Welcome

‫السالم عليكم و رمحة اهلل و بركاته‬. Yusuf Mullan here.

Now we are proceeding with the final training. If you are just joining us in the last couple of
days I’d like to welcome you and then I’d also like to strongly encourage you to read the
report and watch the previous pieces before moving forward with today’s presentation. This
is going to be a lengthy one and to say that we have a lot of ground to cover is an
understatement. We have a mammoth task on our hands today. This is material that is
normally spread over 8 hours and I am attempting to teach it in a single 60 minute
presentation. I think what made this manageable and somewhat possible is the report that
proceeded and also the earlier 2 pieces. They did a lot of the heavy lifting. Today we can
move forward with the sentence and develop the possible usages for the ‫( اسم‬ism), i.e. the

total amount of ways the ‫ اسم‬can be used in the sentence.

Previously…
From start-up phase into initial growth

In the previous video we spoke about the 4 stages of growth and that our aim and goal in
these 10 days we have together is to get you out of the start-up stage and get you into initial
growth. That means we want to give you the 4% of the language that will give you over half
of all of your benefits. This is by understanding the mistake that in order to master classical
Arabic and learn it so that you can understand the Qur’an and appreciate its miracle, you
can’t begin with the simple. You have to acknowledge that the Arabic language is an intricate
system for the conveyance of meaning. It has a word level and sentence level. The majority
of meanings in the Arabic language do not come from the words. Instead they come from the
vowels, patterns and the grammatical structures.

This was highlighted with the ‫صروا‬ ِ

َ ‫( ا ْستَ ْن‬istansaroo) example in the previous video. We did it
ُ
in the report and then I re-did it in the previous video just to show you that it doesn’t have to
be in the exact same way that it was in the report. You don’t have to parrot my words, you
just need a 5 minute mini presentation where you can take the structure ‫صروا‬ ِ
َ ْ‫ ا ْستَ ن‬and break it
ُ
down and explain it. The translation is “they sought help” and the actual total number of
meanings from there are 7. What looks like a single word is giving you 7 meanings. Only one
of those 7 meanings is coming from the dictionary. This seamlessly leads to the introduction
of sarf. You have the components to define it and to give a proper understanding of what that
science is.

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We do the same for grammar also. We did it in the previous video. We mapped the language
and talked about the most basic sound that comes out of the human mouth and how it divides
into the meaningful and meaningless. Ultimately that led to words, sentences and phrases.
From there we spoke a bit about sub-classifying. We sub-classified the word and phrase and
we got to the sentence. We are going to proceed now from there.

We also spoke about grammatical states. We peeled the first layer and gave you their names:
‫( َرفْع‬rafa’), ‫صب‬
ْ َ‫( ن‬nasb) and ‫( َجر‬jarr). We likened Arabic words and the grammatical states
to human emotions and facial expressions. We didn’t stop there, we introduced the second
analogy which was the English pronouns “he”, “him” and “his”. We lined up the ‫ َرفْع‬with the

“he”, the ‫صب‬

ْ َ‫ ن‬with the “him” and ‫ َجر‬with the “his”. If you understand in English the
difference between “he”, “him” and “his” you have a 60-70% understanding of what , ‫َرفْع‬
‫صب‬
ْ َ‫ ن‬and ‫ َجر‬are immediately.

In this Presentation
We are going to move forward and redevelop that and tell you exactly what ‫ َرفْع‬is. Up until

now you are thinking ‫ َرفْع‬means subject, ‫صب‬

ْ َ‫ ن‬means object and ‫ جر‬means possessive. That
was not entirely accurate but we did that on purpose to create the mental imprint because our
intention is to come back to the discussion as we are going to do now. So I got that out of the
way. Now I am going to slow down a little. The reason I was speaking a little more quicker
was because this presentation is going to get lengthy and that is not something I can help. Let
me just remind you that all of these videos are downloadable and all have transcripts. But
insha’Allah with the help of this transcript and watching the video a couple of times you will
understand the overall big picture and get the core concept.

Let’s press forward with this.

Purpose of Grammar
We are speaking about the sentence. First of all let’s remind you of the purpose of grammar.
Grammar is this process of how the words experience grammatical states and how the states
are reflected on the last letter. Knowing this is not only important to protect you from verbal
error so that you speak correctly and what you say is valid, but it is actually integral to
communicating. Without it communication ceases to exist. You will not be able to do
something as fundamental as distinguishing between which of the nouns is the one doing the
verb and which of the nouns is the one upon whom the verb is being done. Your listener will
be totally confused if you get the grammar wrong. So it is to protect yourself and your
audience from confusion.

Ibn khaldun lists the 4 sciences/areas that make up Classical Arabic:

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 1. The first one is ‫( ُم ْف َردات‬vocabulary). This is an area that needs to be studied. I sort of
bypassed and downplayed it in the report and previous video. I’m not saying that it is
not important, it is important, but it is something that will build gradually. The best
way to build vocabulary is not through flashcards or vocabulary lists but through an
actual reading text. But since our aim is to start the reading text so early on, we can
focus right now on the non-word meanings.

2. This is why the emphasis right now is not on vocabulary but the second area which is
grammar. When he says grammar he means inclusive of sarf. This is what the
classical scholars did. They would write a single manual that gave you the principles
of grammar and also had a section on the principles of sarf.

3. The third one is rhetoric. When you have all this flexibility, the question is what do
you do with it? If you have a verb and 2 nouns that can be formatted in 6 different
ways, which one to use at what time? One of them is the standard format and the other
5 are the unconventional arrangements of the words. So when to resort to the
unconventional methods is taught to you in rhetoric.

4. From these 4 areas, the fourth one is literature. It means studying the works of the
scholars and reading the highly elevated prose of the scholars, fiction writers and
poets. To read their works and how they use metaphor, metonymy and how they
structure their sentences and communicate their meanings.

Theory alone will not help you. Along with that you have to have considerable
amount of reading. So it needs to become 50/50 which incidentally is what we do in
our program. When teaching grammar and morphology we are spending half of our
time on reading.

From these 4 areas the most noble and the most exalted is the rhetoric area. Al Qazweeni -
who is the author of Talkheesul Miftaah, which is the standard manual in balaagha which At-
Taftaazaani wrote the 550 page commentary on - he says that ‫قَ ْد ًرا‬ ‫َج ُّل الْعُلُ ِوم‬
َ ‫[“ أ‬The sciences of
balaagha] is the most exalted of the sciences associated to the Arabic language”. The reason
he says that is ‫تارها‬
ُ ‫َس‬ْ‫أ‬ ِْ ِ‫ف َع ْن ُو ُجوه‬
‫اْل ْعجا ِز ِِف نَظْ ِم الْ ُق ْر ِان‬ َ ‫“ إِ ْذ بِِه يُك‬because through balaagha the
ُ ‫ْش‬
veils are removed from the faces of miraculousness within the words of the Qur’aan”.

