Top Banner
Nahw in a Nutshell
86

Nahw in a Nutshell (New Revised)

Sep 14, 2014

Download

Documents

hadia_united
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Nahw in a Nutshell (New Revised)

Nahwin a

Nutshell

Page 2: Nahw in a Nutshell (New Revised)

Introduction

و الن�ح is the Arabic science which investigates the behaviour of the Arabic الن�حو (1)word in relation to other words in the sentence. More specifically, it investigates the Arabic word in terms of the ability or inability of its ending to change when governed by the word preceding it.

(2) The word (i.e. ك�ل�م�ةال� ) in Arabic is of three types:

(a) the م .e.g (.noun which includes pronouns, adjectives, adverbs, etc) االس

ج�ل ل�م ,(man) ر� .etc ,(pen) ق�

(b) the لع :which in turn comprises three types (verb) الف�

(i) the لع ي الف� الم�اض� (past tense verb) e.g. ك�ت�ب� (wrote)

(ii) the لع ار�ع الف� الم�ض� (present or future tense verb) e.g. ت�ب�ي�ك (write, will write)

(iii) the لر� ف�ع األ�م (verb of command) e.g. ت�بك� (!Write) ا

(c) the فر ل .e.g (particle) الح� ,(used to convert statements into questions) ه�

.etc ,(did not, has / have not) ل�م ,(in) ف�ي

(3) The sentence (i.e. ل�ة م :in Arabic is of two types ( الج�

(a) ل�ة م ي�ة ج� م� اس (nominal sentence, which is a sentence that starts with an

م ذ�ك�ي1 الط�ال�ب� .e.g ( اس (the student is intelligent)

(b) ل�ة م عل�ي�ة ج� ف� (verbal sentence, which is a sentence that starts with a لف�ع ) e.g.

ال�ة� الط�ال�ب� ك�ت�ب� س� ل�م� الر3 ب�الق� (The student wrote the letter with the pen).

(4) The ability of the word’s ending to change when governed by the word

preceding it is called "اب and the word that is able to change ,(declinability) "اإل�عر�

is called "ر�بع in "أ�كت�ب" and the verb "الم�د�ر3س" like the noun ,(declinable) "م�the following two sets of sentences:

(A): اء� د�ر3 ج� س�الم� (the teacher came)�ل أ د�ر3 ت�س� س�الم� (I asked the teacher)

1

Page 3: Nahw in a Nutshell (New Revised)

ل�مت� د�ر3 ع�ل�ى س� س�الم� (I greeted the teacher)

(B): �كت� ب�أ (I write, will write)

�كت� ل�ن ب�أ (I will not write)

�كت� ل�م بأ (I did not write)

The change by means of the ة�م فع" is called الض� :as in "الر�

" اء� د�ر3 ج� س�الم� " and " �كت� ب�أ " .

The change by means of the ة تح� :as in "الن�صب" is called الف�

" �لت� أ د�ر3 س� س�الم� " and " �كت� ل�ن ب�أ " .

The change by means of the ة ر� " is called الك�س Fر and is specific to the "الج�

م :as in االس

" ل�مت� د�ر3 ع�ل�ى س� س�الم� "

The change by means of the نك�و Hالس is called "م ز in is specific to the "الج�

عل :as in الف�

" �كت� ل�م بأ " .

These four types of change constitute the four cases of اب .in Arabic اإل�عر�

(5) The inability of a word’s ending to change when governed by the word

preceding it is called "ب�ن�اءال" (indeclinability) and the word that is unable to change

is called " Fن�يب " like the noun ,(indeclinable) "م� ؤ�ال�ء� " and the verb "ه� in "ت�كت�بن�the following two sets of sentences:

(A) اء� � ج� ال ؤ� ء�ه� (These came)

�لت� أ � س� ال ؤ� ء�ه� (I asked these)

ل�مت� � ع�ل�ى س� ال ؤ� ء�ه� (I greeted these)

(B) ن�بت�كت�ن�بت�كت� ل�نن�بت�كت� ل�م

Hence, وح�الن investigates the ك�ل�م�ةال from the perspective of اب and اإل�عر�

i.e. the ability or inability of the word’s ending to change when governed by . الب�ن�اءthe word preceding it.

2

Page 4: Nahw in a Nutshell (New Revised)

م into the الك�ل�م�ة from the point of view of the division of the – الن�حو (6) االس, the لع رف and the الف� :can be divided into three sections – الح�

(a) و م ن�ح االس (Syntax of the Noun)

(b) و عل� ن�ح الف� (Syntax of the Verb)

(c) و ف� ن�ح ر الح� (Syntax of the Particle)

3

Page 5: Nahw in a Nutshell (New Revised)

Section One: و م� ن�ح االس

4

Page 6: Nahw in a Nutshell (New Revised)

Division of the ماالس into ر�بع and الم�

Fن�يب الم�

و (6) م� ن�ح االس investigates the م اب from the perspective of االس and اإل�عر�

م The . الب�ن�اء عر�ب :from this perspective is of two types االس which is its , م�

primary form, and Fن�يب In what follows is a fairly detailed discussion of each of . م�

the م عر�ب االس الم� and the م بن�يF االس الم� .

5

Page 7: Nahw in a Nutshell (New Revised)

The مر�ب االسع الم�

(A) The Cases of اب م in the اإل�عر� : االس

(7) The cases of اب م in the اإل�عر� فع :are three االس الن�صب, الر� and

Fر :as shown in the following three sentences الج�

" اء� ب�الط�ال� ج� " (The student came),

" �لت� أ ب�الط�ال� س� " (I asked the student)

" ل�مت� ب�الط�ال� ع�ل�ى س� " (I greeted the student)

(B) The Categories of م عر�ب االس الم� :

(8) The م عر�ب االس الم� comprises six categories, each of which has its own unique declension. Here they are together with their respective declensions:

(a) م ر�ف االس نص� الم� (fully-declinable noun) whether it be د ر� or (singular) م�ف

مع يرW ج� ت�كس� (broken plural) and its declension is that it is عو ف� ر with the م�

م�ة وب, الض� نص� م� with the ة تح� ور and الف� ر� ة with the م�ج ر� .e.g الك�س

In the د ر� : الم�ف

اء� ب�الط�ال� ج� (The student came)

�لت� أ ب�الط�ال� س� (I asked the student)

ل�مت� ب�الط�ال� ع�ل�ى س� (I greeted the student)

In the عم ير� ج� الت�كس� :

اء� � ج� ب�الطHال (The students came)

�لت� أ � س� ب�الطHال (I asked the students)

ل�مت� � ع�ل�ى س� ب�الطHال (I greeted the students)

(b) the م ر�ف� غ�ير االس نص� الم� (semi-declinable noun) whether it be د ر� م�ف(singular) or عم يرW ج� ت�كس� (broken plural) and its declension is that it is عو ف� ر م�with the ة�م وب, الض� نص� م� with the ة تح� ور and الف� ر� also with the م�ج

ة تح� ة in place of the normal الف� ر� .e.g الك�س

In the د ر� : الم�ف

6

Page 8: Nahw in a Nutshell (New Revised)

اء� م� ج� د�أ�ح (Ahmad came)

�لت� أ م� س� د�أ�ح (I asked Ahmad)

ل�مت� م� ع�ل�ى س� د�أ�ح (I greeted the student)

In the عم ير� ج� الت�كس� :

اء� � ج� ال م� ء�ز� (Friends came)

�لت� أ � س� ال م� ء�ز� (I asked friends)

ل�مت� � ع�ل�ى س� ال م� ء�ز� (I greeted the friends)

(c) the عم ن�ث� ج� ؤ� ال�م الم� الس� (sound feminine plural) and its declension is that

it is عو ف� ر م�ة with the م� وب, الض� نص� م� with the ة ر� in place of the الك�س

normal ة تح� ور and الف� ر� ة also with the م�ج ر� .e.g الك�س

اء�ت ت�الط�ال�ب�ا ج� (The female students came)

�لت� أ ت�الط�ال�ب�ا س� (I asked the female students)

ل�مت� ت�الط�ال�ب�ا ع�ل�ى س� (I greeted the female students)

(d) the ى�ث�ن وع and its declension is that it is (dual) الم� ف� ر in األ�ل�ف with the م�

place of the normal ة�م وب, الض� نص� م� with the ي�اءال in place of the normal

ة تح� ور and الف� ر� ة in place of the normal الي�اء also with the م�ج ر� .e.g الك�س

اء� ن�االط�ال�ب� ج� (The two male students came)

�لت� أ ن�يالط�ال�ب� س� (I asked the two male students)

ل�مت� ن�يالط�ال�ب� ع�ل�ى س� (I greeted the two male students)

(e) the عم ذ�ك�ر� ج� ال�م الم� الس� (sound masculine plural) and its declension is

that it is عو ف� ر م�ة in place of the normal الو�او with the م� وب, الض� نص� م� with the ي�اءال in place of the normal ة تح� ور and الف� ر� in الي�اء also with the م�ج

place of the normal ة ر� .e.g الك�س

اء� ن�والط�ال�ب� ج� (The male students came)

�لت� أ ن�يالط�ال�ب� س� (I asked the male students)

ل�مت� ن�يالط�ال�ب� ع�ل�ى س� (I greeted the male students)

(f) the اء م� ة األ�س مس� الخ� (five nouns) which comprise the following nouns �ب�وك� وك� ,(your father) أ وك� ,(your brother) أ�خ� م� وك� ,(your in-law) ح� your) ف�

mouth) and ذ�و Wال م� (possessor of wealth), and their declension is that each of

7

Page 9: Nahw in a Nutshell (New Revised)

them is عو ف� ر م�ة in place of the normal الو�او with the م� وب, الض� نص� م� with

the األ�ل�ف in place of the normal ة تح� ور and الف� ر� in الي�اء also with the م�ج

place of the normal ة ر� .e.g الك�س

اء� �ب� ج� ك�وأ (Your father came)

�لت� أ �ب� س� ك�اأ (I asked your father)

ل�مت� ب� ع�ل�ى س�� ك�يأ (I greeted your father)

The following table is a summary of the six categories of م عر�ب االس الم� together with their respective declensions:

Type of م االسعر�ب الم�

ع�ال�م�ة

ع� ف الر� ع�ال�م�ةالن�صب�

ع�ال�م�ةر3 الج�

1. ر�ف نص� الم� ة م� الض� ة تح� الف� ة ر� الك�س2. ر�ف� غ�ير نص� الم� ة م� الض� ة تح� الف� ة تح� الف�3. مع ن�ث� ج� ؤ� الم�

ال�م الس�م�ة الض� ة ر� الك�س ة ر� الك�س

4. ث�ن�ى الم� األ�ل�ف الي�اء الي�اء5. مع ذ�ك�ر� ج� الم�

ال�م الس�الو�او الي�اء الي�اء

6. اء م� األ�سة مس� الخ�

الو�او األ�ل�ف الي�اء

(C) The Signs of اب م in the اإل�عر� : االس

(9) From the previous section it is clear that the signs of اب م in the اإل�عر� االسare three groups:

(a) Signs of عف م�ة the : الر� الو�او and األ�ل�ف the , الض�(b) Signs of بص�الن : the ة تح� ة the , الف� ر� األ�ل�ف and the الي�اء the , الك�س(c) Signs of Fر ة the : الج� ر� ة the , الك�س تح� . الي�اء and the الف�

This is illustrated in the following table:

Case of

اب اإل�عر�Signs of اب اإل�عر�

فع الر� م�ة الض� األ�ل�ف الو�او

8

Page 10: Nahw in a Nutshell (New Revised)

الن�صب ة تح� الف� ة ر� الك�س الي�اء األ�ل�فFر الج� ة ر� الك�س ة تح� الف� الي�اء

These signs can also be divided into primary (i.e. ة�ل�ي صي�ة .and (i.e ( أ� ع� ر :( ف�

(a) The primary signs (i.e. ع�ال�م�اتة ال�ل�ي صاأل� ) are: the ة�م فع for الض� , الر�

the ة تح� ة and the الن�صب for الف� ر� ر� for الك�س and , الج�

(b) The secondary signs (i.e. ع�ال�م�اتة ال�ي ع� ر الف� ) are all the signs other than

the ة�م فع for الض� ة the , الر� تح� ة and the الن�صب for الف� ر� ر� for الك�س الج�.

(D) Hypothetical or Implicit Signs of اب : اإل�عر�

(10) All the signs of اب that have been treated thus far have been overt and اإل�عر�

explicit signs of اب in that they can be uttered and pronounced. There are اإل�عر�

also certain other signs of اب which are covert and implicit in that they are اإل�عر�not uttered and pronounced. The fact that they are not uttered and pronounced is

(commonly) due to one of three reasons: رHع�ذ�ل, الت الث3ق� and ب�ة ن�اس� . الم�

(a) رHع�ذ�الت (i.e. the impossibility of vowelling the األ�ل�ف whether it is actually

written as an أ�ل�ف or as a dot-less ي�اء ) is when of the word’s ending is an أ�ل�ف and the vowel-markings on word’s ending have to be assumed due the impossibility

of vowelling the األ�ل�ف ), e.g.

" اء� ت�ى ج� الف� " (The young lad came)

" �لت� أ ت�ى س� الف� " (I asked the young lad)

" ل�مت� ت�ى ع�ل�ى س� الف� " (I greeted the young lad)

(b) الث3ق�ل (i.e. the difficulty and heaviness on the tongue in pronouncing the

م�ة ة or the الض� ر� is when the word’s ending is a ( الي�اء or الو�او on the الك�س

م�ة preceded by a و�او عل which applies to the) ض� preceded ي�اء only) or a الف�

by a ة ر� م�ة and the , ك�س ة or the الض� ر� has to be assumed due to the الك�سdifficulty and heaviness on the tongue in pronouncing these two vowel-markings on them), e.g.

