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Monday, 20 June 2016
Sunday, 19 June 2016
Indiana University Bloomington-IUB
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Trends of Pakistani English Fiction from Partition to 1970s
Munnzza Riaz
ABSTRACT: Trend of Pakistani English Fiction Since Partition to 1970; is a multidimensional effort to not
only to highlight the prevalent themes and trends of the fiction , but also to bring into limelight those legends of
Pakistani English Fiction, who can be considered the founders of English fiction in Pakistan. The phenomenon
includes a lot of names, which are now completely forgotten or are taken for granted by the modern generation
of Pakistani English Fiction readers. These themes and trends of the fiction of the time also witness the sociopolitical
and cultural conditions of the times in Pakistan. However the primary focus of this piece of writing is
on the trends and themes of Pakistani English Fiction from partition to 1970s, as it was the time when Pakistani
English fiction started developing itself as an independent genre.
_________________________________________________________________________________
INTRODUCTION
Pakistani English Literature is the name of a fully developed and independent literature. It was started
emerging most probably after 1940; right when the freedom movement reached at its peak. We can find the
traces of rebellion and quest for identity as a separate nation in the pieces of writings, which were written during
the era by the hands of the prominent literary figures of the time, including Ahmad Ali, Mumtaz Shahnawaz and
Shahid Soharwardi. Investigation of the themes of that time and categorization of those themes are not that
simple, as fiction of the time is filled with a beautifully complex combination of mature and immature
expressions.
The purpose behind the selection of the topic to work on is to study the initial stages and the early
themes of Pakistani English writings. Another important reason for working on the English fiction of 1947 to
1970s is that: no one has ever attempted to highlight the names of those legends of 1950s and 60s; whose hands
nourished the Infant Pakistani English fiction immediately after independence. It was the time when everywhere
in the new born state there was chaos and a general tendency of hatred towards the language of British
Colonizers. To probe deep into the phenomenon of Pakistani English Fiction; it is necessary to have a slight
glance on its background.
Basically our pre-partition and early post-partition fiction both in English and Urdu is plumped with the
tragic tale highlighting untold and unbearable miseries Inflicted by the ruthlessness of the rulers of British Raj
on the people of subcontinent. The fiction, thus made its appearance during the freedom movement, highlights
the saga of partition.
There are themes of extreme nationalism based on religious sentiments & social set-up, quest for
freedom and protection of cultural & traditional heritage narrated with rigorous reasoning. However, the postpartition
literature deals with the socio-political, ideological and ethnic problems of Pakistani society.
The prominent writers of pre partition (from 1940) and post partition (1950s) had sketched and painted
a dark picture of deserted values, unceasing warfare and themes of extreme nationalism. The first and most
prominent Muslim writer, who recorded the treacherous acts of British Raj in subcontinent with a particular
sense of despair and dejection, was Ahmad Ali. He in 1940, wrote the gem of Postcolonial fiction „Twilight in
Delhi‟, which was set in 1911, in a Muslim Neighborhood at Delhi. The entire work grossly provided a
portrayal; where despair over the downfall of the Mughals and the rise of the British government had
represented with a heart throbbing description of events.
Other prominent Muslim contemporaries of Ahmed Ali were Feroze Khan Noon, Mumtaz
Shahnawaz and Khwaja Ahmed Abbas, who also painted the pathetic picture of Pre-partitioned Subcontinent.
Feroz Khan earned a great fame for his autobiography, „From Memory‟ (1966) and from the only
novel „Scented Dust‟(1941); highlighting the sociological aspects of life in sub-continent i.e. the laws of social
and religious life in both Muslim and Hindu Community. Khawja Ahmad Abbas, who was a socialist and
Mumtaz Shahnawaz,
(1912-1948) who was a political activist, published her famous political novel „The Heart Divided‟ which she
wrote in between 1943 and 1948. It sketched the creation of Pakistan in Indian Muslims‟ point of view. She died
in 1948; leaving behind the first draft, which her family later published unedited after 11 years. The novel was
basically designed with the theme of renunciation of the idea of Hindu-Muslim Unity and the acceptance of the
idea of creating a separate state for the Muslims called Pakistan. This theme was expressed through the plot
which consisted of the issue of changing relationship of a Hindu and a Muslim Families. It was also a realistic
and honest treatment of the politics of India. The lack of distortion of the truth redeemed this novel from the
charge of being boring at places. An extreme sense of self-consciousness is the major theme of all the early
fictional English works of Pakistan.