When you know this then you can see the miracle in front of you. I spoke about this in the
first piece also that Allah himself says a ‫َربِِّه‬ ‫أَ فَ َم ْن كا َن َعلى بَيِّ نَ ٍة ِم ْن‬... (Can the rejecter of the
Qur’aan be equal to the one who is upon evidence from his Lord and to it is attached its own
internal witness).

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It is the special use of the language within the Qur’aan that makes it miraculous. When you
know this, it strengthens your faith and it strengthens your conviction and belief in the
Qur’aan being the word of Allah. The Qur’aan actually begins speaking to you.

This is the most noble of the sciences, but it is not the most important. The most important is
grammar because without grammar communication ceases to exist. There is a degree that
needs to be provided up front. Without it you can’t begin any reading, not even a children’s
book, let alone the words of Allah. Ibn Khaldun says ‫َّحو‬
ُ ‫“ أ َََهُّها‬the most important of them
ْ ‫الن‬
is grammar” ُ‫“ إِ ْذ لَ ْو اله‬because without grammar” ‫َّفاهم‬ ْ ‫“ َلُ ِه َل أ‬the very core of
ُ ‫َص ُل الت‬
communication will become unknown”. This is what we are doing in this presentation, in the
previous presentation and what we introduced to you in the report. This is the most important
thing in the language period. This is what we mean by leading with the complex.

Two Parts of a Sentence

Now, every sentence has 2 parts. This is true in every language. English sentences and Urdu
sentences have two parts. They are the subject and predicate.

The primary portion of the sentence is the subject. It must be either a noun or an entity. It is
the thing you talk about. The predicate is what you say about the primary portion. This could
either be in the form of:

 another noun, i.e. you have 2 nouns completing the entire sentence e.g. “Zaid is a
human”..

 or it could be an adjective “Zaid is tall”

 or it could be a compound structure e.g. Zaid is in the house. The words “in the
house” are speaking about the subject at the front of the sentence.

This is true for every language. Every language must have these 2 parts. The first is called
subject and the other one is called predicate. In English the discussion stops here. There is no
further development of the subject and predicate, because all sentences in English begin with
a noun regardless of what kind of predicate you have, the noun will be at the front. Like the
examples I just gave you: “Zaid is a human”, “Zaid is tall”, “Zaid is in the house”. Now in the
examples: “Zaid went”, “Zaid hit Amr” I am using verbs but still Zaid is at the front.
Basically all we have is subject and predicate. There are no major issues to tackle over there
because the sequence is determining the grammar. If there is no verb then there is an “is”. In
Arabic there is no sequence and there is no “is”. This is the topic of today’s presentation. We
are going to speak about:

 the lack of sequence determining grammar

 and the lack of “is” issue.

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These are 2 major problems that need to be addressed. The grammar people noticed this so I
am going to give you the solution for the 2 issues.

So every sentence has these 2 parts: subject and predicate. In Arabic, because of the 2 issues
(that we will develop throughout this presentation) the grammarians have chosen to classify
the sentence into 2 categories:

 the verbal sentence

 the nominal sentence

Why is this classification important?

In Arabic the verb is at the front. This is a fundamental difference than how it is in English.
First of all you have a choice, you don’t have to bring a verb. You can make a sentence
without a verb, like the 3 examples I just gave you: ”Zaid is a human”, “Zaid is tall”, “Zaid is
in the house”. In these 3 sentences I used “is” which technically is a verb but in Arabic if I
was to speak that there would be no “is”. These are verb-less sentences.

Verbal Sentence
But then I can choose to use a verb also. The minute you choose to use a verb then the verb
has to be at the very front. Every verb must have a subject and the subject must follow it.
This is set in stone. This is a principle and this is what dictates the classification that we have
on the screen right now [the sub-classification of the sentence into 2 categories: verbal
sentence and nominal sentence]. Had it not been this principle we could have used the generic
terms subject and predicate everywhere, as they do in English. This is going to make a lot
more sense insha’Allah as we move forward with the presentation.

So here is the principle again: The doer of the verb must follow the verb. If I want to say
“Zaid went”, I am going to bring ‫ َذ َهب‬first and ‫ َزيْد‬second: ‫َزيْد‬ ‫ب‬
َ َ ‫" َذ َه‬Zaid went”. This is the
standard format.

Nominal Sentence
In a nominal sentence they don’t have verbs. You can have a sentence that doesn’t have a
verb at all. E.g. ‫ج ِديد‬
َ ‫تاب‬ ِ
ُ ‫“ الْك‬the book is new”.

A third kind of sentence in Arabic will be that it begins with an ‫اسم‬, but then there is a verb
following. In order to reconcile with the principle I just told you 2 slides ago, the fact that the
subject of a verb needs to follow, we are going to have to understand this differently. This is
an extremely advanced topic but I am confident that you will understand it insha’Allah.

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Let’s look at the example: ‫َذ َهب‬
َ ‫ َزيْد‬, the translation is not “Zaid went”, because that was the
previous one. That was ‫ ذَ َهب َزيْد‬. By saying ‫ َزيْد َذ َهب‬actually what I am saying is “Zaid, he
َ َ
went”. The total number words are 3.

1. There is ‫ َزيْد‬at the front.

2. ‫ب‬
َ ‫ َذ َه‬verb.
3. Implicit pronoun ‫ ُه َو‬.

‫ب‬َ ‫ ذَ َه‬needs a subject because we said in the previous slide that every verb must have a subject
following it. There is no noun following it, so what do we do? We pull out a ‫ ُهو‬and we say
َ
this verb is containing an implicit “he”. Verbs have the potential to carry pronouns. A lot of
the times there is something stuck to it like a ‫و‬, as in the ‫صروا‬ ِ
َ ‫ ا ْستَ ْن‬example, the ‫ و‬itself would
ُ
be the subject. But if there is nothing stuck to it, then by default the verb has the capacity to
contain a ‫ ُهو‬.
َ
The total number of words are 3. 2 are physically present and the third is assumed and
inferred. Inference is something that we employ in our everyday lives. Majority of the
knowledge we get is through inference, we don’t get it through observing directly. This is
like the man that walks in the house through the door. There are 2 rooms and we don’t find
him in 1 room. That means he must be in the other by rational necessity. Sometimes
knowledge of a person being in a particular room is gained through observing him directly.
Other times it is gained by finding 1 room empty of him so we know he is in the other. There
is a difference between inferred knowledge and observed knowledge. If a person is writing in
front of us, producing beautiful calligraphy, what we observe is the movement of the fingers
and the formation of the letters on the paper. Along with that we have further knowledge that:
1) the person is alive 2) he is not paralysed 3) he is skilled in the art of writing 4) he is
actually willing to write. So the life, the will, the knowledge and the power/ capability is all
inferred because meanings presuppose meanings. Enough about that. That was a bit about
logic, but that’s ok. What we are seeing on the screen is initially 2 words but through the
principle we gave 2 slides ago we know the actual number of words are 3.