" اء� ي ج� اض� الق� " (The judge came)

" �لت� أ ي� س� اض� الق� " (I asked the judge)

" ل�مت� ي ع�ل�ى س� اض� الق� " (I greeted the judge)

9

Page 11: Nahw in a Nutshell (New Revised)

(c) ب�ة ن�اس� ي�اء i.e. the necessary correspondence of vowel-marking to the) الم�

ت�ك�ل3م� denoting the second person feminine singular) is when the الي�اء the – الم�

word’s ending is followed by the ت�ك�ل3م� ي�اء الم� and the vowel-markings on the

word’s ending have to be assumed due to the ت�ك�ل3م� ي�اء الم� necessitating a

corresponding ة ر� .before it, e.g ك�س

" اء� س� ج� د�ر3 يم� " (My teacher came)

" �لت� أ س� س� د�ر3 يم� " (I asked my teacher)

" ل�مت� س� ع�ل�ى س� د�ر3 يم� " (I greeted my teacher)

10

Page 12: Nahw in a Nutshell (New Revised)

(E) Places of اب م in the اإل�عر� : االس

(9) In order for the categories of م عر�ب االس الم� to be declined in their respective ways as outlined above they have to occupy what is called “places of

اب which are responsible for them changing in the ways in which they “ اإل�عر�

do. By way of example " س� د�ر3 " in the sentence "الم� اء� س� ج� د�ر3 الم� " is

declined with a sign of عف م�ة which is the الر� because it occupies the place الض�

of the اع�ل اء�" i.e. the doer of the verb) الف� " ,Likewise .( "ج� س� د�ر3 in the "الم�

sentence " �لت� أ س� س� د�ر3 الم� " is declined with a sign of بص�الن which is the

ة تح� ع�ول because it occupies the place of the الف� ب�ه� الم�ف (i.e. the direct object

of the verb "أ�ل " The same applies to .( "س� س� د�ر3 " in the sentence "الم� ل�مت� س�س� ع�ل�ى د�ر3 الم� " which is declined with a sign of Fر ة which is the الج� ر� الك�س

because it occupies the place of the م ور االس ر� ف� الم�ج ر ر3 ب�ح� الج� (i.e. the

noun governed by the preposition). Hence, it is not possible for "م�د�ر3سال" to be declined in the aforementioned ways except by it occupying these or similar places.

The same can be said for the remaining categories of م عر�ب االس الم� .

Moreover, these places – with reference to the م are nineteen in number – االسand are divided into three groups:

Places of عف الر� Places of بص�الن Places of Fر الج�

The Places of عف : الر�

(10) The places of عف comprise all those places in which the categories of الر�

م عر�ب االس الم� are declined with one of the signs of عف م�ة i.e. the) الر� الض�األ�ل�ف, and و�اوال ). In other words: an م عر�ب اس cannot be declined with م�

a sign of عف فع except in one of the places of الر� The converse also holds . الر�

true: an م عر�ب اس فع in one of the places of م� cannot be declined except الر�

with a sign of عف . الر�The places of عف :are six الر�

(a) the اع�ل (doer) الف�

The اع�ل م is an الف� عل�وم ف�عل that is preceded by a اس م� (active verb) and

denotes the one doing the action indicated by the لع " like , الف� :in "الط�ال�ب�

" س� الك�ت�اب� الط�ال�ب� د�ر� " (The student studied the book)

11

Page 13: Nahw in a Nutshell (New Revised)

(b) the ل� ن�ائ�ب اع� الف� (deputy / agent of the doer)

The ل� ن�ائ�ب اع� الف� is an م ول ف�عل that is preceded by a اس ه� م�ج (passive verb) and takes the place of the اع�ل after the latter has been الف�

dropped, like " :in "الك�ت�اب�

" الك�ت�اب� د�ر�س� " (The book was studied)

(c) and (d) the ت�د�أب ب�ر and (subject of the nominal sentence) الم� (predicate) الخ�

The ت�د�أب م is normally the first الم� ل�ة in a االس م ي�ة ج� م� اس and denotes that

about which information is given or about which something is said, like " س� د�ر3 "الم�in:

" س� د�ر3 رq الم� اه� م� " (The teacher is skillful)

The ب�ر بت�د�أ is that which comes after the الخ� and denotes the information that الم�

is given about the ت�د�أب " like , الم� qر اه� :in "م�

" س� د�ر3 رq الم� اه� م� " (The teacher is skillful)

(e) the م "ك�ان� اس " (noun of " (or one of its sisters "ك�ان�

The م "ك�ان� اس " is the ت�د�أب ب�ر which – together with the الم� has been – الخ�

governed and acted on by " with the latter causing the (or one of its sisters) "ك�ان�

بت�د�أ وع to become الم� ف� ر م as the م� "ك�ان� اس " and the ب�ر to become الخ�

وب نص� ب�ر as the م� "ك�ان� خ� " , like " س� د�ر3 :in "الم�

" س� ك�ان� د�ر3 s الم� را اه� م� " (The teacher was skillful)

(f) the ب�ر "إ�ن� خ� " (predicate of " or one of its sisters ( "إ�ن�

The ب�ر "إ�ن� خ� " or one of its sisters is the ب�ر which – together with the الخ�

بت�د�أ " has been governed and acted on by– الم� with the (or one of its sisters) "إ�ن�

latter causing the ت�د�أب وب to become الم� نص� م as the م� "إ�ن� اس " and the

ب�ر وع to become الخ� ف� ر ب�ر as the م� "إ�ن� خ� " , like " qر اه� :in "م�

" س� إ�ن� د�ر3 رq الم� اه� م� " (Truly, the teacher is skillful)

The Places of بص�الن :

12

Page 14: Nahw in a Nutshell (New Revised)

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

م عر�ب االس الم� are declined with one of the signs of بص�الن (i.e. the

ة تح� ة, الف� ر� األ�ل�ف, الك�س and ي�اءال ). In other words: an م عر�ب اس م�cannot be declined with a sign of بص�الن except in one of the places of بص�الن . The converse also holds true: an م عر�ب اس الن�صب in one of the places of م�cannot be declined except with a sign of بص�الن .The places of عف :are eleven الر�

(a) the لع�و ب�ه� الم�ف (direct object)

The لع�و ب�ه� الم�ف is an م عل that normally follows the اس and the الف�

اع�ل " to indicate that to which the action is done, like الف� س� :in "الد�ر

" س� الك�ت�اب� الط�ال�ب� د�ر� " (The student studied the book)

(b) the لع�و يه� الم�ف ف� (adverbial object)

The لع�و يه� الم�ف ف� is an م which denotes the time or place in which the اس

action is done, like " ب�اح� " and "ص� ام� م�:in "أ�

" س� ب�اح� الك�ت�اب� الط�ال�ب� د�ر� م� ص� ام� الي�و م�س� أ� د�ر3 الم� " (The student

studied the book this morning in front of the teacher)

(c) the لع�و ل�ه� ل�ه� الم�ف / أل�ج (object of purpose)

The لع�و ل�ه� ل�ه� الم�ف / أل�ج is an م denoting the purpose for which the اس

action was done, like " sب�ةغ :in "ر�

" س� ب�اح� الك�ت�اب� الط�ال�ب� د�ر� م� ص� ام� الي�و م�س� أ� د�ر3 غب�ةs الم� ف�ي ر�

The student studied the book this morning in front of the teacher out of a) "الع�لم�desire for knowledge)

(d) the لع�و ع�ه� الم�ف م� (object of accompaniment)

The لع�و ع�ه� الم�ف م� is an م " with whom / which the action is done, like اسيلـ� م� :in "ز�

" س� يل�و� الط�ال�ب� د�ر� م� ب�اح� الك�ت�اب� ه�ز� م� ص� ام� الي�و م�س� أ� د�ر3 غب�ةs الم� ر�

الع�لم� ف�ي " (The student studied with his classmate the book this morning in front of the teacher out of a desire for knowledge)

13

Page 15: Nahw in a Nutshell (New Revised)

(e) the لع�و الم�طل�ق الم�ف (absolute / unrestricted object)

The لع�و الم�طل�ق الم�ف is the د�ر عل that is mentioned after the الم�ص الف�to which it belongs so as to emphasise the action that is done or explain the manner

or number of times it is done, like " sة اس� :in "د�ر�

" س� يل�ه� الط�ال�ب� د�ر� م� ز� ب�اح� الك�ت�اب� و� م� ص� ام� الي�و م�س� أ� د�ر3 غب�ةs الم� ر�

ةs الع�لم� ف�ي اس� ةs د�ر� يق� ع�م� " (The student studied with his classmate the book this morning in front of the teacher out of a desire for knowledge in depth)

(f) the ال (substitute) الح�

The ال that clarifies the state or mode of ( و�صف .i.e) is a descriptive noun الح�

the اع�ل ع�ول or the الف� ب�ه� الم�ف at the time the action is done, like "s ال�سا "ج�

and "s ت�وحا ف :in "م�

" س� s الك�ت�اب� الط�ال�ب� د�ر� ال�سا ج� " (The student studied the book sitting)

and

" س� s الك�ت�اب� الط�ال�ب� د�ر� ت�وحا ف ه� م� ام� م�أ� " (The student studied the book

while open in front of him)

(g) the زي�ي (specification) الت�م

The زي�ي م is an الت�م م which specifies another اس which is vague in اس

signification such as numbers, weight, measurement and area, like "s :in "ك�ت�ابا

" س� ر�ين� الط�ال�ب� د�ر� s ع�ش ك�ت�ابا " (The student studied twenty books)

(h) the ن�ىت�ث � الم�س �ال "إ بـ� " (exceptive / excluded by means of "� �ال ( "إ

The ن�ىت�ث � الم�س �ال "إ بـ� " is an م �" mentioned after اس �ال to indicate that it is "إ

excepted and excluded from the whole or class of things mentioned before "� �ال , "إlike "s سا :in "د�ر

" س� � ك�ل�ه� الك�ت�اب� الط�ال�ب� د�ر� �ال s إ سا د�ر " (The student studied the whole book except one lesson)

(i) the ن�اد�ى (addressee) الم�

14

Page 16: Nahw in a Nutshell (New Revised)

The ن�اد�ى م is an الم� or one of its sisters to signify that "ي�ا" mentioned after اس

the object indicated by the م " is being addressed, like االس :in "ط�ال�ب�

" ل�ص الع�لم�، ط�ال�ب� ي�ا ل أ�خ اعم� ا و� ت�عل�م� ب�م� " (O student / seeker of knowledge, Be sincere and act in accordance with what you know)

(j) the ب�ر "ك�ان� خ� " (predicate of " (or one of its sisters "ك�ان�

The ب�ر "ك�ان� خ� " is the ب�ر بت�د�أ which – together with the الخ� has been– الم�

governed and acted on by " with the latter causing the (or one of its sisters) "ك�ان�

بت�د�أ وع to become الم� ف� ر م as the م� "ك�ان� اس " and the ب�ر to become الخ�

وب نص� ب�ر as the م� "ك�ان� خ� " , like "s را اه� ::in "م�

" س� ك�ان� د�ر3 s الم� را اه� م� " (The teacher was skillful)

(k) the م "إ�ن� اس " (predicate of " (or one of its sisters "إ�ن�

The م "إ�ن� اس " is the ت�د�أب ب�ر which – together with the الم� has been – الخ�

governed and acted on by " with the latter causing the (or one of its sisters) "إ�ن�

بت�د�أ وب to become الم� نص� م as the م� "إ�ن� اس " and the ب�ر to become الخ�

وع ف� ر ب�ر as the م� "إ�ن� خ� " , like " س� د�ر3 :in "الم�

" س� إ�ن� د�ر3 رq الم� اه� م� " (Truly, the teacher is skillful)

The Places of Fر : الج�

(12) The places of Fر comprise all those places in which the categories of الج�

م عر�ب االس الم� are declined with one of the signs of Fر ة i.e. the) الج� ر� الك�سة, تح� الف� and ي�اءال ). In other words: an م عر�ب اس cannot be declined م�

with a sign of Fر رexcept in one of the places of F الج� The converse also holds . الج�

true: an م عر�ب اس رin one of the places of F م� cannot be declined except الج�

with a sign of Fر . الج�The places of عف :are eleven الر�

(a) the م ور االس ر� ف� الم�ج ر ر3 ب�ح� الج� (noun governed by a preposition)

The م ور االس ر� ف� الم�ج ر ر3 ب�ح� الج� is an م that is governed and acted اس

on by a فر ر~ ح� ج� (preposition / genitive particle), like " ة� ر� " and "الب�ص

ة� ف� :in "الك�و

15

Page 17: Nahw in a Nutshell (New Revised)

" ت� ر اف� ن� س� ة� م� ر� ة� إ�ل�ى الب�ص ف� الك�و " (I travelled from Basra to Kufa)

(b) the م�ض�افه� الل�ي� إ (annexed to noun i.e. the second noun in a genitive construct)

The م�ض�افه� الل�ي� إ is an م م to which a prior اس is annexed such that the اس

subsequent م م grants the prior االس either specificity if the subsequent االس

م " is indefinite and definiteness if it is definite, like االس Wار " and "ب�خ� Wح :in "ن�و

" ين�ة� ف� ارW س� ب�خ� " (a steam boat)

" ين�ة� ف� حW س� ن�و " (the boat / ark of Noah)

