Week 3.1 Transcript Grammatical States

Week 3.1: 15 of the 22 Places

Grammatical States & the Uses of the ism

Introduction We're now moving into our third week of class.

And we are about to wrap up our introductory theory. Our 4% of the language that gives you

over half of all your benefits.

Review of Topics Covered Week 1

At this stage I think we've done a pretty good job explaining: How the language works, and how in Arabic the majority of the meanings don't come

from the letters or the vocabulary.

But instead the majority of the meanings come from the vowels and the patterns, and

in the case of sentences from the grammatical structures.

In the case of words we have the letters, the consonants combining together and giving

us meaning.

And since letters are not pronounceable we need vowels, so when the vowels come

they not only make the word pronounceable, but they give us more meaning.

That was all explained in the first week of class.

And we used the example to really highlight the point, that what looks like a single structure can end up giving you up to 7 meanings.

Week 2

This was further developed in the second week, where we showed you:

Week 3.1: 15 of 22 Places 2

Shariah Program - 2003-2012

How when words are combined together you start off with maybe 2 meanings, each of

the words is giving you an individual meaning.

But then when you combine them together in a method that is sanctioned by the

language, then you end up with more than you started out with.

That is true at the phrase level and it is also true at the sentence level.

A Particular Mechanism And we spoke about how the Arabic language has a particular mechanism in order to

differentiate between grammatical meanings. So if you have a verb and 2 nouns lined up

together then:

Some languages distinguish between the subject and the object by introducing extra

words. And other languages do it by sequencing the words so that the word at the front

automatically becomes the subject. And then the word that's delayed automatically

becomes the object.

That's rigid and it doesn't give you too many ways to express the meaning.

Particular Voweling Arabic has its own method, which is different than every other language. And that is done by

giving the last letters of the s a particular voweling. When you see the ( ) at

the end of the you know that this is the one doing the verb. And when you see the

other vowel then you know that this is the one upon whom the verb is being done.

Difference between English and Arabic That was all explained thoroughly in the 2nd week and then we spoke about the 2 types of

sentences that fundamentally exist in Arabic, because the doer of the verb must follow the

verb, this results in sentences that begin with verbs.

In English this can't happen. In English regardless of what kind of predicate you are dealing with

the noun will always be at the front. But in Arabic since it's possible for a verb to initiate a

sentence, that's why we have an entire sentence that's called the verbal sentence.



Names of Portions So the grammar people took the generic term 'subject' and 'predicate' and depending on what

kind of sentence you're dealing with they give us more specific terms.

The portions of the nominal sentence are called the and . And the portions of the verbal sentence are called and .

Verbal Sentence In Week 2 the sentence was introduced but at a very basic level and obviously we know that a

verbal sentence does not need to be 2 words, it could be much larger.

The reason is because when any event occurs there's always details regarding the verb that

might be relevant and the speaker might want to express. Like the (when?) and the (where?),

the (how?) and the (why?). So depending on how many details the speaker chooses to express

the sentence can become very large. There is really no limit to the length of a verbal sentence.

When you have a long verbal sentence then you have to be able to determine the roles of the

various major portions within the sentence so you can clearly identify the subject from the

object from the various types of adverbs.

Topic to be Revisited In this presentation:

Were going to revisit this topic of grammatical states.

The process. The one that was likened to human emotions and facial expressions.

We're going to bring it back and we are going to further develop it.

And we are going to remove one major inaccuracy that we did not deal with in Week 1

on purpose. Because the objective of Week 1 was to introduce the topic for the first

time and to highlight comprehensiveness.

Most Important Words in Grammar

We are also going to create mental imprints so you understand very clearly what , and are. These 3 words are by far the most important words in all of grammar. And when you



take the , and the and you line them up with the (he), the (him), and the (his), then that gives you a very clear understanding of it. Then when you follow with the house example:

The house fell. I entered the house. Door of the house.

Then that gives you more clarity. But there's still a gap because subject, object and possessive is

not all there is. That analogy and that example sort of suggests that subject, object and

possessive, because that's what you think when you hear (he), (him) and (his).

Obviously the is much more broad than that. It is extremely broad because not only does it include nouns and pronouns it also includes adjectives and adverbs.

Point of this Presentation The whole point behind this presentation, 3.1 is to:

Further develop the uses of the . Invalidate the restriction within 3. The impression that one would get from just hearing

that analogy. The facial expression one, and the he, him and his association.

From that the beginner would sort of think that subject, object, possessive, the could be used in 3 ways.

The 3 States We have 3 states. Each one corresponds and that's how we tell between subject, object and

possessive. But obviously that can't be true, because the is much more broad than subject, object and possessive.