Issue in Verbal Sentence

In verbal sentences the problem is the sequence not determining grammar issue. If you have
the verb and 2 ‫اسم‬s lined up alongside it, you need to have some mechanism to figure out
which of the noun is the one doing the verb and which of the nouns is the one upon whom the
verb is being done. Every language needs to address this.

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  Urdu does this with extra words. Along with the verb and 2 nouns, you will have a
“nai” and you will have a “ko”. When you combine it together you get “Zaid nai Amr
ko maaraa”. The “nai” is distinguishing which noun is the subject and the “ko” is
distinguishing which noun is the “object”. If you switch around the “nai” and “ko”,
now Zaid is the object and Amr is the subject. What is nai and kow? These are extra
words.

 English does it through order. The noun at the very front needs to be the subject.
Then we have the verb in the middle and the object at the end.

Every language has its method. The method the Arab people have developed in order to
distinguish between their grammatical meanings is the most superior method because: 1) it
does not rely on extra words 2) sequence remains flexible, and you are going to see this on
the next slide.

6 Ways of Saying “Zaid Hit Amr”

‫ب َع ْمًرا َزيْد‬
َ ‫ضَر‬
َ ‫ب َزيْد َع ْمًرا‬َ ‫ضَر‬
َ
‫ب‬
َ ‫ضَر‬ َ ‫َزيْد َع ْمًرا‬ ‫ب َع ْمًرا‬
َ ‫ضَر‬ َ ‫َزيْد‬
‫ب‬
َ ‫ضَر‬
َ ‫َع ْمًرا َزيْد‬ ‫ب َزيْد‬
َ ‫ضَر‬
َ ‫َع ْمًرا‬

Zaid = ‫َزيْد‬ Amr = ‫َع ْمرا‬ ‫ب‬

َ ‫ضَر‬
َ
ً (he) hit =

If you look on the next slide [see above], we have arranged them in 6 different ways. These
are the total 6 possible ways that the 3 words can be arranged. They are all conveying the
same basic meaning of “Zaid hit Amr”. In all 6 examples the subject is Zaid and the object is
Amr. From these 6 one of them is standard and that would be the one that is highlighted
green. This is the one you would choose.

What are the other 5? They are unconventional. It depends on the knowledge that the
audience already has. If the audience is already aware of the action having occurred and who
did the action, the only new piece of information that you are giving them is the fact that Amr
was the one that was hit then you would use the one that is highlighted yellow. The
translation of that one would be this: “It was Amr that Zaid hit”. You would have to use all
those words, because the stress needs to be on Amr. If you bring Amr at the front in English
and not use all of those words then it becomes “Amr hit Zaid” and the meaning changes,
because now Amr is the subject. Sequence determines the grammar in English.

In Arabic since we don’t have sequence and since the ending is what’s doing it for us “Zaid”
has a particular ending. If you notice in all 6 examples “Zaid” has the same ending and

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“Amr” has the same ending. There is on “Zaid” and on “Amr”. This is how we know
that “Zaid” is the subject and “Amr” is the object. All 6 of them convey the same basic
meaning.

So here we go.. You have probably already noticed that this example “it was Amr that Zaid
hit” can also be presented for highlighting the comprehensiveness of the Arabic language at
the sentence level. This is the ‫صروا‬ ِ
َ ‫( ا ْستَ ْن‬instansaroo) equivalent. Over there we do it with the
ُ
‫ص ُروا‬ ِ
َ ‫( ا ْستَ ْن‬instansaroo) example at the word level. If you want to do it at the sentence level just
list this example and show them that in Arabic what looks like 3 words is covering what
actually English needs 6 words to convey.

Unless you are speaking like Yoda from Star Wars, he says “Amr Zaid hit” His restructuring
of the sentence is meaningless because he does that everywhere. He has reduced the
flexibility and restricted himself to one particular sequence, which is unconventional. At any
rate I mentioned that because there might be some smart pencils thinking about that. So I pre-
empted it for you.

Let’s continue with this. So in verbal sentences sequence does not determine grammar. How
do we determine it? We determine it by the endings. “Zaid” has a particular ending and
“Amr” has a particular ending. It is by this ending we know “Zaid” is the doer and we know
“Amr” is the object. Now it doesn’t matter which is first and which is second.

 The problem is sequence not determining grammar.

 The solution is these grammatical states. i.e. having these mental constructs. ,‫رفع‬
‫ نصب‬and ‫ جر‬are mental constructs. Taking the roles that the ‫ اسم‬can occupy within
the sentence and assigning them across the 3 states. Subject belongs to ‫رفع‬. Object

belongs to ‫ نصب‬. The reflection for ‫ رفع‬is damma and the reflection for ‫ نصب‬is fatha.
They look different. It is like “he”, “him” and “his”. That is how the problem of
sequence is solved.

Issue in Nominal Sentences

In nominal sentences we have an entirely different issue because subject and object pre-
suppose verbs. Nominal sentences do not necessarily need to have a verb. What is the
problem? It is the lack of “is” issue. In English if you have a long sentence. E.g. the ancient
book written in 2500 BC by Sun Tzu is available in the bookstores”. All of those words prior
to the “is” in English would be considered the subject. The “is” would divide and “available
in the bookstore” would become the predicate. If I was to render that meaning into Arabic, I
would not use the verb “is”. How do you determine from where to where is the subject and
from where to where is the predicate? This calls for another solution.

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Now there is a minimum and there is a maximum. If you are dealing with only 2 words then
the division is pretty easy because you just drop the “is” in between e.g. ‫ج ِديد‬
َ ‫تاب‬ ِ
ُ ‫“ الْك‬the
ِ ْ‫ ال‬would be the subject and ‫ ج ِديد‬would be the predicate. So
book is new”. Necessarily ‫كتاب‬ َ
the lack of “is” sort of makes sense because there is no other option. It is when it becomes
larger then this becomes a real issue that needs to be addressed.