(13) Affiliated to these places of اب " is another group of places called the اإل�عر�

اب�ع اب�ع The .( "الت�اب�ع" followers” the singular of which is“) "الت�و� are places الت�و�

of اب اب which essentially derive their اإل�عر� from the places of اإل�عر�

اب اب before them i.e. the places of اإل�عر� which they follow and hence اإل�عر�

the name “followers”. They are also referred to as “secondary places of اب اإل�عر�“ because their اب اب is dependent on and secondary to the اإل�عر� of اإل�عر�

the places before them. The اب�ع :are four in number الت�و�

(a) the تع�الن or ة ف� that (follower) ت�اب�ع which is a ,(qualifying adjective) الص3

highlights a quality in either the م تب�وع which it follows (called the االس or ( الم�

in something related to that م .e.g االس

اء� س� ج� د�ر3 ر� الم� اه� الم� (The skilful teacher came)

�لت� أ س� س� د�ر3 ر� الم� اه� الم� (I asked the skilful teacher)

ل�مت� س� ع�ل�ى س� د�ر3 ر� الم� اه� الم� (I greeted the skilful teacher)

اء� س� ج� د�ر3 ب�نت�ه� الذ�ك�ي�ة� الم� (The teacher whose daughter is intelligent came)

�لت� أ س� س� د�ر3 ب�نت�ه� الذ�ك�ي�ة� الم� (I asked the teacher whose daughter is intelligent)

ل�مت� س� ع�ل�ى س� د�ر3 ب�نت�ه� الذ�ك�ي�ة� الم� (I greeted the teacher whose daughter is intelligent)

(b) the ب�د�لال (semantic substitute), which is a ت�اب�ع that is introduced by the word

which it follows i.e. the عب�وت such that it becomes the object intended and not , الم�

the عب�وت .e.g الم�

اء� س� ج� د�ر3 يدq الم� ز� (Teacher Zayd came)

16

Page 18: Nahw in a Nutshell (New Revised)

�لت� أ س� س� د�ر3 s الم� يدا ز� (I asked the Teacher Zayd)

ل�مت� س� ع�ل�ى س� د�ر3 يدW الم� ز� (I greeted Teacher Zayd)

(c) دك�يو�الت (corroborative, reinforcer), which is a ت�اب�ع that corroborates and

reinforces the عب�وت in order to avoid the possibility of metaphorical الم�communication or absentmindedness on the part of the speaker e.g.

اء� س� ج� د�ر3 ه� الم� س� ن�ف (The teacher himself came)

�لت� أ س� س� د�ر3 ه� الم� س� ن�ف (I asked the teacher himself)

ل�مت� س� ع�ل�ى س� د�ر3 ه� الم� س� ن�ف (I greeted the teacher himself)

اء� س� ج� د�ر3 س� الم� د�ر3 الم� (The teacher the teacher came)

�لت� أ س� س� د�ر3 س� الم� د�ر3 الم� (I asked the teacher the teacher)

ل�مت� س� ع�ل�ى س� د�ر3 س� الم� د�ر3 الم� (I greeted the teacher the teacher)

(d) the فق� ع�ط الن�س� (conjoined noun) which is a ت�اب�ع that follows the

تب�وع رف via a الم� ر�ف from the ح� الع�طف� أ�ح (conjunctions)1 e.g.

اء� س� ج� د�ر3 �الط��ال�ب�و الم� (the teacher and the students came)

�لت� أ س� س� د�ر3 �الطHال�ب�و الم� (I asked the teacher and the students)

ل�مت� س� ع�ل�ى س� د�ر3 �الطHال�ب�و الم� (I greeted the teacher and the students)

اء� س� ج� د�ر3 �الط��ال�ب�ف الم� (The teacher then immediately the students came)

�لت� أ س� س� د�ر3 �الطHال�ب�ف الم� (I asked the teacher then immediately the students)

ل�مت� س� ع�ل�ى س� د�ر3 �الطHال�ب�ف الم� (I greeted the teacher then immediately the students)

1 These ف�ع�طال ف ر� :are nine in number أ�ح

17

Page 19: Nahw in a Nutshell (New Revised)

The ماالس Fن�يب الم�

(A) The Types of ب�ن�اءال in the م : االس

(14) The types of ب�ن�اءال in the م :are four االس

(a) مو ك�ون� ل�ز� Hالس (adherence to the نك�و Hالس ), like: " ن (who) "م�

(b) مو تح� ل�ز� الف� (adherence to the ة تح� " :like ,( الف� �ين� (where) "أ

(c) مو ر� ل�ز� الك�س (adherence to the ة ر� " :like ,( الك�س مس�(yesterday) "أ�

(d) مو م3 ل�ز� الض� (adherence to the ة�م " :like ,( الض� يث� (where) "ح�

(B) The Categories of م بن�يF االس الم� :

(15) The categories of the م بن�يF االس الم� are many but they are almost all closed classes i.e. their numbers are fixed. The following comprise the major

categories / classes of the م بن�يF االس الم� :

18

Page 20: Nahw in a Nutshell (New Revised)

(a) ائ�ر م� ير plural of) الض� م� personal pronouns – and constitute two – ( الض�major groups:

i. ل�ة ص� نف� :and occur normally at the beginning as shown in the table (detached) م�

Used in Case of

فع الر�

Used in Case of

الن�صب

He is a teacher و� ه�qس د�ر3 م�

Him the teacher asked �ي�اه� أ�ل� إ س�س� د�ر3 الم�

They (m.d.) are teachers ا م� ه�ان� س� د�ر3 م�

Them (m.d.) the teacher asked ا م� �ي�اه� أ�ل� إ س�س� د�ر3 الم�

They (m.p.) are teachers م ه�و س� د�ر3 م�

ن�

Them (m.p.) the teacher asked م �ي�اه� أ�ل� إ س�س� د�ر3 الم�

She is a teacher ه�ي�

qة س� د�ر3 م�

Her the teacher asked ا �ي�اه� أ�ل� إ س�س� د�ر3 الم�

They (f.d.) are teachers ا م� ه�ت�ا س� د�ر3 م�

ن�

Them (f.d.) the teacher asked ا م� �ي�اه� أ�ل� إ س�س� د�ر3 الم�

They (f.p) are teachers ن� ه�qات س� د�ر3 م�

Them (f.p.) the teacher asked ن� �ي�اه� أ�ل� إ س�س� د�ر3 الم�

You (m.s.) a teacher �نت� أqس د�ر3 م�

You (m.s.) the teacher asked �ي�اك� أ�ل� إ س�س� د�ر3 الم�

You (m.d.) are teachers ا �نت�م� أان� س� د�ر3 م�

You (m.d.) the teacher asked ا �ي�اك�م� أ�ل� إ س�س� د�ر3 الم�

You (m.p.) are teachers �نت�م أو س� د�ر3 م�

ن�

You (m.p.) the teacher asked �ي�اك�م أ�ل� إ س�س� د�ر3 الم�

You (f.s.) are a teacher �نت� أqة س� د�ر3 م�

You (f.s.) the teacher asked �ي�اك� أ�ل� إ س�س� د�ر3 الم�

You (f.d.) are teachers ا �نت�م� أت�ا س� د�ر3 م�

ن�

You (f.d.) the teacher asked ا �ي�اك�م� أ�ل� إ س�س� د�ر3 الم�

You (f.p.) are teachers �نت�ن� You (f.p.) the teacher asked أ �ي�اك�ن� أ�ل� إ س�

19

Page 21: Nahw in a Nutshell (New Revised)

qات س� د�ر3 م� س� د�ر3 الم�

I (m./f. s.) am a teacher �ن�ا أqس د�ر3 م�

�ن�ا أqة س� د�ر3 م�

Me (m/f. s.) the teacher asked �ي�اي� أ�ل� إ س�س� د�ر3 الم�

We (m./f. d.p.) are teachers ن� ن�حان� س� د�ر3 م�

ن� ن�حت�ا س� د�ر3 م�

ن�ن� ن�ح

و س� د�ر3 م�ن�

ن� ن�حqات س� د�ر3 م�

Us (m./f. d.p.) the teacher asked �ي�ان�ا أ�ل� إ س�س� د�ر3 الم�

20

Page 22: Nahw in a Nutshell (New Revised)

ii. ل�ة ت�ص� and do not occur at the beginning (attached to the word preceding them) م�but are rather suffixed to the word preceding them as shown in the following table:

ب ت� ك�ن�ا ب ت� ك�ت� ب ت� ك�

ن� ت� ب ت� ك�م�ا ت� ب ت� ك�ت� ب ت� ك�م ت� ب ت� ك�

م�ا ت� ب ت� ك�ت� ب ت� ك�ن� ب�ت� ت� ك�ا ت ب� ت� ك�

(

ي�ه�

)

ت�ب ك�و �

ا

ب� ت� ك�ا ب� ت� ك�

(و� ه�

)

يض�

م�ا ال

Atta

che

d to

the ل

ع ف� ال

In th

e case

of ع

فر� ال

ب� ت� ن�ك

[ن�

ح ن�]

ب� ت� ك أ� [

ن�ا أ�]

ب ت� ت�كن� ب� ت� ت�كا

ن�

ب� ت� ت�كي

ن�

ب� ت� ت�كو

ن�

ت�ب ت�ك�ا

ن� ب� ت� ت�ك

[ت� ن أ�

]

ب ت� ي�كن� ب� ت� ت�كا

ن� ب� ت� ت�ك

(ي�

ه�)

ب� ت� ي�كو

ن�

ب� ت� ي�كا

ن� ب� ت� ي�ك (

و� ه�)

عر� ض�ا

م� ال

ب ت� ك ا�ن� ب� ت� ك ا�ا ب� ت� ك ا�

ي ب� ت� ك ا�و

ا

ب� ت� ك ا�ا ب ت� ك ا�

[

ت� ن أ�] ر

م األ�

م� ع�ل�ن�ا م�ن ع�ل�

ي�

ن� م�ك� ع�ل�

م�ا م�ك� ع�ل�

م� ع�ل�ك�

م� ع�ل�م ك� م� ع�ل�

م�ا ك� م� ع�ل�ك�

م� ع�ل�ن�

ه� م� ع�ل�م�ا ه� م� ع�ل�ه�ا م� ع�ل�م ه� م� ع�ل�

م�ا ه� م� ع�ل�ه�

Atta

ched

to the ل

ع ف� ال

In th

e case

of ب

صن� ال

إ�ن�ن�ا

ي إ�ن�ن�

ن� إ�ن�ك�

م�ا إ�ن�ك�

إ�ن�ك� إ�ن�

م ك� إ�ن�م�ا ك� إ�ن�

ك� إ�ن�ن�

ه� إ�ن�م�ا ه� إ�ن�ه�ا إ�ن�م ه� إ�ن�

م�ا ه� إ�ن�ه�

Atta

ched

to the ف

ر ح� ال

ب�ن ك��ت�ا�ا ب�ن� ك��ت�ا

ي

ب� ك��ت�ان� ك� ب� ك��ت�ام�ا ك� ب� ك��ت�ا

ك� ب� ك��ت�ام ك� ب� ك��ت�ا

م�ا ك� ب� ك��ت�اك� ب� ك��ت�ا

ن�ه� ب� ك��ت�ا

م�ا ه� ب� ك��ت�اه�ا ب� ك��ت�ام ه� ب� ك��ت�ا

م�ا ه� ب� ك��ت�اه�

Atta

ched

to the م

سال

ا

In th

e case

of Fر ج� ال

م�ن�ا Fم�ن

ي� م�ن

ن� ك� م�نم�ا ك� م�ن

ك� م�نم ك� م�ن

م�ا ك� م�نك� م�ن

ن�ه� م�ن

م�ا ه� م�نه�ا م�نم ه� م�ن

م�ا ه� م�نه�

Atta

ched

to the ف

ر ح� ال

The table shows the attached personal pronouns, the cases of declension in which they occur and the type of word they are suffixed to.

(b) the اء م� ة� أ�س ار� اإل�ش� (plural of م ة� اس ار� اإل�ش� ) i.e. indicative or demonstrative pronouns, with the exception of the dual forms:

21

Page 23: Nahw in a Nutshell (New Revised)

The اء م� ة� أ�س ار� اإل�ش� are used to point to something ( ار �ل�يه� الم�ش� إ ) whether

in the physical or abstract sense e.g. ذ�ا ك�ت�ابq ه� (this is a book), ذ�ه� ةq ه� كر� ف�qي3د�ة .etc ,(this is a good idea) ج�

The following table shows the اء م� ة� أ�س ار� اإل�ش� classified according to gender and number:

اء م� ة� أس ار� اإل�ش�Masc. Fem.