We are going to come to a total and we're going to develop a great majority of those in this

presentation alone. And this is like 30% of the entire science of grammar.

We're going to tackle it in this single presentation and in the 3.2, the 2nd presentation of Week 3 we'll speak purely about:

the . verb, which is the 2nd of the major verbs. The one that begins with yaf, taf, af and naf , has a special letter in the front and indicates on both present and future.

There will be a separate presentation where we'll



Do with that what we did with the . In other words fill the slots.

We'll have our table of 14, the same table that was introduced in the first week.

And we're going to start filling those slots and developing the verb, constructing

it conjugation by conjugation.

So when you watch the 2nd video of Week 3 I'm hopeful that by the time you're finished with

that presentation you'll have:

Memorized the entire verb.

Once you are armed with the possible usages of the s, the majority of them, you

know both the and the then this is pretty much all you need in order to begin reading.

Minimum not Maximum Now more could be said. I could keep teaching you grammar for a longer period of time but the

thing is you don't need that to begin reading. Our whole purpose in these 3 weeks is to give

you the minimum amount, not the maximum. We want to give you the minimum amount in

order to just reach that milestone. Once you've reached that milestone you can fill the gaps in

understanding as the book proceeds. It's a big feat.

Alhamdulillah, it's a big milestone that we've reached.

And we are very close to beginning the reading text now so I'd like to congratulate you for

getting this far and let's proceed with today's presentation.

The 2 analogies We'll quickly remind you:

About the 2 analogies. The human emotions one, the English pronouns one.

And then we'll highlight the inaccuracy. In other words I'll actually come out and tell you

what that inaccuracy was in Week 1.

Then I'll invalidate that and then I'll provide the solution, which would be developing the

usages of the s.

So there's the breakdown of today's presentation. Let's proceed.



Grammatical States Human beings experience emotional states.

People make us happy, angry, sad, frustrated, shy, embarrassed. This happens because of

interaction with other humans. So people treat us in certain ways and sometimes they fulfill

our expectations. They do what we expect them to do and this causes us to become happy.

Other times they disappoint us and we become upset. And all of these emotions are then

expressed on our faces. By looking at the human being's face you can tell what emotion they're

experiencing.

Arabic words behave in a similar fashion.

Words influence words. They interact with one another and words put the words that come

after them in particular grammatical states. These states are then reflected on the last letter.

By looking at the last letter of the nouns you can tell what state the noun is

experiencing.

We have which reflects one of the states.

We have which reflects another.

We have which reflects the 3rd state.

And unlike human emotions, which are endless, grammatical states in Arabic are total 4.

There's only 4 and from those 4 we are focusing on 3 of them, these are the 3 the experiences. And the 3 correspond to 3 English pronouns.

Grammatical States of the ism

Here are the names of the states , , and .

And corresponds to (he). corresponds to (him). And corresponds to (his).



If you know the difference between those 3 variations of the English pronoun then that will

take you 60% - 70% the way towards understanding exactly what , and are.

Why do they have 3 in English?

The reason is because the pronoun could be used in different ways.

(He),( him )and (his). They all mean the same thing. They're all referring to one male in

the third person. So when you are speaking about a male in the third person sometimes

you say (he), sometimes you say (him) and sometimes you say (his).

Why do they have 3?

The reason is because the pronoun could be used in different ways. Depending on how the

pronoun is used you would need to choose the correct one.

If the pronoun is intended to be subject of the verb you would say, "He came".

When the pronoun is intended to be the object of the verb you'd say, I saw him".

And when the pronoun is intended to be part of a possessive structure you would

say, His pen".

This in English only happens in pronouns, you don't see this happening in nouns. Regardless of

how a noun in English is used within a sentence, a noun will always look the same. This is

important. The noun will always look the same.

But in Arabic this process of a single meaning looking different, a single word looking different

depending how it's used happens in s. The majority of s. And the difference is not in the whole word, it's only in the last letter. So again, human emotions, facial expressions. The last

letter of the word would change and that last letter would tell you the state that the is being used in.

And the need and necessity behind this process, because without it there would be mass

confusion. Without this we would not be able to tell the role the noun is playing, because

sequence is not doing it for us, as was explained in Week 2.



Grammatical States Let's bring back the house example and let's continue with this. Here's the house example.

When a house is doing something and it's the subject of the verb, first of all it will be brought

after the verb. You know this now from Week 2, that:

The house fell down.

Secondly the last letter of the word house would have a , because this is a subject.

This is the noun being used as a subject, so it is the equivalent of a (he) in English. We would say

if they ask you what state is the word 'house' in the answer would be in the state of

.

How is the reflected? It is being reflected with a .

In the second example we have the verb and the subject together written as a single word. And

that's conjugation number 13: .

