
Basic Introduction
to
Nahw
Prepared
by
Amienoellah Abderoef


‫ﺑﺴﻢ ﷲ اﻟﺮﲪﻦ اﻟﺮﺣﻴﻢ‬
What is the theory of ‫ْﻌ َﻤﻞ‬
َ ‫? اﻟ‬
Basically, the theory of ‫ْﻌ َﻤﻞ‬
َ ‫ اﻟ‬involves;
 an effect / change
 at the end of a word
 produced by another word preceding it.
Thus, in the following sentences:
‫س‬
َ ‫َﺟ‬
ُ ‫ﺎء اﻟ ُْﻤ َﺪ ِّر‬
‫س‬
ُ ‫َﺳﺄَﻟ‬
َ ‫ْﺖ اﻟ ُْﻤ َﺪ ِّر‬
(The teacher came)
(I asked the teacher)
ِ ‫ﺖ َﻋﻠَﻰ اﻟ ُْﻤ َﺪ ِّر‬
‫س‬
ُ ‫َﺳﻠﱠ ْﻤ‬
the effect / change is the
by
"‫ـﺎء‬
َ
َ ‫"ﺟـ‬
(I greeted the teacher)
‫ اﻟﻀﱠـ ﱠﻤﺔ‬, the ‫ اﻟْ َﻔ ْﺘ َﺤـﺔ‬and the ‫ اﻟْ َﻜ ْﺴ َـﺮة‬at the end of "‫ "اﻟ ُْﻤـ َﺪ ِّرس‬produced
in the first sentence,
sentence.
"‫"ﺳـﺄَل‬
َ
The effect / change in Arabic is called
is produced is called the
ِ ‫ "اﻟْﻌ‬.
called the "‫ﺎﻣﻞ‬
َ
"‫"اﻟ َْﻤ ْﻌ ُﻤ ْـﻮل‬
in the second sentence and
"‫"ﻋﻠَــﻰ‬
َ
in the third
"‫ "اﻟ َْﻌ َﻤـﻞ‬, the word at whose end the effect / change
and the word which produces the effect / change is
"‫ "اﻟ ُْﻤـ َﺪ ِّرس‬is to
distinguish the different grammatical roles or functions that a word like "‫ْﻤـ َﺪ ِّرس‬
ُ ‫ "اﻟ‬acquires
when placed in a sentence. Prior to its existence in the sentence, "‫ْﻤـ َﺪ ِّرس‬
ُ ‫ "اﻟ‬had no other
Remark: The reason for these changes or effects produced at the end of
meaning apart from “the teacher”. However, when it was placed after the verb
"‫ـﺎء‬
َ
َ ‫"ﺟ‬
it
acquired the grammatical role of being the one performing the action indicated by that
verb i.e. the one doing the coming. Likewise, when it was placed after the verb
"‫ْﺖ‬
ُ ‫"ﺳـﺄَﻟ‬
َ it
acquired the grammatical role of being the direct object of the action indicated by that
verb i.e. the one to whom asking is done directly. Also, when it was placed after the
"‫"ﻋﻠَـﻰ‬
َ it acquired the grammatical role of being the indirect object of the action
of the verb "‫ﺖ‬
ُ ‫"ﺳـﻠﱠ ْﻤ‬
َ since the verb is connected indirectly to the object i.e. via the particle
preposition
(or more specifically the preposition) "‫"ﻋﻠَﻰ‬
َ .
1
Thus, every action necessarily has a doer and optionally an object to which the verb is
either directly or indirectly connected.
Doer
Direct
Action
Object
Indirect
As these grammatical roles are all abstract meanings existing only in the mind of the
speaker, the classical Arabs devised a system of phonetically and diacritically marking the
ending of a word in order to make these grammatical roles known to the listener. Thus,
the grammatical role of the doer of the action in the sentence became known by means of
a
‫ﺿـ ﱠﻤﺔ‬
َ
at the end of the word. The grammatical role of the direct object of the action
became known by means of a
‫ ﻓَـ ْﺘ َﺤـﺔ‬at the end of the word. The grammatical role of the
indirect object of the action became known by means of a ‫ﺴ َﺮة‬
ْ ‫ َﻛ‬at the end of the word.
Therefore, "‫ْﻤ َﺪ ِّرس‬
ُ ‫ "اﻟ‬:
 being the doer of the verb "‫ﺎء‬
َ at its end,
َ in the first sentence is marked with a ‫ﺿ ﱠﻤﺔ‬
َ ‫"ﺟ‬
 being the direct object of the verb "‫ْﺖ‬
ُ ‫"ﺳـﺄَﻟ‬
َ in the second sentence, is marked with a
‫ ﻓَـ ْﺘ َﺤﺔ‬, and finally
 being the indirect object of the verb "‫ﺖ‬
ُ ‫"ﺳـﻠﱠ ْﻤ‬
َ in the third sentence (in that the action is
transferred onto the object via the preposition "‫"ﻋﻠَﻰ‬
َ ), is marked with a ‫ َﻛ ْﺴ َﺮة‬.
Doer
‫س‬
ُ ‫اﻟ ُْﻤ َﺪ ِّر‬
Action
Direct
‫س‬
َ ‫اﻟ ُْﻤ َﺪ ِّر‬
Object
Indirect
ِ ‫اﻟ ُْﻤ َﺪ ِّر‬
‫س‬
2
ِ ‫ اﻟْ َﻔ‬, the direct
‫ اﻟ ِْﻔ ْﻌـﻞ‬, the doer as the ‫ﺎﻋـﻞ‬
ِ ِ
object as the ‫ْﻤ ْﻔﻌُ ْﻮل ﺑِ ِﻪ‬
ْ .
َ ‫ اﻟ‬and the indirect object as the ‫اﻻﺳﻢ اﻟ َْﻤ ْﺠ ُﺮْور ﲝَ ْﺮف ا ْﳉَِّﺮ‬
In Arabic grammar the verb is referred to as the
In Arabic sentences comprising the
ِ ‫ اﻟْ َﻔ‬and the ‫ اﻟْﻤ ْﻔﻌـﻮل ﺑِ ِـﻪ‬combination – no
‫ اﻟ ِْﻔ ْﻌـﻞ‬, the ‫ﺎﻋـﻞ‬
ُْ َ
matter what the word-order – the noun marked with the
ِ ‫اﻟْ َﻔ‬
‫ﺎﻋـﻞ‬
‫ اﻟﻀﱠـ ﱠﻤﺔ‬is always going to be the
(whether grammatically or semantically) and the noun marked with the
always going to be the ‫ﺑِ ِﻪ‬
ً‫ب َزﻳْ ٌﺪ َﺧﺎﻟِﺪا‬
َ
َ ‫ﺿ َﺮ‬
‫ب َﺧﺎﻟِﺪاً َزﻳْ ٌﺪ‬
َ
َ ‫ﺿ َﺮ‬
‫ب َزﻳْ ٌﺪ‬
َ ً‫َﺧﺎﻟِﺪا‬
َ ‫ﺿ َﺮ‬
ً‫ب َﺧﺎﻟِﺪا‬
َ ‫َزﻳْ ٌﺪ‬
َ ‫ﺿ َﺮ‬
‫ اﻟ َْﻤ ْﻔﻌُ ْﻮل‬as illustrated in the following sentences:
[Zaid hit Khalid (with normal emphasis)]
VSO
[Zaid hit Khalid (with different emphasis)]
VOS
[Zaid hit Khalid (with different emphasis)]
OVS
[Zaid hit Khalid (with different emphasis)]
SVO
‫اﻟْ َﻔ ْﺘ َﺤـﺔ‬
is
Compare this with the English:
Zaid hit Khalid
Khalid hit Zaid
In the examples:
‫س‬
َ ‫َﺟ‬
ُ ‫ﺎء اﻟ ُْﻤ َﺪ ِّر‬
‫س‬
ُ ‫َﺳﺄَﻟ‬
َ ‫ْﺖ اﻟ ُْﻤ َﺪ ِّر‬
(The teacher came)
(I asked the teacher)
ِ ‫ﺖ َﻋﻠَﻰ اﻟ ُْﻤ َﺪ ِّر‬
‫س‬
ُ ‫َﺳﻠﱠ ْﻤ‬
ِ ‫ اﻟْ َﻔ‬, the ‫ﺑِ ِﻪ‬
we indicated the ‫ﺎﻋﻞ‬
(I greeted the teacher)
ِ ‫ اﻻﺳﻢ اﻟْﻤﺠﺮور ِﲝﺮ‬in separate sentences.