Sing. ذ�ي ذ�ا / / ت�ه� / ذ�ه�/ ت�ي ت�ا

Dual / ذ�ين� ذ�ان� / ت�ين� ت�ان�

Plural أ�وال�ء� أ�وال�ء�

As regards the distance and range of the ار �ل�يه� الم�ش� إ (object referred or pointed

to) the اء م� ة� أ�س ار� اإل�ش� comprise two main groups: i. اء م� ة� أ�س ار� اإل�ش�ر�يب� اء .and ii (indicative pronouns used for close range) ل�لق� م� ة� أ�س ار� اإل�ش�:as shown in the table ,(indicative pronouns used for long range) ل�لب�ع�يد�

اء م� ة� أ�س ار� اإل�ش�ر�يب� ل�لق�

اء م� ة� أ�س ار� ل�لب�ع�يد� اإل�ش�

Masc. Fem. Masc. Fem.Sing. ذ�ا ذ�ا / ه� ذ�ي ذ�ي / ه�

ذ�ه� / ه�/ ذ�اك� ذ�ل�ك� ت�لك�

Dual / ذ�ان�ذ�ان� ه�

/ ت�ان�ات�ان� ه�

ذ�ان�ك� ت�ان�ك�

Plural / أ�وال�ء�ؤ�ال�ء� ه�

/ أ�وال�ء�ؤ�ال�ء� ه�

أ�ول�ئ�ك� أ�ول�ئ�ك�

Examples of these اء م� ة� أ�س ار� اإل�ش� in complete sentences:

i. اء م� ة� أ�س ار� ر�يب� اإل�ش� ل�لق�ذ�ا سq ه� د�ر3 م� (this is a male student)

ذ�ه� ةq ه� س� د�ر3 م� (this is a female student)

ذ�ان� ان� ه� س� د�ر3 م� (these are two male teachers)

ات�ان� ت�ان� ه� س� د�ر3 م� (these are two female teachers)

22

Page 24: Nahw in a Nutshell (New Revised)

ؤ�ال�ء� ون� ه� س� د�ر3 م� (these are male teachers)

ؤ�ال�ء� اتq ه� س� د�ر3 م� (these are female teachers)

ii. اء م� ة� أ�س ار� ل�لب�ع�يد� اإل�ش�سq ذ�ل�ك� د�ر3 م� (that is a male student)ةq ت�لك� س� د�ر3 م� (that is a female student)سان� ذ�ان�ك� د�ر3 م� (those are two male students)ت�ان� ت�ان�ك� س� د�ر3 م� (those are two female students)ون� أ�ول�ئ�ك� س� د�ر3 م� (those are male students)اتq أ�ول�ئ�ك� س� د�ر3 م� (those are female students)

It should be pointed out, however, that the dual forms are not Fن�يب عر�ب but م� م�instead and take the declension of the ى�ث�ن وع which is الم� ف� ر with the م�

وب and األ�ل�ف نص� ور and م� ر� :as shown in the table الي�اء with the م�ج

ث�ن�ى ر�يب� الم� ل�لق� ث�ن�ى ل�لب�ع�يد� الم�In the case

of عف الر� / ن�اذ�

ذ� ن�اه� / ن�ات�

ات� ن�اه�ن�ك�اذ� ن�ك�ات�

In the cases

of بص�الن Fر الج� و�

/ ن�يذ�ذ� ن�يه�

/ ن�يت�ات ن��يه�

�ك�ينذ� ن�ك�يت�

It should also be pointed out that the actual م ة� اس ار� اإل�ش� is only " ذ�ي" , ذ�ا" " , "ذ�ه�", "ت�ان� , "ذ�ان� " or " ,and the rest are merely particles. Thus "أ�وال�ء�

the "ا رف is a "ه� ت�نب�يهW ح� (particle for calling attention), the م�الال a فر ح�رف a الك�اف and the (particle for signifying long distance) ل�لب�عد� ط�ابW ح� خ� (particle signifying the second person)2.

There is also another category of م ة� اس ار� اإل�ش� used for indicating places only

and is also divided into بر�ي :as shown in the table الب�ع�يد and الق�

2 This ك�افال is often but not necessarily conjugated according to gender and number of the second person as shown in the following table:

ر�يب� الق� الب�ع�يد�ن�ا (here) ه� ن�اك� ن�ال�ك�, ه� ث�م�, ه�

(there)

23

Page 25: Nahw in a Nutshell (New Revised)

(c) the اء م� ل�ة األ�س و الم�وص� (the plural of م ول االس الم�وص� ) – relative pronouns, with the exception of the dual forms:

The اء م� ل�ة األ�س و الم�وص� comprise all those اء م� that are in need of a األ�س

ل�ة م ل�ة called the (sentence) ج� ول� ص� الم�وص� (relative clause) that contains a

ير م� ل�ة which connects the (connector) الع�ائ�د called the ض� م to these الج�

اء م� اء and which agrees with these األس م� in gender and number or even األ�سin form: e.g.

اء� س� ج� د�ر3 و3قq ط�ال�بq ه� ابن� ال�ذ�ي الم� ت�ف� the teacher, whose son is an) م�outstanding student, came)

اء�ت� ال�د� ال�ت�ي الط�ال�ب�ة� ج� ا و� سq ه� د�ر3 the female student, whose father is) م�a teacher, came)

The اء م� ل�ة األ�س و الم�وص� are of two groups:

i. اء م� ل�ة األ�س و اص�ة الم�وص� الخ� (relative pronouns whose forms are distinct in terms of gender and number) as shown in the table and the illustrative sentences:

اء� ت�ر�م� ال�ذ�ي الط�ال�ب� ج� ون� ه� ي�ح س� د�ر3 The male student, whom the) الم�teachers respect, came)

اء�ت� ت�ر�م� ال�ت�ي الط�ال�ب�ة� ج� ا ي�ح ون� ه� س� د�ر3 The female student, whom) الم�the teachers respect, came).

اء� ت�ر�م� الل�ذ�ان� الط�ال�ب�ان� ج� ا ي�ح م� ون� ه� س� د�ر3 ,The two male students) الم�whom the teachers respect, came)

اء�ت� ت�ر�م� الل�ت��ان� الط�ال�ب�ت�ان� ج� ا ي�ح م� ون� ه� س� د�ر3 The two female) الم�students, whom the teachers respect, came).

اء� ت�ر�م� األ�ل�ى/ ال�ذ�ين� الطHال�ب� ج� م ي�ح ون� ه� س� د�ر3 The male) الم�students, whom the teachers respect, came)

اء�ت� ت�ي الط�ال�ب�ات� ج� ء�/ الال� ات�ي/ الال� ت�ر�م� األ�ل�ى/ الل�و� ن� ي�ح ه�ون� س� د�ر3 .(The female students, whom the teachers respect, came) الم�

اء م� ل�ة األ�س و اص�ة الم�وص� الخ�Masc. Fem.

Sing. ال�ذ�ي ال�ت�يDual الل�ذ�ان� الل�ت�ان�

Plural ، األ�ل�ى ال�ذ�ين� ، ت�ي ء�، الال� الال�، ات�ي األ�ل�ى الل�و�

24

Page 26: Nahw in a Nutshell (New Revised)

ii. the اء م� ل�ة األ�س و ك�ة الم�وص� ت�ر� الم�ش (relative pronouns whose forms are not distinct in terms of gender and number):

اء� ن ج� ح� م� و� ) ن�ج� (the one who passed came) ( ه�

اء�ت ن ج� ت م� ح� (the one who passed came) ( ه�ي� ) ن�ج�

اء� ن ج� ح� م� (the one who passed came) ا ن�ج�

اء�ت ن ج� ح� م� (the one who passed came) ت�ا ن�ج�

اء� ن ج� ح� م� (the one who passed came) ا و ن�ج�

اء�ت ن ج� ح م� (the one who passed came) ن� ن�ج�

ظت� ف� ا ح� ت� م� مس� ه� ت�ع�ل�مأ� (I memorised what I learnt yesterday)

ظن�ا ف� ا ح� ا م� ن�اه� س ن� د�ر� ائ�د� م� ص� ي�ة� الق� عر� s الش3 ي3دا ج� (we memorised what we have studied of the poetry recitations well)

As with the اء م� ة� أ�س ار� اإل�ش� the dual forms of the اء م� ل�ة األ�س و الم�وص� are

also ر�بع اب taking the م� ث�ن�ى of the اإل�عر� as shown in the table and the الم�illustrative examples:

Masc. FemIn the case of

فع الر�الل�ذ�ان� الل�ت�ان�

In the cases

of بص�الن Fر الج� و�

الل�ذ�ين� الل�ت�ين�

اء ا الل�ذ�ان� الط�ال�ب�ان ج� ح� ت�ا الل�ت�ان� والط�ال�ب�ت�ان� ن�ج� ح� ن�ج� (the two male students who passed and the two female students who passed came)

�لت� أ ا الل�ذ�ين� الط�ال�ب�ين� س� ح� الط�ال�ب�ت�ين� ن�ج� ت�ا الل�ت�ين� و� ح� ن�ج� (I asked the two male students who passed and the two female students who passed)

ل�مت� ا الل�ذ�ين� الط�ال�ب�ين� ع�ل�ى س� ح� الط�ال�ب�ت�ين� ن�ج� ت�ا الل�ت�ين� و� ح� ن�ج� (I greeted the two male students who passed and the two female students who passed)

(d) the اء م� ام أ�س ه� ت�ف االس (interrogative pronouns) with the exception of "

Fي: "أ�

The اء م� ام أ�س ه� ت�ف االس are اء م� used to ask questions with and comprise أ�سthe following:

م است�ف االس Meaning Example

25

Page 27: Nahw in a Nutshell (New Revised)

ام ه�م�ن Who ن ؟ م� ح� ن�ج� (Who passed?)

ا م� What ا م� م� س�؟ اس د�ر3 الم� (What is the name of the teacher?)

م�ت�ى When ل� م�ت�ى س�؟ و�ص� د�ر3 الم� (When did the teacher arrive?)

�ين� أ Where �ين� د�ير� أ ة�؟ م� س� در� الم� (Where is the principal of the school?)

�ي�ان� أ When �ي�ان� ؟ أ ان� ت�ح� االم (When is the examination?)

أ�ن�ى How ح� أ�ن�ى ؟ الط�ال�ب� ن�ج� ال�ن� الك�س (How did the lazy student pass?)

ك�يف� How ؟ ك�ان� ك�يف� ان� ت�ح� االم (How was the examination?)

Fيأ� Which, Any … Hي

سW أ� د�ر3 س� م� و�؟ ي�د�ر3 الن�ح (Which teacher teaches Nahw?)

Of these اء م� ام� أ�س ه� ت�ف االس only " Fيعر�ب is "أ� اب and takes the م� اإل�عر�

of the ر�ف نص� د الم� ر� الم�ف e.g.

Hية� ن�ال� ط�ال�بW أ� ائ�ز� ل�ى؟ الج� و

األ� (Which student achieved the first prize?)

ي�؟ ك�ت�ابW أ� أت� ر� ق� (Which book did you read?)

ي3 ف�يلW أ� ؟ ف�ص �نت� أ (In which class are you?)

(e) the اء م� ط� أ�س ر الش� (conditional pronouns) with exception of " Fي: "أ�

The اء م� ط� أ�س ر الش� comprise more or less the same forms as the اء م� أ�س

ام� ه� ت�ف رط) except that the former introduce a condition االس followed by a (ش�

reply or response (و�اب و�از�م as was observed in the section on the (ج� The . الج�

following is a table of the اء م� ط� أ�س ر الش� , their meanings and examples:

م اسر الش�ط�

Meaning Example

ن م� Who, whosoever ن د� م� ت�ه� ؟ اج ح� ن�ج� (whosoever works hard will pass)

ا م� What, whatever ا ن ت�ت�ع�ل�م م� لمW م� عك� ع� ي�نف� (whatever you learn of knowledge will benefit you)

م�ت�ى When, whenever ر م�ت�ى اف� ب�يل ف�ي ت�س� ت�بل�غ الع�لم� ط�ل�ب� س� when you travel in the path of seeking) ب�غي�ت�ك�knowledge you will reach your goal)

26

Page 28: Nahw in a Nutshell (New Revised)

ا م� ه م� What, whatever ا م� ه ل م� ص� ن ع�ل�يه� ت�ح لمW م� � ع� عك� ال �ذ�ا ي�نف� إل ل�م ب�ه� ت�عم� (whatever your gain of knowledge it

will not benefit you if you do not act on it)

�ين� أ Where ا �ين�م� ه� الع�لم� ط�ال�ب� ي�ك�ن أ ت�ر�م الن�اس� ي�ح (wherever the student of knowledge is people will respect him)

�ي�ان� أ When �ي�ان� ت�ر�ب أ ان� و�قت� ي�ق ت�ح� د االم ت�ه� ي�ج�كث�ر� الطHال�ب� أ (whenever the time of the

examination is drawing near the students are working harder)

أ�ن�ى Where, wherever م الع�لم� ط�ال�ب� ي�نز�ل أ�ن�ى ي�كر� (wherever a student of knowledge resides he is honoured

ك�يف� How ا م� س� ي�نط�ق ك�يف� د�ر3 وف� الم� ر� ا الح� ه� ي�نط�ق However the teacher pronounces the) الطHال�ب�

letters the students pronounce them)

ا يث�م� ح� Where, wherever ا يث�م� ك�ن ح� د الع�ال�م� ي�س ت�ف� ن الن�اس� ي�س م�ه� لم� Wherever the scholar lives people will benefit) ع�from his knowledge)

Fيأ� Which, any … Hي

د ط�ال�بW أ� ت�ه� غ�اي�ت�ه� ي�بل�غ ي�ج (Whichever student works hard will reach his goal)

Of these اء م� ط� أ�س ر الش� only " Fيعر�ب is "أ� and takes the declension of the م�

ر�ف نص� .e.g الم�

Hيب ط�ال�بW أ� س� � ي�ر د�م ال ف3 إ�ل�ى ي�ت�ق� الت�ال�ي الص� (Whichever student

fails does not advance to the next class)

ي�لمW أ� عك� ت�طل�ب ع� ي�نف� (Whichever knowledge you seek it will benefit you)

ي3 إ�ل�ىال�م�ي~ ب�ل�دW أ� ر إ�س اف� د الع�لم� ل�ت�طل�ب� ت�س� ت�ف� ن ت�س ائ�ه� م� ع�ل�م�

(To whichever country you travel to seek knowledge you will benefit from its scholars)

(f) the د�ادب�ة األ�ع�ك ر� الم� (compound numbers) from " د� ر� أ�ح� ع�ش� " (eleven) to "

ع�ة� ر� ت�س ع�ش� " (nineteen) with the exception of the first part of " ر� اثن�ا ع�ش� " and "

ة� اثن�ت�ا ر� ع�ش� " (twelve):

These numbers are as follows:

Masc. Fem. Meaning

د� ر� أ�ح� ع�ش� د�ى إ�حة� ر� ع�ش�

eleven

ر� اثن�ا ع�ش� twelve اثن�ت�ا

27

Page 29: Nahw in a Nutshell (New Revised)

ة� ر� ع�ش� ث�ال�ث�ة�ر� ع�ش�

ث�ال�ث�ة� ر� ع�ش�

thirteen

ب�ع�ة� ر� أ

ر� ع�ش�ب�ع� ر

� أة� ر� ع�ش�

fourteen

ة� مس� خ�ر� ع�ش�

مس� خ�ة� ر� ع�ش�

fifteen

ت�ة� س�ر� ع�ش�

ت� س�ة� ر� ع�ش�

sixteen

بع�ة� س�ر� ع�ش�

بع� س�ة� ر� ع�ش�

seventeen

ان�ي�ة� ث�م�ر� ع�ش�

ان�ي� ث�م�ة� ر� ع�ش�

eighteen

ع�ة� ت�سر� ع�ش�

ع� ت�سة� ر� ع�ش�

nineteen

Of all these only the first part of " ر� اثن�ا ع�ش� " or " ة� اثن�ت�ا ر� ع�ش� " is ر�بع and م�

takes the اب ث�ن�ى of the اإل�عر� .e.g الم�

�ء� ا ر� اثن�ا ج� s ع�ش� ة� اثن�ت�او� ط�ال�با ر� ط�ال�ب�ةs ع�ش� (Eleven male and eleven female students came)

�لت� أ ر� اثن�ي س� s ع�ش� ة� اثن�ت�يو� ط�ال�با ر� ط�ال�ب�ةs ع�ش� (I asked eleven male and eleven female students)

ل�مت� ر� اثن�ي ع�ل�ى س� s ع�ش� ة� اثن�ت�يو� ط�ال�با ر� ط�ال�ب�ةs ع�ش� (I greeted eleven male and eleven female students)

(g) ضف� ب�عو الظHر� (some adverbs): such as " �ذ �ذ�ا" ,(the time when) "إ ,when) "إ

the time when), " " ,(now) "اآلن� مس�" ,(yesterday) "أ� يث� .etc ,(where) "ح�

(h) the اء م� ع�ال� أ�س األ�ف (verb-like nouns):

These are اء م� ع�ال which denote the meanings of أ�س but do not accept their أ�فdefining features and comprise three groups:

i. م عل� اس ي الف� الم�اض� (the verb-like noun denoting the meaning of the

ي ات� .e.g ( الم�اض� يه� " meaning ه� ت�ان� ,(was distant) "ب�ع�د� " meaning ش�

ق� ت�ر� .etc ,(was far apart) "اف

ii. م عل� اس ار�ع� الف� الم�ض� (the verb-like noun denoting the meaning of the

ار�ع " meaning أ�ف~ .e.g ( الم�ض� ر� ج� �ت�ض� " meaning و�ي ,(am annoyed, irritated) "أ

ب� �ت�ع�ج� .etc ,(am impressed, wonderstruck) أ

28

Page 30: Nahw in a Nutshell (New Revised)

iii. م عل� اس ر� ف� األ�م (the verb-like noun denoting the meaning of the راأل�م ) e.g. ال� " meaning ن�ز� ين� ,(!Descend! Get down) "انز�ل " meaning آم� ب ت�ج� "اس(Accept! Answer!)

(i) the اء م� و�ات� أ�س صاأل� (nouns denoting sounds):

These are اء م� :that are used to أ�س

i. address animals such as " " ,for goats and sheep "ه�س for rebuking a "ع�د�سhorse, etc. or

ii. copy the sounds made by animate and inanimate objects e.g. "غ�اق" for the

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

29

Page 31: Nahw in a Nutshell (New Revised)

Section Two: و عل� ن�ح الف�

30

Page 32: Nahw in a Nutshell (New Revised)

Division of the لع بن�يinto F الف� and الم�

عر�ب الم�

و (16) عل� ن�ح الف� investigates the لع اب from the perspective of الف� اإل�عر�and ب�ن�اءال . The لع بن�يfrom this perspective is of two types: F الف� which is , م�

its primary form, and ر�بع In what follows is a fairly detailed discussion of each . م�

of the لع بن�يF الف� الم� and the لع عر�ب الف� الم� .

31

Page 33: Nahw in a Nutshell (New Revised)

The لع بن�يF الف� الم�

(A) The Types of ب�ن�اءال in the لع : الف�

(17) The types of ب�ن�اءال in the لع :are three الف�

(a) مو ك�ون� ل�ز� Hالس (adherence to the نك�و Hالس ), like " �كت�ب (!Write) "ا

(b) مو تح� ل�ز� الف� (adherence to the ة تح� " like ,( الف� (wrote) "ك�ت�ب�

(c) مو م3 ل�ز� الض� (adherence to the ة�م ا" like ,( الض� .wrote 3rd pers. masc) "ك�ت�ب�وpl.)

(B) The Categories of لع بن�يF الف� الم� :

(18) The categories of لع بن�يF الف� الم� are three in number:

(a) the لع ي الف� الم�اض� , which is Fن�يب :either on م�

(i) the نك�و Hالس when the vowelled ري م� ع� ض� ف الر� (i.e. ا, ت��� ت�ن�, ت�م, ت�م� ن�ا, ن�, ) is suffixed to it e.g. ك�ت�ك�ت�, ت���باب , ن�بك�ت�, ت�ن�بك�ت�, ت�مبك�ت�, ت�م�

ن�ابك�ت� , etc.

(ii) the Fم اع�ة� و�او when the الض� م� الج� is suffixed to it e.g. ا�ب�ك�ت و , etc.

(iii) the ة تح� ير when the vowelled الف� م� ع� ض� ف الر� or اع�ة� و�او م� الج� is not

suffixed to it e.g. بك�ت�, اب�ك�ت�, ب�ك�ت�ت�اب�ك�ت�, �ت , etc.

(b) the لر� ف�ع األ�م , which is Fن�يب :either on م�

(i) the نك�و Hالس e.g. ت�بك� �كت�بن�, ا ا , etc.

(ii) the فذ النHون� ح� (dropping of the Nun) e.g. ت�ب�اك� ( ا ا , )ن� �كت�ب�و ( ا )ن� �كت�ب�ي, ( ا )ن� , etc.

(iii) the ة تح� ك�يد� ن�ون when the الف� الت�و is directly suffixed to it e.g. ت�ك� ن�ب�ا , etc.

(iv) the فذ ر� ح� اآلخ� (dropping of the weak ending) e.g. ع�د� م� , )و( ا ا�ر�نس� , )ي( )ى( ا , etc.

(c) the لع ار�ع الف� ت�ص�ل الم�ض� ن�ون� اإل�ن�اث� ن�ون ب�ه� الم� ك�يد� و� الت�وة� ر� ب�اش� ار�ع the) الم� ة� ن�ون to which is suffixed the الم�ض� و� الن3س or نن�و ك�يد� بن�يdirectly), which is F الت�و :either on م�

32

Page 34: Nahw in a Nutshell (New Revised)

(i) the نك�و Hالس when the نة� ن�و و� الن3س is suffixed to it e.g. تي�كت�, ن��بت�كن�ب , etc.

(ii) the ة تح� ك�يد� ن�ون when the الف� الت�و is directly suffixed to it e.g. تك� , ن��ب�أن��ب�ت�كت, ن�ب�ي�كت�, ن�ب�ن�كت� , etc.

33

Page 35: Nahw in a Nutshell (New Revised)

The لع عر�ب الف� الم�

(A) The Cases of اب عل in the اإل�عر� : الف�

(19) The cases of اب عل in the اإل�عر� فع :are three الف� الن�صب, الر� and

م ز :as shown in the following three sentences الج�

�كت� ب�أ (I write, will write)

�كت� ل�ن ب�أ (I will not write)

�كت� ل�م بأ (I did not write(

(B) The Categories of لع عر�ب الف� الم� :

(20) The لع عر�ب الف� الم� comprises three categories, each of which has its own unique declension. Here they are together with their respective declensions:

(a) لع ار�ع الف� يح الم�ض� ح� ر� الص� ل ل�م ال�ذ�ي اآلخ� ر�ه� ي�ت�ص� ءq ب�آخ� ي ش� (the sound ending ار�ع which does not have anything suffixed to it) 3 and its الم�ض�

declension is that it is عو ف� ر م�ة with the م� وب, الض� نص� م� with the ة تح� الف�and مو ز� ك�ون with the م�ج Hالس (also referred as فذ ك�ة� ح� ر� الح� i.e. dropping of the vowel-marking) e.g.

�كت� ب�أ�كت� ل�ن ب�أ�كت� ل�م بأ

3 More specifically, it does not have one of the following five suffixes appended to it:

(a) the ن� أ�ل�فن�ياالث (Alif signifying duality) e.g. ت�ب�ان�ت�ب�ان� , ي�كت�ك , etc.

(b) the ماع�ة� و�او الج� (Waw signifying masculine plural) e.g. ن�ت�ب�ون� , ي�كت�ب�وت�ك , etc.

(c) the اط�ب�ة� ي�اء الم�خ� (Ya' signifying second person feminine singular) e.g. ن�ت�ب�يت�ك , etc.

(d) the نة� ن�و و� الن3س (Nun signifying feminine plural) e.g. ن�ت�بن� , ي�كت�بت�ك , etc.

(e) the ند� ن�وك�يو�الت (Nun of corroboration or reinforcement) e.g. �ت�ب�نك� , ن�كت�ب�ن� , أت�كت�ب�ن� , ي�كت�ب�ن� , etc.

In the first three cases the ار�ع ع�ال takes the declension of the الم�ض� ة األ�ف مس� الخ� (see the

declension of the ع�ال ة األ�ف مس� الخ� ) and in the last two cases it is Fن�يب The .(indeclinable) م�

ار�ع that does not have the five aforementioned suffixes appended to it comprises the الم�ض�

ار�ع " when it only has the letters of الم�ض� �ن�يت� ي�كت�ب� , ن�كت�ب� , أ�كت�ب� :prefixed to it, that is "أ and ت�ب�ت�ك .

34

Page 36: Nahw in a Nutshell (New Revised)

(b) لع ار�ع الف� عت�لF الم�ض� ر� الم� ل ل�م ال�ذ�ي اآلخ� ر�ه� ي�ت�ص� ءq ب�آخ� ي ش� (the weak ending4 ار�ع which does not have anything suffixed to it5) and its الم�ض�

declension is that it is عو ف� ر م�ة with the م� وب , 6(that is implicit) الض� نص� with م�

the ة تح� (only األ�ل�ف that is implicit in the case of the weak ending being the) الف�

and مو ز� ذف with the م�ج ر� ح� اآلخ� (dropping of the weak ending) in place of the

normal نك�و Hالس e.g.

Fت�لع الم�او� ب�الو�

Fت�لع ب�الي�اء� الم� Fت�لع الم�ب�األ�ل�ف�

�دع�و أ)و�(

م�ي ر أ�

)ي�(ى �نس� أ

)ى�(�دع� ل�ن و�أ م� ل�ن ر

� ي�أ �نس�ى ل�ن أ)ى�(

�دع� ل�م أ}و{

م� ل�م ر� أ

}ي{�نس� ل�م أ

}ى=ا{

(c) the ع�ال ة األ�ف مس� الخ� (five verbs)7 and the declension of each is that it is

وع ف� ر م�ة in place of the normal النHون with the م� وب, الض� نص� م� with the

4

? By "weak ending" we mean that the final letter of the ار�ع :is either الم�ض�

(a) a و�او e.g. ع�د� وي�دع� , ون�دع� , وأ and ع�ت�دو(b) a ي�اء e.g. م� ر

م� , يأ� م� , ين�ر يي�ر and م� يت�ر(c) an أ�ل�ف e.g. س�ن� ىي�نس� , ىن�نس� , ىأ , and س�ىت�ن5

? See the second last footnote.6

? A sign becomes implicit (ة د�ر� when there is something that prevents that sign from being (م�ق�

explicit or pronounceable like when the ة�م ة or الض� ر� proves heavy and difficult to الك�س

pronounce on the الو�او or ي�اءال and is therefore dropped, or like when it is impossible for a letter

such as the األ�ل�ف to take any of the three ك�ات ر� ك�ات Even though these . الح� ر� are الح�not pronounced they are still assumed to exist and must therefore be accounted for in analysis.7 The ة مس� الخ� ع�ال ار�ع comprise every األ�ف that has one of the following personal م�ض�

pronouns (ائ�ر م� :suffixed to it (الض�

(a) the ن�ن�ياالث ت�كت�ب�ان� , ي�كت�ب�ان� .e.g أ�ل�ف , etc.

(b) the اع�ة� م� الج� ت�كت�ب�ون� , ي�كت�ب�ون� .e.g و�او , etc.