The example could easily be changed

You entered the house. if you are speaking to a female. You entered the house. or whatever the case may be, the point is the word 'house' is being used

differently here than it was in the top example.

In the top example it was the doer of the verb, so therefore it had a on the last letter to reflect that.

And in the second example the action is happening to the house and the house has a different

ending.

In the third example we have possessive, and the phrase was introduced to you in Week 2,

when you get two nouns and the two nouns have an association between them, apostrophe s.

Or the two nouns are associated together like "Zayd's book" was the example given over there.



And here we have the example The house's door. Or door of the house. So

, .

Look in the column in the middle that says subject, object, possessive. You make that association. We have a couple of associations here.

First of all reflected .

is reflected with .

And is reflected with .

Is that 100% accurate? We have some advanced students, some intermediate students, people

that have been studying for a long time. And they know that , , and is the

dominant reflection. The what? The dominant reflection. Like 80 -90% of the time is

reflected with . 80%- 90% of the time is reflected with a . And 80- 90% of the

time is reflected with .

What about the other 10-20%? Obviously I'm suppressing it. I'm not talking about it on

purpose. I'm not telling you about the entire discussion, because as you start seeing this in the

book you're going to see 10-20% pop up every now and then in the book. You'll see a word that

clearly is identified to be in but it doesn't have a . Or you see a word that's following a

preposition. There's no question that this word is in .

Or you see a word that's the second half of a possessive phrase and you can tell clearly that

that's true because the first word doesn't have . It doesn't have and all of the requirements for that possessive phrase are all being met and yet the word doesn't have a

. The second word doesn't have a . How could that be? How could a word be in

and not have .

For now I'm just telling you that there's a 10-20% likelihood that there'll be a mismatch

between the state and the vowel. Now how do you understand that? It will be like happiness

being reflected with a smile, but certain times people, they don't smile. They are happy and

they express their happiness through some other method. Like they cry for example. What do



you call that? You call that different method of reflection. Now I can lead with that topic but I

choose not to. I choose to introduce that topic at a later time, in Week 5, in Week 6 when you

start seeing numerous examples of mismatches at that point I'll give you the entire topic. I'll

give you the entire discussion on that.

There is some inaccuracy in the 2 columns on the right side. The association that you are seeing

reflected with ,

reflected with

And reflected with .

This is true majority of the time. The second association you're seeing on the slide right now is

is associated to subject.

is associated to object.

And is possessive.

You can see them lined up together. What we are going to tell you in this presentation You

see I'm not going to hold back on this topic.

I'm going to tell you right now that

does not mean subject.

does not mean object

and does not mean possessive.

In other words they don't equal each other but instead

Subject is an example of .

Object is an example of .

And is an example of possessive.



Why do I say that? I say that because if you restrict , , and , to 'subject, object,

possessive' then essentially what you're claiming is that the could be used in 3 total ways.

The could only be used in 3 ways. One of them is called . The other is called , the

third one's called . Subject, object, possessive. But that can't be true. That can't be true.

Let me tell you why. Because subject here is in the meaning of doer. And remember that

distinction from last week that when I used the word subject, sometimes I mean subject as

opposed to predicate. In other words . And in other times I mean subject in the sense of doer of a verb. And that's the meaning intended here on the slide. So subject, object, both of

those presuppose that there's a verb.

You're not going to have a doer of a verb unless you have a verb. You are not going to have an

object unless you have a verb. Both of those subject and object presuppose that there's a verb

and we already told you last week that there are many sentences that don't even have verbs.

You're not going to have subject and object. You are going to have something other than these

2. You're going to have and . is other than subject, object and possessive. is other than subject, object and possessive.

So we're already at 5. We're already at 5 possible uses for the . So the number is much

larger than 3. This is the topic of the presentation. I'm not going to rush it. I'm going to try to take my time and develop it fully and properly. And if you want you can watch the

presentation multiple times. That's the benefit of the technology. We're able to do that.

And I'll try to preempt what kind of questions students have in their minds. And if I miss

something then my first recommendation would be try to listen to it a couple of times. Write it

out and be a little resourceful instead of just asking straight away. And then in the live session

you can ask your questions and there's no bar against that. Let's continue.



Possible Uses of the ism We start out with 3. And this was the analogy. This was the first introduction of the topic. Your

first exposure at this topic through the analogy. It gave the impression that the could be used in 3 ways. Let's list those 3 first and then we'll give you some idea how the number is

much larger.

Subject as in doer of the verb. That is one possible usage for an . E.g. Zayd went. Object. E.g. Zayd hit Amr.

That Amr word there at the end is an and is being used as an object. Possessive is like Zayd's book, the second word, Zayd is being used as part of a possessive phrase. Other than

that we have .