‫ اﻟ َْﻤ ْﻔﻌُ ْﻮل‬and the ‫ف ا ْﳉَ ِّـﺮ‬
َْ ْ ُ ْ َ ْ
However, it is possible for them to occur all in one sentence, e.g.
ِ‫ﱠ‬
"‫س َﻋ ِﻦ اﻟ َْﻤ ْﺴﺄَﻟَ ِﺔ‬
َ (The student asked the teacher about the problem / issue)
ُ ‫"ﺳﺄ ََل اﻟﻄﺎﻟ‬
َ ‫ﺐ اﻟ ُْﻤ َﺪ ِّر‬
ِ
ِ‫ﱠ‬
Here, "‫ﺐ‬
ُ ‫ "اﻟﻄﺎﻟ‬is the ‫ اﻟْ َﻔﺎﻋﻞ‬,
ِِ
"‫س‬
َ ‫ "اﻟ ُْﻤ َﺪ ِّر‬the ‫ اﻟ َْﻤ ْﻔﻌُ ْﻮل ﺑﻪ‬, and
ِ ‫ اﻻﺳﻢ اﻟْﻤﺠﺮور ِﲝﺮ‬.
"‫ "اﻟ َْﻤ ْﺴﺄَﻟَ ِﺔ‬the ‫ف ا ْﳉَِّﺮ‬
َْ ْ ُ ْ َ ْ
We mentioned earlier that Arabic has a flexible word-order and that in sentences
ِ ‫ اﻟْ َﻔ‬, the ‫ﺑِ ِـﻪ‬
ِ ‫ اﻟ‬, the ‫ﺎﻋﻞ‬
comprising the ‫ْﻔ ْﻌﻞ‬
ِ ‫ اﻻﺳـﻢ اﻟْﻤﺠـﺮور ِﲝـﺮ‬combination:
‫ اﻟ َْﻤ ْﻔﻌُ ْـﻮل‬and the ‫ف ا ْﳉَ ِّـﺮ‬
ْ َ ُْ ْ َ ْ
3
‫‪are determined by how their‬‬
‫اﻻﺳـﻢ اﻟْﻤﺠـﺮور ِﲝـﺮ ِ‬
‫ف ا ْﳉَ ِّـﺮ‬
‫ْ َ ْ ُْ َ ْ‬
‫‪and the‬‬
‫اﻟ َْﻤ ْﻔﻌُ ْـﻮل ﺑِ ِـﻪ‬
‫‪, the‬‬
‫اﻟْ َﻔ ِ‬
‫ﺎﻋـﻞ‬
‫‪the‬‬
‫‪endings are marked. Thus, the following are some of the word-orders.‬‬
‫ﱠِ‬
‫ﺐ َﻋ ِﻦ اﻟ َْﻤ ْﺴﺄَﻟَ ِﺔ"‬
‫َ‬
‫س اﻟﻄﺎﻟ ُ‬
‫"ﺳﺄ ََل اﻟ ُْﻤ َﺪ ِّر َ‬
‫ِ ﱠِ‬
‫س"‬
‫َ‬
‫"ﺳﺄ ََل َﻋ ِﻦ اﻟ َْﻤ ْﺴﺄَﻟَﺔ اﻟﻄﺎﻟ ُ‬
‫ﺐ اﻟ ُْﻤ َﺪ ِّر َ‬
‫ِ ﱠِ‬
‫ﺐ"‬
‫َ‬
‫س َﻋ ِﻦ اﻟ َْﻤ ْﺴﺄَﻟَﺔ اﻟﻄﺎﻟ ُ‬
‫"ﺳﺄ ََل اﻟ ُْﻤ َﺪ ِّر َ‬
‫ﱠِ‬
‫ﺐ َﻋ ِﻦ اﻟ َْﻤ ْﺴﺄَﻟَ ِﺔ"‬
‫س َﺳﺄ ََل اﻟﻄﺎﻟ ُ‬
‫"اﻟ ُْﻤ َﺪ ِّر َ‬
‫ﱠِ‬
‫ِ‬
‫س"‬
‫َ‬
‫"ﻋ ِﻦ اﻟ َْﻤ ْﺴﺄَﻟَﺔ َﺳﺄ ََل اﻟﻄﺎﻟ ُ‬
‫ﺐ اﻟ ُْﻤ َﺪ ِّر َ‬
‫ِ‬
‫ﱠِ‬
‫ِِ‬
‫ِ‬
‫ـﺐ"‬
‫س" ‪ ,‬اﻟْ َﻔﺎﻋـﻞ ‪" is the‬اﻟﻄﺎﻟ ُ‬
‫"اﻟ َْﻤ ْﺴـﺄَﻟَﺔ" ‪ , and‬اﻟ َْﻤ ْﻔﻌُ ْـﻮل ﺑـﻪ ‪" the‬اﻟ ُْﻤـ َﺪ ِّر َ‬
‫‪4‬‬
‫‪In all of the above sentences:‬‬
‫‪ .‬اﻻﺳﻢ اﻟْﻤﺠﺮور ِﲝﺮ ِ‬
‫ف‬
‫ْ َ ْ ُ ْ َْ‬
‫ﳉَِّﺮ ‪the‬‬
‫اْ‬
Is the application of the theory of ‫ْﻌ َﻤﻞ‬
ْ ?