(c) the اط�ب�ة� الم�خ� .etc , ت�كت�ب�ين� .e.g ي�اء

The following verbs are generally representative of the ع�ال ة األ�ف مس� ع�ال�ن� –: الخ� , ي�فع�ال�ن� ع�ل�ون� , ت�ف ع�ل�ون� , ي�ف ت�ف and ن�ع�ل�ي . ت�ف

35

Page 37: Nahw in a Nutshell (New Revised)

ذف الن�ون ح� (dropping of the Nun) in place of the normal ة تح� and الف�

وم ز� ذف also with the م�ج الن�ون ح� in place of the normal نك�و Hالس e.g.

االثن�ين� أ�ل�ف اع�ة� و�او م� الج� اط�ب�ة� ي�اء الم�خ�ن�ت�كت�ب�ا ن�ت�كت�ب�و ن�ت�كت�ب�ي

ت�كت�ب�ا ل�ن} }ن�

ا ل�ن ت�كت�ب�و} }ن�

ت�كت�ب�ي ل�ن} }ن�

ت�كت�ب�ا ل�م} }ن�

ا ل�م ت�كت�ب�و} }ن�

ت�كت�ب�ي ل�م} }ن�

The following table is a summary of the six categories of م عر�ب االس الم� together with their respective declensions:

Type of لع الف�عر�ب : الم�

ع�ال�م�ة

ع� ف الر�ب� ع�ال�م�ة الن�ص ع�ال�م�ة

م� ز الج�

1. ار�ع الم�ض�يح ح� ر� الص� اآلخ�

م�ة الض� ة تح� الف� ك�ون Hالس

2. ار�ع الم�ض�Fت�لع ر� الم� اآلخ�

م�ة الض�ة( د�ر� ق� )الم�

ة تح� الف�ة ر� / )الظ�اه�ة( د�ر� الم�ق�

ذف ح�ر� اآلخ�

3. ع�ال األ�فة مس� الخ�

النHون� ث�ب�وت ذف النHون� ح� ذف ح�النHون�

36

Page 38: Nahw in a Nutshell (New Revised)

(C) The Signs of اب عل in the اإل�عر� : الف�

(22) From the previous section it is clear that the signs of اب عل in the اإل�عر� الف�are three groups:

(a) Signs of عف م�ة the : الر� النHون ث�ب�وت and the الض�(b) Signs of بص�الن : the ة تح� ذف and the الف� النHون� ح�(c) Signs of م ز ك�ون the : الج� Hالس , the فذ الن�ون� ح� and the فذ ر� ح� اآلخ� .

This is illustrated in the following table:

Case of

اب اإل�عر�Signs of اب اإل�عر�

فع الر� م�ة الض� النHون� ث�ب�وتالن�صب ة تح� الف� ذف النHون� ح�م ز الج� ك�ون Hالس ذف النHون� ح� ذف ر� ح� اآلخ�

These signs can also be divided into primary (i.e. ة�ل�ي صي�ة .and (i.e ( أ� ع� ر :( ف�

(a) The primary signs (i.e. ع�ال�م�اتة ال�ل�ي صاأل� ) are: the ة�م فع for الض� , الر�

the ة تح� ك�ون and the الن�صب for الف� Hالس for م ز and , الج�

(b) The secondary signs (i.e. ع�ال�م�اتة ال�ي ع� ر الف� ) are all the signs other than

the ة�م فع for الض� ة the , الر� تح� ك�ون and the الن�صب for الف� Hالس for

م ز . الج�

(D) Places of اب عل in the اإل�عر� : الف�

(23) The places of اب عل in the اإل�عر� comprise all those places in which the الف�

categories of لع عر�ب الف� الم� are declined with their respective signs of

اب اب as outlined above. The places of اإل�عر� عل in the اإل�عر� are only الف�

three in number: a place of عف م and a place of الن�صب a place of , الر� ز . الج�

The Place of عف عل in the الر� : الف�

37

Page 39: Nahw in a Nutshell (New Revised)

(24) The لع فع occupies a place of الف� وع becoming الر� ف� ر when it is م�

stripped of a ن�اص�ب and a از�م الن�صب which will explained in the places of) ج�and م ز :respectively), like الج�

" �كت�ب� (I write / will write) "أ

The Place of بص�الن in the لع : الف�

(25) The لع وب becoming الن�صب occupies a place of الف� نص� when it is م�

preceded by a ن�اص�ب (i.e. a particle producing the effect of بص�الن at the end

of a لف�ع ). The و�اص�ب�الن (the plural of اص�ب�الن ) are four in number:

(a) أ�ن (to, that) whether it is mentioned as in: د�ي ر�� س� أ�ن أ �در� الك�ت�اب� أ (I want

to study book) or dropped optionally as in د� ت�ه� �ن أ�ج ح� أل� �نج� أ (I will work hard in order to pass) or necessarily after:

the د� ال�م و ح� الج� (Lam of denial which reinforces a previous negation) as in:

﴿ ا مي�ظل�م�ل� الله� ك�ان� م� ه� ﴾ (Allah never intended to wrong them)

ت�ى د� :as in (until) ح� ت�ه� أ�ج ت�ى س� ح� ح� �نج� أ (I will work hard until I pass)

the اء ب�ب�ي�ة الف� الس� (Fa' denoting reason or cause) and و�اوة ال�ع�ي الم� (Waw denoting the meaning of " ع� الن�في with') when preceded by' "م�(negation) or ل�ب�الط (request)8 e.g.

� ل� ال ح�ف� ط�ال�بq ي�كس� ي�نج� (A student is not lazy and then passes)

ع� ج3 �ت�ش� ك� أ اد� ع�ل�ى غ�ير� ت�ه� ل�و� االج ت�كس� (Do you encourage others to work hard while you yourself are lazy?)

و� �" or (until) "إ�ل�ى" that has the meaning of أ �ال .e.g (unless) "إ

د� ت�ه� أ�ج و س�� ح� أ �نج� أ (I will work hard until I pass)

ب� س� ي�ر و الط�ال�ب� س�� د� أ ت�ه� ي�ج (the student will fail unless he works hard)

(b) ل�ن (will not) e.g. ب� ل�ن س� راء� إ�ن أ� الله� ش� (I will not fail, if Allah wills)

8 The ل�ب�الط comprises approximately eight types:

(a) ام ه� ت�ف (questioning, asking) االس

(b) راأل�م (ordering, commanding)

(c) يه�الن (prohibiting, forbidding)

(d) ع�اءHالد (supplicating)

(e) ضي (urgent request) الت�حض�

(f) ضع�رال (mild or gentle request)

(g) اء ج� (hoping) الر�

(h) ن3ي (wishing) الت�م�

38

Page 40: Nahw in a Nutshell (New Revised)

(c) ذ�ن� in reply to a previous statement on (in that case, thus, there, hence) إcondition it occurs at the beginning of the sentence followed immediately and directly

by a ار�ع .signifying the future tense e.g م�ض�

�ذ�ن ح� إ ت�نج� (in that case you will pass) in reply to the statement: " د� ت�ه� أ�ج I will) "س�work hard)

(d) ك�ي (to) whether the ل� ال�مل�يع�الت (Lam denoting reason or cause) is mentioned or implied e.g.

�ذه�ب� ة� إ�ل�ى أ س� در� �ت�ع�ل�م� ل�ك�ي الم� ب�ي�ة� اللHغ�ة� أ الع�ر� (I go to school to learn the Arabic language)

�ذه�ب� ة� إ�ل�ى أ س� در� �ت�ع�ل�م� ك�ي الم� ب�ي�ة� اللHغ�ة� أ الع�ر� (I go to school to learn

the Arabic language) i.e. " "ل�ك�ي

The Place of م ز عل in the الج� : الف�

(26) The لع م occupies a place of الف� ز وم becoming الج� ز� when it is م�ج

preceded by a از�م م i.e. a word that produces the effect of) ج� ز at the end of الج�

a لف�ع ). The و�از�م از�م the plural of) الج� are sixteen in number which are ( الج�divided into two groups:

(a) a group that only makes one verb مو ز� وف and comprises four م�ج ر� ح�(particles only):

(i) ل�م (did not) e.g. ل�م ر ض� د�ير� ي�ح ة� م� س� در� الم� (The principal of the school was not present)

(ii) ا ا .e.g (did not yet) ل�م� ان� ن�ت�ائ�ج� ت�طل�ع ل�م� ت�ح� االم (The results of the examination did not appear yet)

(iii) the ر� ال�م األ�م (Lam denoting a command i.e. "let") e.g. ل�ل�س ك�لH ي�جWط�ال�ب ع�د�ه� ف�ي ق م� (Let every student sit in his seat)

(iv) the "ي�ة .e.g (" prohibitive La i.e. "do not", "do not let) ال�" الن�اه�� ل ال ت�كس� (Do not be lazy)

� ج ال ر� يH ي�خن� ط�ال�بW أ� ل� م� ص الف� (Do not let any student leave the

classroom)

(b) a group that makes two verbs مو ز� ف�عل the first of which is called the م�جط� ر و�اب and the second the (conditional verb) الش� ط� ج� ر الش� (reply to the

condition) or اء ز� ط� ج� ر الش� (result of the condition) and comprise twelve words

two of which are فو ر� اء and the rest (particles) ح� م� :(nouns) أ�س

وف ر� :(Particles) الح�

39

Page 41: Nahw in a Nutshell (New Revised)

(i) إ�ن (if) e.g. إ�ن د ت�ه� ح ت�ج ت�نج� (If you work hard you will pass)

(ii) ا �ذم� ا .e.g (if) إ �ذم� ل إ ب ت�كس� س� ت�ر (If you are lazy you will fail)

اء م� :(Nouns) األ�س

(i) ن ن .e.g (who, whosoever, anyone) م� د م� ت�ه� ح ي�ج ي�نج� (Whosoever works hard will pass)

(ii) ا ا .e.g (what, whatever) م� ن ت�طل�ب م� لمW م� ع ع� ب�ه� ت�نت�ف� (What you seek as regards knowledge will benefit you)

(iii) ا م� ه ا .e.g (no matter what, whatever) م� م� ه ن� ت�ت�ع�ل�م م� م� م� ك�ي�كر�م الع�ل�و (Whatever you learn of knowledge people will honour you) الن�اس�

(iv) م�ت�ى (when, whenever) e.g. م�ت�ى م�ت�ت�ع�ل م�د ت�ت�ق� (Whenever you learn you will advance)

(v) ن�ي� ا .e.g (where, wherever) أ �ين�م� س أ د ت�در� ت�ف� ت�س (Wherever you study you will benefit)

(vi) ي�ان�� �ي�ان� .e.g (when, wherever) أ ان� ن�ت�ائ�ج� ت�طل�ع أ ت�ح� ف االم ن� ي�عر� م�ح� ن� الن�اج� ب� و�م� اس� الر� (when the results of the examination appear it will be

known who is the one who passed and the one who failed)

(vii) ى�أ�ن (where, wherever) e.g. ى�أ�ن ل�س ل� ف�ي ت�ج ص د الف� ت�ف� ت�س (Wherever you sit in the class you will benefit)

(viii) Fييe.g. H (any, whichever) أ�

ح ط�ال�بW أ� د�م ي�نج� ف3 إ�ل�ى ي�ت�ق� الص�

(Any student who passes will advance to the next class) الت�ال�ي

(ix) ا يث�م� ا .e.g (where, wherever) ح� يث�م� ت�ر�م ت�نز�ل ح� ل�ع�لم�ك� الن�اس� ك�ي�ح (Wherever you reside people will respect you for your knowledge)

(x) ف�ك�ي (how, however) e.g. ا م� ك� ت�ذ�اك�ر ك�يف� وس� �ذ�اك�ر د�ر� ي أ وس� د�ر� (However you revise your lessons I revise my lessons)

40

Page 42: Nahw in a Nutshell (New Revised)

Section Three: و ف� ن�ح ر الح�

41

Page 43: Nahw in a Nutshell (New Revised)

The فر بن�يis F الح� only م�

و (26) ف� ن�ح ر الح� investigates the فر اب from the perspective of الح� اإل�عر�and ب�ن�اءال . The فر ,from this perspective constitutes only one type, namely الح�

the Fن�يب وف In other words, all the . الم� ر� that exist in the Arabic language الح�

and which number approximately eighty, are all Fن�يب and none of them is م�

عر�ب اب ,Thus . م� رف does not feature in the اإل�عر� at all. The fact that الح�

اب رف never features in the اإل�عر� رف means that the الح� is can never الح�

be governed and hence can never occupy a place of اب unlike the , اإل�عر�

م عل and the االس . الف�

42

Page 44: Nahw in a Nutshell (New Revised)

The ف� ب�ن�اء ر الح�

(A) The Types of ب�ن�اءال in the فر : الح�

(27) The types of ب�ن�اءال in the م :are four االس

(a) مو ك�ون� ل�ز� Hالس (adherence to the نك�و Hالس ), like: " ن (from, of) "م�

(b) مو تح� ل�ز� الف� (adherence to the ة تح� " :like ,( الف� وف� (will, shall) "س�

(c) مو ر� ل�ز� الك�س (adherence to the ة ر� " :like ,( الك�س ير� (yes) "ج�

(d) مو م3 ل�ز� الض� (adherence to the ة�م " :like ,( الض� نذ� (since, from the time) "م�

(B) The Categories of فر :according meaning and function الح�

(28) Since the فر بن�يis only one type and that is F الح� it does not make sense م�

to talk about the categories of " رف بن�يF الح� الم� " as we have done in the case of

the م بن�يF االس الم� and لع بن�يF الف� الم� . Nevertheless, from the point of

view of gaining a better perspective on the فر we will discuss in the following الح�

pages the categories of the فر according to the meanings that it denotes and الح�functions that it performs.