Don't forget the . The two halves of the can be considered a possible usage number 4 and a possible usage number 5. We have the subject of the nominal sentence.

That would be the fourth usage for the . The predicate of the nominal sentence is a fifth

usage for the . It's other than the initial 3.

And then coming after a preposition, it will be an that comes after the preposition like With the pen. Or In the house. Or To the masjid. Or On the roof. Many examples can be

given and prepositions are always coupled with s. Coming after a preposition can be

considered a 6th possible usage for an .

Then we have numerous types of adverbs and this is specific to verbal sentences. In a verbal

sentence bare minimum is the and . You can't have a verbal sentence. But then it doesn't need to stop there because depending on the meaning of the verb you can also have an

object. Some verbs won't have that.

Like sitting and standing does not have an object.

Zayd stood. The meaning is complete.

Zayd sat. The meaning is complete.

But hitting and helping you would expect there to be a 3rd word in the sentence and

that 3rd word is an object.



But beyond that depending on relevance the speaker might choose to express further details of

the event. He might want to speak about when the event occurred. Today, Zayd hit Amr today.

The word today is an additional word so it causes the sentence to become larger. And we're

going to call that an adverb of time. Also it could be the answer to the question (where?).

(When?), (where?), ( how?), (why?).

(When?), (where?),( how?), (why?) are details of the verb that if they're relevant the speaker might want to express them. So the question is how would the speaker do that? The speaker

would do that by bringing s, because an not only includes noun and pronoun but it also includes adverb, remember that.

And this entire presentation is about the possible uses of the . You see that. Add that on and our number becomes even larger. It's now closer to 10. Because there's already 6 on the

board. After a preposition is the 6th one. And then we have these numerous types of adverbs

that will cause our number to reach 10.

The question is what's the grand total? How many possible ways can an be used in a

sentence? And the answer is 22. There are 22 possible usages for the .

And let me tell you the 132 page, best book in the world for grammar, 1/3 of that book is

devoted to developing these 22 places. What we are giving you in this presentation is 1/3 of all

of grammar. It's extremely dense.

This is an important presentation and it is one of those you'd want to watch again and again.

And don't worry if it's still abstract. I'm going to give you examples for each one, the ones that I develop. But then if you want more examples then you don't have to wait long

because within Week 3 itself we are going to begin The Stories of the Prophets book. And then

you're going to see more examples than you can handle, when that book begins. The focus right now needs to be on beginning the book on time. I think I've already spoken about

the method. The approach. Let's continue.



Why so Many Uses?

is Very Broad

First of all why is that number so large? Why 22? Let's give you some idea why it's so large

because the is very broad. Not only does it include noun but it also includes adjectives and adverbs. And the way an adverb occurs within a sentence is radically different than how a noun

occurs.

Noun You probably can appreciate that, because what is a noun? A noun is an entity.

And a noun has the capacity to become a doer of a verb. Like Zayd is a noun. Amr is a noun,

and nouns have the capacity to become an object. The nouns have the capacity to become . The primary portion of a nominal sentence must be an entity.

Pronoun Now a pronoun is very similar to a noun. It's just a smaller version of it. So instead of "Zayd

came" it says "He came". Or "I hit him". So there's not much discussion there about nouns and

pronouns.

Adjective The adjective usage is radically different because the adjective will become predicate.

For example: Zayd is tall.

Or you could use it as part of a phrase to modify a noun. Or you could use it as a description

sentence level, phrase level.

Adverb Adverbs are brought in verbal sentences to modify the verb. And this would be the answer to

the question (when?), (where?),( how?), (why?). Keep in mind that it's the doing all of this.



That's the whole point. The whole point of the presentation is that it's the conveying all

these meanings. Obviously it's going to be large based on the broadness of the itself.

Why so Many Uses? Second factor, notice that the grammar people took the generic term 'subject' and 'predicate

and they came up with 4 more specific terms based on the kind of sentence you're dealing with.

We have specific terminology for each kind of sentence. The portions of the verbal sentence are

labeled differently and the portions of the nominal sentence are labeled differently. All of those

labels are what we are going to talk about today. You see that. This is another factor that

causes our number to become large.

The fact that we have 2 kinds of sentences and the portions of each of these two kinds of

sentences have different labels

Now let's get a little more specific now.

Verbal Sentence Specific First of all in a verbal sentence you're going to have a subject. Obviously. Without that you can't

have a verbal sentence, and that would be the . What we call . And that's the who.

Many verbs also have an object. Not every verb. Sitting and standing won't have an object, but

hitting and helping would. Just follow with this. I'm listing a whole bunch of them and I'm going

to try to get to a large number. Then I'm going to tie it all up together, and I'll

distribute them on , and .

