a foreign language more quickly and more
efficiently." It is important to perceive of grammar as something that can help you, like a
friend. When you understand the grammar or system of a language, you can understand
many things yourself, without having to ask a teacher or look into a book.
1
Gramma is a Greek word itself used for ‘alphabetic characters’. It literally means ‘letter’.
2
Except invented languages like Esperanto. And if Esperanto were widely spoken, its rules would
soon be very different.
3
Douglas N. Walton, Informal Logic, Cambridge University Press, 1989, preface
Bilcans Grammar Word
(Syed Muhammad Waqas)
8
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Thus, think of grammar as something good, something positive, and something that
you can use to find your way—like a signpost or a map. There are eight commonly known
signposts in English grammar that we call “Parts of Speech”. These Parts of Speech act, in
a sense, as building blocs, or as activators of English syntax. A big much of English
grammar falls inside the jurisdiction of Parts of Speech, whereas only a few things remain
outside its bounds. However, when studying or discussing Parts of Speech, one must not
forget that English morphology has nothing to do with them, and it is only the syntax that
they deal with and are applicable to. Morphology is the study of the “formation of words”,
and, on the other hand, Syntax is the study of the “formation of sentences”: that is, the
arrangement of words in a sentence. The root word for morphology is the Greek word
“morphe”, which means “form”. The word was used in German language as morphologie
prior to its adoption in English in the same meaning and was later on Anglicized (about
1830). Moreover, syntax is another equally important word in the study of grammar, which
means “the act of putting together”, that is to say, grammatically, putting words together. In
1605, Francis Bacon used the word syntax in the meaning of “orderly arrangement of parts
or elements” in his essay Of the Advancement of Learning. The word was originally
borrowed from Greek syntaxis, “a putting together”, (Latin also syntaxis) through French
syntaxe.
Like any other modern language, there may be more than a dozen kinds of grammar
in English, such as Normative or Perspective Grammar, Descriptive Grammar, Case
Grammar, Phrase-Structure Grammar, Generalized Phrase Structure Grammar, Structural
or Taxonomic Grammar, Stratificational Grammar, Pedagogical Grammar, Systematic
Functional Grammar, Traditional Grammar, Lexical Functional Grammar, Universal
Grammar and the similar. Our present study of grammar—that eventually ends up taking
the form of a concise book—does not purely relate to any of the above stated kinds of
grammar. It may be termed, in its scope, as a blend of Normative, Pedagogical and
Descriptive grammars. Since this book is an innovative work in several areas of English
grammar, here the dominant grammatical tendency is, we believe, that of Descriptive
Grammar. Descriptive Grammar is, according to Encyclopedia Britannica, “a grammar
that surveys actual practical language usage often on different levels.” It is, therefore, safe
to say that, in grammar, the study of the practical usage of language is characterized as
descriptive, while the standard usage of the language is characterized as normative; quite
similarly, a highly idealized system of rules, especially one meant for teaching, is
understood as the pedagogical side of the grammar.
Now let us get into the formal discussion on English grammar. Nevertheless, before
we proceed to the Parts of Speech section, it seems imperative to discuss some preliminary
morphology and syntax of English. The section that will immediately proceed has been
decorated as “Definitions and Functions”, as to understand what a few basic linguistic
things mean and how they function.
Bilcans Grammar Word
(Syed Muhammad Waqas)
9
Bab-ul-Ilm Research Foundation®
Bilcans Grammar Word
www.birf.weebly.com
(Syed Muhammad Waqas)
10
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
STAGE 1:
DEFINITIONS AND FUNCTIONS
1. WHAT IS AN ALPHABET?
An “alphabet” is the basic brick of a language structure. It derives its root from
Greek alphābetos through Latin alphabetum. Alpha and beta are originally the first two
letters of the Greek alphabetical system. An alphabet serves to form words with the help of
other alphabets. The total number of English alphabets is 26. There are two kinds of
alphabets in English, (a) consonants and (b) vowels. The vowel sounds are produced
without lips and tongue movement. The English vowels are (a, e, i, o, u), whereas (h & y)
are considered semi-vowels or semi-consonants.
2. SYLLABLE
A “syllable” is a single sound contained in a word which includes at least one vowel
and one or more consonants. English borrowed this word from Anglo-French sillable and
Geoffrey Chaucer used it without change in his House of Fame. The word in question crept
into French from Greek syllabe, meaning ‘different letters joined together’. Broadly
speaking, syllable means ‘part of a word pronounced as a unit’. This is to say that a syllable
is a segment of speech uttered by a single effort of the voice, forming a word or part of a
word; for instance, “no, speak, when, enough, vowel, success” etc. “No” has only one
syllable as it contains only one vowel with a single sound: “speak” does the same job
despite it contains two vowels but a single sounds: “vowel” and “success”, however, have a
different case, as both of them have two sounds provided that there are two syllables in each
word; in the word “vowel”, o and e are broken with the consonant w; similarly, the two
vowels of “success” are broken with two c’s. Thus, the vowels that are broken with a
consonant in a word will produce two or more sounds and every sound will represent a
separate ‘syllable’.
Tip. No word in English is formed without a vowel. However, “why” is such a
word that does not have a direct vowel, although it contains two semi-vowels. Similarly, fly,
sky, shy, ply etc. are also the exceptions in English from the rule of the vowels,
grammatically speaking. Nevertheless, examining it in a phonetic way, the vowel sound
produced here by “y” cannot be separated from the succeeding consonants like that of a
vowels, and in this way, it is rather safe to conclude that “y” functions in such cases as a
full-fledged vowel letter.
3. MORPHEME
The smallest meaningful unit in a language is called morpheme. Categorically, morpheme
is the subject of linguistics; however, in a characteristic study of grammar, the grammar
cannot separate itself from linguistics. Therefore, it is always significant that we understand
‘word-formation’ before we begin the study of ‘sentence-formation’. The root word for the
English morpheme is Greek morphe, “form”. However, it first appeared in the French
language and was patterned on the French phoneme as morpheme. English adopted the
Bilcans Grammar Word
(Syed Muhammad Waqas)
11
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
word in question without a change of form or meaning in the 20th century. “Morphemes are
customarily described as minimal unites of grammatical analysis—the units of ‘lowest’ rank
out of which words, the units of next ‘highest’ rank are composed.”4 A morpheme is a
recurrent unit of speech and the important thing about morpheme is that it cannot be broken
apart and divided into further smaller levels. It is no doubt that the subject of morpheme is
somewhat complex, but one should simply keep in view that a syllable is the smallest sound
in a word and a morpheme is the smallest unit of meaningful speech: the difference in this
case being semantic rather than phonemic.
4. WORD
“Word” is the basic unit of linguistic structure in every language. Every language
identifies its basic unit and formulates as well as regulates principles for the formation of
words. The word “word” has been used in English since the Old Saxon period in the same
form and meaning as today (cf. in Beowulf, about AD 725). It has always been used in the
meaning of ‘utterance’ or ‘speech’. The necessary qualification for a word is to be
meaningful and sensible towards the immediate speakers and listeners. Words are coined by
alphabets and articulated by syllables. Every word has a minimum of two alphabets and one
syllable. For instance, “to” has two alphabets and one syllable and is meaningful to an
English speaker. Similarly, “England” is a relatively longer word (proper noun) that
contains seven alphabets but only two syllables.
5. INFLECTION
Grammatically, inflection (also inflexion) means “variation in word-ending to express the
relations of case, number, gender, person, and tense.” Lexically, it can be defined as a
‘modulation of the voice’. The word entered English in 15th century and its root word was
Latin inflectere (verb), “to bend in, change, alter, or modulate”. The meaning of the
grammatical variation in the word-form was first recorded in 1668. Technically, we can
divide the variation-phenomenon into two kinds, namely, (i) inflection and (ii) declension.
Any change taking place in a verb form is called ‘inflection’, whereas any change taking
place in a noun or adjective is called ‘declension’.
6. PHRASE
A “phrase” is an expression forming a grammatical constituent of a sentence but not
containing a finite verb, thus lacking the fuller meaning conveyed by a sentence. For
instance, ‘an intelligent boy’ is such a phrase that does tell about a particular characteristic
of a certain boy, but we are not sure of the location and the identity of the boy being
discussed in this phrase. Sometimes a sentence is even smaller than a phrase, but what
makes the difference is the use of a finite verb capable of being changed into past, present
and future.
7. SENTENCE
An orderly group of linguistic units (words) containing a finite verb and having the
essential quality of conveying the intended meaning of the speaker is called “sentence”. A
4
Mian M. Saif-ul-Haq, An Approach to Study of Linguistics, Lahore: New Kitab Mahal, 1994, p. 116
Bilcans Grammar Word
(Syed Muhammad Waqas)
12
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
sentence is the largest unit of grammatical description. (Bloomfield) A sentence must
comprise of a minimum of two words; this accounts for a single independent clause.
However, an imperative sentence can be limited to a single word (e.g. Stop!). On the other
hand, there is no limit on the length of a sentence. Some 19th century British writers wrote
sentences containing more than a hundred words within a single sentence. For instance, ‘Ali
goes to college’ is a simple sentence that contains four words. Structurally, it has all three
basic constituents of a sentence namely, ‘doer (subject), action (verb), and the undergoer
(object)’. Linguistically, this sentence has three parts of speech namely, noun + verb +
preposition+ noun. The first noun in the sentence is a proper noun, while the second is a
common noun.
Sentence can be understood at two broad levels. These two levels are the categories
of Semantics and Function. At semantic level, there can be three divisions of the sentence;
at functional level, it may be divided in four different kinds.
Semantically, we divide sentences in (i) noun sentence (ii) adjectival sentence and
(iii) verbal sentence. The noun and adjectival sentences do not have finite verbs; they only
contain the primary verb “to be” to express the idea of state or being. To be functions in
both noun and adjectival sentences as linking/stative verb to illustrate the reference it bears
towards the subject.5 For instance, Ahmad is a boy (noun sentence); Salma is beautiful
(adjectival sentence); Ahmad is an intelligent boy and Salma is a beautiful girl (adjectivalnoun sentences). Thus, we understand that noun and adjectival sentences only express state
(being good, bad, something or something-like) and do not include action. However, a
verbal sentence does have a finite verb, and it expresses a complete action rather than
expressing a state. For instance, Muslims celebrate Eid after Ramadan.
According to function, sentences can be of four kinds: (i) declarative (ii) imperative
(iii) interrogative and (iv) exclamatory. Declarative are those sentences that make
statements or assertions in a positive or negative sense; thus, it has two kinds, i.e.
affirmative and negative. Imperative sentences express commands or entreaties;
interrogative sentences ask questions; and exclamatory are those sentences that express
strong feelings.
1. a. Shahid reads a book. (Affirmative-Declarative)
b. Shahid does not read a book. (Negative-Declarative)
2. Be silent students. (Imperative)
3. Where do you live? (Interrogative)
4. O my God, you are still asleep! (Exclamatory)
A sentence primarily has two parts; one is called subject and the other is termed as
predicate. Subject, as already discussed, is the doer of some action, whereas a predicate is
the later part that tells us something about the subject.
1. Imran does not do his schoolwork.
In the above sentence, Imran is the subject and does not do his schoolwork is the
predicate.
5
For linking or stative verbs, see Verbs of State in Stage 2.
Bilcans Grammar Word
(Syed Muhammad Waqas)
13
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
SENTENCE FURTHER ANALYZED
Each kind of sentence is further divided in two or more sub-kinds. For instance:
1. DECLARATIVE
Let us see how the two kinds of declarative namely affirmative and negative work.
a. Affirmative
An Affirmative Sentence can have three major kinds, as below:
a.
Verbal-Declarative Sentence (a sentence that contains a Main Verb)
Ahmad goes to college. Samina is writing a story. We have visited Shalimar
Garden many times. He won the first prize in speech contest.
b.
Noun-Declarative Sentence (a sentence that does not have a main verb, but an
auxiliary and a Noun)
There is a boy in the room. He is Ahmad. Samina is Ahmad’s sister.
c.
Adjectival-Declarative Sentence (a sentence that does neither have a Main Verb
nor a Noun, but an auxiliary followed by an Adjective)
Ahmad is a good boy. God is great. Samina is very intelligent. This book is
interesting.
b. Negative
All those rules that apply to the construction of an affirmative sentence equally apply to
the negative sentence. Thus, a negative sentence may well have the same three kinds as
above. We simply need to insert the morpheme “not” or negative “no” after the auxiliary.
The omission of the morpheme “not” changes the sentence back into the affirmative.
Present Indefinite and Past Indefinite tenses are, however, exceptions from this rule, for
they also take the auxiliary do/does or did before not when making affirmative into
negative.



Ahmad does not go to college. Samina is not writing a story. We have not visited
Shalimar Garden many times. He did not win the first prize in speech contest.
ii. There is no boy in the room. He is not Ahmad. Samina is not Ahmad’s sister.
iii. Ahmad is not a good boy. Samina is not very intelligent. This book is not
interesting.
c. Declarative with Wh-Words
In declarative sentences, a Wh-Word is inserted before an affirmative or negative sentence
to point to a certain person, place, time, reason or nature of the activity in a two-clause
sentence or in a subsequent mention. We do not use auxiliary immediately after where,
when, why, which, what, who, and how in this situation. Who has an exceptional case in both
Declarative and Interrogative situations. See below, for instance, for the function of Whwords in declarative situation:
Bilcans Grammar Word
(Syed Muhammad Waqas)
14
Bab-ul-Ilm Research Foundation®



www.birf.weebly.com
When I came home, I found in my room a surprise waiting for me. (Or) I found a
surprise waiting for me in my room when I came home.
Where he is not willing to go, I will avoid those places while together. (Or) I will
avoid those places while with him where he is not willing to go.
I know how this machine works.
2. INTERROGATIVE
Interrogative Sentence can have up to two kinds, semantically speaking. The first kind
needs only a ‘Yes’ or ‘No’ answer; hence we call it single interrogative. The second kind
demands a somewhat detailed answer with the logic of justification chosen from a wide
range of possibilities. This kind includes the question words we call “Wh-Words” to
construct a logical question; to this kind we call double interrogative. The words we use to
construct a question of this kind are where, when, why, which, what, who and how.
a.
Single Interrogative




b.
Do you like milk? (Answer ‘Yes’ or ‘No’)
Did Ahmad go to college yesterday? (‘Yes’ or ‘No’)
Can you drive? (Yes or No)
Is she taking the lectures on English grammar? (Yes or No)
Double Interrogative
Where do you live? (It requires a logical reply: location) When does Samina go to college?
(Time) Why do you not like milk? (Justification for reason) Which one of the cell phones
has a better casing? (Preference/identification among things) What was the paint color you
chose? (Inquiry) Who is that person sitting next to Ahmad? (Inquiry about humans)
3. IMPERATIVE
Imperative Sentences can be indexed in two principal kinds, i.e. (i) those expressing
command, and (ii) those expressing request. Another kind may in some cases be
considered of advice—hence (iii) those expressing advice.
Students, be silent. Don’t make silly mistakes. Bring me a glass of milk. (Command)
Help me please. Get me some money if your pocket allows. Let me sleep now, please.
(Request)
You should stay at home at night. He should not waste his time in fruitless activities.
(Advice)
4. EXCLAMATORY
Since this kind of sentence expresses strong feeling, there may be a huge variety of the
sentences expressing feelings. Thus, we categorize them under the monolithic heading of
Exclamatory Sentences.
What a hot day this is!
How great a satisfaction is in prayer!
How long the night is!
PARAGRAPH
Bilcans Grammar Word
(Syed Muhammad Waqas)
15
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
The chapter of real importance in English composition after sentence is paragraph. A
paragraph can be defined as ‘a section of a major composition which contains a number of
sentences with a single issue being discussed in it.’ A famous grammar defines paragraph in
the following words:
“A paragraph is a number of sentences grouped together and relating to one topic; or, a
group of related sentences that develop a single point.”6
This means that a paragraph necessarily has one uniformed theme, though some
sub-themes may run alongside as well. Words make up a sentence and sentences thereafter
make up a paragraph. A good paragraph requires a cohesive and appropriate arrangement of
sentences quite as much as a sentence requires logical arrangement of words to be rendered
as a good sentence. A paragraph should be well-structured and well-knit, and the additional
qualities of unity of theme, variety of words and expressions, pithiness and order are almost
inevitable for a good paragraph. A topic touched upon in a paragraph should be taken to its
terminus and no dissatisfaction or thirst be left behind.
A good practice to identify a good paragraph and the theme running in it is to read a
chapter of any standard English book, and when the reading of a paragraph is done, the
reader should provide the paragraph with a short title. This practice should be continued
with different paragraphs until the reader develops a good understanding of the variation of
language and theme in different paragraphs. This simple action will express in a word or
phrase the subject of the paragraph under consideration. This practice is especially
recommended for the students of Graduation and those attempting to get through “Writing
Comprehension Tests”. Students attempting to succeed in “Précis Writing” are strongly
advised to follow the above-suggested methodology.
A model-paragraph for the students is being added below from the famous book
“What Quran Says: A Modern Reconstruction”.
“Non-Semitic religions have a completely different concept of time which has
neither a beginning nor an end, hence cyclical. However, in Judaism, Christianity, and
Islam, the universal time begins with an act of creation and moves onwards in a linear
scale, and so will it eventually meet an end. This actually means that the time will
necessarily come to an ending point. In this conception of time, these three Semitic religions
stand in harmony; however, the difference being the mode of creation. Quran provides
every scientific detail won organic and inorganic creation, covering all of the main scientific
stages of the universe. For instance, the main stages of universe as enumerated in Quran
are the ‘gaseous smoke, the singular unit of mass, the great explosion or Big Bang, the
creation of galaxies in its outcome, the expansion of universe, the final disorder in universal
balance, and the reversing of the universe’. Of course, science does follow the same order.”
(Sayyed Waqas Hayder, What Quran Says)7
Readers can see how nicely the paragraph has been structured and sentences
arranged. Each sentence has been given the due balance. The main theme in this paragraph
is the “time conception found in world religions”, whereas sub-themes, such as where
6
Wren & Martin, High School English Grammar & Composition, p. 281
Sayyed Waqas Hayder, What Quran Says: A Modern Reconstruction, Lahore: Bab-ul-Ilm Publications,
2009, p. 5
7
Bilcans Grammar Word
(Syed Muhammad Waqas)
16
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Islamic conception of time differs from other religions and how Quran constructs the picture
of creation, also run side by side. Further, it has been shown in the last line that there is no
contradiction between Islam and science.
Now let us very quickly have a look through a paragraph taken from the book of a
renowned English political scientist, philosopher, mathematician and writer.
“W ar is a conflict between two groups, each of which attempts to kill and main as
many as possible of the other group in order to achieve some object which it desires. The
object is generally either power or wealth. It is a pleasure to exercise authority over other
men, and it is a pleasure to live on the produce of other men’s labour. The victor in war can
enjoy more of these delights than the vanquished. But war, like all other natural activities, is
not so much prompted by the end which it has in view as by an impulse to the activity itself.
Very often men desire an end, not on its own account, but because their nature demands
the actions which will lead to the end. And so it is in this case: the ends to be achieved by
war appear in prospect far more important than they will appear when they are realized,
because war itself is a fulfillment of one side of our nature. If men’s actions sprang from
desires for what would in fact bring happiness, the purely rational arguments against war
would have long ago put an end to it. W hat makes war difficult to suppress is that it springs
from an impulse, rather than from a calculation of the advantages to be derived from war.”
(Bertrand Russell, Principles of Social Reconstruction)8
MOOD IN ENGLISH
Mood stands for a particular tendency of speaking, which helps identify the meaning
assigned by the speaker to a sentence spoken. According to a famous grammarian, “Mood is
a set of verb forms or inflection used to indicate the speaker’s attitude toward the faculty or
likelihood of the action or condition expressed.”9 Mood is related to illocutionary force. In
English, mood varies in three ways i.e. there are three moods.
Indicative
Imperative
Subjunctive
INDICATIVE
Indicative mood is used to make “factual statements”. It is the most commonly used mood
in English. In this mood, we indicate something. All affirmative, negative, and interrogative
sentences and most of the constructions that involve various choices of person, tense,
number, aspect and modality fall into this category. For instance:




Ahmad is my friend.
Ahmad goes to college.
Ahmad is not my friend.
Ahmad does not go to college.
(Affirmative Noun Sentence)
(Affirmative Verbal Sentence)
(Negative Noun Sentence)
(Negative Verbal Sentence)
8
Bertrand Russell, Principles of Social Reconstruction, London: Unwin Books, 1975, p. 55
9
Prof. Mukhtar Pervez, Advanced English Grammar, Multan, 2004
Bilcans Grammar Word
(Syed Muhammad Waqas)
17
Bab-ul-Ilm Research Foundation®


www.birf.weebly.com
Is Ahmad my friend?
Does Ahmad go to college?
(Interrogative Noun Sentence)
(Interrogative Verbal Sentence)
IMPERATIVE
Imperative mood conveys a command or request. It is a non-factual mood and is exclusively
used for issuing directives. Sentence having imperative mood begins directly with a verb i.e.
with the finite verb (base form). It is, therefore, similar to indicative present tense without
the “s/es” inflection having been undertaken by the verb. For instance:
 Let us stay together tonight.
 Don’t go today.
 Catch me if you can.
SUBJUNCTIVE
Subjunctive being another non-factual mood is a ‘special kind of present tense’, which does
not have –s in the third person. Similarly, it is normally used in “that” clauses in a formal
style after such words that express the idea that something is important, desirable or
compulsory—particularly true to the American English. For instance, words like advice,
ask, demand, recommend, require, suggest, insist, plead, vital, pray, essential, important
and necessary are followed by “Subjunctive Mood” in that clause.
i. It is necessary that everyone have equal economic opportunities.
ii. We advice that the company invest in a new business.
iii. It seemed it was important that Junaid write back to his father as soon as possible.
iv. The doctor recommended that he remain in the hospital for a few more days.
Another special aspect of Subjunctive Mood is its complete omission of the use of
auxiliary to do (i.e. do not or does not) in negatives. It allows “not” functioning
independently when preceded by the above-narrated words. For example:
i. We considered it desirable that he not leave hostel before finding an apartment.
Moreover, we normally use were after “if” instead of was. This situation is again an
example of subjunctive mood, which speaks of ‘unfulfilled wish’ and ‘condition’.
Subjunctive mood (if + were) is more common in formal as well as informal English and
that it is considered the standard style today. American English heavily relies on it and
people in both England and America regard it as correct English to use were instead of was
after if—even if the subject is “I, he, she, it” or other that take was as auxiliary. For instance:
 If I were famous, I would enjoy my time out in public.
 If her nose were a little shorter, she would be very attractive.
 If I were the lord of Tartary.
Bilcans Grammar Word
(Syed Muhammad Waqas)
18
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
PARTS OF SPEECH
STAGE 2:
Let us now further explore the valley of English grammar. Whenever we talk about English
grammar, the idea that immediately strikes our mind is the role of “Parts of Speech” in
English. Before we go further deep, let us first have a look at the general definition of the
Parts of Speech.
“English grammar consists of those activators that
About its accurate number, there is difference in the views
popular parts are eight in figure. They are like eight
themselves. It is possible that some aspects of grammar
domain of grammar is constituted by these activators.”10
are called “Parts of Speech”.
of grammarians. But the most
ways having subways within
remain out of them, but the
There is still a ninth activator, i.e. a ninth Part of Speech, according to a few
grammarians. They call it “determiner”. Dr. Quirk, the author of A University Grammar of
English, adds yet another category in the Parts of Speech, namely, “articles”, pulling the
number of Parts of Speech to ten.11 He insists that determiners and articles have an
identically important grammatical function as do the other Parts of Speech. This view of one
particular school of thought is so relative that it cannot be altogether rejected, for,
linguistically, it becomes extremely important to assign specific positions to determiners
and articles in the arrangement of the language. However, as this book orients the job of a
traditional grammar, only traditional Parts of Speech will be discussed in the current
section. We have added an additional section to discuss determiners and articles in the end
of the traditional Parts of Speech.
It is suggested on the behalf of the writer that there is no regular or hard & fast order
of the Parts of Speech. Nevertheless, I have arranged the traditional Parts of Speech in a
way that is most easily understandable for the students of any level.
1. Verb (V)
2. Adjective (A)
3. Noun (N)
4. Pronoun (P)
5. Interjection (I)
6. Conjunction (C)
7. Adverb (A)
8. Preposition (P)
10
Hayder, Sayyed Waqas, The Grammar Valley, Bab-ul-Ilm Research Foundation, 2008, p. 3
11
Prof. Mukhtar Pervez, Advanced English Grammar, p.47
Bilcans Grammar Word
(Syed Muhammad Waqas)
19
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Now let us turn to the formula of memorizing these Parts of Speech. There is an easy
way—suggested by the writer himself—to memorize the names of all Parts of Speech. Let
us for a moment collect the initial letters of all Parts of Speech and abbreviate them in the
above listed order making three categories. V from Verb, A from Adjective, N from Noun,
P from Pronoun, I from Interjection, C from Conjunction, A from Adverb, and P from
Preposition: now let us arrange them into a tri-syllable acronym:
V + A + N + P + I + C + A + P = VANPICAP
(Pronounced: VAN-PI-CAP)
The definition of Parts of Speech varies in traditional grammars. There is a wide range of
definitions, in which the common idea only loosely reflects. We have tried in this grammar
to be as much exact with the definitions and functions of the Parts of Speech as possible.
However, there is an inherent inconsistency in the morphology as well as syntax of English,
and it is why, we are compelled to say, that all definitions are incapable of being applicable
to all instances. The lack of sufficient generality to correspond with all relevant instances is
what makes every definition of the Parts of Speech incomplete.
Now let us have a detailed look into the functions of Parts of Speech.
Bilcans Grammar Word
(Syed Muhammad Waqas)
20
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
1. VERB
A “verb” tells us about something being done. In English, since the verb is ‘inflected’, it
normally agrees with its primary argument—that we tend to call subject. The English word
verb derives its root from Latin word “verbum”, which stands for an ‘action’ or ‘entering
into an activity’. The verb is king in English. The shortest sentence in English contains a
verb. You can make a one-word sentence with a single verb; for example: “Stop!” However,
you cannot make a one-word sentence with any other kind of the Parts of Speech. Some of
the basic verbs are: to read, write, count, sit, run, jump, watch etc.
Distinction between Action and State in Verb
Verbs are sometimes described as “action words”. This is partly true. Majority of the verbs
convey the idea of action—of ‘doing something’. For example, verbs like to run, to fight, to
do and to work all convey “action”.
i. He runs very fast.
ii. Pakistan Army is fighting terrorism in tribal areas.
However, some verbs do not express the idea of action; instead, they express the idea of
existence—of “being”. For example, verbs like to be, to exist, to seem, to feel, and to belong
all convey “state”. These are special verbs, which have been grouped in English under the
title of Copular or Linking Verbs. Let us have a look into the examples before we further
consider the verbs of state.
i.
ii.
iii.
iv.
We all are responsible Pakistanis.
The situation of your study seems on decline.
I belong to the country of brave and hospitable people.
Only one God exists in the universe.
Verbs of State: Copula, Copular or Linking Verbs
English uses a special kind of verb to join an adjective or noun complement to a subject to
express a state. This verb “links” the subject instead of referring to the object. The verbs
included in this “special kind” are called “Copular or Linking Verbs” or “Copulas”. Some
grammarians simply call them with the monolithic title Stative Verbs to easily group verbs
into action and state groups. The most common copular verbs are: seem, appear, look,
smell, continue, grow, taste, become, sound, feel, get, run, keep, stay, prove, resemble, and
turn. To be that is the most potent verb in English functions in almost all noun and adjective
sentence as a copular verb.12 It is, therefore, sometimes difficult for the new readers to
distinguish between the copular and progressive tense functions of to be. However, it is still
advisable to keep in view that it functions both ways: to be is copular when it speaks of the
subject, whereas it is a progressive tense when to be modifies the main verb that follows it
by becoming present participle.
i. He is a cricket player. (to be as linking verb in noun sentence)
12
For adjective and noun sentences, see Sentence in Stage 1.
Bilcans Grammar Word
(Syed Muhammad Waqas)
21
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
ii. He is going to college. (to be as auxiliary in present progressive tense)
Some further examples of the stative or copular verbs are here below:
i.
He became a lawyer last year.
ii. That guy in the blue shirt looks pretty smart.
iii. The chicken kabob smells good.
iv. I did feel a rich man. (or I felt a rich man.)
v. Ahmad is there.
vi. We were at Bilcans a few minutes ago.
Some linking verbs are also action verbs. For instance, sound, smell, taste, grow, look, feel,
continue, appear, get, turn, keep, stay etc. can also be used as action verbs in addition to
their use as linking verbs. If they are used to describe a ‘physical action’—something that is
observable in general or something that can happen in reality—they are treated as action
verbs. If these very verbs are used to describe a ‘state’ or ‘being’, the fact that
something/someone has a certain quality, they are then stative, linking or copular verbs.
i.
We grew wheat last year, but now we will grow something else. (action verb)
ii.
Milk grew thinner as soon as the milkman mixed water in it. (stative/linking verb)
iii.
Ahmad feels the water before he takes a bath. (action verb)
iv.
Most of the sculptures in the museum felt rough. (stative/linking verb)
Bilcans Grammar Word
(Syed Muhammad Waqas)
22
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
VERB FURTHER EXPLAINED
There are three broad categories of verb i.e. (i) Primary Verbs, (ii) Main Verbs, and (iii)
Modal Verbs. The first category, Primary Verbs, includes only three verbs that we
generally use in the form of auxiliary/helping verbs. Second category, the category of Main
Verbs, is enormous in number and has subdivisions in itself. The third category, namely,
Modal Verbs is another typical example of auxiliaries. Instead of discussing all these
categories here in precisions, it would be appropriate to talk of them under independent
headings.
PRIMARY VERBS—Auxiliaries or Helping Verbs
This category has only three verbs. These verbs perform the function of auxiliary or
helping verbs, and thereby each of them represents one of the three Aspects of English. The
three primary verbs are:
1. To do
[Simple Aspect]
2. To be
[Progressive Aspect]
3. To have
[Perfective Aspect]
Infinitive
T o do
T o be
To have
Base Form
Present Form(s)
Do
Be
Have
Do/Does
Am/Is/Are
Has/Have
Past Form(s)
Did
Was/Were
Had
Past
Participle
Done
B een
H ad
Present
Participle
Doing
Being
Having
It must be kept in view that only the present and past forms of “to do” and “to have”
are used as auxiliaries. However, the case with “to be” is completely different: all of its
forms are used as auxiliaries in various situations—either for the verbs of state, progressive
tenses, or for the making of passive voice. Another important point to be considered here is
that no form of passive voice can be formed without “to be”. To do and to have assist to be
in the making of different passive voice tenses. To be is the strongest verb in English and it
has the maximum number of forms. In all passive voice cases, forms of to be are followed
by past participle. Contrarily, in progressive tenses, the forms of to be are followed by
present participle.
MAIN VERBS (also Lexical Verbs)
The second category is that of Main Verb. Main verbs are the essential action words of a
sentence and it is why that the presence of a main verb in a sentence is imperative to express
an action or activity. There is no limit on their number in English as is the case of Primary
Verbs. However, we categorize them under two headings—chiefly because of their use by
the English speakers. Each of the two categories witnesses yet another classification worked
out by the English speakers, according to which, both of the categories subdivide in two
further kinds within themselves. These two categories are (i) Regular and Irregular Verbs
category and (ii) Transitive and Intransitive Verbs category. The former category may
well be termed in the language of grammar as structural kinds of Main Verb. The latter
category orients the function of the Main Verb; hence we suffer with no grammatical
problem to render the two kinds of this category as functional kinds of Main Verb. We also
Bilcans Grammar Word
(Syed Muhammad Waqas)
23
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
call them as verbs differing in valence i.e. the number of arguments each main verb
possesses. At this stage, what is important about transitive and intransitive verbs regarding
their past participle function is that the past participle of all transitive verbs can be used as
an adjective (e.g. a broken glass). Intransitive verbs are, however, an exception from this
role, and since they do not take an object, their past participle form is not generally
considered an adjective in English grammar.
Regular & Irregular Verbs
Let us at first consider the difference between Regular and Irregular verbs. A verb
having the past and past participle forms’ ending on ‘-ed’ will be called a regular verb. For
instance:
Infinitive
Base Form
Past Form
Past Participle
Present Participle
To work
W o rk
Worked
Worked
Working
T o r each
Reach
Reached
Reached
Reaching
To found
Found
Founded
Founded
Founding
And a verb having no regular ending in its past and past participle forms will be called
an irregular verb. For instance:
Infinitive
Base Form
Past Form
Past Participle
Present Participle
To sing
Sing
Sang
Sung
Singing
To leave
Leave
Left
Left
Leaving
To cut
Cut
Cut
Cut
Cutting
Transitive & Intransitive Verbs
A transitive verb takes an “object”. It, in fact, directs towards a person or thing; hence we
conclude from the direction that this verb is transitive as it needs an object. For instance:
Samina locks the door. (locks takes door as object)
Ahmad visits the bookshop. (visits takes bookshop as object)
An intransitive verb does not take an “object”. Speaking in more technical terms, an
intransitive verb owns only one ‘argument’ i.e. its subject; thus, it has a ‘valence’ of one.
For instance, main verbs sleep and die are intransitive in English language. For examples,
sentences with intransitive verbs:
Can I sleep? (sleep has no object)
He died today. (die has no object)
However, some verbs function both ways—as transitive as well as intransitive. We call
such verbs “ambitransitive”. For instance, play and smell both are ambitransitive verbs and
they can be used either way, as:
Bilcans Grammar Word
(Syed Muhammad Waqas)
24
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
You smell. (smell takes no object)
I can smell pizza from distance. (smell takes pizza as object)
Ahmad’s daughter is playing. (playing takes no object)
Ahmad is playing guitar. (playing takes guitar as object)
MODAL VERBS (or Modality)
Modal Verbs fall into the third category of verbs. In function, modal verbs are “halfconscious” readymade verbs used as auxiliaries to convey possibility, probability,
permission, potential, ethics, obligation and other similar types of situations. Some of the
modal verbs have past forms, while some do not.
Present
Form
Can
Past Form
M ay
Might
Will/Shall
Would
Must
No past
form
No past
form
No past
form
Ought to
Should
Could
Structure: Subject + Modal Verb + Verb in
Base Form + Object
He
can/could
(not)
pl a y
cricket.
(Ability/Potential)
He
may/might
(not)
stay
here.
(Possibility/Permission)
He will/would (not) go to London. (Prediction)
She must (not) work to earn. (Obligation)
We ought to look after elderly people. (Moral
obligation)
You should (not) sleep in the daytime. (Ethical
assertion)
Marginal
Modal
Auxiliaries
No present
form
Used to
No present
form
Had better
No present
form
Would
Rather
I would rather speak Urdu at Bilcans. (Choice)
Need
Needed
You need not attempt any extra questions.
Dare
Dared
How dare you say that?
Waqar Younis used to play for Surrey. (Past
continuity)
You
had
better
(Preference/Caution)
give
up
smoking.
Contraction
The process of ‘restricting’ or ‘shrinking’ is called contraction. Contraction occurs with
auxiliaries in English grammar. Auxiliaries either form contraction with the preceding
Bilcans Grammar Word
(Syed Muhammad Waqas)
25
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
pronouns or with succeeding ‘not’. Both primary verbs and modal verbs, when used as full
auxiliaries, are subject to contraction.
Pronoun +
Auxiliary
I am
She is
He is
It is
We are
You are
They are
I will
We will
I would
They would
He would
She has
He has
It has
I have
We have
They have
I had
We had
She had
He had
They had
Contraction
Auxiliary + Not
I’m
She’s (+ present participle)
He’s (+ present participle)
It’s (+ present participle)
We’re
You’re
They’re
I’ll
We’ll
I’d (+ base form)
They’d (+ base form)
He’d (+ base form)
She’s (+ past participle)
He’s (+ past participle)
It’s (+ past participle)
I’ve
We’ve
They’ve
I’d (+ past participle)
We’d (+ past participle)
She’d (+ past participle)
He’d (+ past participle)
They’d (+ past participle)
Am not
Is not
Are not
Will not
Has not
Have not
Had not
Would not
Could not
May not
Must not
Should not
Cannot
Must not
Was not
Were not
Does not
Do not
Did not
Shall not
Ought not to
Need not
Dare not
Contraction
Ain’t
Isn’t
Aren’t
Won’t
Hasn’t
Haven’t
Hadn’t
Wouldn’t
Couldn’t
Mayn’t
Mustn’t
Shouldn’t
Can’t
Mustn’t
Wasn’t
Weren’t
Doesn’t
Don’t
Didn’t
Shan’t
Oughtn’t to
Needn’t
Daren’t
TENSE
Tense represents time. The word “tense” has been derived from Latin tempus meaning
‘time’. Tense has a direct connection with verb, because it is a verb that gives birth to the
tenses. Different forms of verb explain different stages of time/temporal issues, which we
generally term in our grammatical language as ‘Tense’.
“By Tense, we understand the correspondence between the form of the verb and our
concept of time namely, past, present, and future.”13
Normally, we divide tense phenomenon into three kinds of time-scheme, as stated
above. These are the three stages of our flowing, linear (non-linguistic) time i.e. the passed
time (past), the current time (present), and the coming/predicted time (future). Examples
have been given below in the tense summary.
13
Prof. Mukhtar Parvez, Advanced English Grammar, p. 75
Bilcans Grammar Word
(Syed Muhammad Waqas)
26
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Tenses (i.e. verbs) are also said to be either active (The executive committee approved
the new policy) or passive (The new policy was approved by the executive committee) in
voice. In the active voice, the subject and verb relationship is straightforward: the subject is
a be-er or a do-er and the verb moves the sentence along. In the passive voice, the subject of
the sentence is neither a do-er nor a be-er, but is acted upon by some other agent or by
something unnamed (The new policy was approved). Computerized grammar checkers can
pick out a passive voice construction from miles away and ask you to revise it to a more
active construction. There is nothing inherently wrong with the passive voice, but if you can
say the same thing in the active mode, do so. Your text will have more pizzazz (activeness)
as a result, since passive verb constructions tend to lie about in their pajamas (looseness)
and avoid actual work.
The passive voice is especially helpful (and even regarded as mandatory) in scientific
or technical writing or laboratory reports, where the actor is not really important but the
process or principle being described is of ultimate importance. Instead of writing “I poured
20 cc of acid into the beaker,” we would write “Twenty cc of acid is/was poured into the
beaker.”
TENSE STRUCTURE
A verb changes in different forms to express the time division. This grammatical division of
time minutely corresponds with our everyday, non-linguistic understanding of time. Thus,
this division of time, expressed through different verb-forms, is, in the language of
grammar, called “tense”. According to linguistics, tense has, in the first place, three kinds of
time division, and, in the second place, three aspects of each division of time.
Time Division
Present Tense
Past Tense
Future Tense
Aspects of Time Division
Simple Aspect
Progressive Aspect
Perfective Aspect
(Indefinite Tenses)
(Continuous Tenses)
(Perfect Tenses)
Now let us work out how we can consider these aspects in normal grammatical
language. In general, we call these aspects the kinds of present, past, or future tense, which
is technically incorrect. However, due to an overuse of such mistaken language, this
misnomer has become widely acceptable; hence also acceptable for a traditional Pakistani
grammarian. We will thus follow the suit to avoid all subsequently arising complexities and
term these aspects of tense as kinds hereinafter.
KINDS IN ACTIVE VOICE
1. Indefinite
2. Progressive/Continuous
3. Perfect
(as opposed to Definite)
(as opposed to Stagnant)
(as opposed to Imperfect or Incomplete)
Bilcans Grammar Word
(Syed Muhammad Waqas)
27
Bab-ul-Ilm Research Foundation®
4. Perfect Progressive/Continuous
www.birf.weebly.com
(Time Tense)
PRIMARY VERBS & TENSES
English has, as stated above, three Primary Verbs as apart from the Main Verbs. They are as
below:
to do
to be
to have
(do-did-done-doing)
(be-is/am/are-was/were-been-being)
(has/have-had-had-having)
Primary Verbs and Tenses are intertwined in English syntax. Primary verbs are, in fact,
the real auxiliary/helping verbs, whereas all of the other auxiliaries, such as can, could,
should, must etc. (i.e. Modals), are, basically, pseudo-auxiliaries. Each primary verb stands
for a mode of time division i.e. an Aspect; the “base” and “past” forms of each primary verb
serve as auxiliaries for the description of time-division in Present and Past. Let us examine
this relation in a chart, for instance:
W Kind of
Primary Verb
Time/Tense
h
Indefinite
i Progressive
l Perfect
T o do
T o be
To have
Present Auxiliary
Do/Does
Is/Am/Are
Has/Have
Past Auxiliary
Did
Was/Were
Ha d
Future Auxiliary
Not used
Will + be
Will + have
e
discussing the tense structure, we will use “subject + to go + to + college” as our standard
sentence. The justification for the use of this simplest of sentences with extremely simple
structure is to understand all the potential variations English tenses undergo. It must be
borne in mind that English has no single pattern for the production of tense variations,
plurals, pronouns and corresponding auxiliaries, and questions etc.
1. PRESENT INDEFINITE TENSE (ALSO SIMPLE PRESENT)
This tense expresses repeated action, which has neither a definitive start nor ending. The
timeframe of Simple Present stretches over an action that begins sometimes in past,
continues in the present, and is likely to continue even in future. For instance, “Ahmad goes
to college” includes goes as an activity that indicates Ahmad’s activity of going to college
in the past, present and the time to come. This is to say that Simple Present expresses a
habitual action. Furthermore, it expresses a general truth, say, the idea of a general activity
occurring in routine with little or no changes whatsoever (e.g. Sun sets in the west). It seems
rather odd—but grammatically correct—that a piece of literature (drama, novel, poem etc.)
is generally explained in Simple Present (e.g. Shakespeare says there are seven major
stages in human life).
Base Structure
Subject + main verb in base form + object/complement
(Structure of Affirmative or Simple Sentence)
Subject + base form of verb + object.
If the subject is “3rd person singular”, the base form of verb will undertake an addition of “s” or
“es” inflection. Verbs ending on characters like “ch, sh, o, s, x” normally take the “es” inflection,
Bilcans Grammar Word
(Syed Muhammad Waqas)
28
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
and the rest are supplied “s” only.
(Structure of Negative Sentence)
Subject + do/does not + base form + object.
The same rule as above will apply to distinguish between “does” and “do”.
(Structure of Interrogative Sentence)
Do/Does + subject + base form + object?
Do/Does + subject + not + base form + object?
(Structure of Double Interrogative Sentence)
Wh word/How + do/does + subject + base form + object?
Wh word/How + do/does + subject + not + base form + object?
SOLVED EXERCISE
1. He/She/Ahsan/Samina goes to college. (3rd person singular simple sentence)
2. I/You/We/They/Ahsan & Ahmad/Samina & Salma go to college. (Simple sentence
with 1st person singular & plural, 2nd person singular & plural, 3rd person plurals)
3. He/She/Ahsan/Samina does not go to college. (3rd person singular negative sentence)
4. I/You/We/They/Ahsan & Ahmad/Samina & Salma do not go to college. (Negative
sentence with the rest)
5. Does he/she/Ahsan/Samina go to college? (3rd person singular interrogative sentence)
6. Do I/You/We/They/Ahsan & Ahmad/Samina & Salma go to college? (Interrogative
sentence with the rest)
7. Does he/she/Ahsan/Samina not go to college? (3rd person singular interrogativenegative sentence)
8. Do I/You/We/They/Ahsan & Ahmad/Samina & Salma not go to college?
(Interrogative-negative sentence with the rest)
9. When does he/she/Ahsan/Samina go to college? (3rd person singular double
interrogative sentence)
10. When do I/You/We/They/Ahsan & Ahmad/Samina & Salma go to college? (Doubleinterrogative sentence with the rest)
11. When does he/she/Ahsan/Samina not go to college? (3rd person singular doubleinterrogative-negative sentence)
12. When do I/You/We/They/Ahsan & Ahmad/Samina & Salma not go to college?
(Double-interrogative-negative sentence with the rest)
2. PAST INDEFINITE TENSE (ALSO SIMPLE PAST)
Past Indefinite expresses an action already completed in the past at a certain time. The
timescale does not seem to have a recentness or perfection in it; instead it shows a definite
time in past when the activity was carried out. In this particular sense, there is only a slight
difference between Past Indefinite and Present Perfect tenses. However, we need to tell our
brains that Past Indefinite sentences express a situation that has a setting of past and its time
is now over—no longer in continuity. However, Present Perfect communicates a recentness
of time, which is somehow linked to the present time despite that the action has come to
completion.
Past Indefinite often uses words or phrases expressing a definite time in past; for
example. yesterday, last week, last June, previous month, this morning, two hours ago etc.
Bilcans Grammar Word
(Syed Muhammad Waqas)
29
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Base Structure
Subject + main verb in past form + object/complement
(Structure of Affirmative or Simple Sentence)
Subject + past form of verb + object.
(Structure of Negative Sentence)
Subject + did not + base form + object.
(Structure of Interrogative Sentence)
Did + subject + base form + object?
Did + subject + not + base form + object?
(Structure of Double Interrogative Sentence)
Wh word/How + did + subject + base form + object?
Wh word/How + did + subject + not + base form + object?
SOLVED EXERCISE
1. I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma went to
college. (Simple sentence)
2. I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma did not go
to college. (Negative sentence)
3. Did I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma go to
college? (Interrogative sentence)
4. Did I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not go
to college? (Interrogative-negative sentence)
5. When did I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma
go to college? (Double-interrogative sentence)
6. When did I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma
not go to college? (Double-interrogative-negative sentence)
3. FUTURE INDEFINITE TENSE (ALSO SIMPLE FUTURE)
It is stunning but true that English does not have a future tense. English, unlike its mother
languages i.e. Greek and Latin and our national language Urdu, has a very loose idea of
future. English gives only a cursory touch to the future using very many grammatical
constructions, in which the most common is the use of will and shall. Both “will” and
“shall” are Modal verbs and they do not qualify to become independent auxiliaries like
those of present and past tenses or to find a place among the Primary Verbs. Similarly,
sometimes present participle “going to” is used to express one’s intent to carry out an
activity in future times (e.g. I’m going to write a book). Construction of “may be” is also
used in some situations to express futurity when indecisiveness is prevalent (e.g. he may be
writing a book). Modal verb “may” also serves at times in a similar fashion (e.g. Ahmad
may/might write a book).
In our present case, Future Indefinite structure will include only will as auxiliary. In
fact, the use of shall has become extremely rare in modern English, especially American
English.
Base Structure
Bilcans Grammar Word
(Syed Muhammad Waqas)
30
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Subject + will + main verb in base form + object/complement
(Structure of Affirmative or Simple Sentence)
Subject + will + base form of verb + object.
(Structure of Negative Sentence)
Subject + will not + base form + object.
(Structure of Interrogative Sentence)
Will + subject + base form + object?
Will + subject + not + base form + object?
(Structure of Double Interrogative Sentence)
Wh word/How + will + subject + base form + object?
Wh word/How + will + subject + not + base form + object?
1.
2.
3.
4.
5.
6.
SOLVED EXERCISE
I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma will go to
college. (Negative sentence)
I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma will not go
to college. (Simple sentence)
Will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma go to
college? (Interrogative sentence)
Will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not go
to college? (Interrogative-negative sentence)
When will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma
go to college? (Double-interrogative sentence)
When will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma
not go to college? (Double-interrogative-negative sentence)
PRESENT PROGRESSIVE/CONTINUOUS TENSE
Present Progressive Tense exhibits an action that is still in progress or continuity at the time
of speaking (Ahmad is playing cricket). It also expresses a more general present, implying a
continual activity (I am going to gym these days). Further, it may in some respect indicate
future events, thus, functioning as an incomplete future (Salma is returning from Lahore
tomorrow). With now and always, progressive action is always more appropriate (We are
now leaving for Islamabad; Hassan is always wearing shorts).
Base Structure
Subject + present forms of to be + main verb in present participle + object/complement
(Structure of Affirmative or Simple Sentence)
Subject + is/a m/are + present participle + object.
(Structure of Negative Sentence)
Subject + is/a m/are not + present participle + object.
(Structure of Interrogative Sentence)
Is/Am/Are + subject + present participle + object?
Is + subject + not + present participle + object?
(Structure of Double Interrogative Sentence)
Bilcans Grammar Word
(Syed Muhammad Waqas)
31
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Wh word/How + is/am/are + subject + present participle + object?
Wh word/How + is/am/are + subject + not + present participle + object?
Important Tip:
1 person singular “I” always takes am as its auxiliary (helping) verb in Present Progressive
Tense.
3rd person singulars “he, she, it, (& single nouns)” always take is as their auxiliary verb.
All plurals as well as the 2nd person singular “you” always take are as their auxiliary verb.
st
SOLVED EXERCISE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
He/She/Ahsan/Samina is going to college. (3rd person singular simple sentence)
I am going to college. (1st person singular simple sentence)
You/We/They/Ahsan & Ahmad/Samina & Salma are going to college. (Simple
sentence with 1st person plural, 2nd person singular & plural, 3rd person plurals)
He/She/Ahsan/Samina is not going to college. (3rd person singular negative sentence)
I am not going to college. (1st person singular negative sentence)
You/We/They/Ahsan & Ahmad/Samina & Salma are not going to college. (Negative
sentence with 1st person plural, 2nd person singular & plural, 3rd person plurals)
Is he/she/Ahsan/Samina going to college? (3rd person singular interrogative sentence)
Am I going to college? (1st person singular interrogative sentence)
Are You/We/They/Ahsan & Ahmad/Samina & Salma going to college? (Interrogative
sentence with 1st person plural, 2nd person singular & plural, 3rd person plurals)
Is he/she/Ahsan/Samina not going to college? (3rd person singular interrogativenegative sentence)
Am I not going to college? (1st person singular interrogative-negative sentence)
Are You/We/They/Ahsan & Ahmad/Samina & Salma not going to college?
(Interrogative-negative sentence with 1st person plural, 2nd person singular & plural,
3rd person plurals)
When is he/she/Ahsan/Samina going to college? (3rd person singular doubleinterrogative sentence)
When am I going to college? (1st person singular double-interrogative sentence)
When are You/We/They/Ahsan & Ahmad/Samina & Salma going to college? (Doubleinterrogative sentence with 1st person plural, 2nd person singular & plural, 3rd person
plurals)
When is he/she/Ahsan/Samina not going to college? (3rd person singular doubleinterrogative-negative sentence)
When am I not going to college? (1st person singular double-interrogative-negative
sentence)
When are You/We/They/Ahsan & Ahmad/Samina & Salma not going to college?
(Double-interrogative-negative sentence with 1st person plural, 2nd person singular &
plural, 3rd person plurals)
5. PAST PROGRESSIVE/CONTINUOUS TENSE
Past Progressive Tense is the past form of progressive aspect. It shows a progressive action
that began sometimes earlier than the while of its description and may or may not be in
Bilcans Grammar Word
(Syed Muhammad Waqas)
32
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
continuity at the present (Ahmad was playing cricket this afternoon). In this sentence, we do
not know whether Ahmad is still playing cricket or he stopped playing afterwards. Past
Progressive also combines two actions occurring one after another in past that express a
correlative progression (Ahmad was driving home when it began getting dark). However, it
is preferable to use Past Simple rather than Past Progressive for a definite and complete past
expression; it is, therefore, better to say Ahmad came home early today than Ahmad was
coming home early today. Past Progressive may be used, however, to describe a
supplementary action in a series of past actions (The college bell was ringing and the
students were assembling in classes. It was the first period of day-one and all the teachers
started their lectures with introductory notes. They explained what changes new students
might experience in the coming days of their college career).
Base Structure
Subject + past forms of to be + main verb in present participle + object/complement
(Structure of Affirmative or Simple Sentence)
Subject + was/were + present participle + object.
(Structure of Negative Sentence)
Subject + was/were not + present participle + object.
(Structure of Interrogative Sentence)
Was/Were + subject + present participle + object?
Was/Were + subject + not + present participle + object?
(Structure of Double Interrogative Sentence)
Wh word/How + was/were + subject + present participle + object?
Wh word/How + was/were + subject + not + present participle + object?
Important Tip:
1st person singular “I” and 3rd person singulars “he, she, it, (& single nouns)” always take
was as their auxiliary in Past Progressive Tense.
All plurals as well as 2nd person singular “you” always take were as their auxiliary.
SOLVED EXERCISE
I/He/She/Ahsan/Samina was going to college. (1st & 3rd persons singular simple sentence)
We/You/They/Ahsan & Ahmad/Samina & Salma were going to college. (Simple sentence
with 1st person plural, 2nd person singular & plural, 3rd person plurals)
I/He/She/Ahsan/Samina was not going to college. (1st & 3rd persons singular negative
sentence)
We/You/They/Ahsan & Ahmad/Samina & Salma were not going to college. (Negative
sentence with 1st person plural, 2nd person singular & plural, 3rd person plurals)
Was I/he/she/Ahsan/Samina going to college? (1st & 3rd persons singular interrogative
sentence)
Were We/You/They/Ahsan & Ahmad/Samina & Salma going to college? (Interrogative
sentence with 1st person plural, 2nd person singular & plural, 3rd person plurals)
Was I/he/she/Ahsan/Samina not going to college? (1st & 3rd persons singular interrogativenegative sentence)
Bilcans Grammar Word
(Syed Muhammad Waqas)
33
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Were We/You/They/Ahsan & Ahmad/Samina & Salma not going to college?
(Interrogative sentence with 1st person plural, 2nd person singular & plural, 3rd person
plurals)
When was I/he/she/Ahsan/Samina going to college? (1st & 3rd persons singular doubleinterrogative sentence)
When were We/You/They/Ahsan & Ahmad/Samina & Salma going to college? (Doubleinterrogative sentence with 1st person plural, 2nd person singular & plural, 3rd person
plurals)
When was I/he/she/Ahsan/Samina not going to college? (1st & 3rd persons singular doubleinterrogative-negative sentence)
When were We/You/They/Ahsan & Ahmad/Samina & Salma not going to college?
(Double-interrogative-negative sentence with 1st person plural, 2nd person singular &
plural, 3rd person plurals)
6. FUTURE PROGRESSIVE/CONTINUOUS TENSE
Future Progressive Tense stands for a progressive action that has to take place yet. The use
of Future Progressive arrangement in modern English is rare. Native English speakers prefer
Future Simple to Future Progressive for expressing an action to be taking place on a definite
or indefinite time in future. It exhibits an action that will be in progress after the present (As
you are having a practice session of cricket now, you will definitely be giving tough time to
your rivals tomorrow). Future Progressive is also used sometimes for casual and
uncalculated future statements (I will be staying in my room this weekend).
Base Structure
Subject + will be + main verb in present participle + object/complement
(Structure of Affirmative or Simple Sentence)
Subject + will be + present participle + object.
(Structure of Negative Sentence)
Subject + will not be + present participle + object.
(Structure of Interrogative Sentence)
Will + subject + be + present participle + object?
Will + subject + not + be + present participle + object?
(Structure of Double Interrogative Sentence)
Wh word/How + will + subject + be + present participle + object?
Wh word/How + will + subject + not + be + present participle + object?
SOLVED EXERCISE
I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma will be going to
college. (Simple sentence)
I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma will not be
going to college. (Negative sentence)
Will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma be going to
college? (Interrogative sentence)
Bilcans Grammar Word
(Syed Muhammad Waqas)
34
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not be
going to college? (Interrogative-negative sentence)
When will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma be
going to college? (Double-interrogative sentence)
When will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not
be going to college? (Double-interrogative-negative sentence)
PRESENT PERFECT TENSE
Present Perfect Tense shows an action that is completed in a recent past. The time is,
however, not fully known. As opposed to the progressive, we are certain in perfect that the
action has come to completion—not in a remote past, but implying a sense of just completed
(I have finished reading Harry Porter’s new adventure or I have just finished Harry
Porter’s new adventures). This tense also expresses an action that has completed in an
unknown past time and may possibly occur again with no certainty of timing (Ahmad has
visited England quite a number of times). This sentence means that Ahmad completed all
his tours to England sometimes in past, and he may possibly repeat his action to traveling to
England at some moment in future. Present Perfect also stands for a general present,
especially in inquiries or information referring to a recent or present time (Has he taken
medicine? Or Hassan has invited me on dinner tonight).
Base Structure
Subject + present forms of to have + main verb in past participle + object/complement
(Structure of Affirmative or Simple Sentence)
Subject + has/have+ past participle + object.
(Structure of Negative Sentence)
Subject + has/have not + past participle + object.
(Structure of Interrogative Sentence)
Has/Have + subject + past participle + object?
Has/Have + subject + not + past participle + object?
(Structure of Double Interrogative Sentence)
Wh word/How + has/have + subject + past participle + object?
Wh word/How + has/have + subject + not + past participle + object?
Important Tip:
1 person singular “I”, 2nd person singular “you” and all plurals always take have as their
auxiliary in Present Perfect Tense.
3rd person singulars “he, she, it, (& single nouns)” always take has as their auxiliary.
st
SOLVED EXERCISE
He/She/Ahsan/Samina has gone to college. (3rd persons singular simple sentence)
I/We/You/They/Ahsan & Ahmad/Samina & Salma have gone to college. (Simple sentence
with 1st person singular & plural, 2nd person singular & plural, 3rd person plurals)
He/She/Ahsan/Samina has not gone to college. (3rd persons singular negative sentence)
Bilcans Grammar Word
(Syed Muhammad Waqas)
35
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
I/We/You/They/Ahsan & Ahmad/Samina & Salma have not gone to college. (Simple
sentence with 1st person singular & plural, 2nd person singular & plural, 3rd person
plurals)
Has he/she/Ahsan/Samina gone to college? (3rd persons singular interrogative sentence)
Have I/We/You/They/Ahsan & Ahmad/Samina & Salma gone to college? (Interrogative
sentence with 1st person singular & plural, 2nd person singular & plural, 3rd person
plurals)
Has he/she/Ahsan/Samina not gone to college? (3rd persons singular interrogativenegative sentence)
Have I/We/You/They/Ahsan & Ahmad/Samina & Salma not gone to college?
(Interrogative-negative sentence with 1st person singular & plural, 2nd person singular
& plural, 3rd person plurals)
When has he/she/Ahsan/Samina gone to college? (3rd persons singular doubleinterrogative sentence)
When have I/We/You/They/Ahsan & Ahmad/Samina & Salma gone to college? (Doubleinterrogative sentence with 1st person plural, 2nd person singular & plural, 3rd person
plurals)
When has he/she/Ahsan/Samina not gone to college? (3rd persons singular doubleinterrogative-negative sentence)
When have I/We/You/They/Ahsan & Ahmad/Samina & Salma not gone to college?
(Double-interrogative-negative sentence with 1st person plural, 2nd person singular &
plural, 3rd person plurals)
PAST PERFECT TENSE
Past Perfect Tense expresses an action that came to completion prior to another action or
activity, especially when the situation shows a distant past (my classmates had already gone
by the time college bell rang). Similarly, it indicates an action, which began in the past
before the time of speaking and stopped exactly at the time of speaker’s utterance or just
before it (PAF F6 Jets fleet, which had served our air force for more than three decades,
was retired in 1990s). Unsurprisingly, the use of Past Perfect has become a rare case in
modern, especially American English. Past Simple is normally given preference over Past
Perfect in general discussions, for both convey almost an identical idea. Modern English has
eased its speakers as far as the issue of past is concerned; except for a few situations, Past
Simple communicates all idea of past with no ambiguity, linguistically speaking.
Base Structure
Subject + past form of to have + main verb in past participle + object/complement
(Structure of Affirmative or Simple Sentence)
Subject + had + past participle + object.
(Structure of Negative Sentence)
Subject + had not + past participle + object.
(Structure of Interrogative Sentence)
Had + subject + past participle + object?
Had + subject + not + past participle + object?
(Structure of Double Interrogative Sentence)
Bilcans Grammar Word
(Syed Muhammad Waqas)
36
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Wh word/How + had + subject + past participle + object?
Wh word/How + had + subject + not + past participle + object?
SOLVED EXERCISE
1. I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma had gone to
college. (Simple sentence)
2. I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma had not
gone to college. (Negative sentence)
3. Had I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma gone to
college? (Interrogative sentence)
4. Had I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not
gone to college? (Interrogative-negative sentence)
5. When had I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma
gone to college? (Double-interrogative sentence)
6. When had I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma
not gone to college? (Double-interrogative-negative sentence)
FUTURE PERFECT TENSE
Future Perfect Tense expresses probability of something being done in coming time. In
other words, it says that a certain action will be completed in future before another time,
activity or event. This simply means “completion in future”—a time before remote future
(You will have completed your education before I get back from USA). Assumptions,
suppositions, and possibilities, all, are better expressed in Future Perfect Tense (a. I guess
Pakistan will have won the final cricket match against India, b. you will certainly have seen
Niagara Falls).
Base Structure
Subject + will have + main verb in past participle + object/complement
(Structure of Affirmative or Simple Sentence)
Subject + will have + past participle + object.
(Structure of Negative Sentence)
Subject + will not have + past participle + object.
(Structure of Interrogative Sentence)
Will + subject + have + past participle + object?
Will + subject + not + have + past participle + object?
(Structure of Double Interrogative Sentence)
Wh word/How + will + subject + have + past participle + object?
Wh word/How + will + subject + not + have + past participle + object?
SOLVED EXERCISE
1. I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma will have
gone to college. (Simple sentence)
Bilcans Grammar Word
(Syed Muhammad Waqas)
37
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
2. I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma will not
have gone to college. (Negative sentence)
3. Will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma have
gone to college? (Interrogative sentence)
4. Will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not
have gone to college? (Interrogative-negative sentence)
5. When will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma
have gone to college? (Double-interrogative sentence)
6. When will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma
not have gone to college? (Double-interrogative-negative sentence)
10. PRESENT PERFECT CONTINUOUS TENSE (ALSO PERFECT PROGRESSIVE)
All Perfect Progressive tenses denote time; hence, they are “Time Tenses”. The mention of
time is the only condition for a tense to be rendered as Perfect Progressive within the
timeframe of Past, Present and/or Future.
In traditional words, Present Perfect Continuous Tense expresses an action that began at
a certain moment in past, and that it is still in continuity and will probably continue in future
as well (We have been studying together since noon). In some cases, the action it expresses
has already ended, but it shows the constant and continuous nature of the action, which
comes to an end without being interrupted. This situation generally develops when one
expresses an excuse or apology (Ahmad does not like to stay in hostel on weekend as he has
been waiting for the whole week to see his family).
Base Structure
Subject + has/have been + main verb in present participle + object/complement + since/for
+ time/duration
(Structure of Affirmative or Simple Sentence)
Subject + has/have been + present participle + object + since/ for + time/duration.
(Structure of Negative Sentence)
Subject + has/have not been + present participle + object + since/for +
time/duration.
(Structure of Interrogative Sentence)
Has/Have + subject + been + present participle + object + since/for +
time/duration?
Has/Have + subject + not + been + present participle + object + since/for +
time/duration?
(Structure of Double Interrogative Sentence)
Wh word/How + has/have + subject + been + present participle + object +
since/for + time/duration?
Wh word/How + has/have + subject + not + been + present participle + object +
since/for + time/duration?
Important Tip 1 (Since & For):
Bilcans Grammar Word
(Syed Muhammad Waqas)
38
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Since and for represent two different aspects of time. For is used to describe a “period of
time” or a time in flux i.e. “duration”, such as six months, many hours, a few minutes, ten
years and similar: on the other hand, since is used to denote “point of/in time” or a time
“flowing” onwards from a “fixed time in history”, such as 1990, 6 June, Monday, today
morning, yesterday, this afternoon etc.
Important Tip 2:
1st person singular “I”, 2nd person singular “you” and all plurals always take have been as
their auxiliary in Present Perfect Continuous Tense.
3rd person singulars “he, she, it, (& single nouns)” always take has been as their auxiliary.
SOLVED EXERCISE
1. He/She/Ahsan/Samina has been going to college for 2 years/since 2007. (3rd persons
singular simple sentence)
2. I/We/You/They/Ahsan & Ahmad/Samina & Salma have been going to college for 2
years/since 2007. (Simple sentence with 1st person singular & plural, 2nd person
singular & plural, 3rd person plurals)
3. He/She/Ahsan/Samina has not been going to college for 2 years/since 2007. (3rd
persons singular negative sentence)
4. I/We/You/They/Ahsan & Ahmad/Samina & Salma have not been going to college for 2
years/since 2007. (Simple sentence with 1st person singular & plural, 2nd person
singular & plural, 3rd person plurals)
5. Has he/she/Ahsan/Samina been going to college for two years/since 2007? (3rd persons
singular interrogative sentence)
6. Have I/We/You/They/Ahsan & Ahmad/Samina & Salma been going to college for two
years/since 2007? (Interrogative sentence with 1st person singular & plural, 2nd person
singular & plural, 3rd person plurals)
7. Has he/she/Ahsan/Samina not been going to college for two years/since 2007? (3rd
persons singular interrogative-negative sentence)
8. Have I/We/You/They/Ahsan & Ahmad/Samina & Salma not been going to college for
two years/since 2007? (Interrogative-negative sentence with 1st person singular &
plural, 2nd person singular & plural, 3rd person plurals)
9. Why has he/she/Ahsan/Samina been going to college for two years/since 2007? (3rd
persons singular double-interrogative sentence)
10. Why have I/We/You/They/Ahsan & Ahmad/Samina & Salma been going to college for
two years/since 2007? (Double-interrogative sentence with 1st person plural, 2nd
person singular & plural, 3rd person plurals)
11. Why has he/she/Ahsan/Samina not been going to college for two years/since 2007? (3rd
persons singular double-interrogative-negative sentence)
12. Why have I/We/You/They/Ahsan & Ahmad/Samina & Salma not been going to college
for two years/since 2007? (Double-interrogative-negative sentence with 1st person
plural, 2nd person singular & plural, 3rd person plurals)
11. PAST PERFECT CONTINUOUS TENSE
Bilcans Grammar Word
(Syed Muhammad Waqas)
39
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Past Perfect Continuous Tense expresses an action that began before the time of speaking
and continued up to the moment of speaking. It also describes an action, which, although
began before speaking, is complete before the moment of speaking (Hassan and Ahmad
returned home late, for they had been shopping for many hours in the evening). Again, it is
the mention of time in past that, as a device, directly and immediately changes all past
tenses into Past Perfect Continuous (He had been waiting for me yesterday since yesterday
morning). Moreover, it lays emphasis on the duration of an action or activity, which
happens to be in progress before another action in past (Pakistan cricket team had been
desperately yearning for the World Cup before they won it in 2009).
Base Structure
Subject + had been + main verb in present participle + object/complement + since/for +
time/duration
(Structure of Affirmative or Simple Sentence)
Subject + had been + present participle + object + since/for + time/duration.
(Structure of Negative Sentence)
Subject + had not been + present participle + object + since/for + time/duration.
(Structure of Interrogative Sentence)
Had + subject + been + present participle + object + since/for + time/duration?
Had + subject + not + been + present participle + object + since/for +
time/duration?
(Structure of Double Interrogative Sentence)
Wh word/How + had + subject + been + present participle + object + since/for +
time/duration?
Wh word/How + had + subject + not + been + present participle + object +
since/for + time/duration?
SOLVED EXERCISE
I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma had been going to
college for two years/since 2007. (Simple sentence)
I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma had not been
going to college for two years/since 2007. (Negative sentence)
Had I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma been going
to college for two years/since 2007? (Interrogative sentence)
Had I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not been
going to college for two years/since 2007? (Interrogative-negative sentence)
Why had I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma been
going to college for two years/since 2007? (Double-interrogative sentence)
Why had I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not
been going to college for two years/since 2007? (Double-interrogative-negative
sentence)
12. FUTURE PERFECT CONTINUOUS TENSE
Bilcans Grammar Word
(Syed Muhammad Waqas)
40
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Future Perfect Continuous Tense expresses an action that begins in present or future and
will be continuing for a certain length of time in future. This becomes a sort of prediction in
which the predictor tries to be as accurate and exact as possible (a. We will have been
working for 5 years before we are promoted, b. he will have been sitting here for 5 hours by
the time the DCO comes).
Base Structure
Subject + will have been + main verb in present participle + object/complement + since/for
+ time/duration
(Structure of Affirmative or Simple Sentence)
Subject + will have been + present participle + object + since/for + time/duration.
(Structure of Negative Sentence)
Subject + will not have been + present participle + object + since/for +
time/duration.
(Structure of Interrogative Sentence)
Will + subject + have been + present participle + object + since/for +
time/duration?
Will + subject + not + have been + present participle + object + since/for +
time/duration?
(Structure of Double Interrogative Sentence)
Wh word/How + will + subject + have been + present participle + object +
since/for + time/duration?
Wh word/How + will + subject + not + have been + present participle + object +
since/for + time/duration?
SOLVED EXERCISE
I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma will have been
going to college for two years/since 2007. (Simple sentence)
I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma will not have
been going to college for two years/since 2007. (Negative sentence)
Will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma have been
going to college for two years/since 2007? (Interrogative sentence)
Will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not have
been going to college for two years/since 2007? (Interrogative-negative sentence)
Why will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma have
been going to college for two years/since 2007? (Double-interrogative sentence)
Why will I/You/He/She/We/They/Ahsan/Samina/Ahsan & Ahmad/Samina & Salma not
have been going to college for two years/since 2007? (Double-interrogative-negative
sentence)
Bilcans Grammar Word
(Syed Muhammad Waqas)
41
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
TENSE SUMMARY
Chart of tenses in “Active Voice”:
Present Tenses
Simple present: She wants a drink.
(Subject + verb in 1st/base form+ complement)
Present continuous/progressive: They are walking home.
(Subject + be forms in present/is, am, are + present participle + complement)
Past Tenses
Simple past: Zaheer lived in China in 1965.
(Subject + verb in past form + complement)
Past continuous/progressive: I was reading when she arrived.
(Subject + be forms in past/was, were + present participle + complement)
Perfect Tenses
Present perfect: I have visited Lahore Fort many times.
(Subject + has/have + past participle + complement)
Present perfect continuous/progressive: I have been living here for years.
(Subject + has/have + been + present participle + complement)14
Past perfect: We had seen her several times in her house.
(Subject + had + verb in past participle form + complement)
Past perfect continuous/progressive: He had been watching her for some time when she
turned and smiled.
(Subject + had been + present participle + complement)
Future perfect: We will have arrived in Pakistan by the time you get this letter.
(Subject + will have + verb in past participle form + complement)
Future perfect continuous/progressive: By the end of your course, you will have been
studying for five years.
(Subject + will have + been + present participle + complement)
Future Tenses
Simple future: They will go to Italy next week.
(Subject + will + verb in base form + complement)
Future continuous/progressive: I will be traveling by train.
(Subject + will + be + present participle + complement)
Conditional Tenses
(If + simple/perfect/continuous clause, subject + future/modal verb clause according to “ifclause”)
14
To add time, we place “since” and/or “for” before the time. “Since” will be used for a definite time,
whereas “for” will be employed for an indefinite time.
Bilcans Grammar Word
(Syed Muhammad Waqas)
42
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Conditional sentences speak of a certain “condition” and a “consequence” arising out of the
situation developed in response to the condition. These sentences always have two clauses,
namely:
(i)
(ii)
conditional clause or if-clause and
consequential clause.
The conditional clause begins with the condition “if”, hence called if-clause, whereas
consequential clause expresses the consequence of the condition described in the if-clause,
and thereby it heavily depends on the if-clause. Syntactically, there is no problem to place
the conditional if-clause before the consequential clause or consequential clause before the
if-clause. However, what must be considered a radical rule of Conditional Sentences is the
occurring of future tenses or modal verbs (will, would, should, could etc.) in the
consequential clause. The if-clause cannot contain a modal verb or any future tenses.
Simple Future Conditional: If he goes to Lahore, he will bring a gift for me.
Future Continuous/Progressive Conditional: If we are earning with the same pace, we
will be getting rich quickly.
Future Perfect Conditional: If he has bought the novel, he will have finished it by now.
Future Perfect Continuous Condition: If they have talked to me, I will have been guiding
them properly.
Simple Past Conditional: If she owned some money, she would go to Murree.
Past Continuous/Progressive Conditional: He would be getting up now if he were in
Australia.
Past Perfect Continuous Conditional: I would have been playing tennis now if I hadn't
broken my arm.
Past Perfect Conditional: She would have visited me if she had had time.
Probability: If it stops raining, they can/may come to see us tonight.
Possibility/Intention: If he were to move abroad, he should have informed me in advance.
Bilcans Grammar Word
(Syed Muhammad Waqas)
43
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
A CURSORY LOOK INTO PASSIVE VOICE STRUCTURE
Like the Active Voice, the Passive Voice is also divisible in three situations of time, Past,
Present, and Future. However, Passive Voice consists of only the original kinds i.e. the
original states of English tense, Indefinite, Progressive, and Perfect. The improvised 4th
kind, Perfect Progressive (Perfect Continuous), is suspended in Passive Voice due to its
incompatible structure.
We must not forget when dealing with passive voice that the most potent verb of
English “to be” plays a key-role in the passive voice structure.
There are certain rules for the making of passive voice. At first, it is quite
necessary to understand that there are two types of passive voice. We describe them, say, to
easily understand their nature and function as:
i.
ii.
Ready-Made (Already-Made)
Self-Made or Transformed (from Active)
Secondly, it is almost as important in English as passive voice itself not to forget
that all passive voice tenses have a monolithic use of Main Verb. The use of past participle
form of the Main Verb after an auxiliary is the most central rule in passive voice structure.
Similarly, the presence of auxiliary is also inevitable in the passive voice, for without an
auxiliary never can a past participle find a place. This situation implies, in other words, that
auxiliary and past participle form of the Main Verb are the most fundamental constituents
in the making of passive voice. If either of these two is lacking, the situation cannot be
rendered as passive voice. Thus, the structure of passive voice goes as: “passive subject +
auxiliary + past participle + by + agent/complement”. Complement means “something that
completes” and it stands, in the present situation, for the portion of the sentence that appears
after the main verb. Complement has a broad variety of uses in different situations—like
those with verb, noun and adjective. However, here the role of the complement is strictly
confined to complete the sentence after past participle, having included the agent if it
appears in the sentence.
Now let us talk about the agent. There is an important role of the agent in passive
sentences. According to a modern grammarian, the agent is “the person or thing that does
the action, or that causes what happens.”15 Agent is, however, mentioned in about 25% of
passive voice clauses, which generally consist of academic and scientific writings.
Let us at next consider the two kinds of the passive voice.
Ready-Made
This is a situation in which we face the problem of the absence of subject or a
passive subject. The ‘actor’ is not present in the sentence, but only that we call ‘passive
undergoer’. The ‘actor’ that we now call ‘agent’ is, in most cases, demoted or even
suspended in the passive voice. In this situation of ready-made passives, in fact, we do not
transform active voice sentences into passive voice; rather, we already have a situation that
is passive with or without a complement. For instance, ‘to bear’ is a Main Verb that
communicates an active situation, wherein the subject is present and we know that ‘bearing’
is the immediate activity of the subject; however, ‘being born’ is the opposite, the passive,
15
Michael Swan, Practical English Usage, Oxford University Press, 2003, p. 408
Bilcans Grammar Word
(Syed Muhammad Waqas)
44
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
situation wherein we do not directly or indirectly know who the actor is. These sentences
very often end on the Main Verb and we do not require adducing an agent or a complement
(e.g. Tea is being made).
Self-Made or Transformed (from Active)
These sentences are generally used in academics. The formal use of this kind is rare.
However, Pakistani students in 90% cases learn only this type of passive voice owing to
their academic needs. It is interesting that they are generally good at doing this type, for it
becomes far easier for them to reverse the order of an active voice sentence with the use of
past participle rather than writing a sentence already passive.
ii.
She was amazed by my quick responses.
iii.
The house was designed by a famous architect.
It is possible for a verb when occurring in the passive voice to take an infinitive
complement that is also in the passive voice. Such a verb is usually an object-raising verb.
For instance:
i. The construction project is expected to be completed in the next month.
It is advised that one should always avoid passive voice constructions when something
can be said in active voice. However, if the use of passive voice seems inevitable, one must
follow the structure of passive voice, especially that of ‘self-made’, in a proper way.
A chart of active voice and passive voice is given below with the main verb to call. The
first chart shows tenses and tells how the verb changes from active to passive. The second
chart includes modal verb showing their use in active voice and passive voice.
Tense
Present Indefinite
Present Progressive
Present Perfect
Past Indefinite
Past Progressive
Past Perfect
Future Indefinite
Future Progressive
Future Perfect
Active Voice
Call
Calls
Am calling
Is calling
Are calling
Has called
Have called
Called
Was calling
Were calling
Had called
Will call
Will be calling
Will have called
Passive Voice
Am called/Are called
Is called
Am being called
Is being called
Are being called
Has been called
Have been called
Was/Were called
Was being called
Were being called
Had been called
Will be called
Will be being called
Will have been called
Passive Voice with modal verbs:
Modal Verb
Can
Could
Ma y
Might
Must
Active Voice
Can call
Could call
May call
Might call
Must call
Bilcans Grammar Word
Passive Voice
Can be called
Could be called
May be called
Might be called
Must be called
(Syed Muhammad Waqas)
45
Bab-ul-Ilm Research Foundation®
Will
Would
Should
Modal + have
Will call
Would call
Should call
Modal + have + called
www.birf.weebly.com
Will be called
Would be called
Should be called
Modal + have + been + called
Present Indefinite Tense (Passive)
Base Structure
Passive subject + present forms of “to be” + past participle + complement
(Structure of Affirmative Sentence)
Passive subject + is/are/am + past participle + complement.
(Structure of Negative Sentence)
Passive subject + is/are/am + not + past participle + complement.
(Structure of Affirmative/Negative Sentence with Wh-Word)
Wh word + passive subject + is/are/am (not) + past participle + complement.
(Structure of Single Interrogative Sentence)
Is/Are/Am + passive subject + past participle + complement?
Is/Are/Am + passive subject + not + past participle + complement?
(Structure of Double Interrogative Sentence)
Wh word/How + is/are/am + passive subject + past participle + complement?
Wh word/How + is/are/am + passive subject + not + past participle +
complement?
Past Indefinite Tense (Passive)
Base Structure
Passive subject + past forms of “to be” + past participle + complement
(Structure of Affirmative Sentence)
Passive subject + was/were + past participle + complement.
(Structure of Negative Sentence)
Passive subject + was/were + not + past participle + complement.
(Structure of Affirmative/Negative Sentence with Wh-Word)
Wh word + passive subject + was/were (not) + past participle
complement.
(Structure of Single Interrogative Sentence)
Was/Were + passive subject + past participle + complement?
Was/Were + passive subject + not + past participle + complement?
(Structure of Double Interrogative Sentence)
Wh word/How + was/were + passive subject + past participle
complement?
Wh word/How + was/were + passive subject + not + past participle
complement?
+
+
+
Future Indefinite Tense (Passive)
Base Structure
Passive subject + will be + past participle + complement
Bilcans Grammar Word
(Syed Muhammad Waqas)
46
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
(Structure of Affirmative Sentence)
Passive subject + will be + past participle + complement.
(Structure of Negative Sentence)
Passive subject + will + not + be + past participle + complement.
(Structure of Affirmative/Negative Sentence with Wh-Word)
Wh word + passive subject + will (not) be + past participle + complement.
(Structure of Single Interrogative Sentence)
Will + passive subject + be + past participle + complement?
Will + passive subject + not + be + past participle + complement?
(Structure of Double Interrogative Sentence)
Wh word/How + will + passive subject + be + past participle +
complement?
Wh word/How + will + passive subject + not + be + past participle +
complement?
Present Progressive/Continuous Tense (Passive)
Base Structure
Passive subject + present forms of “to be” + being + past participle + complement
(Structure of Affirmative Sentence)
Passive subject + is/are/am + being + past participle + complement.
(Structure of Negative Sentence)
Passive subject + is/are/am + not + being + past participle + complement.
(Structure of Affirmative/Negative Sentence with Wh-Word)
Wh word + passive subject + is/are/am (not) + being + past participle +
complement.
(Structure of Single Interrogative Sentence)
Is/Are/Am + passive subject + being + past participle + complement?
Is/Are/Am + passive subject + not + being + past participle + complement?
(Structure of Double Interrogative Sentence)
Wh word/How + is/are/am + passive subject + being + past participle +
complement?
Wh word/How + is/are/am + passive subject + not + being + past participle +
complement?
Past Progressive/Continuous Tense (Passive)
Base Structure
Passive subject + past forms of “to be” + being + past participle + complement
(Structure of Affirmative Sentence)
Passive subject + was/were + being + past participle + complement.
(Structure of Negative Sentence)
Passive subject + was/were + not + being + past participle + complement.
(Structure of Affirmative/Negative Sentence with Wh-Word)
Wh word + passive subject + was/were (not) + being + past participle +
complement.
(Structure of Single Interrogative Sentence)
Bilcans Grammar Word
(Syed Muhammad Waqas)
47
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Was/Were + passive subject + being + past participle + complement?
Was/Were + passive subject + not + being + past participle + complement?
(Structure of Double Interrogative Sentence)
Wh word/How + was/were + passive subject + being + past participle +
complement?
Wh word/How + was/were + passive subject + not + being + past participle +
complement?
Future Progressive/Continuous Tense (Passive)
Base Structure
Passive subject + will be + being + past participle + complement
(Structure of Affirmative Sentence)
Passive subject + will be + being + past participle + complement.
(Structure of Negative Sentence)
Passive subject + will + not + be + being + past participle + complement.
(Structure of Affirmative/Negative Sentence with Wh-Word)
Wh word + passive subject + will (not) be + being + past participle + complement.
(Structure of Single Interrogative Sentence)
Will + passive subject + be + being + past participle + complement?
Will + passive subject + not + be + being + past participle + complement?
(Structure of Double Interrogative Sentence)
Wh word/How + will + passive subject + be + being + past participle +
complement?
Wh word/How + will + passive subject + not + be + being + past participle +
complement?
Present Perfect Tense (Passive)
Base Structure
Passive subject + present forms of “to have” + been + past participle + complement
(Structure of Affirmative Sentence)
Passive subject + has/have + been + past participle + complement.
(Structure of Negative Sentence)
Passive subject + has/have + not + been + past participle + complement.
(Structure of Affirmative/Negative Sentence with Wh-Word)
Wh word + passive subject + has/have (not) + been + past participle +
complement.
(Structure of Single Interrogative Sentence)
Has/Have + passive subject + been + past participle + complement?
Has/Have + passive subject + not + been + past participle + complement?
(Structure of Double Interrogative Sentence)
Wh word/How + has/have + passive subject + been + past participle +
complement?
Wh word/How + has/have + passive subject + not + been + past participle +
complement?
Past Perfect Tense (Passive)
Bilcans Grammar Word
(Syed Muhammad Waqas)
48
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Base Structure
Passive subject + past forms of “to have” + been + past participle + complement
(Structure of Affirmative Sentence)
Passive subject + had + been + past participle + complement.
(Structure of Negative Sentence)
Passive subject + had + not + been + past participle + complement.
(Structure of Affirmative/Negative Sentence with Wh-Word)
Wh word + passive subject + had (not) + been + past participle +
complement.
(Structure of Single Interrogative Sentence)
Had + passive subject + been + past participle + complement?
Had + passive subject + not + been + past participle + complement?
(Structure of Double Interrogative Sentence)
Wh word/How + had + passive subject + been + past participle +
complement?
Wh word/How + had + passive subject + not + been + past participle +
complement?
Future Perfect Tense (Passive)
Base Structure
Passive subject + will have been + past participle + complement
(Structure of Affirmative Sentence)
Passive subject + will have been + past participle + complement.
(Structure of Negative Sentence)
Passive subject + will + not + have been + past participle + complement.
(Structure of Affirmative/Negative Sentence with Wh-Word)
Wh word + passive subject + will (not) have been + past participle + complement.
(Structure of Single Interrogative Sentence)
Will + passive subject + have been + past participle + complement?
Will + passive subject + not + have been + past participle + complement?
(Structure of Double Interrogative Sentence)
Wh word/How + will + passive subject + have been + past participle +
complement?
Wh word/How + will + passive subject + not + have been + past participle +
complement?
Important Tips
Tip 1: Never use an auxiliary construction as will has been, would has been or will had
been; simply, they do not exist in English. Similarly, when the sentence is negative, split
apart will and have using not between them, thus, rendering it as will not have been. Any
negative construction like will have not been will be incorrect.
Exercise
Fill correct auxiliaries in the blanks below:
Bilcans Grammar Word
(Syed Muhammad Waqas)
49
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
1.
2.
_____ her grandmother not being cared by her parents?
Why _____ we not be given proper direction on how to prepare our final
presentation?
3.
Ahmad _____ formally been invited in the ceremony.
4.
Two groups of B.A. _____ taught English at our college.
5.
Indian bowlers were _____ washed by our batsmen when I last saw the match.
Make Passive Voice using the following verbs according to Tenses mentioned next to
them:
to declare
(Past Perfect Tense)
to take
(Present Indefinite Tense)
to revise (Present Progressive Tense)
to bear
(Past Indefinite Tense)
to build
(Future Indefinite Tense)
Correct the following sentences to make them Passive Voice:
Bilcans Institute has now being presided by a reputed scholar.
All mangoes were eating by my friends.
He has never being waited here ever since he left us.
She will has been included in the college list by now.
All great people born children, and they earn name through great deeds afterwards.
Water will have not been drunk by my friend.
How can tea be making in steal kettle?
Pakistan Army could not being defeated by the Indian Army.
This target must achieved before dark.
When is this letter been written?
Make Active into Passive and Passive into Active Narrations:
When was tea made by Samina?
Students buy countless books every year but not all of them read them.
The famous scholar has not written any books this year.
Pakistan Army will knock out Indian Army on the battleground in future wars.
The letter has been posted by Ahmad, and it has been received by Ahsan.
I did not write a letter to him.
Aslam will not drive my car tonight.
Where had you thrown the ball in the ground?
Ahmad had been taken into custody by the police.
Why will we not be examined by the doctor in the hospital?
Change the following according to indications:
Pakistan is deeply loved by all Pakistanis (into Future Indefinite Tense)
When were you taken into custody by the police? (into Past Perfect Tense)
Holy month of Ramadan will be celebrated with religious fervor. (into Past Indefinite
Tense)
Ahmad had been awarded first position in the class tests. (into Future Progressive Tense)
Bilcans Grammar Word
(Syed Muhammad Waqas)
50
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Pakistani culture was not being modernized in realistic lines by our rulers. (into Present
Perfect Tense)
Describe the Passive Voice auxiliaries and structures:
1. Future Progressive Tense
_____________________________________________________
2. Future Perfect Tense (Negative)
_____________________________________________________
3. Past Progressive Tense
_____________________________________________________
4. Past Perfect Tense (Interrogative)
_____________________________________________________
5. Present Indefinite Tense (Negative)
_____________________________________________________
Bilcans Grammar Word
(Syed Muhammad Waqas)
51
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Intention and Compulsion
(to be + infinitive & to have + infinitive)
Intention
(subject + to be + infinitive + complement)
Intention, i.e. a future plan of doing something, is generally expressed in English using
infinitive after the present forms of primary verb “to be” (i.e. is, am, are: subject +
is/am/are + infinitive + complement). For instance, I am to go to college; Ahmad is to write
a letter; we are to visit him today. When intention is expressed in the past tense, we use past
forms of “to be” before the infinitive (i.e. was, were: subject + was/were + infinitive +
complement) to express a future plan expressed in past. For instance, I was to go to college;
we were to visit him last night; they were to play cricket.
For negative intention sentences, we place “not” after the auxiliary and before the
infinitive.