The following are some of the فو ر� grouped according to the meanings they الح�denote and the functions they perform:

(i) ر�ف ي� أ�ح الن�ف (particles of negation):

ب ل�م .e.g (did not) ل�م س� ران� ف�ي أ� ت�ح� االم (I did not fail in the

examination)

ا ا .e.g (did not yet) ل�م� ل ل�م� د�ير� ي�ص� ة� م� س� در� الم� (the principal of the school did not arrive yet)

� � .e.g (not) ال بH ال الغ�ي�اب� أ�ح� (I do not like being absent)

ل� ل�ن .e.g (will not) ل�ن م� ت�ي أ�ه اس� د�ر� (I will not neglect my studies)

ا ا .e.g (not) م� د� م� ت�ه� ب� الط�ال�ب� اج س� ر� ف� (the student did not work hard, so he failed)

ال� .e.g (not) ال�ت� ال�ن� ل�لط�ال�ب� الم�د�ر3س ق� ب� ال�ذ�ي الك�س س� ف�ي ر�

ان� ت�ح� اع�ة� ال�ت�: " االم ند�مW س� م� " (the teacher said to the lazy student who failed in the examination: "It is not the time for regret")

�نت� إ�ن .e.g (not) إ�ن � أ �ال دq ط�ال�بq إ ت�ه� ج م� (You are not save a hardworking student)

43

Page 45: Nahw in a Nutshell (New Revised)

(ii) ر�ف و�اب� أ�ح الج� (Particles used to respond and answer):

ال� .e.g (yes) ن�ع�م �ت�ذه�ب� ل�ي ق� ال�د�ي: "أ ة�؟" إ�ل�ى و� س� در� الم�" : لت� ق� ن�ع�مف� " ( My father said to me: "Are you going to school?" So I said:

"Yes")

� لت� .e.g (no) ال ل ق� : "ه� س� د�ر3 ان� ل�لم� ت�ح� : " االم ال� ق� ؟" ف� qبع ال�ص� " (I asked the teacher: "Is the examination difficult?" So he said: "No")

يل� .e.g (indeed) ب�ل�ى � ق� �ال : "أ بH ل�ي : " ت�ح� لت� ق� و�؟" ف� ،ب�ل�ىالن�حHب و� أ�ح� الن�ح " (It was said to me: "Do you not like Nahw?" So I said: "Indeed, I

do like Nahw")

أ�ل� .e.g (indeed) إ�ي ل� س� اه� : "ه�ل الع�ن�يد� الج� الع�لم� ط�ل�ب� الع�ال�م�" : ال� ق� ضq؟" ف� ر ب3ن�ا إ�يف� ر� �ن�ه� و� ضq إ ر ف� " (The stubborn ignorant person

asked the scholar: "Is seeking knowledge compulsory?" So he said: "Indeed, by Allah, it is compulsory")

ل ال� .e.g (yes) أ�ج� عت� ل�ي ق� اج� : "ر� س� د�ر3 س� الم� ؟" الد�ر ي الم�اض�" : لت� ق� لف� أ�ج� " (The teacher said to me: You revised the previous lesson?"

So I said: "Yes")

ير� ال� .e.g (yes) ج� م� الط�ال�ب� ق� ه� �تف يل�ه�: "أ م� س�؟ ل�ز� : الد�ر ال� ق� ف�ير�" ج� " (The student asked his friend: "Do you understand the lesson?" So he

said: "Yes")

ل�ل ال� .e.g (yes) ج� �ت�عر�ف� ل�ي ق� : "أ س� د�ر3 : الم� لت� ق� ؟" ف� و�اب� الج�ل�ل" ج� " (The teacher said to me: "Do you know the answer?" So I said: "Yes")

ال� .e.g (yes) إ�ن� يد� ل�ي ق� : "ت�ج� يل�ي م� و� ز� لت� أل�ن�ك� الن�ح ق� بHه�" ف� ت�ح�إ�ن�" " (My friend said to me: "You are good in Nahw because you love it" So I

said: "Yes")

(iii) ا ف� ر ير� ح� س� الت�ف (two particles of elaboration/clarification):

يأت� .e.g (that is) أ� ر� s ق� را ف ي س�

s أ� ك�ت�ابا (I read a Sifr, that is, a book)

ار� س� أ�ش� د�ر3 ن� الطHال�ب� إ�ل�ى الم�ا أ� ب�و اذه� (The teacher indicated to the

students that they should go)

(iv) ر�ف ط� أ�ح ر الش� (conditional particles):

ل إ�ن .e.g (if) إ�ن ب ت�كس� س� ت�ر (If you are lazy you will fail)

ا �ذم� ا .e.g (if) إ �ذم� ح إ د�م ت�نج� ت�و�ى إ�ل�ى ت�ت�ق� الت�ال�ي الم�س (If you pass you advance to the next level)

عت� ل�و .e.g (if, had) ل�و اج� س� ر� ت� الد�ر ح ت�ب�ار� ف�ي ل�ن�ج� االخ (if you had revised the lesson then you would have passed in the test)

� ال � .e.g (if it was/were not, had it not) ل�و ال اد� ل�و ت�ه� ب� الط�ال�ب� اج س� ل�ر� (If it was not for the student working hard then he would have failed)

44

Page 46: Nahw in a Nutshell (New Revised)

ا ا .e.g (if it was/were not, had it not) ل�وم� ل� ل�وم� ح� الك�س� الط�ال�ب� ل�ن�ج� (If it was not for laziness the student would have passed)

ا م�ا .e.g (As for) أ� م�

د� الط�ال�ب� أ� ت�ه� ج حq الم� ن�اج� او� ف� م�� الط�ال�ب� أ

ال�ن� بq الك�س اس� ر� ف� (As for the hardworking student, he passed, and as for the lazy student, he failed)

(v) ر�ف يض� أ�ح ض� الت�ح (particles expressing an urgent request or remorse):

� ال � .e.g (why not) ه� ال ع� ه� اج� ك� ت�ر� وس� ب�ل� د�ر� و�ات� ق� ان� ف� و�األ� (Why do

you not revise your lessons before the time passes?)

� �ال � .e.g (Why not) أ �ال اح� ت�ر�يد�ون� أ الن�ج� (Do you not want to pass)

� �ال � .e.g (Why not) أ �ال د�ون� أ ت�ه� ة� ف�ي ت�ج اس� الد3ر� (Why do you not work hard in your studies)

� ال � .e.g (why not) ل�و ال ك�ون� ل�و ذ�ا ت�تر� ل� ه� الك�س� (Why do you not abandon this laziness)

ا ا .e.g (why not) ل�وم� ع�ون� ل�وم� ت�م� ح� إ�ل�ى ت�س ر ون� ش� س� د�ر3 الم�ا و م� ه� تف Why do you not listen to the explanation of the teacher and you will) ف�understand)

ا م�ا .e.g (why not) أ� م�

ع� الع�لم� ت�طل�ب� أ� ت�نف� الن�اس� ب�ه� ف� (Why do you not seeking on order that you may benefit people thereby)

(vi) ر�ف ض� أ�ح الع�ر (particles expressing a lenient and mild request):

ا م�ا .e.g [Why do (you) not] أ� م�

ن�ي أ� ر� و ن�ذ�اك�ر� ت�ز� عsا ف� م� ! (Why do you not visit me, so that we can revise together!)

� �ال � .e.g [Do (you) not] أ �ال بHون� أ ا أ�ن ت�ح� ن�و ن� ت�ك�و الطHال�ب� م�ين� ق� و3 ت�ف� (!Do you not want to be amongst the outstanding students) !الم�

(vii) ر�ف الت�نب�يه� أ�ح (particles for calling attention):

� �ال � .e.g (!Alas) أ �ال د�ين� الطHال�ب� إ�ن� أ ت�ه� ج م� الم� ون� ه� ح� الن�اج� (Indeed, the hardworking students will be the successful ones)

ا م�ا .e.g (!Alas) أ� م�

�ن3ي – والله� – أ� �عل�م� إ �ن�ك�م أل� ا – أ �يHه� – الطHال�ب� أل� م�

ة� أ� ي�ة� األ�م� ال�م� اإل�س (Alas! – By Allah – I know indeed that you, O students, are the Hope of the Muslim Ummah)

ا ا .e.g ه� �ن�ا ه� ت�اذ� ي�ا ذ�ا أ أ�س (Here I am , Teacher)

ال� .e.g ي�ا : " الط�ال�ب� ق� ب� اس� دت� ل�يت�ن�ي ي�االر� ت�ه� اج " (The student who failed said: "How I wish I had worked hard")

(viii) ر�ف د�ر�ي�ة األ�ح الم�ص (infinitive particles which together with verb are interpreted as an infinitive):

45

Page 47: Nahw in a Nutshell (New Revised)

يد� .e.g (to, that) أ�ن ر�� �ت�ع�ل�م� أ�ن أ ب�ي�ة� اللHغ�ة� أ الع�ر� (I want to learn the Arabic

language)

ان� و�قت� أ�ن� أ�عل�م� .e.g (that, to) أ�ن� ت�ح� ر�يبq االم ق� (I know that the examination is near)

د� .e.g (to, that) ك�ي ت�ه� ح� ك�يل� أ�ج �نج� أ (I work hard in order to pass)

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

ر�ح� اب� الط�ال�ب� ف� د� م� ت�ه� ا ب�عد� اج غ� م� ر� ن ف� ان� ك�ت�اب�ة� م� ت�ح� االم (The student was happy with his hardworkingness after finishing writing of the examination)

دe.g. H (that) ل�و و�

� د� ل�و أ ت�ه� ت�ج (I would like that you work hard)

(ix) ر�ف ب�ال� أ�ح ت�ق االس (particles indicating the future):

يد� .e.g (to) أ�ن ر�� �ذه�ب� أ�ن أ ة� إ�ل�ى أ س� در� الم� (I want to go to school)

ح� ل�ن .e.g (will never, not) ل�ن ال�ن� الط�ال�ب� ي�نج الك�س (the lazy student will never pass)

�ذ�ن �ذ�ن .e.g (in that case, thus, hence) إ ح� إ ت�نج� (In that case you will pass) in

response to a student saying: د� ت�ه� أ�ج (I will hard) س�

�ذه�ب� .e.g (to) ك�ي ة� إ�ل�ى أ س� در� �ت�ع�ل�م� ك�يل� الم� أ (I go to school in order to learn)

ر� ال�م األ�م (Lam of command meaning "let") e.g. ل�ت�بي�ك Hك�ل Wط�ال�ب وعsا ه� ع�ن م�وض� س� ن�ف (Let every student write a topic about himself)

ي�ة" � .e.g (Prohibitive La) ال�" الن�اه� ل ال م� ت�ك� ت�ه اس� د�ر� (Do not neglect your studies)

ب إ�ن .e.g (if) إ�ن س� ت�ند�م ت�ر (If you fail you will regret)

ا �ذم� ا .e.g (if) إ �ذم� ب إ س� � ت�ر ال � ت�ل�م ف� �ال ك� إ س� ن�ف (If you fail then do not blame except yourself)

(x) ر�ف ك�يد� أ�ح الت�و (particles of corroboration and reinforcement):

رq الع�لم� إ�ن� .e.g (verily, indeed, truly) إ�ن� ن�و (Verily, knowledge is light)

االبت�د�اء� ال�م (Lam of Inception) e.g. ل�qد� ط�ال�ب ت�ه� ب� يج س� ي�ر بH ف� أ�ح�

�ل�ي� ن إ ل� ط�ال�بW م� ح� ي�كس� ي�نج� ف� (Indeed, a student who works hard and fails is more liked by me than a student who is lazy and passes)

ن�ا ك�يد� ن�و يل�ة الت�و ة الث�ق� يف� ف� الخ� و� (The two Nuns of Corroboration and

Emphasis) e.g. ح� دW ك�لH ن�ل�ي�نج� اح� نك�م و� د�م� م� ل�ي�ت�ق� إ�ل�ى نو� ت�و�ى الت�ال�ي الم�س (Everyone of you will definitely pass and definitely

advance to the next level)

م� ال�م س� الق� (Lam of Oath) e.g. الله� دل� و� ح� ق� يع� ن�ج� م� الطHال�ب� ج� (By Allah, All the students passed)

46

Page 48: Nahw in a Nutshell (New Revised)

د د .e.g (indeed, definitely) ق� ب� ق� س� ال�ن� الط�ال�ب� ر� الك�س (Indeed, the lazy student failed)

(xi) ا ف� ر ام� ح� ه� ت�ف االس (two interrogative particles):

ة ز� م .e.g اله�� ل�أ س�؟ و�ص� د�ر3 الم� (Did the teacher come?), أqال�د ح� �خ� �م ن�ج� أ

qدي ؟ ز� (Did Khalid or Zayd pass?)

ل ل .e.g ه� أت� ه� ر� و� ق� الن�ح (Did you read the Nahw?)