Because the whole point is that does not mean subject. does not mean object.

And does not mean possessive. But rather subject is an example of and there's more.

Object is an example of and there're more than that.

Because the total number we're dealing with is 22. And those 22 need to be distributed on

, and .



So back to the verbal sentence. At the very front of the sentence will be the verb and that's not

part of the discussion. We're not talking about the verb. We're talking about what follows the

verb.

The first thing you'd expect to be after the verb would be the (who?). The doer. We call that

subject. Second, for many verbs you'd also have an object, so that's another noun added to the

sentence. We are at 3 words. Verb plus two nouns.

Apart from that verbs could be passive and when a verb is passive what that means is that the

doer is suppressed. There's no doer anymore. And instead the object occupies the place of the

doer and now it's the subject of the sentence in the sense that it's . Its being talked about.

Example: Zayd ate an apple. ( )

That is a normal sentence where apple is the object. But if you take away Zayd then it becomes,

" The apple was eaten" ( )

Notice the ending. The ending on the word apple on the left side is . So if they ask what

state is the apple in? The answer is .

It's like "I entered the house". It's an example of the object.

But in the other example the same object becomes primary. Because Zayd is missing, right? So

something has to replace Zayd so the apple replaces Zayd. And now all the focus is on the

apple. The apple was eaten. And the ending changed.

We are going to consider that an additional usage for the and we're going to give it a name. Let's call it deputy doer. Because the real doer is gone, so now what was previously

object occupies the place of the subject and the name changes.

We don't call it anymore. We call it . means deputy. , deputy

doer. We have , we have . That was a little premature because I haven't given

you the term . Anyway.



It's going to come later on the upcoming slides. Object. Third is the deputy doer. Those are 3

possible usages of the , because it is the that will be those 3 things

The who the what and the deputy doer. Other than that we can have different kinds of adverbs,

which I've already alluded to. When, where, how, why.

Different Types of Adverbs So those adverbs are now here on this screen. 4 of them. If it's generic, without any time

connotation. Without any place connotation. Reason, cause, why, how.

None of that. Just modifying the masdar meaning in the word. In other words, the action

component of the verb. "I became very happy. I became extremely happy."

So that's a possible usage. It has a name which we'll give to you as we move forward with the

presentation. And then we have the adverb of time and place, the when and the where. The

grammar people, they combined the two together and the example is the word 'today'.

In the example: Zayd hit Amr today .

And then we have the reason and cause: I hit him for the purpose of discipline.

That word is an adverb of reason and cause. It is telling us the reason why the action occurred. And this in English doesn't exist.

In English if you want to indicate the reason of an action you have to use more than one word.

You can't do it in a single word. You have to say for discipline". But in Arabic you can do it in a single word. You can consider that an example of

comprehensiveness at the same time.

And then we have the circumstantial adverb, how the action occurred.

The answer to the question how Zayd came to me riding ( . )

The word riding In the example we are seeing on the screen. So add that to list, we're very close to 10 at this stage right now.



Object of a Preposition

The next one is coming after a preposition , and this is all happening in verbal sentences. All of the usages I've listed up until now, let's count them again.

The who, which we call . The what, which is the object. Then we have the deputy doer in the case of a passive verb. And then we have the 4 adverbs that were listed on the previous screen/previous slide. So now

we're at 7. Then is our 8th one, object of a preposition. And all 8 of those will be found where? They'll be

found in verbal sentences. You'll expect to see them in verbal sentences.

Because they presuppose an action occurring. Isn't that right? It's an action you're giving the

reason why for. An action occurred. You're talking about the place, the where and when of an

action. You're modifying an action using the word very. Or the word quickly. Or the word swiftly.

Nominal Sentence Specific How about nominal sentences?

First of all nominal sentences have 2 major portions that were talked about in the previous

week. And they are called and . That's how they start out, and .

But then there's certain governing agents. Listen carefully we're going to develop this towards

the end of the presentation. There're certain governing agents that can come at the beginning

of a nominal sentence. So what was previously is no longer a , because it's not at the

front. means it needs to be at the front. Instead of that you have or you have , or you have these abrogaters.

Certain governing agents come at the beginning of a nominal sentence and abrogate the

sentence. So what used to be is no longer . What used to is no longer but we

get different labels. This causes our number to get even larger. We are at 8. would be 9,

would be 10.



And then when you take into account the abrogaters then you get even more. The number

becomes larger. Certain governing agents can abrogate the sentence and this will result in

further usages. Again the number is 22. I haven't run through all 22. I've given you more than

half of them. Let's redevelop them and give you the Arabic terminology associated to each one.