Pakistani literature soon after independence was affected by the two major ideologies; on one hand
there was Russian Totalitarian socialism and on the other hand there was Islamic fundamentalism. In 1950 the
fiction and prose both were strongly in the hold of the dominant religious movement Jamat-e-Islami by Molana
Modudi. Mostly the literature aimed to serve the people on religious and didactic grounds.
„PEN‟ by Ahmad Ali was a great portal for Pakistani English Literature to grow. Ahmad Ali and Shahid
Soharwardy contributed in the growth of a standardized English fiction with their efforts on „PEN‟. It had
played a role as „Scrutiny‟ of F.R. Levies played in standardizing the fiction and poetry during Victorian era.
With all the pressure of religious fundamentalism, it continued its efforts diligently. While quoting Mr. Shahid
Soharwardi‟s proclamation in an unambiguous language, Dr.Tariq Rehman wrote as:“Literature today in my
review has thus struck a retrogressive and unlikely path. It has reverted to didacticism…”(Rehman,1991)
Comparatively speaking, those who were writing in English on that time remained liberal and
unorthodox in their approach. One of the dominant names of the time included the name of Ahmad Ali, worked
on his short stories during the time. He tried his best to detach himself from the other orthodox trends of literary
writings.
Another important name, which is now almost forgotten is the name of Elsa Kazi. Elsa Kazi, was the
German wife of I.I Kazi. I.I. Kazi was a sindhi intellectual and remained the Vice Chancellor of Sindh
University. Elsa Kazi‟s novel: „Old English Garden Symphony‟ was published in 1952. This was an extensive
novel, narrating the story of a musician Eric. The entire work of fiction was divided into two parts. It was
written in Victorian style. It was full of emotions and romance, that‟s why it could not achieve fame among the
conservative social trends of the time.
The second prominent literary figure of the time was Mrs. Zaib-un-Nisa Hamidullah. The themes of
her literary works were a combination of traditional and absurd existential in their approach. She was tended to
focus her artistic skills more on writing short stories and poetry than fiction.
The third prominent literary figure of the time was Mr. Zahir. H . Frooqi. Farooqi was a civil servant
by profession. Due to the job requirements he had to visit different countries.
He stayed several years at Italy and Rome during his service. His first novel was “Love in Ruins”. It
was written in 1950s but was published in 1960s. This novel was written during his stay at Italy. It was a
romantic novel. The plot of this novel consisted on a love story of a boy Fred and girl Stella. Fred was
represented as a married man having wife and a child. But the love of Fred and Stella ended on Fred‟s death.
After that Stella once found a boy, very much like Fred, he was actually cubby (Fred‟s son). He too started
attracting towards Stella, but Stella did not want to ruin his life, that‟s why she disappeared at the end. Over all
it contained a pessimistic ending. According to Dr. Tariq Rehman: “The novel‟s theme and settings are the
results of the enigmatic impacts of Italy on Farooqi‟s mind, as Italy once considered a symbol of emotional
liberty.”(Rehman, 1991) The novel seemed like one of the novels of D. H. Lawrence‟s; „The Lost Girl‟.
Farooqi‟s influence of his eastern psyche made him to give a different end to his work. Farooqi‟s eastern
Trends of Pakistani English Fiction from Partition to 1970s
www.ijhssi.org 3 | P a g e
tendencies did not let him break any family in the novel.
Other prominent Muslim contemporaries of Ahmed Ali were Feroze Khan Noon, Mumtaz
Shahnawaz and Khwaja Ahmed Abbas, who also painted the pathetic picture of Pre-partitioned Subcontinent.