َ ‫ اﻟ‬confined to the ‫اﻻﺳﻢ‬
The previous examples illustrate the application of the theory of
namely:
‫ اﻟ َْﻌ َﻤـﻞ‬to an ‫اﺳـﻢ‬
ْ (noun),
"‫ "اﻟ ُْﻤـ َﺪ ِّرس‬. However, its application is not confined to the ‫اﻻﺳـﻢ‬
ْ only but extends to
ِ ‫( اﻟ‬verb) as well as illustrated in the following set of examples:
the ‫ْﻔ ْﻌﻞ‬
‫ﺐ‬
ُ ُ‫أَ ْﻛﺘ‬
‫ﺐ‬
َ ُ‫ﻟَ ْﻦ أَ ْﻛﺘ‬
(I write / will write)
(I will not write)
‫ﺐ‬
ْ ُ‫َﱂْ أَ ْﻛﺘ‬
(I did not write)
Here the ‫ْﻌ َﻤـﻞ‬
‫ اﻟ ﱡ‬at the end of the verb "‫ "أَ ْﻛﺘُـﺐ‬, which
َ ‫ اﻟ‬is the ‫ اﻟﻀﱠـ ﱠﻤﺔ‬, the ‫ اﻟْ َﻔ ْﺘ َﺤـﺔ‬and the ‫ﺴـ ُﻜ ْﻮن‬
ِ
makes "‫ "أَ ْﻛﺘُـﺐ‬the ‫ْﻤ ْﻌ ُﻤ ْـﻮل‬
َ ‫ اﻟ‬. While the ‫ اﻟ َْﻌﺎﻣـﻞ‬in the second and third sentence viz. "‫ـﺐ‬
َ ُ‫أَ ْﻛﺘ‬
‫"ﻟَ ْـﻦ‬
ِ
and "‫ـﺐ‬
ْ ُ‫ " َﱂْ أَ ْﻛﺘ‬, is a clearly expressible word namely "‫ "ﻟَ ْـﻦ‬and "ْ‫ " َﱂ‬respectively, the ‫ اﻟ َْﻌﺎﻣـﻞ‬in
the first sentence is not a clearly expressible word but rather an abstract idea. This idea is
"‫ـﺐ‬
ُ ُ‫"أَ ْﻛﺘ‬
"‫ "ﻟَ ْـﻦ‬, "ْ‫ " َﱂ‬or any other word that performs the same
function. It is this idea (i.e. the absence of "‫ "ﻟَ ْﻦ‬, "ْ‫ " َﱂ‬and their likes) that produces the ‫اﻟﻀﱠـ ﱠﻤﺔ‬
ِ
at the end of "‫ـﺐ‬
ُ ُ‫"أَ ْﻛﺘ‬. If we did not assume the ‫ اﻟ َْﻌﺎﻣـﻞ‬to be this idea we would have been
left with a situation of an effect (in the form of a ‫ﺿـ ﱠﻤﺔ‬
َ ) without a cause, which is
ِ
unacceptable in the theory of ‫ْﻌ َﻤـﻞ‬
َ ‫ اﻟ‬. The ‫ اﻟ َْﻌﺎﻣـﻞ‬in the form of an abstract idea is called
ِ (abstract governor) as opposed to the ‫ اﻟْﻌ ِﺎﻣـﻞ‬in the form of a concrete word
"‫ي‬
َ
َ
ّ ‫"ﻋﺎﻣـﻞ َﻣ ْﻌﻨَـ ِﻮ‬
ِ ِ َ (concrete governor).
which is called "‫ﻈﻲ‬
ّ ‫"ﻋﺎﻣﻞ ﻟَ ْﻔ‬
the fact that
is divested of
5
ِ
What are the specific types of ‫ْﻌ َﻤﻞ‬
َ ‫اﻟ‬, ‫ اﻟ َْﻌﺎﻣﻞ‬and ‫ اﻟ َْﻤ ْﻌ ُﻤ ْﻮل‬called?
ِ
‫( اﻟ ﱠ‬which applies to both the ‫اﻻﺳﻢ‬
Moreover, the ‫ْﻌ َﻤﻞ‬
ْ and the ‫ ) اﻟْﻔ ْﻌﻞ‬is
َ ‫ اﻟ‬by means of the ‫ﻀ ﱠﻤﺔ‬
ِ
called ‫ اﻟ ﱠﺮﻓْـﻊ‬. The ‫ْﻌ َﻤـﻞ‬
ْ and the ‫اﻟْﻔ ْﻌـﻞ‬
َ ‫ اﻟ‬by means of the ‫( اﻟْ َﻔ ْﺘ َﺤـﺔ‬which applies to both the ‫اﻻﺳـﻢ‬
‫ﱠﺼـﺐ‬
ْ ‫ اﻟﻨ‬. The ‫ اﻟ َْﻌ َﻤـﻞ‬by means of the ‫( اﻟْ َﻜ ْﺴ َـﺮة‬which applies to the ‫اﻻﺳـﻢ‬
ْ only ) is
ْ . The ‫ اﻟ َْﻌ َﻤـﻞ‬by means of the ‫ﺴـ ُﻜ ْﻮن‬
called ‫ﳉَ ّـﺮ‬
ْ ‫ ا‬or ‫اﳋَْﻔـﺾ‬
‫( اﻟ ﱡ‬which applies to the ‫ اﻟ ِْﻔ ْﻌـﻞ‬only ) is
called ‫ﳉَْﺰم‬
ْ ‫ ا‬. From this it becomes apparent that:
 ‫ اﻟ َْﻌ َﻤﻞ‬is synonymous with ‫( ا ِﻹ ْﻋ َﺮاب‬declension)
ْ is not applicable to the ‫ اﻟ ِْﻔ ْﻌﻞ‬, and ‫ ا ْﳉَْﺰم‬is not applicable to the ‫اﻻﺳﻢ‬
 ‫ ا ْﳉَّﺮ‬or ‫اﳋَْﻔﺾ‬
ْ
) is called
The word at whose end ‫ اﻟ ﱠﺮﻓْﻊ‬is produced is called "‫"ﻣ ْﺮﻓُـ ْﻮع‬
ْ ‫ اﻟﻨ‬is
َ , the word at whose end ‫ﱠﺼﺐ‬
produced is called
ْ is produced is called
"‫ﺼ ْـﻮب‬
ُ ‫"ﻣ ْﻨ‬
َ , the word at whose end ‫ اﳉَ ّـﺮ‬or ‫اﳋَْﻔـﺾ‬
"‫"ﳎ ُﺮْور‬
َ and the word at whose end ‫ ا ْﳉَْﺰم‬is produced is called "‫"ﳎ ُﺰْوم‬
َْ or "‫"ﳐْ ُﻔ ْﻮض‬
َْ .
‫"ﻋ ِﺎﻣـﻞ‬
َ , the word producing ‫ﱠﺼـﺐ‬
ْ ‫اﻟﻨ‬
ِ , the word producing ‫ ا ْﳉـﺮ‬or ‫اﳋَْﻔـﺾ‬
ِ
ِ َ " or "‫ـﺐ‬
ٍ ‫ﺼ‬
ْ is called "‫ـﺎر‬
is called "‫ﺻـﺐ‬
َ
َ
ْ َ‫"ﻋﺎﻣـﻞ ﻧ‬
َ or ‫"ﻋﺎﻣـﻞ‬
ّ ‫"ﺟ‬
َّ
ِ
ٍ ‫ َﻋ ِﺎﻣـﻞ َﺧ ْﻔ‬and finally the word producing ‫ ا ْﳉَ ْـﺰم‬is called "‫"ﺟـﺎ ِزم‬
"◌ً ‫ َﺟ ٍّـﺮ‬or "‫ " َﺧـﺎﻓِﺾ‬or "‫ـﺾ‬
َ
َ or ‫"ﻋﺎﻣـﻞ‬
"‫ َﺟ ْﺰٍم‬.