In the 2 word sentence the only thing you need to be able to do is distinguish it from the
phrase level relationship: ‫يد‬ ِْ ِ
ُ ‫الَد‬ ‫تاب‬
ُ ‫“ الْك‬the new book”. Notice the words used in the
sentence example and the phrase example are the same words. Also notice the sequence is
the same. The noun is at the front and the adjective is second in both examples. So how do
you distinguish that? You would have to know what characterizes the descriptive phrase. Part
of that is the 2 would have to correspond and have the same value in terms of being definite
or indefinite. We are seeing that in the ‫يد‬ ِْ ِ
ُ ‫الَد‬ ‫تاب‬
ُ ‫ الْك‬example, but we are not seeing that in the
‫تاب َج ِديد‬ ِ
ُ ‫ الْك‬example.
This is a topic. Normally in our 3 weeks, from the phrases we develop 2 of them. There are a
dozen plus ways that words can connect together in phrase level relationships. Let’s speak a
little about phrases because I am not going to exhaust the topic. I would normally devote 25
minutes to the possessive phrase and 25 minutes to the descriptive phrase. That would give
you all you need to know as part of the 4% of the language that gives you the broadest
application. The rest of the phrases are covered gradually over the course of 7-9 weeks. There
are 12 of them. If you know all 12 of them then you would be able to resolve the lack of “is”
issue. I’ll tell you that in a minute.

Phrase Translation Type of Phrase

‫تاب َزيْد‬ ِ
ُ ‫ك‬
Zaid’s book Possessive

ٌ‫َولَ ٌد طَ ِويل‬
Tall boy Descriptive

Here are the 2 phrases we have [above]. The one at the top is ‫َزيْ ٍد‬
‫تاب‬ ِ
ُ ‫ك‬, the translation is
“Zaid’s book”. That is the possessive phrase. The other one underneath that ‫ َولَد طَ ِويل‬is an

example of a descriptive phrase. On the previous slide ‫يد‬ ِ ْ ‫“ الْ ِكتاب‬the new book” was also
ُ ‫الَد‬ ُ
an example, so is “tall boy”.

In ‫َزيْ ٍد‬ ‫تاب‬ِ

ُ ‫ ك‬if you look at them and compare them, you will notice the states of the 2 words
(in the possessive) are not matching. The first word has one ending and the second word has a
different ending. I can’t give you all of the regulations that govern this type of structure but I

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can tell you this that this second half of the possessive phrase is fixed on ‫جر‬. It has a

particular grammatical state which is ‫جر‬. As we move forward giving you 15 of the 22
places, we are going to bring this back and say second half of the possessive structure, it has a
particular name which is ‫إِلَْيه‬ ‫ ُمضاف‬. Unfortunately I can’t develop it for you here, because we
are short on time so I am going to press forward. So just remember ‫ ُمضاف‬and ‫إِلَْيه‬ ‫ ُمضاف‬.
Even if you forget don’t worry I’m going to remind you again, as we get to the development
of the 22 places.

In the example underneath that, the descriptive example: ‫طَ ِويل‬ ‫ َولَد‬. The first word is the one
being described and the second word is the adjective. That sequence is important. It is
opposite of how it would be done in English. You would say “tall boy”, but in Arabic you
would say ‫طَ ِويل‬ ‫ َولَد‬with the “boy” word first and “tall” word second. Again much more can
be said about these phrases but we are going to have to press forward.

Now in nominal sentences the issue is the lack of “is”. This issue becomes more profound
the bigger the sentence becomes. Like the example I just gave you: “the ancient book written
in 2500 BC by Sun Tzu is available in the bookstores”. If there is no “is” how are you going
to determine that? The answer to this question and the solution to the lack of “is” issue is you
would have to know the 12 plus phrase level relationships and move from right to left and
exhaust them. Wherever all the phrases end, that is where the predicate begins. How would
you know from where to where is the subject and from where to where is the predicate? It
would be by knowing where the phrase level relationships end, that’s where you drop the
“is”.

The first word and the second word would need to be compared. And you would have to see
if there is correspondence and if the regulations that apply to the various types of phrases
apply. If they do then that means your predicate hasn’t started yet, you have to move forward,
you look at the third and try to connect that one with the previous two. You have a larger
phrase and you look at the next one. If you see a clause developing that means that still your
predicate hasn’t begun. Like “written in 2500 BC” means that the predicate hasn’t yet started.

We just keep moving from right to left. Where all of the extensions exhaust and all of the
phrases end that is where the predicate begins. This is the extent I am going to talk about in
this presentation about the lack of “is” issue. Because the entire total solution depends on the
12 types of phrases, and since in the introductory theory we don’t give you all of them, that’s
why the proper solution for it is to take 7-9 weeks in order for you to be fully comfortable
with this. I.e. not to have any trouble with this problem and solve it effortlessly. That is done
through the reading text.

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Components of the Sentence
The grammar people recognised that we have fundamentally 2 types of sentences that in
English do not exist. Because in English the noun is at the front all the time. But since in
Arabic there is a possibility of the verb being at the front, so if one chooses to speak a verb
then that is what will happen. If there is no verb at all then the noun will be at the front. Since
the issue in the verbal sentence is of an entirely different kind than the issue that is in the
nominal sentences the grammar people chose to do:

1. Classify the sentence into 2 categories

2. Take the generic terms subject and predicate and come up with 4 more specific terms.
Depending on what kind of sentence you are dealing with the subject and predicate
will have different names. When they appear in the nominal sentence they are called
‫ ُمْبتَ َدأ‬and ‫ َخ ْب‬. In the example “the book is new” the word “book” would be labeled

‫ ُمْبتَ َدأ‬and new would be labeled ‫ َخ ْب‬. In a verbal sentence, first of all you would need to
know that the verb is at the front. That is an example of the predicate preceding the
subject which in English does not happen. But in Arabic it would happen: .‫ب َزيْد‬
َ ‫ذَ َه‬
‫ب‬
َ ‫ ذَ َه‬is the predicate and ‫ َزيْد‬is the subject, but we are not going to say subject and
predicate. We are going to say ‫ فِ ْعل‬and ‫ فِ ْعل‬.‫فاعل‬
ِ literally means verb and ‫فاعل‬
ِ means
doer of the verb. Conceptually we understand that this is subject and predicate, but
when we address, speak, analyse and parse, we discard the more generic terms: ‫ُم ْسنَد‬
‫( إِلَْيه‬subject) and ‫( ُم ْسنَد‬predicate). The reason is because when you are speaking about
an issue and when you are trying to resolve that issue the terms you use within that
discussion should be specific to it. It should not conflict with the terms you are using
in the other discussion when tackling the issue and providing a different solution. So
since the issues are separate and solutions of each are different, the terminology
should also be specific. This is something you will hear nowhere else.