Feroz Khan earned a great fame for his autobiography, „From Memory‟ (1966) and from the only
novel „Scented Dust‟(1941); highlighting the sociological aspects of life in sub-continent i.e. the laws of social
and religious life in both Muslim and Hindu Community. Khawja Ahmad Abbas, who was a socialist and
Trends of Pakistani English Fiction from Partition to 1970s
www.ijhssi.org 2 | P a g e
nationalist, wrote two novels, a novelette, a drama, and two collections of short stories, two travelogues and one
account of journalism. His famous literary works are “Tomorrow is ours (novel), Blood and Stones (novelette),
The Umbrella, Flowers for Her Feet, Twelve Hours, Saffron Blossom and Reflection in Mirror (Short Stories).
The major themes in his works had pertained to socialist and secular nationalistic movements. Themes of
courtesan and prostitution, Hindu-Muslim controversies and atrocities in sub-continent had remained the
dominant themes of his works.
Tuesday, 14 June 2016
Jellyfish
Cnidaria
The true jellyfish are the planktonic stages of three cnidarian classes: the Hydrozoa, the Scyphozoa, and the Cubozoa. Most Scyphozoa and all Cubozoa fall within the category of macro- and even megazooplankton, since they are large enough, as adults, to be perceived by the naked eye, ranging from 2 mm (e.g. some small medusae) to 2 m in bell diameter, and several metres of tentacle length, of the largest medusae. Some Hydrozoa are macroplankters too, but many species belong to the mesozooplankton, being smaller than 2 mm. Gelatinous mesozooplankton is usually not perceived by a casual observer, unless when its representatives reach high densities. Jellyfish move by jet propulsion, contracting their bells, or umbrellas. The umbrella usually carries tentacles on its margin and has a manubrium hanging in its cavity. The mouth is at the end of the manubrium. The tentacles catch the prey and bring it to the manubrium. Cnidarians do have stinging cells, i.e. cells armed with cnidocysts, little capsules containing an inverted filament that can be everted to inject a venom into their victims (either preys or predators or... us). With very few exceptions, cnidarian jellyfish are carnivores, and use their cnidocysts to kill their prey that, according to the species, can be either other jellyfish, or crustaceans, or fish eggs and larvae, or anything reaching a viable size for the predator. Some, however, are microphagous or even contain zooxanthellae. Cnidarian jellyfish, also called medusae, have complex life cycles that often involve a benthic stage: the polyp. Jellyfish life histories often involve larval amplification. The adult medusae reproduce sexually, and each fertilization leads to the formation of a planula larva (Fig. 1).
The larva settles and leads to a colony that can become quite large, feeding on other animals.
A single colony, through asexual reproduction, can produce thousands of small medusae that,
then, will grow to maturity. “Amplification” means that each fertilization event does not lead
to a single adult but, instead, to many adults, due to asexual reproduction in the polyp stage.
The sexually competent medusa is the adult, whereas the polyp stage, where the amplification
occurs, is a larva. Hence: larval amplification.
Many Hydrozoan species have suppressed the medusa stage and are sexually mature as
polyps. Whereas some Hydrozoans and Scyphozoans do not have a polyp stage, and spend
their whole life as medusae. The Hydrozoa produce medusae by lateral budding, the
Scyphozoa by strobilation, and the Cubozoa by complete metamorphosis of a polyp into a
medusa.
Besides medusae, the Cnidaria can contribute to gelatinous macrozooplankton as floating or
swimming colonies, such as the hydroids Velella and Porpita, or siphonophores like Physalia.
1.1.2. Ctenophora
Gelatinous macrozooplankton is usually equated to stinging jellyfish, and its presence causes
major concern about own safety in non-marine biologists, due to fear of potential stings.