The word (or idea) producing ‫ اﻟ ﱠﺮﻓْـﻊ‬is called "‫"راﻓِـﻊ‬
َ or "‫َرﻓْـ ٍﻊ‬
Hence, in the sentences "‫س‬
ُ ‫اﻟ ُْﻤ َﺪ ِّر‬
‫ﺎء‬
َ and "‫ﺐ‬
َ ‫"ﺟ‬
ُ ُ‫ "أَ ْﻛﺘ‬:
‫ اﻟ ﱠ‬at the end of "‫س‬
 ‫ اﻟ ﱠﺮﻓْﻊ‬is the ‫ﻀ ﱠﻤﺔ‬
ُ ُ‫ "أَ ْﻛﺘ‬,
ُ ‫ "اﻟ ُْﻤ َﺪ ِّر‬and "‫ﺐ‬
ِ
 the ‫ اﻟ ﱠﺮاﻓِـﻊ‬of "‫س‬
َ and the ‫ اﻟ ﱠﺮاﻓـﻊ‬of "‫ـﺐ‬
َ ‫"ﺟ‬
ُ ُ‫ "أَ ْﻛﺘ‬is the absence of a
ُ ‫ "اﻟ ُْﻤـ َﺪ ِّر‬is the verb "‫ـﺎء‬
ِ َ (like "‫ ) "ﻟَﻦ‬and a ‫( ﺟﺎ ِزم‬like "‫ ) " َﱂ‬and
‫ﺻﺐ‬
ْ
َ
ْ
 the ‫ْﻤ ْﺮﻓُـ ْﻮع‬
َ ‫ اﻟ‬is "‫س‬
ُ ُ‫ "أَ ْﻛﺘ‬.
ُ ‫ "اﻟ ُْﻤ َﺪ ِّر‬and "‫ﺐ‬
In the sentences "‫س‬
َ ‫اﻟ ُْﻤ َﺪ ِّر‬
‫ْﺖ‬
ُ ‫"ﺳﺄَﻟ‬
َ and "‫ﺐ‬
َ ُ‫ "ﻟَ ْﻦ أَ ْﻛﺘ‬:
 ‫ﱠﺼﺐ‬
ْ ‫ اﻟﻨ‬is the ‫ اﻟْ َﻔ ْﺘ َﺤﺔ‬at the end of "‫س‬
َ ُ‫ "أَ ْﻛﺘ‬,
َ ‫ "اﻟ ُْﻤ َﺪ ِّر‬and "‫ﺐ‬
ِ ‫ اﻟﻨ‬of "‫ "اﻟْﻤـ َﺪ ِرس‬is the verb "‫ "ﺳـﺄَل‬and the ‫ﱠﺎﺻـﺐ‬
ِ ‫اﻟﻨ‬
 the ‫ﱠﺎﺻـﺐ‬
َ
َّ ُ
"‫"ﻟَ ْﻦ‬and
 the ‫ﺼ ْﻮب‬
ُ ‫ اﻟ َْﻤ ْﻨ‬is "‫س‬
َ ُ‫ "أَ ْﻛﺘ‬.
َ ‫ "اﻟ ُْﻤ َﺪ ِّر‬and "‫ﺐ‬
6
of
"‫ـﺐ‬
َ ُ‫"أَ ْﻛﺘ‬
is the particle
‫ﺖ َﻋﻠَﻰ‬
ُ ‫"ﺳﻠﱠ ْﻤ‬
َ :
ِ ‫ "اﻟ ُْﻤ َﺪ ِّر‬,
ْ is the ‫ اﻟْ َﻜ ْﺴ َﺮة‬at the end of "‫س‬
 ‫ ا ْﳉَّﺮ‬or ‫اﳋَْﻔﺾ‬
ِ ْ of "‫س‬
ِ ‫ "اﻟ ُْﻤ َﺪ ِّر‬is the preposition "‫"ﻋﻠَﻰ‬
 the ‫ﺎر‬
َ and
ّ َ‫ ا ْﳉ‬or ‫اﳋَﺎﻓﺾ‬
ِ ‫ "اﻟ ُْﻤ َﺪ ِّر‬.
 the ‫ﺠ ُﺮْور‬
ْ ‫ اﻟ َْﻤ‬or ‫ اﻟ َْﻤ ْﺨ ُﻔ ْﻮض‬is "‫س‬
ِ ‫اﻟ ُْﻤ َﺪ ِّر‬
In the sentence "‫س‬
In the sentence "‫ﺐ‬
ْ ُ‫ " َﱂْ أَ ْﻛﺘ‬:
 ‫ ا ْﳉَْﺰم‬is the ‫ﺴ ُﻜ ْﻮن‬
‫ اﻟ ﱡ‬at the end of "‫ﺐ‬
ْ ُ‫ "أَ ْﻛﺘ‬,
 the ‫ ا ْﳉَﺎ ِزم‬of "‫ﺐ‬
ْ ُ‫ "أَ ْﻛﺘ‬is the particle "ْ‫" َﱂ‬and
 the ‫ﺠ ُﺰْوم‬
ْ ‫ اﻟ َْﻤ‬is "‫ﺐ‬
ْ ُ‫ "أَ ْﻛﺘ‬.
7
Is ‫ْﻌ َﻤﻞ‬
َ ‫ اﻟ‬always explicit i.e. clearly expressible?
The ‫ْﻌ َﻤـﻞ‬
َ ‫ اﻟ‬in all of the previous examples has been explicit and clearly expressible, that is,
‫ اﻟ ﱠﺮﻓْـﻊ‬, a clearly expressible ‫ ﻓَـ ْﺘ َﺤـﺔ‬for ‫ﱠﺼـﺐ‬
ْ ‫ اﻟﻨ‬, a clearly
ْ and a clearly expressible ‫ ُﺳـ ُﻜ ْﻮن‬for ‫ ا ْﳉَ ْـﺰم‬. However, it is
expressible ‫ﺴ َـﺮة‬
ْ ‫ َﻛ‬for ‫ ا ْﳉَ ّـﺮ‬or ‫اﳋَْﻔـﺾ‬
also possible for the ‫ْﻌ َﻤـﻞ‬
َ ‫ اﻟ‬to be implicit and not clearly expressible like the noun "‫"ﻣـ َﺪ ِّرس‬
ُ
ِ
when it is annexed to the pronominal suffix "‫"ي‬
ُ
ْ (meaning “my”) in the construct "‫"ﻣ َﺪ ِّرﺳ ْـﻲ‬
a clearly expressible
‫ﺿـ ﱠﻤﺔ‬
َ
for
(my teacher) as shown in the following examples:
‫ﺎء ُﻣ َﺪ ِّر ِﺳ ْﻲ‬
َ ‫َﺟ‬
‫ْﺖ ُﻣ َﺪ ِّر ِﺳ ْﻲ‬
ُ ‫َﺳﺄَﻟ‬
‫ﺖ َﻋﻠَﻰ ُﻣ َﺪ ِّر ِﺳ ْﻲ‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(My teacher came)
(I asked my teacher)
(I greeted my teacher)
ِ
ِ ‫"ﻣـ َﺪ ِّر‬
Note that the ‫اﻟﺴ ْـﲔ‬
َ
ُ , in all three sentences, instead of being vowelled with a ‫ﺿـ ﱠﻤﺔ‬
ّ of "‫س‬
ْ it is vowelled with a ‫ َﻛ ْﺴ َـﺮة‬instead.