And I'm doing it in layers. It's back to the onion thing, right? With every layer I'm revealing more

of the system, because I want you by the end of this presentation to have retained the majority

of what I've talked about.

When you see something being mentioned repeatedly then the chances of retention are much

higher. And then obviously you can go back and watch the video again if you have to. You can

read the transcript that will be made available, in a few days. Let's continue.

How do we distinguish between the different uses of the ism?

Since we have so many usages, 22. The whole purpose of this process, like having grammatical

states and having different endings is to differentiate between them.

If the number is so large, shouldn't we have a larger number for grammatical states to account

for those 22 possible usages? That's the question. The question is how do we distinguish

between the different usages of the ?

First of all, we don't need 22 different endings. We don't need 22 different grammatical states.

The reason is because the type of word will often times distinguish between the role. For

example: if you have a verb, two nouns and an adverb.

Or according to our terminology you'd have and 3 s. A and 3 s. But then from

those 3 s, 2 of them are entities and one of them is an attribute. Like Zayd hit Amr viciously. Or you can say that Zayd hit Amr today. The word today is not an entity. The

word today. So it's not a candidate. It cant be the subject. Isn't that right? if Zayd and Amr

had the same ending there would be confusion. if Zayd and Amr had the same ending we

would not know which of the two nouns is the one doing the verb, and which of the two nouns

is the object of the verb.

Because the sequence does not determine the grammar. There is likelihood that Zayd could

be the object. There is also a likelihood it could be the other way around. That Amr's the

subject and Zayd's the object.

And we really have no way of knowing. But the today clearly is the answer to the question

"when". It's the kind of word that gives it away.



Now if has the same ending as Amr, there is no confusion in that. We can recycle the same ending more than once, you see. What would be problematic is if Zayd and Amr had

the same ending.

So the type of word a lot of the times narrows it down.

Now the type of sentence that the word is in narrows it down. Because the first portion of a

nominal sentence is called . And the doer of the verb is called . If the and the

have the same ending this is not problematic, because they won't line up side by side. You won't find them together. There is no differentiating to do. It's the type of sentence that

differentiates it for you, right? This allows us to recycle the endings again.

The subject of the nominal and the subject of the verbal can easily have the same ending and

there would be no confusion because you won't see them occurring side by side. Again if Zayd

and Amr in a verbal sentence, the subject and the object, had the same ending that would be

problematic. Because they are lining up side by side.

Not only that but they both have the capacity to be subject and object. So the ending needs to

be different in order to create differentiation. A lot of the time the type of word allows for a

reduction in the endings. We don't need 22 different endings. A smaller number will do.

Similarly, the type of sentence sometimes distinguishes between the different usages.

Grammatical States of the ism And when all else fails, at that time, different endings would do it for you. Here is the point. The

point is that though the total amount of ways an could be used is 22, the amount of grammatical states and endings we need to resolve all confusion we don't need 22 endings

what we need, we need the bare minimum that would allow us to remove all confusion. And

that number happens to be 3.

Now we've established a couple of things until this stage. First of all, the is extremely broad. And subject, object, possessive, which was the impression, and the understanding that

one got when hearing the analogy for the first time in Week 1. That is not accurate. That is

false. Restricting the possible usages of the within 3 cannot be true. Because all of that presupposes verb and we have an entire other sentence out there that doesn't even have a

verb.



Clearly the portions of that sentence will be other than subject, object, possessive. That would

increase our number from 3. It would become at least 5. And then when we take into account

the object of the preposition and the numerous types of adverbs the number becomes even

larger. When we take into account the abrogaters and the governing agents that can come at

the beginning of a nominal sentence and abrogate, then that number becomes even larger.

The total number is 22. What we do not need is 22 different endings because the type of word

a lot of the times will give it away. When you see Amr and the word 'today' having the same

ending, that's not a problem because 'today' cannot be the object. And Amrcan't be the

adverb. Amr is going to be the object. And the word 'today' is going to be the adverb. That

allows the recycling of the endings.

And then the two major sentences having the portions of each of those two sentences having

different labels further allows recycling. So what we don't need is 22 different endings. What

we do need is the bare minimum endings that will allow for the removal of all confusion, and

that number happens to be 3. The only task at this stage right now is to assign the 22 on the 3.

Grammatical States of the Ism Were going to distribute them and heres how it is. 8, 12 and 2.

8, 12 and 2. So what is ? is a broad grammatical state that accounts for 8 of the 22

possible ways an could be used, subject is one of them. is an even broader

grammatical state that accounts for 12 of the possible ways an could be used. And object

happens to be an example of it. And ,there's 2. There's 2 within .

Second half of a possessive structure is one of them. And the second one we're going to give to

you in a minute. Let's start wrapping this up now.