Many members of gelatinous zooplankton, however, are not Cnidaria, and do not sting. The
Ctenophores (Fig. 2) do not have a bell and a manubrium, and do not move by pulsations, they
just share a gelatinous appearance with the Cnidaria. Ctenophores move by ciliary propulsion,
through what zoologists call “ctenes” or combs. Hence the popular name: comb jellies. They
3
can be a few centimetres, or even 50 or more centimetres, being globular, or similar to a
dirigible, or ribbon like. Ribbon like ones, of the genus Cestum, can move also by snake like
movements, but the other members of the group usually glide, appearing motionless and, in
spite of that, moving. Their bodies are characterized by iridescent glows that are caused just
by the flapping combs, the propulsors of the animal. Ctenophores have two tentacles armed
with colloblasts, cell organelles that, instead of containing a venom, as the cnidocytes of
Cnidaria, contain a glue that holds on
their victims. Like cnidarian jellyfish,
they also feed on other gelatinous
plankters, on crustaceans, or on fish eggs
and larvae, being comparable to true
jellyfish in their feeding habits.
Ctenophores have no impact on human
health, and cannot cause any direct harm
to us. Ctenophores are holoplanktonic
(some are benthic, but will not be
considered in the present account), there
whole life cycle taking place in the water
column.
1.1.3. Chordata
Pelagic tunicates (Fig. 3) are members of the
phylum Chordata; they comprise the Thaliacea and
the Larvacea, or appendicularians. The Larvacea
are of small size, but can be present in very high
quantities. The Thaliacea, namely salps, doliolids
and pyrosomes, are of much larger size, pyrosome
colonies and salp chains reaching several metres in
length. Pelagic tunicates are much different from
both Cnidaria and Ctenophora in their feeding
habits, they are filter feeders upon protists (usually
phytoplankton), bacteria and even viruses. Their
life cycles are holoplanktonic and involve both
sexual and asexual reproduction, with the
possibility of high biomass increases due to
formation of large colonies. Apparently, just as for
Ctenophora, the pelagic tunicates do not have
benthic stages.
Figure 2. A ctenophore: Leucothoea (art by
A. Gennari).
Figure 3. A pelagic tunicate: Salpa (art by A. Gennari).
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1.2. The blooms
The whole functioning of marine ecosystems is based on blooms, i.e. on pulses of primary
and secondary production due to the sudden increase in the population size of some key
species. The spring bloom of phytoplankton, in temperate seas like the Mediterranean and the
Black Seas, is determined by a peak of primary production of planktonic protists (the
phytoplankton) that are usually diatoms or flagellates. The phytoplankton pulse is followed by
a zooplankton pulse that takes advantage of the phytoplankton. Crustaceans, especially
copepods, are the main representatives of herbivorous zooplankton. The zooplankton peak
sustains the rest of the food web, being predated upon by carnivorous plankters. Among these,
fish larvae and juveniles are prominent, eventually to become the well-known representatives
of nekton: the fish. The pathway phytoplankton → herbivorous crustacean zooplankton →
carnivorous zooplankton → fish (Fig. 4) is the backbone of marine production and sustains
also our exploitation of marine resources, through fisheries. The species forming the nodes of
this pathway are part of a system that functions due to production pulses (the blooms). If the
pathway is sustained, the ecosystem produces fish that, in their turn, realize complex
pathways within the fish universe. Small fish are fed upon by larger fish, and most of the
nekton seems to be self-sufficient. But this is just an impression. Primary production must be
at the base of food webs, and primary production is mainly the phytoplankton pulses. The
impression of self-sufficiency of the fish domain reveals its weakness if we consider fish as
life cycles, and not just as the adults we feed upon. Fish larvae and juveniles are often
carnivorous, but they feed on preys that are herbivorous: the copepods and other crustaceans
that rely on the phytoplankton pulses. An ecosystem cannot function with carnivores only!
Figure 4. The pathway phytoplankton → herbivorous crustacean plankton
→ carnivorouszooplankton → fish (art by A. Gennari, graphics by F. Tresca).