‫ اﻟ ﱠﺮﻓْـﻊ‬, a ‫ ﻓَـ ْﺘ َﺤـﺔ‬for ‫ﱠﺼـﺐ‬
ْ ‫ اﻟﻨ‬and a ‫ َﻛ ْﺴ َـﺮة‬for ‫ ا ْﳉَ ّـﺮ‬or ‫اﳋَْﻔـﺾ‬
This ‫ﺴ َـﺮة‬
ُ is annexed. This ‫اﻟْﻴَـﺎء‬
ْ ‫ اﻟْ َﻜ‬is the result of the ‫ اﻟْﻴَـﺎء‬to which the word "‫"ﻣـ َﺪ ِّرس‬
for
‫( َﻛ ْﺴ َـﺮة‬its corresponding vowel) on the letter before it. This ‫ اﻟْ َﻜ ْﺴ َـﺮة‬prevents
‫ اﻟ ﱠ‬of ‫ اﻟ ﱠﺮﻓْﻊ‬, the ‫ اﻟْ َﻔ ْﺘ َﺤﺔ‬of ‫ﱠﺼﺐ‬
ْ from becoming explicit.
the ‫ﻀ ﱠﻤﺔ‬
ْ ‫ اﻟﻨ‬and the ‫ اﻟْ َﻜ ْﺴ َـﺮة‬of ‫ ا ْﳉَ ّـﺮ‬or ‫اﳋَْﻔـﺾ‬
However, the fact that the ‫ْﻌ َﻤﻞ‬
َ ‫ اﻟ‬is not explicit does not mean that there is no ‫ اﻟ َْﻌ َﻤـﻞ‬at all. In
necessitates a
fact, we believe that there is ‫ْﻌ َﻤـﻞ‬
َ ‫( اﻟ‬in the form of the ‫ اﻟﻀﱠـ ﱠﻤﺔ‬, ‫ اﻟْ َﻔ ْﺘ َﺤـﺔ‬and ‫ ) اﻟْ َﻜ ْﺴ َـﺮة‬except that
this
‫ اﻟ َْﻌ َﻤـﻞ‬is implicit and what prevents it from becoming explicit is fact that the final letter
has been vowelled with the
‫اﻟْ َﻜ ْﺴـ َـﺮة‬
that corresponds to the
‫اﻟْﻴَــﺎء‬
and this makes it
ِ ‫"ﻣـ َﺪ ِّر‬
‫ اﻟ َْﻌ َﻤـﻞ‬at the end of "‫س‬
ُ is said to
ِ
ِ ‫"ﻣـ َﺪ ِّر‬
be ‫ي‬
ُ
ّ ‫ ﺗَـ ْﻘـﺪﻳْ ِﺮ‬or ‫( ُﻣ َﻘـ ﱠﺪر‬implicit, assumed) I.e. there is a change or effect at the end of "‫س‬
ِ ‫ اﻟْﻌ‬but which – for some reason or the other – cannot
produced by the preceding ‫ﺎﻣـﻞ‬
َ
ِ َ‫( ﻇ‬apparent, explicit).
become ‫ﺎﻫﺮ‬
impossible for any other vowel to take its place. The
ِ
Other cases in which the ‫ْﻌ َﻤـﻞ‬
َ ‫ اﻟ‬is also ‫ي‬
ّ ‫ ﺗَـ ْﻘـﺪﻳْ ِﺮ‬or ‫ ُﻣ َﻘـ ﱠﺪر‬are when the word ends in one of the
three weak letters i.e. the final letter is either:
(a) a
‫َواو‬
invited)
preceded by a
‫ﺿـ ﱠﻤﺔ‬
َ (‫ ُ◌ و‬-),
which applies to verbs only e.g.
8
"‫"ﻳَـ ْﺪﻋُ ْﻮ‬
(called /
‫ ِ◌ ي( َﻛ ْﺴ َـﺮة‬-), which applies to both verbs and nouns only e.g.
ِ ‫( "اﻟْ َﻘ‬the judge), and
"‫( "ﻳَـ ْﺮِﻣ ْﻲ‬threw / cast), "‫ﺎﺿ ْﻲ‬
(c) an ‫ أَﻟِـﻒ‬preceded by a ‫ﺤـﺔ‬
َ ‫[ ﻓَـ ْﺘ‬either written as (‫ َ◌ ا‬-) or (‫ َ◌ ى‬-) ], and also applies to
both verbs and nouns e.g. "‫ﺴﻰ‬
َ ‫( "اﻟ َْﻌ‬the stick), "‫( "اﻟْ َﻔ َﱴ‬the young lad).
َ ‫( "ﻳَـ ْﻨ‬forgot), "‫ﺼﺎ‬
(b) a
‫َء‬
preceded by a
In the case of the word’s ending being (a) or (b) only the
as for the
‫اﻟ ﱠ‬
‫ﻀـ ﱠﻤﺔ‬
and the
‫اﻟْ َﻜ ْﺴـ َـﺮة‬
ِ َ‫)ﻇ‬
‫ اﻟْ َﻔ ْﺘ َﺤـﺔ‬on them is explicit (‫ـﺎﻫ َﺮة‬
they are too heavy (though not impossible) to be
pronounced on (a) and (b) and are therefore implicit or assumed (‫)ﻣ َﻘ ﱠﺪ َرة‬
ُ only, e.g.
ِ ‫ﺟﺎء اﻟْ َﻘ‬
‫ﺎﺿ ْﻲ‬
ََ
ِ ‫ْﺖ اﻟْ َﻘ‬
‫ﺎﺿ َﻲ‬
ُ ‫َﺳﺄَﻟ‬
ِ ‫ﺖ َﻋﻠَﻰ اﻟْ َﻘ‬
‫ﺎﺿ ْﻲ‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(The judge came)
(I asked the judge)
(I greeted the judge)
ِ ‫ "ﺟـﺎء اﻟْ َﻘ‬, the ‫ اﻟﻀﱠـ ﱠﻤﺔ‬that is meant to be on the ‫ اﻟْﻴـﺎء‬of "‫ﺎﺿـﻲ‬
ِ
"‫ﺎﺿ ْـﻲ‬
َ
َ َ
ْ ‫ "اﻟْ َﻘ‬is not
pronounced but dropped instead (and replaced by a ‫ﻜ ْﻮن‬
ُ ‫ ُﺳـ‬instead), thus becoming ‫ُﻣ َﻘـ ﱠﺪ َرة‬
ِ ‫ ﻟِﺜِ َﻘ ِـﻞ اﻟﻀﱠـ ﱠﻤ ِﺔ ﻋﻠَـﻰ اﻟْﻴ‬or simply
(implicit and assumed) due to being heavy on the ‫( اﻟْﻴَـﺎء‬i.e. ‫ـﺎء‬
َ َ
ِ ‫ﺖ َﻋﻠَـﻰ اﻟْ َﻘ‬
‫) ﻟِﻠﺜَِّﻘ ِـﻞ‬. Likewise in the sentence "‫ﺎﺿ ْـﻲ‬
ُ ‫"ﺳـﻠﱠ ْﻤ‬
َ , the ‫ اﻟْ َﻜ ْﺴ َـﺮة‬that is meant to be on the
ِ ‫ "اﻟْ َﻘ‬is not pronounced but dropped instead (and replaced by a ‫ ﺳـ ُﻜﻮن‬instead),
‫ اﻟْﻴَـﺎء‬of "‫ﺎﺿ ْـﻲ‬
ْ ُ
thus becoming ‫( ُﻣ َﻘ ـ ﱠﺪ َرة‬implicit and assumed) due to being heavy on the ‫اﻟْﻴَــﺎء‬
ِ ‫ ﻟِﺜِ َﻘ ِﻞ اﻟْ َﻜﺴﺮِة ﻋﻠَﻰ اﻟْﻴ‬or simply ‫) ﻟِﻠﺜَِّﻘ ِﻞ‬.