Grammatical States
We are not going to speak about the lack of “is” issue. We are going to continue with the
grammatical states. In the previous presentation I gave you the “house” example. I showed
you how ‫ رفع‬means “he”, ‫ نصب‬means “him” and ‫ جر‬means “his”. I am going to bring that
slide back for you [see table below]. You will notice the word “house” is being used in 3
different ways. In English if a pronoun is used in 3 different ways, we see a difference. We
see:

 He came.

 I saw him.

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  His pen.

Example Translation Role of ‫ الْبَ ْيت‬in the Grammatical state Re

sentence of ‫الْبَ ْيت‬ fle
cti
on
‫ت‬ُ ‫ط الْبَ ْي‬َ ‫َس َق‬ The house fell Subject ‫رفع‬
َْ
‫ت‬
َ ‫ت الْبَ ْي‬ُ ‫َد َخ ْل‬
I entered the house Object ‫صب‬
ْ َ‫ن‬
‫ت‬ِ ‫باب الْب ي‬ The door of the Possessive ‫َجر‬
َْ ُ house

But in the case of the word “house”, in the 3 translations you will notice that “house” is not
changing. It is “house” in all 3. In Arabic when we express these meanings, the word ‫الْبَ ْيت‬
would actually change based on the way it is being used. So when the “house” is intended to
be subject of the verb we say: ‫ت‬
ُ ‫الْبَ ْي‬ ‫ط‬
َ ‫ َس َق‬. When the house is intended to be object of the verb
we say: ‫ت‬
َ ‫الْبَ ْي‬ ‫ت‬
ُ ‫ َد َخ ْل‬. And when it is the second half of a possessive phrase you say: ‫باب‬
ُ
ِ ‫الْب ي‬.
‫ت‬ َْ
This table and the introduction of the topic in the previous presentation gave the impression
that ‫ رفع‬meant subject, ‫ نصب‬meant object and ‫ جر‬meant possessive. So ‫نصب‬ ,‫ رفع‬and ‫ جر‬are
just another way of saying subject, object and possessive.

Now in our second developing of the topic we are going to build on that understanding and
correct some of the misconception there. We fuzzied it there. If we were to aim for accuracy
in the first introduction it would have overwhelmed the beginner and it would have failed to
create the mental imprint which was the aim and the goal back there.

So ‫ رفع‬cannot mean subject, ‫ نصب‬cannot mean object and ‫ جر‬cannot mean possessive.

The reason is because if you are with us until now you have already figured out that the total
possible usages for the ‫ اسم‬are more than just 3. If you say ‫ رفع‬mean subject, ‫ نصب‬means

object and ‫ جر‬means possessive then you restricted it to 3. Clearly that can’t be true. The
reason is because we have an entire other category of sentences that doesn’t even have
subject and object, because both subject and object presupposes verbs but since we have
sentences that don’t even have verbs, you wouldn’t have subject and object in that sentence,
but instead you would have a further possible usage for the ‫اسم‬. (By the way when I mean

subject I mean doer, I don’t mean ‫إليه‬ ‫ مسند‬- subject as opposed to predicate, but I mean

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subject as opposed to object). We have already invalidated that restriction and removed that
misconception and it is a matter of knowing what the total is. Subject, object, possessive is
not all there is. There is more.

The earlier 3 were:

ِ (doer of a verb) - e.g.

1. subject called ‫فاعل‬ ‫ت‬
ُ ‫َس َق َط الْبَ ْي‬

2. object called ‫بِِه‬ ‫ – َم ْفعُول‬e.g. ‫ت‬

َ ‫ت الْبَ ْي‬
ُ ‫َد َخ ْل‬

3. possessive called ‫إِلَْي ِه‬ ِ ‫باب الْب ي‬

‫ – ُمضاف‬e.g. ‫ت‬ َْ ُ
Other than the examples above in a nominal sentence we have:

4. the subject which has a different name called ‫ُمْبتَ َدأ‬

5. the predicate of the nominal sentence which again has a different name, it is called ‫خ ْب‬
َ
Add it on to the previous 3 and now we have 5.

In Arabic, the subject of a verb is called ِ َ‫ ف‬.

‫اعل‬ The object of a verb is called ‫ َم ْفعُول بِِه‬.

Normally in the classes at the end of the introductory theory I give them a cheat sheet, which
is a one page document with all of the grammar vocabulary. You have the Arabic terms and
the English equivalents, so you can just print it out and glance at it so it will remind you of all
of the mini presentations that you will have spent considerable time developing because that
is what we do. That is the behaviour that we want in the start-up phase. We want students to
listen to this again and again and develop mini presentations.

I need to go through this as I am, because there is no other way I am going to get through this
in an hour. The other option was to not do it this way, and give fluff and filler and just
entertain. If I do that I lose your attention because I haven’t given you any value. My whole
point behind this free series of videos, even if you don’t choose to join the program then I
still want to feel that your time was spent well. If you continue your self-study you will at
least be moving much more quicker than you are now.

6. Coming after a preposition will be a further usage. We call that ‫َمرور‬

َْ . ُ
Now we already have much more than we started with. We started with 3, now we have 6.
Then there are numerous types of adverbs. Again this will be developed further.

Now the question is what is the total? 22.

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Why are there so many usages?
Let’s get some idea. What are the factors that contributed to this number being so large? It is
the broadness of the ‫ اسم‬itself, because the ‫ اسم‬is not only nouns. It includes nouns,
pronouns, adjectives and adverbs. From these 4 the way an adverb will be used in a sentence
is radically different than the way a noun will be used. In a verbal sentence e.g. the subject
must be an entity, like we mentioned earlier. You can’t take the word “quickly” and consider
it the subject of a verb. The kind of word determines its usage. The word “them” would be an
object. The word “very” would be an adjective. So since the ‫ اسم‬is so broad, that contributes
to the number being so large.

Another reason why we have so many usages is because the grammarians have classified the
sentence into 2 categories. They have chosen to use different terminology. The minute our
terminology increases our number of usages increases. They are labeled differently so this
also contributes to the number being so large. We still don’t know why it is 22, but we have
some idea why the number is large. Remember the onions and the peeling the layers of the
onions.

Nominal Sentence Specific

Some of these 22 are nominal sentence specific. I.e. they will be found only in the nominal
sentence. Like the 2 halves of the nominal sentence could be considered two usages for the
‫اسم‬. The ‫ اسم‬can occur as the ‫ مبتدأ‬and it can occur as the ‫خب‬. It is playing a role. You have
an ‫ اسم‬occupying the slot of the ‫ مبتدأ‬and you have another ‫ اسم‬occupying the slot of the ‫خب‬.