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1.3. Ecosystem “malfunctioning”
The term “malfunctioning” is obviously anthropocentric. All ecosystems do function,
otherwise they would cease to exist. If they function so as to satisfy our expectations, they are
considered as functioning well, whereas if they cease to do so, then they are labeled as
functioning in a bad way (malfunction means just this: bad functioning).
Jellyfish are the oldest animals, among the ones that are currently present on the planet. They
were present since the Pre-Cambrian and are not so different from their ancestors. Having
passed through more than 500 millions of years of natural selection, with no big changes in
their body organization, these animals are simply perfect! Simple and perfect. They also
express their populations in pulses, like most of the representatives of marine systems.
Jellyfish blooms, thus, are a quite normal phenomenon. The evolution of highly efficient
animals, such as fish, however, probably posed a limit to their prevalence in the oceanic
realm, with the triumph of the phytoplankton → herbivorous crustacean zooplankton → fish
pathway that we like so much. A system based on pulses, however, is almost reset at each
seasonal cycle. Such systems have been called “lottery systems” (see Boero, 1994; Fraschetti
et al., 2003 for reviews). There is a “prize”, represented by the primary production pulse, and
the winners are those who better utilize it, channeling its energy into their representatives, so
as to build another pulse. For the fish to be the winners, their larvae and juveniles must tap
from the secondary production of crustaceans. Jellyfish compete with the fish larvae and
juveniles for the use of this resource. Furthermore, they can also feed on the eggs and larvae
of the fish. We have seen that jellyfish have life cycles with larval amplification (Fig. 1). They
can be produced in great quantities, so as to rapidly build huge populations. Hence: jellyfish
blooms.
The lottery game in marine systems is based on the match or mismatch of the secondary or
tertiary producers with the pulses that are at the base of marine ecosystems (Cushing, 1990).
If the jellyfish produce a pulse with a good match with the pulse of crustaceans, and the fish
do not, then the jellyfish can take over, and their bloom is reinforced. The bloom of jellyfish
will compete with the fish larvae
and juveniles and limit their
growth, but it can also impact
directly on the fish, since the
blooming jellyfish will predate
also on their eggs and larvae
(Moller, 1984). When this
happens, the phytoplankton →
herbivorous crustacean
zooplankton → fish pathway is
disrupted, with the onset of the
phytoplankton → herbivorous
crustacean zooplankton →
jellyfish pathway (Fig. 5).
Figure 5. The pathway
phytoplankton → crustacean
plankton → jellyfish (art by A.
Gennari, graphics by F. Tresca).
6
The fish, however, can rely on their “internal” pathways and most of them can stand the
failure of one cohort, since they are long lived and can spawn for several years. The loss of
one cohort can be buffered by the adult individuals that, usually, are invulnerable to jellyfish
or that even feed upon them. Jellyfish, instead, are short lived and the individuals that make
up a single pulse cannot persist and must reproduce successfully, starting from scratch, to
produce another pulse in the subsequent favorable season. Fish, instead, can “hold their
breath” and try again a year later.
When systems work in this way, jellyfish blooms are “accidents” that do not disrupt in a
radical way the functioning of the phytoplankton → herbivorous crustacean zooplankton →
fish pathway. Hence they can be disregarded, as they have been so far by fisheries biologists.
They have an impact, of course, but of limited entity.
The “jellyfish” considered here are the carnivorous ones, namely Cnidaria and Ctenophora.
The same pattern can be present also for herbivorous jellyfish, namely the Chordata. They
feed directly on the phytoplankton and when they are particularly abundant they compete with
the copepods, depleting the phytoplankton → herbivorous crustacean zooplankton → fish
pathway, with the production of a short circuit in it: the phytoplankton → herbivorous
gelatinous zooplankton pathway (Fig. 6).
At the end of their peak, pelagic tunicates usually contribute to what we call marine snow and
fall to the benthos, almost skipping the pelagic trophic pathways (besides the bacteria that
feed on them while they are falling towards the bottom).
Figure 6. The pathway phytoplankton → herbivorous gelatinous zooplankton
(art by A. Gennari, graphics by F. Tresca).