We are not to play hockey today afternoon.
They were not to buy books from city’s famous bookshop.
Moreover, interrogative intention sentences take auxiliary in the beginning and
nothing else changes except for placing a question mark (?) instead of the full stop at the
end.


Are we (not) to play hockey today afternoon?
Were you (not) to meet me at Bilcans last Sunday?
Using Wh-questions in these situations requires the general interrogative formula to
be followed. Wh-words are placed at the start of an interrogative structure, as sentences
above.


Why are you (not) to play hockey today afternoon?
Where were you to meet me last Sunday?
Note: Intention in itself is a future action; therefore, there is no futurity that uses will/shall
in intention structure.
Compulsion
(subject + to have + infinitive + complement)
Compulsion, i.e. a situation laying condition or obligation, is expressed using infinitive after
the present forms of primary verb “to have” (i.e. has, have: subject + has/have + infinitive
+ complement). “Have to” construction equates modal verb “must” in semantic terms;
therefore, the same situation as above can be expressed using “must + base form” (i.e. I
must go to college). However, it is preferable to use “have to” construction for expressing
compulsion and modal verb “must” for obligation. For instance, I have to go to college;
Ahmad has to work hard; we have to get up early to go to college. In case a compulsion is
being laid in the past, the past form of “to have” (i.e. had) and infinitive will be placed in
succession to express compulsion (subject + had + infinitive + complement). For instance, I
Bilcans Grammar Word
(Syed Muhammad Waqas)
52
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
had to go to college; Students had to listen; we had to give up the plan. For future
compulsion, modal verb “will” and primary verb “to have” are put together and this
construction, namely, “will have” is followed by infinitive (i.e. subject + will have +
infinitive + complement). For instance, I will have to go to college; Ahmad will have to buy
new books; we will have to consult him at length; they will have to come early.
Negative action in compulsion takes place by using “not” after the auxiliary and
before the infinitive. This situation is applicable to both present and past tenses. However,
future undertakes a little change and “not” occurs between will and have. For instance:
i. I have not to go there tonight. (or I haven’t to go there tonight.)
ii. He had not to take a severe action against his enemy. (He hadn’t to take a severe
action against his enemy.)
iii. We will not have to think about examination when they are still away.
(or We won’t have to think about examination when they are still away.)
It may seem strange to some readers that English introduces another function, that
is, a different expression, at this stage of negative compulsion. This “different expression”
is more widely practiced in modern English—both in England and North America.
Functional English combines primary verb “to do” with “to have” to create a different
situation, and then place “not” between the two to equate this construction with negative
compulsion (i.e. to do + not + to have). Thus, “not” appears before “have” now. The
expression that afterwards emerges is “do not have” or “don’t have”, which is followed by
an infinitive (i.e. subject + do not have + infinitive); for the past tense, we use “did
not/didn’t have”. This expression is applicable only to the present and past tenses of
compulsion. For instance:
i. I do not have to go there tonight. (or I don’t have to go there tonight.)
ii. He did not have to take a severe action against his enemy. (or He didn’t have to take a
severe action against his enemy.)
Bilcans Grammar Word
(Syed Muhammad Waqas)
53
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
A List of Important Main Verbs with Corresponding Nouns and Adjectives
Infinitive
Base Form
Past Form
Past Participle
To abide
To abuse
To accept
Abide
Abuse
Accept
Abode
Abused
Accepted
Abode
Abused
Accepted
Present
Participle
Abiding
Abusing
Accepting
To ache
Ache
Ached
Ached
Aching
To act
Act
Acted
Acted
Acting
To add
To admire
To admit
Add
Admire
Admit
Added
Admired
Admitted
Added
Admired
Admitted
Adding
Admiring
Admitting
To advertise
Advertise
Advertised
Advertised
Advertising
To advance
Advance
Advanced
Advanced
Advancing
To advise
To affect
Advise
Affect
Advised
Affected
Advised
Affected
Advising
Affecting
To afford
To agree
Afford
Agree
Afforded
Agreed
Afforded
Agreed
Affording
Agreeing
Affordability
Agreement
To ail
To aim
To alert
Ail
Aim
Alert
Ailed
Aimed
Alerted
Ailed
Aimed
Alerted
Ailing
Aiming
Alerting
To alienate
Alienate
Alienated
Alienated
Alienating
To allow
Allow
Allowed
Allowed
Allowing
Ailment
Aim
Alert
Alerter
Alienation
Aliens
Allowance
To amuse
Amuse
Amused
Amused
Amusing
Amusement
To analyze
Analyze
Analyzed
Analyzed
Analyzing
To announce
Announce
Announced
Announced
Announcing
To annoy
Annoy
Annoyed
Annoyed
Annoying
Analysis
Analyst
Announcement
Announcer
Annoyance
To answer
To apologize
Answer
Apologize
Answered
Apologized
Answered
Apologized
Answering
Apologizing
To approve
Approve
Approved
Approved
Approving
Answer
Apology
Apologizing
Approval
To appear
To appreciate
Appear
Appreciate
Appeared
Appreciated
Appeared
Appreciated
Appearing
Appreciating
Appearance
Appreciation
To arise
To argue
Arise
Argue
Arose
Argued
Arisen
Argued
Arising
Arguing
To arrange
Arrange
Arranged
Arranged
Arranging
Arising
Argument
Argumentation
Arrangement
Bilcans Grammar Word
Noun(s)
Abode
Abuse
Acceptance
Acceptation
Acceptability
Ache
Aching
Act
Action
Actor
Activity
Acting
Addition
Admiration
Admission
Admittance
Admitter
Advertisement
Advertiser
Advance
Advancement
Advice
Effect
Affect
(Syed Muhammad Waqas)
Adjective(s)
Abiding
Abusive
Accepted
Acceptable
Aching
Active
Acting
Additional
Admirable
Admissible
Advertising
Advance
Advanced
Advisable
Affective
Effective
Affecting
Affordable
Agreed
Agreeable
Ailing
Aimless
Alert
Alerting
Alien
Alienable
Allowable
Allowed
Amusing
Amusable
Analyzable
Announcing
Announced
Annoying
Annoyed
Answerable
Apologetic
Approved
Approvable
Apparent
Appreciable
Appreciative
Arisen
Arguable
Argued
Arranger
54
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To arrest
Arrest
Arrested
Arrested
Arresting
Arrest
To arrive
To ascend
To astonish
Arrive
Ascend
Astonish
Arrived
Ascended
Astonished
Arrived
Ascended
Astonished
Arriving
Ascending
Astonishing
Arrival
Ascent
Astonishment
To attract
Attract
Attracted
Attracted
Attracting
Attraction
To attack
Attack
Attacked
Attacked
Attacking
To attempt
To attend
Attempt
Attend
Attempted
Attended
Attempted
Attended
Attempting
Attending
To auction
Auction
Auctioned
Auctioned
Auctioning
To augment
Augment
Augmented
Augmented
Augmenting
To awake
To back
Awake
Back
Awoke
Backed
Awoken
Backed
Awaking
Backing
To balance
Balance
Balanced
Balanced
Balancing
Attack
Attacker
Attempt
Attention
Attendance
Attendant
Auction
Auctioneer
Augmentation
Augmenter
Awakening
Back
Backer
Backing
Backwardness
Balance
To ban
To bang
Ban
Bang
Banned
Banged
Banned
Banged
Banning
Banging
To bark
Bark
Barked
Barked
Barking
To bathe
Bathe
Bathed
Bathed
Bathing
To bat
Bat
Batted
Batted
Batting
To battle
Battle
Battled
Battled
Battling
To bear
To bear
To beat
Bear
Bear
Beat
Bore
Bore
Beat
Born
Borne
Beaten
Bearing
Bearing
Beating
To beg
Beg
Begged
Begged
Begging
To begin
Begin
Began
Begun
Beginning
To behave
Behave
Behaved
Behaved
Behaving
To behold
To belong
Behold
Belong
Beheld
Belonged
Beholden
Belonged
Beholding
Belonging
To bend
To bereave
To beseech
Bend
Bereave
Beseech
Better
Bid
To bind
Bind
Bent
Bereaved
Beseeched
Besought
Bettered
Bid
Bidden
Bound
Bending
Bereaving
Beseeching
To better
To bid
Bent
Bereaved
Beseeched
Besought
Bettered
Bid
Bade
Bound
Bilcans Grammar Word
Bettering
Biding
Binding
Ban
Bang
Banging
Bark
Barking
Bath
Bathroom
B at
Batsman
Batting
Battle
Battler
Birth
Bearing
Beat
Begging
Beggar
Beggary
Beginner
Beginning
Behavior
Beholder
Belongings
Belonging
Bend
Bereavement
Beseech
Betterment
Bid
Bidder
Binding
Binder
(Syed Muhammad Waqas)
Arrestable
Arresting
Arriving
Ascending
Astonished
Astonishing
Attractive
Attractable
Attacking
Attackable
Attemptable
Attentive
Auctioned
Augmentable
Augmented
Awoken
Back
Backward
Balanced
Balanceable
Banned
Banged
Barking
Bathed
Batted
Batting
Battling
Born
Bearable
Beaten
Beatable
Begging
Beginning
Behaved
Behaving
Well-behaved
Beholden
-Bent
Bereaved
Beseeching
Better
Biddable
Bidden
Binding
55
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To bite
Bite
Bit
Bitten
Biting
To blame
Blame
Blamed
Blamed
Blaming
To bleach
Bleach
Bleached
Bleached
Bleaching
To bleed
Bleed
Bled
Bled
Bleeding
To bless
Bless
Blessed
Blessed
Blessing
To blind
To blink
Blind
Blink
Blinded
Blinked
Blinded
Blinked
Blinding
Blinking
To blot
Blot
Blotted
Blotted
Blotting
To blow
Blow
Blew
Blown
Blowing
To blush
Blush
Blushed
Blushed
Blushing
To boil
Boil
Boiled
Boiled
Boiling
To bolt
Bolt
Bolted
Bolted
Bolting
To bomb
Bomb
Bombed
Bombed
Bombing
To book
Book
Booked
Booked
Booking
To boost
Boost
Boosted
Boosted
Boosting
To bore
Bore
Bored
Bored
Boring
To borrow
Borrow
Borrowed
Borrowed
Borrowing
To bounce
Bounce
Bounced
Bounced
Bouncing
To bound
Bound
Bounded
Bounded
Bounding
To bow
Bow
Bowed
Bowed
Bowing
To box
Box
Boxed
Boxed
Boxing
To brake
Brake
Braked
Braked
Braking
To branch
Branch
Branched
Branched
Branching
Boil
Boiler
Bolt
Bolter
Bomb
Bombardment
Bombing
Bomber
Book
Booking
Booker
Boost
Booster
Bore
Boredom
Borer
Borrow
Borrower
Bounce
Bouncer
Bound
Boundary
Bow
Bower
Box
Boxing
Boxer
Brake
Brakes
Branch
To break
Break
Broke
Broken
Breaking
Breakage
To breathe
Breathe
Breathed
Breathed
Breathing
To bruise
Bruise
Bruised
Bruised
Bruising
Breath
Breather
Bruise
To brush
Brush
Brushed
Brushed
Brushing
Brush
To bubble
Bubble
Bubbled
Bubbled
Bubbling
Bubble
Bilcans Grammar Word
Biting
Biter
Blame
Bleach
Bleacher
Blood
Bleeder
Blessing
Blessings
Bliss
Blindness
Blink
Blinking
Blot
Blotter
Blow
Blower
Blush
Blusher
(Syed Muhammad Waqas)
Biting
Blamable
Blameless
Bleachable
Bleached
Bloodless
Bloody
Blessed
Blissful
Blind
Blinking
Blotless
Blotted
Blown
Blushful
Blushing
Blushless
Boiling
Boltless
Bolted
Bombed
Bomber
Booked
Bookless
Boosting
Boosted
Boring
Borrowed
Bouncing
Bouncy
Boundless
Bowing
Boxy
Boxed
Brakeless
Branching
Branchless
Breakable
Broken
Breathless
Breathable
Bruising
Bruised
Brushy
Brushed
Bubbling
56
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Bubbler
Build
Building
Builder
Bulldozer
Noun(s)
Bubbly
Buildable
Built-in
Built-up
Bulldozed
Adjective(s)
Bump
Bumper
Bumpy
Bumping
Bumped
Burnt
To build
Build
Built
Built
Building
To bulldoze
Infinitive
Bulldoze
Base Form
Bulldozed
Past Form
Bulldozed
Past Participle
To bump
Bump
Bumped
Bumped
Bulldozing
Present
Participle
Bumping
To burn
Burn
Bury
Bu y
Buzz
Burned
Burnt
Buried
Bought
Buzzed
Burning
To bury
To buy
To buzz
Burned
Burnt
Buried
Bought
Buzzed
To calculate
Calculate
Calculated
Calculated
Calculating
To call
Call
Called
Called
Calling
To camp
Camp
Camped
Camped
Camping
To cancel
To care
To carry
Cancel
Care
Carry
Cancelled
Cared
Carried
Cancelled
Cared
Carried
Canceling
Caring
Carrying
To carve
Carve
Carved
Carved
Carving
To cast
Cast
Cast
Cast
Casting
Call
Caller
Calling
Camp
Camping
Camper
Cancellation
Care
Carry
Carrier
Carver
Carving
Cast
To catch
Catch
Caught
Caught
Catching
Catch
To cause
Cause
Caused
Caused
Causing
Cause
To chain
Chain
Chained
Chained
Chaining
Chain
To challenge
Challenge
Challenged
Challenged
Challenging
To change
Change
Changed
Changed
Changing
Challenge
Challenger
Change
To charge
Charge
Charged
Charged
Charging
To chase
Chase
Chased
Chased
Chasing
To cheat
Cheat
Cheated
Cheated
Cheating
To check
Check
Checked
Checked
Checking
To cheer
Cheer
Cheered
Cheered
Cheering
To chew
Chew
Chewed
Chewed
Chewing
To choke
Choke
Choked
Choked
Choking
Bilcans Grammar Word
Burying
Buying
Buzzing
Burn
Burner
Burial
Buyer
Buzz
Buzzer
Calculation
Calculator
Charge
Charger
Charging
Chase
Chaser
Cheat
Cheating
Cheater
Check
Checker
Cheer
Chew
Chewer
Chewing-gum
Choke
(Syed Muhammad Waqas)
Buried
Buyable
Buzzy
Buzzing
Calculable
Calculative
Calculated
Called
Calling
Campy
Camped
Canceled
Caring
Carriable
Carved
Casting
Cast
Catching
Catchable
Causative
Causable
Causeless
Chainless
Chained
Challenging
Challengeable
Changer
Changeable
Charged
Chargeable
Chased
Cheating
Checked
Cheerful
Cheerless
Cheery
Chewy
Choky
57
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Choker
Choice
Chooser
To choose
Choose
Chose
Chosen
Choosing
To chop
Chop
Chopped
Chopped
Chopping
To circle
Circle
Circled
Circled
Circling
To civilize
Civilize
Civilized
Civilized
Civilizing
To claim
Claim
Claimed
Claimed
Claiming
To clap
Clap
Clapped
Clapped
Clapping
To class
To classify
Class
Classify
Classed
Classified
Classed
Classified
Classing
Classifying
To clean
Clean
Cleaned
Cleaned
Cleaning
To clear
Clear
Cleared
Cleared
Clearing
To clip
Clip
Clipped
Clipped
Clipping
To close
Close
Closed
Closed
Closing
To coach
Coach
Coached
Coached
Coaching
To coin
Coin
Coined
Coined
Coining
To collect
Collect
Collected
Collected
Collecting
To color
Color
Colored
Colored
Coloring
Color
Coloration
Colorant
Colorist
To comb
Comb
Combed
Combed
Combing
To command
Command
Commanded
Commanded
Commanding
To
communicate
To compare
Communicate
Communicated
Communicated
Communicating
Compare
Compared
Compared
Comparing
To compete
Compete
Competed
Competed
Comb
Comber
Command
Commander
Commandant
Commandment
Commando
Communication
Communicator
Compare
Comparison
Comparative
Competition
Bilcans Grammar Word
Competing
Chop
Chopping
Chopper
Circle
Circular
Civilization
Civility
Civics
Civilian
Claim
Claimant
Clap
Clapping
Clapper
Clapboard
Class
Classification
Cleanliness
Cleaner
Clearance
Clearing
Clearness
Clip
Clipper
Clipping
Closeness
Closet
Closure
Coach
Coaching
Coachman
Coin
Coinage
Coin-box
Collection
Collector
(Syed Muhammad Waqas)
Choked
Chosen
Choicest
Choosy
Chopped
Circular
Civil
Civic
Civilized
Claimed
Claimable
Claimless
Clapped
Clapped out
Classable
Classified
Classifiable
Clean
Cleanable
Clear
Clearing
Clipped
Close
Closer
Coachless
Coached
Coined
Coinable
Collect
Collective
Collectible
Collected
Colored
Colorblind
Colorful
Colorless
Coloristic
Combed
Commanding
Communicable
Communicative
Comparative
Comparable
Competitive
58
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To complain
Complain
Complained
Complained
Complaining
To complete
To concentrate
Complete
Concentrate
Completed
Concentrated
Completed
Concentrated
Completing
Concentrating
To concern
To confess
Concern
Confess
Concerned
Confessed
Concerned
Confessed
Concerning
Confessing
To confuse
Confuse
Confused
Confused
Confusing
To connect
Connect
Connected
Connected
Connecting
To consider
Consider
Considered
Considered
Considering
To consist
Consist
Consisted
Consisted
Consisting
To contain
Contain
Contained
Contained
Containing
To continue
Continue
Continued
Continued
Continuing
To cooperate
To cover
Cooperate
Cover
Cooperated
Covered
Cooperated
Covered
Cooperating
Covering
To cross
Cross
Crossed
Crossed
Crossing
To curse
Curse
Cursed
Cursed
Cursing
To cut
Cut
Cut
Cut
Cutting
To dare
To deal
Dare
Deal
Dared
Dealt
Dared
Dealt
Daring
Dealing
To deceive
Deceive
Deceived
Deceived
Deceiving
To decide
To declare
Decide
Declare
Decided
Declared
Decided
Declared
Deciding
Declaring
To defend
To defy
To deject
To deliberate
Defend
Defy
Deject
Deliberate
Defended
Defied
Dejected
Deliberated
Defended
Defied
Dejected
Deliberated
Defending
Defying
Dejecting
Deliberating
To delight
Delight
Delighted
Delighted
Delighting
To deliver
Deliver
Delivered
Delivered
Delivering
To delude
To demand
Delude
Demand
Deluded
Demanded
Deluded
Demanded
Deluding
Demanding
Bilcans Grammar Word
Competitor
Competence
Competency
Complaint
Complainant
Completion
Concentration
Concern
Confession
Confessor
Confessional
Confusion
Connection
Connectivity
Connector
Consideration
Consistence
Consistency
Containment
Container
Containerization
Continuation
Continuity
Continuance
Continuant
Cooperation
Cover
Covering
Coverage
Cross
Crossing
Curse
Cut
Cutter
Daring
Deal
Dealings
Dealer
Deceit
Deceiver
Decision
Declaration
Declarant
Defense
Defiance
Dejection
Deliberation
Deliberator
Delighter
Delivery
Deliverance
Delusion
Demand
Demandant
(Syed Muhammad Waqas)
Competent
Complained
Complete
Concentrated
Concentrating
Concerned
Confessable
Confessed
Confused
Confusable
Confusing
Connected
Connective
Considerate
Considerable
Consistent
Contained
Containerized
Continuous
Continual
Continued
Continuing
Cooperative
Coverable
Covered
Cross
Cursed
Accursed
Accurst
Cutting
Daring
Dealing
Deceitful
Decisive
Declared
Defensive
Defiant
Dejected
Deliberate
Delighted
Delightless
Deliverer
Delusive
Demandable
59
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To deny
Deny
Denied
Denied
Denying
To depart
To depend
Depart
Depend
Departed
Depended
Departed
Depended
Departing
Depending
To deposit
Deposit
Deposited
Deposited
Depositing
To depress
Depress
Depressed
Depressed
Depressing
To deprive
Deprive
Deprived
Deprived
Depriving
To depute
Depute
Deputed
Deputed
Deputing
To derail
To deride
To derive
Derail
Deride
Derive
Derailed
Derided
Derived
Derailed
Derided
Derived
Derailing
Deriding
Deriving
To descend
Descend
Descended
Descended
Descending
To describe
Describe
Described
Described
Describing
To desert
Desert
Deserted
Deserted
Deserting
To desire
Desire
Desired
Desired
Desiring
To destroy
Destroy
Destroyed
Destroyed
Destroying
Destruction
To determine
Determine
Determined
Determined
Determining
Determination
To devote
Devote
Devoted
Devoted
Devoted
To die
Die
Died
Died
Dying
Devotion
Devotee
Death
To dig
Dig
Dug
Dug
Digging
To dismiss
Dismiss
Dismissed
Dismissed
Dismissing
Dig
Digging
Digger
Dismissal
To dissuade
To distinguish
Dissuade
Distinguish
Dissuaded
Distinguished
Dissuaded
Distinguished
Dissuading
Distinguishing
Dissuasion
Distinction
To distribute
Distribute
Distributed
Distributed
Distributing
To disturb
To divorce
Disturb
Divorce
Disturbed
Divorced
Disturbed
Divorced
Disturbing
Divorcing
To do
Do
Did
Done
Doing
To doubt
Doubt
Doubted
Doubted
Doubting
Distribution
Distributor
Disturbance
Divorce
Divorcee
Divorcer
Deed
Doer
Doings
Doubt
To dower
Dower
Dowered
Dowered
Dowering
To down
Down
Downed
Downed
Downing
To draft
Draft
Drafted
Drafted
Drafting
Bilcans Grammar Word
Denial
Denier
Departure
Dependence
Dependant
Deposit
Depository
Depositor
Depression
Deprival
Deprivation
Deputation
Deputy
Derailment
Derision
Derivation
Derivative
Descent
Descendant
Description
Desertion
Deserter
Desire
Desirability
Dowry
Dower
Down
Draft
Drafter
Draftsman
(Syed Muhammad Waqas)
Denied
Deniable
Departed
Dependent
Dependable
Deposited
Depressible
Depressant
Deprivable
Deputed
Derailed
Derisive
Derived
Derivable
Descending
Describable
Descriptive
Deserted
Desirable
Desirous
Desired
Destructive
Destroyable
Determined
Determinable
Devoted
Devotional
Dead
Deadly
Digging
Dug
Dismissed
Dismissible
Dissuasive
Distinct
Distinguished
Distributable
Distributive
Disturbed
Divorced
Done
Doubtful
Doubtless
Dowered
Dowerless
Downed
Downy
Drafted
60
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To drain
Drain
Drained
Drained
Draining
To dramatize
Dramatize
Dramatized
Dramatized
Dramatizing
To draw
Draw
Drew
Drown
Drawing
To dream
Dream
Dreamt
Dreamed
Dreamt
Dreamed
Dreaming
To dress
Dress
Dressed
Dressed
Dressing
To drink
Drink
Drank
Drunk
Drinking
To drive
Drive
Drove
Driven
Driving
To drown
To dwell
Drown
Dwell
Drowned
Dwelt
Drowned
Dwelt
Drowning
Dwelling
To dye
Dye
Dyed
Dyed
Dying
To earn
To earth
Earn
Earth
Earned
Earthed
Earned
Earthed
Earning
Earthing
To ease
Ease
Eased
Eased
Easing
To eat
Ea t
Ate
Eaten
Eating
To eclipse
To economize
Eclipse
Economize
Eclipsed
Economized
Eclipsed
Economized
Eclipsing
Economizing
To emigrate
Emigrate
Emigrated
Emigrated
Emigrating
To employ
Employ
Employed
Employed
Employing
To end
End
Ended
Ended
Ending
To endure
To enliven
Endure
Enliven
Endured
Enlivened
Endured
Enlivened
Enduring
Enlivening
To enter
Enter
Entered
Entered
Entering
To entertain
Entertain
Entertained
Entertained
Entertaining
To entrust
To enumerate
Entrust
Enumerate
Entrusted
Enumerated
Entrusted
Enumerated
Entrusting
Enumerating
Ease
Easiness
Eating
Eatable(s)
Eclipse
Economics
Economy
Economist
Emigration
Emigrant
Employment
Employer
Employee
End
Ending
Endurance
Enlivenment
Enlivener
Entrance
Entry
Entrant
Entertainment
Entertainer
Entrust
Enumeration
To exact
Exact
Exacted
Exacted
Exacting
Exaction
To examine
Examine
Examined
Examined
Examining
To exceed
Exceed
Exceeded
Exceeded
Exceeding
Examination
Examiner
Examinee
Excess
Bilcans Grammar Word
Drain
Drainage
Drainer
Drama
Dramatization
Dramatist
Draw
Drawing
Dream
Dreamer
Dreamland
Dreaming
Dress
Dresser
Drink
Drunkard
Drinking
Drive
Driver
Driving
Drowning
Dwelling
Dweller
Dye
Dyer
Earning
Earth
(Syed Muhammad Waqas)
Drainable
Drained
Dramatic
Drawn
Dreamy
Dreaming
Dressy
Drunk
Drunken
Driving
Driverless
Drown
Dwelling
Dyed
Earning
Earthen
Earthly
Easy
Edible
Eatable
Eclipsing
Economic
Economical
Emigrating
Unemployed
Employed
Endless
Ending
Endurable
Enlivening
Enlivened
Enterable
Entertaining
Entrustable
Enumerating
Enumerative
Enumerable
Exact
Exacting
Examining
Excessive
61
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To excel
To exhilarate
Excel
Exhilarate
Excelled
Exhilarated
Excelled
Exhilarated
Excelling
Exhilarating
To expect
Expect
Expected
Expected
Expecting
To expel
To face
To fall
To feed
To feel
To fell
Expel
Face
Fall
Feed
Feel
Fell
Expelled
Faced
Fell
Fed
Felt
Felled
Expelled
Faced
Fallen
Fed
Felt
Felled
Expelling
Facing
Falling
Feeding
Feeling
Felling
To fight
Fight
Fought
Fought
Fighting
To find
To fire
Find
Fire
Found
Fired
Found
Fired
Finding
Firing
To fish
Fish
Fished
Fished
Fishing
To fit
Fit
Fitted/fit
Fitted/fit
Fitting
To fix
Fix
Fixed
Fixed
Fixing
To flag
To flame
Flag
Flame
Flagged
Flamed
Flagged
Flamed
Flagging
Flaming
To flash
To flatten
To flatter
Flash
Flatten
Flatter
Flashed
Flattened
Flattered
Flashed
Flattened
Flattered
Flashing
Flattening
Flattering
To fly
Fly
Flew
Flown
Flying
To fold
T follow
Fold
Follow
Folded
Followed
Folded
Followed
Folding
Following
To fool
Fool
Fooled
Fooled
Fooling
To forbear
To forbid
Forbear
Forbid
Forbore
Forbade
Forborne
Forbidden
Forbearing
Forbidding
Flash
Flat
Flattery
Flatterer
Flight
Flier
Fold
Follower
Following
Foolishness
Foolery
Fool
Forbearance
Forbidding
To force
Force
Forced
Forced
Forcing
Force
To forget
To forgive
To form
Forget
Forgive
Form
Forgot
Forgave
Formed
Forgotten
Forgiven
Formed
Forgetting
Forgiving
Forming
To fortify
Fortify
Fortified
Fortified
Fortifying
Forgetfulness
Forgiveness
Formation
Formality
Formalism
Fortification
To found
Found
Founded
Founded
Founding
Bilcans Grammar Word
Excellence
Exhilaration
Exhilarator
Expectation
Expectance
Expectancy
Expulsion
Face
Fall
Food
Feeling
Fell
Fight
Fighting
Fighter
Finding(s)
Fire
Firry
Fish
Fishing
Fishery
Fisher
Fisherman
Fitness
Fix
Fixity
Fixer
Flag
Flame
Foundation
Founder
Foundry
(Syed Muhammad Waqas)
Exceeding
Excellent
Exhilarative
Exhilaratory
Expected
Expectant
Expulsive
Facial
Fallen
Feeding
Feeling
Felling
Felled
Fighting
Finding
Fiery
Fishable
Fishy
Fit
Fitful
Fixed
Flaggy
Flaming
Flammable
Flameless
Flashy
Flat
Flattering
Flying
Folding
Following
Foolish
Forbearing
Forbidden
Forbidding
Forceful
Forcible
Forgetful
Forgivable
Formal
Informal
Fortified
Fortifiable
Founding
62
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To frame
Frame
Framed
Framed
Framing
Frame
To free
Free
Freed
Freed
Freeing
Freedom
To freshen
To frequent
To fulfill
To gain
Freshen
Frequent
Fulfill
Gain
Freshened
Frequented
Fulfilled
Gained
Freshened
Frequented
Fulfilled
Gained
Freshening
Frequenting
Fulfilling
Gaining
To galvanize
Galvanize
Galvanized
Galvanized
Galvanizing
To gather
Gather
Gathered
Gathered
Gathering
To germinate
Germinate
Germinated
Germinated
Germinating
To gift
To gild
To give
Gift
Gild
Give
Gifted
Gilded
Gave
Gifted
Gilded
Given
Gifting
Gilding
Giving
To gladden
To glass
Gladden
Glass
Gladdened
Glassed
Gladdened
Glassed
Gladdening
Glassing
Freshness
Frequency
Fulfillment
Gain
Gaining
Gainer
Galvanization
Galvanizer
Gathering
Gatherer
Germination
Germ
Germicide
Gift
Gold
Gift
Giver
Gladness
Glass
To glitter
To glorify
Glitter
Glorify
Glittered
Glorified
Glittered
Glorified
Glittering
Glorifying
To gloss
Gloss
Glossed
Glossed
Glossing
To go
Go
Went
Gone
Going
To govern
Govern
Governed
Governed
Governing
To grade
To grant
To gratify
Grade
Grant
Gratify
Graded
Granted
Gratified
Graded
Granted
Gratified
Grading
Granting
Gratifying
To gripe
Gripe
Griped
Griped
Griping
To grow
Grow
Grew
Grown
Growing
To guard
To guess
Guard
Guess
Guarded
Guessed
Guarded
Guessed
Guarding
Guessing
To guide
Guide
Guided
Guided
Guiding
To gum
Gum
Gummed
Gummed
Gumming
Gum
To gun
Gun
Gunned
Gunned
Gunning
To habit
Habit
Habited
Habited
Habiting
To habituate
Habituate
Habituated
Habituated
Habituating
Gun
Gunner
Gunning
Habitation
Habitat
Habit
To halt
Halt
Halted
Halted
Halting
To hand
Hand
Handed
Handed
Handing
Bilcans Grammar Word
Glitter
Glorification
Glory
Glorifier
Glossiness
Glossary
Go
Going
Government
Governess
Governor
Grade
Grant
Gratification
Gratifier
Gripe
Griper
Growth
Grower
Guard
Guess
Guessing
Guidance
Guide
Halt
Halter
Hand
(Syed Muhammad Waqas)
Farmable
Frameless
Free
Freed
Fresh
Frequent
Fulfilled
Gainful
Galvanized
Galvanizing
Gathered
Germicidal
Germless
Gifted
Golden
Given
Glad
Glassful
Glassy
Glittering
Glorious
Glossy
Gone
Going
Governing
Governmental
Gradual
Grantable
Gratifying
Gripeful
Growing
Guarded
Guessable
Guidable
Guideless
Guiding
Gummy
Gumming
Gunning
Habitable
Habitual
Habituated
Halting
Handy
63
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Handful
To handle
Handle
Handled
Handled
Handling
To harden
Harden
Hardened
Hardened
Hardening
To hate
Hate
Hated
Hated
Hating
To head
Head
Headed
Headed
Heading
To heal
Heal
Healed
Healed
Healing
To hear
Hear
Heard
Heard
Hearing
To help
Help
Helped
Helped
Helping
To hide
To hire
Hide
Hire
Hid
Hired
Hidden
Hired
Hiding
Hiring
To hold
Hold
Held
Held
Holding
To hoard
To
honor/honour
To hope
Hoard
Honor
Hoarded
Honored
Hoarded
Honored
Hoarding
Honoring
Hope
Hoped
Hoped
Hoping
Head
Heading
Header
Health
Healer
Healthiness
Hearing
Hearer
Help
Helper
Helping
Hiding
Hire
Hireling
Hold
Holding
Holder
Hoarding
Honor/Honour
Honorarium
Hope
To horn
Horn
Horned
Horned
Horning
Horn
To horrify
Horrify
Horrified
Horrified
Horrifying
Horrification
Horror
To house
House
Housed
Housed
Housing
To humble
Humble
Humbled
Humbled
Humbling
To hunger
To hunt
Hunger
Hunt
Hungered
Hunted
Hungered
Hunted
Hungering
Hunting
To hurry
To ice
Hurry
Ice
Hurried
Iced
Hurried
Iced
Hurrying
Icing
House
Household
Householder
Housewife
Humility
Humbleness
Hunger
Hunt
Hunting
Hunter
Hurry
Ice
To ignore
To imagine
Ignore
Imagine
Ignored
Imagined
Ignored
Imagined
Ignoring
Imagining
Ignorance
Imagination
To immigrate
Immigrate
Immigrated
Immigrated
Immigrating
To imitate
To impeach
To implant
To import
Imitate
Impeach
Implant
Import
Imitated
Impeached
Implanted
Imported
Imitated
Impeached
Implanted
Imported
Imitating
Impeaching
Implanting
Importing
Immigration
Immigrant
Imitation
Impeachment
Implantation
Import
Importer
Bilcans Grammar Word
Handle
Handler
Handling
Hardness
Hardship
Hatred
(Syed Muhammad Waqas)
Handed
Handless
Handled
Hard
Hateable
Hateful
Headlong
Headless
Heading
Healthful
Healthy
Hearable
Helpful
Helpless
Hidden
Hirable
Held
Hoarded
Honorary
Honorable
Hopeful
Hopeless
Horned
Hornless
Horny
Horrifying
Horrific
Horrible
Houseless
Housing
Humble
Hungry
Hunted
Hurried
Iced
Icy
Ignorant
Imaginable
Imaginary
Imaginative
Immigrating
Imitative
Impeachable
Implanted
Importable
64
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To impress
To increase
Impress
Increase
Impressed
Increased
Impressed
Increased
Impressing
Increasing
To infect
Infect
Infected
Infected
Infecting
To influence
To inform
Influence
Inform
Influenced
Informed
Influenced
Informed
Influencing
Informing
To inquire
Inquire
Inquired
Inquired
Inquiring
To inspect
Inspect
Inspected
Inspected
Inspecting
To instigate
Instigate
Instigated
Instigated
Instigating
To instruct
Instruct
Instructed
Instructed
Instructing
To insert
Insert
Inserted
Inserted
Inserting
To insult
To insure
To invade
Insult
Insure
Invade
Insulted
Insured
Invaded
Insulted
Insured
Invaded
Insulting
Insuring
Invading
To invent
Invent
Invented
Invented
Inventing
To invest
Invest
Invested
Invested
Investing
To investigate
Investigate
Investigated
Investigated
Investigating
To invite
Invite
Invited
Invited
Inviting
To iron
To irrigate
To irritate
Iron
Irrigate
Irritate
Ironed
Irrigated
Irritated
Ironed
Irrigated
Irritated
Ironing
Irrigating
Irritating
Insult
Insurance
Invasion
Invader
Invention
Inventor
Investment
Investor
Investigation
Investigator
Invitation
Inviting
Inviter
Iron
Irrigation
Irritation
To isolate
Isolate
Isolated
Isolated
Isolating
Isolation
To issue
Issue
Issued
Issued
Issuing
To jest
Jest
Jested
Jested
Jesting
To joint
To join
Joint
Join
Jointed
Joined
Jointed
Joined
Jointing
Joining
To joke
Joke
Joked
Joked
Joking
To judge
Judge
Judged
Judged
Judging
To juggle
Juggle
Juggled
Juggled
Juggling
To justify
Justify
Justified
Justified
Justifying
To keep
Keep
Kept
Kept
Keeping
To kick
Kick
Kicked
Kicked
Kicking
To kid
Kid
Kidded
Kidded
Kidding
Issuance
Issue
Jest
Jester
Joint
Junction
Joining
Joke
Joker
Joking
Judge
Judgment
Justice
Judiciary
Jugglery
Juggler
Justification
Justice
Keeping
Keeper
Kick
Kicker
Kicking
Kid
Bilcans Grammar Word
Impression
Increase
Increment
Infection
Influence
Information
Informer
Inquiry
Inquirer
Inspection
Inspector
Instigation
Instigator
Instruction
Instructor
Insertion
(Syed Muhammad Waqas)
Impressive
Increasing
Infectious
Infective
Influential
Informatory
Informative
Inquiring
Inspectoral
Instigative
Instructive
Inserting
Inserted
Insulting
Insurable
Invasive
Inventive
Inventory
Invested
Investigative
Investigatory
Inviting
Invitee
Iron
Irrigable
Irritant
Irritable
Isolationistic
Isolationist
Issuable
Issueless
Jesting
Jestful
Joint
Jointless
Jointing
Jocular
Judicial
Just
Judgeable
Juggling
Justifiable
Just
Kept
Kicking
Kickable
Kidding
65
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To kidnap
Kidnap
Kidnapped
Kidnapped
Kidnapping
To kill
Kill
Killed
Killed
Killing
To kindle
Kindle
Kindled
Kindled
Kindling
To knead
Knead
Kneaded
Kneaded
Kneading
To kneel
Kneel
Knelt
Knelt
Kneeling
To knife
Knife
Knifed
Knifed
Knifing
To knit
Knit
Knitted
Knitted
Knitting
To know
Know
Knew
Known
Knowing
To
labor/labour
To land
Labor
Labored
Labored
Laboring
Land
Landed
Landed
Landing
To lead
Lead
Led
Led
Leading
To laugh
Laugh
Laughed
Laughed
Laughing
To leak
Leak
Leaked
Leaked
Leaking
To learn
Learn
Leave
Leaned
Learnt
Left
Learning
To leave
Learned
Learnt
Left
To legalize
Legalize
Legalized
Legalized
Legalizing
To lend
To lengthen
Lend
Lengthen
Lent
Lengthened
Lent
Lengthened
Lending
Lengthening
To liberate
Liberate
Liberated
Liberated
Liberating
To liberalize
Liberalize
Liberalized
Liberalized
Liberalizing
To lie
Lie
Lied
Lied
Lying
To lie
To light
Lie
Light
Lighten
Lain
Lit
Lighted
Lightened
Lying
Lighting
To lighten
Lay
Lit
Lighted
Lightened
To like
Like
Liked
Liked
Liking
To live
Live
Lived
Lived
Living
To loaf
Loaf
Loafed
Loafed
Loafing
Bilcans Grammar Word
Leaving
Lightening
Kidding
Kidder
Kidnapper
Kidnapping
Kill
Killing
Killer
Kindling
Kindler
Knead
Kneading
Kneader
Knee
Kneeling
Kneeler
Knife
Knitting
Knitter
Knowledge
Knower
Labor
Laborer
Land
Landing
Leader
Leadership
Laughter
Laughing
Leak
Leakage
Leaking
Learner
Learning
Leave
Leaving
Legalization
Legality
Loan
Length
Longitude
Liberation
Liberator
Liberty
Liberalization
Liberalism
Lie
Liar
Lain
Lighter
Light
Lightening
Liking
Likeness
Life
Livelihood
Living
Loafer
Loaf
(Syed Muhammad Waqas)
Kidnapped
Killed
Kindled
Kneaded
Knelt
Keeling
Knifed
Knifing
Knit
Knitting
Knowing
Laborious
Landed
Landless
Leading
Laughable
Leaking
Leaky
Learned
Learnable
Left
Legal
Lendable
Lengthy
Long
Longitudinal
Liberal
Liberalizing
Liberal
Lying
Lain
Light
Lit
Lightened
Light
Likeable
Live
Living
Livable
Loafing
66
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To lock
Lock
Locked
Locked
Locking
Lock
Locker
To loll
To look
Loll
Look
Lolled
Looked
Lolled
Looked
Lolling
Looking
To loosen
To loose
Loosen
Loose
Loosened
Loosed
Loosened
Loosed
Loosening
Loosing
To lose
Lose
Lost
Lost
Losing
To love
Love
Loved
Loved
Loving
Lolling
Look
Looks
Looker
Onlooker
Loose
Looseness
Looser
Loss
Loser
Love
Lover
Beloved
To lull
Lull
Lulled
Lulled
Lulling
To magnify
Magnify
Magnified
Magnified
Magnifying
To make
Make
Made
Made
Making
To manage
Manage
Managed
Managed
Managing
To mark
Mark
Marked
Marked
Marking
To marry
Marry
Married
Married
Marrying
Lulling
Lull
Lullaby
Magnification
Magnificence
Magnifier
Making
Maker
Management
Manager
Mark
Marking
Marriage
To mass
Mass
Massed
Massed
Massing
Mass
To master
Master
Mastered
Mastered
Mastering
To match
Match
Matched
Matched
Matching
To maturate
To mature
Maturate
Mature
Maturated
Matured
Maturated
Matured
Maturating
Maturing
Mastery
Master
Match
Matchless
Maturation
Maturity
To mean
Mean
Meant
Meant
Meaning
Meaning
To measure
Measure
Measured
Measured
Measuring
Measurement
To meddle
Meddle
Meddled
Meddled
Meddling
To mediate
Mediate
Mediated
Mediated
Mediating
To medicate
Medicate
Medicated
Medicated
Medicating
Meddler
Meddling
Mediation
Mediator
Medication
Medicine
To meditate
To meet
To melt
Meditate
Meet
Melt
Meditated
Met
Melted
Meditating
Meeting
Melting
Meditation
Meeting
Melting
To memorize
Memorize
Memorized
Meditated
Met
Melted
Molten
Memorized
Memorizing
To mess
Mess
Messed
Messed
Messing
Memory
Memorization
Memorial
Memorandum
Mess
Messing
Bilcans Grammar Word
(Syed Muhammad Waqas)
Locking
Lockable
Lockless
Lolling
Lookable
Looking
Loose
Losable
Losing
Lovable
Beloved
Lovely
Loving
Lulled
Lulling
Magnificent
Magnified
Magnifying
Made
Managing
Manageable
Marked
Marriageable
Married
Massive
Massy
Masterful
Masterly
Matching
Mature
Mature
Maturable
Meaningful
Meaningless
Measured
Measuring
Meddlesome
Mediating
Medicated
Medical
Medicinal
Meditative
Meet
Molten
Melting
Memorable
Memorial
Messy
67
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To migrate
Migrate
Migrated
Migrated
Migrating
To milk
Milk
Milked
Milked
Milking
To mind
Mind
Minded
Minded
Minding
To mix
To mobilize
Mix
Mobilize
Mixed
Mobilized
Mixed
Mobilized
Mixing
Mobilizing
To motion
Motion
Motioned
Motioned
Motioning
To motivate
Motivate
Motivated
Motivated
Motivating
To mourn
Mourn
Mourned
Mourned
Mourning
To move
Move
Moved
Moved
Moving
To multiply
Multiply
Multiplied
Multiplied
Multiplying
To mummify
Mummify
Mummified
Mummified
Mummifying
To mutiny
Mutiny
Mutinied
Mutinied
Mutinying
To name
Name
Named
Named
Naming
To narrate
Narrate
Narrated
Narrated
Narrating
To narrow
Narrow
Narrowed
Narrowed
Narrowing
Motivation
Motive
Motivity
Mourning
Mourner
Movement
Move
Movie
Multiplication
Multiplier
Multiplicand
Mummification
Mummy
Mutiny
Mutineer
Name
Naming
Narration
Narrative
Narrowness
To nationalize
Nationalize
Nationalized
Nationalized
Nationalizing
Nationalization
To naturalize
Naturalize
Naturalized
Naturalized
Naturalizing
Naturalization
To necessitate
Necessitate
Necessitated
Necessitated
Necessitating
To need
Need
Needed
Needed
Needing
To negate
To neglect
To negotiate
To neighbor
Negate
Neglect
Negotiate
Neighbor
Negated
Neglected
Negotiated
Neighbored
Negated
Neglect
Negotiated
Neighbored
Negating
Neglecting
Negotiating
Neighboring
To nest
Nest
Nested
Nested
Nesting
Necessitation
Necessity
Need
Needy
Negation
Negligence
Negotiation
Neighborhood
Neighbor
Nest
To navigate
Navigate
Navigated
Navigated
Navigating
To nibble
Nibble
Nibbled
Nibbled
Nibbling
To nominate
Nominate
Nominated
Nominated
Nominating
Navigation
Navigator
Nibbling
Nibbler
Nomination
To nose
Nose
Nosed
Nosed
Nosing
Nose
To noise
Noise
Noised
Noised
Noising
Noise
To note
Note
Noted
Noted
Noting
Note
Notion
Bilcans Grammar Word
Migration
Migrant
Milk
Milkman
Mind
Mixture
Mobilization
Mobility
Motion
(Syed Muhammad Waqas)
Migratory
Migrating
Milky
Mindful
Mindless
Mixed
Mobile
Motionless
Motional
Motivating
Motivational
Mournful
Mourning
Moving
Multiple
Multipliable
Mummified
Mutinous
Mutinying
Nameless
Nameable
Narrative
Narratable
Narrow
Narrowing
National
Nationalized
Natural
Naturalized
Necessary
Necessitating
Needed
Needy
Negative
Negligible
Negotiable
Neighboring
Nest
Nesting
Navigational
Navigable
Nibbling
Nominal
Nominating
Nominative
Nosing
Nasal
Nosy
Noisy
Noiseless
Notable
68
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To notice
To notify
To number
Notice
Notify
Number
Noticed
Notified
Numbered
Noticed
Notified
Numbered
Noticing
Notifying
Numbering
Notice
Notification
Number
Numbering
Numerals
To nurse
Nurse
Nursed
Nursed
Nursing
To obey
To object
Obey
Object
Obeyed
Objected
Obeyed
Objected
Obeying
Objecting
To observe
Observe
Observed
Observed
Observing
To obtain
To oblige
To occupy
Obtain
Oblige
Occupy
Obtained
Obliged
Occupied
Obtained
Obliged
Occupied
Obtaining
Obliging
Occupying
To offer
Offer
Offered
Offered
Offering
To open
Open
Opened
Opened
Opening
To operate
To oppose
Operate
Oppose
Operated
Opposed
Operated
Opposed
Operating
Opposing
To oppress
To optimize
Oppress
Optimize
Oppressed
Optimized
Oppressed
Optimized
Oppressing
Optimizing
To order
Order
Ordered
Ordered
Ordering
Nurse
Nursing
Nursery
Nursling
Obedience
Objection
Objector
Observation
Observance
Observer
Obtainment
Obligation
Occupation
Occupier
Offer
Offering
Open
Opens
Opening
Operation
Opposition
Opponent
Oppression
Optimization
Optimism
Optimum
Order
To organize
Organize
Organized
Organized
Organizing
To ornament
Ornament
Ornamented
Ornamented
Ornamenting
To originate
Originate
Originated
Originated
Originating
To overlook
To own
Overlook
Own
Overlooked
Owned
Overlooked
Owned
Overlooking
Owning
To pack
Pa c k
Packed
Packed
Packing
To pain
Pa i n
Pained
Pained
Paining
To paint
Paint
Painted
Painted
Painting
To pardon
To pass
Pardon
Pass
Pardoned
Passed
Pardoned
Passed
Pardoning
Passing
To patronize
Patronize
Patronized
Patronized
Patronizing
To pat
Pa t
Patted
Patted
Patting
Bilcans Grammar Word
Organization
Organizer
Ornament
Ornamentation
Origination
Origin
Overlooking
Ownership
Owner
Owning
Pa ck
Package
Packet
Pa in
Painting
Painter
Pardon
Pass
Passage
Patron
Patronization
Patronage
Pa t
Patter
Patting
(Syed Muhammad Waqas)
Noticeable
Notifying
Numbering
Numeral
Numerical
Numerous
Nursing
Nurseless
Obedient
Objectionable
Observant
Observing
Observable
Obtainable
Obligatory
Occupied
Offerable
Open
Opened
Operative
Opposite
Oppressive
Optimum
Optimistic
Optimal
Ordered
Orderly
Orderable
Organized
Ornamental
Ornate
Original
Overlookable
Ownerless
Packed
Packing
Painful
Painless
Painted
Pardonable
Passable
Patronizing
Patting
Patted
69
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To pay
Pay
Pa i d
Pa i d
Paying
To pen
Pe n
Penned
Penned
Penning
To perfect
To perish
Perfect
Perish
Perfected
Perished
Perfected
Perished
Perfecting
Perishing
To perpetuate
To persuade
To photograph
Perpetuate
Persuade
Photograph
Perpetuated
Persuaded
Photographed
Perpetuated
Persuaded
Photographed
Perpetuating
Persuading
Photographing
To pinpoint
Pinpoint
Pinpointed
Pinpointed
Pinpointing
To plant
Plant
Planted
Planted
Planting
To play
Play
Played
Played
Playing
To plead
Plead
Pleaded
Pleaded
Pleading
To please
Please
Pleased
Pleased
Pleasing
To plunder
Plunder
Plundered
Plundered
Plundering
To pocket
Pocket
Pocketed
Pocketed
Pocketing
To point
Point
Pointed
Pointed
Pointing
To poison
Poison
Poisoned
Poisoned
Poisoning
To polish
Polish
Polished
Polished
Polishing
To popularize
Popularize
Popularized
Popularized
Popularizing
To populate
To polarize
Populate
Polarize
Populated
Polarized
Populated
Polarized
Populating
Polarizing
To post
Post
Posted
Posted
Posting
To possess
Possess
Possessed
Possessed
Possessing
To postpone
To practice
Postpone
Practice
Postponed
Practiced
Postponed
Practiced
Postponing
Practicing
To praise
To pray
Praise
Pray
Praised
Prayed
Praised
Prayed
Praising
Praying
To preach
Preach
Preached
Preached
Preaching
To precede
Precede
Preceded
Preceded
Preceding
To predict
Predict
Predicted
Predicted
Predicting
To prefer
Prefer
Preferred
Preferred
Preferring
Bilcans Grammar Word
Pay
Payment
Payer
Payee
Pen
Penman
Penmanship
Perfection
Perishableness
Perishing
Perpetuation
Persuasion
Photography
Photographer
Photograph
Pinpoint
Pinpointing
Plant
Plantation
Play
Player
Plead
Pleader
Pleasure
Plunder
Plundering
Plunderage
Pocket
Point
Pointer
Poison
Poisoner
Polish
Polisher
Popularization
Popularity
Population
Polarization
Polarity
Post
Postage
Possession
Possessor
Postponement
Practice
Praise
Prayer
Praying
Preaching
Preacher
Precedence
Precedent
Prediction
Predictor
Preference
(Syed Muhammad Waqas)
Payable
Penless
Perfect
Perishable
Perishing
Perpetual
Persuasive
Photographic
Pinpointed
Plantlike
Playable
Playful
Pleadable
Pleasing
Pleasurable
Pleasant
Plundering
Pocketable
Pocketless
Pointed
Poisonous
Polished
Popular
Populous
Polarizing
Polarized
Postal
Possessive
Postponed
Practical
Practicable
Praiseworthy
Prayerless
Preachable
Precedent
Precedented
Preceding
Predictable
Predictive
Preferable
Preferential
70
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To prepare
Prepare
Prepared
Prepared
Preparing
Preparation
To prescribe
Prescribe
Prescribed
Prescribed
Prescribing
To present
Present
Presented
Presented
Presenting
To preserve
Preserve
Preserved
Preserved
Preserving
To preside
Preside
Presided
Presided
Presiding
To press
Press
Pressed
Pressed
Pressing
To pretend
Pretend
Pretended
Pretended
Pretending
To prevent
Prevent
Prevented
Prevented
Preventing
To price
Price
Priced
Priced
Pricing
Prescription
Prescript
Presence
Present
Presenter
Preservation
Preserver
President
Presidency
Press
Pressure
Pretension
Pretence
Prevention
Preventer
Price
To pride
To print
Pride
Print
Prided
Printed
Prided
Printed
Priding
Printing
To prize
Prize
Prized
Prized
Prizing
To produce
Produce
Produced
Produced
Producing
To profess
Profess
Professed
Professed
Pressing
To proclaim
Proclaim
Proclaimed
Proclaimed
Proclaiming
To profit
Profit
Profited
Profited
Profiting
To progress
Progress
Progressed
Progressed
Progressing
To prohibit
Prohibit
Prohibited
Prohibited
Prohibiting
To promise
Promise
Promised
Promised
Promising
To promote
Promote
Promoted
Promoted
Promoting
To pronounce
Pronounce
Pronounced
Pronounced
Pronouncing
To propagate
Propagate
Propagated
Propagated
Propagating
To prophesy
Prophesy
Prophesied
Prophesied
Prophesying
To propose
Propose
Proposed
Proposed
Proposing
To proscribe
To prosper
To protect
Proscribe
Prosper
Protect
Proscribed
Prospered
Protected
Proscribed
Prospered
Protected
Proscribing
Prospering
Protecting
Bilcans Grammar Word
Pride
Print
Printing
Printer
Prize
Produce
Production
Product
Producer
Profession
Professor
Proclamation
Profit
Profiteer
Progress
Progression
Prohibition
Prohibitiveness
Prohibitionist
Promise
Promisor
Promisee
Promotion
Promoter
Pronunciation
Pronouncemen
t
Propaganda
Propagation
Propagandist
Prophesy
Prophet
Prophesier
Proposal
Proposer
Proscription
Prosperity
Protection
Protector
(Syed Muhammad Waqas)
Preparatory
Preparative
Prescriptive
Presentable
Preservable
Presidential
Pressing
Pretentious
Preventive
Preventable
Priceless
Priced
Proud
Printed
Printable
Prizeless
Prized
Producible
Productive
Professed
Professional
Proclaimable
Proclaimed
Profitable
Profitless
Progressive
Prohibited
Prohibitive
Prohibitory
Promising
Promisory
Promotive
Pronounceable
Propagationab
le
Propagating
Prophetic
Prophetical
Prophesying
Proposed
Proscriptive
Prosperous
Protective
71
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To protest
Protest
Protested
Protested
Protesting
To prove
Prove
Proved
Proved
Proving
Protest
Protestation
Proof
To provide
To provoke
Provide
Provoke
Provided
Provoked
Provided
Provoked
Providing
Provoking
Providence
Provocation
To publish
Publish
Published
Published
Publishing
To punish
Punish
Punished
Punished
Punishing
To purify
Purify
Purified
Purified
Purifying
To purpose
Purpose
Purposed
Purposed
Purposing
Publication
Publisher
Publishing
Punishment
Punisher
Purification
Purity
Purpose
To pursue
Pursue
Pursued
Pursued
Pursuing
To push
Push
Pushed
Pushed
Pushing
To qualify
Qualify
Qualified
Qualified
Qualifying
To quarrel
Quarrel
Quarreled
Quarreled
Quarreling
To quarter
To question
Quarter
Question
Quartered
Questioned
Quartered
Questioned
Quartering
Questioning
To quench
Quench
Quenched
Quenched
Quenching
To quicken
Quicken
Quickened
Quickened
Quickening
To quote
To rain
Quote
Rain
Quoted
Rained
Quoted
Rained
Quoting
Raining
To read
Read
Read
Read
Reading
To reason
Reason
Reasoned
Reasoned
Reasoning
To rebel
Rebel
Rebelled
Rebelled
Rebelling
To receive
Receive
Received
Received
Receiving
To recognize
Recognize
Recognized
Recognized
Recognizing
To
recommend
To recover
To recruit
To reduce
To refer
To refine
Recommend
Recommended
Recommended
Recover
Recruit
Reduce
Refer
Refine
Recovered
Recruited
Reduced
Referred
Refined
Recovered
Recruited
Reduced
Referred
Refined
Recommendin
g
Recovering
Recruiting
Reducing
Referring
Refining
To refuse
To refuge
Refuse
Refuge
Refused
Refuged
Refused
Refuged
Refusing
Refuging
To refute
To regard
Refute
Regard
Refuted
Regarded
Refuted
Regarded
Refuting
Regarding
Bilcans Grammar Word
Pursuit
Pursuance
Push
Pusher
Qualification
Qualifier
Quarrel
Quarreler
Quarter
Question
Questioner
Questionnaire
Quenchablenes
s
Quencher
Quenching
Quickness
Quickening
Quickener
Quotation
Rain
Reading
Reader
Reason
Reasoning
Rebellion
Rebel
Reception
Receipt
Recognition
Recommendati
on
Recovery
Recruitment
Reduction
Referee
Refinery
Refinement
Refusal
Refuge
Refugee
Refutation
Regard
(Syed Muhammad Waqas)
Protestant
Provable
Proofless
Provident
Provocative
Provoking
Publishable
Publishing
Published
Punishable
Punitive
Pure
Purified
Purposeful
Purposeless
Pursuable
Pursuant
Pushing
Pushy
Qualified
Quarrelsome
Querulous
Quarter
Questionable
Quenched
Quenchable
Quick
Quickened
Quotable
Rainy
Rainless
Readable
Reasonable
Reasonless
Rebellious
Receivable
Recognizable
Recognized
Recommendab
le
Recoverable
Recruiting
Reducible
Referable
Refined
Refused
Refugee
Refutable
Regardful
72
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To register
Register
Registered
Registered
Registering
To regret
Regret
Regretted
Regretted
Regretting
To regulate
Regulate
Regulated
Regulated
Regulating
To relate
Relate
Related
Related
Relating
To recite
Recite
Recited
Recited
Reciting
To relieve
To rely
Relieve
Rely
Relived
Relied
Relieved
Relied
Relieving
Relying
To remain
Remain
Remained
Remained
Remaining
To remark
To remind
Remark
Remind
Remarked
Reminded
Remarked
Reminded
Remarking
Reminding
To remit
Remit
Remitted
Remitted
Remitting
To rent
Rent
Rented
Rented
Renting
To repair
Repair
Repaired
Repaired
Repairing
To repeat
To repent
To report
Repeat
Repent
Report
Repeated
Repented
Reported
Repeated
Repented
Reported
Repeating
Repenting
Reporting
To represent
Represent
Represented
Represented
Representing
To reproach
Reproach
Reproached
Reproached
Reproaching
To repulse
Repulse
Repulsed
Repulsed
Repulsing
To repute
Repute
Reputed
Reputed
Reputing
Repulse
Repulsion
Reputation
To resemble
Resemble
Resembled
Resembled
Resembling
Resemblance
To reserve
Reserve
Reserved
Reserved
Reserving
To reside
To resign
Reside
Resign
Resided
Resigned
Resided
Resigned
Residing
Resigning
Reservation
Reserve
Reservoir
Residence
Resignation
To respect
Respect
Respected
Respected
Respecting
Respect
To rest
Rest
Rested
Rested
Resting
Rest
To retire
To return
To retrieve
Retire
Return
Retrieve
Retired
Returned
Retrieved
Retired
Returned
Retrieved
Retiring
Returning
Retrieving
To right
Right
Righted
Righted
Righting
Retirement
Return
Retrieval
Retrieving
Right
Bilcans Grammar Word
Register
Registering
Registry
Regret
Regulation
Regulator
Relation
Relative
Recitation
Recital
Reciter
Relief
Reliance
Remainder
Remains
Remark
Reminiscence
Reminder
Remittance
Remission
Remitter
Rent
Renter
Repair
Repairing
Repetition
Repentance
Report
Reporter
Representation
Representative
Reproach
(Syed Muhammad Waqas)
Regardless
Registerable
Regrettable
Regretful
Regulated
Regular
Related
Relative
Reciting
Relievable
Reliable
Reliant
Remnant
Remarkable
Reminiscent
Reminding
Remittable
Rented
Reparable
Repeatable
Repentant
Reportable
Representative
Reproachable
Reproachful
Repulsive
Reputed
Reputable
Resembled
Resembling
Reserved
Resident
Resigned
Resigning
Respectable
Respectful
Restful
Restive
Restless
Retiring
Returnable
Retrievable
Rightable
Right
Rightful
Righteous
73
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To risk
Risk
Risked
Risked
Risking
Risk
To rob
Rob
Robbed
Robbed
Robbing
To ruin
Ruin
Ruined
Ruined
Ruining
Robbery
Robber
Ruin
To rule
Rule
Ruled
Ruled
Ruling
To sadden
To sail
Sadden
Sail
Saddened
Sailed
Saddened
Sailed
Saddening
Sailing
To satisfy
Satisfy
Satisfied
Satisfied
Satisfying
To save
Save
Saved
Saved
Saving
To saw
Saw
Sawed
Sawed
Sawing
To say
Say
Said
Said
Saying
To school
School
Schooled
Schooled
Schooling
To search
Search
Searched
Searched
Searching
Safe
Saving
Safety
Saw
Sawing
Say
Saying
Sayer
School
Schooling
Scholar
Search
To season
Season
Seasoned
Seasoned
Seasoning
Season
To second
Second
Seconded
Seconded
Seconding
To seclude
To secure
To select
Seclude
Secure
Select
Secluded
Secured
Selected
Secluded
Secured
Selected
Secluding
Securing
Selecting
To sell
Sell
Sold
Sold
Selling
To sense
Sense
Sensed
Sensed
Sensing
Second
Seconder
Seclusion
Security
Selection
Selector
Sale
Selling
Salesman
Seller
Sense
To serve
Serve
Served
Served
Serving
To sew
Sew
Sewed
Sewn
Sewing
To settle
Settle
Settled
Settled
Settling
To shade
Shade
Shaded
Shaded
Shading
To shake
Shake
Shook
Shaken
Shaking
To shame
Shame
Shamed
Shamed
Shaming
Service
Servant
Server
Sewage
Sewer
Settlement
Settler
Shade
Shadow
Shake
Shaking
Shame
To shape
Shape
Shaped
Shaped
Shaping
Shape
To sharpen
Sharpen
Sharpened
Sharpened
Sharpening
To shift
Shift
Shifted
Shifted
Shifting
Sharpness
Sharpener
Shift
Bilcans Grammar Word
Rule
Ruler
Sadness
Sail
Sailor
Satisfaction
(Syed Muhammad Waqas)
Risky
Riskful
Robbing
Ruinous
Ruined
Ruling
Sad
Sailorless
Sailing
Satisfactory
Satisfying
Safe
Sawed
Said
Saying
Schoolable
Scholarly
Searching
Searchable
Seasonable
Seasonal
Seasoned
Secondary
Second
Secluded
Securable
Selected
Selective
Sellable
Sold
Senseless
Sensitive
Sensible
Sensuous
Serviceable
Sewing
Sewn
Settled
Settling
Shady
Shadowy
Shaky
Shameful
Shameless
Shapeless
Shapely
Sharply
Shiftless
74
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Shifter
Shine
Ship
Shipping
Shipment
Shipper
Shock
Shoot
Shooting
Shooter
Shortage
Shorts
Show
Showpiece
Sickness
To shine
To ship
Shine
Ship
Shone
Shipped
Shone
Shipped
Shining
Shipping
To shock
To shoot
Shock
Shoot
Shocked
Shot
Shocked
Shot
Shocking
Shooting
To shorten
Shorten
Shortened
Shortened
Shortening
To show
Show
Showed
Shown
Showing
To sicken
Sicken
Sickened
Sickened
Sickening
To sight
To sign
Sight
Sign
Sighted
Signed
Sighted
Signed
Sighting
Signing
To silence
Silence
Silenced
Silenced
Silencing
To sin
Sin
Sinned
Sinned
Sinning
To sing
Sing
Sang
Sung
Singing
To sink
Sink
Sank
Sunk
Sinking
To sit
Sit
Sat
Sat
Sitting
To skin
Skin
Skinned
Skinned
Skinning
To sleep
Sleep
Slept
Slept
Sleeping
To slight
To slip
Slight
Slip
Slighted
Slipped
Slighted
Slipped
Slighting
Slipping
To slow
Slow
Slowed
Slowed
Slowing
Slowness
To smile
To smoke
Smile
Smoke
Smiled
Smoked
Smiled
Smoked
Smiling
Smoking
To soften
To solve
Soften
Solve
Softened
Solved
Softened
Solved
Softening
Solving
Smile
Smoke
Smoker
Smoking
Softness
Solution
To sorrow
To sow
Sorrow
Sow
Sorrowed
Sowed
Sorrowed
Sown
Sorrowing
Sowing
To speak
Speak
Spoke
Spoken
Speaking
To speed
To spell
Speed
Spell
Sped
Spelt
Spelled
Sped
Spelt
Spelled
Speeding
Spelling
To spend
Spend
Spent
Spent
Spending
Bilcans Grammar Word
Sight
Sign
Signatory
Silence
Silencer
Sin
Sinner
Song
Singer
Singing
Sink
Sunk
Seat
Sitting
Sitter
Skin
Skinful
Skinflint
Sleep
Sleeper
Slightness
Slip
Slipper
Sorrow
Sow
Sower
Sowing
Speaking
Speech
Speaker
Speed
Spelling
Spell
Speller
Spender
(Syed Muhammad Waqas)
Shifty
Shining
Shipless
Shippable
Shocking
Shootable
Shooting
Short
Showy
Sick
Sickly
Sightly
Signable
Silent
Sinful
Sinless
Singing
Sunken
Sinking
Sitting
Seated
Skinny
Sleepy
Slight
Slipping
Slippery
Slippered
Slow
Slowing
Smiling
Smoky
Smokeless
Soft
Solvable
Soluble
Sorry
Sowing
Speechless
Speedy
Spellable
Spelling
Spellbound
Spendable
75
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To spin
Spin
Span
Spun
Spinning
To spoil
Spoil
Sponge
Spoilt
Spoiled
Sponged
Spoiling
To sponge
Spoilt
Spoiled
Sponged
To sport
Sport
Sported
Sported
Sporting
To spot
Spot
Spotted
Spotted
Spotting
To spring
Spring
Sprang
Sprung
Springing
To square
To stabilize
Square
Stabilize
Squared
Stabilized
Squared
Stabilized
Squaring
Stabilizing
To star
To start
Star
Start
Starred
Started
Starred
Started
Staring
Starting
To starve
Starve
Starved
Starved
Starving
To state
State
Stated
Stated
Stating
To station
Station
Stationed
Stationed
Stationing
To steal
To stiffen
Steal
Stiffen
Stole
Stiffened
Stolen
Stiffened
Stealing
Stiffening
To stone
Stone
Stoned
Stoned
Stoning
T stop
Stop
Stopped
Stopped
Stopping
To store
Store
Stored
Stored
Storing
To storm
To strike
Storm
Strike
Stormed
Struck
Stormed
Struck
Storming
Striking
To study
Study
Studied
Studied
Studying
To stupefy
To submit
To succeed
Stupefy
Submit
Succeed
Stupefied
Submitted
Succeeded
Stupefied
Submitted
Succeeded
Stupefying
Submitting
Succeeding
To suffer
Suffer
Suffered
Suffered
Suffering
To suffice
To suffocate
Suffice
Suffocate
Sufficed
Suffocated
Sufficed
Suffocated
Sufficing
Suffocating
To suggest
To suit
Suggest
Suit
Suggested
Suited
Suggested
Suited
Suggesting
Suiting
To supervise
Supervise
Supervised
Supervised
Supervising
To supplicate
To support
Supplicate
Support
Supplicated
Supported
Supplicated
Supported
Supplicating
Supporting
Bilcans Grammar Word
Sponging
Spendthrift
Spin
Spinner
Spoil
Spoiler
Sponge
Sponger
Sport
Sportsman
Sportsmanship
Spot
Spring
Springer
Square
Stabilization
Stability
Stabilizer
Star
Start
Starter
Starvation
Starveling
State
Statement
Station
Stationery
Stealth
Stiffness
Stone
Stoning
Stoppage
Stop
Stopper
Storage
Store
Storm
Strike
Striker
Stroke
Study
Student
Stupidity
Submission
Success
Succession
Suffering
Suffer
Sufficiency
Suffocation
Suggestion
Suit
Suitability
Supervision
Supervisor
Supplication
Support
Supporter
(Syed Muhammad Waqas)
Spent
Spinning
Spoilt
Spongy
Sportive
Sportsmanlike
Spotless
Spotted
Spotty
Springless
Springing
Square
Stable
Starry
Starting
Started
Starving
Stated
Stately
Stationary
Stealthy
Stiff
Stiff-necked
Stony
Stoppable
Unstoppable
Storable
Stormy
Striking
Studious
Stupid
Submissive
Successful
Sufferable
Sufficient
Suffocating
Suffocative
Suggestible
Suitable
Supervisory
Supplicant
Supportless
Supportable
76
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To surprise
To suspect
Surprise
Suspect
Surprised
Suspected
Surprised
Suspected
Surprising
Suspecting
To swear
Swear
Swore
Sworn
Swearing
To sweat
Sweat
Sweated
Sweated
Sweating
To sweep
Sweep
Swept
Swept
Sweeping
To sweeten
To swell
To swoon
Sweeten
Swell
Swoon
Sweetened
Swelled
Swooned
Sweetened
Swollen
Swooned
Sweetening
Swelling
Swooning
To sympathize
Sympathize
Sympathized
Sympathized
Sympathizing
To table
To tailor
Table
Tailor
Tabled
Tailored
Tabled
Tailored
Tabling
Tailoring
To take
Take
Took
Taken
Taking
To talk
Talk
Talked
Talked
Talking
To tan
Ta n
Tanned
Tanned
Tanning
To taste
Taste
Tasted
Tasted
Tasting
To tax
Ta x
Taxed
Taxed
Taxing
To teach
Teach
Taught
Taught
Teaching
To tear
Tear
Tore
Torn
Tearing
To tell
Tell
Told
Told
Telling
To terrify
Terrify
Terrified
Terrified
Terrifying
To thank
Thank
Thanked
Thanked
Thanking
To thicken
Thicken
Thickened
Thickened
Thickening
To think
Think
Thought
Thought
Thinking
To thirst
To threaten
To time
Thirst
Threaten
Time
Thirsted
Threatened
Timed
Thirsted
Threatened
Timed
Thirsting
Threatening
Timing
To tolerate
Tolerate
Tolerated
Tolerated
Tolerating
To touch
Touch
Touched
Touched
Touching
To train
Train
Trained
Trained
Training
T transfer
Transfer
Transferred
Transferred
Transferring
Bilcans Grammar Word
Surprise
Suspect
Suspicion
Swearing
Swearer
Sweat
Sweating
Sweeping
Sweeper
Sweets
Swelling
Swoon
Swooning
Sympathy
Sympathizer
Table
Tailor
Tailoring
Taker
Taking
Talk
Talker
Tanner
Tanning
Tannery
Taste
Taster
Tax
Taxation
Teaching
Teacher
Tear
Tearing
Teller
Tale
Telltale
Terror
Terrorist
Thank
Thankfulness
Thanklessness
Thickness
Thinking
Thinker
Thought
Thirst
Threat
Time
Timer
Timing
Toleration
Tolerance
Touch
Training
Train
Trainer
Transfer
(Syed Muhammad Waqas)
Surprising
Suspicious
Sworn
Sweating
Sweeps
Sweet
Swollen
Swoonable
Swooned
Sympathetic
Tabular
Tailored
Taken
Talkative
Tannable
Tanning
Tasteless
Tasty
Tasteful
Taxable
Teachable
Tearful
Tearless
Telling
Tellable
Terrible
Terrific
Thankless
Thankful
Thick
Thicker
Thoughtful
Thoughtless
Thinkable
Thirsty
Threatening
Timely
Timeless
Tolerable
Tolerant
Touchable
Touchy
Touching
Trainable
Trained
Transferable
77
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Transference
Translation
Translator
Transpiration
Transparence
Transportation
Transport
Transporter
Trouble
Trust
To translate
Translate
Translated
Translated
Translating
To transpire
Transpire
Transpired
Transpired
Transpiring
To transport
Transport
Transported
Transported
Transporting
To trouble
To trust
Trouble
Trust
Troubled
Trusted
Troubled
Trusted
Troubling
Trusting
To turn
Turn
Turned
Turned
Turning
To use
Use
Used
Used
Using
To utter
Utter
Uttered
Uttered
Uttering
To vacate
Vacate
Vacated
Vacated
Vacating
To value
Value
Valued
Valued
Valuing
To vary
Vary
Varied
Varied
Varying
Variation
Variables
To verify
Verify
Verified
Verified
Verifying
To vex
Vex
Vexed
Vexed
Vexing
Verification
Verifier
Vexation
To voice
Voice
Voiced
Voiced
Voicing
Voice
To volunteer
To vote
Volunteer
Vote
Volunteered
Voted
Volunteered
Voted
Volunteering
Voting
To wait
Wait
Waited
Waited
Waiting
To wake
To wander
Wake
Wander
Woke
Wandered
Woken
Wandered
Waking
Wandering
To wash
Wash
Washed
Washed
Washing
Volunteer
Vote
Voter
Voting
Wait
Waiter
Wake
Wanderer
Wanderings
Wash
To waste
Waste
Wasted
Wasted
Wasting
To watch
Watch
Watched
Watched
Watching
To water
Water
Watered
Watered
Watering
To weaken
Weaken
Weakened
Weakened
Weakening
To weary
Weary
Wearied
Wearied
Wearying
To weight
To weigh
To well
To whiten
To Widen
To will
Weight
Weigh
Well
Whiten
Widen
Will
Weighted
Weighed
Welled
Whitened
Widened
Willed
Weighted
Weighed
Welled
Whitened
Widened
Willed
Weighting
Weighing
Welling
Whitening
Widening
Willing
Bilcans Grammar Word
Turn
Turner
Turning
Turnery
Turncoat
Use
Usage
Utterance
Vacancy
Vacation
Value
Waste
Wastage
Wastefulness
Watch
Watchfulness
Water
Weakness
Weakening
Weariness
Weight
Well
Whiteness
Width
Will
(Syed Muhammad Waqas)
Translatable
Untranslatable
Transparent
Transportable
Troublesome
Trustful
Trustworthy
Turning
Useful
Useless
Utterable
Utter
Vacant
Valuable
Valueless
Variable
Varied
Various
Verifiable
Vexing
Vexed
Voiceless
Vocal
Voluntary
Voteless
Awaited
Wakeful
Wandering
Washable
Washy
Wasteful
Watchful
Waterless
Watery
Weak
Weakfish
Weary
Wearisome
Weighty
Weightless
Well
White
Wide
Willful
78
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
To win
Win
Won
Won
Winning
To wish
To wonder
Wish
Wonder
Wished
Wondered
Wished
Wondered
Wishing
Wondering
To work
Work
Worked
Worked
Working
To write
Write
Wrote
Written
Writing
To wrong
To x-ray
To yawn
Wrong
X-ray
Yawn
Wronged
X-rayed
Yawned
Wronged
X-rayed
Yawned
Wronging
X-raying
Yawning
To yearn
To yield
Yearn
Yield
Yearned
Yielded
Yearned
Yielded
Yearning
Yielding
To yell
Yell
Yelled
Yelled
Yelling
To yellow
Yellow
Yellowed
Yellowed
Yellowing
To yelp
Yelp
Yelped
Yelped
Yelping
To yoke
To zi p
Yoke
Zip
Yoked
Zipped
Yoked
Zipped
Yoking
Zipping
To zoom
Zoom
Zoomed
Zoomed
Zooming
Winner
Winning
Victory
Wish
Wonder
Work
Worker
Writing
Writer
Wrong
X-ray
Yawn
Yawner
Yearning
Yield
Yielder
Yelling
Yell
Yeller
Yellow
Yelp
Yelper
Yoke
Zip
Zipper
Zooming
Willing
Winning
Wishful
Wonderful
Wondering
Working
Workable
Written
Wrongful
X-ray
Yawning
Yearning
Yielding
Yelling
Yelled
Yellowy
Yellowish
Yelping
Yokeless
Zipped
Zippy
Zoomable
Zoomed
2. ADJECTIVE
Adjectives are words that describe or modify another person or thing i.e. ‘a noun’ in the
sentence.16 For example, a tall guy, a bright girl, the rich man, a nice book etc. Adjective
also tells us number and quantity, such as four boys, five kilos of rice, some wheat etc. If a
group of words containing a subject and verb acts as an adjective, it is called an “Adjective
Clause”. My sister, who is much older than I am, is an engineer.
Grammatically, adjectives can have up to two chief functions, given their location.
Thus we say about adjectives, referring to a particular location-oriented situation, that they
are either attributive or predicative.
When an adjective occurs before a noun, this type of situation is termed as attributive
function. For instance, an intelligent boy, a poor man, a nice car, a small room, two big
buildings etc.
On the other hand, when an adjective occurs after a verb—generally the forms of the
primary verb to be—this situation is called the predicative function of adjective. For
instance, the man was poor, his car is nice, the two buildings on mall are incredibly high,
the hill seems big, this story sounds interesting etc.
16
Hayder, Sayyed Waqas, The Grammar Valley, Bab-ul-Ilm Research Foundation, 2007, p. 54
Bilcans Grammar Word
(Syed Muhammad Waqas)
79
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Major kinds of adjective are: (i) Adjectives of Quality or Descriptive Adjectives, (ii)
Adjectives of Quantity, (iii) Adjectives of Number, (iv) Distributive Adjectives, and (v)
Indefinite Adjectives. There are some other obscure kinds and sub-kinds as well, but we
will not discuss them here to avoid speciousness.
1. Descriptive Adjectives
Descriptive adjectives describe the ‘quality, kind’ or ‘nature’ of a noun—a person, thing,
place, or abstract idea. For instance: Ali is an industrious student; Mandi Bahauddin is a
small city etc.
2. Adjectives of Quantity
Adjectives of Quantity talk about the ‘amount’ of something to show how much a thing is
desired or described. For instance: There is still some milk in the glass; He is left with little
money etc.
3. Adjectives of Number
Adjectives of Number are also called Numeral Adjectives. They describe the ‘number’ of
something showing how many objects are being discussed. For instance: Asim has five
brothers; I have three books on grammar etc.
Adjectives of number subdivide in two further kinds, namely:
(i) Definite Numerals
(ii) Indefinite Numerals
Definite numerals, as exhibits the title, express an ‘exact number’. However, the method of
describing ‘exact numbers’ varies in two ways in English, and to these two ways of
speaking of definite numerals we call (i) Cardinals, and (ii) Ordinals. For instance, we
count things in our everyday life as one, two, three, four, five, so on and so forth; these are
the cardinals. On the other hand, when we count things or persons positioning them one
after another in a consecutive order, as first, second, third, fourth, fifth etc, they are called
ordinals.
Indefinite numerals also speak of numbers, but these are not exact numbers. For instance,
many, few, all, some, any, certain, several, no etc. are the recurrent indefinite numerals in
English grammar. It is interesting that we can also list these indefinite numerals under
“Quantifier”, for the function in both cases is of quantifying nouns.



There are some boys in the ground.
Your passage contains many mistakes.
He has ignored me on several occasions.
4. Distributive Adjectives
Distributive Adjectives point out numbers to refer them individually; this is to say that
distributive adjectives function as “specifying” words in the sentence. For instance: Every
Bilcans Grammar Word
(Syed Muhammad Waqas)
80
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
car in the line is Toyota; Each girl must take her turn; Neither of the brothers was absent;
On either side of the picture is a blob etc.
5. Indefinite Adjectives
Indefinite Adjectives are also Indefinite Pronouns establishing the fact that we use them both
ways. They refer to a ‘person or thing without ascertaining him/it’. For instance: Someone
in the village is the thief; Something will eventually disturb our plan; Everyone of the
students should be called for the test; Everything in this season looks good etc.
DEGREES OF ADJECTIVE (ALSO COMPARISON OF ADJECTIVES)
Adjectives also express the degrees of modification. For example, “Asma is a rich woman,
but Naila is richer than Asma, and Sadia is the richest woman in the town.” The degrees of
comparison are known as positive, comparative and superlative, although only comparative
and superlative are the degrees. We use comparative degree to compare only two things,
individuals or groups, while the superlative degree is used to compare three or more things,
individuals, groups or places. Normally, we place suffixes –er and –est in the end of an
adjective to form comparative and superlative degrees.17 However, when the positive degree
of an adjective ends in –e, we place only –r in the end for the making of comparative case
and only –st for the making of superlative case (e.g. wise-wiser-wisest). Another change in
the formation of comparative adjectives takes place when we have a –y ending. When the
positive degree ends in –y, and is preceded by a consonant, we remove –y to insert –ier for
the comparative case and –iest for the superlative case (e.g. easy-easier-easiest). Similarly,
another variation in the rule occurs with one-syllable adjectives. If the positive degree is
one-syllable and a very short vowel-sound precedes the last consonant, this last consonant is
doubled before the addition of comparative –er and superlative –est (e.g. hot-hotter-hottest).
The use of more and most is yet another way of forming adjectives of comparison. When an
adjective has two syllables and we want to form its comparative and superlative cases, more
will be used before the adjective for the comparative case and most for the superlative case.
Positive
Able
Big
Bold
Brave
Clever
Close
Cold
Common
Cruel
Cute
Regular Degrees of Comparison
Comparative
Superlative
Abler
Ablest
Bigger
Biggest
Bolder
Boldest
Braver
Bravest
Cleverer
Cleverest
Closer
Closest
Colder
Coldest
Commoner
Commonest
Crueler
Cruelest
Cuter
Cutest
17
Great, Greater, Greatest; Hard, Harder, Hardest, Fast, Faster, Fastest etc. However, sometimes we
have to add suffixes –ier and –iest to form these degrees; for example, Happy, Happier, Happiest.
Bilcans Grammar Word
(Syed Muhammad Waqas)
81
Bab-ul-Ilm Research Foundation®
Dear
Deep
Easy
Far
Fast
Fat
Finer
Free
Great
Happy
Hard
Heavy
High
Hot
Humble
Kind
Large
Light
Long
Low
Merry
Narrow
Near
Nice
Noble
Odd
Old
Petty
Poor
Pretty
Quick
Red
Rich
Sad
Sane
Short
Simple
Slight
Slow
Small
Smart
Soft
Strong
Sweet
www.birf.weebly.com
Dearer
Deeper
Easier
Farther
Faster
Fatter
Finer
Freer
Greater
Happier
Harder
Heavier
Higher
Hotter
Humbler
Kinder
Larger
Lighter
Longer
Lower
Merrier
Narrower
Nearer
Nicer
Nobler
Odder
Older
Pettier
Poorer
Prettier
Quicker
Redder
Ricer
Sadder
Saner
Shorter
Simpler
Slighter
Slower
Smaller
Smarter
Softer
Stronger
Sweeter
Bilcans Grammar Word
Dearest
Deepest
Easiest
Farthest
Fastest
Fattest
Finest
Freest
Greatest
Happiest
Hardest
Heaviest
Highest
Hottest
Humblest
Kindest
Largest
Lightest
Longest
Lowest
Merriest
Narrowest
Nearest
Nicest
Noblest
Oddest
Oldest
Pettiest
Poorest
Prettiest
Quickest
Reddest
Richest
Saddest
Sanest
Shortest
Simplest
Slightest
Slowest
Smallest
Smartest
Softest
Strongest
Sweetest
(Syed Muhammad Waqas)
82
Bab-ul-Ilm Research Foundation®
Tall
Thick
Thin
Tough
True
Ugly
Wealthy
Weary
Weak
White
Wise
Young
www.birf.weebly.com
Taller
Thicker
Thinner
Tougher
Truer
Uglier
Wealthier
Wearier
Weaker
Whiter
Wiser
Younger
Tallest
Thickest
Thinnest
Toughest
Truest
Ugliest
Wealthiest
Weariest
Weakest
Whitest
Wisest
Youngest
Irregular Degrees of Comparison
Positive
Good
Well
Bad
Ill
Evil
Much
M a ny
Late
Old
Far
Fore
Out
Comparative
Better
Better
Worse
Worse
Worse
More
More
Later
Latter
Older
Elder
Farther
Further
Outer
Utter
In
Inner
Up
Upper
Little
Less
Lesser
Nigher
Nigh
Bilcans Grammar Word
Superlative
Best
Best
Worst
Worst
Worst
Most (Quantity)
Most (Number)
Latest
Last
Oldest
Eldest
Farthest
Furthest
Outermost
Uttermost
Utmost
Innermost
Inmost
Uppermost
Upmost
Least
Next
(Syed Muhammad Waqas)
83
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
A-ADJECTIVES
There are certain adjectives that start with “a” and are thus so called “a-adjectives”. The
most commonly used of these a-adjectives are: ablaze, afraid, afloat, afresh, aghast, alert,
alive, alike, alone, aloof, anew, ashamed, asleep, averse, awake, and aware.
A-adjectives usually come after a linking verb i.e. to be, seem, become, feel, appear,
grow, remain etc. For instance:
i. The baby was asleep.
ii. The student remained aloof.
iii. Pakistani people are awake and aware of their rights.
The a-adjectives are sometimes modified by “very much”, as, very much afraid, very much
ashamed, very much aware etc. Sometimes a-adjectives occur before a noun and modify it,
as, the alert watchman, the aloof student etc. However, most of them are themselves
modified when they occur the word they modify: the nearly awake public, the surprisingly
aware person etc.
POSITION OF ADJECTIVES
Unlike Adverbs, which often seem capable of popping up almost anywhere in a sentence,
adjectives nearly always appear immediately before the noun or noun phrase that they
modify. When indefinite pronouns—such as something, someone, anybody—are modified
by an adjective, the adjective comes after the pronoun: Anyone capable of doing something
horrible to someone nice should be punished.
ORDER OF ADJECTIVES
Where a number of adjectives are used together, the order depends on the function of the
adjective. The usual order is:
a. Value/opinion
delicious, lovely, charming
b. Size
small, huge, tiny
c. Age/Temperature
old, hot, young
d. Shape
round, square, rectangular
e. Color
Red, blonde, black
f. Origin
Swedish, Victorian, Chinese
g. Material
plastic, wooden, silver
Linear Description: Value/opinion, Size, Age/Temperature, Shape, Color, Origin, Material
Examples:
A. An ugly big old red post-box
B. Some small round plastic tables
C. Some charming small silver ornaments
Bilcans Grammar Word
(Syed Muhammad Waqas)
84
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Sub-classification of adjectives can be done at two levels, (a) Syntactic Subclassification and (b) Semantic Sub-classification. However, as the current book is a
traditional academic grammar, the subject of sub-classifications is out of its scope.
3. NOUN
A noun is the name of a person, place, thing, or idea. “Whatever exists, we assume, can be
named, and that very name is a noun.”18 It is not easy to describe a noun from a linguistic
perspective. In simple terms, nouns are “names” and verbs are “actions”. For instance,
“mango” (noun) is something that you “eat” (action).
KINDS OF NOUN
Like all other languages, English grammar has, at the very basic level, two kinds of noun.
These kinds are:
1. Proper Noun
2. Common Noun
A proper noun names a specific person, place, or thing (Qamar, Queen Elizabeth, Middle
East, Madinah, Malaysia, Christianity, God, Pakistani, Muslim, Pakistan Peoples Party
etc.). It is, therefore, always capitalized. A proper noun used as an addressed person’s name
is called a “noun of address”. Proper nouns do not form plurals, as does the common nouns.
For instance, it would be incorrect to say Pakistans, Qamars, Islams etc. However, some
proper nouns, such as Muslims (religious communities), Pakistanis (nations), Himalayas
(mountain ranges), Syeds (clans or families), do occur in plural forms. Definite article ‘the’
almost always precedes such plural proper nouns (e.g. the Muslims, the Pakistanis, the
Himalayas, the Syeds). Proper nouns, with the exception of the above kind of plural proper
nouns, do not use articles before them (e.g. the Qamar, a Pakistan, the Lahore). Quantifiers
(some, any, few, a few, little, a little, much, several etc.) are also not used before proper
nouns. For example, it is incorrect to say “some Pakistan, any Punjab, few or a few/little or
a little Qamar, much Islam”.
Common nouns, on the other hand, name everything else, and they are not usually
capitalized. Thus, we have ascertained nouns in two kinds, namely, (a) Proper Noun, and
(b) Common Noun. For instance; Aslam (proper noun) works at a shop (common noun).
Distribution of Noun
Nouns can be distributed in two categories i.e. (a) Countable (or Count) Nouns, and (b)
Uncountable (or Non-Count) Nouns. Countable Nouns have plurals, and can be used with
a/an.19 For example: a table, a car, an idea, an individual etc. Uncountable Nouns do not
have plural forms, and they cannot be used with a/an. For example: air, milk, intelligence,
sand, weather, leather, glass, luggage, cloth, concrete, detergent, electricity, water, milk,
oil, sugar, salt, money, knowledge, butter, gas, rice, wheat, mustard, spaghetti, coal, advice,
18
Hayder, Sayyed Waqas, The Grammar Valley, Bab-ul-Ilm Research Foundation, 2007, p.71
19
Swan, Michael, How English Works, Oxford University Press, 2004, p. 56
Bilcans Grammar Word
(Syed Muhammad Waqas)
85
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
wood, information, fuel, energy, flour, work, laundry, silk, soap, food, grain, paper,
progress, plastic, research, toothpaste, wool etc.
Some grammarians annex a third category of nouns, which is generally termed as Collective
Nouns. This category includes those nouns that can be either plural or singular. However,
the use of such nouns normally depends on the situation as well as the speaker. A list of
such nouns is, for example, given below:
Class, army, police, team, herd, jury, committee, guild, school, college, bunch, clump, stack,
family, procession, gang, team, crowd, group, pile, staff, set, company, people, gathering,
factory, fleet, flock, caste, public, constellation, crew etc.
NATURE OF NOUN
Nouns, according to their nature, can be divided in two types namely, (a) Concrete Nouns,
and (b) Abstract Nouns. We talk about concrete nouns when we refer to objects and we
talk about abstract nouns when we refer to concepts, which are mental rather than physical.
We can see, hear, smell, taste and/or touch the physical objects (concrete nouns) but we
cannot see, hear, smell, taste or touch mental concepts or states (abstract nouns). For
instance; chair, football, ground, earth, book, and man are Concrete Nouns, whereas match,
happiness, kindness, mankind, honesty etc. are Abstract Nouns.
The authors of High School English Grammar, Wren and Martin, define an Abstract Noun
as below:
“Abstract Noun is usually the name of a quality, action or state considered apart from the
object to which it belongs.”20
GENDER IN NOUN
The classification of nouns (also of pronouns) according to the gender of each noun as
masculine, feminine or neuter is called “gender” in the study of noun. Nouns may be:
i.
ii.
iii.
Masculine: boys, king, lion etc.
Feminine: girl, women, lioness etc.
Neuter Gender: All that is neither male nor female, especially inanimate objects.
4. PRONOUN
A ‘pronoun’ is a word used instead of a noun. Generally (but not always) pronouns stand
for (pro + noun) or refer to a noun21—an individual or individuals or thing or things (the
pronoun’s antecedent)—whose identity has been made clear earlier in the text. For instance,
Ali goes to school can be referred as He goes to school when the identity of Ali has already
been established. Thus, he, she, it, I, we, they, you etc. are all pronouns (personal pronouns)
i.e. those words used in the place of a noun.
Wren & Martin, High School English Grammar and Composition, New Delhi: S. Chand & Company
Ltd., 2007, p. 5
20
21
“Pro” is a Latin word and it means “for”; hence, ‘pronoun’ implies ‘for noun’.
Bilcans Grammar Word
(Syed Muhammad Waqas)
86
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Grammarians differ on the exact number of the forms of pronoun. However, we will include
in this book only those forms that are universally agreed. Six forms of pronoun are,
generally, accepted by almost all grammarians. These six forms are: (i) Personal Pronouns,
(ii) Reflexive Pronouns, (iii) Demonstrative Pronouns, (iv) Indefinite Pronouns, (v)
Distributive Pronouns, and (vi) Relative Pronouns.
Personal Pronouns
A Personal Pronoun stands for a ‘person’ or ‘thing’, i.e. a noun. Unlike nouns,
which usually do not undertake any changes of form—except in cases like forming
plurals—personal pronouns always change form according to their various ways of use
within a sentence. A personal pronoun is divisible in three categories of persons as well as
in three different cases. These three categories or positions of personal pronoun are
usually called First Person, Second Person, and Third Person. This categorization of
personal pronoun is based on the general understanding of linguistic communication in
which two persons (the 1st person and 2nd person) are always present, whereas one person
(the 3rd person) is always absent (Details below in the chart). These categories have further
subdivisions within themselves and are thus primarily divided in singular and plural types.
The 3rd person is yet another distinction that distributes its singular in three sub-positions,
namely, male (he), female (she), and neuter gender (it).
Personal pronouns have three cases of form-change. These are the cases that we
know as subjective case, possessive case, and objective case. Moreover, when a personal
pronoun is the subject of a sentence, this situation is called Nominative Case.
The chart of personal pronoun categorization and its three cases is being adduced
below. An additional box of reflexive situation has also be added in the end to let our
readers have a quick glance at a subsequently discussed corresponding situation.
Order of Pronoun Cases (Personal Pronoun)
Position of Person
1st Person Singular
1st Person Plural
2nd Person Singular
Subjective Case
I
We
You
Possessive Case
my/mine
our/ours
your/yours
Objective Case
me
us
you
Reflexive Situation
myself
ourselves
yourself
2nd Person Plural
3rd Person Singular
(Male)
3rd Person Singular
(Female)
3rd Person Singular
(Neuter Gender)
Noun as 3rd Person
(Singular)
3rd Person Plurals
You
He
your/yours
h is
you
h im
yourselves
himself
Sh e
her/hers
her
herself
It
its
it
itself
Ahmad/Samina
/Chair
They
his/her/its
him/her/it
himself/herself/itself
their/theirs
them
themselves
(Two Nouns)
Reflexive Pronouns
Bilcans Grammar Word
(Syed Muhammad Waqas)
87
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
When -self is added to my, your, him, her, it, and selves to our, your, them, we get
what are called Reflexive Pronouns. It means when the action done by the subject turns
back to the subject, the situation will immediately place a reflexive pronoun. For instance;
 You will disturb yourself.
 We will hurt ourselves.
Demonstrative Pronouns
These pronouns are used to point out the objects to which they refer, and are,
hence, called Demonstrative Pronouns. For example; this, that, these, those etc. are
demonstrative pronouns.


That is amazing. (referring to a surprising situation)
Such is my faith in you. (referring to the level of trust you have in someone)
This family of the Demonstrative Pronouns can behave in two ways, namely,
either as pronouns or as determiners.22
Indefinite Pronouns
Those pronouns that do not refer to any particular person or thing are termed as
Indefinite Pronouns. For example; I will take you there one/some day. He is a man of few
words. Some milk was spilt. Any fool can do this. Furthermore, someone, somebody,
anyone, anybody, everyone, everybody, each etc. are also Indefinite Pronouns.
Distributive Pronouns
These pronouns obscurely refer to only one from among many persons or things at
a time. For instance; each, either and neither are such distributive pronouns that are used
when referring to two persons or things, whereas every, any, no one, one another and none
are used when referring to more than two persons or things: Each of the (two) men
received award. They cheated one another.
Relative Pronouns
Relative Pronouns relate to some noun that goes before in the sentence, which in
grammatical language is called antecedent. We have only two main relative pronouns
namely, which and that. Sometimes, what replaces which and that in sentences, but the
students with only basic knowledge of English should avoid such a use of what. For
instance, see below:


This is the car, which I used to drive.
That is the book that Ali bought last year.
It should be noted that which always takes a comma (,) before it, while that does not
take any commas before or after it.
English grammar still retains two second-class kinds of pronoun. Interrogative
Pronouns and Reciprocal Pronouns are not generally discussed in the list of six above listed
22
For details on determiners, see the stage named as “Determiners, Quantifiers & Articles”.
Bilcans Grammar Word
(Syed Muhammad Waqas)
88
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
kinds. However, some grammarians do add these two in the list of the kinds of pronoun, and
they have their own logic for doing that. But it is wise, as per our stance, to discuss them as
separate.
Interrogative Pronouns ask questions. They are used to build such questions that
demand a logically justified reply—hence the double interrogatives. This kind of
interrogative pronouns may be subdivided in two classes, namely, (a) that belong personal
nouns, such as who, whose, whom, and (b) that belong non-personal nouns, such as which,
what, where, when, why, and how.
Reciprocal Pronouns express a ‘two-way’ (actually both way) relationship. These
pronouns are convenient forms for combining ideas. For instance, each other and one
another are the reciprocal pronouns. If only two people are involved in a discussion, we use
each other.


Samina and Salma gave each other gifts on Eid. (Or)
Samina and Salma gave gifts to each other on Eid.
If the participants are more than two and that we have to refer to them as a
whole—all of them taking an active part in the activity—we use one another.
Nevertheless, it is not considered incorrect in modern English to use each other instead of
one another for more than two participants.