(i.e. ‫ﺎء‬
َ َ َْ
Observe that in
However, in the second sentence
ِ ‫ْﺖ اﻟْ َﻘ‬
ِ
"‫ﺎﺿـ َﻲ‬
ُ ‫"ﺳـﺄَﻟ‬
َ , the ‫ اﻟْ َﻔ ْﺘ َﺤـﺔ‬on the ‫ اﻟْﻴَـﺎء‬of "‫ "اﻟْ َﻘﺎﺿ َـﻲ‬proves
easy to pronounced and is therefore not dropped like the
ِ َ‫( ﻇ‬explicit and apparent) (i.e. ‫اﻟْﻴ ِﺎء‬
remaining ‫ﺎﻫ َﺮة‬
َ
‫اﻟ ﱠ‬
‫ﻀـ ﱠﻤﺔ‬
and
‫اﻟْ َﻜ ْﺴـ َـﺮة‬
, thus
ِ ‫) ﻟِﻠ‬.
‫ ﳋِِﱠﻔ ِﺔ اﻟْ َﻔ ْﺘ َﺤ ِﺔ َﻋﻠَﻰ‬or simply ‫ْﺨ ﱠﻔ ِﺔ‬
In the case of the word’s ending being (c) i.e. an ‫ أَﻟِـﻒ‬preceded by a ‫ﺤـﺔ‬
َ ‫ ﻓَـ ْﺘ‬, all three vowel-
‫ اﻟﻀﱠـ ﱠﻤﺔ‬, the ‫ اﻟْ َﻔ ْﺘ َﺤـﺔ‬and the ‫ ) اﻟْ َﻜ ْﺴ َـﺮة‬are all implied or assumed (‫)ﻣ َﻘـ ﱠﺪ َرة‬
ُ on
the ‫( اﻷَﻟِـﻒ‬whether written as as (‫ َ◌ ا‬-) or (‫ َ◌ ى‬-) ] due to the impossibility of an ‫ أَﻟِـﻒ‬being
ِ ْ‫ ﻟِﺘَـﻌـ ﱡﺬ ِر َﲢْ ِﺮﻳ‬or simply ‫ ) ﻟِﻠﺘـﱠﻌـ ﱡﺬ ِر‬because it always carries an unwritten
ِ ِ‫ـﻚ اﻷَﻟ‬
vowelled (i.e. ‫ـﻒ‬
َ
َ
‫ ُﺳ ُﻜ ْﻮن‬which does not allow for the ‫ اﻷَﻟِﻒ‬to be vowelled e.g.
markings (i.e. the
9
‫ﺎء اﻟْ َﻔ َﱴ‬
َ ‫َﺟ‬
‫ْﺖ اﻟْ َﻔ َﱴ‬
ُ ‫َﺳﺄَﻟ‬
‫ﺖ َﻋﻠَﻰ اﻟْ َﻔ َﱴ‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(The young lad came)
(I asked the young lad)
(I greeted the young lad)
‫ اﻟ ﱠ‬, the ‫ اﻟْ َﻔ ْﺘ َﺤﺔ‬and the ‫ اﻟْ َﻜ ْﺴ َـﺮة‬that are meant to be on
Observe in all three sentences the ‫ﻀ ﱠﻤﺔ‬
the ‫ اﻷَﻟِـﻒ‬of "‫ـﱴ‬
َ ‫ "اﻟْ َﻔ‬are not pronounced, thus becoming ‫( ُﻣ َﻘـ ﱠﺪ َرة‬implicit and assumed) due to
the fact that the ‫ اﻷَﻟِـﻒ‬is always unvowelled, i.e. it carries a ‫ﻜ ْﻮن‬
ُ ‫ ُﺳـ‬that prevents each of the
ِ َ‫( ﻇ‬explicit and apparent), due to the impossibility
three vowel-markings from becoming ‫ـﺎﻫ َﺮة‬
ِ ْ‫ ﻟِﺘَـﻌـ ﱡﺬ ِر َﲢْ ِﺮﻳ‬or simply ‫ ) ﻟِﻠﺘـﱠﻌـ ﱡﺬ ِر‬because it always carries
ِ ِ‫ـﻚ اﻷَﻟ‬
‫ أَﻟِـﻒ‬being vowelled (i.e. ‫ـﻒ‬
َ
َ
an unwritten ‫ﻜ ْﻮن‬
ُ ‫ ُﺳ‬which does not allow for the ‫ اﻷَﻟِﻒ‬to be vowelled.
of an
The aforementioned examples are those of nouns. The same can also be said for verbs
when their endings are (a), (b) or (c) except that verb endings are not vowelled with the
‫ اﻟْ َﻜ ْﺴ َـﺮة‬which is therefore not applicable in their case. However, verbs, unlike, nouns can
end in a ‫ َواو‬, and thus, a verb ending can be any of the three weak letters.
ِ َ‫ ﻇ‬, e.g.
‫ اﻟ ﱠ‬is ‫ ُﻣ َﻘ ﱠﺪ َرة‬and the ‫ اﻟْ َﻔ ْﺘ َﺤﺔ‬is ‫ﺎﻫ َﺮة‬
Thus, in the case of (a) and (b) the ‫ﻀ ﱠﻤﺔ‬
‫أَ ْدﻋُ ْﻮ‬
‫ﻟَ ْﻦ أَ ْدﻋُ َﻮ‬
(I call / will call or invite)
(I will not call)
and
‫أ َْرِﻣ ْﻲ‬
‫ﻟَ ْﻦ أ َْرِﻣ َﻲ‬
Observe that in
(I throw / will throw)
(I will not throw)
"‫ "أَ ْدﻋُ ْـﻮ‬and "‫"أ َْرِﻣ ْـﻲ‬, the ‫ – اﻟﻀﱠـ ﱠﻤﺔ‬that the ‫ اﻟْ َـﻮاو‬and ‫ اﻟْﻴَـﺎء‬is meant to take – is
‫ ُﻣ َﻘـ ﱠﺪ َرة‬due to it being heavy to pronounce on the ‫ اﻟْ َـﻮاو‬and the ‫ اﻟْﻴَـﺎء‬. On the other hand, the
ِ َ‫ ﻇ‬because it is easy to
‫ اﻟْ َﻔ ْﺘ َﺤـﺔ‬at the end of "‫ "أَ ْدﻋُ َـﻮ‬and "‫ "أ َْرِﻣ َـﻲ‬in "‫ "ﻟَ ْـﻦ أَ ْدﻋُ َـﻮ‬and "‫ "ﻟَ ْـﻦ أ َْرِﻣ َـﻲ‬is ‫ـﺎﻫ َﺮة‬
pronounce on them.