7
1.4. The grand picture
Marine ecosystems functioning, thus, takes place through three main pelagic pathways: the
phytoplankton → herbivorous crustacean zooplankton → carnivorous zooplankton → fish
pathway, the phytoplankton → herbivorous crustacean zooplankton → carnivorous
gelatinous zooplankton pathway, and the phytoplankton → herbivorous gelatinous
zooplankton pathway (Fig. 7). These pathways are not mutually exclusive, but one can prevail
over the others. Usually, the first one (ending up with fish) prevails and determines what we
consider as a “normal” situation (Fig. 4). The other two pathways, one ending up with
carnivorous gelatinous zooplankton (Fig. 5) and the other with herbivorous gelatinous
zooplankton (Fig. 6), from time to time can go through episodic success that, normally, cannot
disrupt the prevailing pathway, ending up with fish. These blooms might even enhance the
diversity in the nekton, as hypothesized above. The scientific literature is replenished of
records of “anomalous” blooms of gelatinous plankton that, traditionally, have been
considered as freaks in the functioning of marine systems. As a matter of fact, they are not
freaks, they are part of the manifold possibilities in which marine ecosystems work. The
evolutionary lineages interacting in these systems coexist since millions of years and can cope
with each other.
Figure 7. The three main pathways determining marine ecosystem functioning
(art by A. Gennari, graphics by F. Tresca).
8
1.5. The impact of gelatinous plankton on fish populations
Summarizing, the impact of gelatinous zooplankton on fish populations can be: i) positive,
due to a keystone effect that prevents the monopolization of overly successful fish species at
the expenses of others, so maintaining fish biodiversity high. This effect occurs when fish and
jellyfish coevolved in the same environmental context and if the jellyfish are abundant just for
short periods; ii) negative, due to predation on and competition with fish larvae and juveniles
(predation occurs also on fish eggs) if the jellyfish are not coevolved with the resident fish or
if the fish populations are not “healthy”, due to overfishing, and the jellyfish blooms are
abnormally large and long-lasting. A different kind of competition might be exerted by
thaliaceans, since they overexploit the phytoplankton and deplete resources for the crustacean
grazers that are fed upon by fish larvae and juveniles.
1.6. Measures and estimates of predation impacts of gelatinous plankton on
fish
The species of gelatinous plankton are in the thousands, and most of them are Hydromedusae
(see Bouillon et al., 2004; Bouillon et al., 2006), followed by the Scypozoa and Cubozoa (see
Arai, 1997), the Tunicata (see Bone, 1998), and the Ctenophora (see Harbison et al., 1978). In
comparison to the very high diversity of this compartment of plankton, the number of species
whose biology and ecology have been investigated is exceedingly small. For most of them we
barely know that they exist, and often even their life cycles are unknown.
These predators, furthermore, are very opportunistic since they are equipped with tentacles
armed with cnidocysts or colloblasts that can catch almost anything, from unicellular
organisms to much larger prey. Some are very specialized in their diets, but most of them feed
on anything they can find.
The study of the trophic role of gelatinous plankton, and especially the carnivorous one, is
made in two ways. The simplest one consists in collecting animals in the field and inspecting
their gut, listing all the food items they contain. Feeding rates are measured in the laboratory,
offering food to the animals and evaluating their clearing rates from a given volume of water
and the time of digestion of the offered prey. These studies have been made on few species
and at specific places (Tab I and II for Aurelia aurita). If a jellyfish species lives both in the
North Sea and in the Mediterranean Sea, as is the case of Pelagia noctiluca (Tab. III), the study
of its diet in the North Sea does not necessarily reflect its diet in the Mediterranean Sea, since
the available food items might be very different. So, what has been found at one place cannot
be automatically extended to all the places where a given species occurs.
Monday, 13 June 2016
Seed Parts
The seeds for new life are found inside fruit. They contain everything necessary for the
growth and development of a new plant. The three primary parts of a seed are the embryo,
endosperm, and seed coat. The embryo is the young multicellular organism before it emerges
from the seed. The endosperm is a source of stored food, consisting primarily of starches.