All of the teachers at Bilcans gave gifts to one another on Eid.
They (i.e. all of them) borrowed each other’s ideas.
5. INTERJECTION
Hi there! That's an interjection.
“Interjections are words or phrases used to exclaim or protest or command.”23 Interjection is
a big name for a little word. Interjections are short exclamations like Oh!, Um!, or Ah! They
have no real grammatical value but we still use them quite often—usually more in speaking
than in writing. When interjections are inserted into a sentence, they have no grammatical
connection to the sentence. An interjection is generally followed by an exclamation mark (!)
when written. See below for examples:



Oh! You don’t know about that?
I don’t know what the heck you’re talking about.
No! You shouldn’t have done that.
There are some interjection-symbols used to describe different types of situations.
Symbols, such as uh-huh and mhm, are used by the speakers to indicate agreement. Further,
mm and uh-uh express negation or disagreement. Nevertheless, it is advised by the author
that such symbols should not be used in writing or even when speaking without necessary
understanding of their pronunciation.
23
Hayder, Sayyed Waqas, The Grammar Valley, Bab-ul-Ilm Research Foundation, 2007, p. 159
Bilcans Grammar Word
(Syed Muhammad Waqas)
89
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Some Main Interjections with Examples
“Ah” expressing pleasure "Ah! that feels good."
“Ah” expressing realization "Ah, now I understand."
“Ah” expressing resignation "Ah well, it can't be hoped."
“Ah” expressing surprise "Ah! I've won!"
“Alas” expressing grief or pity "Alas, she's dead now."
“Dear” expressing pity "Oh dear! Does it hurt?"
“Dear” expressing surprise "Dear me! That's a surprise!"
“Eh” asking for repetition "It's hot today." "Eh?" "I said it's hot today."
“Eh” expressing enquiry "What do you think of that, eh?"
“Eh” expressing surprise "Eh! Really?"
“Eh” inviting agreement "Let's go, eh?"
“Er” expressing hesitation "Berlin is the capital of...er...Germany."
“Hello/hullo” expressing greeting "Hello Junaid. How are you today?"
“Hello” expressing surprise "Hello! My car's gone!"
“Hey” calling attention "Hey! Look at that!"
“Hey” expressing surprise, joy etc "Hey! What a good idea!"
“Hi” expressing greeting "Hi! What's new?"
“Hmm” expressing hesitation, doubt or disagreement "Hmm. I'm not so sure."
“Oh/o” expressing surprise "Oh! You're here!"
“Oh” expressing pain "Oh! I've got a toothache."
“Oh” expressing pleading "Oh, please say 'yes'!"
“Ouch” expressing pain "Ouch! That hurts!"
“Uh” expressing hesitation "Uh...I don't know the answer to that."
“Uh-huh” expressing agreement "Shall we go?" "Uh-huh."
“Um/umm” expressing hesitation "85 divided by 5 is...um...17."
“Well” expressing surprise "Well I never!"
6. CONJUNCTION
Conjunction is a word that “joins” two words or two parts of a sentence. For instance;
Zaheer and Aslam are good friends; I like this book, but I’m unable to buy it.
Conjunctions are divided in two basic types, i.e. (a) Coordinating Conjunctions,
and (b) Subordinating Conjunctions. Coordinating Conjunctions are used to join two parts
of a sentence that are grammatically equal. The two parts may be single words or clauses,
for example: “Javed and Asif went up the hill.” Subordinating Conjunctions are used to join
a subordinate dependent clause to a main clause, for example: “I went playing, although it
was cold.”
POSITIONS OF CONJUNCTIONS
Coordinating conjunctions always come between the words or clauses that they join.
Subordinating conjunctions, however, usually come at the beginning of the subordinate
clause. (Examples above)
Bilcans Grammar Word
(Syed Muhammad Waqas)
90
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
FORMS
Conjunctions have three main forms, i.e. (i) single-word conjunctions, (ii) compound
conjunctions, and (iii) correlative conjunctions. For instance, single-word conjunctions
are and, although, because, but etc.24 Compound conjunctions are as long as, provided that,
in order that etc. And correlative conjunctions are those that surround an adverb or
adjective like so…that, not only…but also, either…or etc.
Zaheer has spent his summer studying math, but he is still facing problems with it.
(Single-word)
It is an interesting as well as informative book. (Compound Conjunction)
Asif is not only an intelligent student but also a good player of football.
Main compound conjunctions are given below herein.
Compound Conjunction
Sentence
Even if
Even if you talk to him, he will not agree.
Even though
I like his company, even though he can be annoying at
times.
In order to
The committee met in order to decide about the future
of college.
Provided that, the problem does not seem soluble.
Provided that
So that…may
She studies late at night so that she may succeed in
examination.
She studied late at night so that she might succeed in
examination.
Inasmuch as
Inasmuch as I relied on that book, it proved beneficial.
Insomuch as
Insomuch as I relied on that book, it proved beneficial.
As if
He showed indifference to me as if we did not know
each other.
As soon as
Write me back as soon as you receive my letter.
As well as
We need building as well as furniture to start a school.
Main correlative conjunctions are below here:
Correlative Conjunction
Either…or
Sentences
Either he is a thief or a robber.
Either pen or marker will be available at this shop.
24
It may help you remember these conjunctions by recalling that they all have fewer than four
letters. Also, remember the acronym FANBOYS: For-And-Nor-But-Or-Yet-So.
Bilcans Grammar Word
(Syed Muhammad Waqas)
91
Bab-ul-Ilm Research Foundation®
Neither…nor
Though…yet
Both…and
Whether…or
Not only…but also
www.birf.weebly.com
We can neither sell this car nor can we get it repaired.
He neither rested nor completed the assignment.
He is neither teacher nor student.
Though/Although he is my friend, yet I do not trust him.
Both Ahmad and Hassan came to see me.
I don’t know whether he came over or not.
Ahmad is not only an intelligent boy, but also a brilliant
sportsman.
ADVERBIAL CONJUNCTIONS OR CONJUNCTIVE ADVERBS
The conjunctive adverbs such as “however, moreover, nevertheless, consequently”, are used
to create complex relationships between ideas. They show the linkage of a situation
appearing ‘as a result’ of some situation gone before. These conjunctive adverbs generally
take comma (,) after them, and in case of appearing in the middle of a sentence, the comma
appears before them as well. In a general rule, we use them in the start of a sentence.
Examples:
It was a good piece of advice for him, however, he did not like it. Moreover, his
own lack of experience destroyed his whole business.
7. ADVERB
Adverb is a word that modifies a “verb, an adjective, or another adverb”. For instance, he
drove slowly (modifies a verb); he drove a very fast car (modifies an adjective); and she
moved quite slowly down the street (modifies another adverb).
Adverbs often tell when, where, why, and/or under what conditions something happens
or happened. Adverbs frequently end in –ly; however, many words and phrases not ending
in –ly serve an adverbial function and an -ly ending is not a guarantee that a word is an
adverb. The words lovely, lonely, motherly, friendly, neighborly, for instance, are adjectives.
Adverb has a number of kinds, whereof we will discuss only the relevant as well as
most famous ones. Five kinds of adverbs are being discussed here, and students are advised
to get a good mastery over their function and use. The other kinds may be a little confusing
to be studied at this level. Hence, the kinds of our relevance are: (i) Adverbs of Manner,
(ii) Adverbs of Place, (iii) Adverbs of Frequency, (iv) Adverbs of Time, and (v) Adverbs
of Degree.
Adverbs of Manner
Adverbs that tell us how an action has taken place are called Adverbs of Manner. Adverbs of
manner normally end in –ly, although it is not always true. For instance, Salma wept
bitterly; Ahmad hastily managed the party; Asif came late etc.
Adverbs of Place
Bilcans Grammar Word
(Syed Muhammad Waqas)
92
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Adverbs that inform us about the place of a described action are known as Adverbs of Place.
For example, Ali is standing outside of the class; Asif will arrive here soon; when you get to
hotel, you will see him there etc.
Adverbs of Frequency
Adverbs that describe how often something or some action has occurred are called Adverbs
of Frequency. There is always a sense of continuity in these adverbs. For instance; Do you
see him everyday/daily? I often meet him near the bus stop etc.
Adverbs of Time
Adverbs that indicate when an action has taken place are termed as Adverbs of Time. For
example, Ali finished his tea first; He has already arrived here; She tries to get back before
dark etc.
Adverbs of Degree or Quantity
Adverbs that talk of degree or extent of something or some action are called Adverbs of
Degree. These adverbs answer to the question ‘how much’. For instance, Ali is quite happy;
I nearly hit the car; It will take almost one hour etc.
Adverbs of Reason
Adverbs of Reason convey the idea of ‘reason’ or ‘rationality’. Adverbs of Reason create a
situation of Logic, and grammar is only a means to portray that situation. Thus, any adverbs
showing reason, equation between two situations, and logical negation or outcome occur
before some logical conclusion or after a clause bearing argument and/or proposition.
Hence, therefore, thus, before, since, however, and nevertheless are mainly used adverbs of
reason. For example, since he did not appear in examination, he was declared absent; It is a
befitting situation, hence we should not waste time in waiting for a better period.
Position of Adverbs
One of the hallmarks of adverbs is their ability to move around in a sentence. Adverbs of
manner are particularly flexible in this regard. See below for example:
i.
Solemnly the Prime minister addressed the parliament. (or)
ii.
The Prime Minister solemnly addressed the parliament. (or)
iii.
The Prime Minister addressed the parliament solemnly.
Thus, it is almost beyond question that the use of adverb anywhere in the sentence is
but correct. Students will have a wide choice to place an adverb before a ‘main verb’, or
‘between the auxiliary and main verb’, or even in the ‘end’ of the sentence.
Order of Adverbs
There is a basic order in which adverbs will appear when there is more than one in a
sentence. It is similar to “The Royal Order of Adjectives”, but it is even more flexible.
THE ROYAL ORDER OF ADVERBS
Ve r b
Manner
Place
Bilcans Grammar Word
Frequency
Time
(Syed Muhammad Waqas)
Purpose
93
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Dad walks
Impatiently
Asif swims
Enthusiastically In the pool
Rubab naps
Into town
Every
afternoon
Every morning
Before
supper
Before dawn
Every noon
Before
lunch.
In her room
To get a
newspaper.
To keep in
shape.
In actual practice, of course, it would be highly unusual to have a string of adverbial modifiers
beyond two or three (at the most). Because the placement of adverbs is so flexible, one or two
of the modifiers would probably move to the beginning of the sentence: "Every afternoon
before supper, Dad impatiently walks into town to get a newspaper." When that happens, the
introductory adverbial modifiers are usually set off with a comma.
Relative Adverbs
Relative adverbs, why, where and when, sometimes introduce ‘adjectival clauses’.
Although the entire clause is adjectival and modifies a noun, the relative word employed
itself carries out an adverbial function, i.e. it modifies a verb within its own clause.
8. PREPOSITION
A preposition is a word governing—and usually coming in front of—a noun or pronoun and
expressing a relation to another word or element, as in: She left before breakfast. What did
you come for?
English Preposition Rule
There is one very simple rule about prepositions. And, unlike most rules, this rule has no
exceptions. The rule is: A preposition is followed by a ‘noun’. It is never followed by a
‘verb’. By noun we include:
i. noun (horse, money, love)
ii. proper noun (name) (Lahore, Marium)
iii. pronoun (you, him, us)
iv. noun group (my first letter)
v. gerund (swimming)
Let me assert again that a preposition cannot be followed by a verb. If we want to follow a
preposition by a verb, we must use the ‘-ing’ form, which is really a ‘gerund’ or verb in
noun form. Here below are some examples:
Subject + verb
The food is
She lives
Tara is looking
The letter is
Waris Shah is used
She is not used
I ate
Preposition
on
in
for
under
to
to
before
Bilcans Grammar Word
Noun
the table.
Pakistan.
you.
your blue book.
Punjabi people.
working. (gerund or verbal noun)
coming. (gerund of verbal noun)
(Syed Muhammad Waqas)
94
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Here comes a question that, in the following sentences, why is “to” followed by a verb?
That should be impossible, according to the rule:
(a) I would like to go now. (b) She used to smoke.
In these sentences, “to” is not a preposition. It is part of the infinitive (to go, to smoke).
Kinds of Prepositions
Despite having a number of kinds, prepositions are generally used in three kinds, i.e. (i)
Prepositions of Time, (ii) Prepositions of Place, and (iii) Prepositions of Direction.
i.
Prepositions of Time
Prepositions that introduce or indicate time are called Prepositions of Time. For
instance, on, at, in, before etc. On is used with ‘days’; at is used with ‘noon, night,
midnight, and the time of the day’; in is used with ‘other parts of the day, with months, with
years, and with seasons’.
It is interesting that some prepositions of time also function as prepositions of place. For
instance, at, in and on can be used both ways. Moreover, to express an extended time in
English, we use the prepositions, such as since, for, during, within, by, from-to, from-until
et c.
ii.
Prepositions of Place
Prepositions that express the idea of place are known as the Prepositions of Place.
For instance, in and on are two such prepositions that serve as the basis for the sense of
‘place’ and ‘space’. This kind includes prepositions, such as in, inside, at, on, near, over etc.
In (to talk about a certain point itself) There is a mosquito in the room.
Inside (to express something contained) Put the present inside the box.
On (to talk about the surface) I left your keys on the table.
At (to talk about a general vicinity) She was waiting at the corner.
Over (to talk about something being at or above a certain place) a. F-16 Jet is flying over
the city. b. Ahmad is over there in the garden.
iii.
Prepositions of Direction
Prepositions that point out a certain direction are termed as the Prepositions of
Direction. For instance, to and towards are the most potent and oft repeated prepositions of
direction. However, the addition of the suffix wards–or ward–with any of the word
describing a direction will immediately make it into a preposition of direction. Eastward,
westward, northward, southward, downward, upward etc, are, for instance, such
compounded prepositions.
o He had his back towards me.
o We will travel westward coming summer.
Bilcans Grammar Word
(Syed Muhammad Waqas)
95
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Prepositions with Interrogative Pronouns
Preposition is generally placed in the end of the sentence if its object is an interrogative
pronoun (i.e. when, where, why, which, who, what or how). Let us see below how
prepositions are used with interrogative pronouns as their object, for example:
 What are you looking at?
 Who is he looking for?
 Which class do you read in?
Prepositions with That and Which
When the object of a preposition is the relative pronoun “that”, the preposition is
always placed in the end of the sentence (e.g. Is this the book that you were searching for?
It was my knife that she cut mangoes with.). However, relative pronoun “which” has an
exceptional rule in this situation. It can be used in both ways—either putting the preposition
before relative pronoun (i.e. which) or at the end. For instance, it is correct to say both
ways, as:
a) Is this the pen which you were looking for?
b) Is this the pen for which you were looking?
“What” also functions in some cases as relative pronoun—in the same way as which.
Therefore, the very rule of the use of which is applicable in the case of what as well.
a. Books and pens are students’ weapons what they fight against ignorance with.
b. Books and pens are students’ weapons with what they fight against ignorance.
Estimated Prepositions in English
There are more than 100 prepositions in English. Prepositions are indeed important
words for syntactical constructions of English. We use individual prepositions more
frequently than other individual words. In fact, the prepositions ‘of, to, on’ and ‘in’ are
among the “ten most frequent words” in English. Below is a short list of some 70 of the
more common one-word prepositions. Many of these prepositions have more than one
meaning.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
A
aboard
about
above
across
after
against
along
amid
among
anti
around
as
at
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
before
behind
below
beneath
beside
besides
between
beyond
but
by
C
1. concerning
2. considering
Bilcans Grammar Word
D
1. despite
2. down
3. during
E
1. except
2. excepting
3. excluding
(Syed Muhammad Waqas)
96
Bab-ul-Ilm Research Foundation®
F
1. following
2. for
3. from
O
1. of
2. off
3. on
4. onto
5. opposite
6. outside
7. over
U
under
underneath
unlike
until
up
upon
I
1. in
2. inside
3. into
P
past
per
plus
V
versus
via
www.birf.weebly.com
L
1. like
M
1. minus
R
regarding
round
S
save
since
N
near
1.
2.
3.
4.
5.
T
than
through
to
toward
towards
W
with
within
without
THE USE OF PREPOSITIONS
Prepositions with Nouns (Noun + Preposition)
Noun
Preposition
Sentence
In
Ahmad has developed a great ability in writing essays.
1. Ability
To
The alternative to Murree is Swat for our next trip.
2. Alternative
On
Boss made a verbal attack on the subordinate.
3. Attack
To
Muslims’ attitude to modern development should be
4. Attitude
positive and welcoming.
In
We have no belief in President’s promises.
5. Belief
Of
The cause of epidemic outbreak is normally unhygienic
6. Cause
atmosphere.
Of
The total cost of this project is about two million Pak
7. Cost
Rupees.
Of
I have little knowledge of mathematics.
8. Knowledge
With
The matter with him sounds pretty serious.
9. Matter
For
Aslam’s application for the clerical post was rejected.
10. Application
Of
Ahmad is the student of Punjab University.
11. Student
To
Substitute to the Great Quaid’s services is nothing.
12. Substitute
For
Muslims have a great respect for the Prophet’s family.
13. Respect
With
Terrorism in Pakistan has a connection with Indian
14. Connection
intelligence agency RAW.
With
In contrast with your opinion, I like to go on trip.
15. Contrast
Bilcans Grammar Word
(Syed Muhammad Waqas)
97
Bab-ul-Ilm Research Foundation®
16. Reduction
For
17. Appetite
18. Desire
For
For
19. Preference
For
20. Taste
21. Damage
For
To
22. Difficulty
23. Clash
Over
With
24. Example
Of
25. Experience
Of
26. Expert
27. Hope
On
For
28. Invitation
To
29. Lack
Of
30. Method
31. Reason
Of
For
32. Success
At
33. Tax
34. Trouble
35. Relation
Relationship
36. Increase
On
With
With
37. Need
38. Application
For
For
39. Order
40. Request
For
For
41. Wish
42. Love
43. Control
44. Dearth
45. Apology
For
For
Over
Of
For
In
www.birf.weebly.com
There are reductions for children sharing a room with two
adults.
Our appetite for money generally never ends.
Human desire for conquering stars is witnessing
fulfillment in 21st century.
Chinese people do not have a preference for foreign made
things.
Wonderful! You have a great taste for hockey.
1971 tragedy was a great damage to the honor of the
nation.
He feels a great difficulty over philosophical descriptions.
Pakistan’s clash with India over Kashmir issue is
dangerous for the region.
The best example of valor was seen in the case of Aziz
Bhati in 1965 War.
My experience of staying in Egypt does not constitute a
pleasant part of my memory.
Asim is expert on computer designing.
She has a great hope for getting promotion for her
services.
The lawyers extensively sent invitations to civil society
activists to join long march.
Lack of facilities in this country has compelled many to
migrate.
Sir Qamar’s method of teaching is very appealing.
His reason for not joining the company was his doubt in
our abilities.
Pak Army’s success at curbing militancy is inevitable for
the stability of Pakistan.
Government is levying tax on almost every commodity.
What is the trouble with you?
The relation of Muslims with Arabia is unbreakable.
Rapid increase in world population is likely to cause
famine by the end of 21st century.
There is a great need for social reforms in our culture.
College office has received hundreds of applications for
the post of junior clerk.
Army discipline reserves clear orders for all subordinates.
The police did not turn a deaf ear to our request for a
timely help.
Everyone has a wish for becoming rich overnights.
Our love for Islam will help us become better Muslims.
The manager seems to have lost control over the staff.
Extreme dearth of sugar is a national crisis.
An Apology for Poetry is a nice small book about poetry.
Bilcans Grammar Word
(Syed Muhammad Waqas)
98
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Prepositions with Adjectives (Adjective + Preposition)
Adjective
Afraid
Ashamed
Accustomed
Addicted
Aware
Preposition
Of (something)
Of (some action)
To (something)
To (something)
Of
(something/someone)
With/At
Angry
(someone/something)
With (something)
Bored
Disappointed With
(something/someone)
For (something)
Eager
About (something)
Excited
Fed up
Fond
Happy
Keen
Proud
Shocked
Tired
Pleased
Capable
Nervous
Satisfied
Surprised
Worried
Annoyed
Anxious
With (something)
Of (something)
With
(something/someone)
On (something)
Of
(someone/something)
At (something)
Of (Something)
Adjective + Preposition Sentence
I’m afraid of going out in dark.
Noreen is ashamed of her past mistakes.
He is accustomed to taking tea before breakfast.
She is addicted to Indian movies.
We should be aware of our national duties as
responsible citizens.
I don’t know why Ahmad is angry with Amir.
My father is angry at my bad performance.
Children soon got bored with staying indoors.
I’m not disappointed with the performance of the
class.
She is eager for her father’s approval.
Salma is excited about participating in camping
campaign.
I am fed up with his boring stories.
Hassan is fond of watching Hollywood movies.
Are you happy with this arrangement?
He is not keen on being instructed for what to do.
We should be proud of our great Quaid whose
restless struggle won us freedom.
Asma was shocked at Ahmad’s sudden proposal.
Hassan was tired of hearing about Ahmad’s new
adventures.
With
The captain is pleased with team’s good
(something/someone) performance.
Of (something)
Pak Army with its latest weaponry is capable of
destroying the enemy completely.
Of/About
a. My horse may be nervous of cars.
(something/someone) b. The poor of Pakistan are very nervous about the
future.
With
I am satisfied with my achievements in life.
(someone/something)
At (something)
You should not be surprised at his changed routine.
About
Is anyone of the politicians worried about the plight
(someone/something) of the country?
With (someone)
Western world is annoyed with China for her rapid
development and challenging standing in the world
politics.
For
Mothers are naturally anxious for their children.
(someone/something)
Bilcans Grammar Word
(Syed Muhammad Waqas)
99
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Responsible
For
(someone/something)
Of
(something/humans)
From
(something/someone)
For (something)
Married
To (someone)
Americans think Al-Qaeda is responsible for 9/11
attacks.
Saima is married to my brother.
Good
At (something)
Grandpa is good at chess.
Bad
At (something)
Believe me I am bad at doing tense exercises.
Fit
Full
Different
It is a meal fit for a king.
The academy is full of brilliant, well-educated
tutors.
Is Indian culture different from that of Pakistan?
Latin Adjectives and Preposition “to”
Adjective
Preposition
Sentence
“to”
To
When I talked to the BMW sports car owner, I felt myself
Inferior
inferior to him.
To
She always pretends to be superior to others, which she is
Superior
not.
To
Ahmad is junior to Hassan by rank.
Junior
To
Lieutenant General is a military rank senior to all other
Senior
ranks.
T
o
The walls interior to the house were painted.
Interior
To
We filled everything exterior to the museum building.
Exterior
To
Anterior
To
Posterior
Prepositions with Verbs (Verb + Preposition)
Verb
Preposition
Sentence
At (some place/somewhere)
I arrived at the station at six.
Arrive
Into (something)
The bus crashed into a tree.
Crash
On (some
It all depends on weather.
Depend
situation/condition/someone)
Into (some
I divided the cake into three parts.
Divide
parts/sections/categories)
In (some color/type of dress)
Why is she dressed in black?
Dress
After (someone)
He has to look after his mother.
Look
For (something)
Have you paid for the drinks?
Pay
O
f
(
s
o
m
e
t
h
i
n
g
/
s
o
m
e
o
n
e
)
Do remind me of your brother’s assignment
Remind
later today.
In (some activity)
I didn’t take part in the meeting.
Take part
Into (a language)
Could you translate this into Urdu?
Translate
In (in some condition/manner)
I like walking in the rain.
Walk
In (some manner)
Don’t talk in that silly noise.
Talk
Bilcans Grammar Word
(Syed Muhammad Waqas)
100
Bab-ul-Ilm Research Foundation®
Take
Laugh
Meet
Get
Shout
Smile
To (somewhere)
At (someone)
At/In (somewhere)
To (somewhere)
At (someone)
At (someone)
Write
Go
Go
To (someone)
To (somewhere)
On (some activity/event)
Believe
Consist
In (something/someone)
Of/In (something/someone)
Accede
To (something)
www.birf.weebly.com
Why don’t you take Ahmad to Academy?
It isn’t civility to laugh at senior citizens.
We usually meet at/in the library.
What is the easiest way to get to Lahore?
Stop shouting at me!
When you smile at me like this, I can do
anything for you.
Promise you will write to me at Eid.
I went to Islamabad to see my brother.
Why don’t you like to go on picnic with us
today?
We believe in the truth of our ideology.
My personal library consists of a thousand
books.
a. He acceded to demands for his
resignation.
b. King Akbar acceded to throne in 1558.
Verbs that do not take a preposition after them:
Verb
No
Sentence
preposition
X
Don’t approach the dog.
Approach
X
If you’ve a problem, ask your teacher.
Ask
X
America attacked Afghanistan in 2001.
Attack
X
Let us discuss your problems.
Discuss
X
You’re not supposed to enter the room.
Enter
X
The soup lacks salt.
Lack
X
Ahmad married Salma last June.
Marry
X
Mahmud of Ghazna invaded India 17 times.
Invade
X
I’ve told him what to do next.
Tell
X
Ahmad trains the college cricket team.
Train
X
She phoned her father this evening.
Phone
X
Let us meet this weekend.
Meet
X
All mothers love their children.
Love
X
Ahmad resembles his elder brother.
Resemble
X
I reached Pakistan just yesterday.
Reach
X
The colonel ordered his subordinate ranks to stop
Order
retaliation and fall back?
X
Government is unable to control major economic
Control
problems.
X
He informed me that he was going to Lahore.
Inform
X
No one should hate his countrymen.
Hate
X
How dare you say this disgusting thing?
Dare
Bilcans Grammar Word
(Syed Muhammad Waqas)
101
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Important Note: Some of the verbs are also used as nouns with no change of spelling. In
that case, it is impossible to escape the use of a preposition with them. Nouns such as attack,
love, order, control, and lack etc. are necessarily followed by appropriate prepositions. For
corresponding prepositions to these nouns, see the list on prepositions with noun (Noun +
Preposition).
Prepositions used before specific events, issues, devices, and activities:
Preposition
NOUN
Sentence
Holiday/Days of
1. Can I come to see you on next
On
Week/14August/Eid/Christmas/
weekend?
Weekend
2. Ahmad will return from Germany on
this Eid.
Business
Let us talk now on business.
On
Television/Radio/FM/Phone/
Can we talk on phone/internet tonight?
On
Internet
(the) way/purpose/foot
Hassan addressed me angrily on purpose.
On
She doesn’t like to go anywhere on foot.
Cash/Credit
I urgently need a big amount of money in
In
cash.
Writing
Before you copy, you need to ask for the
In
permission of author in writing.
Morning/Afternoon/Evening/
Why don’t you go for a walk in morning?
In
Daytime/rain
General/Advance/June
Ahmad informed us of his retirement in
In
(Month)/1983(Year)
advance.
the way/the end (also at the end) I would like to quote Quaid-e-Azam in/at
In
the end.
Noon/Night/Breakfast/Lunch/
He cannot come at night to join us.
At
Dinner
Bus/cycle/motorbike/car/coach/
He will return from Saudi Arabia by ship.
By
ferry/lorry/helicopter/plane/rail/
I will have first experience of traveling by
train/sea/ship/taxi/road
air this time.
Did you ever travel to Karachi by road?
Mistake/chance
Alexander Fleming by chance discovered
By
penicillin.
Cheque
I don’t prefer payments made by cheque.
By
to-date
Pak Army is equipped with up to-date
Up
weaponry.
of-date
The theory you are explaining seems out
Out
of date.
Some commonly used Preposition with Verbs:
Verb
Preposition
Sentence
With
Current results closely accord with our predictions.
Accord
To
It is difficult to adhere to old norms these days.
Adhere
With
I agree with Ahmad in the issue of studies.
Agree
Bilcans Grammar Word
(Syed Muhammad Waqas)
102
Bab-ul-Ilm Research Foundation®
Allude
To
Apply/Applied
Believe
Belong
Apologize
Ask/Asked
Care
For
In
To
For
For
For
Approve
Concentrate
Deal
Consist
Decide
Depend
Laugh
Of
On
With
Of
On/Upon
On
At
Listen
Rely
To
On
Suffer
Aim
From
At
Confer
On/upon
Prefer
Comply
Complain
To
With
To/About
Contribute
Conform
Correspond
To
To
To/With
Succeed
In
www.birf.weebly.com
Holy Prophet did never allude to anyone’s mistakes in
public.
Salma has applied for a teaching job at several schools.
Christians believe in the Bible as God’s book.
She belongs to a noble family of the city.
You need not apologize for your misconceptions about me.
I feel hesitant to ask Ahmad for financial assistance.
Nobody cares for traffic laws in Pakistan unless a sergeant
is in the sight.
She approved of my plan to go out for a walk.
We all should concentrate on English to get through B.A.
Police dealt with the robbers with iron hands.
Our college library consists of ten thousand books.
He eventually decided on starting a business.
You should not depend on anyone in the period of crisis.
They laughed at Zaheer when he showed up in shorts at the
college.
Stop noising; let me listen to the teacher.
Relying on one’s own shoulders is the best thing to do for
success.
He suffers from asthma.
Salma should aim at scoring at least 60% of the total marks
in graduation.
God Almighty has conferred on/upon the Muslim world all
kinds of blessings.
I prefer mangoes to apples.
Saddam Hussein refused to comply with UN resolutions.
Please don’t complain to the manager.
She complained about the low quality of food to the hotel
manager.
Media has contributed to the formation of a global culture.
I cannot conform to the local customs.
The subject matter of the book does not correspond to its
title.
I would like to correspond with you through email.
He succeeded in his final cricket trials.
RULES FOR CERTAIN PREPOSITIONS IN CERTAIN SITUATIONS
at + clock time (I returned home at 5:15 pm.)
in + part of a day (Let us meet again in the afternoon today. Exception: at noon, at night)
on + a particular day (Pakistan came into being on 14 August/August 14, 1947.)
at + public place (Ahmad will wait for us at Quaid-e-Azam Library.)
in + longer period (Two World Wars were fought in 20th century. Didn’t we meet in June?)
Exercise
Bilcans Grammar Word
(Syed Muhammad Waqas)
103
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
1. Congratulations ________ your success.
2. The bus crashed ________ a tree.
3. This all depended ________ the weather.
4. Can we discuss ________ your study issues?
5. She divided the cake _________ four parts.
6. I’ll see you ________ next Friday.
7. I’m not free ________ 1st of January.
8. Tell me ________ what time it starts.
9. Let’s meet _______ this weekend.
10. He phoned me _______ the evening.
11. I like walking _______ the rain.
12. The answer is _______ page 102.
13. Can I have details _______ your courses?
14. Who is the man ________ the picture?
15. Why is she dressed _______ red?
16. _______ my opinion, your position is weak.
17. She is looking _______ a rented house.
18. She aims ________ delivering successive lectures this week.
19. There is no recent increase _______ prices.
20. She was not looking ________ him when he addressed her.
21. Have you paid ________ the drink?
22. Have we met ________ last December?
23. He is interested _______ sports and movies.
24. Who will be responsible ________ the security lapse?
25. Please remind me ________ the class time.
26. You should not laugh ________ the beggars.
27. May God confer ________ Muslims all blessings of life.
28. He is good ________ photography.
29. Do you have any alternative ________ these plans?
30. Pakistanis are in no way inferior ________ the Americans.
Bilcans Grammar Word
(Syed Muhammad Waqas)
104
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
STAGE 3
DETERMINERS, QUANTIFIERS AND ARTICLES
Determiners, quantifiers and articles are those little words that precede and modify nouns.
For instance:
the teacher, a college, a bit of honey, that person, those people, whatever purpose, either
way, your choice
Sometimes these words will tell the reader or listener whether we are referring to a
specific or general thing (the main restaurant of city; a horse; my kingdom for a horse, etc.);
sometimes they tell how much or how many (lots of trees, several books, a great deal of
confusion). Let us now have look into their respective functions.
Determiners
Determiners are a limited class of noun modifiers that determine the referents of noun
phrases. Determiners are thus said to “mark” nouns. That is to say, you know a determiner
will be followed by a noun. Some categories of determiners are limited (there are only three
articles i.e. a, an, & the, a handful of possessive pronouns, etc.), but the possessive nouns
are as limitless as nouns themselves. This limited nature of most determiner categories,
however, explains why determiners are grouped apart from adjectives even though both
serve the function of modifying noun. We can imagine that the language will never tire of
inventing new adjectives. However, the determiners (except for the possessive nouns), on
the other hand, are well established, and this class of words is not going to grow in number.
The categories of determiners are as follows: (i) the articles (an, a, & the);25 (ii) the
possessive nouns/apostrophes (Asim’s, the priest’s, my mother’s, etc.);26 (iii) the possessive
pronouns (his, your, their, whose, etc.); (iv) the numbers (one, two, three, etc.); (v) the
indefinite pronouns (few, more, each, every, either, all, both, some, any, etc.); and (vi) the
demonstrative pronouns (this, that, these, those, such). It is interesting that a number of
these determiners have already been discussed under different headings of Parts of Speech.
However, we regard them determiners as collectively to avoid confusion in their extremely
mixed-up use.
Quantifiers
Like articles, quantifiers are words that precede and modify nouns. They answer the
question regarding how many or how much. Selecting the correct quantifier depends on
one’s understanding of the distinction between Countable and Uncountable Nouns. For our
purpose of understanding quantifier’s function with count and non-count nouns in the
current instance, we will choose the count noun trees and the non-count noun dancing:
25
However, due to their higher grammatical significance, “articles” will be discussed as a separate
subject in the following pages.
26
The structure and function of the “apostrophe” will be elaborated under Punctuation.
Bilcans Grammar Word
(Syed Muhammad Waqas)
105
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
The following quantifiers will work with countable nouns:
many trees
(a great number of trees)
a few trees
(a small number of trees)
few trees
(less than the required number of trees)
several trees
(more than three mutually distinct trees)
a couple of trees (two of many trees)
none of the trees (not any tree from at least three trees)
The following quantifiers will work with uncountable nouns:
not much dancing
a little dancing
little dancing
a bit of dancing
a good deal of dancing
a great deal of dancing
no dancing
The following quantifiers work with both countable and uncountable nouns:
Quantifier
all of the
some
most of the
enough
a lot of
lots of
plenty of
a lack of
Countable Noun
trees
trees
trees
trees
trees
trees
trees
trees
Uncountable Noun
dancing
dancing
dancing
dancing
dancing
dancing
dancing
dancing
In formal academic writings, it is usually preferable to use many and much rather
than phrases such as a lot of, lots of and plenty of.
Quantifiers Little versus A Little and Few versus A Few
There is an important difference between “a little” and “little” (used with uncountable
words) and between “a few” and “few” (used with countable words). If I say that “Salma
has a little experience in management” that means that although Salma is no great expert,
she does have some experience and that experience might well be enough for our purposes.
If I say that “Salma has little experience in management” that means that she does not have
enough experience. If I say that Zaheer owns a few books on Punjabi literature that means
that he has some books—not a lot of books, but probably enough for our purposes. If I say
that Zaheer owns few books on Punjabi literature, that means he does not have enough
number of books for our purposes and we would better go to a library.
Articles
Bilcans Grammar Word
(Syed Muhammad Waqas)
106
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
The word ‘article’ has been derived from Latin word articulus meaning ‘a joint’. Thus, an
article is a joint in a sentence that not only balances the sentence structure but also forms
connection on several instances like a conjunction. Interestingly, we do not have articles in
Urdu and Punjabi. Therefore, our students have hard time understanding the very presence
as well as the function of the articles. On the contrary, almost all European languages, with
a few exceptions, have articles, and this makes easier for European students to understand
English articles. English has three articles, i.e. a, an, & the. These articles may be
considered a kind of adjectives in their characteristic function. “The” is called the “definite
article”, for it usually precedes a specific or previously mentioned noun; “a” and “an” are
called “indefinite articles”, for they are used to refer to something in a less specific manner
(an unspecified countable noun). This is to suggest that the indefinite articles leave the
person, thing or place spoken of indefinite. They are, grammatically, the forms of the same
word, which implies “one”. These words are also listed among the noun markers or
determiners because they are almost invariably followed by a noun or something else acting
as a noun.
Here is a caution for those teaching and learning English. Even after you learn all
the principles behind the use of English articles, you will find an abundance of situations
where choosing the correct article or choosing whether to use one article or not will prove
chancy. For instance; “Icy highways are dangerous” and “The icy highways are
dangerous” are such sentences that are correct both ways i.e. with and without article ‘the’.
Moreover, ‘the’ does not mean “all”, but something particular. We generally say, for
example; cars are fast. It is a generalization and we mean by dropping definite article
before the subject that all cars are fast. However, when we say; the cars are fast, we want to
say by adding the definite article that some particular cars are fast.
The Use of Definite Article
Definite article “the” will always precede the names of natural objects, heavenly bodies,
rivers, newspapers, historical places, famous wars, TV channels, titles etc. See below, for
instance, for the correct use of “the”
1. We normally use “the” for State, Kingdom, Republic etc.
i. States: the United States of America/the USA
ii. Kingdom: the United Kingdom/the UK
iii. Republic: the French Republic
2. We normally use “the” for the names of “canals, rivers, seas and oceans”.
the Suez Canal (Canal)
the River Nile or the Nile (River), the Indus River or the Indus
the Mediterranean Sea or the Mediterranean (Sea)
the Pacific Ocean or the Pacific
3. We normally use “the” for plural names of people and places.
the Clintons, the Gondals, the Maliks (families)
the Philippines (country)
the Virgins Islands, the British Isles (island groups)
the Himalayas, the Alps (mountain ranges)
Bilcans Grammar Word
(Syed Muhammad Waqas)
107
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
For examples, look at the examples below:
I saw the Gondals today, because it was Mohsin’s birthday today.
Trinidad is the largest island in the West Indies.
Mount Everest is in the Himalayas.
4. And we also use “the” with the following sorts of names:
i. Hotels, Restaurants: the Seven Ways Hotel, the Husaniyyah Restaurant
ii. Banks: the National Bank of Pakistan, the State Bank, the Habib Bank, the Bank
Alfalah
iii. Theaters, Cinemas: the Rose Cinema, the Lahore Theater
iv. Museums: the Lahore Museum, the National Museum of Pakistan, the British
Museum
v. Buildings: the Haadi Building, the White House, the Presidency
vi. Newspapers: the Dawn, the Express, the Khabrain, the New York Times, the
Pakistan Times
vii. TV Channels: the Geo, the CNN, the Express News, the HBO
viii. Organizations: the ATI, the United Nations, the BBC, the European Union, the OIC,
the Quran Society
ix. Historical Places: the Lahore Fort, the Badshahi Mosque, the Big Ben, the Dome of
the Rock, the Taj Palace, the Pyramids
x. Historical Events: the Crusades, the Independence War, the World War I, the French
Revolution
xi. Heavenly Bodies: the Jupiter, the Sun, the Moon, the Alpha Centauri, the Milky Way
xii. Titles: the King of the Kings, the Viceroy, the Lion-heart, the Templer, the Secretary
of State
5. We normally use “the” for the compound names made with “…of…”:
a.
b.
c.
d.
e.
f.
g.
h.
i.
the Tower of London
the Tower of Pakistan
the Gulf of Bengal
the London School of Economics
the Bank of France
the Voice of America
the State Bank of Pakistan
the Statue of Liberty
the Tomb of Quaid-e-Azam
Moreover, the case of the definite article can be understood from the following:
Definite article is used with superlative degrees of adjectives;
Definite article is used as an adverb with comparative degrees of adjectives;
Definite article is employed to express the ‘force’ of a superlative;
Definite article is used before an adjective when the noun is a case already understood;
Bilcans Grammar Word
(Syed Muhammad Waqas)
108
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Definite article is used before a common noun to assign it the meaning of an abstract noun;
The mother (feeling of maternal love) in her woke up when she watched a movie about
a mother and her lost child.
The scholar (the spirit of being scholarly) in him was discovered only a few days ago.
Definite article is used when a singular noun stands for a whole class;
Zero Articles
There is a situation in English that we call ‘zero articles’. This situation implies that some
different kinds of noun never use articles. This is to say that we do not use articles with the
names of languages (“He was learning Chinese.”); but English does use definite article
“the” when the proper noun ‘Chinese’ takes the suffix ‘language’—thus as ‘the Chinese
language’. Similarly, when the word ‘Chinese’ refers to the people of China, the definite
article might come into practice (“The Chinese are hoping to get the next Olympics.”); the
names of sports (“She plays badminton. He is good at basketball.”), and academic subjects
(“She is taking economics and math. Her major is Religious Studies.”) are also “zero
article” words.
The Use of Indefinite Articles
Before we get into the function of indefinite article (a/an), it is important to understand the
position of the two forms we have in this category. It must be kept in view that a and an two
choices to the same end, and, therefore, their use only varies phonetically, and not
grammatically. When a word begins with a vowel sound, it is preceded by an; and when a
word begins with a consonant sound, a precedes it.
The words that indefinite article precedes can be of two types viz. (a) nouns, and
(b) adjectives. Here below is a list of a and an with nouns.
Indefinite Article a
Indefinite Article an
a man
an array
a girl
an inkpot
a cup
an elephant
a university
an individual
a book
an engineer
a company of soldiers
an orange
The indefinite article precedes adjectives following the same rule as it does with noun.
However, there is a simple difference that we need to keep in view all the time: that is, a
noun always independently occurs after indefinite article; however, an adjective does not
independently occur after indefinite article. This is to say that an adjective is always, like all
other cases, dependent on a noun when it succeeds indefinite article and precedes a noun in
its attributive function.27 For instance, we can say ‘an innocent girl’, because in this phrase
27
For attributive function, see “Adjective” in Parts of Speech section.
Bilcans Grammar Word
(Syed Muhammad Waqas)
109
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
innocent (adjective) is dependent on girl (noun) and modifies it to convey the sense of that
girl’s particular attribute; however, we cannot say ‘an innocent’, because while omitting girl
(noun), innocent (adjective) although succeeds indefinite article, it does not modify a noun
as is required according to the rule.
Here below is a list of a and an preceding adjectives.
Indefinite Article a
Indefinite Article an
a great man
an honest man
a beautiful girl
an innocent little girl
a small cup
an interesting plan
a famous university
an imaginary animal
a nice book
an animated film
a brave soldier
an old building
Indefinite article can be used to speak of any one member of a group or class. For instance:
 A cow has two horns. (i.e. all cows or any one of the cows)
 An MNA should serve the people.
Indefinite article generally occurs after a linking verb when the succeeding noun is a
singular case. In this structure, indefinite article classifies things or people into different
types or categories to tell their being coming of a certain type, class or category. For
instance:
 My car is a 2004-Model Mercedes.
 Ahmad is an engineer.
 Would that I were a doctor.
 He is not ashamed to be a criminal for the whole of his life.
Indefinite article succeeds primary verb “to have” when it is used to express possession.
For instance:
 My family has a large house near the river Jehlum.
 Do you have a laptop?
 Ahmad has an interesting storybook.
However, we cannot use indefinite article with possessive determiners, which are
generally accepted as (so-called) possessive adjectives—also called associate adjectives. For
instance, we cannot say; Ahmad is a my friend or that is a her book; instead, the correct way
to express possession with the use of indefinite article is; Ahmad is a friend of mine and that
is a book of hers. It must be noted that here we have employed possessive pronouns (mine,
yours, hers, theirs) instead of possessive determiners (my, your, her, their).
Unlike definite article “the”, we cannot use indefinite article with the superlative degree of
adjective. It is, for instance, incorrect to say; he is a best student in the class; instead, we
will say; he is the best student in the class.
Ahmad is an ablest person of my company. (Incorrect)
Bilcans Grammar Word
(Syed Muhammad Waqas)
110
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Ahmad is the ablest person of my company. (Correct)
A most informative book I have ever read is What Quran Says. (Incorrect)
The most informative book I have ever read is What Quran Says. (Correct)
Bilcans Grammar Word
(Syed Muhammad Waqas)
111
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
PUNCTUATION
STAGE 4:
To punctuate means “to interrupt something at intervals” or “to divide writing into
sentences and phrases by using special marks”. Punctuation is, in fact, the process of doing
all that. The word “punctuation” is from Latin punctuare, “to mark with points”, which
further goes back to derive its root from Old Latin pūnctus, “a prick or point”. Phonetically,
the variation in intonation and pauses of different lengths are transcribed using various types
of symbols. To these symbols we call “punctuation marks” in the language of grammar. The
primary function of these marks is to make sense in written language and record the
intonation according to its rise and fall and pauses of short and long lengths.
Punctuation is, like in any other modern language, an important chapter in English
grammar. Different languages have different tendencies as far as punctuation is concerned,
and the significance of punctuation also varies due to a language’s being morphological or
syntactical. English is one of those languages that can in no way avoid the use of
punctuation marks. The two most recurrent punctuation marks are “period/full stop” (.) and
“comma” (,). In case we only stop using these two, let alone others, English language would
be no more meaningful in its script.
Before we get into the definitions and functions of various punctuation marks, let us have a
glance at the chart of the symbols.
Period/Full Stop
Comma
Exclamation Mark
Question Mark
Colon
Semicolon
Hyphen
(.)
(,)
(!)
( ?)
(:)
(;)
(-)
Dash/Long Hyphen
Parentheses
Brackets
Ellipsis
Quotation Marks
Slash or Virgule
Apostrophe
(—)
()
( [] )
(…)
(“ ”)
(/)
( ’ s or ’ )
After having seen the symbols of punctuation, now we will discuss them in brief according
to the important and most frequent places of their use. This brief discussion will certainly
help Pakistani students to improve their writing of English. It should be especially noted
that, unlike Urdu or other eastern languages, English almost 100% depends on punctuation.
A good use of punctuation marks not only leaves a healthy impression on the reader, but
also makes a piece of writing easy to understand. Let us now have a look into the use of the
punctuation marks.
PERIOD/FULL STOP
We use a period/full stop ( . ) at the end of a sentence that makes a statement. A full stop
shows the end of a statement including all of its points. There is no space between the last
letter and the full stop. However, we add one space between the full stop and the first letter
of the next sentence.
Bilcans Grammar Word
(Syed Muhammad Waqas)
112
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
a. We have to be in the classroom before it is 9 am.
We use full stops with abbreviations. D.P.O., M.M.A., P.P.P., I.S.I., F.B.I. etc. Generally
there is no space between the abbreviations and the full stops. Nevertheless, acronyms
(usually made up of the first letter from a series of words, which we pronounce as words,
not as a series of letters) do not require full stops. For example: GEPCO, NATO, NADRA,
WAPDA (also written as Gepco, Nato, Nadra, Wapda) etc.
COMMA ( , )
Comma is generally used to set off two verb phrases or clauses of a sentence. It is also
employed between an adverbial conjunction and the remaining sentence to draw balance.
However, when two verb phrases describing the action of the same subject are separated
with the conjunction ‘and’, we do not use a comma. For example:
I. Ali works hard and gets a star everyday.
II. I can drive car and bus with an equal expertise.
Nevertheless, we place a comma when there are two subjects and two actions in the
sentence despite the presence of conjunction ‘and’.
a. Asif goes to school, and his younger brother stays at home.
We use comma to set off reporting verb from a reported speech when dealing with direct
narration of something or somebody:
a. Ali said to me, “You’re my friend.
Similarly, a quoted statement (i.e. a quotation) is generally separated from the rest of the
sentence with a comma:
a. We all know the famous Hadith, “The best among the people is one who is most
beneficent to mankind”, and it’s why we try to benefit our Muslim brothers.
EXCLAMATION MARK ( ! )
We use an exclamation mark/point ( ! ) at the end of an emphatic declaration, emotional
situation, interjection, or command.
a. “No!” he yelled. “Do it now!”
b. Ah! It was a bad day.
An exclamation mark may be used to close questions that are meant to convey extreme
emotion, as below:
a. What on earth are you doing! Stop it!
An exclamation mark works like a full stop. It ends a sentence when inserted instead of a
full stop. There is no space between the preceding word and the exclamation mark.
However, we add one space between the exclamation mark and the succeeding word.
In academic prose, an exclamation point is used rarely, if at all, and in newspaper
writing the exclamation point is virtually nonexistent. However, in novels, dramas and
Bilcans Grammar Word
(Syed Muhammad Waqas)
113
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
storybooks, which include dialogues and situations, exclamation marks are frequently used
to render situation as more real.
QUESTION MARK ( ? )
We employ a question mark ( ? ) at the end of a direct question. However, indirect questions
do not require question marks.
I. What do you about the criminal? (Direct question)
II. Judge asked him why he was lying in the court. (Indirect question)
It is considered bad form to use a question mark in combination with other marks,
although that is often done in informal prose in an attempt to convey complex tones: He
told you what!? This combination (or similar combination) of punctuation marks is
sometimes called an “interrobang”, but the interrobang currently has no role in academic
writing.
A tag question is a device used to turn a statement into a question. It nearly always
consists of a pronoun, a helping verb, and sometimes the word ‘not’. Although it begins as a
statement, the tag question prevails when it comes to the end-mark; so use a question mark.
We normally use contracted forms of auxiliaries in tag questions.
I. He should stop smoking, shouldn’t he?
II. They’re not playing very well, are they?
Sometimes, we use question marks at the end of apparently affirmative sentences.
Why? In fact, such affirmative sentences that take question marks are only apparently
affirmative but inwardly a direct question. It is an easy job for a native speaker of English to
understand such sentences. It may sound strange to Pakistani students that most questions
are asked by the native English speaker in affirmative overtone. Nevertheless, it generally
occurs in direct speech between the 1st person (speaker) and the 2nd person (immediate
listener). See below for instance:
a.
b.
c.
He’s coming home this evening? (Actually “Is he coming home this evening?”)
That restaurant is yours? (“Is that restaurant yours?”)
Hey, you’re still sleeping? (“Are you still sleeping?”)
QUOTATION MARKS ( “ ” )
We use quotation marks ( “ ” ) to set off material that represents quoted or spoken language.
Quotation marks also set off the titles of things that do not normally stand by themselves:
short stories, poems, and articles, for instance.
I. My favorite epic-poem is Waris Shah’s “Heer”.
II. I have twice read Shakespeare’s “Hamlet”.
In direct narration, we always use full quotation marks (i.e. double quotes) to
specify the reported speech. Similarly, to introduce a quotation in a sentence, we quote the
immediate words of the quoted person inside full quotation marks.
I. “I don’t care,” said he, “what do you think about it?” (Direct narration)
Bilcans Grammar Word
(Syed Muhammad Waqas)
114
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
II. Aristotle was sure of his scholarship despite publicly saying, “I know nothing.”
(Quotation)
However, we sometimes emphasize or specify a word, phrase or clause using only
single quotes. For example:
a. The ‘final’ Word of God is Glorious Quran.
SEMI COLON (;)
The semi colon (;) is used to distinguish coordinate clauses which are joined by such
coordinating conjunctions that express position, or introduce an inference; as, therefore,
otherwise, however, so, then, thereafter, yet etc.
a. Eat more fruit; otherwise, you will become skinny.
b. He lives in my neighborhood; therefore, we see each other off and on.
It is also used to separate parallel clauses, which the writer desires to emphasize by
providing a longer pause between them. Moreover, such complete sentences that are
interdependent are generally connected with semi colons to express their integrity and
shorten their independent position. Sometimes we want to describe many independent
things in one expression i.e. in one sentence; thus we employ semi colon. This situation may
be reversed and put in another way: it is used to distinguish or separate ‘loosely related’
clauses.
a. Coconut tree gives us fruit; it gives us drink; it gives us oil; it gives us ropes; it gives us
rafters; it gives us materials for roofing; it gives us firewood; in short, it supplies us nearly
all necessary things.28
b. The food for thought is meditation; the food for soul is spiritual practices; the food for
philosophical tendencies is speculation, and there is food for everything.
Similarly, sometimes we quote or categorize things. For this particular purpose, we use
semi colon before quoting any statements or naming the things we categorize.
a. Thus says the Lord in His Holy Book; “Do not make mischief in earth.”
b. We have a few things to discuss presently; (a) teaching methods (b) debating techniques
(c) arguments and counter arguments.
APOSTROPHE (’s or ’)
Apostrophe marks the possessive case of a noun—expressed as opposed to the possessive
case of pronoun. Apostrophe situation uses an upper comma followed by an ‘s’ without any
space normally used between words. For instance; Samina’s cell phone, Hassan’s book,
upper room’s key etc.
The example has been taken from New College Composition by Dave, Verma & Aggarwala. The
simple reason to import an example from another book is that the currently quoted example is so
comprehensive and all-embracing that a better sentence with so many semi colons simply becomes
impossible in the current context.
28
Bilcans Grammar Word
(Syed Muhammad Waqas)
115
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
In British English, the use of apostrophe after any words ending on –s or –ce drops
the s and maintains only the upper comma (e.g. the thesis’ description is not clear; Pace’
all floors are wide and airy). However, American English does not follow this rule and
retains the full use of apostrophe.
When contracting auxiliaries, we use the apostrophe (i.e. the upper comma) to form
short helping verb cases. For instance, I’ll, you’re, she’s, hasn’t, won’t, isn’t, wouldn’t etc.
Similarly, the upper comma is also used to form plurals of the numeric figures and
letters. For instance, minus three 2’s and two 5’s; our PC’s are not working properly; all of
the Q’s were easy to answer. Modern English, however, does use another easier way of
expressing plurality of numbers and letters. In this modern usage, upper comma is not used
anywhere and lowercase “s” is straightaway inserted in the end of numbers and letters. For
instance; three 2s and two 5s, PCs, PhDs, Qs etc.
THE BRACKETS
The brackets ([]) are used in the following situations:
We can use them to adduce explanatory words or phrases within quoted language.
THE SLASH OR VIRGULE
A slash or slant or solidus or virgule [ / ] is used to indicate a choice between the words it
separates.
a. Using the pass/fail option backfired on her; she could've gotten an A.
The slash can be translated as “or” and should not be used where the word “or”
could not be used in its place. To avoid gender problems with pronouns, some writers use
he/she, his/her, and him/her. Many authorities despise that construction and urge writers
either to pluralize when possible and appropriate (to they, their, them) or to use he or she,
etc. instead. Notice there is no space between the slash and the letters on either side of it.
There is, however, a space when the slash is used to indicate a line-break in quoted
poetry: "The woods are lovely, dark, and deep / but I have promises to keep." (This way of
quoting poetry is limited to four or five lines of verse, within the normal flow of text.)
When using slashes in a Uniform Resource Locator (URL) for a World Wide Web
address (http://www.pu.edu.pk/archaeology/), be especially sure not to include spaces and
not to confuse the slash with its backward cousin, \, used as a path separator in Windows
(for example, c:\program files\Adobe).
THE DASH
The dash is a handy device, informal and essentially playful, telling you that you're about to
take off on a different track but still in some way connected with the present course — only
you have to remember that the dash is there, and either put a second dash at the end of the
notion to let the reader know that he is back on course, or else end the sentence, as here,
with a period.
Bilcans Grammar Word
(Syed Muhammad Waqas)
116
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Use a dash [ — ] or dashes as a super-comma or set of super-commas to set off parenthetical
elements, especially when those elements contain internal forms of punctuation:
a. All four of them—Saima, Samina, Salma, and Sadia—are doing well at the school.
Do not use dashes to set apart material when commas would do the same job in a better
way. Usually, there are no spaces between the dash and the letters on either side of a dash.
In writing dialogue, the dash is used to show breaks in thought and shifts in tone:
I. "How many times have I asked you not to—" Jason suddenly stopped talking and
looked out the window.
II. "Not to do what?" I prompted.
III. "Not to — Oh heck, I forget!"
A dash is sometimes used to set off concluding lists and explanations in a more informal
and abrupt manner than the colon. We seldom see the dash used this way in formal,
academic prose.
Modern word processors provide for two kinds of dashes: the regular dash or em dash
(which is the same width as the letter "M," — ) and the en dash (which is about half the
width, the same as the letter "N," – ). We use the em dash for most purposes and keep its
smaller brother, the en dash, for marking the space between dates in a chronological range:
"Kennedy's presidency (1961–1963) marked an extraordinary era. . . ."; in time: 6:30–8:45
p.m.; and between numbers and letters in an indexing scheme: table 13–C, CT Statute 144–
A.
The en dash is also used to join compound modifiers made up of elements that are
themselves either open compounds (frequently two-word proper nouns) or already
hyphenated compounds: the Puerto Rican–United States collaboration, the New York–New
Jersey border, post-Darwinian–pre-Freudian theorems. The Gregg Reference Manual and
the Chicago Manual of Style both recommend using the en dash whenever a compound
modifier is combined with a participle as in "a Frank Lloyd Wright–designed building," "a
White House–backed proposal," and "a foreign exchanged–related issue." A string of
modifiers in a single compound, though, is joined with hyphens: hilarious, never-to-beforgotten moments. If you are using an old-fashioned typewriter that cannot create an en
dash, you can denote to your typesetter or editor that a hyphen is to be converted to an en
dash by using a hyphen and hand-writing the letter "n" above it.
Some reference manuals are urging editors and publishers to get rid of the en dash
altogether and to use the em dash exclusively, but en and em are still handy words to know
when you're trying to get rid of those extra e's at the end of a Scrabble game. Finally, we use
what is called a 3-em dash (or six typewriter hyphens) when we're showing that someone's
name or a word has been omitted (perhaps for legal reasons or issues of taste):
Professors ______ and ______ were suspended without pay for their refusal to grade papers.
THE HYPHEN
Bilcans Grammar Word
(Syed Muhammad Waqas)
117
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
A hyphen is used to join the parts of a compound word. A hyphen "icon" embedded in some
text — - — indicates either that a hyphen is called for at that point, or (if you have a hyphen
there already) that the hyphen is not appropriate. We hope that this page will explain why.
The rules for hyphenating at line endings are so complicated that no one can be expected to
keep track of them. If you're ever in a situation where you have to hyphenate at line-breaks,
go to a dictionary—unless you can explain why you would break experience between the e
and the r, that is, and then you can do whatever you want. Remember that if you adjust one
line-break, that may well affect subsequent line-breaks in the text.29
Hyphens have other uses
a) creating compound words, particularly modifiers before nouns (the well-known actor,
my six-year-old daughter, the out-of-date curriculum
b) writing numbers twenty-one to ninety-nine and fractions (five-eighths, one-fourth)
c) creating compounds on-the-fly for fly-by-night organizations
d) adding certain prefixes to words: When a prefix comes before a capitalized word or the
prefix is capitalized, use a hyphen (non-English, A-frame, I-formation). The prefixes
self-, all-, and ex- nearly always require a hyphen (ex-husband, all-inclusive, selfcontrol), and when the prefix ends with the same letter that begins the word, you will
often use a hyphen (anti-intellectual, de-emphasize), but not always (unnatural,
coordinate, cooperate).30
There is no space between a hyphen and the character on either side of it.
Suspended Compounds
With a series of nearly identical compounds, we sometimes delay the final term of the final
term until the last instance, allowing the hyphen to act as a kind of place holder, as in:
a)
b)
c)
The third- and fourth-grade teachers met with the parents.
Both full- and part-time employees will get raises this year.
We don't see many 3-, 4-, and 5-year-old children around here.
CAPITALIZATION
CAPITAL LETTERS
Capitalization is an act of writing a word with a capital letter. English has a very general rule
for capitalization that every sentence begins with a capital letter. There is no exception in this
rule, and it is this area of English grammar where it appears no less than a science.
I. A penny saved is a penny earned.
II. People who live in glass houses shouldn't throw stones.
29
Probably the best reference text for these decisions (next to looking up everything in a dictionary,
i.e.) is The Chicago Manual of Style.
30
For further information about compound nouns and compound modifiers, see “Compound Words”.
Bilcans Grammar Word
(Syed Muhammad Waqas)
118
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Moreover, a proper noun always begins with a capital letter.
A proper noun names a ‘specific person, place, or thing’. Proper nouns include names of the
people, titles, eves, festivals, languages and nationalities, and the names of days and months
(but not of seasons). For example:
Common Nouns
woman
king
my uncle
country president
a new detergent
my religious studies class
studying a language
month
holiday
Proper Nouns
Saima
Julius Caesar
Uncle Qamar
President Musharraf
Ariel
What Quran Says (book)
German
June
Eid/Thanksgiving
The personal pronoun “I” is always spelled as a capital letter.
a. When I think of traveling, I always plan to go to Lahore.
A capital letter begins the first, last, and any important word (except prepositions,
conjunctions and articles) in the title of a book, magazine article, story, poem, movie, or other
work.
a. Have you read President Musharraf's book, In the Line of Fire?
When quoting someone’s original words, such as sayings, poetic verses or even statements of
ordinary humans, we almost always capitalize the initial letter of the first word falling inside
the quotation marks.
a. Shakespeare says in Hamlet, “Frailty, thy name is woman.”