As for when the verb ending is (c) i.e. an
the ‫ اﻷَﻟِﻒ‬always being unvowelled, e.g.
‫ أَﻟِـﻒ‬, both the ‫ اﻟﻀﱠـ ﱠﻤﺔ‬and ‫ اﻟْ َﻔ ْﺘ َﺤـﺔ‬are ‫ ُﻣ َﻘـ ﱠﺪ َرة‬due to
10
‫ﺴﻰ‬
َ ْ‫أَﻧ‬
(I forget / will forget)
‫ﺴﻰ‬
َ ْ‫ﻟَ ْﻦ أَﻧ‬
(I will not forget)
Observe that in both instances, the
explicit.
‫ اﻟﻀﱠـ ﱠﻤﺔ‬and ‫ اﻟْ َﻔ ْﺘ َﺤـﺔ‬are ‫ ُﻣ َﻘـ ﱠﺪ َرة‬, not becoming apparent or
As for when these verbs have to take the
‫ﺴـ ُﻜ ْﻮن‬
‫( اﻟ ﱡ‬in the case of ‫) ا ْﳉَ ْـﺰم‬, produced by "ْ‫ " َﱂ‬,
for example, the weak letter is dropped (since the weak letter already carries a
there is no ‫ﻛﺔ‬
َ‫ َﺣﺮ‬for "ْ‫ " َﱂ‬to drop) as will be seen later, e.g.
‫ ُﺳـ ُﻜ ْﻮن‬and
َ
(‫)و‬
ْ
(‫)ي‬
ْ
(‫)ى‬
ُ‫َﱂْ أَ ْدع‬
‫َﱂْ أ َْرِم‬
(I did not call)
(I did not throw)
‫ﺲ‬
َ ْ‫َﱂْ أَﻧ‬
(I did not forget)
In all three instances the weak ending has been dropped in the case of
the normal
‫ ا ْﳉَ ْـﺰم‬in place of
‫ﺴـ ُﻜ ْﻮن‬
‫ اﻟ ﱡ‬. This, however, is not a case of the ‫ اﻟ َْﻌ َﻤـﻞ‬being ‫ ُﻣ َﻘـ ﱠﺪر‬and, therefore,
does not concern us here. The reason for mentioning it, though, is merely to see how the
weak-ending verbs are declined in all three cases.
11
ِ ‫ اﻟْﻌ‬whether explicitly or implicitly?
Do all Arabic words take the effect of the ‫ﺎﻣﻞ‬
َ
‫ – َﻋ ِﺎﻣـﻞ‬necessarily change or take an effect
at their endings whether explicitly like in the case of "‫ْﻤـ َﺪ ِّرس‬
ُ ‫ "اﻟ‬, or implicitly like in the case
of "‫"ﻣ َﺪ ِّر ِﺳـﻲ‬
ْ ُ as seen in the previous examples. In fact, some words do not change at all but
ِ ‫ ﻋﻮ‬on them, like
remain fixed and stable at their endings despite the action of different ‫اﻣـﻞ‬
ََ
"‫"ﻫ ُﺆﻻَِء‬
َ in the following sentences:
Not all Arabic words – when preceded by an
‫ﺎء َﻫ ُﺆﻻَِء‬
َ ‫َﺟ‬
‫ْﺖ َﻫ ُﺆﻻَِء‬
ُ ‫َﺳﺄَﻟ‬
‫ﺖ َﻋﻠَﻰ َﻫ ُﺆﻻَِء‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(These / they came)
(I asked these / them)
(I greeted these / them)
Note that "‫"ﻫ ُـﺆﻻَ ِء‬
َ does not change at its ending but instead remains fixed and stable with a
‫ َﻛ ْﺴ َـﺮة‬at its ending. This is despite the fact that "‫"ﻫ ُـﺆﻻَِء‬
َ occupies the same position as
"‫ "اﻟ ُْﻤـ َﺪ ِّرس‬and "‫"ﻣ َﺪ ِّر ِﺳ ْـﻲ‬
ُ previously. This does not mean, however, that no ‫ َﻋ َﻤـﻞ‬is been
ِ ‫ اﻟْﻌ‬but rather that this ‫ اﻟْﻌﻤـﻞ‬gets distributed over the place that "‫"ﻫ ُـﺆﻻَِء‬
exercised by the ‫ﺎﻣـﻞ‬
َ
َ
ََ
ِ ‫ اﻟْﻌ‬. However,
occupies such that this place is “charged” with the action or power of the ‫ﺎﻣـﻞ‬
َ
ِ
"‫"ﻫ ُـﺆﻻَِء‬
َ itself is indifferent and impervious to the action of the ‫ اﻟ َْﻌﺎﻣـﻞ‬and is said to be firmly
based or built on the ‫ﺴ َﺮة‬
َ .
ْ ‫ اﻟْ َﻜ‬that it terminates in (‫ﲏ َﻋﻠَﻰ اﻟْ َﻜ ْﺴ ِﺮ‬
ّ ِ ‫)ﻣ ْﺒ‬
Another example of a word that remains unchanged at its ending despite being governed
ِ ‫ ﻋ‬is "‫( "ﺗَ ْﻜﺘـﱭ‬You f. p. write / will write):
by an ‫ﺎﻣﻞ‬
َ َْ ُ
‫ﱭ‬
َْ ‫ﺗَ ْﻜﺘُـ‬
‫ﱭ‬
َْ ‫ﻟَ ْﻦ ﺗَ ْﻜﺘُـ‬
‫ﱭ‬
َْ ‫َﱂْ ﺗَ ْﻜﺘُـ‬
Observe in these sentences that the verb "‫ـﱭ‬
َْ ‫ "ﺗَ ْﻜﺘُـ‬remains unchanged at its ending despite
"‫ "أَ ْﻛﺘُـﺐ‬previously. Again, as was
ِ
the case with "‫"ﻫ ُـﺆﻻَ ِء‬
َ , the ‫ اﻟ َْﻌ َﻤـﻞ‬of the ‫ اﻟ َْﻌﺎﻣـﻞ‬gets distributed over the place that "‫ـﱭ‬
َْ ‫"ﺗَ ْﻜﺘُـ‬
occupies rather than affecting "‫ﱭ‬
َْ ‫ "ﺗَ ْﻜﺘُ ـ‬in any way. Because the ‫ اﻟ َْﻌ َﻤـﻞ‬gets distributed over
the fact that it occupies the same position occupied by
12
the place as a whole instead of causing the ending to change we refer to it as ‫ﺤﻠِّـﻲ‬
َ ‫اﻟ َْﻤ‬
(i.e. ‫ْﻌ َﻤﻞ‬
َ ‫ اﻟ‬that is place-related rather than end-related).