The seed coat consists of one or more protective layers that encase the seed.
A seed begins to form an embryo following fertilization and the start of a zygote. The initial
division of the zygote results in two cells. The bottom cell develops into a multicellular structure,
called the suspensor. It is involved in nutrient uptake from the endosperm and anchors
the embryo. The top cell develops into the embryo. The first cell divisions from this top cell
create a chain of cells called the proembryo. As the cell divisions continue, a globular embryo
takes shape. At this point of development, cells begin to differentiate. Cotyledons begin to
form in the shape a heart, in the case of dicotyledon plants. This stage of development is aptly
named the heart stage. The cotyledons grow and elongate in the torpedo stage. As the embryo
matures, the pressure of the expanding embryo crushes the suspensor.
The mature embryo consists of an embryonic root known as the radicle, an embryonic
shoot, and one or two cotyledons. The embryonic shoot, known as the plumule, has two
main parts, the epicotyl and the hypocotyl. The epicotyl is the portion of the embryonic stem
above the point at which the stem is attached to the cotyledon(s). The hypocotyl is the portion
below the point of attachment. The hypocotyl is connected to the radicle. The cotyledon
is described as a seed leaf that stores food in the form of starch and protein for use by the
embryo. An embryo of a monocotyledon (monocot) plant has one cotyledon, while that of a
dicotyledon (dicot) plant has two cotyledons. A monocot stores the bulk of its energy in the
endosperm. A dicot stores its food in the two cotyledons.
Seeds contain everything necessary for the growth and development of a new plant.
The three primary parts of a seed are the embryo, endosperm, and seed coat. The
embryo is the young multicellular organism before it emerges from the seed. The
endosperm is a source of stored food, consisting primarily of starches. The seed coat
consists of one or more protective layers that encase the seed. The mature embryo
consists of an embryonic root known as the radicle, an embryonic shoot, or
plumule, and one or two cotyledons. The cotyledon is described as a seed leaf that stores food in the form of starch and protein for use by the embryo. An embryo of a
monocotyledon (monocot) plant has one cotyledon, while that of a dicotyledon
(dicot) plant has two cotyledons.
Vocabulary and Spelling
Often the final section of a chapter is a
game activity. There are puzzles and word games to expand student
vocabulary and to focus attention on accurate spelling. In this section,
as well as in the grammar section, attention is given to the spelling and
usage of inflectional and derivational affixes. These sections are intended
to bring some fun to the drudgery of spelling work. They should
be done in class in pairs or even in teams. At the end of a unit, the
teacher may want to reward the class by arranging a competitive game,
in which two teams try to be the first to complete a puzzle.
xi
Below are two possible time schedules for a typical chapter in the
book
Controlled Composition
The purpose of these exercises is to give
practice in writing studentgenerated short paragraphs, letters, dialogs,
and other units longer than a single sentence. Some of the exercises
are suitable for homework, and some can be best done in class.
Another way to handle these compositions is to hold a writing lab within
the classroom. In this procedure, each student works independently;
the teacher walks around the room, commenting on the papers and
x
helping students one by one. Especially good compositions can be
read aloud at the end of the lab period.
A few composition exercises are of the highly controlled variety, in
which the students’ task is basically to copy a given text and to make
cer tain required changes of tense, pronoun usage, or similar changes.
These occur primarily in the first half of the book, when the students’
grammatical repertoire is still fairly limited.
Dicto-comps are used in almost every chapter to form a bridge between
grammar work and free writing. They resemble dictations in that
the content has been predetermined. However, as the directions indicate,
the students are not asked to write a word-for-word copy of the
original. Rather, they are to listen three times before writing, and then to
compose a paragraph from memory, as close to the wording of the
origi nal as possible.