(xii) ر�ف ن3ي أ�ح الت�م� (particles denoting wishing):

د� الط�ال�ب� ل�يت� .e.g ل�يت� ت�ه� ح� اج ن�ج� ف� (I wished that the student worked hard and then passed)

s ل�ي أ�ن� ل�و .e.g ل�و تا ق ع� و� اج� ر�أ� �كث�ر� ف� أ (How I wished I had time so I could

revise more)

ل ل .e.g ه� ن ل�ن�ا ه� سW م� د�ر3 ن� م� س� يد� أ�ح ت�ف� ن�س �كث�ر� ف� أ (If only we had a better teacher then we would have benefited more)

(xiii) فر ي ح� ج3 الت�ر� (particle of hope):

ان� ل�ع�ل� .e.g ل�ع�ل� ت�ح� s ي�ك�ون� االم ال ه س� (Perhaps/Hopefully, the examination will be easy)

(xiv) ا ف� ر ب�يه� ح� الت�ش (two particles denoting likening, resembling):

و� .e.g (like) الك�اف لح�ك� الك�ال�م� ف�ي الن�ح الط�ع�ام� ف�ي الم� (Nahw in speech is like salt in food)

رq الع�لم� ك�أ�ن� .e.g (as if) ك�أ�ن� ل� ن�و ه الج� ظ�ال�مq و� (As if knowledge is light and ignorance darkness)

(xv) ر�ف ي�اد�ة� أ�ح الز3 or ر�ف ل�ة� أ�ح الص3 (redundant particles):

ا .e.g إ�ن علت� إ�ن م� ا ف� ه� م� س� ي�كر� د�ر3 الم� (I did not do anything that the teacher dislikes)

ا .e.g أ�ن ل� أ�ن ل�م� س� د�خ� د�ر3 ل� الم� ص ت� الف� �نص� الطHال�ب� أ (when the teacher entered the classroom the students kept quiet)

ا ن الط�ال�ب� غ�اب� .e.g م� ا غ�ير� م� ع�ذرW م� (the student was absent for no reason)

ن ل .e.g م� ن ل�د�يك�م ه� ؟ م� Wؤ�ال س� (Do you have any questions?)

ت� .e.g الب�اء م�لWب� ل�س ه م� (I am not neglectful)

� .e.g الك�اف د� ال ثل� أ�ح� يدW ك�م� اد� ف�ي ز� ت�ه� االج (No one is like Zayd in working hard)

47

Page 49: Nahw in a Nutshell (New Revised)

�ن�ا .e.g الال�م مq أ اه� س�ل� ف� لد�ر (I understand the lesson)

(xvi) فر ن�يث� ح� الت�أ (particle of femininity):

ن�يث� ت�اء اك�ن�ة الت�أ الس� (unvowelled Ta' of femininity) e.g. ل� ة� تو�ص� د�ير� م�ة� س� در� (the female principal of the school came) الم�

(xvii) فر كت� ح� الس� (particle used for pausing):

اء كت� ه� الس� e.g. ا�ل� س� ق� د�ر3 د ل�لط�ال�ب� الم� : "ق� ب� اس� ، الر� بت� س� ر� ؟هل�م� " (the teacher said to the student that failed: "You have failed. Why?")

(xviii) فو ر� الط�ل�ب� ح� (particles of request):

The following groups of فو ر� already covered in this section comprise the الح�

وف ر� الط�ل�ب� ح� : األ�مر ال�م ي�ة" ال�" الن�اه� ا ف� ر ام� ح� ه� ت�ف االس ر�ف يض� أ�ح ض� الت�ح ر�ف ض� أ�ح الع�ر ر�ف ن3ي أ�ح الت�م� رف ي ح� ج3 الت�ر�

(xviii) ر�ف الن3د�اء أ�ح (particles of addressing):

ا الع�لم�، ط�ال�ب� ي�ا .e.g (O) ي�ا د�و ت�ه� اج (O students of knowledge, work hard)

�ي�ا �ي�ا .e.g (O) أ ، أ ظ ن�ائ�م� ت�يق� اس (O sleeping one, wake up)

ي�ا ي�ا .e.g (O) ه� ت�ر�ب ع�ن�ا، ب�ع�يدsا ه� ن�ا اق ت�ى م� يد� ح� ت�ف� ت�س (O you who are far away from us. Come closer to us so that you can benefit)

يي .e.g (O) أ�

م� ت�ع�ل�م� الع�لم�، ط�ال�ب� أ� ا الع�ل�و ه� و�ع�ل3م (O student of knowledge, learn the sciences and teach them)

ة ز� م .e.g (O) اله�� يد�،أ د ز� ت�ه� � اج ال ل و� ت�كس� (O Zayd, Work hard in order to

pass)

ا ا .e.g (!Alas) و� ت�اه و� ر� س ! ي�ا ع�ل�ى ح� ب�ين� اس� م الر� ا ل�يت�ه� د�و ت�ه� اجا ن�و ي�ك�و ن� ف� ين� م� ح� الن�اج� [Alas for those who have failed (my anguish goes

out to them)! How I wish that they have worked hard, and be of those that have passed]

(xix) ر�ف الع�طف� أ�ح (conjunctions):

48

Page 50: Nahw in a Nutshell (New Revised)

ر� .e.g (and) الو�او ض� ون� ح� س� د�ر3 ات�و� الم� س� د�ر3 الم� (The male teachers and the female teachers came)

اء ل� .e.g (immediately thereafter) الف� س�ف� الطHال�ب� د�خ� د�ر3 الم� (The students and then immediately thereafter the teacher)

س� .e.g (a while thereafter) ث�م� أ�در� ف� س� ر و� ث�م� الص� الن�ح (I will study Sarf and a while thereafter Nahw)

و� ال�س� .e.g (or) أ اء� ج� و الع�ل�م�

� ط�ب�اء� أ الخ� (Sit with the scholars or the preachers)

�م ح� .e.g (or) أ �ن�ج� �م الط�ال�ب� أ ب� أ س� ر� (Did the student pass or fail)

ت�ى ح� .e.g (including, even) ح� يع� ن�ج� م� ت�ى الطHال�ب� ج� الط�ال�ب� ح�ال�ن� (All the students passed including the lazy student) الك�س

� ت�ر�م� .e.g (not) ال د� الط�ال�ب� أ�ح ت�ه� ج � الم� ال�ن� الط�ال�ب� ال الك�س (I respect the hardworking student not the lazy student)

ح� ل�م .e.g (but) ل�ك�ن ال�ن� الط�ال�ب� ي�نج� د� الط�ال�ب� ل�ك�ن� الك�س ت�ه� ج الم� (the lazy student did not pass but the hardworking student)

ا .e.g (instead, rather) ب�ل ر� م� ض� دq ط�ال�بq ح� اح� ائ�ة� ب�ل و� ط�ال�بW م� (Not one student rather a hundred students attended)

(xx) ر�ف ب� أ�ح ار�ع� ن�ص الم�ض� (particles causing the ار�ع to be الم�ض�

وب نص� :( م�

ب� .e.g (to, that) أ�ن د� أ�ن الط�ال�ب� ع�ل�ى ي�ج� ت�ه� ق� ي�ج ق3 ب�غي�ت�ه� ل�ي�ح� (It is necessary for the student to work hard in order to realize his goal)

ح� ل�ن .e.g(will / shall never) ل�ن � ت�نج� �ال اد� إ ت�ه� ب�االج (You will not pass except through hard work)

�ذ�ن �ذ�ن .e.g (in that case) إ ح� إ ت�نج� (In that case you will pass) in response to

someone saying: د� ت�ه� أ�ج (I will work hard) س�

أت� .e.g (so as to, in order to) ك�ي ر� س� ق� د�ة� الد�ر اتW ع� ر� ك�يل� م�ظ�ه� ف� (I read the lesson several time in order to memorise it) أ�ح

(xxi) ر�ف م� أ�ح ز ار�ع� ج� الم�ض� (particles causing the ار�ع to be الم�ض�

وم ز� :( م�ج

ب ل�م .e.g (did not, has / have not) ل�م س� رق�طH أ� (I have never failed)

ا ا .e.g (did not yet, has not yet) ل�م� ج ل�م� ر� ة� ط�ال�ب� ي�خ س� در� الم� (The students of the school did not come out yet)

ر� ال�م األ�م (let) e.g. ل�ل� غ�ار� الطHال�ب� ي�دخ� الك�ب�ار� الطHال�ب� ث�م� الص3 (Let the small students enter then the big students)

ي�ة" د .e.g (Do not, Do let not ) ال�" الن�اه� ت�ه� ل ال�و� اج ت�كس� (Work hard and do not be lazy)

49

Page 51: Nahw in a Nutshell (New Revised)

د إ�ن .e.g (if) إ�ن ت�ه� ح تج ت�نج� (If you work hard you will pass)

ا �ذم� ا .e.g (if) إ �ذم� ل إ ب ت�كس� س� ت�ر (If you are lazy you will fail)

(xxii) ر�ف ب�ه�ة األ�ح عل� الم�ش� ب�ة ب�الف� م� الن�اص� اف�ع�ة لالس ب�ر� الر� ل�لخ� (particles likened to the لع م causing the الف� وب to be االس نص� and the م�

ب�ر وع to be الخ� ف� ر :( م�

اء� إ�ن� .e.g (truly, indeed) إ�ن� ث�ة� الع�ل�م� ر� نب�ي�اء� و�األ� (Truly, the scholars are

the heirs of the Prophets)

ةq الع�لم� ط�ل�ب� أ�ن� أ�عل�م� .e.g (that indeed) أ�ن� ر�يض� ك�ل3 ع�ل�ى ف�

Wل�م (I know that seeking knowledge is compulsory) م�س

رq الع�لم� ك�أ�ن� .e.g (as if) ك�أ�ن� � ب�ح ل� ال اح� ل�ه� س� (As if knowledge is an ocean without any shores)

اب1 الع�ال�م� .e.g (but) ل�ك�ن� ه� ل�ك�ن� ش� لم� يرq ع� غ�ز� (the scholar is young but his knowledge is great)

ان� ل�ع�ل� .e.g (hopefully, hoping) ل�ع�ل� ت�ح� لq االم ه س� (Hopefully, the examination will be easy)

ةq الع�لم� ل�يت� .e.g (wishing) ل�يت� اك�ه� ا ف� ه� أ�قط�ف� ف� (How I wish that knowledge is a fruit so I could pick it)

(xxiii) ر�ف ب�ه�ة األ�ح اف�ع�ة الم�ش� " الر� "ل�يس� م� بـ� ب�ة لالس ب�ر� الن�اص� ل�لخ� (particles likened to " م causing the "ل�يس� وع to be االس ف� ر ب�ر and the م� الخ�to be بو نص� :( م�

ا ا .e.g (not) م� ل� الط�ال�ب� م� م� ه s الم� حا ن�اج� (the negligent student is not successful)

� � .e.g (not) ال دq ال s أ�ح� با اس� ان� ف�ي ر� ت�ح� االم (No one failed in the examination)

ل� ط�ال�بq إ�ن .e.g (not) إ�ن ن أ�فض� � ط�ال�بW م� �ال اد� إ ت�ه� باالج (No student is better than another except through diligence)

اع�ة� ال�ت� .e.g (not) ال�ت� ند�مW س� م� (Now is not the time for regret)

(xxiv) فو ر� ر3 ح� الج� (particles of Fر :(prepositions / genitive particles / الج�

ن ذ�ا .e.g (from, than) م� ن الط�ال�ب� ه� ر� م� م�ص (This student is from Egypt)

بت� .e.g (to, towards) إ�ل�ى ة� إ�ل�ى ذ�ه� س� در� الم� (I went to school)

د�ث� .e.g (about, of) ع�ن ت�ه� ع�ن الط�ال�ب� ت�ح� ر� أ�س (The student talked about his family)

س� ك�ت�ب� .e.g (on, on top) ع�ل�ى د�ر3 س� الم� ة� ع�ل�ى الد�ر ر� بHو الس� (The teacher wrote the lesson on the board)

50

Page 52: Nahw in a Nutshell (New Revised)

ل� ف�ي الطHال�ب� .e.g (in, at) ف�ي ص الف� (The students are in the classroom)

ذ ن�ا .e.g (since, from) م� ة� ب�د�أ اس� ذ الد3ر� ب�وع�ين� م� أ�س (We started the lesson two since weeks ago)

نذ� س� .e.g (since, from) م� �در� ب�ي�ة� اللHغ�ة� أ نذ� الع�ر� ن�ةW م� س� (I am studying the Arabic language since a year)

ت�ى أت� .e.g (until, up to) ح� ر� ت�ى الك�ت�اب� ق� ة� ح� ح� ف ة� الص� ير� األ�خ� (I read the book until the last page)

ب� ب� .e.g (perhaps, maybe) ر� ال�ن� ط�ال�بW ر� حq ك�س ن�اج� (Maybe a lazy student will pass)

� ال م� .e.g (except, save) خ� ه� يع� الط�ال�ب� ف� م� وس� ج� � الدHر� ال سW خ� د�رWد اح� (The student understood all the lessons except one) و�

ر� .e.g (except, save) ع�د�ا ض� ون� ح� س� د�ر3 اع� الم� ت�م� ين� ع�د�ا االج س� د�ر3 م� (The teachers attended the meeting except two teachers)

ا اش� اد3 ك�لe.g. H (except, save) ح� و� ل�ةq الم� ه ا س� اش� ف� ح� ر الص� (All the subjects are easy except Sarf)

ل� .e.g (with, by means of) الب�اء ل�م�ب� الك�ت�اب�ة� أ�ف�ض3 الق� (I prefer writing with a pen)

ر�ك� الع�لم� .e.g (like, similar to) الك�اف النHو (Knowledge is like light)

ة� .e.g (to, belonging to) الال�م ي�ار� د�ير�ل� الس� ة� م� س� در� الم� (The car belongs to the principal of the school)

رq الع�لم� إ�ن� الله�،و� .e.g (By) الو�او إ�ن� ل�ن�و ل� و� ه ل�ظ�لمq الج� (By Allah! Truly knowledge is light and ignorance is darkness)

د�ن� الله�،ت� .e.g (By) الت�اء ت�ه� �ج ن�ة� ط�ول� أل� الس� (By Allah! I will work hard throughout the year)

51