b. Ahmad had an offer for me as he yesterday proposed, “This is a very good salary;
so will you join us in our new enterprise?”
c. It is Milton saying, “Awake arise or be for ever fallen.”
Bilcans Grammar Word
(Syed Muhammad Waqas)
119
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
STAGE 5
LINGUISTIC ASSISTANCE
Diminutives
Diminutives are formed from certain nouns to express smallness, intimacy or contempt.
Here is a list of commonly used diminutives.
Word
Ankle
Arm
Baron
Book
Brook
Bull
Cat
Crown
Dame
Dear
Duck
Eagle
Eye
Hill
Cigar
Isl e
Rose
Table
Nose
Throat
Goose
Weak
Bird
Puss
Diminutive
Form
Anklet
Armlet
Baronet
Booklet
Brooklet
Bullock
Kitten
Coronet
Damsel
Darling
Duckling
Eaglet
Eyelet
Hillock
Cigarette
Islet
Rosette
Tablet
Nozzle
Throttle
Gooseling
Weakling
Birdie
Pussy
Word
Lamb
Lance
Leaf
Man
Nest
Owl
Part
Poet
Ring
River
Shade
Stream
Tower
Cock
Circle
Pouch
Song
Mouth
Sack
Thumb
Nurse
Grain
Lass
Top
Diminutive
Form
Lambkin
Lancet
Leaflet
Manikin
Nesting
Owlet
Particle
Poetaster
Ringlet
Rivulet
Shadow
Streamlet
Turret
Chicken
Circlet
Pocket
Sonnet
Muzzle
Satchel
Thimble
Nurseling
Granule
Lassee
Tip
Plurals
Adding “s” to the end of a singular noun generally forms plurals in English (e.g. boy,
boys; girl, girls; book, books; cell, cells; letter, letters; cap, caps; person, persons; shirt,
shirts; tree, trees and so on). However, some nouns have different endings than these
regular plurals. All such singular nouns, apart from those Anglicized from other languages,
are changed in plural forms in accordance with their respective endings. Let us have a
categorical look on all such nouns below.
Nouns ending in “-s,-ch, -sh, -o, and -x” receive “-es” in their plural forms.
Bilcans Grammar Word
(Syed Muhammad Waqas)
120
Bab-ul-Ilm Research Foundation®
Singular
Branch
Brush
Buffalo
Cargo
Class
Volcano
www.birf.weebly.com
Plural
Branches
Brushes
Buffaloes
Cargoes
Classes
Volcanoes
also
Volcanos
Singular
Box
Dish
Echo
Hero
Kiss
Watch
Plural
Boxes
Dishes
Echoes
Heroes
Kisses
Watches
Singular
Match
Mango
Negro
Potato
T ax
Witch
Plural
Matches
Mangoes
Negroes
Potatoes
Taxes
Witches
However some singular nouns ending in -o form regular plurals and receive only -s
rather than -es in plural cases.
Singular
Canto
Kilo
Piano
Ratio
Homo
Plural
Cantos
Kilos
Pianos
Ratios
Homos
Singular
Commando
Memento
Quarto
Solo
Pro
Plural
Commandos
Mementos
Quartos
Solos
Pros
Singular
Dynamo
Photo
Logo
Stereo
Plural
Dynamos
Photos
Logos
Stereos
Nouns that end in –y and if this –y succeeds a consonant, plurals are formed in this
situation by replacing –y with –ies. For instance:
Singular
Army
Baby
Plural
Armies
Babies
Singular
City
Lady
Plural
Cities
Ladies
Singular
Hobby
Story
Plural
Hobbies
Stories
Anglicized Greek Singulars-Plurals
Singular
Axis
Analysis
Parenthesis
Automaton
Stoma
Plural
Axes
Analyses
Parentheses
Automata
Stomata
Stomas
Paralyses
Criteria
Theses
Paralysis
Criterion
Thesis
Dogma
Dogmata
Dogmas
Singular
Basis
Crisis
Phenomenon
Polyhedron
Schema
Diagnosis
Hypothesis
Stigma
--
Plural
Bases
Crises
Phenomena
Polyhedra
Schemata
Schemas
Diagnoses
Hypotheses
Stigmata
Stigmas
--
Anglicized Latin Singulars-Plurals
Singular
Alumna
Plural
Alumnae
Alumnus
Alumni
Singular
Erratum
Bilcans Grammar Word
Plural
Errata
Singular
Formula
(Syed Muhammad Waqas)
Plural
Formulae
Formulas
121
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Index
Indices
Matrix
Memorandum
Memoranda
Radius
Matrices
Matrixes
Radii
Vertex
Vertices
Terminus
Agenda
Agendas
Addendum
Addenda
Datum
Also Data
Termini
Terminuses
Da t a
Da t a
Agendum
Also Agenda
Forum
F o ra
Forums
Medium
Media
Mediums
Medias
Millennium
Millennia
Viscera
C a ct i
Cactuses
Genera
Appendices
Corpus
Octopus
Corpora
Octopi
Octopuses
Corrigenda
Spectra
Also Media
Syllabus
Fungus
Syllabi
Fungi
Viscous
Cactus
Focus
Alga
Also Algae
F o ci
Algae
Genus
Appendix
Corrigendum
Spectrum
Anglicized Hebrew Singulars-Plurals
Singular
Cherub
Plural
Cherubim
Cherubs
Singular
El
Plural
Elohim
Singular
Seraph
Plural
Seraphim
Seraphs
Anglicized French Singulars-Plurals
Singular
Madame
Madam
Bureau
Chateau
Plural
Mesdames
Singular
Monsieur
Plural
Messieurs
Singular
Dame
Plural
Damsel
Bureaux
Bureaus
Chateaux
Chateaus
Beau
Beaux
Beaus
--
Tableau
--
Tableaux
Tableaus
--
Singular
Signora
Plural
Signore
--
Anglicized Italian Singulars-Plurals
Singular
Bandit
Plural
Banditti
Bandits
Singular
Signor
Also
Signore
Plural
Signori
Compound Plurals
Singular
Commander in Chief (Commander-inChief)
Coat-of-Mail
Son-in-Law
Daughter-in-Law
Stepson
Stepdaughter
Bilcans Grammar Word
Plurals
Commanders in Chief (Commanders-inChief)
Coats-of-Mail
Sons-in-Law
Daughters-in-Law
Stepsons
Stepdaughters
(Syed Muhammad Waqas)
122
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Stepbrother
Stepsister
Passer-by (also Passerby)
Maidservant
Manservant
Onlooker
Looker-on
Man-of-War
Man-of-Courage
Friendly-fire
Governor-General
Court Martial
Attorney-General
Woman-doctor
Man-child
Prime Minister
Major General
Lieutenant General
Head of State
Stepbrothers
Stepsisters
Passers-by (Passersby)
Maidservants
Menservants
Onlookers
Lookers-on
Men-of-War
Men-of-Courage
Friendly-fires
Governors-General
Courts Martial
Attorneys-General
Women-doctors
Men-children
Prime Ministers
Major Generals
Lieutenant Generals
Heads of States/Heads of State
Irregular Plurals
Singular
Brother
C ow
Medium
Person
Plural
Brothers
Brethren
Kine
Cows
Media
Also
Mediums
Singular
Child
Plural
Children
Singular
Cloth
Die
Dies
Dice
Oxen
Egg
Persons
People
Sister
Sisters
Sistren
Hose
Ox
Penny
Plural
Clothes
Cloths
Eggys
E ggs
Pennies
Pence
Hosen
Hoses
Ablaut or Mutated Plurals (Such plurals as are formed by the simple change of inner
vowel(s) and vowel sound.)
Singular
Goose
Man
Plural
Geese
Men
Singular
Foot
Mouse
Woman
Women
--
Plural
Feet
Mice
(But:
Computer
Mouses)
--
Singular
Louse
Tooth
--
Plural
Lice
Teeth
--
Collective English Nouns Used As Plural
Bilcans Grammar Word
(Syed Muhammad Waqas)
123
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Alms, Annals, Assets, Bellows, Breeches, Cattle, Chattels, Drawers, Eaves, Environs,
Gentry, Glasses, Jeans, Obsequies, Nuptials, Pants, People, Pincers, Poultry, Pajamas,
Riches, Scissors, Shorts, Spectacles, Thanks, Tidings, Tights, Tongs, Trousers, Underwears,
Vermin
Nouns Used Alike in Singular & Plural Cases
Aircraft, Bison, Cannon (also cannons), Cod, Deer, Dozen, Fishes, Gross, Hundred, Moose,
News, Pair, Pike, Salmon, Score, Series, Sheep, Spacecraft, Species, Swine, Thousand,
Trout
Nation-Nationalities
Singular National
Plurals Nationals
Nation/Nationality
Englishman
Englishwoman
The Englishmen
The Englishwomen
The English (England)
Dutchman
Dutchwoman
The Dutchmen
The Dutchwomen
The Dutch (Holland)
Frenchman
Frenchwoman
The Frenchmen
The Frenchwomen
The French (France)
Irishman
Irishwoman
The Irishmen
The Irishwomen
The Irish (Ireland)
Scotsman
Scotswoman
The Scotsmen
The Scotsmen
The Scots (Scotland)
Welshman
Welshwoman
Welshmen
Welshwomen
The Welsh (Wales)
Dane
Danes
The Danes (Denmark)
The Danish
Norwegian
Norwegians
The Norwegians (Norway)
Spaniard
Spaniards
The Spaniards (Spain)
The Spanish
Fin
Fins
The Fins (Finland)
The Finnish
Swede
Swedes
The Swedes (Sweden)
The Swedish
Indian
Indians
The Indians (India)
Chinese
Chinese
The Chinese (China)
Japanese
Japanese
The Japanese (Japan)
Pakistani
Pakistanis
The Pakistanis (Pakistan)
Bilcans Grammar Word
(Syed Muhammad Waqas)
124
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Synonyms
Word
(Verb)
Synonym(s)
Word
(Noun &
Adjective)
Synonym(s)
Abstain
Refrain,
Abject
Worthless, mean
Abandon
Desert, Leave,
Forsake, Quit
Abomination
Disgust, abhorrence
Abjure
Forswear,
recant
Abortive
Vain, useless, futile
Abolish
Nullify, annul,
annihilate
Absurd
Stupid, foolish
Absolve
Pardon, forgive,
exempt
Battle
War, Encounter
Admire
Praise,
Appreciate
Character
Conduct
Abide
Bide, endure
Corpse
Carcass, dead body
Allow
Permit, Assent
Custom
Habit
Alter
Change,
Transform
Crime
Vice, sin
Answer
Reply, Respond
House
Home
Appear
Seem,
P ar t
Portion, Share
Assist
Aid, Help
Price
Cost, value
Avenge
Revenge
Roof
Ceiling
Banish
Exile, Expel,
Dismiss
Ancient
Olden, Old, Historical
Bring
Fetch
Addicted
Devoted
Defend
Protect
Beautiful
Handsome, Pretty,
Lovely
De n y
Refuse
Big
Large, Great
Discover
Find, invent,
detect, disclose
De a d
Deceased, Lifeless
Deceive
Cheat
Obstinate
Stubborn
He a r
Listen
Ve r b a l
Or a l
Look
Se e
Envious
Jealous
Regret
So r r y
Afraid
Timid, scared
Bilcans Grammar Word
(Syed Muhammad Waqas)
125
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Witness
Se e
Agony
Pain, affliction,
torment, anguish
Alleviate
Mitigate, lessen,
relieve, soften
Aim
Goal, object, intention,
determination
Animals, Their Children and Their Sounds
Animal
Baby Animal
Sound
Bear
Cub
Growl
Boar, Pig, Swine,
Porkling
Grunt
Cat
Kitten
Mew, Purr
Cow, Ox
Calf
Low, Bellow
Buffalo
Calf
Low, Bellow
Deer
Fawn
Dog
Puppy
Bark, Howl, Yelp
Duck
Duckling
Quack
Eagle
Eaglet
Scream
Elephant
Baby Elephant
Squeal, Trumpet
F ox
Cub
Bark, Yelp
Frog, Toad
Tadpole
Croak
Goat
Kid
Bleat
Goose
Gosling
Gaggle
H ar e
Leveret
H en
Chicken
Cackle
Horse
Colt, Foal
Neigh
Lion
Whelt
Roar
Sheep
Lamb
Bleat
Swan
Cygint
Tiger
Cub
Roar
Wolf
Cub
Howl, Yell
Bilcans Grammar Word
(Syed Muhammad Waqas)
126
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
300 Most Common Pitfalls in Pakistani Use of English
Incorrect
Correct
1. Open this book on page 100.
Open this book at page 100.
2. He was born in nineteen hundreds
fifty-two.
He was born in nineteen hundred fiftytwo.
He does not know right from wrong.
3. He does not know wrong from right.
4. The English is difficult to learn.
English is difficult to learn.
The English language is difficult to
learn.
5. Bible is a sacred book of Christians.
Quran is a sacred book of Muslims.
The Bible is a sacred book of
Christians.
The Quran is a sacred book of Muslims.
6. His father gave him many advices.
His father gave him many pieces of
advice.
His father gave him much advice.
7. That book gives us many informations
about Shahab-ud-Din Ghauri.
That book gives us much information
about Shahab-ud-Din Ghauri. `
8. The furnitures of this house are not
very costly.
The furniture of this house is not very
costly.
9. He is one of the best poet this country
has ever produced.
He is one of the best poets this country
has ever produced.
10. He prefers to write with blue ink.
He prefers to write in blue ink.
11. Where you spent your last summer
vacations.
Where did you spend your last summer
vacation?
12. The hen has lain eight eggs.
The hen has laid eight eggs.
13. She enjoys very bad health.
She has very bad health.
14. He never said anything of the kind.
He said nothing of the kind.
15. I should be glad if you will come in
the evening.
I should be glad if you would come in
the evening.
16. I am the one who am to blame.
I am the one who is to blame.
17. At his sight, I trembled with fear.
At the sight of him, I trembled with
fear.
We should pray to God everyday.
18. We should pray God everyday.
19. The subject of her essay is about
Politeness.
The subject of her essay is “Politeness”.
20. As I am ill, so I will not be able to
attend college today.
As I am ill, I will not be able to attend
college today.
21. I do not know who are you.
I do not know who you are.
Bilcans Grammar Word
(Syed Muhammad Waqas)
127
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
22. So quickly we walked that we
reached the school in time.
So quickly did we walk that we reached
the school in time.
23. I neither met Ahmad or his father.
I met neither Ahmad nor his father.
24. Greek is not only difficult to read,
but also to write.
Greek is difficult not only to read, but
also to write.
25. I did not intend to punish the boy, but
only to prevent further offence.
I intended not to punish the boy, but
only to prevent further offence.
26. He says that his mother is sick.
He says that his mother is ill.
27. Please see my certificates.
Please look at my certificates.
28. He meditates upon revenge.
He meditates revenge.
29. He has no influence upon the king.
He has no influence over the king.
30. It is half past five in my watch.
It is half past five by my watch.
31. He is true to his words.
He is true to his word.
32. The magistrate passed order for his
acquittal.
The magistrate passed orders for his
acquittal.
33. His family members have gone to
Murree.
The members of his family have gone
to Murree.
34. The examination begins from
Monday.
The examination begins on Monday.
34. Health is more preferable than riches.
Health is preferable to riches.
36. His claim is prior than yours.
His claim is prior to yours.
37. He is the most happiest man on the
earth.
He is the happiest man on the earth.
38. The elephant is larger than any
animal.
The elephant is larger than any other
animal.
39. Solomon was wiser than any king.
Solomon was wiser than any other king.
40. No boy in the class is so intelligent
as Ahmad.
No other boy in the class is so
intelligent as Ahmad.
41. He is the worthiest and sympathetic
man in the town.
He is the worthiest and the most
sympathetic man in the town.
42. Hassan has been suffering from fever
from Friday.
Hassan has been suffering from fever
since Friday.
43. He has been absent since ten days.
He has been absent for ten days.
44. I have not seen Ahmad since a long
time.
I have not seen Ahmad for a long time.
45. My brother died since a fortnight.
My brother died a fortnight since/ago.
46. I will not be here before two months.
I will not be here for two months.
47. You must finish this work before two
You must finish this work within two
Bilcans Grammar Word
(Syed Muhammad Waqas)
128
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
hours.
hours.
48. I expect a letter from her after a
week.
I expect a letter from her in a week.
49. I received his letter long before.
I received his letter long ago.
50. The train will arrive just now.
The train will arrive presently.
51. Every flower and every leaf proclaim
the glory of the Almighty.
Every flower and every leaf proclaims
the glory of Almighty.
52. The sum and substance of his speech
are as follow.
The sum and substance of his speech is
as follows.
53. I received his letter long before.
I received his letter long ago.
54. The bus will arrive just now.
The bus will arrive presently.
55. Character, and not riches, win us
respect.
Character, and not riches, wins us
respect.
56. Every flower and every leaf proclaim
the glory of God.
Every flower and every leaf proclaims
the glory of God.
57. The sum and substance of his speech
are as follow.
The sum and substance of his is as
follows.
58. Sixty rupees are not a large sum for
this toy.
Sixty rupees is not a large sum for this
toy.
59. Principles of Physics are a good
book.
Principles of Physics is a good book.
60. The majority was present at the
meeting.
The majority were present at the
meeting.
61. None but those having some teaching
experience needs apply.
None but those having some teaching
experience need apply.
62. It were the girls that defied their
teacher’s orders.
It was the girls that defied their
teacher’s orders.
63. Everyone should be careful of one’s
health.
Everyone should be careful of his
health.
64. Neither the students nor the teacher
was there.
Neither the teacher nor the students
were there.
65. Walking along the Mall Road, his
head dashed against a lamppost.
As he was walking along the Mall
Road, his head dashed against the
lamppost.
While he was walking along the Mall
Road, his head dashed against the
lamppost.
66. Being a fine day, they went to the
lake to enjoy a picnic.
It being a fine day, they went to the lake
to enjoy a picnic.
As it was a fine day, they went to the
Bilcans Grammar Word
(Syed Muhammad Waqas)
129
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
lake to enjoy a picnic.
67. Failing in the first attempt, no second
attempt was made.
Failing in the first attempt, he made no
second attempt.
68. He has an urgent business at home.
He has an urgent piece of business at
home.
69. He has many businesses today.
He has much business today.
70. There was no temple there but I
visited.
There was no temple there that I did not
visit.
71. He as well as I am wrong.
He is wrong as well as I.
72. We have come here to take your
leave.
We have come here to take leave for
you.
73. I cannot endure her separation.
I cannot endure separation from her.
74. Do you know who are you referring
to?
Do you know whom you are referring?
75. You should follow their advice who
are superior to you in intellect.
You should follow the advice of those
who are superior to you in intellect.
76. He dares not speak against me.
He dares not to speak against me.
77. I was greatly wondered at what met
my eyes.
I was greatly astonished at what met my
eyes.
78. I admitted my brother to the G.C.
College.
I got my brother admitted to the G.C.
College.
79. He took admission into Bab-ul-Ilm
Public School.
He was admitted to Bab-ul-Ilm Public
School.
80. He did nothing but sang.
He did nothing but sing.
81. I am feeling feverish.
I feel feverish.
82. I intend to inform his misbehavior to
his father.
I intend to his father of his misbehavior.
83. Please pardon me for giving you this
trouble.
Please pardon me for the trouble I am
giving you.
Please excuse me for the trouble I am
putting you to.
84. Many kinds of fruits grow in
Balochistan, such as apples, palms,
apricots etc.
Many kinds of fruit, such as apples,
palms, and apricots, grow in
Balochistan.
85. With regard my conduct, I beg to
submit as follows.
With regard to my conduct, I beg to
submit as follows.
As regards my conduct, I beg to submit
as follows.
86. He told these news to his mother.
He told his mother this news.
Bilcans Grammar Word
(Syed Muhammad Waqas)
130
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
87. He packed his luggages.
He packed his luggage.
88. She provided the blinds with food
and clothes.
She provided the blind with food and
clothes.
89. The poors of our city are starving.
The poor of our city are starving.
90. Scouts wear half pants.
Scouts wear shorts.
91. There is no place in his compartment.
There is no room in his compartment.
There is no space in his compartment.
92. Ahmad hit an over boundary.
Ahmad hit a six.
93. We saw a joker at the circus.
We saw a clown at the circus.
94. We had a good play of cricket.
We had a good game of cricket.
95. I saw a theater last night.
I saw a play last night.
I saw theater last night.
96. Won’t you like to take part in drama?
Won’t you like to act?
Won’t you like to act in drama?
97. He is a tall gentleman.
He is a tall man.
98. These females have come here to talk
to you.
These women have come here to talk to
you.
99. He got a bad companionship.
He got into bad company.
100. Here is my cup please fill.
Here is my cup; please fill it.
101. I asked for my book, but he did not
give me.
I asked for my book, but he did not give
it to me.
102. The boy who stands first he will get
a prize.
The boy who stands first will get a
prize.
103. I with some friends went for a walk.
I went for a walk with some friends.
104. The teacher tested the boy if he
could speak English.
The teacher tested if the boy could
speak English.
105. Ahsan is elder than me.
Ahsan is older than I.
106. He will spend his remaining life
here.
He will spend the rest of his life here.
107. That is a worth seeing building.
That is a building worth seeing.
108. He got nearly cent percent marks.
He got nearly full marks.
109. She got an employment in the
National Bank.
She got employment in the National
Bank.
110. You should make noise.
You should not make a noise.
111. What a fun!
What fun!
112. I do not care for you.
I do not care what you do.
113. He does not care for his money.
He does not take care of his money.
Bilcans Grammar Word
(Syed Muhammad Waqas)
131
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
114. He got angry before I said a word.
He got angry before I had said a word.
115. If I would have worked hard, I
would have passed.
If I had worked hard, I would have
passed.
116. I left playing.
I have left playing.
I stopped playing.
I have stopped playing.
117. I take my food.
I have my food.
118. I want that I should get leave.
I want to get leave.
119. I like to play hockey.
I want to play hockey.
I would like to play hockey.
120. He is troubling me.
He is giving me trouble.
121. He gave a speech.
He made a speech.
He delivered a speech.
122. She would not hear me.
She would not listen to me.
123. I cannot pull on with my work.
I cannot manage my work.
124. He has ordered for a new racquet.
He has ordered a new racquet.
125. Open the light.
Turn on the light.
126. Shut the light.
Turn off the light.
127. He was very kind enough to comply
with my request.
He was kind enough to comply with my
request.
128. He behaved cowardly.
He behaved in a cowardly manner.
He behaved like a coward.
129. If he works hard, then he will pass.
If he works hard, he will pass.
130. Because he is clever, therefore he
gets good marks.
Because he is clever, he gets good
marks.
131. He is ill since three months.
He has been ill for three months.
132. I will explain him this.
I will explain this to him.
133. Send this letter on my address.
Send this letter to my address.
134. He suggested me this.
He suggested this to me.
135. He goes in the school.
He goes to the school.
136. We always go to picnic.
We always go on picnic.
137. He was favorite to his friends.
He was favorite with his friends.
138. I did not ask any question to him.
I did not ask him any question.
139. The match starts from four o’clock.
The match starts at four o’clock.
140. He rides on a car.
He rides in a car.
141. Ahmad bought five dozens eggs.
Ahmad bought five dozen eggs.
142. Muslims recite Glorious Quran
The Muslims recite the Glorious Quran
Bilcans Grammar Word
(Syed Muhammad Waqas)
132
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
every Morning.
every morning.
143. Do not speak a lie.
Do not tell a lie.
144. Look ‘research’ in the dictionary.
Look up ‘research’ in the dictionary.
145. They are anxious to visit Swat.
They are eager to visit Swat.
146. Please answer my letter
immediately.
Please reply my letter immediately.
147. Ahmad’s confidential report is full
of averse remarks.
Ahmad’s confidential report is full of
adverse remarks.
148. He is well beware that his friend is
cunning.
He is well aware that his friend is
cunning.
149. King Akbar had many childish
habits.
King Akbar had many child-like habits.
150. Convey my complements to your
siblings.
Convey my compliments to your
siblings.
151. In fact, my signature on the check
bear difference.
In fact, my signature on the cheque bear
difference.
152. The final rites of his diseased father
were performed today.
The final rites of his deceased father
were performed today.
153. Columbus explored America in 15th
century.
Columbus discovered America in 15th
century.
154. I know my writing is eligible.
I know my writing is illegible.
155. We added farther into the amount.
We added further into the amount.
156. The convict will be hung today.
The convict will be hanged today.
157. He, as a serial-killer, earned a great
fame.
He, as a serial-killer, earned a great
notoriety.
158. Everyone knows that Aslam is a
man of principals.
Everyone knows that Aslam is a man of
principles.
159. Morning walk is beneficent to
health.
Morning walk is beneficial to health.
160. Zaheer sells diary products.
Zaheer sells dairy products.
161. He seems to be conscientious of his
faults.
He seems to be conscious of his faults.
162. Samina has a very noisy voice.
Samina has a very loud voice.
163. Hey, it’s harmful to lean out of the
train.
Hey, it’s dangerous to lean out of the
train.
164. My teacher asked why I am late.
My teacher asked why I was late.
165. He and I am going to visit Lahore
together.
He and I are going to visit Lahore
together.
Bilcans Grammar Word
(Syed Muhammad Waqas)
133
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
166. All of the money I had were spent.
All of the money I had was spent.
167. Slow and steady win the race.
Slow and steady wins the race.
168. Neither Ahmad nor his sister like
apples.
Neither Ahmad nor his sister likes
apples.
169. Politics are my main area of
interest.
Politics is my main area of interest.
170. The sceneries of Kalaam are
amazing.
The scenery of Kalaam is amazing.
171. Ahmad was wearing a trouser when
playing.
Ahmad was wearing a pair of trousers
when playing. Or
Ahmad was wearing trousers when
playing.
172. Can you give me your scissor?
Can you give me your scissors? Or
Can you give me your pair of scissors?
173. It is strange that Salma has stopped
her study.
It is strange that Salma has stopped her
studies.
174. The United Nations have become
American puppet.
The United Nations
American puppet.
175. I will go nowhere in these
December vacations.
I will go nowhere in these December
vacation.
176. The locker’s door needs to be fixed.
The door of locker needs to be fixed.
177. That book’s price is out of my
reach.
The price of that book is out of my
reach.
178. Hi there, it’s me (it is me).
Hi there, it’s I (it is I).
179. Let you and I have some tea
together.
Let us have some tea together.
180. Every teacher and every student
should earn a good name for their
college.
Every teacher and every student should
earn a good name for his college.
181. One must not forget his
responsibilities.
One
must
not
responsibilities.
182. Neither of the three girls have
arrived.
None of the three girls has arrived.
183. None of the two students visit our
shop regularly.
Neither of the two students visits our
shop regularly.
184. Everybody/Everyone who see you
respect you.
Everybody/Everyone who sees you
respects you.
185. Neither of the sisters got what they
expected.
Neither of the sisters got what she
expected.
186. I am, your sincerely. Or
I am, yours sincerely.
Bilcans Grammar Word
has
become
forget
(Syed Muhammad Waqas)
one’s
134
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
I am, your’s sincerely.
187. Either Ahmad or Aslam go there
daily.
Either Ahmad or Aslam goes there
daily.
188. Your shoes are like Faisal.
Your shoes are like Faisal’s.
189. Our institute is one the best
institutue of the city.
Our institute is one of the best institutes
of the city.
190. Ahmad is elder that I.
Ahmad is elder to me.
191. Salma is older than me.
Salma is older than I.
192. Ahmad and Hassan are kind to one
another.
Ahmad and Hassan are kind to each
other.
193. A several boys and girls visited the
park.
Several boys and girls visited the park.
194. He did not give me some money.
He did not give me any money.
195. He advanced foolishly arguments.
He advanced foolish arguments. or
He advanced arguments foolishly.
196. In fact, any members were present
at the meeting.
In fact, some members were present at
the meeting.
197. Many a students are intelligent.
Many a student is industrious.
198. There are no less than one dozen
bananas in the basket.
There are no fewer than one dozen
bananas in the basket.
199. I am quite good, and how about
you?
I am quite well, and how about you?
200. I want little sugar please.
I want some sugar please.
201. Little knowledge is dangerous.
A little knowledge is dangerous.
202. I don’t want to buy something.
I don’t want to buy anything.
203. All is good that ends good.
All is well that ends well.
204. Good begun is half done.
Well begun is half done.
205. She was a woman in thousand.
She was a woman in a thousand.
206. Boy you wanted to see was there.
The boy you wanted to see was there.
207. Nazim inaugurated the Spring
Festival.
The Nazim inaugurated the Spring
Festival.
208. Himalayas means a home of snow.
The Himalayas mans a home of snow.
209. Indus is the longest river in
Pakistan.
The Indus is the longest river in
Pakistan.
210. She still has lot of work to do.
She still has a lot of work to do.
Bilcans Grammar Word
(Syed Muhammad Waqas)
135
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
211. Ahmad is seeking employment.
Ahmad is seeking an employment.
212. He is a honest person.
He is an honest person.
213. English live in England.
The English live in England.
214. “What Quran Says” is best book
available in market.
“What Quran Says” is the best book
available in market.
215. More you study better you achieve.
The more you study the better you
achieve.
216. The man is a social animal.
Man is a social animal.
217. The gold is a precious metal.
Gold is a precious metal.
218. Rich should help poor.
The rich should help the poor.
219. Always speak truth.
Always speak the truth.
220. The Islamabad is the capital of
Pakistan.
Islamabad is the capital of Pakistan.
221. The both brothers were good
football players.
Both brothers were good football
players.
222. Elizabeth second is the current
queen of England.
Elizabeth the second is the current
queen of England.
223. Do you have a 100 rupees note?
Do you have a 100 rupee note?
224. Tradition of Besakhi Festival in
Punjab is very old.
The tradition of Besakhi Festival in
Punjab is very old.
225. Can you please send me Rs. 1000 in
money order?
Can you please send me Rs. 1000 by
money order?
226. I hope that you are hail and harty.
I hope that you are hale and hearty.
227. Ahmad and Salma are the best pair I
have ever met.
Ahmad and Salma are the best couple I
have ever met.
228. With reference your letter, I want to
inform you that…
With reference to your letter, I want to
inform you that…
229. Promotion
hardworking.
Promotion always demands hard work.
always
demands
230. Your hairs have grown white.
231. Mathematics/physics/ethics
excellently taught in this institute.
Your hair has grown white.
ar e
Mathematics/physics/ethics is excellently
taught in this institute.
232. Ahmad’s weight is 62 kilos.
Ahmad’s weight is 62 kilo.
233. He has bought a new underwear.
He has bought a new pair of underwears.
234. Measle has broken out in the
village. (or)
Measles has broken out in the village.
Measles have broken out in the village.
Bilcans Grammar Word
(Syed Muhammad Waqas)
136
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
235. I and she are friends. (or)
I and he are friends.
She and I are friends.
He and I are friends.
236. Every soldier and every policeman
should fight for their country.
Every soldier and every policeman should
fight for his country.
237. Naila is my older sister.
Naila is my elder sister.
238. In fact, he never has no money to
buy us something.
In fact, he never has any money to buy us
something.
239. Of these two roads leading to the
city, the right one is the shortest.
Of these two roads leading to the city, the
right one is shorter.
240. She is M.A. in philosophy.
She is an M.A. in philosophy.
Bilcans Grammar Word
(Syed Muhammad Waqas)
137
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
STAGE 6
COMPOSITION
PARAPHRASING
English derives the term paraphrase via Latin paraphrasis from the Greek words
para phrasein, meaing “additional manner of expression”. Paraphrasing, according to
Oxford Dictionary, means “expressing what somebody has said or written using different
words, especially in order to make it easier to understand.” Para in the Greek language
means “beyond” or “additional”. Phrase means “to tell or say something in a particular
way”. However, when para occurs with phrase to make a compound as paraphrase, it
means “saying something using a particular way”, or as Wren and Martin put it, saying,
“equivalent sentence”.31 Paraphrasing is also called paraphrasis, a name given after its Latin
derivative.32 In our Pakistani use of English, we almost always use the word “explanation”
instead of “paraphrasing” to refer to the issue under consideration. Explanation, in fact,
forms only one aspect of the paraphrasing.
In the world of grammar, the question is, what can be the objectives of this
grammatical device of paraphrasing? A noted grammarian puts it in this way; “What is
aimed at in a paraphrase is a free rendering of the sense of the passage in order to secure
greater clearness and simplicity. To paraphrase a passage is to express its meaning in a
language different from that of the original.”33 In other words, the language of what is
paraphrased is replaced with a new—peculiarly writer’s own—diction, but the content as
well as theme undergoes no change whatsoever. Thus, paraphrasing seems to have gained
popularity as the mode of the restatement of ideas, facts, and information of a certain
statement/literary piece in a different, somewhat relaxed and simplified language. However,
what is important to mind while practicing paraphrasing is that one is not supposed to
‘convert good English into bad’. It is strange that this usually happens in our country. In
majority of the cases, the actual writing and the paraphrase of the students stand poles apart.
When in a study of grammar, a question pops up that: what can be the objectives of
this grammatical device of paraphrasing? A noted grammarian puts it in this way; “What is
aimed at in a paraphrase is a free rendering of the sense of the passage in order to secure
greater clearness and simplicity. To paraphrase a passage is to express its meaning in a
language different from that of the original.”34 In other words, the language of what is
paraphrased is replaced with a new—peculiarly the subsequent writer’s own—diction, but
the contents as well as theme undergoes no change whatsoever. Thus, paraphrasing seems
to have gained popularity as the mode of the restatement of ideas, facts, and information of
a certain statement/literary piece in a different, somewhat relaxed and simplified language.
31
Wren & Martin, High School English Grammar, p. 366
32
Paraphrase and paraphrases, both, will be employed here in an identical context to mean the same
thing.
33
Sayyid Saadat Ali Shah, Exploring the World of English, Lahore: Ilmi Kitab Khana, 2004, p. 699
34
Sayyid Saadat Ali Shah, Exploring the World of English, Lahore: Ilmi Kitab Khana, 2004, p. 699
Bilcans Grammar Word
(Syed Muhammad Waqas)
138
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
However, what is important to mind while practicing paraphrasing is that one is not
supposed to ‘convert good English into bad’. It is strange that this usually happens in our
country. In majority of the cases, the actual writing and the paraphrase of the students stand
poles apart.
Benefits of Paraphrasing
In addition to have a ‘purpose’, paraphrasing must be an ‘end’ in itself in order to prove its
raison d’étre. A paraphrase is made for two primary reasons, (i) to someone understand a
certain statement or piece of writing that he had not heard or read, and (ii) to prove that we
have completely comprehended the meaning of the statement or piece of writing and our
understanding is capable enough to restate it. Paraphrase can help Pakistani students in
many ways in the process of understanding English. Paraphrasing is, for instance, a very
good practice to judge one’s ability of understanding what one reads. One masters
translation if one is good at paraphrasing. Since reading is always at the back of learning, it
is a perfect way to get a good much of acquaintance with English vocabulary, grammar, and
syntax. Similarly, paraphrasing improves one’s expression, for it trains one to focus one’s
mind on reading, translating, reproducing and writing. One’s ability of expressing becomes
clearer and superior as one gets along with the art of paraphrasing.
Paraphrasing is undoubtedly a valuable means of explanation. The art of
explanation finds its perfection in the art of paraphrasing. Paraphrasing has, per se, all the
properties of a good piece of literary writing, and thus it is capable of transmitting the
message of even an obscure poetry. Paraphrase is, in fact, a combination of several literary
devices and qualities that are generally disjoint. Per our opinion, the best quality that is
manifest in paraphrasing is the superior art of translation. It is one’s expertise of translation
that makes a good paraphrase. However, this is not an inter-lingual translation, but a
translation that can be spoken of as ‘intra-lingual’. It may appear to some a very difficult
task, which it is indeed, but the good news about such a practice is that a successful
paraphrase is a very worthwhile task.
Paraphrasing may well be distinguished in two ways, i.e. the paraphrase of poetry
and the paraphrase of prose. Our primary concern lies with the paraphrase of poetry. Both
types are almost similar in many areas. However, the paraphrase of poetry is somewhat
lengthy, explanatory and different in word order as compared to the paraphrase of prose.
Poetry has, in its entirety, a diction of its own. Some expressions and constructions are
peculiar to poetry, which can in no way find place with prose. Therefore, any paraphrasing
of a piece of poetry cannot become a simplified illustration of a pithy expression, a lucid
saying or a maxim. It is, rather, a change of form as well as diction. In this process, it is
quite inescapable to omit a few qualities of the verse for the simple reason that they cannot
reappear in the prose. What must be given consideration in such a situation is to find and
employ appropriate equivalents of the words, phrases and expressions omitted. On the other
hand, a ‘compressed statement’ or a ‘proverb’ is much easier to tackle in paraphrasis. Its
diction does not slip away as does that of poetry, and what one is required to do is only to
retain the ideas and replace the words. Such a paraphrasis of prose should be, at least,
double the size of the original statement or writing.
Bilcans Grammar Word
(Syed Muhammad Waqas)
139
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
A Good Paraphrase
A good paraphrase should necessarily have these qualities:
1. Correct Translation
2. Simplicity and Clearness
3. Relevance
4. Expansion and Explanation
5. Completeness and Wholeness
1. Correct Translation
Paraphrase is, in one way or another, a piece of translation. The better the translation, the
more impressive the paraphrase. However, paraphrase is not a translation of a language into
another, as stated above, but a translation of the words and ideas of the original writer into
the words (only words) of the paraphrasing writer. No new ideas can be introduced or some
of the original omitted—as to make a pick and choose work. It is only the words,
constructions and expressions that are to be altered in entirety. To get everything
accomplished in a satisfactory way, it is important that this ‘intra-lingual’ translation is
correct. The case with Pakistani students may, nevertheless, be different, for they need in
most of the cases to translate a piece of writing into Urdu (or their native language) first,
and it is only after that primary translation that they retranslate the whole translated thing
back into the original language. Hence, the process invites complexities.
2. Simplicity and Clearness
As the final verdict on English, Oxford Dictionary, declares paraphrasing an art of
“expressing what somebody has said or written using different words, especially in order to
make it easier to understand”, the wisest thing to do is to follow this line as a rule. Nowhere
can a simple and clear language benefit more than it does in paraphrasing. The chief goal of
the art of paraphrasing is the ‘simpler’ and ‘clearer’ exposition of something originally said
or written in less a simple way. If a paraphrase lacks this quality, that is only a ‘bad’
paraphrase—or no paraphrase at all.
3. Relevance
Relevance can be listed amongst the most desired qualities while attempting a paraphrasis.
Beyond doubt, a paraphrase should be relevant—that is to say in our academic language ‘to
the point’. Since paraphrasing is the process of the transformation of one diction into
another, the process itself gets compelled to minimize the possibility of irrelevance. After a
correct translation, it is the merit of relevance that has the central role to play.
4. Expansion and Explanation
Although expansion being a completely different art, it is intertwined with explanation in
the art of paraphrasing. One must not forget that the fundamental function of paraphrasis is
to interpret something using a simple language. This is impossible until one gets into some
degree of expansion. It is certainly not possible to exhaust the subject without expanding the
issue as to achieve the degree of a reasonable explanation. Therefore, one should perceive of
Bilcans Grammar Word
(Syed Muhammad Waqas)
140
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
paraphrasing as an act of interpreting a statement or piece of writing that introduces new
words and phrases without a limit. The length may be the choice of the interpreter, for there
is no rule regarding a standard length of the paraphrase.
5. Completeness and Wholeness
A paraphrase is a reproduction of the original statement or piece of writing as a whole. It
represents in complete the facts, information and details of the original piece of writing.
Nothing of the original writing is skipped or left without being addressed. In this case, it is
neither a summary nor a calculation of every line and every idea of the original writing; it
actually means a restatement of an originally terse statement or a piece of poetry in a
somewhat easy language covering everything of the original. Nothing of this is broken
apart, nor is everything summarized in the ordinary sense. Completeness means that the
paraphrasis should be complete in every respect, whereas wholeness means that everything
should be discussed, at a broader scale, as a whole.
Test of Paraphrase
When doing the criticism of a paraphrase, we have a test to evaluate the merits and demerits
of a paraphrase. In this process, we will check:
a. If a paraphrase has all the ideas of the original statement or piece of writing.
b. If there is no addition of any new ideas.
c. If the words and constructions are not difficult—since difficulty of language goes
against the spirit of paraphrasing.
d. If the paraphrase makes complete sense even to an ordinary reader, i.e. an inexpert.
e. If the paraphrase is not affected by the diction and vocabulary of the original statement
or piece of writing.
f. If it does not pull away from the spirit of the original, i.e. it has been made sure that the
standard of the original text and the paraphrase match.
If a paraphrase clears this test, it is marked as “successful paraphrase”. In case any
of the above stated principles have been ignored—or even compromised—such a
paraphrase will be ranked among “poor attempts”.
PARAPHRASE (1)
“No time to turn at Beauty’s glance,
And watch her feet how they can dance,
No time to wait till her mouth can,
Enrich that smile her eyes began.”
(William Henry Davies, Leisure)
Theme:
Humankind is facing an extreme lack of time in the present mechanical age. Metaphorically
speaking, human beings have become machines, busy and bound within a roundabout cycle
of time. Our 24-hour cycle seems to have become much shorter than the lag our busy life
desires. The beauty of Nature that finds itself manifest in every object of the world stands
Bilcans Grammar Word
(Syed Muhammad Waqas)
141
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
beyond the reach of our eyesight. There is a curtain between us and the Nature that veils
everything before our eyes and we are, in spite of having the power of seeing, unable to
witness what aesthetic heights are culminated in the rhythmic dance of the goddess of
Beauty.
PARAPHRASE (2)
“O you detained in the glamour of present civilization, listen:
Uncertainty of Faith is worse than bondage.”
(Allama Muhammad Iqbal, Bāng-e-Darā)
Theme: The worst of the times is the state of being uncertain, which is accredited even
lower than slavery.
PARAPHRASE (3)
“In the sweat of thy face shalt thou eat bread,
Till thou return unto the ground;
For out of it wast thou taken:
For dust thou art, and unto dust shalt thou return.”
(Holy Bible, Book of Genesis 3:19)
Theme:
Bilcans Grammar Word
(Syed Muhammad Waqas)
142
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
ESSAY WRITING
“Literary composition is the art of expressing thought or feeling effectively by words”, says
a modern grammarian. The word “essay”, when functioning as verb, means “to attempt or
strive”; however, in literature essay stands for “a literary composition on any subject.”
Essay is a medium of composition that has become a standard style, especially in
academics, of non-fictional writing. Today, from scholarly opinions to newspaper columns,
from compositions giving information to narrative details, almost every non-fictional piece
of writing falls into the category of essay. Some famous essays in English are those written
by Sir Francis Bacon and Lord McCauley, whereof the former’s essays are compressed and
eloquent and the latter’s are verbose and lengthy. We will add below a specimen essay by
Francis Bacon to let our readers have a most inspiring insight into the pithy and eloquent
composition of essay.
In the current instance, we are going to deal with the academic essay exclusively—
the one that students are required to commit to writing while taking post-matriculation
examinations.
STRUCTURE
An essay must be balanced and relevant to the subject. If outlines are a requirement asked
by the examiner, make up your mind to follow a sequence of things and commit this
sequence on the paper in an indented or numbered way. Outlines serve as the skeleton of the
body of text, without which, no essay can be congruous or concise. If the outlines are not
demanded, still spend some time to make a mental sketch of what you are going to write
and then divide your subject into different sections. Now these sections will function as
your outlines, for each of them will represent at least one organic part of the composition.
An outline does not mean to write something as a heading in the paper, but it stands for a
guiding idea that knits one after another all-important features of the essay. An essay
should, according to an expert, “begin with the most recent general survey of the topic”
covering and including in the essay the latest research on the topic.35
To begin the essay in a reasonable way, do not get into the detailed discussion on the
subject straightaway; rather insert a small introductory paragraph to the subject at first. Use
small sentences at this stage to avoid syntactic lapses. Moreover, the employing of subjectdefinition from some standard dictionaries, such as Oxford Dictionary or Webster
Dictionary, would be a great device to leave a healthy impression. Similarly, scholarly
quotations would be appreciated as well.
A good essay will essentially possess the characteristics described immediately below:
a. Organic unity
b. Sequential order
c. Brevity and eloquence
d. Impersonal touch (unless asked for your own opinion)
e. An argumentative & summarizing conclusion
John Clanchy & Brigid Ballard, How to Write Essays, Longman Melbourne: Cheshire Pty Limited,
1983, P. 21
35
Bilcans Grammar Word
(Syed Muhammad Waqas)
143
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
LANGUAGE & SYNTAX
Language should be neither too easy nor too complex. Simple, understandable language
with few mistakes is far-better than sophisticated language with quite a few mistakes. Errors
of syntax have extremely negative effect on the reader; therefore, it is strongly suggested to
avoid syntax mistakes as much as possible. For essay writing, a good understanding of
tenses (active & passive voices) is inevitable. A mind teemed with ideas is unable to pen
down those ideas until it has the power of language. This language-factor further demands
smart selection of words and a good understanding of their use.
OUTLINES
Oxford Advanced Learner’s Dictionary defines ‘outline’ as “a description of the main facts
or points involved in something.” The use of ‘outlines’ in essay-writing is a very effective
technique to organize our disorderly thoughts and focus on the subject. This is simply to
make sure that we do not make any mistakes while committing our thoughts to writing.
Well-structured and balanced outlines are an end in themselves in addition to a purpose, for
well-structured outlines make it far easy and simple to organize all the text putting ideas in a
sequence and write the essay. This balancing and structuring of outlines help us move ‘point
to point’ and ‘step to step’ with great ease, which, in turn, creates a ‘naturalness’ in the flow
of the essay. In the smooth flow of the essay, thereby, pops up what is called the “punch
line” leading forth to the conclusion.
Outlines can be written in two ways. We can either use complete sentences
containing finite verb or write outlines in a “heading” style. I prefer the heading style, and it
is this style that has been employed in this book. Giving complete sentences or headings as
outlines under traditional 1, 2, 3, 4 and 5 outline-markers or excluding these markers make
no real difference. However, what is important at this stage is the organization of the
outlines. The ‘title’ should be placed at the top, and then should follow the ‘introduction’.
The upcoming outlines should cover the ‘main body’ of the essay that is usually classed in
different sections. Each section is represented by a ‘paragraph’, and it is technically
appropriate to supply an outline for each of such sections. Conclusion comes in the end. The
conclusion has two chief objectives: (i) the summary of supporting information and
evidences showing how the essay writer has reached this conclusion, and (ii) essay writers
concluding remarks.
An outline helps us determine the length of the essay in addition to organize our
thoughts. Furthermore, outlines are also a great help at determining the length of
paragraphs. We should do well to bear in mind that a good organization of outlines can
make our work of writing an essay as easy and simple as ‘filling in banks’. We can say,
therefore, with great ease that outlines guide us from beginning through middle to the end of
the essay.
Bilcans Grammar Word
(Syed Muhammad Waqas)
144
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Specimen Essay
Of Studies
Studies serve for delight, for ornament, and for ability. Their chief use for delight is
in privateness and retiring; for ornament is in discourse; and for ability is in the judgement
and disposition of business. For expert men can execute, and perhaps judge of particulars,
one by one; but the general counsels, and the plots and marshalling of affairs, come best
from those that are learned. To spend too much time in studies make judgement wholly by
their rules is the humour of a scholar. They perfect nature, and are perfected by experience:
for natural abilities are like natural plants, that need pruning by study; and studies
themselves do give forth directions too much at large, except they be bounded in by
experience. Crafty men contemn studies; simple men admire them; and wise men use them:
for they teach not their own use; but that is a wisdom without them and above them, won by
observation. Read not to contradict and confute; nor to believe and take for granted; nor to
find talk and discourse; but to weight and consider. Some books are to be tasted, others to
be swallowed, and some few to be chewed and digested: that is, some books are to be read
only in parts; other to be read but not curiously; and some few to be read wholly, and with
diligence and attention. Some books also may be read by deputy, and extracts made of them
by others: but that would be only in the less important arguments and the meaner sort of
books; else distilled books are like common distilled waters, flashy things. Reading maketh
a full man; conference a ready man; and writing an exact man. And therefore, if a man write
little he had need have a present wit; and if he read little he had need have much cunning to
seem to know that he doth not. Histories make men wise; poets, witty; the mathematics,
subtle; natural philosophy, deep; moral, grave; logic and rhetoric, able to contend. Abeunt
studia in mores. Nay there is no stond or impediment in the wit but may be wrought out by
fit studies: like as diseases of the body may have appropriate exercises. Bowling is good for
the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding
for the head; and the like. So if a man’s wit be wandering, let him study the mathematics;
for in demonstrations, if his wit be called away never so little, he must begin again. If his
wit be not apt to distinguish or find differences, let him study the schoolmen; for they
Cymini sectores. If he be not apt to beat over matters, and to call up one thing to prove and
illustrate another, let him study lawyers’ cases. So every defect of mind may have a special
receipt.
(Sir Francis Bacon)
Bilcans Grammar Word
(Syed Muhammad Waqas)
145
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
ESSAY. 1
DEMOCRACY
Outlines
1. An Introduction to Democracy
a. Genesis of Democracy
b. Linguistic Aspect & Implications of Democracy
2. Historical Development
a. Democracy in Medieval Europe
b. Democracy in Present World
3. Democracy in Comparison with Monarchy, Oligarchy & Dictatorship
4. Some Problems Inherent in Democratic System
5. Epilogue
English word “democracy” is a compound of two Greek words, namely, demos, ‘people’,
and kratos, ‘rule’. In this sense, democracy stands to mean the ‘rule of people’. In modern
context, political scientists define the word, saying, that the sovereignty of state lies with its
masses in the democratic setup. Ancient Greek people were the first one to practice
democracy in their city-states. However, the world after Greek civilization forgot
democracy, and thus it had to be rediscovered in the historic accord of Magna Karta. Since
1215 CE until French Revolution, the growth of democracy was relatively slow in Europe.
However, after the fall of monarchy in France in 1789, democracy became imperative for
the European nations. They discarded the monarchical, oligarchical and theological systems
of medieval days, and adopted the new vision of the new world based on “Liberty, Equality
and Fraternity”.
Democracy in the present world has two principal expositions called ‘Presidential’ and
‘Parliamentarian’ forms of government. Presidential form of government in its most
accomplished format is being practiced in USA today, whereas Parliamentary form of
government is being practiced by Great Britain most skillfully. All other democratic
countries owe their democratic setups to these two nations.
Some other political systems witnessed by the world are monarchy, oligarchy and
dictatorship. Strange enough that monarchy and dictatorship vest the absolute power of state
in one single person. History has seen the play of monarchs and dictators, and then
eventually it discarded them in the favor of democracy. Another resembling system is
oligarchy, which accounts for the rule of many people or groups simultaneously. However,
this again falls short when measured against the riches of democracy.
Despite the apparent beauties of democracy, there are certain problems inherent in its
nature. Democracy does not suit the taste of certain nations in the Orient. Moreover, the
vote of a highly educated citizen and that of an illiterate have equal power. The turnout in
almost every instance explains that hardly 50% of the eligible voters cast their votes.
Further, change in government takes place after a specified tenure and the policies are rarely
resumed by the following administration.
It can be summed up here that democracy is a very effective political system. Despite its
minor drawbacks, democracy addresses the political needs of man in most effective manner.
Thus, modern man has forgotten all other political systems in the presence of democracy.
Bilcans Grammar Word
(Syed Muhammad Waqas)
146
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
ESSAY. 2
CORRUPTION
OR
HOW TO FIGHT CORRUPTION
Outlines
1. An Introduction to Corruption
a. Individual Corruption
b. Corrupt Setup
2. What Major Factors Cater Corruption?
a. Death of Conscience
b. Selfishness and Self-Centeredness
c. Spending beyond Means
3. Some Other Roots of Corruption
a. Inflation & Price Hike
b. Loose Legal Grip
4. Practical Remedies
a. Remodeling of Administrative Setup
b. Inflation and Unemployment Be Checked
c. Public Awareness
5. Epilogue
Corruption is a word that is looked down upon throughout the world. Indeed this
tendency is not wrong, for corruption is a state of negative skills. It mainly deals with the
phenomenon of earning living; hence earning it by crooked means implies the state of being
corrupt. There may still be another kind of corruption, which, although out of our scope, has
no lesser deteriorating effects. To this kind we call “moral corruption”, and it emerges from
the degeneration of human character. Corruption is such a social evil that the whole world,
since all ages, has been fighting with; but to our sorrow, by no means can an absolute check
be put on it. A corrupt person always seeks after illegal means to boost his income; thence
becoming selfish. By and large, corruption is the worst form of exploiting and usurping
others’ rights.
There may be two broad categories of economic corruption when critically analyzed.
These categories are (a) individual corruption and (b) collective corruption. On individual
level, a corrupt person cannot be honest with his duties due to bad company, intriguing
economic needs and negativity of thinking. This gradually mounts to the death of his
conscience, which, in turn, bears the tendency of cheating on others and forgetting to be
answerable to God. The second type belongs to the whole social and economic sphere. In
this category, not only individuals, but whole departments are involved in cheating on
others and murdering their rights. In our country, it is primarily this type that has permeated
across the nation. From a peon to the head of state, everyone is, in one way or another,
corrupt, hence culpable.
We should bear in mind that corruption cannot be curbed or cured in absolute sense.
Nothing can avail us while living in a dynamic society to uproot the problem of corruption.
Bilcans Grammar Word
(Syed Muhammad Waqas)
147
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
All techniques thereby turn turtle against the harsh realities. However, some pragmatic
remedies can reduce the magnitude of this bedeviling phenomenon.
Let us now turn to some practical remedies. At this stage, it is important to keep
solely our own nation in view.
The administrative structure of Pakistan, since the birth of country, has not been
corrected or exacted. It has been moving ever since in the very wrong direction it started
with. To overcome the problem of corruption, a radical transformation of whole society is
but a basic need. Secondly, the problems of inflation and unemployment have almost
killed the spirit of living a standard life among our people; it is thus important that
government take measures for adjusting prices and fixing unemployment issues. Lastly,
awareness should be promoted on mass scale using mass media as well as the moral
injunctions of Islam. Standardizing education will be another step forward to educate
people concerning their rights and duties. If one protects one’s rights, it naturally leads to
the offering of one’s duties in the best possible way.
ESSAY. 3
THE USE OF INTERNET IN OUR EDUCATION SYSTEM
Outlines
1. Introduction
2. Pakistan and Other World: A Comparison of Educational Structures
3. Blessings of Internet as a Means of Education
a.
Worldwide Accessibility
b.
Mass Media of Information
4. Present Situation
a.
Healthy Latest Developments
b.
Influences of the Developments
5. Suggestions and Conclusion
Internet is a peerless blessing of modern age. To count and consider the benefits of Internet,
our vocabulary may fall short. The fact is that the educational system of Pakistan is still
lingering behind the world of today. Most countries of the world have developed much
more sophisticated and practical educational setups. The commonality among all those
foreign educational structures is the centrality of information technology and worldwide
web. Nowhere in the world, indeed, has Internet been spared in education sector, but only in
Pakistan. It is our system, beginning from roofless primary schools to the most elaborated
national universities, where the technological blessing of Internet has permanently been
overlooked.
The Western Europe and America started using Internet service in their education systems
some two decades ago. The Second World, that is, the communist world also hastened to
follow the suit and developed disciplines giving room to the use of Internet in their
education system. India may be another example to cite, where I.T. has become national
pride and by dint of their advanced educational structure, India is lining up among major
world powers.
With great sorrow is this stated that Pakistani schools, colleges and universities remained
deprived of computers and Internet services until recent past. We could not evolve a
Bilcans Grammar Word
(Syed Muhammad Waqas)
148
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
philosophy that to what ends we would employ Internet in education system. Our
recognition of Internet suffered with severe problems, because Internet has until now been
only a means of entertainment for our nation.
In these circumstances, a new day dawned; a blow of fresh air felt, and our students heard
good news that Pakistani educational structure was soon going to be blessed with Internet
facilities. Now it will revolutionize our whole understanding of education and educational
communication. The world has already shrunk into a global village. The distances have
reduced and postal-letters have changed into emails. Today is the time of electronic books
and soft-research-copies. A student sitting in his school lab can access the richest American
library in Washington within minutes. Today, dictionaries of all languages, all latest
researches, and all sorts of information are at our easy disposal. No man of past had ever
thought of so great an advancement of human communication and sources of learning.
Towards end, it would be appropriate to shower some suggestions regarding the role of
Internet in our educational setup. It is suggest-worthy that more IT universities like Virtual
University be established; discipline of Worldwide Web be made a part of Computer
Science department in every college and university; every high school be furnished with a
lab of at least 20 PCs. And the most important, a high-speed Internet connection must be
given for free by the government to every educational institution.
Essay 4.
TERRORISM
Outlines
1. An Introduction to Terrorism
a. Brief Historical Survey
b. Modern Tendencies
2. Terrorism and Muslims
a. Is Every Muslim A Terrorist?
b. Western Bias
3. Difference between Terrorism and Jihad
a. Role of Al-Qaeda
b. Role of Taliban
c. Obsession of Ordinary Muslims
4. The Need of the Hour
a. A Review of American Policies
b. Changing War on Terror into Dialogue on Terror
5. Epilogue
Terrorism is a word that has drawn really big attention of the present world. Terrorism
means “creating fear among people in a systematic way.” This word was used for the first
time during French Revolution. The recent discovery of terrorism is based on a modern
definition of the word, which was invented after the attacks of 9/11.
The current layer of terrorism got birth during the Afghan Jihad from 1979 to 1988.
After Russian retreat from Afghanistan, the Jihadis spread all over the world. Usama bin
Laden established his Jihadi organization called “Al-Qaeda”. Taliban began to emerge, and
afterwards they quickly took over Afghanistan. After the plane attacks on World Trade
Center and Pentagon on 11 September 2001, the whole world has completely changed.
Bilcans Grammar Word
(Syed Muhammad Waqas)
149
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Terrorism is not basically an invention of the Muslims; instead, Christians
introduced it as a technique of spreading fear during Crusades. Later on, it continued to be a
Christian tactics during war and peace times. 1st and 2nd World Wars were the peak of
Christian terrorism that kept the world under its terror for many decades.
The label of terrorism is being pasted only on the Muslim world today. Every
Muslim is seen by the West with suspicion. Every bearded person is believed to be a
terrorist. This shows Western bias against the Muslims. Islam believes in Jihad and Jihad is
a word America really hates. That is why Western media does not distinguish between Jihad
and terrorism.
Here, we need to understand the difference between terrorism and Jihad. Every
Muslim is a Mujahid, but every Muslim is not a terrorist. The negative role of Al-Qaeda and
sick Jihad of Taliban have defamed the Muslim world. Further, an ordinary Muslim is
completely obsessed with this situation. He does not know whether Al-Qaeda and Taliban
are striving for Jihad or terrorism. However, the latest layer of terrorism in the form of
suicide attacks and target killing has made all Muslims realize that this cannot be Jihad.
On the other hand, America and Europe need to understand their duties. A review
of American policy on War on Terror is a greatly needed step today. America should with
no delay change the War on Terror into the Dialogue on Terror. This will bring peace to the
world.
In the final say, it is again stated that terrorism is an evil; hence it needs to be addressed.
However, terrorism should not be subdued by force, but culminated through wise and
peaceful measures.
ESSAY. 5
ATOMIC ENERGY AND SCIENTIFIC PROGRESS
OR
ATOM FOR PEACE
Outlines
1.
2.
3.
4.
5.
6.
An Introduction to Atom
Atomic Energy Used for Destructive Ends
Atomic Energy Used in Service of Mankind
Atom’s Use to Cure Fatal Diseases
Help in Agriculture
Critical Appreciation
Atom is a Greek word, which means ‘a thing that cannot be cut apart and broken’. However,
it is no longer undivided and unbroken today; the scientists have broken it into further
smaller particles. They are called electrons, protons, and neutrons. They release great power
and energy.
It was the great scientist Albert Einstein who began to work on the theory of producing
energy from atom in 1905. He explained many new things. At first, he showed that mater
and energy are two different forms of the same thing. In other words, mater can be
Bilcans Grammar Word
(Syed Muhammad Waqas)
150
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
converted into energy and vice versa. Second, a small amount of mater can produce a great
amount of energy.
The discovery of atomic energy is one of the wonders of modern science. Atomic
energy is a double-edged weapon. It can be utilized for destructive as well as peaceful ends.
The scientists first of all used it for destructive ends. They prepared atomic bombs that
could destroy towns and cities within moments. It was in 1945 that two atomic bombs,
Little Boy and Fat Boy, destroyed Hiroshima and Nagasaki. They killed hundreds of
thousands human beings and deserted vast areas of land. Now all the big powers possess
much more dangerous atomic and hydrogen bombs. They can raze the world to ground if
they are carelessly used. Atomic energy can also be used for the welfare of mankind. The
scientists in USA, England, France, Canada, Pakistan and Germany are at work for the
peaceful uses of nuclear energy. An “Atom for Peace” conference was held at Geneva to
consider the positive use of nuclear energy. The USA has already started to use this energy
to propel submarines and space-rockets. Presently, electricity is being produced from
nuclear energy in USA, Russia, Britain, Germany, and similar. Our scientists are also trying
to build up nuclear power plants. The scientists are also working to find out ways of using
atomic power as fuel in ships, airplanes, motorcars etc. Today, atomic reactors for boiling
water exist in different countries of the world. Atomic energy is safely used to conquer
many fatal diseases. Radium is an important branch of medical sciences. Thus, atomic
energy is of immense help to alleviate human suffering.
Nuclear energy has also brought a revolution in the field of industry. Petrol and coal
are other well-known sources of energy and power. The supply of these two natural
resources is, sooner or later, coming to an end. The world is in search of an alternative
source of power. It is, of course, nuclear energy. Electronic machines, computers and
nuclear elements are being used in our industry. They are used in the plastic, glass, paper,
textile, rubber, and cement industries.
Atomic energy is of great help in agriculture. Barren lands can be tilled into smiling