Places of jarr

We're going to begin with the category because it's the smallest. It's only 2. First, the first

one you already know from Week 2. The second half of a possessive phrase is fixed on .

If you have 2 nouns connected together in this particular phrase, then the second word would

begin with a basically. And the example is . Door of the house.



The example is actually just the second word, it's not the whole thing. It's the second word. But

in order to highlight that we listed both words .

The word s grammatical state is determined by how the phrase would then be used in a

sentence. If you say " The door of the house broke" then in that case it would be . If

you want to say "I opened the door of the house". In that case it would be .

And if you want to say "In the door of the house." it would be . Or like "The key of

the door of the house". . The example here is the word second half of a

possessive structure that's one of the positions of .

The only other place in the language where an would be considered in the place of is if

it follows the preposition. We call this object of a preposition. In Arabic it's called .

So . And then is any that follows a preposition.

Places of raf

And then you're going to see all of these together, on the final screen.

How about ?

Subject of a nominal sentence like .

The word that's a place of . We call that .

And predicate, the second half of a nominal sentence is also in

That's also a place where you'd put on the last letter of the , second half of a nominal sentence.



And here the two having the same ending is not problematic because the issue is not

one of differentiating anyways. The issue is one of from where to where. Where to where is the subject. Where to

where is the predicate. The endings could all be the same and that's fine.

Because we will solve this problem not through endings. We will solve this problem through

noting the association between the words. So when you're dealing with a long sentence you

would look from the first word and the second word, whether it has one of the phrase level

relationships.

If it does then you move to the third word and keep looking for these phrase level relationships

wherever they all exhaust that's where the finishes and that's where the predicate begins.

Both of those are places of , and .

The doer of the verb is called and that's also a place of ,

and the example is And the 4th one is deputy doer and that was the apple example:

The apple was eaten. .

and we call that . Again, it's inverted should have been there and

. [referring to a typo in the slide]

You see, I'm not going to redo this presentation like I've already made a couple of retakes on it.

So I'm going to have to fix that in the slides that are given to you.

Place of nasb Let's move forward with the places of nasb. We started off with the object, which was the

initial example that was given to you in the house examples. I entered the house. That's called

. Object. And then generic adverb and the example of that was .

The word I became very happy.



When I say 'generic' I mean that there is no time connotation. There's no place connotation.

There's no reason why and there's also no how. It's modifying the action aspect of the verb

without eluding to any of the 4 factors that I mentioned. That's called which means unconditional, absolute.

Don't worry too much about the Arabic terms. We have this sheet that we provide to the

students where all of the terminology thats given in the 3 weeks is all listed for you. Arabic

term, English equivalent. And it's like a single sheet.

And you can just print that out and go through it a few times. But that's not going to help you

remember it. What will help you remember it is the repeated occurrences of these structures

in The Stories of the Prophets book. Because after today it's not going to be just grammar

theory, it's going to be 50-50. Half of our time will be spent on giving you new grammar theory

and the other half will be spent on reading/vocabulary. And implementing or seeing the

application of everything that was taught.

Right now you might have some difficulty retaining these terms but that is totally fine. We

don't expect you to be rattling them off from memory. That's not the point. And I don't want

you to be thinking that's the point either. I just want you to understand the big picture and

when it becomes concerning at that point we'll let you know. If you can't do it then you should

start worrying. And let me tell you by that time you will be able to do it.

We have the object called . We have the generic adverb, which is the . And now we're going to move on to the where, when. And thats the time and place

one, and that one is called .

After that we have the reason and cause one. The one that in English should have existed but

doesn't. "For the purpose of discipline".

The example was " I hit him for the purpose of discipline". That's called .

And then the circumstantial one, the how one. As in Zayd came to me riding. That one is

called .



We had 2 in , 4 in and now we have 5 in . So the entire category is closed. Half

of the one is closed because the total in was 8. 4 of them have been given to you. And

5 of the have been given so we're at 11.

Kaana sentence

Now remember I said that at the beginning of the , certain governing agents can

come at the beginning and change the terminology. Because first of all is a verb. We're not

going to call the word that follows . If anything you are going to call it .

Since is special, the subject of is not called . In the case of hitting, and helping,

and sitting , and standing, the doer is called but ' s subject has a special name. And this is going to be part of the 22, so it's going to be our 12th one.

The predicate in the sentence will be our 13th one. Sorry, one of them will go here, one of

them will go in . The other will go in . Here is what we start off with.

We start off with " The book is new". And the example is .

When comes along. Earlier they were called and , comes along. First of all, the meaning changes. It's no longer "the book is new", it's " the book was new". And the sentence

format changes. is at the front. has the same ending that it had earlier, but the label changes.