There are certain governing agents that can come at the beginning of a nominal sentence and
it would influence the endings and it would induce change. What was previously ‫ مبتدأ‬will no

longer be ‫مبتدأ‬, it would be called something else. What was previously ‫ خب‬will no longer be

‫خب‬, it will be called something else. I am going to have to leave this as a cliff hanger. I am
going to come back to this at the end of the end of the presentation. This is why the number is
large in consideration of the nominal sentence. We start off with the earlier 2 of ‫ مبتدأ‬and ‫خب‬,
the “abrogators” - the governing agents that can come at the front of the nominal sentence
will create further usages.

Verbal Sentence Specific

In verbal sentences first of all we have a “who”. Every verbal sentence needs to have a
subject and that would be a usage for the ‫اسم‬. Many will also have an object. There are
numerous other details beyond subject and object and that is all based on relevance. It is
based on how many details the speaker chooses to convey. He might want to provide an

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answer to the questions “when”, “where”, “why”, “how”, or he might want to modify the
action aspect of the verb, e.g. quickly and swiftly, or he might want to bring a prepositional
phrase which is also a detail of the verb because in the case of an action such as movement,
not only will you have a doer, you will have a destination and an origin. Whatever words you
use to express the destination will be a further detail of the verb. It will be an ‫ اسم‬that is part
of that phrase, like “Basra” and “Koofa”. This creates a larger number. These are possible
ways an ‫ اسم‬can be used that are specific to the verbal sentence.

Other than the ‫( فاعل‬subject) and ‫به‬ ‫( مفعول‬object), the verb can also be passive. What
happens in a passive verb is the subject disappears. In English it will be like “Zaid ate an
apple”. That will be reformatted to “the apple was eaten”. In this sentence the usage of the
“apple” is different to what it was in the previous one. It can be considered an additional
usage.

Right now we are just trying to understand the large number. Then we are going to come
back and tie them all together and assign them to the 3 states we have already. We are not
discarding the 3 states. The states are the same states: ‫نصب‬ ,‫ رفع‬and ‫جر‬. The whole point
behind this is to correct the inaccuracy. In the previous development of the topic we gave the
impression that ‫ رفع‬meant subject, ‫ نصب‬meant object and ‫ جر‬meant possessive.

Now we are saying that ‫ رفع‬is a broad category and subject is an example of ‫ رفع‬and there are

more, ‫ نصب‬is a broad category and object is an example of ‫ نصب‬and there are more.

Similarly ‫ جر‬is a broad category and ‫إليه‬ ‫( مضاف‬second half of a possessive structure) is one
example of ‫ جر‬and there is more.

How are these 22 assigned? We are going to talk about that as we move forward with the
presentation.

ِ
ً ‫أَ َك َل َزيْد تُف‬
‫َّاحا‬ ‫َّاح‬
ُ ‫أُك َل التُّف‬
Zaid ate an apple. The apple was eaten.

On the left side the word ‫َّاحا‬

ً ‫( تُف‬an apple) is the object. In the case of the passive verb (on the
right) the object occupies the place of the subject. The subject goes missing and the name
changes. We call it deputy doer. You can add that to the list.

7. Deputy Doer

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Different Types of Adverbs

Generic Adverb ‫ت َكثِ ًريا‬

ُ ‫فَ ِر ْح‬
I became very happy.
Adverb of time and place (When? Where?) ‫ب الْيَ ْوَم َزيْد َع ْمًرا‬
َ ‫ضَر‬
َ
Zaid hit Amr today.
Adverb of reason and cause (Why?) ‫ضَربْتُهُ تَأْ ِديبًا‬
َ
I hit him for discipline.
Circumstantial adverb (How?) ‫جاءَين َزيْد راكِبًا‬
Zaid came to me riding.

Then there are different kinds of adverbs.

8. We have a generic adverb, which is just modifying the action, or explaining the
degree/ intensity, like “slowly”, “quickly”, “very”, “extremely”, “abundantly”.

‫ت َكثِ ًريا‬
ُ ‫“ فَ ِر ْح‬I became very happy”. ‫ فعل‬is ‫فَ ِر ْح‬, the subject is the ‫ت‬
ِ
ُ and then ‫ َكث ًريا‬would be
the adverb. That is what we call a generic adverb. There is no time connotation to it. It is not
answering the question “where”, “when” but it is modifying the action aspect of the verb.

9. The “when”, “where” one has a special name. That will be given to you in the
upcoming slide.

The example is: ‫َع ْمرا‬

‫ب الْيَ ْوَم َزيْد‬
َ ‫ضَر‬َ “Today Zaid hit Amr”. The word ‫“ الْيَ ْوم‬today” is
ً
modifying the time aspect of ‫ب‬ ِ
َ ‫ضَر‬َ . The word ‫“ َكث ًريا‬very” was modifying the action aspect of
‫ب‬
َ ‫ضَر‬
َ . That is the kind of adverb.

10. Then we have the reason and cause adverb.

‫ضَربْتُهُ تَأْ ِديبًا‬

َ “I hit him for the purpose of discipline”. In Arabic we are able to do that in a
single word. In English you can’t do that, you have to say “for discipline”. This is the adverb
that in English should have existed but doesn’t.

11. Circumstantial Adverb. You are answering the question “how”.

“Zaid came to me riding”. How did he come? He came riding. The word “riding” is an ‫اسم‬.

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We are speaking about the total possible ways an ‫ اسم‬can be used. We are getting some idea.
It is not random either. I am not just giving you a random listing. I spoke about the nominal
sentence specific ones in the beginning and now I am speaking about the usages that are
specific to the verbal sentence.

And since prepositional phrases are also considered details of the verb, the ‫ اسم‬that follows
the preposition could also be considered a further usage. If you count the number then we are
at about 11 at this stage. Let me recap them without the slides:

The 2 parts of the nominal sentence: ‫ مبتدأ‬and ‫خب‬. In the case of the verbal sentence the

“who”: ‫فاعل‬, the object: ‫به‬ ‫مفعول‬, the deputy doer which is specific to the passive verb (the
apple was eaten), then these 4 types of adverbs: generic adverb, “when” and “where” adverb ,
“why” adverb, “how” adverb, object of preposition would be the tenth and the second half of
the possessive would be the eleventh.

So how do we distinguish between the different usages of the ‫? اسم‬

Before jumping to the process, many times the kind of word sort of gives it away. Let me tell
you exactly what I mean by this. You might want to listen/read this portion a couple of times.

If I have a verb and multiple ‫اسم‬. I have changed the terms. I am not saying multiple nouns.