fields with the help of atomic formulas, computerized tractors and machines. Crops can be
ripened in a very short time. The yield of crops per acre can also be multiplied. In this way,
the scientists are trying to solve the shortage of food problem. Therefore, we can say that
atomic energy can be used with full advantages for the welfare of mankind.
ESSAY. 6
CAREERS FOR WOMEN
OR
PROFESSIONS FOR EDUCATED WOMEN
Outlines
1. Introduction
a. Women in Past
b. Women in Present Age
2. Career Opportunities
a. Major Areas for Female Career
Bilcans Grammar Word
(Syed Muhammad Waqas)
151
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
b. Main Field Women like to Join
3. Women’s Contribution in Development
4. The Women of Pakistan
5. Epilogue
In the ancient world, the state of women was extremely miserable. They were treated in a
disgraceful way and were considered equal to slaves viz. half-humans. The exclusive
profession for the women was to serve and entertain their men. If any other activity was to
be carried out by her, that required her man’s permission in advance. The whole of the
ancient literature, with few exceptions, is full of such expressions that regard women as a
lowly creature. The women were confined to the kitchen and nursery. However, things have
now changed to a reasonable degree. Education, print and electronic media, and cultural
globalization have changed their outlook so much so that they have become conscious of
their rights. They have started taking active part in every field of life.
Education has refined and polished the mental faculties of this so-called “half-human”.
Hence, with great success has today’s woman proved her worth in all walks of life. The
women of modern age have practically come forward to lend a helping hand to the male
gender. They can do any kind of job, which fits their physique, ability and aptitude. There
are quite a number of jobs, which women can perform with greatest care and comfort.
Firstly, the profession of nursing is greatly suitable to the genius and aptitude of
women. Our country is in a great need of lady doctors. Our women, in fact, feel hesitation to
disclose their womanly secrets to male doctors. They cannot tell them their trouble frankly.
This difficulty could be solved if we have more lady doctors. Mother of the Nation, Fatima
Jinnah, can be, as a dentist, a fitting example for the ladies ambitious to become doctors.
Secondly, lady officers are also required in all areas of government services. There are
female traffic wardens and police officers these days, and this thing has successfully fixed a
number of problems in the concerned area. Moreover, they can successfully accomplish
assignments while working in high offices, such as District Management, Foreign Office,
Railways, Postal Services, and the similar. Likewise, private companies like banks,
finances, telecommunications etc. are also open for the woman of 21st century.
Thirdly, in the same way, teaching is another profession, which our women can easily
adopt. They are very suitable for the teaching of small children. They have motherly love
for them. On the other hand, women having high education can become lecturers and
professors to teach in colleges and universities.
Fourthly, women with practical knowledge and enterprise can become sale girls,
managers and advertising agents. There are many other professions ready to welcome girls.
They can become airhostesses in different airlines. Women should come forward to do such
jobs that are suitable to their aptitude.
In these ways, of course, women can serve the country and contribute in the
development of our beloved Pakistan.
ESSAY. 7
SUPERSTITIONS
Bilcans Grammar Word
(Syed Muhammad Waqas)
152
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Outlines
1. A Brief Introduction to Superstition
a. Ancient Practice of Superstitions
b. Superstition in Modern Times
2. Superstitions in West
3. Superstitions in Pakistan
4. Reasons behind Superstitious Systems
5. Need for the Spread of Scientific Knowledge
6. Epilogue
J.K. Lavater once said, “Superstition always inspires bitterness; religion grandeur of mind.”
Superstition is such a belief that has no basis either in science or in religion. In fact,
superstition is founded on fear and ignorance. It thereafter leads men to form false ideas and
ideals. Belief in omens and oracles also belong to the domain of superstition. This practice
has never ceased to exist in human society. It is strange that even the wisest of men have
been found influenced by the superstition, which is such an awesome thing that reminds us
Francis Bacon’s words: “In all superstition, wise men follow fools.”
A tree is judged by its fruits and the fruits of superstition are all evil. It has been
responsible for a vast amount of cruelty, misery and madness. In old times, men offered
sacrifices to please imaginary gods. In the Middle Ages, the belief in witchcraft paved the
way of old women’s persecution, who were believed to be witches. Even today in the
civilized countries, superstition produces narrow-mindedness, fanaticism and fear.
Superstitions are too numerous and they vary with nations and localities in kind and
degree. In Asia and Africa, people are perhaps more superstitious than they are in Europe.
People all over the world believe in one superstition or another. Certain things or moments
are believed to bring ‘luck’ and other things or moments are believed less lucky—or
sometimes unlucky. An English villager would associate good-luck with black cats and
horseshoes. He will, however, associate bad-luck with the howling of dogs, spilling of salt,
number 13, and walking under a ladder.
In our country, too, we have similar superstitions. The sight of a corps is considered
ominous. One should not undertake a journey if one sneezes at the time of start. Similarly,
the encounter with a black cat is also held as having evil-effects for journey. Some old
women are thought to have supernatural powers. The screeching of owls and ravens is also
believed as bad omen in Pakistan as well as in England. However, owl is a symbol of
‘wisdom’ in West and a symbol of wickedness and stupidity in Pakistan.
A similar belief is held in East and West in ghosts. It has been observed that the socalled ghosts are common in our villages. The illiterate villagers are more superstitious than
the educated ones. It is ignorance and lack of education, which gives birth to superstitions.
That is why people have more faith in quacks, and witchdoctors than in medical doctors and
psychiatrists.
Superstitions always hamper the progress of both individuals and society. Popular
superstitions have a long history of evolution. We inherit jinni-creatures from our ancestors
that still haunt our forests.
Bilcans Grammar Word
(Syed Muhammad Waqas)
153
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Many cruel things have been done in the past because of belief in superstitions. It was
a common say in Middle Ages; “She was found guilty of witchcraft and thus burnt alive as
witch.” Only education can eliminate superstitions from our societies. Knowledge
increases, superstition decreases. The advancement in scientific knowledge has aided us
to check our irrational fears and superstitions.
ESSAY. 8
ISLAM—A COMPLETE CODE OF LIFE
OR
THE RELIGION OF ISLAM
Outlines
1. What is a Code of Life?
a. Need of Religion as Code of Life
b. Our Modern Understanding of Code of Life
2. Islam is the only Code of Life
a. All Definitions Prove Islam as the most Perfect Code of Life
b. Islam Fits in Modern Age
3. Pakistan & Islam
4. Humanism in Islam
5. Woman’s Status in Islam
6. Social, Economic & Political Sides of Islam
7. Epilogue
A “code of life” means such a system that owns and accommodates all essential aspects of
human life. It not only owns, but also regulates human life in accordance with the natural
needs, wants and instincts of mankind. Our present understanding of ‘code of life’ may
contradict with that of past, but the matter of fact is that only a religion can overwhelm the
social life of man.
Islam, by all means and definitions, is the most perfect code of life. No other religion,
scientific precept, social theory or ideology of life can compete Islam’s role in this area.
From birth to death, from sleeping to awakening, from ignorance to knowledge, and from
ethics to law, all dimensions of life find fulfillment in Islamic doctrine.
Islam is against the concept of nationalism. It does not allow the formation of any
social order based on narrow nationalistic interests. It aims at uniting the whole humanity.
Hence, Islam intends to set up a universal social order free from all discriminations of race
and geography. Its religious aspect is organically related to its social aspect. Islam does not
restrict itself to mosque.
Pakistan is an Islamic state. It came into being on 14th of August, 1947, in the name of
Islam. Thus, Pakistan is different from many other countries in the respect of ideology. All
other countries found the seeds of existence in nationalism or communalism; Pakistan was,
however, made by Islam, for Islam, and it will always be about Islam. Other countries of
world unify their people on the bases of language, color and ethnicity. Contrarily, Pakistan
is the only country where Islam is the sole binding force of the whole nation. More than 150
Bilcans Grammar Word
(Syed Muhammad Waqas)
154
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
languages are spoken in Pakistan; over 100 ethnicities reside here; people have different
castes, clans and cultures; thus, no other but the force of Islam keeps them fully united.
In the economic life, Islam intends to create a society that is free from all types of
exploitation and usurpation. Islam lays great stress on the just distribution of wealth. It
urges rich people to help the poor and needy in crucial times. It has established a system of
Zakat to cater the economic purposes. On the political side, the Quran says that absolute
power rests with God alone. Therefore, all governments or states become ‘agents’ of the
Supreme Ruler, God. As such, they have to obey the commands of God and frame their
laws according to Quran and Sunnah.
Islam guides us about the duties of government, criminal law, war and peace, taxation,
business, and ownership of land. It also lays enormous stress on the rights of neighbors. We
can, therefore, conclude with full confidence that Islam is a perfect religion that offers a
solution to all our problems; hence, a code of life, manifestly.
ESSAY. 9
INFLATION
OR
PRICE-HIKE
Outlines
1. An Introduction to Inflation
2. The Impact of Inflation/Price-Hike on Common Mann
3. Why Inflation Occurs?
4. Some Good Means to Overcome Inflation Problem
5. International & National Economic Conditions in Comparison
6. Epilogue
The prices of necessities of life are rising consistently. The problem of rising prices has
become a universal problem. This problem has assumed an acute form in the developing
countries like Pakistan. The majority of people in our country belong to the low-income
group. Usually they have limited sources of income. Very often the income of people is
fixed. Therefore, the hike of prices of essential goods hits them hard. The result is that the
standard of living of the poor is dwindling day by day.
Since people do not have means to buy the necessities of life. They are
compelled to use unfair means to have them. Those government servants who cannot make
both ends meet become corrupt. The gulf between the rich and the poor goes on widening
until it results in some revolutions in the name of equality and justice.
Rising prices also affect national life in the economic field. The businessmen
think of adulteration, black marketing and others similar methods to maximize their profits.
Since the prices of goods are beyond the reach of common man, the standard of living goes
on falling gradually. There are many factors that cause rise in prices. First, the most
important of these is the increase in population. If we compare it with the increase in means
of production and economic development, the rise in prices becomes inevitable.
Bilcans Grammar Word
(Syed Muhammad Waqas)
155
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Second, if the demand is high than the supply, the goods will naturally be sold
at higher prices. Sometimes, the government imposes duties and taxes on certain
commodities, and thereby the prices of such commodities go up. The wrongs of smuggling
and black-marketing of necessities also account for their shortage, mounting the prices
rapidly.
Third, if a businessman has monopoly in the production and sale of a certain
commodity, he can raise its prices at will. In developing countries like Pakistan, the
developmental activities usually cause inflation. The fund and loans that are given by
foreign countries as well as IMF and the World Bank are supposed to be invested on
developmental projects. If they are fairly handled, they increase the circulation of money in
the country. When people have more money in their pockets, they will be prepared to have
more and better facilities life offers. However, this foreign money always vanishes in some
selective pockets.
All these economic pressures join hands and create a serious problem for the
common man. More than 90% of our population is, therefore, never at peace.
Our first duty should be to check the birthrate. Secondly, the government should
not impose so many taxes, duties or surcharges on those commodities that are considered
necessary for human life. Such taxes simply suffocate the poor. Besides that, the most
important duty of government is to keep an eye on he production and sale of essential
goods. Undue profit making should not be allowed in any way or any case.
ESSAY. 10
THE VALUE OF ENGLISH IN MODERN AGE
OR
ENGLISH AS GLOBAL LINGUA FRANCA
OR
ENGLISH IN PAKISTAN
Outlines
1. An Introduction to English Language
2. English in Past
a. English & Greek
b. English & Latin
3. Classical English & Modern English
4. English in Pakistan
5. Shortcomings of English
6. International Lingua Franca
7. Can We Neglect English?
8. Epilogue
English is a language that has a long historical background. It came into its current
expression in 15th century, and thereafter, English saw another rise in 16th century
Renaissance movement. English inherited most of its vocabulary from Greek and Latin
languages. French also left a good deal of influence on it. English was completely different
Bilcans Grammar Word
(Syed Muhammad Waqas)
156
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
in classical times, and it found much lesser value and appreciation than Latin even among
its own people. However, modern English is a wonderful language, which has won
appreciation from every circle. Today, it has become a global language.
English came into Subcontinent with English invaders. Since then, the people of
Subcontinent have been under its influence. It was Sir Syed Ahmad Khan who urged upon
the Muslims to study English for the first time. Under his advice, the Muslims learnt
English and began to compete the Hindus in every field of life.
English is the language of international community. It is spoken and read in almost
every country of the world. It has linked various parts of the world and thereby has
promoted understanding among people of different countries. Pakistan is a country where
people love to study and speak their mother tongues. However, they also like to study and
speak English. Pakistanis have a good command over English, as more than 90% of
businesses in Pakistan are run using English. Further, it is our office language. Similarly, all
of our foreign trade with foreign countries is done in English. Therefore, the knowledge of
English is compulsory for Pakistanis to get an employment. It is taught in our schools,
colleges and universities. Intellectuals use English for the communication of refined ideas.
However, all this does not underrate the importance of Urdu language.
Becoming more precise on Pakistan, English has played a crucial role in our struggle
for freedom. All activities of Independence Movement were carried out through the medium
of English. Hence, as Pakistanis, we are sure to say that we cannot neglect English. It has its
roots very deep in our society. It has been the official language of Subcontinent for more
than two centuries.
The importance of English in the modern world is undeniable. English is the only
language that can foster unity among different countries of the world—hence international
lingua franca. English has since long become language of knowledge and learning. All our
scientific and technical knowledge comes from this language. It deals with commerce and
trade in rich expression. The knowledge of medicine, engineering, technology, surgery and
military equipments is communicated by one country to another in English.
The most advanced understanding in poetry, drama, novel, and other branches of
literature are climactically found in English. No other language gives us standard
terminology and symbols in various branches of literature, science and technology.
We can conclude on logical grounds that the future of English in Pakistan as well as
throughout the world is secure and bright.
ESSAY. 11
MY AIM IN LIFE
OR
MY GOAL IN LIFE/MY AMBITION IN LIFE/THE DREAM OF MY LIFE
OR
THE PROFESSION OF MY CHOICE
Outlines
Bilcans Grammar Word
(Syed Muhammad Waqas)
157
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
1. The Place of Aim in One’s Life
a. The Role Aim Plays in Active Life
b. A Life without Aim or Ambition
c. Idle’s Brain is Devil’s Workshop
2. My Dream of Life
a. Law Studies as My Favorite Discipline
b. Advocacy: My Way of Serving Nation
3. Justification for Choosing to Become Lawyer
4. The Status of Legal Practitioners in Modern States
5. Justice, Judiciary & Lawyers
5. Epilogue
Aim, ambition or dream in life constitutes the most crucial part of human thinking. It is but
natural that everybody sets some goals before him, and these targets serve as his guiding
principles. These principles assign dimensions to every striver. Indeed a man without aim or
goal in life is no worth than animals, and all efforts of such a man eventually prove fruitless.
Doubtless that idles have no contribution in the activity of life. Aim in life never lets us
sit idly and become good for nothing. It is rather a transcendent thing, something that
demands constant struggle and high ideals.
My dream of life, i.e. the highest aim, is to become a law practitioner. This desire runs
in my veins with blood, as I find myself incomplete without thinking of it. My mind is
greatly inclined to the discipline of law. It doubly works on law studies than it works on
anything else. Becoming lawyer does not have any material ends, but only the goal of
serving humanity. I understand that justice has become the most costly but least available
thing in our country today. Therefore, I see a great chance that fate is going to bestow me to
help people get justice. I will, thus, contribute in the development of my country by
bringing people justice and awareness of the value of justice.
I know there are a lot of opportunities of making wealth in legal practice. However, I
find asylum in the thought of service only. Legal advocacy is, in a sense, an equation of
medical science; both heal humans—medical science heals the body and legal advocacy
heals the problems of exploitation and criminality. Thus, society is purged of the evils that
plague our lives.
Modern state is a fully independent political institution. Judiciary is the 3rd article of the
state, and, of course, advocacy and judiciary are essential to each other. They are
intertwined and neither of the two can function without the other. Therefore, it would be
wise to say that the function of state as well as its existence depends, to a reasonable degree,
on law practice. If criminals are punished, innocent relieved and deprived given rights,
country will function in much superior way. Law practice indirectly influences the peace of
society. Here lawyers appear to be a bridge between common man and the courts of justice.
Lawyers’ movement in recent past has proven that only independent judiciary and a
supporting advocacy can stabilize the country. Restoration of judiciary is a landmark of the
lawyers, for which nation owes them a debt of gratitude.
Bilcans Grammar Word
(Syed Muhammad Waqas)
158
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Thus, I find myself fully justified for dreaming to become a lawyer. Some may argue
against this ambition, but it cannot prevent me from achieving my goal. As a human being, I
have the full right to choose for myself whatever fits my aptitude.
ESSAY. 12
MY FAVORITE PERSONALITY IN HISTORY
OR
MY FAVORITE HERO/MY FAVORITE HISTORICAL FIGURE
Outlines
1. An Introduction to My Favorite Personality
a. Brief Background
b. Field of Specialty
2. Why I Ranked Him Above Many Others?
3. Achievements of the Holy Prophet (PBUH)
a. Worldly Achievements
b. Moral Achievements
c. Spiritual Achievements
4. His Message
a. The Influence of Message
b. Durability of the Message
5. A Final Say
The Prophet of Islam, Muhammad (PBUH), is my favorite personality in history. I have
many reasons to call him my favorite personality. This statement of mine does not seek its
origin in the dedication and respect Muslims have for the Prophet (PBUH), but it originates
from well-recorded historical facts. It would not hold water if I, as a follower of him, rank
the Prophet (PBUH) above others on purely religious grounds. The justification of the
current argument requires logical, methodical and historical evidences that, when comparing
with other great men, would prove the Prophet (PBUH) matchless.
Prophet Muhammad (PBUH) was born on April 20, CE 570, as orphan. His birthplace
was Makkah. He was only six when his mother died and only eight when caring grandfather
also passed away. Then his uncle took him into his custodianship and catered for his every
desire. He spent a blotless youth-life and married Khadijah, a widow and 15 years senior to
him, when he was 25. Prophet Muhammad (PBUH) was a merchant those days. His genius
as well as dealing found appreciation from every acquaintance of him.
In the age of 40, Holy Prophet (PBUH) entered the final, but most decisive phase,
phase. Now he was going to change the world once for all. His message was about to strike
the world’s heart. Thus, he finally declared his Prophethood and invited people to his
religion—the religion of Allah. He publicly announced:
“There is no god but Allah (and) Muhammad (PBUH) is His Messenger.”
This event took place in CE 610. The new message of monotheism brought an
earthquake in the minds of pagan Arabs. They could not believe that quiet Muhammad
Bilcans Grammar Word
(Syed Muhammad Waqas)
159
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
(PBUH) could speak of such a sublime thing. Secondly, they were not ready to replace 360
gods with one single God of Muhammad (PBUH). They cursed him calling ‘magician, poet
and oracle’. The Prophet (PBUH) and his early followers heavily suffered, but they were
firm in their faith in God Almighty. No one could stir their ideals, and finally they became a
force.
Makkah expelled new religion and its followers in CE 622. Muslims and their Prophet
(PBUH) took refuge in Madinah. It since became the everlasting home of Islam and the
“City of the Prophet” (PBUH). Prophet Muhammad (PBUH) returned Makkah as a
conqueror in CE 630 and forgave all of his enemies. He set slaves free, abolished usury,
gave rights to women, and unified Arabia.
Prophet Muhammad (PBUH) performed his Farewell Hajj in CE 632 and there he
delivered his Final Sermon, the future manifesto of mankind. He thereby became the
liberator of humanity and the greatest reformer of all times. World embraced the influence
of his message and responded eagerly to his call. It was because of these particulars that
famous American author Michael Hart ranked him on top among the 100 greatest men in his
book “The 100”.
I am certain that there is no other human being of an equal standing in history. Thus, I
am justified to choose Prophet Muhammad (PBUH) as my favorite hero on merit.
ESSAY. 13
LOAD SHEDDING
OR
THE POWER/ENERGY CRISIS IN PAKISTAN
Outlines
1. An Introduction to Current Power Crisis
2. A Short History of Energy Crisis
3. The Available Electricity
4. The Power Consumption in Pakistan
5. Different Means of Power Production
a. Hydel Power
b. Thermal Power
c. Nuclear Power
6. Epilogue
The energy crisis has brought Pakistani industrial machinery to a standstill. This has, in
turn, reduced Pakistani economy to a zero condition, cutting down GDP. Moreover,
common man is extremely disturbed due to the energy crisis.
Energy crisis is not a recent phenomenon; rather it appeared at least a decade ago.
Pakistan was producing enough energy to export in 1995, but now the situation has
reversed. This may be due to many factors. 13% increase in power consumption has been
observed from 2002 to 2007, says an official survey. The shortfall will further increase by
the end of 2010. Today, the available electricity is 15055 Megawatts and the demand is
Bilcans Grammar Word
(Syed Muhammad Waqas)
160
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
19000 MW. This is primarily due to the growing middle class. The second factor may be
the rapid growth of industry accounting for 31% of the total energy. Household sector is the
largest consumer of electricity in Pakistan, which covers 42% of the total power. Of course,
it is this sector that has been hit hard by the energy crisis.
By the end of 2007, Pakistan was running short of electricity as much as 4000
megawatts. By the end of 2010, the shortfall will become 5500 MW. Pakistani water
reservoirs have a total capacity of producing 56000-megawatt electricity. However,
Pakistan is producing only 34% of the total power from water i.e. 6000 MW. Apart from
hydel power, the major area of producing power is thermal power. It accounts for 60% of
Pakistan’s power production. The last and the least used is nuclear power. It accounts for
only 6% of total energy.
The area of energy production was completely neglected by the government during the
last decade. The present situation is extremely grave. Nights are generally dark in Pakistan,
as streetlights and house lights remain off. Load shedding is always done without a
schedule. Sometimes the duration of power stoppage mounts up to 16 hours a day. All this
is unacceptable in a modern state of 21st century.
Currently, Water and Power Development Authorities (Wapda) is taking steps to keep
the situation under control. A number of small dams are under construction at various sites.
Similarly, nuclear energy plants are also being erected in different cities. The coal of Thar is
also under consideration for the production of electricity. This may be the easiest means of
producing energy on long-term basis.
Finally, we can simply urge on the government to cope with the worsening situation of
energy crisis to relieve the citizens. We strongly hope that the problem will be fixed in
compliance with government’s promises.
ESSAY. 14
NATIONAL UNITY
OR
NATIONALISM/WHY WE SHOULD BE UNITED
Outlines
1. Natural Love for the Country
2. East or West, Home is the Best
3. Pakistan: A Homeland of Different Cultures
a. Race, Languages & Colors
b. Belief in Unity & Harmony
4. Islam: The Binding Force
5. Lessons from History
a. Pakistan Movement
b. War of 1965
c. Fall of Decca
6. Epilogue
Bilcans Grammar Word
(Syed Muhammad Waqas)
161
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
National unity is the most desired thing in the modern world of interdependence. The
modern concept of “nation” is radically different from the old one, and it is why we need to
understand in the light of this new concept that how unity of the nation matters a lot today.
In old times, people believed in community and race, and thought that these two entities
were their nations. However, today we have a better, wider definition. Citizens of an
independent country have a unified identity for the international world. People are today
either Americans, Indians, Germans, English or Pakistanis. Nobody thinks of the provinces,
districts or cities that one belongs, but only the country.
It is but natural that everyone loves his birthplace. A common maxim also states the
same fact, saying, “East or West, home is the best.” This natural tendency helps us modify
our passion of patriotism, so that we may put it into some channel for the progress of
country. This very tendency is helpful for creating national unity.
Pakistan is indeed the home of many different cultures. Pashtoons, Sindhis, Balochis,
Punjabis, Saraikis, Kashmiris, and the like reside this land; they speak different languages
and have different complexions. However, they all are Pakistanis, for all of them believe in
the governing entity of state, Pakistan. Thus, they consider themselves the part of the same
nation, and thereby they use their efforts to bring unity and harmony among the people of
Pakistan. Sometimes, ethnic slogans are raised by certain shortsighted politicians, but only a
few respond them and majority rejects such villains.
Islam is the greatest binding force of Pakistan. It ties people up in the bond of religion,
assigning them common religious ideals. Although sectarianism exists to a certain degree in
Pakistan, but recent developments exhibit that people of Pakistan do not favor sectarianism.
Indeed, it is the need of the hour that sectarianism be curbed, and the philosophy of “to live
and let live” be promoted.
There are numerous lessons for us in our history regarding unity and nationalism.
Pakistan Movement only succeeded because of the unity of the Muslims of Subcontinent.
India was beaten back in the War of 1965 because the whole nation stood united behind Pak
Army. However, when ‘national unity’ was at stake in 1971, and Bengalis went for Bengali
nationalism—rejecting the ideal of Pakistani Nation—our enemies took the full benefit of
the situation and broke Pakistan apart.
The only words that can be effective in the conclusion are that national unity is a
precious thing. Only those nations make progress that are internally united. Our country is
currently passing through the most crucial period of its history, and it is the real time to
show harmony, patriotism and nationalism. This will, of course, become our contribution in
saving Pakistan.
ESSAY. 15
SCIENCE AND MANKIND
OR
SCIENCE AT THE SERVICE OF MANKIND/MERITS AND DEMERITS OF MODERN
SCIENCE/IS SCIENCE A CURSE?
Outlines
Bilcans Grammar Word
(Syed Muhammad Waqas)
162
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
1. An Introduction to Modern Science
a. A Brief Historical Background
b. Industrial Revolution
2. Wonders of Modern Science
3. Blessings of Modern Science
a. Facilities of Life
b. A Successful Journey from “survival to living’
4. Some Problems with Modern Science
a. Too Materialistic Approach
b. No Ends in Itself
5. Epilogue
The scientific revolution of 20th century has created a whole new world that we reside today.
It is, in all aspects, a new world. The man of past could have never thought of flying
airplanes, or traveling on fast-moving trains or vehicles. All these are the wonders of
science. How did this all happen?
The Renaissance Revolution of 16th century laid the foundations of modern science.
Industrial Revolution in 18th century was the immediate product of scientific researches.
Industrial Revolution later on paved the way for Technological Revolution of 20th century.
And today, we have vast areas for the study of science. Since then, the man has never seen
back.
The wonders of modern science include internet services, space discoveries, safe air
traveling, globally operating electronic media, luxury vehicles, comfortable houses, so on
and so forth. These are such phenomena that distinguish the world of today from all ancient
times. Due to the blessings of modern science, man has seen a successful journey from
ancient ‘survival’ to modern ‘comfortable living’. The population of the world that was only
one billion at the dawn of 20th century has now mounted to 6.2 billion within one century.
The possibility of death in diseases, natural disasters, accidents etc. has reduced to the
minimal point. All this became true due to the scientific researches, and the facilities it
conferred upon us.
Despite all the merits of modern science, it has some demerits too. The portrayal of
blessings does not mean that modern science is error-free. There are huge problems in
certain areas of science. First of all, it is too materialistic and does not care for the spiritual
needs of man. Further, it is indifferent to morality and ethics; it does not support the idea of
religion, and, in most cases, it takes us away from our beliefs. Moreover, the amount of
wealth spent on less beneficial space science can, if spent, deliver mankind from the
problem of poverty and disease; but no scientists think of this. Scientists are men of
laboratories rather than living, emotional humans. The worst of all, the invention of nuclear
weapons has become a constant threat for the world. The tragedies of Hiroshima and
Nagasaki are the brutalities of modern science, which should in no way be repeated. These
problems need to be addressed to make science accurate and infallible.
We can safely conclude in the end that modern science is a worth-appreciating thing. It
is a blessing for mankind in itself, although human beings some time use it for negative
ends.
Bilcans Grammar Word
(Syed Muhammad Waqas)
163
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
ESSAY 16
UNEMPLOYMENT
Outlines
1. Introduction
a. Magnitude of Unemployment
b. Economic Depression
2. Unemployment around the Globe
3. Categorizing Unemployed Folks
4. Major Causes of Unemployment
a. Pakistan as an Agrarian Society
b. Smallness of Industry
c. Transfer of Capital
5. Major Areas to be Addressed
6. A Final Say
An individual that does not own any means of earning living can be said to be in a state of
unemployment. He is, therefore, called an unemployed person. Unemployment has appeared
in the recent years as a global problem. Recent economic depression has added to the
intensity of the problem. Several businesses like banks and other trade and commerce
companies have closed down due to economic pressure, and this has, in turn, created more
unemployment.
Today, in almost every country of the world, university graduates carrying their
degrees in hands move from place to place for jobs. But the jobs are few. This situation is
more critical in underdeveloped and developing countries as compared to the developed
countries. In 3rd World countries like Pakistan, people with high qualification, including
those with foreign qualification, wander hither and thither aimlessly. They are out for jobs,
but jobs are scarce. This situation may be seen at two levels, i.e. (a) unemployment among
educated people and (b) unemployment among uneducated people. Moreover, daily-wages
laborers are yet another class that can technically be called an unemployed people.
There may be plenty of causes for unemployment on such a large scale. Primarily,
Pakistan is an agricultural country and the majority of people depend on agriculture and
livestock for earning living. However, since this area has not been modernized on scientific
bases, our educated youth is unwilling to adopt it for a permanent profession. Similarly,
feudal lords have dominated this realm and their servants are generally not paid in line with
their services. Moreover, industry is still on its nascent stages, and we see that it has not
diffused in many dense areas of the country. Only 2% of the total employment is offered by
the factories and mills in Pakistan. This is indeed not an encouraging situation. Next,
education sector also deserves reforms, for it is this sector where our economic needs
stumble. The quality of education is very low and only those with extraordinary individual
efforts get through it. The old British system of producing clerks, constables and peons is
still working in the same lines.
Rapid increase in population and transfer of capital to foreign countries also account
for unemployment. Rich people, instead of investing in Pakistan, move their money abroad,
perhaps, out of social insecurity and greed for fixed profit. This practice must be
Bilcans Grammar Word
(Syed Muhammad Waqas)
164
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
discouraged. Government should take measures to shorten currently existing economic gap
between the rich, upper middle class and the poor. Pakistani capitalists should invest their
money in Pakistan to create more jobs for their compatriots. Education system should
produce quality professionals, such as engineers, technicians, scientists and similar.
We should learn from other countries to cope with growing unemployment. If we
continue to ignore unemployment threat, our country will be on the verge of ruin very soon.
The frustration of unemployed youth can easily be overcome by introducing new means of
employment.
ESSAY. 17
COEDUCATION
(also spelled Co-Education)
Outlines
1. An Introduction to Coeducation
2. Coeducation, West & Pakistan
3. Drawbacks of Coeducation
a. Anti-Oriental System of Education
b. Un-Islamic Mode of Education
c. Free Mixing of Both Genders: A Hanging Sword
4. Some Merits of Coeducation
5. Comparison of Merits and Demerits
6. The Final Word
The word ‘coeducation’ stands for a system of education in which both girls and boys study
together. Originally, this is a Western system and is widely being practiced in all Western
countries. Our country, Pakistan, has also seen in the recent years a shift from segregated
education system to combine education system. In the following lines, we will attempt to
understand some of the major problems this system is destined to have, whereas a few
merits—the only merits of combine education—will also be given some consideration.
Primarily, it is a fact that coeducation has a number of inherent problems. Today, some
people want to adopt coeducation to implement it in our schools and colleges, but they
simply ignore the fact that Pakistan is an Islamic country. Moreover, the cultural values and
traditions of the Orient, also, do not allow the free mixing of boys and girls—even if it is for
the sake of education. Ours is a backward country and the people are not yet so modern as
to see the broad scenarios of such an educational system.
At next, psychologically speaking, it has been observed that the female students are not
generally well-off when studying together with the boys. This is due to their inner shyness
and instinctual reluctance. They feel psychological pressure, when among boys, even in the
issues of dresses and bodily care; thus, in most of the instances they have to overdress and
overcoat themselves.
Bilcans Grammar Word
(Syed Muhammad Waqas)
165
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
What has been observed from educational experiments around the globe is that
coeducation cannot raise educational standard. Sexual temptation coupled with flirtation is a
dominant feature of such a system wherein two opposite genders get together. They usually
fool around instead of answering the call for attending their studies. Textbooks become
fewer and immoral writings, such as cheap poetry and substandard stories, replace them in
students’ bags. Standard of education can only be raised by facilitating and modernizing our
educational infrastructure on scientific lines.
Our schools and colleges are already overcrowded and thus we need to build hundreds
of new educational institutions every year. Therefore, it is no wise to cut half the number of
boys and girls in their respective institutions to refill those seats with the candidates of
opposite gender.
There may be a few merits found in the system of combine education, and it is
certainly no justice to ignore them. Coeducation can bring the sense of equality between the
two genders. This may be an aid to the female class in an allegedly male-dominated society.
Secondly, the thought of competition will develop among girls and boys in coeducation. It
can enhance the progress of society, becoming the standard of a progressive social thought.
However, despite these merits of coeducation, it is wise to stay away from this system
of free mixing. When drawing a comparison between the merits and demerits of
coeducation, one will see that it is the side of demerits that accounts for the larger share.
Therefore, let us conclude that coeducation is not in line with the inclination of Pakistani
minds. Let us stand resolute to resist all such efforts that are made to diffuse coeducation in
Pakistan.
ESSAY. 18
FEMALE EDUCATION
OR
EDUCATION FOR WOMEN/EDUCATION IS THE REAL ORNAMENT OF WOMEN
ESSAY. 19
DRUG-ADDICTION
OR
ADDICTION/USE OF DRUGS
Outlines
1. An Introduction to Drug-Addiction
a. The Genesis of the Problem
b. Present Situation
2. Chief Causes of Drug-Addiction
a. Lack of Awareness among Masses
b. Corrupt Network of Police and Anti-Narcotics Force
Negative Effects of Drug-Addiction on Society
a. Socio-Economic Disturbance
Bilcans Grammar Word
(Syed Muhammad Waqas)
166
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
b. Rise in Crime Rate
c. Plethora of Evils being Father by Drug-Addiction
d. National Instability
Some Pragmatic Remedies
a. Better Educational Infrastructure
b. Awareness of Public Regarding Drug-Addiction
c. Remodeling of Administrative Structure
d. Reforms in Economic Setup
Epilogue
Indeed it is an observable reality that drug-addiction is a problem with a nationwide
existence. Drugs had, in fact, only a nominal existence in Pakistan until 1970s. However,
wide availability of drugs was a direct result of Soviet-Afghan War, which pushed two
million refugees into Pakistani territory. These Afghan refugees brought with them the gifts
of opium, heroin as well as handguns.
Certainly, drug-addiction has become such a curse today that has threatened the
very bases of our social structure. It has fathered a number of economic, social, religious,
and moral problems. The peace of our society, which was once ideal, has greatly been
disturbed by this ever-growing, ubiquitous problem.
A historical fact is that drug-addiction has taken an alarming position during the
last decade. Although it has nominal existence prior to that, yet its current posture seems to
have become a national crisis. It is why that the cancer of drug-addiction needs to be curbed
or cured immediately.
It is sorrowfully stated that the problem in question has not exclusively threatened
Pakistan, but it has a worldwide existence. According to a recent survey, drug-addiction has
seriously disturbed the whole world. Every country of the world is, today, seriously
considering the issue to get rid of it.
The intensity of drug-addiction in Pakistan has recently grown to its utmost
extent. Surprisingly, it has not spared any of the social, educational or economic institutions.
The causes behind this crucial situation are numerous. The chief cause of the spread of
drug-addiction is the untidy and corrupt network of Police and Anti-Narcotics Force. The
disease of being insincere as well as unserious to the duty has got a strong hold over highranking officers. Temptation of wealth has killed the spirit of serving motherland. Proper
time and consideration are not given to the socio-economic issues, and this results in the
birth of several unheard problems.
Our government has almost failed to put a stoppage to the bedeviling results of
drug-addiction. Drugs are freely sold on public places and young generation is the primary
buyer of it. City streets contain the stench of drugs, and one can see our youth openly using
drugs every now and then. No immediate steps are being taken against it. The most
fundamental cause of drug-addiction is lack of awareness as well as education in our nation.
This single drawback leads to a plethora of problems.
Concerning the remedies, it is suggest-worthy that a better cooperation between
the government and masses be established, for it will be of great help in this situation.
Bilcans Grammar Word
(Syed Muhammad Waqas)
167
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Further, the administrative structure should be remodeled without delay. Some effective
steps should be taken on other frontiers as well. Literacy rate and public awareness should
be given boost to overcome the menace of drug-addiction. Workshops and seminars on the
harms of drug-addiction should be conducted by the government and concerning NGOs to
educate people. This will, at length, help people realize their rights and duties. National as
well as religious unity can bring unpredicted results, particularly, in this issue. Islam is a
perfect “code of life”, hence it can guide us through all difficult situations.
In conclusion, we can say with great certainty that the above-suggested steps can
effectively uproot the problem of drug-addiction from Pakistan. Good governance and a
check on this evil imply the welfare of our people. Indeed, this will stabilize our society
giving it all sorts of brilliance and brightness.
ESSAY. 20
NUCLEAR WEAPONS
OR
NUCLEAR WAR
Outlines
1. An Introduction to the Nuclear Weapons
2. Declared and Non-declared Nuclear States
3. A Short History of Nuclear Weapons
a. The Use of Nuclear Weapons
b. Certain Destruction Passed Off
Treaties for Saving the World from the Harms of Nuclear Warfare
Epilogue
A nuclear weapon is the strongest device in the list of modern weaponry we have today. It
consists of uranium or plutonium atoms, which pass through the process of fusion for
atomic enrichment. It contains so much power that a single nuclear device is sufficient to
wipe out a whole big city from the face of earth.
There are eight declared nuclear states in the world today. Among these nuclear states
are the United States of America, Russia, Great Britain, France, China, India, Pakistan and
North Korea. Two other countries, namely Israel and Iran, are the non-declared nuclear
states.
In the terminology of warfare, the nuclear weapons are termed as ‘non-conventional
weapons’. Only on two instances have these terrible weapons been used in their history.
Both of these instances were the successive nuclear attacks carried out by the United States
of America against Japan. The first nuclear bomb was dropped on Hiroshima on the 5th of
August, 1945. Another bomb was dropped on another Japanese city, Nagasaki, only 4 days
later on the 9th of August, 1945. These two events mark the greatest tragedy of human
history. Never since that black week have these weapons been used, which is certainly a
good news. However, the possibility of the use of nuclear weapons was always present
Bilcans Grammar Word
(Syed Muhammad Waqas)
168
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
during the Cold War. The Cuban Missile Crisis in 1962, for instance, was one of those
critical moments when atomic warfare seemed only a pushbutton away. In the modern
history, it is the nuclear arsenals of the two states of India and Pakistan that are seen by the
world as the next potential threat to the world peace. In fact, they are traditional rival states
now possessing sensitive nuclear devices.
Two famous treaties were negotiated by the declared nuclear states. These treaties are
known by the world as “Non-Proliferation Treaty” (NPT), which came into effect in 1969,
and Comprehensive Test Ban Treaty (CTBT), which came into effect in 1995. Both of these
treaties are meant to protect the world from the proliferation and a subsequent destruction
likely to be caused by the nuclear weapons. India, Pakistan, Israel and North Korea are
among those potential countries that have not, as yet, signed these treaties.
Indeed it is a long aspired thing that the whole world, particularly the states that
own nuclear arsenals, agree on nuclear disarmament. If it so happens that the world destroys
all nuclear weapons, a safer future will become a guaranty.
ESSAY. 21
POLLUTION
OR
ENVIRONMENTAL POLLUTION
Outlines
1. An Introduction to Pollution
2. Effects of Pollution in Ecosystem
a. Extinction of Species
b. Global Warming
c. Large Scale Diffusion of Dangerous Diseases
3. Major Causes of Pollution
4. Concern of the World
5. Some Practical Remedies
6. A Final Say
Pollution has emerged in the twentieth century as one of the largest problems that humanity
has been facing. Ecologically, this phenomenon is known as “environmental pollution”. It is
destroying the environment, especially the habitats of different species. Atmosphere and
biosphere are, being the primary hits, getting disturbed from the increase in pollution.
The bomb of pollution, historically speaking, burst after the inception of Industrial
Revolution. Man became independent ruler of earth’s resources, and thus he began to use
them according to his desires. Aided by these resources, man was able to build himself an
unprecedented civilization of luxury. However, all this was achieved at some cost. Ever
since the mid of 18th century, environmental pollution has been on a rapid growth. By the
start of 21st century, it has come to the stage of alarming the whole world, thus becoming a
global phenomenon. The effects it has exercised on the planet can be seen as global
warming, deforestation, extinction of several species, destruction of green fields, decrease in
agricultural yield (sterilization of agricultural land), so on and so forth.
Among the chief causes of pollution are industrial chemicals, poisonous gases,
nuclear waste, contaminated smoke, overpopulation, urbanization, noise, pesticides and the
Bilcans Grammar Word
(Syed Muhammad Waqas)
169
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
similar. Millions of factories and a much larger number of automobiles are, in fact, two
major threats to the environment, for they are the primary producers of chemical discharges,
poisonous smokes, and noise. The effects of these pollutants, which have as yet been
witnessed only at a starting point, are far from our perception. Our present generation is
breathing in a polluted atmosphere, and it is likely that the population of our planet become
a victim of dangerous diseases, such as cancer, diabetes, hepatitis, to name a few. The
average life in the 3rd World countries has already fallen to a great extent. Children are born
impaired and handicapped. Moreover, pollution factor has become a constant danger for the
Ozone Layer, which is the protective shield of Earth. Earth uses this shield to safeguard
itself against the radioactivity of the sun. If Ozone is destroyed, as pollution will eventually
do it, humanity will greatly suffer—quite possibly it be pushed towards extinction. Glaciers
are already on the verge of melting and boiling. They can cause a sudden rise in the sea
level, if once melted.
There are hundreds of safety measures to tackle the pollution phenomenon. Every
single country of the world is trying hard to figure out a solution for this problem. Our
government should also take immediate steps to fix the issue. All pollution-generating
factories and automobiles should be banned. Deforestation should be checked and any
future losses prevented. Forestation and greenery should be promoted on a vast scale,
particularly, under government’s supervision. Population and urbanization should be
controlled and put in a channel. Public should also come forward to save our home planet’s
environment. Indeed only such measures can resolve the pollution problem.
ESSAY. 21
HOBBIES
OR
MY HOBBY
Outlines
Every single individual of our species wants to enjoy the leisure time. The world is full of
beautiful objects and scenes. Since all human beings have mutually different tendencies and
aptitudes, the leisure of every person demands a different type of amusement. Some people
like to travel; some enjoy sports; and some others stay at home and watch T.V. However,
there are some individuals that appear strange as far as the leisure time is concerned, for
they evolve peculiar hobbies which later on mean to them as the ‘pursuit for life’. Hobbies
are, as such, these pursuits that are instrumental of keeping our lives warm and full of
excitement.
Primarily, hobbies are the mindful spending of our free time in a good,
constructive way. Sometimes, nevertheless, they take the shape of an organic chapter of our
life. Such hobbies that turn into the pleasure-area of life often cost us too much. No hobbies,
per se, ever owe us anything, nor do we require them for earning purposes. They are rather
self-created habits, which remain with us forever.
Categorically, our leisurely activities may be divided into two types viz. healthy
activities and unhealthy activities. The hobbies, in most cases, fall into the category of
healthy activities. On the other hand, however, if they are becoming a waste of money or
Bilcans Grammar Word
(Syed Muhammad Waqas)
170
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
time, or even if they force us into some negative activity, they are unhealthy, hence must be
avoided.
Now let us see some of the major hobbies that people frequently adopt. There may
be as many hobbies in the world as people, for the human nature varies from person to
person. However, there are some hobbies that are commonplace. For instance, coin
collection, postal-ticket collection, cartoons, movies, video games, so on and so forth. Of
course, these are all healthy activities and they should be adopted in accordance with one’s
aptitude.
My hobby is book collection, which can, in other words, be called ‘bookkeeping’. This is really a wonderful—rather dignifying—hobby, because it has earned me a
lot of respect as well as bestowed me knowledge of every kind. I have about 500 books in
my personal library over a variety of subjects. By putting great efforts, I have collected
these books from various places of the country. I have visited almost all famous bookstores
in Lahore and Islamabad to satisfy the thirst of my hobby. And in this way have I been able
to organize a small personal library consisting of some 500 universally acclaimed books on
different subjects. I understand that book-keeping is a little expensive hobby, but I can
manage it. I save some of my pocket money and towards the end of every month I buy two
or three new books. Buying these books does not mean, as one might perceive, that I simply
store them and do not read them; rather, I get into these excellent readings in free time to
enjoy their message and information in full. In fact, I love to make notable books my bed
readings, especially, in the winter.
ESSAY. 22
POPULATION EXPLOSION
Outlines
Population is the backbone of a nation’s strength. It is the manpower that runs a country
from top to bottom. The matter of fact is that in every walk of life, manpower is required as
the fundamental element. However, the unbridled increase in population, which is not
proportionate to the growth of economic means, is extremely dangerous for the very
existence of a country. If the ratio of increase in population is not at par with the facilities
and economic opportunities that a country offers her citizens, the country necessarily
undergoes multi-faceted setbacks within a short lag of time. However, on the other hand, if
a country is well-balanced on both sides and the birthrate is well in control, that country
quickly begins to witness the fruitful results of her planning.
A rich country can be rich as long as she has a firm control over population
growth; that is to suggest that the country is capable of creating enough jobs for the youth
from time to time, providing qualitative training in different areas to all her citizens,
insuring quality education from schools to universities, and, above all, making sure of the
security of fundamental human rights. Conversely, a high ratio in population growth is
always a potential threat to the economy of underdeveloped and developing countries. The
name of Pakistan is also in this list, which shows her among the countries with high
birthrate but low economic means. In Pakistan, every passing minute receives six new
births. Due to the lack of medical facilities, the death rate of newborn per 1000 is above
50—a number considered alarming in the reports of World Health Organization (WHO).
Bilcans Grammar Word
(Syed Muhammad Waqas)
171
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
ESSAY. 23
MY NATIONAL HERO
OR
QUAID-E-AZAM MUHAMMAD ALI JINNAH
Outlines
A Brief Introduction to the Great Leader
Early Life and Education
Entry into Politics
“Ambassador of Hindu-Muslim Unity”
From Jinnah to Quaid-e-Azam
The Creation of Pakistan
A Final Say
Quaid-e-Azam Muhammad Ali Jinnah is the founder of Pakistan and a man of high
standing among the great leaders of the world. Certainly, he is the man who can rightly be
considered the hero of our nation. He shaped the course of the history with his will and
practical struggle.
Quaid-e-Azam was born on 25th of December, 1876, in Karachi. His family was a
rich merchant family that had only recently migrated from Kathiawar. His father, Jinnah
Poonja, was a successful leather merchant. After having obtained his early education from
Sindh Madrisatul-Islam, Karachi, Quaid-e-Azam went to England on his father’s advice for
further education. There he became a law student at Lincoln’s Inn and earned his degree of
barristership after four years of study. Thus, he returned home and started legal practice at
the bar of Karachi and later on continued it at Bombay.
Soon after, Quaid-e-Azam entered politics and joined Indian National Congress.
His entry into politics was predetermined with the objectives of Hindu-Muslim unity and
self-government of India. In 1913, he also became of member of All India Muslim League
on the pursuance of Liaquat Ali Khan. It was the climactic period of Quaid’s struggle for
Hindu-Muslim unity, and it was in the reward of his untiring efforts that he was declared
“Ambassador of Hindu-Muslim Unity”. His efforts to bring the two hostile nations close
fructified in 1916 as Lucknow Pact was signed by Congress and Muslim League in
concordance. However, the period to follow was of dismay and disintegration of HinduMuslim relations. Quaid-e-Azam soon realized the pro-Hindus policies of Congress, and he,
therefore, resigned from Congress in 1920. Nevertheless, he did not give up his hope in the
notion of Hindu-Muslim unity and continued to work for this objective as the head of
Muslim League. To his disappointment, all his hopes turned turtle by the end of 1927 and
he left India to permanently settle in England.
A major turn came about in Quaid’s political career in 1936 when he, putting a
firm belief in Two Nation Theory, returned India for a decisive combat. He was a selfless,
seasoned and disciplined politician. Similarly, he was a great visionary, who had, like
Allama Iqbal, beforehand envisaged the birth of a Muslim state within Indian Subcontinent.
Seeking this end, the Muslims of India passed a resolution for a separate Muslim country on
23 March, 1940. Thus, the struggle of the Muslims gained momentum as it had now found a
Bilcans Grammar Word
(Syed Muhammad Waqas)
172
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
vivid direction—the direction of freedom. This struggle became Independence Movement
and thence the Muslims won independence within 7 years from British rule and Hindu
dominance under the able leadership of Quaid-e-Azam. The new state came into being on
14 August, 1947, and it was named Pakistan. It was the beginning of a new era and a new
struggle. Quaid-e-Azam became the first Governor General of Pakistan. Despite unstable
health and weakness, Quaid worked day and night for the prosperity of Pakistan. Doctors
advised him to take rest, but he did not listened to their word and continued to work
restlessly. It was due to this constant work that he became extremely ill and breathed his last
on 11th of September, 1948. His tomb is in Karachi.
The nation honored Muhammad Ali Jinnah with the titles of “Father of the
Nation” and “Quaid-e-Azam” for his selfless services.
ESSAY. 24
POET OF THE ORIENT ALLAMA MUHAMMAD IQBAL
OR
MY FAVORITE POET
Outlines:
1.
2.
3.
4.
A Brief Introduction to My Favorite Poet
Early Life of Iqbal and His Childhood
Iqbal’s Poetry and Its Message
Iqbal, Politics and Pakistan
c. Remarkable Role in Indian Politics to Champion the Muslim Cause
d. Prophecy of Pakistan
5. Iqbal—the Poet of the Orient
6. Conclusion
ESSAY. 25
FASHION
Outlines:
An Introduction to Fashion
Fashion and Youth
The Psyche of Fashion
Sources of Fashion
III. Showbiz and Media
IV. College and Universities
Exposition of West
A Reasonable Approach
Fashion stands for a “popular way of behaving or doing an activity at a particular
time.” Fashion is a style followed by the majority of the society, especially the youth. For
instance, if a particular hairstyle gets popularity among the people, they begin to adopt it on
Bilcans Grammar Word
(Syed Muhammad Waqas)
173
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
a mass scale. Similarly, when a particular dress style makes its appearance in public and
people begin to follow the style; all this is termed as ‘fashion’.
Sometimes a fashion lasts a little more than usual and sometimes it is only short-lived.
Fashion per se originates from man’s instinctual desire to appear more appealing to the
opposite sex. Interestingly, to this end, the people of both sexes use every means to look
distinct and attractive. The impulse of blindly following a fashion is stronger in the women
than in men. They are more susceptible towards new layers of fashion and it is why their
fashion changes every once a while. Observing this weakness of women, Francois
Rochefoucauld remarked; “A fashionable woman is always in love with herself.” Moreover,
the instinct to show oneself off is always on climax among the youthful people, for the aged
people have something serious to do and their priorities are different than that of the young
people.
Fashion carries a psychological effect with it: that is, it evolves two vivid tendencies,
the sense of pride and the sense of deprivation, in the people of a particular period. Those
whose means and circumstances allow practicing the latest fashions become proud, as they
generally look down upon those who do not or cannot follow the suit. The second is the
group of the people who get jealous of the fashionable individuals due to the fact that they
cannot themselves practice latest fashions due to poverty or some other reason. This sense
of deprivation causes them feel inferiority complex resulting in the feeling of envy for
others.
A number of motives play role in the emergence and spread of a fashion. Unlike past,
the primary source of fashion amongst many is the electronic media today. Individuals
belonging to show business, i.e. actors and actresses, are fashion-setters in the first place.
Dress designers and makeup artists introduce new styles every now and then to run their
businesses and therefore they hire the showbiz celebrities to meet their ends. Modeling is a
department of showbiz that wholly rotates fashion, for models are paid for being fashionworker. Catwalks are arranged in fashion halls to popularize new variety of dresses.
Similarly, T.V. commercials play a potent role in the fashion of other products. Further,
colleges and universities cannot acquit themselves of the calumny in the present case. At
schools, children are too innocent to indulge in any fashion-practices. However, at college
and above all at universities, the exposure of fashion is too great. Students coming of
remote areas are quite often unable to stand the temptation. Such students, especially girls,
fall too quickly in the habit of becoming ultramodern, thus, losing the morals our society is
proud of.
It will dawn upon us after a careful observation that our society has no genuine fashion
of its own. Our sole practice in this regard is to follow the West. Fashion is indeed the
reflection of a society, its behaviors and customs. Western fashion paints a bleak picture of
the West—devoid of any moral standards. It is strange, however, that the people of the
Orient, especially Pakistani Muslims, blindly follow the immoral West. Fashion must be
limited and according to the social norms in order to be practiced. Our youth has plenty of
superior things to do and goals to follow than wasting their money and time to cater their
petty wish of becoming fashionable.
Bilcans Grammar Word
(Syed Muhammad Waqas)
174
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
ESSAY. 26
PATRIOTISM
OR
WHY I LOVE PAKISTAN
Outlines
1.
2.
3.
4.
5.
6.
What does Love for Country Stand for?
Patriotism: The Best Manifestation of Love for the Country
Ideology of Pakistan and My Faithfulness to It
Pakistan: The Reward of a Long, Historic Struggle
A Land Blessed with All Mighty Blessings of Nature
I am Proud to be a Pakistani
Love for country is an instinctual part of human nature. Every one loves his country and
feels utmost pleasure in so doing. Country becomes a living being for a patriotic soul and he
experiences a sublime, ineffable identification of the self with the country. This love
replicates our love for the parents, particularly mother. It is chiefly due to this extreme love
and devotion that we call our country ‘motherland’.
Man is always in the need of building strong relationship with other fellow beings.
This relationship stands for the mutual dependence of human beings, so much so that it
takes the shape of a symbiotic relation. Man seeks to form a union of the people in strictly
social and political terms—the social union being ‘society’ and the political union
‘country’. Nation-state is the strongest as well as largest political unit in modern times, and
it is this phenomenon that we term our country today. We, therefore, feel no reluctance to
identify ourselves as its citizens or members.
Now let us become a little personal in this current discussion. Islamic Republic of
Pakistan is my country. I love Pakistan because she is my motherland. I was born free on
this land; she brought me up and provided me with every kind of facilities required for life.
Pakistan is the political union of four provinces, where people of different ethnicities,
languages and colors live in perfect harmony, sharing their bond of compatriotism. Indeed
they are one, fully united, under the name of Pakistan.
Personally speaking, love for the country is the greatest of all of my feelings. My
country is the flesh of my flesh and bone of my bone. Pakistan was the reward of the
century-long struggle of the Muslims of Subcontinent against the compound of British Rule
and religious bias of Hindus. Only after a long episode of struggle and millions of sacrifices
became it possible that God blessed us with this beautiful piece of land—the land we call
“Pakistan”, meaning, ‘Holy Land’. The day of the creation of Pakistan was 27 Ramadan in
Islamic Calendar, Friday, 14th of August, 1947. The creation of Pakistan could not be, thus,
a mere coincidence or an accidental event of history; instead, it was a divine miracle that
Pakistan came into being on the day of Quran’s revelation. Indubitably, Pakistan is the only
country in the world with ‘ideological foundations’. Indeed the slogan raised by Quaid-eAzam Muhammad Ali Jinnah and his team fully satisfies my ideology of nationalism and
philosophy of life. Therefore, I have rather strong reason to love and serve my country.
Unlike most of the European nations, where there was no struggle carried out in the making
of the nation or country, the freedom manifest in the name of Pakistan could only be won
after a great many sacrifices. Millions of people were killed and the number of homeless,
Bilcans Grammar Word
(Syed Muhammad Waqas)
175
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
penniless refugees was rather high. The Pakistanis are, moreover, a nation that has in its
veins the blood of Islam. The evolution from the status of “Indian Muslims” to the
dignifying identification of “Pakistanis” was a direct result of our spiritual leaders’ prayers,
political leaders’ struggle and above all divine succor.
It is beyond doubt that all of us owe everything we possess to Pakistan. Our
identity in the world is solely indebted to Pakistan. Pakistan is the land of love, harmony
and religious forbearance. This land is profusely blessed with all mighty blessings of