We can't call it anymore because there's a verb at the front. And 's entire grammatical state has changed , so it has a different ending then it had in the basic example.

Here are the new terms. The subject of the sentence is called of , and the predicate

of the sentence is called the of .



Inna Sentence

In an sentence, another governing agent that can come at the beginning of the nominal

sentence and change the term is the particle . Now is part of a group. It has some sister and they all do the same thing. It's a group of governing agents.

Similarly we have another group of governing agents called the sisters . And there's 13 in that group, there's 6 in this group. You don't need to know what words belong in each group at

this stage. Because by far is the most popular. If you know enough about that's sufficient in order to begin reading. Then as the sisters start appearing in the text then we'll tell you

more about it.

Here is the basic example "the book is new" starting with and . Add an at the front, first of all the meaning changes.

And it creates a reinforcement so we don't have " The book in new", we have " Indeed the book

is new". What was previously called is called the of .

And what was previously called the is called the of

Notice the ending on the word here is different. It has a on the last letter, so it's

become a place of .

And the predicate has the same ending it had earlier, but since the label is different it's going to

add to our number. So we have 2. Because of the existence of we have 2 additional

usages. One of them is called of , the other one is called of .

Similarly because of the existence of and the fact that comes at the beginning of nominal sentences and abrogates them we have 2 further usages. Now we are at 15.



So from these 4 new ones we're going to take 2 of them and put them in . The first of the

, the second of the would go in . The of goes in . It has a . And the

of goes in .

And the remaining 2, in other words the second half of the structure and the first half of

the structure go in .

Summary So now we have everything here on a single screen.

Start from the right side. On the right side is . And that category is closed. There's two

places in the language where an will be considered in the state of .

The first is . In other words the second half of a possessive structure. The only

other place in the language where an would be considered in is if it follows a

preposition, and that's called .

Now move to the . In we have both halves of the nominal sentence, and

. We have doer of the verb, . We have deputy doer, The apple was eaten.

Then we have the first half of the structure called the of that is in . It

has a on the last letter. The example was . The second half of the structure goes in .

And then the remaining two will go in , so the category is larger.

First of all, the object .

is the direct object. Zayd hit Amr. And is a generic adverb.



Example was: . I became extremely happy.

is the adverb of time and place.

Today Zayd hit Amr.

The word is answering the question when. That's called .

And the reason and cause one is . I hit him for the purpose of discipline.

is the circumstantial adverb. Zayd came to me riding.

And there's many more examples that can be given but I'm purposefully keeping it light with

examples. And the second half of the structure, the first half of the structure. And this concludes the presentation and let me summarize the major takeaway or the major points from

this presentation.

First of all , and do not mean subject, object and possessive, because that can't be true.

The reason is because subject and object presuppose verbs and there are sentences out

there that do not even have verbs. Instead of subject, object you're going to have other

things. You're going to have and .

Then the verbal sentence itself is not restricted to 3 words. It could be much larger

because of the numerous types of adverbs. This causes our number to become larger.

The total possible ways an could be used is 22.

But in order to account for these 22, in order to be able to differentiate between them

what we do not need is 22 different endings. Because that would be redundant. Many

of these usages are easy distinguishable by the kind of word it is. Like the word 'today'

can only become an adverb of time. It can't become a subject. It can't become an

object. If you see it lined up with another word, and it and the other word have the

same ending, that's fine. Because one of those words is an entity and the other word is

the word 'today'. The entity would be the object and the word 'today' would be the

adverb, not the other way around.



Similarly, many of these 22 usages are specific to verbal sentences and others are specific to the nominal sentence. If a portion of a nominal was to receive the same ending as a portion in the verbal then it's not problematic. They won't line up side by side.

The only problem would be if, "Zayd and Amr", and "Zayd hit Amr" had the same ending. Because at that stage we would not know which of the nouns is the one doing the verb, which of the nouns is the one upon whom the verb is being done.

What we do not need is 22 endings. What we do need is the bare minimum amount of endings that would allow the removal of all confusion and that number happens to be 3.

Now the only task is to take the 3 states and we know their names, , , and , and distribute the 22 usages on these 3 states, so we end up with 8, 12 and 2. And from those 8, 12 and 2, 15 of them have been given in this presentation.

And I think I repeated myself a little in this presentation but since it's so important I think it's

fine. I'm not going to redo it again. I have to create the other presentation. The one.

If you want to give feedback on this, go ahead. Underneath the video, you can. And you can

also watch the two training pieces that accompanied the report. And this topic was covered

there too. I think I was a little more passionate in that one, and maybe less passionate in this

one, but I guess it's fine.

We'll see you in the second video that will develop the verb.

Week 3.1 Transcript Grammatical States

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