From amongst those ‫اسم‬s 2 of them are what the English people called noun. The other ones
are what the English people called adverb. I am just making up this example. It might not be
the most appropriate example but I need to give you an example: “I hit Zaid viciously in front
of the masjid yesterday”. The word “I” is an ‫اسم‬, “Zaid” is an ‫اسم‬, the word “yesterday” is an

‫اسم‬, “viciously” is an ‫اسم‬, in front (‫ )أمام‬is an ‫اسم‬, masjid is also an ‫اسم‬.

Or if you say “Zaid hit Amr in front of the masjid viciously” leave everything the same, just
take away the “I”. From all of these it is only the “Zaid” and “Amr” that need to be
distinguished.

The rest are distinguished by the by the kind of word it is. When I say ‫( الْيَ ْوم‬today) it
automatically it is going to be the time adverb, the answer the question “when”. Now “Amr”
and the word “today” having the same ending is fine. But “Zaid” and “Amr” having the same
ending is problematic because they are both candidates. They are both capable of becoming
subject and also becoming object. So they need to be distinguished. The rest don’t need to be
distinguished because the kind of word distinguishes it for you. If I stick in the word

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“viciously”, it is not going to be the subject because it is the kind of word that determines that
it is going to be an adverb. It can have the same ending as “Amr” has and yet there will be no
confusion because “Amr” by virtue of it being an entity “Amr” is the object and by virtue of
it being an attribute the word “viciously” needs to be a further detail and not the object detail.
Hopefully that was fine.

Then from these 22 possible ways an ‫ اسم‬can be used, many are found only in the nominal
sentence and not found in the verbal. The ones in the verbal are not found in the nominal.
This again allows us to recycle the endings. Now the ending we give to the ‫ فاعل‬which is

dammah we can give that to the ‫ مبتدأ‬and it is not problematic, because ‫ فاعل‬and ‫ مبتدأ‬will not
be found together so there is no distinguishing to do between them. It allows the recycling of
the endings. Where there is possibility of genuine confusion, like the 2 nouns following a
verb in which case we need to know which of the nouns is the one doing the verb and which
of the nouns is the one upon whom the verb is being done. This is where the mechanism,
process and grammatical states come in play and they do the distinguishing for us. Some of it
is distinguished by the kind of word and some is distinguished by the kind of sentence that
it is found in. When you have multiple ‫اسم‬s occurring in the same type of sentences that are
candidates for being both subject and object, then at that point you need the structure. Most of
what I am talking about is specific to the verbal sentence. This is the solution to the problem
that occurs in the verbal sentence: the lack of sequencing determining grammar issue.

The total amount of ways an ‫ اسم‬can be used is 22. Although the total amount of ways an ‫اسم‬
can be used is 22, the amount of grammatical states and endings we need is not 22. Why?
Because the kind of word sometimes narrows it down for us already. The type of sentence
it's found in narrows it down. Many of them are not found alongside each other. We can
recycle those endings, so what we need is the bare minimum amount of endings that will
resolve all confusion, and that amount just happens to be three.

What we need to know now is how the 22 distribute into the three, and this will end the
discussion. So let's relist for you the three states and show you the distribution.

Grammatical States of the Ism

So ‫ رفع‬is a broad category that accounts for eight possible usages of the ‫اسم‬. ‫نصب‬ is an even

broader category that accounts for twelve of the possible usages, and ‫جر‬
َ is the smallest of
the three, and that has two contained within it. So subject is in ‫ رفع‬and alongside subject,

there's seven more. Object is in ‫نصب‬, and alongside object, there's eleven more. ‫ضف إلَيه‬
َ ‫ُم‬

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the second half of the possessive structure, is in ‫ جر‬like the “door of the house” example, and

along with that, there's one more. So since ‫ جر‬is the smaller of the three categories, let's
begin with that.

Places of ‫جر‬
On the screen, you see the two places of ‫جر‬. There's no third place. The only other place in
the language, besides second half of a possessive structure, where a word would be
considered in the state of ‫ جر‬and have a kasrah on the last letter as a result is coming after a
ِ ‫ِِف ألْب ي‬
‫ت‬
preposition. e.g. َْ "in the house”. And the prepositions are numbered, we know what
they are. ‫ ِِف‬is one of them, ‫ ِم ْن‬min is one of them, etc, any Ism that follows a preposition

will be in the state of ‫جر‬. And ‫ جر‬does not happen anywhere else.

Places of ‫رفع‬
As for ‫رفع‬, the two halves of a nominal sentence are both in ‫رفع‬. So the subject of the nominal

sentence is called ‫ُمْبتَ َدا‬ and that's in ‫رفع‬.. The predicate of the nominal sentence is also in ‫رفع‬,
and for those two to have the same ending is not problematic because the problem there is not
one of sequence anyway. It's a lack of “is” and the solution is to know the phrase level
relationships, so having the same ending does not create any confusion. Remember, the
whole point behind grammar is to remove confusion, and this is why it's so important. In a
verbal sentence, the doer of the verb is also in ‫ رفع‬so it has a dammah like we saw with ‫ َزيْد‬in

the “Zaid hit Amr” example. All six of those examples were with dammah, so ‫ فاعل‬clearly

belongs to ‫رفع‬. In the passive structure, “The apple was eaten” ‫َّاح‬ ِ
ُ ‫ أُك َل التُّف‬, the verb means
“was eaten”. ‫ أ َك َل‬means “ate” ‫ أكِ َل‬means “was eaten”. That (the subject of the passive
ِ َ‫ )نَائب ف‬also belongs to ‫رفع‬.. So we have four currently in ‫ رفع‬and we're filling the
verb, the ‫اعل‬
slots, and we're going to get as close to 22 as we can.

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Places of ‫نصب‬
So now moving into the places of ‫نصب‬, we have the first one which is the object of the verb,

and in Arabic, that's called ‫بِِه‬

‫ َم ْفعُول‬. That would be “Amr” in the example “Zaid hit Amr.”
The Generic Adverb is called ‫م ْفعُول ُمطْلَق‬.
َ It means it's unconditional, so there's no time
aspect to it. It's not answering the question “when” or “where” or “why” or “how” but yet it's
modifying the verb in some way. That's called the Generic Adverb, the example is ‫كثِريا‬
َ in ً
the example “I became extremely happy.” If it's answering the question of “when” or
ِ ِ‫ف‬
“where”, then that's called ‫يه‬ ‫َم ْفعُول‬ and it could be time, like “today” in “Zaid hit Amr
today” or “in front of the masjid” or “before” or “after” or “above” or “beneath”. Any of
these words would be considered ‫ َم ْفعُول فِيه‬because they all indicate on time or place. The
Reason and Cause adverb, the example of that is “I hit him for the purpose of discipline.”
And that's called ُ‫ َم ْف ُعول لَه‬. The circumstantial one is called ‫حال‬
َ , and the example of that is
‫جاءَين َزيْد راكِبًا‬ "Zaid came to me riding.” So we have five, add that to the previous four, and

we have nine. Including the previous two, the ‫ جر‬ones, and we're at eleven.