Nature. My country has high mountains, large rivers, beautiful lakes, lush green fields,
mighty deserts, highly engineered canal system, and above all a spirited, extremely talented
people. We are Pakistanis and I am proud to be so.
ESSAY. 27
MY CONCEPT OF QUALITY EDUCATION
Outlines
1. An Introduction to Quality Education
2. Does Pakistani Education System Represent a Quality Education System?
3. Difference between Pakistani Western Educational Setups
a. Creativity
b. Information Technology
4. Upgrading of Educational Setup, How and When?
5. Epilogue
My concept of quality education does not seek its origin from a system of cramming and
copying. My concept, rather, feeds upon the idea of a progressive thought and polishing of
the students. My concept isn’t only a ‘purpose’ per se, but also an ‘end’ in itself. I’m sure
that my concept isn’t crippled with the occupation of proving its raison d’étre, for our
system of education is already on the verge of doom, and intriguing minds are in the
search of an alternative.
I am convinced that an obsolete education system, as is ours, cannot hold its own
when measured against the parameters of the world. We’re lagging behind by decades as
far as education is concerned. Our educational setup needs radical reforms to introduce a
better, more functional system.
A system where students are like audiocassettes and their teachers tape recorders,
and teachers’ only job is to record these cassettes, such a system is bound to sink into
annihilation. Communication of a progressive thought that, in turn, modifies one’s instinct
of creativity is but the hallmark of a quality education. If we’re producing nice crammers,
we’re, in fact, making no original contribution in the global development. Western
countries have gone far ahead of us due to their much more pragmatic systems of
education, where education means ‘making humans’ instead of ‘making clerks,
constables, politicians or bureaucrats’.
Since humans are wise beings, there is no trouble for them to learn from start till
end on an entirely different format. When a child starts his school, he can be taught how
to utter new words and how to assign meaning to those uttered words. By every passing
Bilcans Grammar Word
(Syed Muhammad Waqas)
176
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
level, this ability should be enhanced and polished. Assignments, presentations and
creative projects should be a part of the study. Paper setting and examinational setups also
need to pass through a process of reformation. We should get rid of the monotonous
means of evaluation we have in our education. Examination should be categorized
according to school, college and university stages and it should be made sure that students
take a practical part in the examination.
I believe my concept of quality education will be an aid to intellectual minds to
start a higher study on the issue in question.
ESSAY. 28
PLEASURES OF CHILDHOOD
ESSAY. 29
BEAUTIES OF NATURE
OR
RICHES OF NATURE
Outlines
Manifestation of God’s Artistic Hand in Nature
ESSAY. 30
AGE OF MACHINES
OR
MODERN AGE AND MACHINES
OR
THE ROLE OF MACHINES IN THE MAKING OF MODERN CIVILIZATION
Outlines
1. An Introduction to the Age of Machines
a. Inception of Machines
b. Man’s Scientific Progress
2. The Industrial Revolution
3. Importance of Machines in the Present Civilization
a. We Cannot Do Without Machines
b. Machine: An Untiring Alternative of Manpower
4. Machines—Our Masters or Servants?
5. Redefinition of Life in the Age of Machines
a. Modern Mindset and Habits
b. Agrarian Society of Past
c. Industrial and Mechanic Society of Present
6. Epilogue
Bilcans Grammar Word
(Syed Muhammad Waqas)
177
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
It was the 18th century of our Common Era when mankind witnessed the greatest of the
historical revolutions. It was, in fact, a revolution of the birth of machine that we term as
“Industrial Revolution”. The only revolution of note prior to the industrial one was the
ancient agricultural revolution that historians call “Neolithic Revolution”.
By the close of 18th century, an industry operated by machines sprang up in
England, which gradually spread in the neighboring countries afterwards. During 19th
century, machines became rampant everywhere in Europe and America. Unlike ancient
days, the modern industry was totally dependent on powerful machines; this situation
continues to the date.
Precisely speaking, manpower was only required to assist these machines in
working properly. The second need of manpower industry was in regard to propel the
machines, set them to work, and stop them. Man’s status therefore reduced to that of a
watchman or assistant. In a sense, it was a journey of man from an agricultural age to an
industrial age, so much so that his life radically changed.
Ever since the inception of the machines, the life of our species has become
extremely hectic. Today man is no more a man of leisure as the man of past was fortunate
enough to be. In this age of science and technology, he has to rush all the time to earn
living; the competition for the “survival of the fittest” has become rather challenging.
Industry and machines continue working round the clock. The machines have become the
master of mankind. The visible sight of our planet from a distance describes that factories
raise their heads everywhere; automobiles supersede the number of men in the world;
airplanes and space shuttles operate every moment; in short, the whole mechanism of life
seems to have become dependent on machines. The modern mindset has grown completely
new habits, which, by and large, express an orientation to machines. Indeed this is a
pathetic situation.
In addition to the merits of machines, there are numerous demerits of the machines
as well. There is no doubt that modern men give value to the machines more than the
fellowmen. Machines, due to extensive fuel burning, have created environmental pollution
on a mega scale and, as such, our earth’s atmosphere is no longer clean. The rate of
accidents has risen to enormous degree and it is no wonder that modern man considers
them a part of everyday life. In simple words, we can conclude that the man of mechanical
age faces as many problems because of machines as he thinks there are facilities that he
enjoys by their use.
ESSAY. 31
WEDDING CEREMONY IN PAKISTAN
OR
FEATURES OF A TRADITIONAL PAKISTANI WEDDING
Outlines
1. A Snapshot of Pakistani Wedding Ceremonies
2. A Blend of Traditional and Modern Elements
3. Pre-Marriage Goodwill Songs for Happy Married Life of the Couple
Bilcans Grammar Word
(Syed Muhammad Waqas)
178
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
4. Rasm-e-Henna
5. The Wedding
a. The Bridegroom
b. Marriage Procession
c. Nikah Ceremony
6. Bride’s Departure and New Home
7. Walima
Marriage is an event of great importance in the life of both man and woman. It is a literal
beginning of a new life, in which the two genders join in a bond lasting for life.
The traditional wedding ceremony in Pakistan has a charm of its own. Pakistani
weddings are, by and large, a typical emblem of the Orient. West’s isolated culture cannot
even dream of such hearty and rejuvenating ceremonies as those of Pakistani weddings. A
Pakistani wedding ceremony—particularly that of Punjabis—lasts for at least three days.
Before the appointed day of marriage, several customs are followed by both families as a
social practice. Boys and girls assemble at the homes of groom and bride every evening to
sing the conventional “goodwill” songs. These festive songs are sung for about two weeks
before the wedding.
One day ahead of the wedding date, Rasm-e-Henna is performed by the friends of
the bridegroom on one hand and by the friends of the bride on the other. Both bridegroom
and bride, covered in bridal-wreaths, are seated in the center of each party. Candles are lit in
henna platters, yellow dresses are worn by the youth, henna is applied on hands, and rose
petals are spread all over. Folk songs and cultural dances, such as “Luddi” and “Bhangra”,
are the chief features of Rasm-e-Henna. This exciting ceremony ends late at night.
The bridegroom comes to the bride’s home leading a huge wedding procession,
generally, in a motorcade on the appointed day. A musical band, usually termed as
“Military Band”, plays before the procession as the bridegroom approaches bride’s place.
They are warmly welcomed by the bride’s family. The “Dulha” is offered a glass of milk in
front of the bride’s home, which costs him heavily. The sisters and friends of bride demand
a big amount of money as the price of the milk. Afterwards, the procession halts at the
reception hall where the “Baratis” are offered drinks and other refreshments. Currently, this
custom has changed and marriage halls have replaced traditional reception halls. At next is
the stage of Nikah. A priest and the official Nikah-registrar approach the bridegroom to
conduct the “Nikah Ceremony”. The bridegroom publicly ratifies Nikah on religious
principles and thence signs the “Nikah Nama”. When the Nikah ceremony is over, a show
of gunpowder begins and lasts for several minutes. Soon afterwards, the bride departs from
her family with her life partner who takes her to his home in a “decorated” car.
Everyone seems excited at bridegroom’s place. On the couple’s arrival, a small
rocket is fired. Women and girls of the locality visit bridegroom’s house to sight the bride.
This sighting eve entails comments of the visitors regarding the appearance and manners of
the bride. The night to follow is called “Bridegroom’s Night”.
On the following day, the ceremony of Walima is performed. Walima is the
Sunnah of Holy Prophet (PBUH), which has rooted itself deep in Pakistani culture. In fact,
it is a grand feast organized by the bridegroom for all his relatives, especially the family of
Bilcans Grammar Word
(Syed Muhammad Waqas)
179
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
the bride. Walima marks the final stage of a traditional Pakistani wedding. And, in this way,
a happy event of wedding comes to an end.
Bilcans Grammar Word
(Syed Muhammad Waqas)
180
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
LETTER AND APPLICATION WRITING
Letter writing is a social activity, which has been popular in human societies ever since
the earliest known times of history. Correspondence of a certain type, in fact, never ceased
to exist among the humans of ancient cultures. The activity of sending oral messages is very
old that predates our written history; whereas the act of submitting travelers a crude form of
written documents was a later development. Of course, such a development became
possible only after the invention of the system of writing. Although that correspondence
was a rudimentary type of what one might call a ‘letter’, the idea of writing to others was
not altogether absent from ancient cultures.
Today, however, the practice of letter writing is gradually getting reduced due to the
existence of modern means of telecommunication. It is indeed, in one way, the blessing of
modern culture that we have “emails” and “text messages” as the fastest means of
communication today. Although the combination of satellite and electronic inventions has
reduced the time span on one hand and overcome the geographical limitations on the other,
we still use the same terminology as is used by the physical mail system. For instance, we
use the words like “mail, inbox, mailbox, address, subject, sender, delivery, letter, junk
mail,” so on and so forth, for our satellite-based correspondence. Likewise, we send emails
and text messages in an identical manner to our acquaintances and loved ones as were sent
the letters. Moreover, certain kinds of applications and interdepartmental or official letters
form an inseparable part of modern administrative setup. The political organization of
modern states gives space to such a system of intradepartmental and interdepartmental
correspondence that is largely based on (official) letters, notifications, and (invited)
applications. Similarly, business letters orient the arena of business, and they have to be
written to keep the world active and busy in the activities of business.
Considering all of these varieties in a broad sense, there may be two basic categories
of letters, namely:
(1) Formal Letters
(2) Informal Letters
Formal Letters include all such letters that do not involve a ‘personal relation’. Such letters
are written to press, official departments, and authorities. Moreover, business letters,
applications for job or other applications, invitations, notices, complaints etc. also form a
part of this category. What is important about such letters is that they have a very formal
and to-the-point language in addition to having a uniform subject-matter. These letters
should not start with salutations as “my dear sir, my dear” or other similar words expressing
intimacy. Instead, it is important to begin such letters straightaway with “Sir” or “Madam”.
Some grammars insist that “Sir” and “Madam” can be preceded by “dear”. However, we
suggest our readers to avoid the hackneyed “dear” salutation, for this word creates an effect
of personal relationship. Moreover, a careful mention of the name/designation and address
of the addressee is of utmost importance in formal letters. However, these details can be
omitted in informal letters if the writer so wills.
Informal Letters include letters to family, relatives and friends. The second name for these
letters is “Personal Letters”. The contents of informal letters are radically different from the
Bilcans Grammar Word
(Syed Muhammad Waqas)
181
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
contents of formal letters. These letters are, in various ways, an everyday discussion
between two intimate individuals. The only difference between a conversation and an
informal letter being the involved distance. Moreover, an informal letter is a reflection of its
writer. It is the very being of the letter-writer that is incarnated in words and these words are
sent to someone very much endeared. All conventionality is thrown away in such letters,
and informal letters, as the name reflects, do not stumble from the blocks of formalities.
Writing an informal letter is like sending ones remembrance to the person on the other side,
and thus it is important that this remembrance be as much clear and embracive as possible.
The style of such letters is always natural and homely, and the language is simple and
unaffected (from drudgeries of formality and refined expressions). Colloquialism can, to
some extent, creep into the language of the Personal Letters. However, slang is not
admissible in this kind even if the letter is written to a very close friend, and it should be,
therefore, avoided.
Composition of a Letter
We have to follow the rules of a good conversation in a letter in addition to considering the
rules of a good composition. A letter is always subjective and thereby it shares nothing—
except for a good diction—with an essay. Essays are always objective and general, whereas
a letter is always subjective and personal, hence a contact between “I” and “You”. When
writing for academic purposes, it is imperative to include a “subject” before the actual
writing of the letter begins.
The Date
Date is an integral part of a letter. It is to secure the place of letter’s writing time in history.
Date is, in fact, the simplest and the easiest constituent of a letter, which is usually given no
real consideration. It is why that the date is, in a number of instances, either incorrectly
written or completely skipped.
In a letter, date can be written variably—using several ways. The date may be written in the
following styles:
1)
2)
3)
4)
5)
April 20, 2010 (as written in the current book)
20 April, 2010
The 20th April, 2010
The 20th of April, 2010
April 20th, 2010
If one likes, one may insert a ‘period/dot’ (.) after the year, although this practice has
become extremely rare in the present. For the months with longer names, we can use the
first three/four letters of their names followed by a ‘dot’ (.) for precision. For instance:
1) Dec. 23rd, 2010
2) 23rd Sept., 2010
3) The 1st of Aug., 2010
Bilcans Grammar Word
(Syed Muhammad Waqas)
182
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
4) Nov. 10, 2010
The Salutation
In formal letters, one can express intimacy using “dear” before the relation or name of the
addressee. For instance, one can write My Dear Father, My Dear Mother, My Dear Sister,
or just Dear Father, Dear Mother, Dear Sister; however, when writing to a friend, one
should use name after “dear” as My Dear Ahmad or Dear Ahmad. For official
letters/applications, it is recommended to employ only “Sir” in case of male and “Madam”
in case of female. However, a sense of reverence can be expressed using “respected” before
sir/madam as Respected Sir or Respected Madam. Other formal letters should also follow
the rule of the official letters. Moreover, Dear Sir can be written if already there is some
formal acquaintance, generally that of a business relation, instead of Sir alone.
The Close
This part of the letter is also called “Subscription”. The essential qualification for this
section is that it should necessarily correspond with the salutation. In easy language, it can
be said that the subscription or close of the letter is a reflection of the salutation. One will
suffer with no difficulty to write a subscription in line with the salutation when one has
already inserted a particular type of salutation. Before writing the salutation, one should be
clear who one is writing to.
Bilcans Grammar Word
(Syed Muhammad Waqas)
183
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Salutation
Subscription/Close
In a letter to;
Obediently,
Principal, Official Authorities,
Teachers and Business Links
(Formal)
Obediently, yours, or Yours Obediently,
Sir/Madam
Respectfully,
Yours Respectfully,
Dear Sir,
Dear Teacher,
Dear Professor,
In a letter to;
Sincerely,
Newspapers/Editors (Formal)
Sincerely, yours, or Yours Sincerely,
Sir/Madam,
Yours very sincerely,
Dear Sir/Madam
Truly,
Truly, yours, or Yours truly,
In letters to;
Relatives
(Informal)
Affectionately,
and
Friends
Affectionately, yours, or Yours
affectionately,
Yours very affectionately,
Your affectionate son/daughter,
sister/brother,
Yours loving,
Yours very loving,
In letters to;
Sincerely,
Friends
Sincerely, yours, or Yours sincerely,
The Subject
Subject is not a necessity for a letter. However, it is always commendable if one uses the
Subject when writing a letter.
Bilcans Grammar Word
(Syed Muhammad Waqas)
184
Bab-ul-Ilm Research Foundation®
Bilcans Grammar Word
www.birf.weebly.com
(Syed Muhammad Waqas)
185
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Letter Sketch
Examination Hall,
A.B.C. (City)
20 April, 2010
The Chief Editor,
(The head of the newspaper organization)
The Daily Dawn,
(The newspaper title/name)
Karachi
(The head office of the newspaper)
Subject: USE UPPERCASE CHARACTERS AND UNDERLINE THE SUBJECT
Sir,
Introductory Paragraph: It should in no way exceed three sentences. This
should include greetings, short introduction to the purpose of writing or the problem, and
opening of the main discussion.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Main Body: The length of main body depends on the nature of the subject. It may
precisely be pulled to a reasonable length. While writing to a newspaper, the main body
should not only consist of the review of problem, but it should also contain some practical
suggestions for the solution of the problem being discussed. To this end, main body can be
subdivided into two paragraphs—one of reviewing problem and the other of suggestions.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________
Final Paragraph: In this paragraph, the letter-writer should close the letter in a
formal way, hoping that his letter will find space in the newspaper. Moreover, formal
greetings should be paid in the subscription. Transitional phrase like “coming to the end”,
“towards end” or “in the final say” would last healthy influence if used in this paragraph.
__________________________________________________________________________
__________________________________________________________________________
____________
Sincerely,
Bilcans Grammar Word
(Syed Muhammad Waqas)
186
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
X.Y.Z.
Some Precautions:
i.
ii.
iii.
iv.
v.
A Letter to Editor should necessarily discuss some problem(s). Such a form of letter
has basically been designed to draw public attention to those problems of society
that usually remain unsolved.
Never provide any of your personal information. Your name in the letter is “XYZ”
and your city has been named as “ABC”.
Do not get into unnecessary details.
In formal letters, such as those to the newspapers, all informal words like “my dear,
your loving, your affectionately” etc. must be avoided.
The designation of the addressee should properly be written and when writing to a
newspaper, the letter should be directed to the “Chief Editor” or “Editor” only.
Moreover, in the location column, the city of the “head office” of the newspaper
should be named.
Bilcans Grammar Word
(Syed Muhammad Waqas)
187
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Specimen Letters
1. A condolence letter from Abraham Lincoln to Mrs. Bixby, a Civil War Gold Star
(American Military Award) Mother
(This letter has also been included in famous Hollywood World War II film “Saving
Private Ryan”. This film is based on the story of saving the last surviving brother of the
four, fighting in World War II. This letter by Abraham Lincoln to Mrs. Bixby is read in the
film as an “ideal example of a father of nation” to immediate the saving mission.)
Executive Mansion,
Washington,
November 21, 1864
Dear Madam,
I have been shown in the files of the War Department a statement of the AdjutantGeneral of Massachusetts, that you are the mother of five sons who have died gloriously on
the field of battle.
I feel how weak and fruitless must be any word of mine which should attempt to
beguile you from the grief of a loss so overwhelming. But I cannot refrain from tendering to
you the consolation that may be found in the thanks of the Republic they died to save.
I pray that our Heavenly Father may assuage the anguish of your bereavement,
and leave you only the cherished memory of the loved and lost, and the solemn pride that
must be yours, to have laid so costly a sacrifice upon the altar of Freedom.
Yours very sincerely and respectfully,
A. Lincoln
A personal letter of Lord Byron to Goethe
(Written on the eve of his voyage to Greece)
Leghorn,
July 24th, 1823.
Illustrious Sir,
I cannot thank you as you ought to be thanked for the line, which my young friend,
Mr. Sterling sent me of yours; and it would but ill become me to pretend to exchange verses
with him who, for fifty years, has been the undisputed sovereign of European literature. You
must, therefore, accept my most sincere acknowledgements in prose and in hasty prose too;
for I am at the present on my voyage to Greece once more and surrounded by hurry and
bustle, which hardly allow a moment even of gratitude and admiration to express
themselves.
I sailed from Genoa some days ago, was driven back by a gale of wind and have since
sailed and arrived here ‘Leghorn’, this morning, to receive on board some Greek passengers
for their struggling country.
Here also I found your lines and Mr. Sterling’s letter; and I could not have had a more
favourable omen, a more agreeable surprise, than a word of Goethe, written by his own
hand. I am returning to Greece to see if I can be of any little use there: if ever I come back I
Bilcans Grammar Word
(Syed Muhammad Waqas)
188
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
will pay a visit to Weimar, to offer the sincere homage of one of the many millions of your
admirers.
I have the honour to be, ever and most,
Your obliged,
Noel Byron.
Both of these letters are brief and cogent. They reflect the mastery of their writers over
words and a perfect knowledge of the construction of words into sentences and arranging of
the sentences in a most appealing order. Readers are advised to go through these letters
before they start with the subsequently following letters in this section. It will certainly
deepen their insight and sharpen their knowledge of letter writing.
Bilcans Grammar Word
(Syed Muhammad Waqas)
189
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Formal Letters
Letter No. 1
A LETTER TO A NEWSPAPER ON THE EVILS OF STREET BEGGING
Examination Hall,
A.B.C. (City),
April 20, 2010
The Chief Editor,
The Daily Dawn,
Karachi
Subject: STREET BEGGING BEING A BEDEVILING SOCIAL PROBLEM
NEEDS ATTENTION
Sir,
I should be much obliged if you allow me some space in your esteemed paper. This
will enable me to bring home to your readers that the evils of street begging are becoming
greater by every passing day.
Begging in streets is such a long established custom in our country that it seems to
have become an unbreakable part of society. No bazaar, street, or garden is without beggars.
From children to aged people are in the habit of begging, whereas some of them are healthy
and able to earn living. In most cases, the beggars pester people at their doorsteps or cling to
them while moving from one place to another. Sometimes, child-abduction mafia operates
in this disguise.
Regarding solutions, I believe begging of all sorts is a curse; hence all of its forms
should be banned. Government must take measures to accommodate needy beggars, while
the able-bodied beggars be forced to work. Beggars suffering from infectious ailments
should be hospitalized at government’s expense.
I hope my suggestions will be taken up and acted upon before begging paralyzes the
society.
Sincerely,
X.Y.Z.
Letter No. 2
A LETTER TO A NEWSPAPER DRAWING ATTENTION TO THE INSANITARY CONDITION OF
CITY/CITY STREETS
Examination Hall,
A.B.C. (City),
May 5, 2010
The Chief Editor,
Daily The News,
Lahore
Bilcans Grammar Word
(Syed Muhammad Waqas)
190
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Subject: INSANITARY ATMOSPHERE OF THE AREA DEMANDS QUICK
OFFICIAL ATTENTION
Sir,
This instance of writing to your esteemed paper is indeed a way to enable myself to
draw the attention of authorities to the poor sanitary condition of our city.
We have a Corporation and I guess over half a dozen Health Officers. However,
unfortunately, these gentlemen are unaware of the miseries of the citizens. The citizens are
forced to live by heaps of dirt scattered here and there in the flooded streets of insanitary
city slums. Further, our sewerage line has also broken and thus streets have become dirty
ponds. Let the Town Nazim or Sanitary Inspector take a walk through the streets, and I
believe that the disturbing sights and smells will convince him of the necessity of taking
quick steps for sanitation improvement.
I would like to suggest a few points to this end. First, the streets should be provided
with concrete and covered drains. Secondly, every street should be supplied large dustbins
to keep people from throwing filth in streets. Lastly, the citizens should be educated
regarding the importance of sanitation using media and other similar ways.
I hope my suggestions will be taken up and acted upon before an epidemic really breaks
out.
Sincerely,
X.Y.Z.
Letter No. 3
A LETTER TO EDITOR ON THE PROBLEMS OF WORKING WOMEN
Examination Hall,
A.B.C. (City),
20 April, 2010
The Chief Editor,
The Daily Dawn,
Karachi
Subject: THE PROBLEMS OF WORKING WOMEN NEED TO BE ADDRESSED
Sir,
The current instance of writing to your daily is indeed a means to enable myself to draw
the attention of authorities to the problems of working women.
Ours is a male-dominated society and a workingwoman faces countless problems here.
The problem of transport is a major concern for the females. The bus and van conductors
are never civilized towards women. Similarly, male gender is dominant in almost all
departments. A woman has to work along with her male mates in a manly way, which is not
a healthy situation for the soft-gender. Moreover, lonely women have no sense of security
when out at work. Ruffians and loafers often chase women in markets and create
disturbances for their free movement.
Some practical measures can offer remedy to this situation. First, ladies transport with
female crew should be introduced. Government should add special seats for women in all
official departments. Women should be spared from hard jobs. Lastly, free movement of
ladies for their daily activities should be insured by state and society.
Bilcans Grammar Word
(Syed Muhammad Waqas)
191
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
I believe my letter will find space in your esteemed paper to highlight these problems.
Sincerely,
X.Y.Z.
Letter No. 4
A LETTER TO THE EDITOR OF A NEWSPAPER ABOUT TRAFFIC MESS ON CITY ROADS
Or
A LETTER TO THE MAYOR OF MUNICIPAL CORPORATION ON THE PROBLEM OF
TRAFFIC JAMS
Examination Hall,
A.B.C. (City),
20 April, 2010
The Chief Editor,
The Mayor Municipal Corporation,
The Daily Dawn,
A.B.C.
Karachi
Subject: CITIZENS NEED AN IMMEDIATE RELIEF FROM TRAFFIC JAMS
Sir,
The current instance of writing you is indeed a means to enable myself to draw the
attention of authorities to the bad condition of roads and problem of traffic jams.
The evil of traffic jams in addition to worst road conditions has become a permanent
panic for the citizens. It is no doubt that traffic jams and road destruction are the problems
of everyday life. Ditches and cavities emerge to last forever. Despite bad state of roads, no
one bothers to wait. Similarly, traffic jams are always noisy and fussy. Disorderly traffic
paralyzes transportation, and pressure horns further add to the problem. All this is due to the
bad condition of roads and a crippled transportation system.
Quick steps can redeem people of this problem. First, roads should be properly
constructed, maintained, and governed. Secondly, traffic signals should be installed in every
important square. Thirdly, there should be a complete ban on pressure horns. Lastly, speed
limits must be prescribed to avoid road destruction and accidents.
I hope my suggestions will be taken up and acted upon before this problem paralyzes
our society.
Sincerely,
X.Y.Z.
Letter No. 5
A LETTER TO THE EDITOR ON THE INCREASING PROBLEM OF TERRORISM
Examination Hall,
A.B.C. (City),
20 April, 2010
The Chief Editor,
The Daily Dawn,
Bilcans Grammar Word
(Syed Muhammad Waqas)
192
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Karachi
Subject: PROBLEM OF TERRORISM ON INCREASE—SAVE PAKISANI
PUBLIC!
Sir,
The current instance of writing you is indeed a means to enable myself to draw the
attention of authorities to the increasing problem of terrorism in Pakistan.
Terrorism has become widespread in the recent years, and it is still on a rapid
increase. Our countrymen daily hear about suicide blasts and target killing. Some of them
become victim of such brutalities carried in the name of Islam. All this is enough to scare
peace-loving Pakistani citizens. No true Muslim can favor this type of so-called Jihad. Islam
preaches a message of peace, fraternity and humanity. The Taliban and other foreign-aided
militants want to break Pakistan into pieces.
This dark situation can be changed and days of peace can return. However, this
needs bold steps to be taken by the government. Our government should not waste any more
time in fighting against terror for America; instead all energies should be used to restore its
writ and cope with foreign hand in terrorism. Intelligence agencies and security forces
should be modernized in line with present needs. Religious scholars should also come to aid
government and preach true Islamic teachings. Further, a strict national stance is a need of
the hour to unify our nation.
I hope my letter will find place in your paper.
Sincerely,
X.Y.Z.
Letter No. 6
A LETTER TO THE EDITOR ON THE PROBLEMS/FLAWS/DRAWBACKS OF PREVALENT
EXAMINATION SYSTEM
Examination Hall,
A.B.C. (City),
20 April, 2010
The Editor,
The Daily Dawn,
Karachi
Subject: DRAWBACKS AND PROBLEMS OF PREVALENT EXAMINATION
SYSTEM
Sir,
Using the channel of your esteemed newspaper, I want to bring in light the public
opinion about present examination system. Let me highlight a few things here.
It is a fact that our examinational setup is full of flaws; hence, it is no wonder to say
that the current examination system is on the verge of doom. The flaws may be seen on
various sides, such as paper-setting, paper-marking, inspection, time-duration, possibility of
cheating, so on and so forth. The technique of cramming is the most detestable sin of our
examination system. Students make selective preparations, as they are aware of the
repeatedly given so-called important questions; thus, without personal effort and creativity,
they memorize word for word all important questions and get maximum score. Similarly,
Bilcans Grammar Word
(Syed Muhammad Waqas)
193
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
inspection does not come to up to the desired standards. Many a times candidates exchange
their sheets due to poor inspection. Sometimes the inspectors or examiners are even bribed;
mark-sheets are tempered; question papers are leaded out; hence a dangerous situation.
We request to the authorities to form a commission comprising of esteemed
educational experts to work out a better, more practicable and befitting examination system.
Sincerely,
X.Y.Z.
Letter No. 7
A LETTER TO THE EDITOR ON THE BAD/WORSENING SITUATION OF LAW AND
ORDER IN YOUR CITY
Examination Hall,
A.B.C. (City),
20 April, 2010
The Editor,
The Daily Dawn,
Karachi
Subject: WORSENING SITUATION OF LAW AND ORDER IN THE CITY
Sir
With the help of your esteemed newspaper, I want to highlight the day-by-day
worsening situation of law and order in the city. I, as a responsible citizen, am extremely
concerned about the growing crime-rate, which demands immediate attention of the
authorities. Let me explain a few facts here below:
Gangs of thieves are active in the city and thefts are occurring regularly.
Similarly, daylight robberies are also on rapid growth. Some big merchants of the city have
become beggars after having lost everything in such robberies. City slums are the pivots of
street crimes. No one dares to walk alone in the less busy streets after it is dark. A big
number of people have lost their valuables in such incidents. Abduction is another major
concern of the city. Rich people are abducted for acquiring money. Minor or individual
rows are commonplace also. Target killing seems to have plagued the city as well. People
have no sense of protection.
Suicide attacks and other bomb blasts add to the graveness of the situation. The
Police Department appears as if it is not bothered about the law and order situation. Some
practical measures can curb these problems and peace can be restored in the city. These
practical measures may include ‘deployment of police squads in sensitive areas, installment
of hidden cameras and checkpoints, private security arrangements’ and the similar.
I will be grateful if you allow me some space in your newspaper.
Sincerely,
X.Y.Z.
Letter No. 8
Bilcans Grammar Word
(Syed Muhammad Waqas)
194
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
A LETTER TO THE EDITOR ABOUT THE PROBLEMS OF OVERLOADING AND
OVERCHARGING OF THE FARES IN PUBLIC TRANSPORT
Examination Hall,
A.B.C. (City),
20 April, 2010
The Editor,
The Daily Dawn,
Karachi
Subject: OVERLOADING AND OVERCHARGING OF FARES IN PUBLIC
TRANSPORT
Sir,
The current instance of writing to your esteemed paper is indeed a means to draw the
attention of authorities to the problems of overloading and overcharging in public transport.
Let me tell you a few facts regarding these problems below here.
There is no proper system of transportation in Pakistan. Local route van and buses
overload and overcharge the passengers. Nobody cares for the humanity of the passengers,
and they are treated by the drivers and conductors as lowly creatures. The class of
transporters has their exclusive concern with fare and they perceive of passengers not as
humans, but five, ten or twenty rupee person. Moreover, the government has announced an
official fare for different routes, which is generally displayed inside vans and buses.
However, conductors have a way of their own. They charge whatever amount they want,
and if somebody resists, they force him to get down. Traffic sergeants seem to have no
interest in this situation. Moreover, overloading has already caused several casualties.
People fall from the buses and reach hospitals, but still no one tends to the situation.
Government should take immediate notice of the situation. Transporters should be
given a code to follow. They should not become the masters of the passengers. Inspection
should be done by the government on secret basis and responsible persons should be
punished. This is the only way that the respect and money of the passengers will be saved
and transportation values be strengthened.
I hope my letter will be allowed some space in your newspaper.
Sincerely,
X.Y.Z.
Letter No. 9
LETTER TO THE EDITOR ON THE PROBLEM OF DRUG-ADDICTION
Examination Hall,
A.B.C. (City),
20 April, 2010
The Chief Editor,
The Daily Dawn,
Karachi
Bilcans Grammar Word
(Syed Muhammad Waqas)
195
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Subject: ATTENTION REQUIRED FOR THE WORSENING PROBLEM OF
DRUG-ADDICTION
Sir,
I should be much obliged if you allow me some space in your esteemed paper. This
will enable me to draw the public as well as official attention to the ever-growing problem
of drug-addiction.
We all know that drug-addiction is a big problem of our society, which is worsening
day by day. It is leaving extremely negative effects on the people, especially on youth.
There is no proper education regarding the problem of drug-addiction in our country, hence
masses are reckless of it. Concerned official department is also heedless due to the corrupt
structure. Drug-addiction has almost paralyzed the society, as the society has now come to
standstill. City slums and overcrowded areas are the centers of drug-addiction.
The government on the issue of drug-addiction should take immediate measures. The
concerned department should be made active to cure the problem of drug-addiction.
Moreover, common people should be educated in this regard using mass media and public
workshops. Public should mutually cooperate to check drug-addiction and other similar
problems on their own.
I hope my suggestions will be taken up and acted upon before we are doomed.
Sincerely,
X.Y.Z.
Letter No. 10
A LETTER TO THE EDITOR OF A NEWSPAPER ABOUT VULGARITY IN FILMS
Examination Hall,
A.B.C. (City),
20 April, 2010
The Chief Editor,
The Daily Dawn,
Karachi
Subject: FILMS NEED TO BE CENSORED DUE TO VULGARITY
Sir,
I will be much obliged if I am allowed some space in your esteemed daily. This
will serve me as a channel to draw official attention towards the potential issue of vulgarity
in films.
As it is in the notice of the public as well as media that the standard of filmmaking in Pakistan is on a rapid decadence. The moral heights and the purity of language
that were once the specialty of our films have now changed into the nadirs of obscenity and
vulgar language. It appears to us that there is no official regulation or ethic code prescribed
for the film industry. It is in everyone’s knowledge that government has inducted a Censor
Board for the censorship of vulgarity from the films. However, no effect has been noticed of
the presence of this regulating body on the cinema screen. The matter of fact is that our
Bilcans Grammar Word
(Syed Muhammad Waqas)
196
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
youth is being led into moral decadence, and the composed society of ours is, due to the
vulgarity in films, is gradually getting exposed.
I am hopeful that the government officials and concerned individuals will pay
immediate attention on the potential issue discussed in this letter.
Yours sincerely,
X.Y.Z.
Letter No. 11
A LETTER TO A REPUTED NATIONAL DAILY ON THE POOR/DECLINING STANDARD OF
EDUCATION IN PAKISTAN
Examination Hall,
A.B.C. (City),
20 April, 2010
The Chief Editor,
The Daily Dawn,
Karachi
Subject: THE ALARM OF THE POOR STANDARD OF EDUCATION IN PAKISTAN
Sir,
I will be much obliged if I am allowed some space in your esteemed daily. This
will serve me as a channel to draw official attention towards the potential issue of the
declining standard of education in the country.
It is a sad fact that the standard of education in Pakistan has seen a gradual decline
during the past decade. Unfortunately, no concrete measures were taken by the government
throughout our national history regarding the improvement of education. We still feel the
lack of a central policy on education, as the people are fed up with new experiments
conducted every now and then. Moreover, the private education sector has worsened the
problem. There is a severe lack of facilities in the government schools and colleges. Further,
none of our universities is currently ranked as among the top thousand universities of the
world. The private education sector adds to the problem. There is a host of private schools
and colleges everywhere. Moreover, high ratio of fees, mutually different uniforms and
syllabi, inexperienced teachers with comparatively low education, so on and so forth, are all
the hallmark of the private educational institutions.
It is but inevitable now that the government take some effective measures to
reverse the situation. All government schools and colleges should be facilitated in line with
modern needs. Our Federal Government should adopt a national accreditation policy to
issue NOC to the new applicants as well as to evaluate the existing private institutions.
I am quite optimistic that my voice, the voice of the public, will be heard and my
proposals will be taken up and acted upon.
Sincerely,
X.Y.Z.
Letter No. 12
Bilcans Grammar Word
(Syed Muhammad Waqas)
197
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
A LETTER TO THE EDITOR ON THE EVIL OF FOOD ADULTERATION
Examination Hall,
A.B.C. (City),
20 April, 2010
The Chief Editor,
The Daily Dawn,
Karachi
Subject: THE PROBLEM OF FOOD ADULTERATION AND THE PUBLIC HEALTH
Sir,
I will be much obliged if I am allowed some space in your esteemed daily. This
will serve me as a channel to draw official attention towards the potential issue of food
adulteration.
Food adulteration is not new in human history, and it is why that our Holy Prophet
warned those to be given severe punishments who
Letter No. 13
A LETTER TO A NATIONAL DAILY ON THE POTENTIAL ISSUE OF SMOKING IN
EXAMINATION HALL
Examination Hall,
A.B.C. (City),
20 April, 2010
The Editor,
The Nation,
Lahore
Subject: THE HARMS OF SMOKING IN EXAMINATION HALL
Sir,
I will be extremely grateful if I am allowed some space in your esteemed daily.
This will indeed get me a chance to draw official attention towards the harms of smoking in
examination hall.
It has been on several instances observed that the examinees unhesitatingly smoke
in examination halls. The reason behind this act of theirs is that, as the examinees excuse,
they are by this way able to think clearly and recollect ideas. Certainly, this excuse is in no
way justifiable. In fact, the most number of examinees do not smoke, and the smoke of
cigarettes becomes a panic for them. Since the smoke permeates the hall-air, they cannot
work handily, and it is due to the fact that the non-smokers generally feel giddy in such an
atmosphere. It is strange that even the examiners and inspection authorities do not object to
or curtail the practice of smoking in examination halls; rather, they very often smoke
themselves. This practice also goes against the code of ethics. Further, there is the
possibility of the hall getting caught in fire, which may very likely cause a big loss of life
and money.
Bilcans Grammar Word
(Syed Muhammad Waqas)
198
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
On the basis of the above enumerated grounds, I believe that the practice of
smoking in examination halls should be banned without delay. I am sure that my voice, the
voice of the majority, will be heard among the authorities.
Truly,
X.Y.Z.
Letter No. 14
A LETTER TO A NEWSPAPER ON THE PROBLEM OF ENVIRONMENTAL POLLUTION
Examination Hall,
A.B.C. (City),
20 April, 2010
The Chief Editor,
The Daily Dawn,
Karachi
Subject: THE HARMS OF POLLUTION TO OUR ENVIRONMENT
Sir,
I will be much obliged if I am allowed some space in your esteemed daily. This
will serve me as a channel to draw official attention towards the potential issue of
environmental pollution.
Letter No. 15
A LETTER TO THE EDITOR OF A NEWSPAPER ON THE WORSENING PROBLEM OF
UNEMPLOYMENT
Examination Hall,
A.B.C. (City),
20 April, 2010
The Chief Editor,
The Daily Dawn,
Karachi
Subject: EVER-GROWING UNEMPLOYMENT AMONG EDUCATED YOUTH
Sir,
I will be much obliged if I am allowed some space in your esteemed daily. This
will serve me as a channel to draw official attention towards the potential problem of
unemployment.
Bilcans Grammar Word
(Syed Muhammad Waqas)
199
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Letter No. 16
A LETTER TO THE EDITOR OF A FAMOUS NEWSPAPER, COMPLAINING ABOUT POWER
CRISIS
Examination Hall,
A.B.C. (City),
10 June, 2009
The Editor,
The Frontier Post,
Peshawar
Subject: THE POWER CRISIS AND ITS EFFECTS ON EVERYDAY LIFE
Sir,
It will be a great honor for me if my letter is given some space in the columns of
your reputed daily. It will certainly serve our primary end to invite official attention towards
the problems created by the ongoing power crisis in the country.
It is a fact that the current power crisis has become the biggest as well as longest
crisis of our national history. It has, beyond doubt, made hell of our life. Not to speak of the
load shedding factor, even the supply of electricity—whatever hours it is supplied—is
unsatisfactory. It would have been acceptable if it were only about the load shedding thing,
but, in fact, the unscheduled load shedding has added to the problem. It is the worst part of
the story, let me say, that the concerned ministry has not been able to issue a schedule for
the power stoppage. The power supply is generally terminated by Wapda power stations on
critical moments; when it is the office time; when it is the cooking time; and many a times
at night. Those people who cannot afford generators have become psycho cases because of
the unbearable heat, closure of businesses, and other similar hindrances caused in everyday
life by the long duration power failure. The matter of fact is that our nights have become
sleepless and days workless. Neither politicians nor government officials are ready to hear
the voice of the miserable public, let own solving the problem. It is an ironic situation for a
modern state, a nuclear power par excellence, that she is unable to facilitate her people in
21st century by generating enough electricity.
I hope my letter will pull the attention of the concerned authorities before there
erupts a strong agitation against the government ultimately changing into civil disobedience.
Sincerely,
X.Y.Z.
Bilcans Grammar Word
(Syed Muhammad Waqas)
200
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Application/Official Letter Sketch
Examination Hall,
A.B.C. (City)
20 April, 2010
Designation of the Authority,
(e.g. The Governor Punjab,)
Location of the Seat
(e.g. Lahore)
Subject: USE UPPERCASE CHARACTERS AND UNDERLINE THE SUBJECT
Sir,
Introductory Paragraph: It should be kept within a limit of one to two sentences. This
should include greetings, short introduction to the purpose of writing or the problem, and
opening of the main discussion.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Main Body: The length of main body depends on the nature of the subject. It may precisely
be pulled to a reasonable length; but it must not be too lengthy in applications. The chief
objective of writing should be discussed in this passage without indulging in any
irrelevancies. If it is a job-application, give details of your age, your educational
background, your experience and what makes you qualify for this job in this section.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________
Final Paragraph: In this paragraph, the applicant should close the application in a formal
way, hoping for the best. Moreover, formal greetings should be paid in the subscription.
__________________________________________________________________________
__________________________________________________________________________
____________
Sincerely/Obediently,
X.Y.Z.
Hints for Writing Application
1. An application differs from a letter in at least two major ways: (i) an application is
always addressed to an authority (generally official), and (ii) the text of an application is
smaller and more “to-the-point” than a letter.
2. Application does not include any suggestions. Instead, an application may contain request
or demand. Job application is, in fact, a request for being accepted in an offered job.
Bilcans Grammar Word
(Syed Muhammad Waqas)
201
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
3. Some grammars suggest a way of writing Resume/Curriculum Vitae in applications that
is radically against the rule of application writing. Resume/CV should be written after the
close, as a CV is always, being a separate sheet of facts, enclosed with the written
application. Therefore, it is incorrect to add a CV before the subscription of the applicant
(X.Y.Z. for examinational purposes).
Bilcans Grammar Word
(Syed Muhammad Waqas)
202
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
1. GRADUATE LADY TEACHER WANTED IN A LOCAL SCHOOL (ADVERTISEMENT)
Or
WRITE AN APPLICATION FOR THE POST OF GRADUATE LADY TEACHER ADVERTISED IN
NEWSPAPER.
Examination Hall,
A.B.C. (City),
20 April, 2010
The Principal,
Bab-ul-Ilm Public School,
ABC
Subject: APPLICATION AGAINST THE ADVERTISED POST OF GRADUATE LADY
TEACHER
Sir/Madam,
This letter is in response to your advertisement in the daily Dawn of 1st April, 2010,
inviting applications against the post of graduate lady teacher.
I am twenty years old and a graduate. I took my B.A. degree in 1st division from
Punjab University last year. My electives were Economics and Persian. I have been working
as a primary school teacher since March 2009 in a local school. I am mentally and
physically fit and have a good taste for teaching. I believe I have all educational and other
qualifications held mandatory for this post. I will happily work hard to give every
satisfaction.
I am enclosing herewith copies of testimonials in addition to my CV. I hope that I
will be given a chance to prove my ability.
Obediently, yours,
X.Y.Z.
Curriculum Vitae
Full Name
X.Y.Z.
Father Name
I.J.K.
Religion
Islam
Nationality
Pakistani
Domicile
Punjab (ABC)
Details Below
Educational
Background
Matriculation
From Gujranwala Board in 2005 in 1st division
(Science)
Intermediate
From Gujranwala Board in 2007 in 1st division
(F.Sc.)
Graduation
From Punjab University in 2009 in 1st division
(B.A.)
Work
1-year experience of working as a teacher of primary
Experience
classes at a reputed school of the city.
Reference
M.N.O.
Contact Details
Examination Hall, ABC
Bilcans Grammar Word
(Syed Muhammad Waqas)
203
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
2. WRITE AN APPLICATION TO THE SECRETARY HIGHER EDUCATION FOR THE
GRANTING OF SCHOLARSHIP FOR HIGHER STUDIES ABROAD.
Examination Hall,
A.B.C. (City),
20 April, 2010
The Secretary Higher Education Commission,
Islamabad
Subject: REQUEST FOR BEING GRANTED SCHOLARSHIP FOR HIGHER
STUDIES ABROAD
Sir,
I am writing you to present my case for being awarded a scholarship to continue my
studies abroad. This application is based on the notion that I deserve such an award owing
to my excellent academic record.
Sir, I have completed my graduation in distinction, securing top position in district.
Now I am ambitious to have a master’s degree in International Law. Unfortunately, no
university in Pakistan offers this course. Thus, I am unable to find a way out. However, a
great many universities in foreign countries offer course in International Law. To my
misfortune, I am come of a poor family; therefore, I cannot afford to study abroad on my
own. I request Higher Education Commission to assist me in this regard. Please consider my
case for the granting of a “Study-Abroad Scholarship”. I will be extremely grateful in case
my application is entertained.
I hope my case will be given due consideration.
Obediently,
X.Y.Z.
3. WRITE AN APPLICATION TO THE GENERAL MANAGER OF A TEXTILE MILLS FOR THE
JOB OF A FEMALE SECRETARY.
Examination Hall,
A.B.C. (City),
20 April, 2010
The General Manager,
Sitara Textile Mills,
Faisalabad
Subject: APPLICATION FOR THE VACANT POSITION OF FEMALE
SECRETARY
Sir,
I came to know from the advertisement that your office needs a ‘female secretary’. I
consider myself a befitting candidate for this post on various grounds.
I am a graduate and only 21 years of age. Further, I have 2-year experience of
working as office secretary in a multinational firm. My fluency of English language is
excellent, whereas I also know all important computer operations. I have always been active
Bilcans Grammar Word
(Syed Muhammad Waqas)
204
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
and smart at work, as all of my ex-colleagues held high opinion about my personality and
skills. My expertise on managing documents was especially admired.
In accordance with your demand, I attach herewith my resume. I hope my
application will be given due consideration.
Faithfully, yours,
X.Y.Z.
Resume
Full Name
X.Y.Z.
Father Name
I.J.K.
Religion
Islam
Nationality
Pakistani
Domicile
Punjab (ABC)
Educational
Background
Matriculation
From Gujranwala Board in 2005 in 1st division
(Science)
Intermediate
From Gujranwala Board in 2007 in 1st division
(F.Sc.)
Graduation (B.A.)
From Punjab University in 2009 in 1st division
Work Experience
2-year experience of working as Office Secretary in a
national firm.
Reference
M.N.O.
Contact Details
Examination Hall, ABC
4. APPLICATION TO THE PRINCIPAL FOR THE ISSUING OF COLLEGE CHARACTER
CERTIFICATE.
Examination Hal,
A.B.C. (City),
20 April, 2010
The Principal,
Government Degree College,
A.B.C.
Subject: APPLICATION FOR THE ISSUING OF COLLEGE CHARACTER
CERTIFICATE
Sir,
May I humbly request you to issue me the character certificate of my college career?
I urgently require it to apply for a job offered by a multinational company. Below are the
particulars regarding my stay at college:
1. I joined the college as first year student in 2004 and was held in high opinion by my
teachers.
2. I passed Intermediate (F.Sc.) in distinction in 2006 and was awarded scholarship for
having obtained high 1st division.
3. My passing of B.A. came about in 2008 and again I secured 1st division.
Bilcans Grammar Word
(Syed Muhammad Waqas)
205
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
4. I was very regular at college and my attendance in all subjects remained above 90%.
5. I also took part in sports and debates and won different prizes for the college.
6. Nobody ever complained about my code and conduct, for I was a disciplined student.
My behavior towards teachers and other staff was full of respect.
Please mention these facts in the character certificate and issue it to me within this
week. I will be grateful for this act of kindness.
Obediently, yours,
X.Y.Z.
5. WRITE AN APPLICATION FOR THE REMISSION OF FINE (FOR BEING ABSENT).
Examination Hall,
A.B.C. (City),
20 April, 2010
The Principal,
Government College for Boys,
A.B.C.
Subject: REMISSION OF THE FINE CHARGED FOR ABSENCE
Sir,
It is respectfully stated that I am unable to pay the fine I have been charged for being
absent from the college. This request has many logical grounds to be backed with.
I could not attend college for the first three weeks of January due to pneumonia. The
disease prolonged itself despite I continued to take medicine. Since no other student goes to
the college from my village, as I live in the remotest area of the district, I could neither send
an application nor a message by some other means.
Sir, I belong to a very poor family. Moreover, I work in part time to pay for my
studies; my father is a laborer and our family of seven members is living hand to mouth.
Further, I have also attached a medical certificate issued from regional civil hospital.
Therefore, I request you to relieve me from the extra burden of Rs. 450 and remit my fine.
I hope my application will be considered kindly and my fine be remitted.
Obediently, yours,
X.Y.Z.
6. WRITE AN APPLICATION TO THE SECRETARY EDUCATION FOR THE OPENING OF
PRIMARY/MIDDLE SCHOOL FOR GIRLS.
Examination Hall,
A.B.C. (City),
20 April, 2010
The Secretary Education (Punjab),
Lahore
Subject: OPENING OF A PRIMARY/MIDDLE SCHOOL FOR GIRLS
Sir,
It is humbly stated that we, the residents of village R.S., district Lahore, want to
bring to your kind notice that our village does not have a primary/middle school for girls.
Bilcans Grammar Word
(Syed Muhammad Waqas)
206
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
The Government of Punjab is trying utmost to spread education everywhere; however, it is
sad that in the present age of science, our village is still deprived of education for females.
Most of the parents keep their daughters uneducated and ignorant due to this factor.
However, a few rich parents send their daughters for education to other villages or cities.
This is a very hard exercise for all of us. Let me tell you that a school can be opened in our
village without much expenditure. The idle-sitting educated girls of the village can be
employed as teachers to fill the staff. Further, vacant government buildings of our village,
which are quite a few, can be used for the school purposes.
I hope our application will be given due consideration and entertained.
Obediently,
X.Y.Z.
7. WRITE AN APPLICATION TO THE PRINCIPAL OF YOUR COLLEGE REQUESTING TO
GRANT YOU 15 DAYS LEAVE.
Examination Hall,
A.B.C. (City),
20 April, 2010
The Principal,
Government College for Women,
A.B.C.
Subject: LEAVE FOR 15 DAYS REQUIRED FOR MEDICAL TREATMENT
Madam,
I have not been feeling very good for a few past days. Yesterday, I had a complete
medical checkup and the doctor, a famous physician of the region, advised me to have a
minimum rest of two weeks. I was given permission by the doctor during the previous
checkup to continue my college, for the fever then seemed under control. However, the
situation worsened the day before yesterday and I was admitted to our family doctor’s clinic
immediately. After the checkup, it was discovered that the fever had elongated and for a
complete recovery, it might take a period of two weeks.
Therefore, it is humbly requested to you that I be granted 15 days’ leave, so that I
can take rest to escape further running down of health. I am hopeful that my application will
be treated kindly and my request will be accepted.
Obediently, yours,
X.Y.Z.
8. WRITE AN APPLICATION TO THE D.I.G. POLICE ON THE BAD/WORSENING
SITUATION OF LAW AND ORDER IN YOUR CITY.
Examination Hall,
A.B.C. (City),
20 April, 2010
The D.I.G.,
A.B.C. (Division)
Subject: WORSENING SITUATION OF LAW AND ORDER IN THE CITY
Bilcans Grammar Word
(Syed Muhammad Waqas)
207
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Sir
The purpose of today’s writing is to bring to your kind notice the day-by-day
worsening situation of law and order in the city. I am, as a responsible citizen, extremely
concerned about the growing crime-rate.
As you already know that thieves are active in the city and thefts are occurring
regularly. Similarly, daylight robberies are also on rapid growth. Some big merchants of the
city have become beggars after having lost everything in these robberies. City slums are the
pivots of street crimes. No one dares to walk alone in the less busy streets after it is dark. A
big number of people have lost their valuables in such incidents. Abduction is another major
concern of the city. Rich people are abducted for acquiring money. Minor or individual
rows are commonplace also. Target killing seems to have plagued the city as well. People
have no sense of protection.
Suicide attacks and other bomb blasts add to the graveness of the situation. The
Police Department appears as if it is not bothered about the law and order situation. Sir, if
your department does not give protection to the citizens, who will guard them? Your
attention to such issues can save hundreds of lives.
Sincerely,
X.Y.Z.
9. REPLY TO AN ADVERTISEMENT FOR THE POSITION OF A CLERK/JUNIOR CLERK.
Advertisement
“Wanted a young man with reasonable knowledge of English and Urdu for Railway
Office. State qualification, age, experience, if any, and minimum pay acceptable.
Apply to the Manager, Railway Corporation Stores, Lahore.”
Examination Hall,
A.B.C. (City),
20 April, 2010
The Manager,
Railway Corporation Stores,
Lahore
Subject: APPLICATION FOR THE VACANCY OF CLERK/JUNIOR CLERK
Sir,
In response to your advertisement in “The Dawn” daily of 10th April, 2010, for the
vacancy of clerk/junior clerk with the compulsory knowledge of English and Urdu for
Railway Office, I beg respectfully to offer my services.
I am a graduate and only 21 years of age. Further, I have 1-year experience of
working as a Junior Clerk in Lahore Development Authority. My fluency of English
language is excellent, whereas Urdu is my mother language. I also know all important
computer operations. I have always been active and smart at work, as all of my colleagues
hold high opinion about my personality and skills. My expertise on managing documents
Bilcans Grammar Word
(Syed Muhammad Waqas)
208
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
and other clerical work is especially admired. I am ready to accept whatever salary is
announced by the department.
In accordance with the departmental requirements, I attach herewith my resume. I
hope my application will be given due consideration.
Sincerely,
X.Y.Z.
Resume
Full Name
X.Y.Z.
Father Name
I.J.K.
Religion
Islam
Nationality
Pakistani
Domicile
Punjab (Lahore)
Educational
Background
Matriculation
From Lahore Board in 2005 in 1st division
(Science)
Intermediate (F.Sc.)
From Lahore Board in 2007 in 1st division
Graduation (B.A.)
From Punjab University in 2009 in 1st division
Work Experience
1-year experience of working as a clerk in Lahore
Development Authority.
Reference
M.N.O.
Contact Details
Examination Hall, ABC
10. WRITE AN APPLICATION/OFFICIAL LETTER TO THE NAZIM OF YOUR CITY
REGARDING THE POOR SANITARY CONDITION AND BROKEN SEWERAGE LINE OF YOUR
AREA.
Or
WRITE AN APPLICATION TO THE MAYOR OF YOUR CITY ABOUT THE POOR SANITARY
CONDITION OF YOUR AREA.
Examination Hall,
A.B.C. (City),
April 20, 2010
The District Nazim,
ABC
The Mayor,
ABC
Subject: POOR SANITARY CONDITION OF THE AREA DEMANDS QUICK
OFFICIAL ATTENTION
Sir,
The purpose behind writing you today is to bring home an extremely important but
constantly ignored issue. I want you and other concerning authorities to have a look at the
poor sanitary condition of our area.
Bilcans Grammar Word
(Syed Muhammad Waqas)
209
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
It is true that we have a Health and Sanitary Corporation and I guess over half a dozen
Health Officers. However, unfortunately, none of these gentlemen shows concern for the
miseries of the citizens. The citizens are forced to live by heaps of dirt scattered here and
there in the flooded streets of insanitary city slums. Further, our sewerage line has also
broken and thus streets have become dirty ponds. Let the Sanitary Inspector take a walk
through the streets, and, I believe, he will immediately get convinced when having been
once in this insanitary atmosphere.
Since it is a public issue, I would like to suggest a few things. First, the streets should be
provided with concrete and covered drains. Second, every street should be supplied large
dustbins to keep people from throwing filth in the streets. Lastly, the citizens should be
educated regarding the importance of sanitation using media and other similar ways.
I hope you, as the chief authority in the city, will give some consideration to this issue
and take all necessary measures before an epidemic really breaks out.
Obediently,
X.Y.Z.
11. WRITE AN APPLICATION TO THE PRINCIPAL OF YOUR COLLEGE ABOUT THE
SHORTAGE OF SPORTS FACILITIES IN COLLEGE.
Examination Hall,
A.B.C. (City),
21 April, 2010
The Principal,
Government ABC College,
A.B.C.
Subject: SHORTAGE OF SPORTS FACILITIES IN THE COLLEGE
Sir,
Respectfully, it is stated that our college lacks the facilities of sports that almost
every college offers. After having waiting for a long time, we consider it a high time to
bring this problem into your kind notice.
It is no doubt that ours is a big college of the city. It not only accommodates the
majority of the students of our city, but it also welcomes hundreds of students coming from
adjacent areas. As a host of both urban and rural students, the responsibility of the college to
facilitate the students grows several times. However, the case of our college is otherwise.
The thing that has been desperately felt is the shortage of sports facilities. There is no
playground in the college. Moreover, the nominal facilities offered to the sports section are
also inadequate. Games like hockey, volleyball, handball, kabadi, and squash are always
ignored, whereas the teams of cricket and football are ill-equipped. Further, the sportsmen
are not given any relaxation from the tight study schedule. It is why neither of our two
teams reached victory-stand in the university tournaments.
Since extracurricular activities, such as games, are also a part of healthy
education, we are optimistic that you will take an instant notice of the shortage of sports
facilities in the college. We should not forget that a healthy body has a healthy brain.
Obediently,
Bilcans Grammar Word
(Syed Muhammad Waqas)
210
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
X.Y.Z.
12. WRITE AN APPLICATION TO THE EXECUTIVE ENGINEER (ELECTRICITY) ABOUT THE
POWER BREAKDOWN IN YOUR AREA/ZONE.
Examination Hall,
A.B.C. (City),
21 April, 0202
Executive Engineer (Electricity),
D.E.F. Division,
A.B.C.
Subject: UNSCHEDULED FAILURE OF POWER
Sir,
The purpose of writing to your office is to draw your attention to the continual
breakdown of power in our zone.
It is noticeable that this is not the complaint of only our locality, but almost all
adjacent areas suffer with the same problem. I live in the western zone of the city, the
locality called S.T.U. People have been tired with lodging complaints every now and then,
for the response from the authorities has never been encouraging. The S.D.O. is, in fact,
responsible for this suffering of ours. Despite our applications, he has not given any
consideration to the issue—not even to issue a schedule for the power outages.
Sir, it is 21st century, but still our nights are dark and days perspiring. We have
been denied our basic right of energy i.e. electricity, for which we have to pay heavy bills
every month. Moreover, the water supply is also affected due to the power breakdown. All
this has made our area into an inferno.
Now it is my request to you on the behalf of a whole locality that you take
immediate steps to fix the problem. More dutiful individuals should be assigned
responsibilities. A schedule should also be issued, and electricity should be resumed in the
morning and evening at least, if not more.
Obediently,
X.Y.Z.
13. A LETTER TO THE MINISTRY OF HEALTH GIVING SOME SUGGESTIONS TO
ERADICATE SMOKING FROM SOCIETY
Examination Hall,
A.B.C. (City),
March 23, 2008
The Secretary,
Ministry of Health,
Islamabad
Bilcans Grammar Word
(Syed Muhammad Waqas)
211
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Subject: GIVING SUGGESTIONS ON ERADICATING SMOKING FROM SOCIETY
Sir,
I want to draw your kind attention towards the ever-growing problem of smoking
in our society. The issue of smoking certainly demands a sincere consideration.
Smoking is very much an addiction like the addiction of drugs. It is an interesting
fact that all cigarette-packets bear the caution that smoking is injurious to health. However,
ironically, the number of smokers is on a rapid increase. The youth is the primary prey of
the smoking-cancer. Let alone the boys, now even the girls have begun smoking quite
liberally. Certainly, this is an alarming situation, which seems to be on its worst.