Partly completed compositions with large blanks are a kind of con -
trolled composition that calls for more student input. These assignments
provide the students with choices that are varied enough to allow
an op portunity for expression, but controlled enough to make incorrect
combi nations rather unlikely. By completing each sentence appropriately,
stu dents can practice writing paragraphs, letters, and memos in
their own words, conforming to a standard form.
Some composition assignments are almost entirely free, stimulated
by a list of questions or a picture. When this kind of assignment is given,
there has been a previous text in the chapter which can serve as a
model.
In the second half of the book there are exercises that treat the pro -
cess of composition as a problem of arranging and ordering ideas. In
these assignments, sentences are given to the students, but they are
out of order. The students’ task is to rewrite the composition in a logical
order.
Sentence Construction
Exercises under this heading introduce
elements of free choice in writing. The students are given some sentence
parts, but they must put the sentence together in their own way.
Often there is more than one correct response to each problem.
These exercises may be done in class or as homework. Since these
exercises involve the beginning of some original thought, students often
like to see each other’s work. Sentences can be written on the board,
corrected, and discussed. The incomplete dialogs in chapters 3, 6, 7,
12, and 17 should provide enjoyment if the students read them aloud in
pairs. One type of sentence construction exercise, the game of
Concentration, must be done in class with a partner.
GRAMMAR
Many types of structures are included under this heading.
Essentially everything that is rulebased is included here: question
transformations, negation, tenses, and sentence combining. One particularly
important goal of the book is to give practice in the use of articles.
Rules for article use are introduced very gradually and drilled
repeatedly. An index to grammatical information is given in the appendices
in the back of the book.
The teacher will want to discuss the rule briefly before the students
do an exercise, and the class should do one or two problems together
so the teacher is sure that they understand. Many grammar exercises
can be done orally first, and this strengthens the students’ listening and
speaking skills. Oral work is appropriate for sentence combining, word
order exercises, question transformations, negations, and tense work.
It may be especially useful to read the article exercises aloud, to help
the students develop a sense of correctness with English articles. When
the students write out the problems, they may work individually or in
pairs. Work should always be collected, corrected, and returned for the
students to see.
Mechanics
This section helps to reinforce the new vocabulary,
ideas, and structures in the text. To present the section, the teacher
should explain the rule of punctuation or capitalization to the class, and
write the example or the first problem on the board. Then the students
can do the remaining problems.
One effective method for checking the students’ work is to divide the
chalkboard into sections and ask each student to write one answer in a
section. Several students can do this at once, to save class time. Then
the class as a whole can read and correct the boardwork. This selfix correction builds awareness of the mechanical rules of English and
should encourage careful writing
INTRODUCTION TO THE TEACHER
The goal of this book is to take the student from the mechanics of basic
sentence writing to the ability to construct a simple paragraph. The
vocabulary and the structures have been planned chapter by chapter,
from simple to more complex, and the lessons build on each other. For
this reason, the students will probably benefit the most if they do the
exercises in each chapter in the order they are presented. The same is
true of the order of the chapters: information presented early in the
book will be helpful for the writing tasks in the later chapters.
The amount of time needed to work through a chapter depends on
the level of the students, the length of the class period, and the
teacher’s decision about homework. Some groups may finish a chapter
in two hours, with two hours of outside work. Other groups may do all
the exercises in class in four or five hours. Two sample lesson plans are
suggested at the end of this section, one with homework assignments
and one without homework.
Each chapter includes some of the following exercises:
1. Text The text is a reading selection that contains the model structures
upon which the chapter is based. There is a variety of styles and
registers of English. Some of the texts are descriptions; some are narratives;
some are newspaper articles; some are dialogs; and some are
letters.
The teacher may read the text out loud, or he may ask the students to
read it silently. The texts in dialog form (chapters 3,10 and 20) are
suitable for dramatic reading in pairs. After the first reading, the teacher
may want to clarify new vocabulary words and ask a few comprehension
questions.
Friday, 10 June 2016
The Life of Isa in Islam
The Life of Isa in Islam:
Written by: Ahmad Musa Jibril
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