Most of these are related to the verbal sentence. All five of the ones you see on the screen
ِ َ‫ف‬
‫اعل‬ ِ َ‫ نَائب ف‬also occur in verbal sentences. ‫مبتَ َدا‬
‫اعل‬
right now occur in verbal sentences. and ُْ
and ‫خ ْب‬
َ don't, they're the two halves of the nominal sentence.

Kaana Sentence
What else can happen in a nominal sentence? At the beginning of a nominal sentence, you
can have a certain governing agent that would abrogate the sentence. What was previously
‫ُمْبتَ َدا‬ is no longer called that, the name changes. This is ‫ َكا َن‬. ‫ َكان‬is an auxiliary verb, and it
means “was”. So first of all, when you add ‫َكا َن‬ to the beginning of “The book is new,” the
translation would change to “The book was new.” Not only that, what was previously called
‫ُمْبتَ َدا‬ is no longer called ‫ُمْبتَ َدا‬ because now it has a verb before it. But since it's a special
kind of verb, we're going to invent new terminology to talk about it. So what start off with
‫ُمْبتَ َدا‬ ‫ َخ ْب‬. With the introduction of ‫كا َن‬ ‫يدا‬ ِ ِ
the and the َ the sentence becomes ً ‫اب َجد‬
ُ َ‫َكا َن ألْكت‬

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. Pause for a minute, look at the ending of the words after ‫كا َن‬
َ . Previously, both of them
were in ‫رفع‬, now one of them is in ‫ رفع‬and the other one is in ‫نصب‬. So now we have five in

‫ رفع‬and one more in ‫نصب‬, so we're going to come back to that again, and I'll bring back the
chart so we can see them all happening on a single screen. So the two halves, the name
changes, it's called Ism of ‫كان‬
َ and what was previously called khabr is now called the khabr
of ‫كان‬
َ ; what that means is the subject of the ‫ َكان‬sentence and the predicate of the ‫َكان‬
sentence and that's pretty much it.

Inna Sentence
Other than that we have ِّ
‫إن‬ which is another governing agent. It can come at the beginning
of a nominal sentence. It will abrogate the sentence; what that means is that what was
previously ‫ُمْبتَ َدا‬ will no longer be ‫ُمْبتَ َدا‬ and what was previously ‫ َخ ْب‬will no longer be
‫ َخ ْب‬. ِّ and the
It's called the Ism of ‫إن‬ ‫َخ ْب‬ ِّ . Obviously the meaning
is called the khabr of ‫إن‬

changes, because ِّ
‫إن‬ means “Indeed”. So you have new meaning, and not only that, but you
have new usages for the Ism. Our number is getting even larger. We were at eleven, so if
you take the two from the ِّ
‫ َكا َن‬and the two from the ‫إن‬ we're at fifteen.

So here you go, here's all 15 of them.

From ‫رفع‬:

1) ‫ُمْبتَ َدا‬ subject of a nominal sentence.

2) ‫ َخ ْب‬predicate of the nominal sentence.

3) ِ
‫فاعل‬ the doer of the verb.

4) ِ َ‫نَائب ف‬
‫اعل‬ the subject of a passive verb or “deputy doer”.

5) Ism of ‫كا َن‬

َ the first portion of a Kaana sentence.

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 ِّ , the second portion of the Inna sentence.
6) Khabr of ‫إن‬

The Places of ‫نصب‬:

7) ‫ َم ْفعُول بِِه‬the object of a verb.

8) ‫ َم ْفعُول ُمطْلَق‬. the Generic Adverb.

ِ ِ‫ م ْفعول ف‬the Adverb of Time and Place.

9) ‫يه‬ ُ َ

10) ُ‫ َم ْفعُول لَه‬. the Adverb of Reason or Cause.

11) ‫حال‬
َ the Circumstancial Adverb.

12) Khabr of ‫كا َن‬

َ , second half of the Kaana sentence.

ِّ , first half if the Inna sentence.

13) Ism of ‫إن‬

Places of ‫جر‬:

14) ‫إليه‬ ‫مضاف‬, the second half of a possesive structure.

15) ‫ ََْم ُرور‬. any Ism following a preposition.

This concludes what we would do in the introductory theory. At this stage, we would begin
the book. And here (on the screen) I've created a scan for you from the “Stories of the
Prophets” book, the Qasas An-Nabiyeen book. If I had time, I would speak about all the
structures here, and I would bring all of that theory to life. In these four or five lines, you
would see at least 20 examples, and all of the theory you just learned would solidify every
time you saw it. At this stage, I'm not able to do that. I'm going to have to stop here. But I
will tell you how to take this to the next level.

As you know, I've been doing this for the last 10 years, and there's a certain book in grammar,
it has 132 pages, it's called Hidayatu Nahw and I've taught it at this stage 22 times. I reteach
it every year three times, and I never delegate any aspect of this teaching. Every time I teach
it, my energy levels increase, and my understanding of the text and my insights also increase.
And one would not expect that. One would think if you were teaching the same book over
and over again, three times a year, and you've taught it so many times, then your interest level
would probably diminish and decrease, and your enthusiasm will probably go low. But in my

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case, Alhamdulillah, that is not what happens. Instead, I get more energetic, and the tone of
my voice changes, and the students, they notice this from me. And they really love that
intensity in my voice. So if what I shared with you in the last ten days with the Report and
the content pieces, if it resonated with you, and if it increased your desire to master this
language, this divine language, so that you can understand all of the messages that Allah
(Subhanah Wa Ta'ala) intended for you and be able to understand and appreciate your
prayers, then I invite you to join this program that I will personally be conducting myself.
And we will be opening registration for it in a couple of days from now.

If this is something that excites you, then you can click the link below (the video) and join the
Earlybird List, so this will pretty much guarantee for you a spot, and it will allow you to join
the program before anyone else. And if you're not at that level, then that's totally fine,
because we will be continuously reproducing this free material and I'll be more than happy to
share that with you also in the upcoming weeks and months. So with all of that said, I really
enjoyed creating this free series of videos for you, and I hope you enjoyed them also, and I
look forward to talking to you soon.

‫السالم عليكم و رمحة اهلل و بركاته‬.

Shariah Program © 2003-2012