I personally feel inclined to say that the time is ripe to take effective steps against
the problem to eradicate it from the society once for all. I am obliged to suggest some
measures in this regard, as below:
1. The publicity of tobacco products on T.V. and radio should be banned immediately.
2. Public workshops, seminars and walks should be organized nationwide to raise the
level of awareness regarding the harms of smoking.
3. Smoking should be declared prohibited in transports and at all public places.
4. Well planned anti-smoking campaign should be launched using electronic and print
media.
5. Civil society workers and NGOs should play an active as well as proactive role in
this particular issue.
6. The ratio of taxes on tobacco products should be doubled as to discourage the buyer
from buying any tobacco products resulting due to the high prices.
I am sure that if these steps are effectively taken, the result will be very fruitful
and there will be healthy changes in the society within months.
Faithfully,
X.Y.Z.
Bilcans Grammar Word
(Syed Muhammad Waqas)
212
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Informal Letters
Letter No. 1
A LETTER TO THE TEACHER THANKING HIM FOR THE GUIDANCE HE PROVIDED YOU IN
YOUR STUDIES/PREPARATION OF EXAMINATION
Examination Hall,
A.B.C. (City),
May 10, 2010
Subject: EXPRESSING GRATITUDE TO THE TEACHER FOR HIS GUIDANCE IN STUDIES
Respected Teacher,
Assalam-O-Alaikum!
I was much excited to have received your kind letter yesterday. Thank you very
much sir for expressing your concern through this letter and remembering me. I am doing
fine in my studies as well as enjoying a good health.
Since it is, as a student, my duty to reply to your letter, I have decided to write
you back in detail immediately. I want to inform you that I have obtained A-Grade in the
Board examination. The result was announced only a few days ago. Every one is extremely
happy on this remarkable success of mine. This brilliant performance is certainly indebted
to your benevolent guidance that you provided me in the preparation of the Board
examination. My parents also express a sense of gratitude and thank you for your selfless
assistance. Sir, I will for ever more remember you in my happy memories as well as prayers
for this act of kindness. May Allah Almighty bestow upon you a very good health and all
the blessings of life. Amen!
I will soon pay a personal visit to your home to express my feelings of gratitude.
With regards,
Yours obediently,
X.Y.Z.
Letter No. 2
A LETTER TO YOUR FATHER REQUESTING HIM FOR INCREASE IN YOUR MONTHLY
ALLOWANCE
Examination Hall,
A.B.C. (City),
May 20, 2011
Subject: REQUEST FOR INCREASE IN MONTHLY ALLOWANCE
My Dear Father,
I received your very kind letter this noon. The news of your promotion came like a glad
news in the nostalgic moments of hostel life, and I am extremely happy as to have been
informed about this healthy development. Dear dad, I congratulate you from the recess of
my heart.
Bilcans Grammar Word
(Syed Muhammad Waqas)
213
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Furthermore, I hope that everyone at home is doing fine. I was a little anxious about
mom’s health, for she was not well for quite some time; but your letter brought me a sense
of satisfaction that mother’s health is good now. Moreover, you will also be delighted with
the information that my performance in studies has greatly improved. You can call it now
‘excellent’.
Taking advantage of this occasion, I want to tell you something very important. I have
been having hard times in meeting hostel and tuition expenses for some time. My tuition
fee, hostel rent, and other living expenses have almost doubled in the recent months.
Similarly, every educational item has witnessed price-hike as well. In such circumstances, it
has become extremely difficult for me to meet all of my expenses in the current monthly
allowance. Thus, it is my request to my beloved father that you increase my monthly
allowance by Rs. 2500. This will really help me in continuing my studies with peace of
mind.
Pay special compliments to mother.
Affectionately, yours,
X.Y.Z.
Letter No. 3
A LETTER TO YOUR YOUNGER BROTHER, WHO IS STUDYING IN COLLEGE, POINTING HIM
OUT THE EVILS OF CRAMMING
Examination Hall,
A.B.C. (City),
March 23, 2009
Subject: EVILS OF CRAMMING AND THE MEANS OF GOOD STUDY
Very Dear Ali,
I was delighted to have received your letter yesterday. Thank you for the prayers.
I am doing fine and I am sure you will be enjoying your college life and progress in studies.
As you have stated in your letter the differences between the school and college
atmosphere, I understand that there is a big gulf between the life of the two stages. It is my
advice to you that you study regularly and attentively even at college. I know that the
majority of the students are in the habit of cramming their lessons from guidebooks and
other notes. They learn nothing in this way but lose what their minds possess.
Here is a caution for you: you should know that the cramming habit destroys a
student’s creative genius. When cramming, a student does not use his own brain and
depends totally on the cramming. Hence, his power of thinking gradually dies out. I
strongly recommend you to use your own mind in your studies by keeping yourself away
from cramming. Further, you should seek the guidance of your teachers for preparing yours
lessons instead of using other ‘short-cuts’.
I am quite optimistic that you will act upon my advice.
With best regards,
Yours Affectionately,
X.Y.Z.
Bilcans Grammar Word
(Syed Muhammad Waqas)
214
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Letter No. 4
A LETTER TO THE FRIEND CONGRATULATING HIM ON HIS BRILLIANT
SUCCESS/PERFORMANCE IN EXAMINATION
Examination Hall,
A.B.C. (City),
May 10, 2008
Subject: CONGRATULATION TO FRIEND ON HIS BRILLIANT SUCCESS IN EXAMINATION
Assalam-O-Alaikum Dear Ahmad,
I was extremely excited to learn from your letter about your brilliant performance
in the Intermediate examination. It was a great news that filled me with a sense of joy as
well as relief. I am sure this success is a great moment of joy for you and your family.
In fact, I was keenly waiting for the announcement of your result. My joy knew
no bounds when I learnt that you had secured high 1st division in F.Sc. My friend, I
congratulate you from the inner recesses of my heart on this remarkable performance. I do
hope that you will show an equally brilliant performance in your future examinations and
will always stand above the rest. I also expect that you will arrange a grand feast on this
occasion of jubilation inviting all of your classmates and friends.
Please express my Salaam and compliments to your mom and dad.
With best wishes,
Yours sincerely,
X.Y.Z
Letter No. 5
A LETTER TO YOUR FATHER INFORMING HIM OF YOUR PROGRESS IN STUDIES
Examination Hall,
A.B.C. (City),
April 21, 2006
Subject: INFORMING FATHER ABOUT PROGRESS IN STUDIES
My Dear Daddy,
It was an unspeakable excitement to have received your affectionate letter in the
hostel. My feeling of joy was on climax after reading it, and it is why I liked to share the
joy-bringing words of yours with my roommates. Certainly, this letter has offered the effect
of a healing medicine in the panic of nostalgia. I am glad to have the news that every one of
our family members is enjoying good health.
As you have asked me in your letter to inform you about my progress in studies,
you will be pleased to know that I am paying real attention on my studies. Due to the deeper
concentration, I have shown a very high performance in the college mid-term tests. I stood
2nd in the class. Now, I am quite hopeful that, God-willing, I will repeat my excellent
performance in the final examination with a hope of standing 1st in the class. To your
further joy, I am very optimistic to secure a position in the Board results. Please, pray for
my success unceasingly.
Bilcans Grammar Word
(Syed Muhammad Waqas)
215
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Pay my compliments to mom and love to young Ali.
With regards,
Yours affectionately,
X.Y.Z.
Letter No. 6
A LETTER TO THE FRIEND EXPRESSING CONDOLENCE ON THE DEATH OF HIS MOTHER
Examination Hall,
A.B.C. (City),
February 28, 2008
Subject: CONDOLING THE DEATH OF FRIEND’S MOTHER
Dear Ahmad,
I was really shocked to hear the news of the untimely death of your mother. May
her soul rest in peace and her grave be a place of Paradise under Divine benediction. Amen!
Ahmad, you should remember that Allah Almighty does whatever He likes. It is a
fact that we all have to taste death sooner or later. We can do nothing in this matter but to
for the forgiveness of departing souls. The best thing to do after someone’s death is to recite
Holy Quran and invoke Allah’s mercy through supplications.
Your mother’s death is indeed a great loss to your family. However, I advise you
to bear this loss patiently; as it is the promise of Allah in Holy Quran:
“Verily, Allah is with those who are patient.”
I will, God-willing, visit you soon for offering Fatehah. Please convey my condolence to
your father as well.
With best wishes,
Yours sincerely,
X.Y.Z.
Letter No. 7
A LETTER TO YOUR FATHER EXPRESSING YOUR FEELING OF DISLIKE FOR THE HOSTEL
LIFE
Examination Hall,
A.B.C. (City),
January 1, 2011
Subject: THE PROBLEMS OF HOSTEL LIFE
Dear Papa,
It was a moment of thrill when the postman delivered me your letter today
afternoon. After reading it, I could not wait to reply later. So, I have just forsaken every
other activity to write back to my dear Papa. Indeed it is due to the grace of God that every
one at home including mother is doing fine.
Bilcans Grammar Word
(Syed Muhammad Waqas)
216
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
You have asked me to express my views about hostel life. Certainly, I am upset
with it. I want to let you know straightaway that I feel loneliness and homesickness here. I
miss my home very much. The hostel life is not so comfortable as it appears from distance
or is generally assumed about it. These difficult moments make me remember you, mother,
and my cute younger brother Ali. In fact, the food quality at hostel mess is not very good.
Moreover, there is much noise, which disturbs our study.
To sum all this in a few words, I am keenly waiting for the summer vacation to
get back to home and enjoy the blessing of being with my family. Please pay my
compliments to all elders and love to all the young ones at home.
Yours affectionately,
X.Y.Z.
Letter No. 8
A LETTER TO THE FRIEND DESCRIBING HIM YOUR IMPRESSION OF THE FIRST DAY AT
COLLEGE
Examination Hall,
A.B.C. (City),
October 10, 2010
Subject: THE FIRST DAY-IMPRESSION OF THE COLLEGE
Dear Sadaf,
I hope you will be energetic and enthusiastic in life like ever. Beyond mere words,
I was really excited to have received your letter yesterday. Further, I was surprised to find
an interesting demand from you. It sounds strange that somebody has asked me to write
briefly about my first day-impression of the college.
You are fully aware of the fact that there is a hell of difference between school
and college. Certainly, every passing day of the college has its own impressions and
experiences. However, the first day was indeed the most remarkable one for me. We entered
college with hopes and fears. The senior students welcomed us with jokes as well as
pleasant remarks. Not very many classes were conducted but a few on the first day. Only
two teachers came to our class and sufficed to introduce themselves. Interestingly, it was
the girls from the graduation section who disguised themselves as teachers and made real
fun of the ‘new comers’. Further, as we did not know any locations, such as canteen,
library, and washrooms, inside the college, hence, we wandered here and there as strangers.
It has been over a month since that day, and I obviously feel myself much
changed today. I acclimatized myself very quickly in this new atmosphere, and, as I have
plenty of new friends, I am really enjoying my college life. I hope college will play a keyrole in the building of my personality.
Please pay my compliments to all at home, especially to your mother.
With best of the wishes,
Yours sincerely,
X.Y.Z.
Bilcans Grammar Word
(Syed Muhammad Waqas)
217
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Letter No. 9
A LETTER TO THE FRIEND REQUESTING HIM TO LEND YOU HIS CAMERA FOR A FEW
DAYS
Examination Hall,
A.B.C. (City),
March 10, 2008
Subject: REQUESTING FRIEND TO LEND HIS CAMERA FOR A FEW DAYS
My Dear Aadil,
I am sure that you and your family will be hale and hearty. I am also hopeful that
your interest in studies will have doubly grown and your performance will have mounted to
the level of your satisfaction.
Here, I am going to request you to lend me something. I believe that you will not
disappoint me. As you already know that I am greatly fond of traveling and photography.
My family has made a program to visit Kaghan near the end of this month. It is in your
knowledge that the Saif-al-Malook Lake is a wonderful scene for photography. I do not
want to miss these memorable moments from being captured in camera. However, as you
know, I have no camera of my own. Therefore, I humbly request you to lend me your
camera for a week. I am optimistic that you will not turn down my request, so that I may be
able to save those moments passed near natural scenery everlasting.
I am looking forward to listen from you in positive.
With best wishes,
Yours sincerely,
X.Y.Z.
Letter No. 10
A LETTER TO THE FRIEND, INVITING HIM TO SPEND SOME TIME WITH YOU AT YOUR
VILLAGE DURING SUMMER VACATION
Examination Hall,
A.B.C. (City),
June 15, 2010
Subject: INVITING A FRIEND TO THE VILLAGE DURING SUMMER VACATION
Dear Muhammad Ali,
I hope you will be doing fine after having freed yourself from the busy schedule
of studies. Through this letter, in fact, I want to remind you of the promise you made with
me last year. I am sure that you have not forgotten your promise of spending a few days
with me in my village during summer vacation. As it is in your knowledge that the
commencement of summer vacation has taken effect on the 10th of this month, so, taking
advantage of the eve, I again formally invite you to come to my village.
Let me tell you some prominent features of my village that might appeal you to
abandon your activities in the city and immediately set out for my village. Due to the
Bilcans Grammar Word
(Syed Muhammad Waqas)
218
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
location of my village near river Jehlum, the climate is wonderfully pleasant here in
summer. There are several beautiful gardens and green fields around the village. Mediumsized water channels irrigate these fields and gardens. All this makes the whole scenery
extremely beautiful and appealing. If you join me, we will together visit these places
everyday and enjoy ourselves as well as our studies. Further, both of us will study under the
soothing shade of the garden trees every noon. In the afternoon, we will visit the river bank
and have a walk there by the flowing cool water. Our evenings will be spent in playing hide
and seek with other guys of our age. I promise that your time spent at my village will
become the most memorable period of your life.
Please inform me of the date and time of your arrival beforehand. I am looking
forward to have a reply from you in positive.
With best of the wishes,
Yours sincerely,
X.Y.Z.
Letter No. 11
A LETTER TO THE FRIEND EXPRESSING SYMPATHY FOR HIS FAILURE IN THE
EXAMINATION AND ENCOURAGING HIM FOR ANOTHER ATTEMPT
Examination Hall,
A.B.C. (City),
September 17, 2006
Subject: EXPRESSING CONCERN FOR THE FRIEND ON HIS FAILURE IN EXAMINATION
My dear Ayesha,
I am extremely sorry to learn about your failure to pass the Board examination. I
can understand how bad you must be feeling at the moment.
It is certainly not out of my knowledge that you worked really hard for the Board
examination. However, unfortunately, you could not get through. Sometimes, it so happens
in our life that we do not get what we strive for. To this we can only call ‘bad luck’.
Moreover, I believe that some of the paper was out of course, which, perhaps, the students
were not informed about. Another thing that might be held responsible for your failure was
your weak health. When I last saw you during the examination days, your health seemed on
decline. Therefore, the guilt of failure cannot be ascribed to you, as you did try your level
best to make headway.
Now take my words very seriously and reflect upon them. Please do not lose
heart, for it is only a timely failure. You should now make another attempt and appear in the
coming examination without delay. I am sure God will reward your hard work and your
score will be very high this time.
Better luck next time!
Yours very sincerely,
X.Y.Z.
Bilcans Grammar Word
(Syed Muhammad Waqas)
219
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Précis
“Précis” is a French word and it implies “accurate expression”. It was adopted in English in
1760, in Lord Chesterfield’s Letters. At the time of its adoption, this loanword meant
“summary” in French as a noun, whereas as an adjective it implied “condensed”. Précis is,
in a technical sense, the art of compressing, condensing and summarizing. According to
I.M. Verma, a famous Indian grammarian, “a précis is the gist or main theme of a passage
expressed in as few words as possible.”36 Précis should indeed be lucid, succinct, and
complete. It should include all important points of the main passage with an equal emphasis
on the focused points.
1. Technically, précis writing has two fundamental steps, i.e. reading and writing.
2. A good précis is a continuous piece of prose. It should in no way be a collection of
disjoined sentences and half-spoken ideas.
3. Précis should be clear and sense-making. Use your own language to express it as
distinctly as possible. There should be no pan of artificiality on your language.
4. A précis should necessarily contain the leading thoughts and the general
impression of the original passage.
5. No irrelevant materials should be included; rather all that seems unnecessary should
be omitted. This scrutiny will prove a major step in the making of a brief, eloquent
and precise précis.
6. The précis must not be sketchy, i.e. an outer sketch of the passage. It should be,
instead, complete and integrated as an organic whole.
7. Précis must not become paraphrasing. Paraphrasing is a completely different
technique. Précis should only address the ideas/points of the original passage rather
than focusing on the sentences.
8. A careful reading of the passage should be done before precising it. Lines
containing main points should be underlined and reread. You must be able to
distinguish what is important from what is unimportant.
9. The use of articles should be avoided as much as possible. Moreover, long phrases,
lengthy expressions, unnecessary conjunctions, prepositions and adverbs, and
obscure words only contribute in the making of a bad précis.
10. The use of contraction (contracted forms of auxiliary verbs) is a very impressive as
well as effective technique in the making of a good précis.
11. The tense and the tone of the original passage should by no means be disturbed.
The précis must contain the tense structure of the original passage alongside the
theme.
12. A good understanding of the use of punctuation marks, especially that of commas,
semi-colons, colons, and hyphens, can greatly benefit in the art of précis writing.
COMPREHENSION
Comprehension means the “act of understanding”. Sometimes, it is also referred as
“faculty of understanding”. In both cases, the word of emphasis is ‘understanding’; it,
36
Verma, Dave & Aggarwala, New College Composition, p. 224
Bilcans Grammar Word
(Syed Muhammad Waqas)
220
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
therefore, implies that the exercise of comprehension has straightaway to do with our
understanding of something. Oxford Advanced Learner’s Dictionary says that
comprehension is “an exercise that trains students to understand a language.”
Comprehension was derived from Latin root word comprehendere, “to grasp, to
seize, to comprise”. Latin noun-equivalent in the present case is comprehensionem, which
means “a seizing”. Therefore, we are sure to assert that the word in its derivative sense
means ‘the seizing of something by our brain’.
In academic writing, especially in Pakistani style, a comprehension practice consists
of a passage, and a minimum number of 5 questions are asked at the end of the given
passage. These questions are essentially based on the original text of the passage, and they
may demand either exact words or information in answer, or an idea inferred from a certain
area of the passage. Thus, we at first understand the themes running in the passage, and
thereafter we attempt to comprehend the meaning and direction of each question asked.
GOLDEN HINTS FOR A SUCCESSFUL COMPREHENSION
1. Have a quick reading through the given passage to infer a general idea of its nature.
2. Read all of the questions very carefully as well as thoroughly and attempt to understand
their directions.
3. Read again the text of the passage, and this time underline all relevant sentences
marking them in accordance with the number of corresponding questions.
4. Rethink and reconstruct each marked sentence.
5. Now try to make each answer compatible with the corresponding question.
6. Use your own English and syntax, and never yearn for making it a copy of the text
given in the passage. Also avoid artificial or ambiguous style.
7. Use complete sentences when answering, and avoid tag or hung-up answers.
8. The answer must be brief and relevant.
9. The length of the answer should be about one to three sentences. The answer should not
be made lengthy unless asked for a certain length.
10. In case you are asked to define a word or write the meaning of a phrase, the answer
should be expressed as clearly as possible. Similarly, if possible, do provide
information on the position of the questioned word in Parts of Speech. Phrases can be
spoken of as idioms or maxims.
A Model Précis
Bilcans Grammar Word
(Syed Muhammad Waqas)
221
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
PASSAGES FOR COMPREHENSION AND PRÉCIS
1. “Mega projects of translation of Christian and ancient Greek literature from GrecoRoman languages into Arabic had extremely negative effects on the subsequent
development of Islam’s theological thought. Muslims naturally craved for a better
understanding of their own religion in the light of newly acquired cognitive standards from
the “People of Book”, that was soon to develop a situation analogous to square peg in a
round hole. The presence of John of Damascus, poet Akhtal, and other Christians at the
court of the Umayyads in high offices rendered the situation extremely dangerous for the
health of a purely Muslim thought. Christians being well-versed in the Semitic religious
history posed a grim threat to Islam’s inherent knowledge, and Muslims in turn, being too
naïve in the early history of their religious growth, were ready to take ‘Isa and JudoChristian Bible as the touchstones for the reconsideration of Islam and its Prophet.”
(Sayyed Waqas Hayder, What Quran Says)
Questions:
1. What was translated into Arabic and from which languages?
2. Name two important Christians who were in high offices at the Umayyad court.
3. What became the touchstone for the Muslims during the early growth of their religion?
4. Where were the cognitive standards acquired from? Do you agree with the author’s
view?
5. Did the translation work leave a positive thought on the subsequent development of
Islamic theological thought? What was the natural craving of the Muslims?
6. Make a précis of the passage and suggest the précised passage a suitable title.
2. “The third great defect of our civilization is that it does not know what to do with its
knowledge. Science has given powers fit for the gods, yet we use them like small children.
For example, we do not know how to manage our machines. Machines were made to be
man’s servants; yet he has grown so dependant on them that they are in a fair way to
become his masters. Already most men spent most of their lives looking after and waiting
upon machines. And the machines are very stern masters. They must be fed with coal, and
given patrol to drink, and oil to wash with, and they must be kept at the right temperature.
And if they do not get their meals when they expect them, they grow sulky and refuse to
work, or burst with rage, and blow up, and spread ruin and destruction all round them. So
we have to wait upon them very attentively and do all that we can, to keep them in a good
temper. Already we find it difficult either to work or play without the machines, and a time
may come when they will rule us altogether, just as we ruled the animals.”
(C. M. Joad)
Questions:
1. Instead of making machines our servants, the author says they have become our
masters. In what sense has this come about?
2. The use of machines has brought us more leisure and more energy. But the author
says that this has been a curse rather than a blessing. Why?
Bilcans Grammar Word
(Syed Muhammad Waqas)
222
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
3. What exactly is the meaning of civilization? Do you agree with author’s views?
Try to be as exact as possible.
4. What is the third great defect of our civilization? Give a short reply in your own
words.
5. In what respect will the machines rule humankind, according to the author?
6. Make a précis of the passage and suggest a suitable title.
3. “The Prophet, when passing through the phase of teenage, happened to participate in one
of the famous Arabian wars known as Harb-e-Fijar, “the Sacrilegious War”. The spasmodic
war broke out during the sacred pagan months, wherein bloodshed or fighting was strictly
forbidden; hence, it was given the name of ‘sacrilegious war’. This war became an
important event in the Arabian history, as it was remembered on the account of violating the
law of the sacred months. Since the war was an inter-tribal show of power—an aftermath of
a murder—Prophet Muhammad joined the war-stage from the side of Qureshite coalition.
However, the Prophet had no literal fighting during the lag of his stay on the frontier, for it
would not befit the dignity of a merciful Prophet to harm his opponents without being aware
of their sin. Thus, he contented to be an observer only, while he attended on his uncle and
volunteered himself for the secondary activity of gathering the shot arrows. It is quite
surprising that an arrow-gathering volunteer, without even the least bit of chivalric
experience, became the wisest commander of all times, who, later on, led a whole side of
chivalric heroes in a number of battles. Another interesting point here for consideration is
that the battles fought under his leadership were far more effective and productive for social
welfare and achieving desired objectives than being lethal to humanity.”
(Sayyed Waqas Hayder, A Critical Look into the Life of Muhammad)
Questions:
1. In what war did the Prophet of Arabia participate?
2. What major duties were performed by the Prophet during the war?
3. Why did the Arabs call this war Harb-e-Fijar, “the Sacrilegious War”?
4. How many times has the word Muhammad been mentioned in the passage? What
do you know of this man?
5. “It would not befit the dignity of a merciful Prophet to harm his opponents
without being aware of their sin.” Do you agree with the stance of the author
expressed in this line?
6. Make a précis of the passage and suggest it a suitable title.
4. “Totalitarian governments of Left sought to avoid these problems by subordinating the
whole of civil society to their control including what their citizens were allowed to think.
But such a system in its pure form could be maintained only through a terror that threatened
the system’s own rulers. Once that terror was relaxed, a long process of degeneration set in,
during which the state lost control of certain key aspects of civil society. Most important
was its loss of control over the belief system. And since the socialist formula for economic
growth was defective, the state could not prevent its citizens from taking note of this fact
and drawing own conclusions.”
(Francis Fukuyama, The End of History and the Last Man)
Bilcans Grammar Word
(Syed Muhammad Waqas)
223
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Questions:
1. Who sought to avoid the problems and by what means?
2. Which formula has been called by the author as “defective”?
3. What is that formula all about?
4. How could the Totalitarian system of the Left be maintained in its pure form?
5. What does the author mean by saying “taking note of this fact and drawing own
conclusions?
6. Make a précis of the passage suggesting a suitable title.
5. “One context of dialogue is the personal quarrel, characterized by aggressive personal
attack, heightened appeal to emotions, and a desire to win the argument at all costs. The
quarrel is characterized by bitter recrimination, a loss of balanced perspective, and,
afterwards, most often a regret for excessive personal attacks that were not meant or
deserved. The quarrel is no friend of logic and frequently represents argument at its worst.
The goal of the quarrel is for each arguer to attack or “hit” his opponent at all costs, using
any means, whether reasonable, fair, or not. Thus the quarrel is characterized by the
fallacious ad hominem attack (attack against the person, rather than the argument) and by
emotional arguments that would not be judged relevant by more reasonable standards of
argument.”
(Douglas N. Walton, Informal Logic)
Questions:
1. What is this passage about?
2. Does a quarrel, in any way, represent argument?
3. What is the goal of the quarrel?
4. What special term is used in Logic for an attack against the person instead of the
argument?
5. Can you interpret the first sentence in simple words?
6. Make a précis of the passage and suggest a suitable title.
6. “In every society children do not need to be taught “grammar” to learn how to speak.
They begin to grasp the essential structure of their language at a very early age, without
direct instruction. If you show English-speaking children a picture of “gork” (a strange
creature) and then a picture of two of these creatures, they will say there are two “gorks”.
Somehow they know that adding an s to a noun means more than one. But they do not know
this consciously, and adults may not either. One of the most surprising features of human
language is that meaningful sounds and sound sequences are combined according to rules
that often are not consciously known by the speakers. These rules should not be equated
with the “rules of grammar” you were taught in school so that you would speak “correctly”.
Rather, when linguists talk about rules, they are referring to the patterns of speaking that are
discoverable in actual speech. Needless to say, there is some overlap between the actual
rules of speaking and the rules taught in school. But there are rules that children never hear
about in school, because their teachers are not linguists and are not aware of them.”
(Carol R. Ember, Anthropology)
Questions:
Bilcans Grammar Word
(Syed Muhammad Waqas)
224
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
1. What is the specialty of children? What do they not hear in the school?
2. How will English-speaking children pluralize something?
3. When do the children begin to understand the fundamental structure of their parents’
language?
4. What is the most interesting as well as surprising feature of human language?
5. Does the expression of “sound sequences are combined according to rules” mean
“grammar”? If yes, why?
6. Why are the school teachers not aware of the “actual rules of speaking” and with what
should these rules not be equated?
7. Make a précis of the passage and suggest a suitable title to the paragraph.
7. “Until the more recent developments of sociolinguistics, many scholars tended to have
rather a monolithic view of individual languages. Languages were seen as clearly
differentiated one from another, and the territories in which they were spoken possessed
distinct boundaries. Languages changed in well-defined ways, the sound changes following
patterns so regular in their behavior that they could be said to follow laws. Today the
variations within a language at a set time are given more prominence—the spatial variations
reflecting different dialects, and also the different customs of pronunciation, vocabulary and
grammar, which accompany social distinctions within a community. The changes in
pronunciation, which took place over time, so that related words in adjacent languages can
have quite different appearances, were the first to be understood.”
(Colin Renfrew, Archaeology & Language)
Questions:
1. What are the features of a language that are given prominence today?
2. Can you name the discipline in which recent developments have changed the opinion
of scholars about languages?
3. How were the languages seen before some recent developments?
4. What in the writer’s opinion was the first thing to be understood in this process of
linguistic study?
5. What do you understand from “languages changed in well-defined ways”?
6. Make a précis of the passage and suggest a suitable title to the paragraph.
8. “Three passions, simple but overwhelmingly strong, have governed my life: the longing
for love, the search for knowledge, and unbearable pity for the suffering of mankind. These
passions, like great winds, have blown me hither and thither, in a wayward course, over a
deep ocean of anguish, reaching to very verge of despair. I have sought love, first, because
it brings ecstasy—ecstasy so great that I would often have sacrificed all the rest of life for a
few hours of this joy. I have sought it, next, because it relieves loneliness—that terrible
loneliness in which one shivering consciousness looks over the rim of the world into the
cold unfathomable lifeless abyss. I have sought it, finally, because the union of love I have
seen, in a mystic miniature, the prefiguring vision of the heaven that saints and poets have
imagined. This is what I sought, and thought it might too good for human life, this is
what—at last—I have found. With equal passion I have sought knowledge. I have wished to
Bilcans Grammar Word
(Syed Muhammad Waqas)
225
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
understand the hearts of man. I have wished to know why the stars shine. A little of this, but
not much, I have achieved.”
(Bertrand Russell, Principia Mathematica)
Questions:
1.
2.
3.
4.
5.
6.
What passions have governed Bertrand Russell throughout his life?
Which of these passions did you find most appealing and powerful?
What do you understand from the phrase “deep ocean of anguish” as used by
Russell here?
What much of the knowledge does the author claim to have achieved?
What is “ecstasy” in your opinion and how does the author explain its impact on
him?
Make a précis of the passage and suggest a suitable title to the paragraph.
9. “We observe today not a victory of party, but a celebration of freedom, symbolizing an
end as well as a beginning, signifying renewal as well as change. For I have sworn before
you and Almighty God the same solemn oath our forebears prescribed nearly a century and
three quarters ago. The world is very different now. For man holds in his mortal hands the
power to abolish all forms of human poverty and all forms of human life. And yet the same
revolutionary belief for which our forebears fought is still at issue around the globe, the
belief that the rights of man come not from the generosity of the state but from the hand of
God. We dare not forget today that we are the heirs of that first revolution. Let the world go
forth from this time and place, to friend and foe alike, that the torch has been passed to a
new generation of Americans, born in this century, tempered by war, disciplined by a hard
and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow
undoing of those human rights to which this nation has always been committed, and to
which we are committed today at home and around the world. Let every nation now,
whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any
hardship, support any friend, oppose any foe to assure the survival and the success of
liberty.”
(John F. Kennedy, Inaugural Address)
Questions:
1. What office does the speaker hold?
2. Explain: “a celebration of freedom, symbolizing an end as well as a beginning,
signifying renewal as well as change.”
3. According to the speaker, the world is very different ‘now’. Why is it so?
4. Who are disciplined by ‘a hard and bitter peace’? What has been passed to them?
5. Where does the ‘rights of man’ come from?
6. Make a précis of the passage and suggest it a suitable title.
10. “Most people who bother with the matter at all would admit that the English language is
in a bad way, but it is generally assumed that we cannot by conscious action do anything
about it. Our civilization is decadent and our language—so the argument runs—must
inevitably share in the general collapse. It follows that any struggle against the abuse of
Bilcans Grammar Word
(Syed Muhammad Waqas)
226
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
language is a sentimental archaism, like preferring candles to electric light or hansom cabs
to aeroplanes. Underneath this lies the half-conscious belief that language is a natural
growth and not an instrument, which we shape for our own purposes. Now, it is clear that
the decline of a language must ultimately have political and economic causes: it is not due
simple to the bad influence of this or that individual writer. But an effect can become a
cause, reinforcing the original cause and producing the same effect in an intensified form,
and so indefinitely. It becomes ugly and inaccurate because our thoughts are foolish, the
slovenliness of our language makes it easier for us to have foolish thoughts. He point is that
the process is reversible. Modern English, especially written English, is full of bad habits
which spread by imitation and which can be avoided if one is willing to take the necessary
trouble.”
(George Orwell, Politics and the English Language)
Questions:
What does the expression “general collapse” signify?
Why do the bad habits exist and where do they come from?
What causes must the decline of a language have?
Reproduce the analogical examples of “sentimental archaism” quoted by the
author in the passage.
5. The author has said that “English language is in a bad way”. Please interpret
this statement of the author in at least five sentences using simple language.
6. Make a précis of the passage and suggest it a suitable title.
1.
2.
3.
4.
11. “At the end of this past summer, I had plans to go away for a week, simply a week,
without my husband. It was the first time in three years that I was making such a solo
pilgrimage, and I was frightened. As I walked down the long corridor to the plane, I looked
straight ahead, turning a bottle of tranquilizers over and over in my pocket. I felt like a child
lost in a department store; my palms were sweaty and my face was flushed. I tried to
remember other solitary departures when I had been similarly discomforted: the walk to the
first day of school; the bus ride to Girl School camp when I was 9 and my sister, who was
also on the bus, was 10 and suddenly wanted nothing to do with me; the midnight jet to
college. Of what was I so afraid? I was afraid of being by myself, of being wholly quiet, of
being with people who did not know my name and did not care. I was afraid of being liked
by strangers and of not being liked by strangers. Mostly I was afraid of being alone again,
even for so short a time. After four and a half years of marriage I had simply lost the habit.”
(Anne Taylor Fleming, The Fear of Being Alone)
Questions:
1.
2.
3.
4.
5.
Why was Anne Taylor Fleming frightened?
What did she feel like when walking down the long corridor?
She says, “I had simply lost the habit?” What habit is she referring to?
What happened when she was only 9?
A pilgrimage is usually a religious trip. Why has she used the phrase “solo
pilgrimage” to describe her journey?
6. Make a précis of the passage and suggest it a suitable title.
Bilcans Grammar Word
(Syed Muhammad Waqas)
227
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
12. “The changing attitude of the Muslim League towards the constitutional issues between
1938 and 1940 provides an interesting study. The League’s policy underwent a radical
change regarding the provinces as well as the Center in the light of Muslim experience of
the provincial autonomy—particularly in the Hindu-majority province. In December, 1938,
at its annual session at Patna, the All India Muslim League authorized Jinnah “to explore
the possibility of a suitable alternative which would completely safeguard the interests of
Musalmans and other minorities in India.” In pursuance of that resolution, in March, 1939,
the League Working Committee appointed a committee under Jinnah’s presidentship, “to
examine various schemes already propounded and those that may be submitted hereafter”
and to report to the Working Committee their conclusions. Thus by the beginning of 1940
Muslim politics had decidedly taken a new and significant turn. The departure from the pre1937 policy was remarkable. The Muslims no longer wanted an Indian federation. No
longer was it a question of merely voting in favour of, or against a certain (or even any)
federal scheme. Federation would not do at all.”
(Ishtiaq Husain Qureshi, The Struggle for Pakistan)
Questions:
1. When did the policy of Muslim League undergo a radical change and what was the
change?
2. What do you understand from the expression “to explore the possibility of a suitable
alternative which would completely safeguard the interests of Musalmans and other
minorities in India?”
3. Who was authorized by the All India Muslim League to find a suitable
alternative?—when and where?
4. Did the pre-1937 policy of All India Muslim League show that the Muslims of
India wanted a federation with Hindus? Illustrate your answer with a solid example.
5. What was the decisive year when Indian politics took a significant turn? Can you
explain the particular experience that served as the background of all that
development?
6. Make a précis of the passage and suggest it a suitable title.
13. “Scientists are the most important occupational group in the world today. At this
moment, what they do is of passionate concern to the whole of human society. At this
moment, the scientists have little influence on the world effect of what they do. Yet,
potentially, they can have great influence. The rest of the world is frightened both of what
they do—that is, of intellectual discoveries of science—and of its effect. The rest of the
world, transferring its fears, is frightened of the scientists themselves and tends to think of
them as radically different from the other men. As an ex-scientist, if I may call myself so, I
know that is nonsense. I have even tried to express in fiction some kinds of scientific
temperament and scientific experience. I know well-enough that scientists are very much
like other men. After all, we are all humans, even if some of us don’t give that appearance. I
think I would be prepared to risk a generalization. The scientists I have known have been in
certain respects just perceptibly more morally admirable than most other groups of
intelligent men.”
Bilcans Grammar Word
(Syed Muhammad Waqas)
228
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
(C.P. Snow, The Moral Un-Neutrality of Science)
Questions:
1.
2.
3.
4.
5.
The writer has a belief about the scientists. Can you please illustrate that belief?
What is the writer complaining all about?
What for is the ‘rest of the world’ afraid?
What has the writer tried to express and what medium has he used to this end?
How does the writer compare scientists with other groups of intelligent people and
what is the point of central importance?
6. Make a précis of the passage and suggest it a suitable title.
14. “The scattering of galaxies, the habits of macromolecules, and the astounding
abundance of stars are forcing those who ponder such matters to a further adjustment of
their concept of the place and functioning of man in the material universe. In the history of
the evolving human mind, with its increasing knowledge of the surrounding world, their
must have been a time when the philosophers of the early tribes began to realize that the
world was not simply anthropocentric—centered on man himself. The geocentric concept
became common doctrine. It accepted a universe centered on the earth. This first adjustment
was only mildly deflationary to the human ego, for man appeared to surpass all other living
forms. The second adjustment in the relation of man to the physical universe, that is, the
abandonment of the earth-center theory, was not generally acceptable until the sixteenthcentury Copernican revolution soundly established the heliocentric concept—the theory of a
universe centered on the sun. Man is a stubborn adherent to official dogma. Eventually,
however, he accepted the sun as the center not only of the local family of planets, but also
of the total sidereal assemblage, and long held that view. He had slowly given up the earthcenter. But why, in spite of increasing evidence, did he then hold so persistently to the
heliocentric view? Was it only because of vanity?”
(Harlow Shapley, Man’s Fourth Adjustment)
Questions:
1.
2.
3.
4.
5.
6.
Define the word “anthropocentric” and explain its relation with the earth.
What was the ‘second adjustment of man’ according to the author?
Who has given up the earth-center and why?
What was the “heliocentric concept” and which revolution established it?
What does the author of Man’s Fourth Adjustment want to prove in conclusion?
Make a précis of the passage and suggest it a suitable title.
15. “The gods had condemned Sisyphus to ceaselessly rolling a rock to the top of a
mountain, whence the stone would fall back of its own weight. They had thought with some
reason that there is no more dreadful punishment than futile and hopeless labor. If one
believes Homer, Sisyphus was the wisest and most prudent of mortals. According to another
tradition, however, he was disposed to practice the profession of highwayman. I see no
contradiction in this. Opinions differ as to the reasons why he became the futile laborer of
the underworld. To begin with, he is accused of a certain levity in regard to the gods. He
stole their secrets. Aegina, the daughter of Aesopus, was carried off by Jupiter. The father
Bilcans Grammar Word
(Syed Muhammad Waqas)
229
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
was shocked by that disappearance and complained to Sisyphus. He, who knew of the
abduction, offered to tell about it on condition that Aesopus would give water to the citadel
of Corinth. To the celestial thunderbolts he preferred the benediction of water. He was
punished for this in the underworld. Homer tells us also that Sisyphus had put Death in
chains. Pluto could not endure the sight of his deserted, silent empire. He dispatched the god
of water, who liberated Death from the hands of her conqueror.”
(Albert Camus, The Myth of Sisyphus)
Questions:
1. Who had been condemned by the gods and with what punishment?
2. Who was Aegina and what did her disappearance result in?
3. How is seen the “futile and hopeless labor” in this passage? What was the motive
behind such a labor?
4. Who conquered Death and who eventually librated it?
5. Who is Homer and what is his role in this passage?
6. Make a précis of the passage and suggest it a suitable title.
16. “For three thousand years, poets have been enchanted and moved and perplexed by the
power of their own imagination. In a short and summary essay, I can hope at most to live
one small corner of that mystery; and yet it is a critical corner. I shall ask: What goes on in
the mind when we imagine? You will hear from me that one answer to this question is fairly
specific: which is to say, that we can describe the working of imagination. And when we
describe it as I shall do, it becomes plain that imagination is a specifically human gift. To
imagine is the characteristic act, not of the poet’s mind, or the painter’s, or the scientist’s,
but of the mind of man. My stress here on the word human implies that there is a clear
difference in this between the actions of men and those of other animals. Let me then start
with a classical experiment with animals and children, which Walter Hunter thought out in
Chicago about 1910. That was the time when scientists were agog with the success of Ivan
Pavlov in forming and changing the reflex actions of dogs, which Pavlov had first
announced in 1903. Pavlov had been given a Nobel Prize the next year in 1904.”
(Jacob Bronowski, The Reach of Imagination)
Questions:
1. What will the author ask and why?
2. For how long have poets moved and perplexed? By what have they been moved?
3. The Noble Prize was given to someone 1904. Who was he and why was he awarded
the Nobel Prize?
4. What is the characteristic of man? Where does lie a clear difference?
5. “I can hope at most to live one small corner of that mystery, and yet it is a critical
corner.” What does this sentence mean according to your understanding?
6. Make a précis of the passage and suggest it a suitable title.
17. “For the first time ever, there are more women than men enrolled in Americans colleges.
The immediate implications of this are bound to upset people who need stereotypes to
Bilcans Grammar Word
(Syed Muhammad Waqas)
230
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
preserve the illusion of stability in a chaotic universe. Joe College, for example, now
becomes a false metaphor for the college student. Discussing college people collectively, we
must learn to call them “the college woman.” “Women’s place is in the home” went the old
saw women hated. Now they can say, “Women’s place is in the college.” What does it mean
for football, which has traditionally been to college what the nightstick is to the police?
Does it make sense for a college population dominated by women to have the bulk of its
athletic budget spent on a sport that can be played only by 200-pound women with
shoulders like stevedores’ and legs like oak trees.”
(Russell Baker, Collegiettes)
Questions:
1.
2.
3.
4.
What is the real point of comparison here?
What according to the author happened with the old saw?
What new saw was coined to replace the old one?
Which college has been cited by the author as an example?—example of
what?
5. Is this a serious essay? Does it create a sense of respect for the women?
Elaborate your answer with evidence.
6. Make a précis of the passage and suggest a suitable title.
18. “A name is a prison, God is free,” once observed the Greek poet Nikos Kazantzakis. He
meant, I think, that valuable though language is to man, it is by very necessity limiting, and
creates for man an invisible prison. Language implies boundaries. A word spoken creates a
dog, a rabbit, a man. It fixes their nature before our eyes; henceforth their shapes are, in a
sense, our own creation. They are no longer part of the unnamed shifting architecture of the
universe. They have been transfixed as if by sorcery frozen into a concept, a word. Powerful
though the spell of human language has proved itself to be, it has laid boundaries upon the
cosmos. No matter how far-ranging some of the mental probes that man has philosophically
devised, by his own created nature he is forced to hold the specious and emerging present
and transform it into words. The words are startling in their immediate effectiveness, but at
the same time, they are always finally imprisoning because man has constituted himself a
prison keeper. He does so out of no conscious intention, but because for immediate
purposes he has created an unnatural world of his own.”
(Loren Eiseley, The Cosmic Prison)
Questions:
1. What idea of language’s function has been presented by the author in the passage?
2. What has been declared a “prison” and who was the one, according to the author, to
say so?
3. What does a word that is spoken create and what is that it fixes?
4. Despite the effectiveness of language, what has man ended up to be?
5. Is language something natural to humans? If not, what does then the author want to
say about it?
6. Make a précis of the passage and suggest it a suitable title.
Bilcans Grammar Word
(Syed Muhammad Waqas)
231
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
19. “The joys of parents are secret, and so are their griefs and fears; they cannot
utter the one, nor they will not utter the other. Children sweeten labours, but they
make misfortunes more bitter; they increase the cares of life, but they mitigate the
remembrance of death. The perpetuity by generation is common to beasts; but
memory, merit, and noble works, are proper to men: and surely a man shall see the
noblest works and foundations have proceeded from childless men, which have
sought to express the images of their minds where those of their bodies have failed;
so the care of posterity is most in them that have no posterity. They that are the first
raisers of their houses are most indulgent towards their children, beholding them as
the continuance, not only of their kind, but of their work; and so both children and
creatures. The difference in affection of parents towards their several children is
many times unequal, and sometimes unworthy, especially in the mother; as Solomon
saith, “A wise son rejoiceth the father, but an ungracious son shames the mother.” A
man shall see, where there is a house full of children, one or two of the eldest
respected, and the youngest made wantons; but in the midst some that are as it were
forgotten, who, many times, nevertheless prove the best. The illiberality of parents,
in allowance towards their children, is an harmful error.”
(Francis Bacon, Of Parents and Children)
Questions:
What is the role of children in parents’ lives according to Francis Bacon?
Explain the expression “children sweeten labours” adducing acceptable example of
your interpretation.
Bacon has quoted Solomon in this passage. What do you understand from
Solomon’s statement about father and mother quoted here?
What is common between mankind and beasts and what are the things that the
writer terms as “proper to man”?
How do the first raisers of their houses behold their children? Your answer should
be at least three sentences.
Make a précis of the subject and suggest it a suitable title.
20. “Unless man exploits others, he has to work in order to live. However primitive
and simple is method of work may be, by the very fact of production, he has risen
above the animal kingdom; rightly has he been defined as “the animal that
produces.” But work is not only an inescapable necessity for man. Work is also his
liberator from nature, his creator as a social and independent being. In the process of
work, that is, the molding and changing of nature outside of himself, man molds and
changes himself. He emerges from nature by mastering her; he develops his powers
of cooperation, of reason, his sense of beauty. He separates himself from nature,
from the original unity with her, but at the same time unites himself with her again
as her master and builder. The more his work develops, the more his individuality
develops. In molding nature and re-creating her, he learns to make use of his
Bilcans Grammar Word
(Syed Muhammad Waqas)
232
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
powers, increasing his skill and creativeness. Whether we think of the beautiful
paintings of caves of Southern France, the ornaments on weapons among primitive
people, the statues and temples of Greece, the cathedrals of the Middle Ages, the
chairs and tables made by skilled craftsmen, or the cultivation of flowers, trees or
corn by peasants—all are expressions of the creative transformation of nature by
men’s reason and skill.”
(Erich Fromm, Work in an Aliented Society)
Questions:
1. How has man risen above the animal kingdom? Name the quality that makes him
unique in the light of this passage.
2. What is the process that molds man himself and by what means does he carry out
this process?
3. Name the archaeology discussed in this passage?
4. How does man learn to use his power and what is the product of his use of power?
5. Unless man exploits others, he has to work. However, if he exploits other, why does
he not have to work?
6. Make a précis of the passage and suggest it a suitable title.
Bilcans Grammar Word
(Syed Muhammad Waqas)
233
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Dialogue Writing
Dialogue writing is a very attractive form of English composition. Dialogue means a
“formal or informal discussion between two persons or groups.” Dialogue writing is a
useful practice to create naturalness and fluency in one’s own language. It is the only form
of composition in which we do not require a lot of literary talent and linguistic artistry. A
dialogue remains a great help at using simple and natural constructions. It is, in one way or
another, a localization of English. Unfortunately, our students generally maintain only a
bookish understanding of English constructions. They lack naturalness in their speech and
remain potentially unaware of the informal use of English. Another problem with Pakistani
students, as regards dialogue writing, is the ambiguous idea of the beginning and ending of
a dialogue. This problem will be addressed in the present discussion and the solution of this
part of the problem will be sought here.
Golden Hints for Dialogue Writing
1. While attempting to write a dialogue, students must not fall prey to the temptation
of using difficult, bookish, or artificial language. They must avoid unnatural
expressions.
2. A good much of time i.e. almost equal time should be given to each participant. This is to
create symmetry in the dialogue.
3. Language of the dialogue must be naturalized and made simple as well as appropriate to
the setting where the dialogue happens to take place.
4. All auxiliaries should be used in contraction; a frequent use of interjection (e.g. oh, wow)
and catchwords (e.g. well, ok) or catchphrases (e.g. you know) will animate any dialogue
written by a non-native speaker.
5. The sentences of the dialogue must not be too long or verbose that the dialogue, as a
whole, reflects literary art and becomes a piece of literature instead of an everyday
discussion on a randomly chosen topic.
6. Natural and local greetings should in no way be neglected, nor a customary activity be
ignored. Pakistani speakers are supposed to begin their dialogue with Assalam-o-Alaikum
rather than any English greeting, whereas saying Allah Hafiz on departure will give a
healthy native touch to the dialogue.
7. In case the situation of dialogue emerges later on in the general gossip of friends,
classmates, or discussants, it should depict a sudden development towards the subject that is
the result of a certain preceding talk. Here, we do not require any greetings in the beginning,
for the participants are already present and that they have already greeted one another
before the start of the given dialogue.
8. The ending greetings can also be omitted in case we do not want to end our dialogue at
the departure of the participants. However, the subject must be brought to a satisfactory
conclusion—with or without participants’ saying good-bye.
Bilcans Grammar Word
(Syed Muhammad Waqas)
234
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
A Model Dialogue on SMOKING
Ahmad: Assalam-o-Alaikum Hassan!
Hassan: Wa Alaikum as-Salaam! (Forwarding hand) How’re you doing Ahmad?
Ahmad: I’m doing fine? How about your health?
Hassan: Just doing so so buddy! I haven’t been quite fit for some time; don’t know why.
Ahmad: (Smilingly) Probably your smoking habit is really teasing you.
Hassan: I guess it’s not that way.
Ahmad: But Hassan, don’t you think it’s too dangerous for the health of young people?
Hassan: Huh! All that’s a false tale created by doctors to run their business.
Ahmad: No sir, for your kind information, latest researches clearly exhibit that the chief
cause of cancer is smoking. You can see the precautions printed on cigarette packets with
your own eyes.
Hassan: All right all right, I’m not in a mood to debate over this issue. I know it’s
dangerous.
Ahmad: My friend, I want you to consider this issue seriously. I can see your constant
coughing and bad health; these aren’t good symptoms. I wish you see a doctor and have a
medical checkup. And before that, another important thing: immediately quit smoking!
Hassan: Ok, I surrender. Let me see when I can manage that. Would you accompany me, by
the way?
Ahmad: Why not! I’d be glad to!
Hassan: Many thanks for these kind words of advice. You’re a true friend. But my friend,
smoking isn’t easy to get rid of. I doubt I’ll ever succeed in it.
Ahmad: Oh, never mind. Everything will be alright. You just need to be confident.
Hassan: I will try to be!
Ahmad: (Hearing the bell) Ok buddy let me leave now; the bell’s rung and I’m getting late
from the class. See ya later.
Hassan: (Shaking hand) Sure. I must leave too. Take care! Allah Hafiz.
Ahmad: Allah Hafiz and don’t forget to spare some time for the checkup!
Activity for Students
Students should exercise dialogue writing on Pollution, Terrorism, Global Warming, PriceHike, Street Crimes, Co-education, Problems of Our Education System, Importance of
Sports, Traffic Problems, Unemployment, Hobbies, Teachers, Advantages of Internet and
Technical Education on the same lines. Follow the “Golden Hints” stated above when doing
this exercise.
(Note: In Graduation papers, students should prefer “translation” to “dialogue”. However,
in case of being bad at translation, or in case of finding the paragraph full of difficult and/or
technical terminology, students should choose “dialogue” as a more favorable alternative.)
Bilcans Grammar Word
(Syed Muhammad Waqas)
235
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
STORY WRITING
Story-telling is one of the most ancient literary practices of mankind. Men and women have
been narrating things in the forms of fables, parables, anecdotes, etc. ever since the dawn of
civilization. Perhaps, story-telling as a technique of keeping one’s listeners amused in the
leisurely time or maintaining interest in life predates the civilized age of mankind. All
myths and legends are such stories that mankind somehow came up with and thereby the
preceding generations passed on this heritage to the succeeding generations, chest to chest,
lips to lips.
Story writing is, as such, an important branch of written composition. A story originally
means a narrative description of an event, fictitious or real, whose particulars occur in a
sequence. It is generally agreed that a story is “an orderly, continuous account of the
successive particulars of an event or transaction, or of a series of events.”37 A story can be
based on a single event, or it can be a combination of different chronologically occurring
symbiotic events or anecdotes. Every story is, generally, fictitious, for no real event can be
described with exact details and without one’s own attachment. There may be some reality
in the nucleus of every story, but fiction getting birth in speculation of a handy narrator
mind always constructs a more idealistic as well as appealing story.
As far as the aim of story writing is concerned, it should be the arousing of the interest of
a reader in the story. It is inevitable for a good story that readers get so much immersed in
the story as to become restless to know what is coming next.
When writing a story in Pakistani academic system, it is seen almost always compulsory
that a ‘moral lesson’ should be tagged with the story towards the end as a conclusive
commentary.
A story follows certain principles. These principles are the most crucial qualification for a
story to be rendered as a well-built story, and without which an account may not be deemed
as a good one.
1. Plot
2. Order
3. Setting/Environment
4. Time-Zone
5. Balance
37
Verma, Dave & Aggarwala, New College Composition, p. 353
Bilcans Grammar Word
(Syed Muhammad Waqas)
236
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Direct & Indirect Narration
We humans as the beings of language have two ways of reporting a statement or any words
of a speaker. We may either quote him in original words or altered words: these two
techniques of quotation are called Direct Narration and Indirect Narration. Direct narration
or speech stands for the original words of a speaker with no alteration whatsoever; e.g.
Salma said, “I’ll buy some stationery today.” Indirect narration or speech comprises of
altered words now chosen by the narrator; e.g. Salma told that she would buy some
stationery that day. However, this pick and choose of the altered words does not take place
in a random manner; rather, it has certain rules and regulations. English has a complete code
for the transformation of a direct speech into indirect speech and this code guides us on all
major or minor steps.
The principal speech is the direct speech, for it is someone we quote in a different
space and time. Thus, as we owe our reference to the original speaker, our words become
subsequent or secondary to the original speaker’s words.
In direct speech, we generally have two clauses, namely, reporting verb/speech
and reported speech. Reporting verb is the determining clause, from where we obtain our
information of the addressee, addressed, and the time (past, present, future). Reported
speech, the secondary clause, is always double-quoted, for it contains the original words of
the speaker. In the making of indirect speech, the change takes place in reported speech (the
quoted clause).
Reporting Verb/Speech
(The determining clause)
,“
Reported Speech_____________”
(The clause supposed to embrace changes)
While changing direct sentences into indirect, the following words are replaced
with the ones given next to them.
Direct
(Original word)
1 . He r e
Indirect
(Replacement)
There
2. Ago
3 . No w
4 . T o d ay
5. Tomorrow
Before
Then/Right away
That day
Next/Following
day
That night
Previous day/the
day before
Previous Night
Following week
Previous week
6. Tonight
7. Yesterday
8. Last night
9. Next week
10. Last week
Direct
(Original word)
11. Day after
tomorrow
12. Thus
13. Too
14. This/It
15. These
Indirect
(Replacement)
Two
d a ys
later
So
Also
That
Those
16. Hither
17. Hence
Thither
Thence
18. Thus
19. Come
20. That
In that way/so
Go/Come
That
Change in the tense of reported speech (the clause supplied inverted commas) also
occurs when the principal verb i.e. the reporting verb has a past tense. The change will take
place in the following manner:
Tense in Direct
Tense in Indirect
Bilcans Grammar Word
Auxiliary in Direct
Auxiliary in Indirect
(Syed Muhammad Waqas)
237
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Narration
Present
Present Indefinite
Present progressive
Present Perfect
Narration
Past
Past Indefinite
Past progressive
Past Perfect
Narration
Do/Does
Did
Was/Were
Ha d
Present Perfect
Progressive
Past Indefinite
Past Perfect
Progressive
Past Perfect
Shall/Will
Past Progressive
Past Perfect
Progressive
No Change Occurs
No Change Occurs
Past Perfect
Past Perfect Progressive
Narration
Did
Ha d
Ha d b e e n
Ha d
(No change occurs)
Would
Will have
Shall have
Ma y
Would have
Can
Should
Must
Could
Should/should have
Must have/had
to/would have to
Might
We have some exceptional cases in Direct & Indirect narrations. These exceptions may
well be termed as the anomalies of reported speech. For instance, “I’m only 21 years of
age” (she said.) can be changed into reported speech in two i.e. emphatic and non-emphatic
ways:
 She said that she is only 21 years of age. (Emphatic)
 She said that she was only 21 years of age. (Non-emphatic)
Similarly, some other situations also apply the above exceptional rule on the account of
the fact that “the original speaker was talking about a present or future situation that is still
present or future when the words are reported. Hence, the tenses may not change after a past
reporting verb. (Michael Swan) However, this is not a must rule; but only a choice at the
disposal of the students that they either change the reported speech in the past to accord with
the reporting verb, or leave it in the original present tense to put emphasis. For instance:



“The earth is round”, Said he. (He said that the earth is/was round)
“Where does he work?” (I have often wondered where he works/worked.)
“It will be rainy tomorrow.” They said. (They said it will/would be rainy
tomorrow.)
We normally distribute the reported speech into six broad categories. We call them:
1. Indicative, Assertive or Declarative
(i. Affirmative ii. Negative)
2. Interrogative
(i. Simple/Single Interrogative ii. Double/Wh Interrogative)
3. Imperative
(Expressing i. Command ii. Request iii. Prohibition iv. Advice)
4. Exclamatory
5. Optative
6. Universal Truth
Bilcans Grammar Word
(Syed Muhammad Waqas)
238
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
In addition to the change in auxiliaries and verb forms, change in persons (i.e.
pronouns) also takes place in Indirect Narration. Before we understand how the change in
pronoun cases takes effect, it is important that we take a cursory look into the “Persons
Table” to understand in what many cases a personal pronoun (or even a noun used as
subject) changes.
Position of Person
Subjective Case
1st Person Singular
1st Person Plural
2nd Person Singular
I
We
You
Possessive
Case
my/mine
our/ours
your/yours
Objective Case
Reflexive Situation
me
us
you
myself
ourselves
yourself
2nd Person Plural
3rd Person Singular
(Male)
3rd Person Singular
(Female)
3rd Person Singular
(Neuter Gender)
Noun as 3rd Person
(Singular)
3rd Person Plurals
You
He
your/yours
h is
you
h im
yourselves
himself
Sh e
her/hers
her
herself
It
it s
it
itself
Ahmad/Samina/
Chair
They
his/her/its
him/her/it
himself/herself/itself
their/theirs
them
themselves
The change in persons always occurs in reported speech. This change is not
independent, for it always follows the pronouns or nouns (i.e. the persons) appearing in the
reporting section. When occurring in the reported speech, the situations of 1st person (I and
we), in all of their cases (subjective, possessive, objective, reflexive), undergo changes in
accordance with the subject of the reporting clause. 2nd person (You) and its cases embrace
changes to suit to the object of reporting clause. The situations of 3rd person (he, she, it and
they) are never changed, for they are already in a state of absence from the direct
communication as to be used in indirect narration.
(Reported Speech) I & We ___________into__________Subject (of Reporting Clause)
(Reported Speech) You______________into__________Object (of Reporting Clause)
(Reported Speech) He, She, It & They_____________________ (Never changed)
Important Tip: If the object of the reporting verb is missing, we should perceive of
the situation as if 1st person singular (“I”) is present there (i.e. the object of the reporting
verb/speech). For instance, She said, “You’re a very lucky boy” will become She said that I
was a very lucky boy.
KINDS
1. Indicative or Assertive
For an indicative indirect speech, conjunction that replaces inverted
commas/quotation marks (“”) and the comma (,). In Subcontinent, we generally change
“said to” of the reporting verb into “told”. Although it being a good way to distinguish
both narrations, English grammar does not make this change an obligatory condition for the
conversion of direct speech into indirect. For example:
Bilcans Grammar Word
(Syed Muhammad Waqas)
239
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Direct: Ahmad said to his father, “I want to buy some books.”
Indirect: Ahmad told his father that he wanted to buy some books.
Also, Ahmad said to his father that he wanted to buy some books.
Direct: My brother said to his friend, “I cannot stay inside the room when it is sunny out.”
Indirect: My brother said to his friend that he could not stay inside the room when it was
sunny out.
Also, My brother informed his friend that he could not stay inside the room when it was
sunny out.
Direct: She said, “You are a foolish guy.” (Direct)
Indirect: She said that I was a foolish guy.
Also, She told that I was a foolish guy.
Sometimes we drop that conjunction in the above kind of situation (e.g. She said I was a
foolish guy). However, this situation normally pops up in speaking rather than writing.
Moreover, a present reporting verb will not affect the tense of the reported speech in
indirect narration.
Direct: Samina says to you, “We will go to market today.”
Indirect: Samina says to you that they will go to market today.
Also, Samina tells you that they will go to market today.
This sentence will, however, witness a complete change in case the tense of the reporting
verb is past.
Direct: Samina said to you, “We will go to the market today.”
Indirect: Samina informed you that they would go to the market that day.
2. Interrogative
In interrogative situation, as shown above, we have two cases. The first is the case
of such questions that need to be answered in simple “yes” or “no”. Provided that, no
logical reasoning is required at this stage, hence we term this case Single Interrogative in
our general language. Such single interrogative direct sentences, when changing into
indirect, use “if” or “whether” conjunction to replace punctuations; the sense of question
is also transferred to the conjunction. However, there takes place a fundamental change in
the sentence and the situation after if or whether becomes declarative from interrogative.
Reporting verb “said to” is changed into “asked” or “questioned”, and if the former
occurs in present form, the latter two will also use their present forms to replace the
reporting verb.
(Subject + ask/asked + object + if/whether + declarative clause.)
Direct: He said, “Are you a Pakistani?”
Indirect: He asked if/whether I was a Pakistani. (Or He asked if/whether I am a
Pakistani.)
Direct: Ahmad said to you, “Can I join your company now for some time?”
Indirect: Ahmad questioned you if/whether he could join your company then for some
time.
Direct: You said to her, “Will you not cook for us tonight?”
Indirect: You asked her if/whether she would not cook for you that night.
Bilcans Grammar Word
(Syed Muhammad Waqas)
240
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Remember that neither ask/asked nor question/questioned take a preposition after it.
Moreover, the question mark (?) of Direct Narration is omitted in Indirect Narration.
In the second category, the interrogative situation develops from a simple “yes-no”
answer to a logical reasoning—a cogent answer. This situation may well have a minimum
number of seven ways of posing questions. For instance, interrogative pronouns where,
when, why, which, who, what, and how are such words that, when used in a question, need
to be satisfied in a logical manner given the nature of the question. If the question is: why do
you go to college?—the answerer is expected to produce at least one acceptable reason to
justify his act of going to college, and this will, in turn, satisfy the nature of the question.
When dealing with this type of questions in Direct & Indirect section, the
transformation of direct narration into indirect does not experience any structural change.
The only difference lies in the point that the question word (i.e. wh-word/how) will take the
position of whether/if that it takes in the single interrogatives and the following clause
would assume same indicative structure.
Direct: Ahmad said to Aslam, “When have you come from Lahore?”
Indirect: Ahmad asked Aslam when he had come from Lahore.
3. Imperative
Our next kind expresses command, prohibition, request or advice. To this kind we call
Imperative—naming it after command. Among all of the kinds of Direct and Indirect
Narrations, this one has a different structure. In Direct Narration, an imperative reported
speech begins with a verb (command), negative present indefinite auxiliary “do not/don’t”
(prohibition),38 exclamation “please” (request) or with regular subject succeeded by modal
verb should or ought to (advice). Nevertheless, structural variation does not affect the
general rules of Direct & Indirect Narration, and we get equally compelled to interchange
the pronouns and their cases as well as tenses even in this kind.
For expressing a command, says/said to will be replaced with orders/ordered in Indirect
Narration.
For expressing a request, says/said to will be replaced with requests/requested in Indirect
Narration.
For expressing a prohibition, says/said to will be replaced with forbids/forbade in Indirect
Narration.
For expressing an advice, says/said to will be replaced with advises/advised in Indirect
Narration.
In this case, the commas of direct speech are replaced with infinitive (e.g. to work).
Instead of conjoining two clauses, as do the assertive and interrogative kinds with the help
of a conjunction, we simply put “to” before the main verb of reported speech used as an
Sometimes “never” takes the place of “don’t”. This situation, wherein never is inserted before the
verb in Reported Speech, expresses ‘emphasis’ in negation, and hence it will follow the same rule as
“don’t” situation does.
38
Bilcans Grammar Word
(Syed Muhammad Waqas)
241
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
imperative/request, thus, rendering the combination of to and main verb as infinitive. In
‘request’ situation, exclamation (as please) is omitted to form the infinitive; in ‘advice’
situation, modal verb is omitted alongside the subject of the reported speech. For instance,
Direct: Hassan said to his father, “Please allow me to go on scouting.” (Request)
Indirect: Hassan requested his father to allow him to go on scouting.
Direct: My mother said to me, “You should sleep early because it is cold.” (Advice)
Indirect: My mother advised me to sleep early because it was cold.
Direct: The Chief Minister says to the Inspector General, “Free all innocent prisoners.”
(Command)
Indirect: The Chief Minister orders the Inspector General to free all innocent
prisoners.
Direct: The gardener said to Ahmad, “Don’t steal any mangoes.” (Prohibition)
Indirect: a. The gardener forbade Ahmad to steal any mangoes. Or
b. The gardener warned Ahmad not to steal any mangoes.
The last situation speaks of a warning in which Ahmad is being told of the unfriendly
consequences of stealing mangoes. This situation has two indirect expressions. Prohibitive
verb to forbid eliminates the role of “not” in reported speech when used as reporting verb,
and it thereby allows us the use of infinitive to express a negative command (prohibition).
However, the omission of “not” does not take place when ‘to warn’ or similar cautionary
verbs are employed in the position of reporting verb; in this particular type of situation, we
use “not” before the infinitive.
4. Exclamatory
Exclamatory kind, as it becomes evident from the name, expresses exclamations and
desires. The conversion of an exclamatory direct speech into indirect accommodates either
an adverb right after the reporting verb or a preposition (i.e. with) followed by a noun. For
the most part, nouns like sorrow, joy, kindness, love, hatred, sympathy, surprise, wonder
etc. occur after the preposition, with. When preferring the use of an adverb instead of with +
noun, these very nouns are changed into adverbs—generally supplied –ly suffix to form
Adverbs of Manner. In Direct narration, reported speech begins with an exclamation
expressing ‘happiness, grief, affection, contempt, bewilderment’ and similar.
The reporting verb again witnesses a replacement, and this time the replacing verb may
be any of exclaim/exclaimed, desire/desired and wish/wished. Moreover, conjunction “that”
reappears in this category of narration to eliminate commas—as it does in Indicative
sentences.
See below, for instance;
Direct: She said to her friend, “Great! Our college got the first position.”
Indirect: She exclaimed joyfully to her friend that their college had gotten the first
position.
Direct: Ahmad said, “Alas! Pakistan cricket team has lost the match.”
Bilcans Grammar Word
(Syed Muhammad Waqas)
242
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Indirect: Ahmad exclaimed regretfully (or with sorrow) that Pakistan cricket team had
lost the match.
5. Optative
The fifth kind in narration, optative speech, expresses ‘prayers, wishes, cordial
greetings’ and so forth. This may, in one way, have an underlying linkage with the
forerunner kind, exclamatory. However, when speaking of the structure, it bears slightly
different structural frame. In direct narration, reported speech begins with modal verb
“may”. This kind may be transformed into indirect speech in two ways. In the first way, the
reporting verb, ‘says/said to’, will find a replacement in prays/prayed, wishes/wished, and
bids/bade, and the remaining sentence will be structured on the pattern of assertive, that is
to say, conjunction ‘that’ will interlink the reporting clause and reported speech. Model
verb ‘may’ thus jumps next to the subject; if the reporting verb shows past tense, it changes
into ‘might’. In the second way, the less formal, the reported speech becomes a noun
sentence. In this structure, the replacement of reporting verb functions as the sole main verb
of the sentence and the corresponding noun of the verb used in reported speech is employed
instead of the verb.
Direct: She said, “May my brother pass the written test.”
Indirect: She prayed that her brother might pass the written test.
(also) She wished her brother success in the written test.
Direct: My mother said to me, “May you prosper in life and achieve great goals.”
Indirect: My mother prayed that I might prosper in life and achieve great goals.
(also) My mother wished/bade me prosperity and the achievement of great goals in
life.
6. Universal Truth
A reality that seems to have a scientific, religious or cultural acceptance all over the
globe is called a universal truth. A statement will become universally acclaimed truth if
majority of the world population recognizes it to be true. For instance, “God is one” is such
a statement that finds acknowledgement throughout the world; even if some groups of
people do not attest it, people of three major world religions, Islam, Christianity and
Judaism, accept this statement as truth, hence a universal truth. This kind of statements,
when occurring in reported speech, are not changed or modified; even the general laws of
narration, such as past reporting verb makes present reported speech into past, do not apply
to this situation. Here again conjunction ‘that’ connects the two clauses. Let us see a few
sentences, for instance;
Direct: Our teacher said yesterday, “The earth is round.”
Indirect: Our teacher told yesterday that the earth is round.
Direct: He said to Ahmad, “Prophet Muhammad is the final Messenger of God.”
Indirect: He informed Ahmad that Prophet Muhammad is the final Messenger of God.
Direct: You said to him, “2 + 2 is equal to 4.”
Indirect: You told him that 2 + 2 is equal to 4.
Bilcans Grammar Word
(Syed Muhammad Waqas)
243
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Sometimes a statement involving universal truth has a negative narration.
Direct: “The sun is not a planet,” said her mother.
Indirect: Her mother said that the sun is not a planet.
Bilcans Grammar Word
(Syed Muhammad Waqas)
244
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Direct & Indirect Narration Exercises
Attempt these exercises with the help of Direct & Indirect Narration
section.
KINDS
Kind 1. Assertive Sentences
Present
1. He says, “I don’t know him.”
2. She says, “My father smokes.”
3. I say to him, “You’re a good student.”
4. She will say, “She cannot deliver the speech.”
5. Ahmad says, “I’m in trouble now.”
6. I say, “They’re all bad boys.”
7. Asma says, “She was going to Islamabad.”
8. Hassan says, “I cannot speak English.”
9. He says to my father, “My father will come tomorrow.”
10. They say to us, “They obey their elders.”
Past
1. My father said, “I’ll come and see you as soon as I can.”
2. Ahsan said to me, “Though he’s my brother, I can’t trust him.”
3. Hassan said, “As far as I know the students, this student is quite correct.”
4. I said to him, “There’s nothing to be afraid of; you’ll be quite able to do it.”
5. She said to her daughter, “You can go to market in my absence from home.”
6. He said to his mother, “He was taking his paper last month.”
7. We said to our teacher, “We’re unable to do this exercise properly.”
8. Samina said, “I’m sure I’ll find a job by the end of this month.”
9. Teacher Salma said to Ahmad and Hassan, “You both are good but a little naughty
students.”
Bilcans Grammar Word
(Syed Muhammad Waqas)
245
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
10. Faisal said to his father, “I can’t photocopy these documents as accurately as they
want.”
Kind 2. Interrogative
1. I said to her, “Have you consulted any psychiatrist?”
2. She said to her friend, “Can you give me you physics book for today?”
3. They said to us, “Were you sleeping in this room yesterday?”
4. He said to my father, “Will you allow Ahmad to go on a trip with us?”
5. His father said to him, “Why did you beat your younger brother at night?”
6. She said to them, “Was he really trying to cheat you?”
7. I said to him, “Where do you live?”
8. He said to me, “Where’re you going now?”
9. Hassan said to me, “Are you not planning to go to office today?”
10. She said to me, “Why doesn’t Samina go to Bilcans Institute?”
Kind 3. Imperative
1. Ali said to me, “Don’t/Do not talk to him.”
2. Mother said to the guests, “Don’t/Do not sit on those chairs.”
3. She said to her younger sister, “Don’t/Do not burn wood in so large an amount.”
4. He said to us, “Don’t/Do not play with your future.”
5. President said to the engineers, “Let us build the largest dam of our country.”
6. She said to her boss, “Kindly forgive me this time.”
7. Principal said to us, “Keep quiet in the class.”
8. He said to me, “Please teach me archaeology.”
9. They said to their teacher, “Give us the latest information on anthropological
researches.”
10. My father said to me, “Sleep early to get up early.”
11. He said to his servant, “Bring me a glass of milk.”
12. They said to us, “Please help us in these crises.”
13. Faisal’s father said to Faisal, “Quickly photocopy these documents.”
14. The master said to slave, “Open the pot and pour the milk into cups.”
Bilcans Grammar Word
(Syed Muhammad Waqas)
246
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
15. She said to the maidservant, “Wash the stairs within 15 minutes.”
16. He said to me, “You should work hard to achieve your goals.”
17. The teacher said to the students, “Every student ought to look after his parents.”
18. He said to his son, “Never long for low targets.”
19. Ahmad’s teacher said to Ahmad, “Don’t/Do not get into unnecessary arguments
with others.”
20. “Stop”, said Asim to you.
Kind 4. Exclamatory
1. She said, “What a lovely flower it is.”
2. Ahmad said to me, “Alas! How foolish I am.”
3. Aslam said, “Alas! My grandmother is dead.”
4. The colonel said to the juniors, “Hurrah! We have won the war against India.”
5. Mother said, “Bravo! Faisal you’ve done well.”
6. “Alas! We have acted extremely slowly,” said they.
7. Hassan said, “Masha-Allah! How well we all have done.”
8. He said, “Wow! This hat makes you look like a prince.”
9. She cried, “Phooey! I feel extremely tired now.”
10. The players shouted together, “How nicely we’ve won the match against Indian
team.”
Kind 5. Optative
1. “May you get 1st division,” said my friend.
2. Grandmother said, “May you live long.”
3. Ahmad said to me, “May you succeed in your mission.”
4. Faisal said to Ali, “Would that you were a brave chap.”
5. The priest said, “May Allah pardon you.”
6. The old man said to the urchin, “May you go to Hell.”
7. The people in the ground said, “May the Chief Justice live long and enjoy health.”
8. “May you live happily and prosper in life,” said Hassan.
9. Father said to his son, “God bless you.”
10. The students said, “May our teacher recover soon from the fever.”
Bilcans Grammar Word
(Syed Muhammad Waqas)
247
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Kind 6. Universal Truth
1. The Prophets of Muslims and Jews said, “God is one and there is nothing like Him.”
2. The scientist said on the seminar, “The earth goes around the sun.”
3. The doctors said, “Human heart is on the left side of chest.”
4. The teacher said, “The sun rises in the east and sets in the west.”
5. Mother said to the son, “Honesty is the best policy.”
6. The holy man said, “Charity begins at home.”
7. She said, “Love begets love.”
8. Wise people say, “God helps those who help themselves.”
9. The Imam Masjid said, “Quran is the final Word of God.”
10. Teacher said to us, “Mount Everest is the highest peak on earth.”
The End
(All is well that ends well.)
We Wish You Best Of Luck!
Bilcans Grammar Word
(Syed Muhammad Waqas)
248
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
Select Bibliography
1. Michael Swan, Practical English Usage, Oxford University Press, 2003
2. Harry Brent & William Lutz, Rhetorical Considerations, Boston: Little, Brown
& Company, 1984
3. Wren & Martin (Revised by: Prasada Rao), High School English Grammar
&Composition, New Delhi: S. Chand & Company, 2000
4. Prof. Mukhtar Pervez, Advanced English Grammar, Multan, 2004
5. Douglas N. Walton, Informal Logic, Cambridge University Press, 1989
6. Sayyed Waqas Hayder, The Grammar Valley, Bab-ul-Ilm Research
Foundation, 2008
7. Kashmir Journal of Language Research (Vol. 1, Number 2), Muzaffarabad:
University of Azad Jammu & Kashmir, 1996
8. John Clanchy & Brigid Ballard, How to Write Essays, Longman Melbourne:
Cheshire Pty Limited, 1983
9. M.J. Dave, I.M. Verma, N.K. Aggarwala, New College Composition, (7th
Edition), Delhi, 1984
10. Mian M. Saif-ul-Haq, An Approach to Study of Linguistics, Lahore: New
Kitab Mahal, 1994
11. Sayyid Saadat Ali Shah, Exploring the World of English, Lahore: Ilmi Kitab
Khana, 2004
12. John Eastwood, Oxford Practice Grammar, Oxford University Press, 2005
13. Catherine Walter & Michael Swan, How English Works, Oxford University
Press, 2004
14. Kishore, Common Errors in English, New Delhi: New Light Publishers, 2006
15. Irving M. Copi & Carl Cohen, Introduction to Logic, New Delhi: Prentice Hall
of India, 1996
16. H.W. Fowler, A Dictionary of Modern English Usage, Oxford University
Press, 1954
17. Mike Hannay & Gerard J. Steen, Structural-Functional Studies in English
Grammar, John Benjamins Publishing Company, 2007
18. Academic Studies English, National Literacy Secretariat, 1998
19. The World Almanac and Book of Facts, New Jersey: World Almanac Books,
1996
20. Oxford Advanced Learner’s Dictionary (7th Edition), Oxford University Press,
2005
Bilcans Grammar Word
(Syed Muhammad Waqas)
249
Bab-ul-Ilm Research Foundation®
www.birf.weebly.com
21. Joseph Devlin, A Dictionary of Synonyms and Antonyms, New York: Warner
Books, 1987
22. Sir Francis Bacon, Bacon Essays, Lahore: New Kitab Mahal, 2005
John P. Broderick, Modern English Linguistics: A Structural
Transformational Grammar, New York: Thomas Y. Crowell Company, 1975
23.
and
24. Bertrand Russell, Principles of Social Reconstruction, London: Unwin Books,
1971
25. Dr. B. James, Dictionary of Quotations, New Delhi: Goodwill Publishing House
26. The Chambers Dictionary, (11th Edition), Edinburgh: Chambers Harrap
Publishers Ltd., 2008
27. Robert K. Barnhart, Chambers Dictionary of Etymology, New York: Larousse
Kingfisher Chambers Inc., 2005
Bilcans Grammar Word
(Syed Muhammad Waqas)
250