ّ
‫اﻟ َْﻌ َﻤـﻞ‬
Words like "‫"ﻫ ُﺆﻻَ ِء‬
َ and "‫ﱭ‬
َْ ‫ "ﺗَ ْﻜﺘُـ‬are called ‫( َﻣ ْﺒ ِـﲏ‬indeclinable, literally “built”) because they are
ّ
firmly built on the sign in which they end in never changing from it.
"‫ "اﻟ ُْﻤـ َﺪ ِّرس‬and "‫ "أَ ْﻛﺘُـﺐ‬which do change at their endings on
ِ ‫ اﻟْﻌ‬, are called ‫( ﻣﻌﺮب‬declinable).
account of the action of the ‫ﺎﻣﻞ‬
َ
َْ ُ
On the other hand, words like
13
‫ اﻟْ َﻜ ْﺴ َﺮة – اﻟْ َﻔ ْﺘ َﺤﺔ – اﻟ ﱠ‬declension the only possible declension in the ‫اﻻﺳﻢ‬
Is the ‫ﻀ ﱠﻤﺔ‬
ْ ?
The
‫اﻟﻀﱠـ ﱠﻤﺔ‬
–
‫اﻟْ َﻔ ْﺘ َﺤـﺔ‬
–
‫اﻟْ َﻜ ْﺴ َـﺮة‬
possible declensions in the
declension that we have observed in
‫اﻻﺳـﻢ‬
ْ
"‫"اﻟ ُْﻤـ َﺪ ِّرس‬
is one of six
and it is referred to as the declension of the
(fully-declinable) and applies to both the singular
(‫اﻟﺘﱠ ْﻜ ِﺴ ِْﲑ‬, e.g.
‫س‬
َ ‫َﺟ‬
ُ ‫ﺎء اﻟ ُْﻤ َﺪ ِّر‬
‫س‬
ُ ‫َﺳﺄَﻟ‬
َ ‫ْﺖ اﻟ ُْﻤ َﺪ ِّر‬
(‫)اﻟ ُْﻤ ْﻔ َـﺮد‬
‫ﺼـ ِﺮف‬
َ ‫اﻟ ُْﻤ ْﻨ‬
and the broken plural
‫)ﲨْـﻊ‬
َ
(The teacher came)
(I asked the teacher)
ِ ‫ﺖ َﻋﻠَﻰ اﻟ ُْﻤ َﺪ ِّر‬
‫س‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(I greeted the teacher)
‫ب‬
ُ ‫ﺎء اﻟﻄﱡﻼﱠ‬
َ ‫َﺟ‬
‫ب‬
ُ ‫َﺳﺄَﻟ‬
َ ‫ْﺖ اﻟﻄﱡﻼﱠ‬
ِ ‫ﺖ َﻋﻠَﻰ اﻟﻄﱡﻼﱠ‬
‫ب‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(The students came)
(I asked the students)
(I greeted the students)
The other five declensions are:
(a) the declension of the
ِ
ِ ‫ ﻏَـﲑ اﻟْﻤ ْﻨﺼـ ِﺮ‬/ ‫ف‬
ِ ‫ﺼـﺮ‬
‫ف‬
َ ُ ْ
ْ ‫( اﻟ َْﻤ ْﻤﻨُـ ْـﻮع ﻣ َـﻦ اﻟ ﱠ‬semi-declinable) which has the
‫اﻟْ َﻔ ْﺘ َﺤـﺔ – اﻟْ َﻔ ْﺘ َﺤـﺔ – اﻟﻀﱠـ ﱠﻤﺔ‬
ِْ ‫)ﲨْﻊ اﻟﺘﱠ ْﻜ ِﺴ‬
broken plural (‫ﲑ‬
َ , e.g.
combination:
, and applies also to the singular
‫َﲪَ ُﺪ‬
ْ ‫ﺎء أ‬
َ ‫َﺟ‬
‫َﲪَ َﺪ‬
ْ ‫ْﺖ أ‬
ُ ‫َﺳﺄَﻟ‬
‫َﲪَ َﺪ‬
ْ ‫ﺖ َﻋﻠَﻰ أ‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(Ahmad came)
(‫)اﻟ ُْﻤ ْﻔ َـﺮد‬
and the
(I asked Ahmad)
(I greeted Ahmad)
ُ‫ﺎء ﻋُﻠَ َﻤﺎء‬
َ ‫َﺟ‬
‫ﺎء‬
ُ ‫َﺳﺄَﻟ‬
َ ‫ْﺖ ﻋُﻠَ َﻤ‬
(Scholars came)
(I asked scholars)
‫ﺎء‬
ُ ‫َﺳﻠﱠ ْﻤ‬
َ ‫ﺖ َﻋﻠَﻰ ﻋُﻠَ َﻤ‬
(I greeted scholars)
(b) the declension of the sound feminine plural
‫ اﻟْ َﻜ ْﺴ َﺮة – اﻟْ َﻜ ْﺴ َﺮة – اﻟ ﱠ‬, e.g.
combination: ‫ﻀ ﱠﻤﺔ‬
14
ِ ‫)ﲨْــﻊ اﻟْﻤ َﺆﻧﱠـ‬
(‫ﺴـ ِـﺎﱂ‬
‫ـﺚ اﻟ ﱠ‬
ُ َ
, which has the
ِ ‫ﺟﺎء‬
‫ﺎت‬
ُ ‫ت اﻟ ُْﻤ َﺪ ِّر َﺳ‬
ََ
ِ ‫ﺖ اﻟْﻤ َﺪ ِرﺳ‬
‫ﺎت‬
َ ّ ُ ُ ْ‫َﺳﺄَﻟ‬
ِ ‫ﺖ َﻋﻠَﻰ اﻟْﻤ َﺪ ِرﺳ‬
‫ﺎت‬
ُ ‫َﺳﻠﱠ ْﻤ‬
َّ ُ
(c) the declension of the dual
(The female teachers came)
(I asked the female teachers)
(I greeted the female teachers)
(‫)اﻟ ُْﻤﺜَ ـ ﱠـﲎ‬
whether masculine or female, which has the
combination: ‫ اﻟْﻴَﺎء – اﻟْﻴَﺎء – اﻷَﻟِﻒ‬, e.g.
ِ ‫ﺟﺎء اﻟْﻤ َﺪ ِرﺳ‬
‫ﺎن‬
َّ ُ َ َ
ِ ْ ‫ْﺖ اﻟ ُْﻤ َﺪ ِّر َﺳ‬
‫ﲔ‬
ُ ‫َﺳﺄَﻟ‬
(The two male teachers came)
(I asked the two male teachers)
ِ ْ ‫ﺖ َﻋﻠَﻰ اﻟ ُْﻤ َﺪ ِّر َﺳ‬
‫ﲔ‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(I greeted the two male teachers)
ِ َ‫ﺟﺎءت اﻟْﻤ َﺪ ِرﺳﺘ‬
‫ﺎن‬
َّ ُ َ َ
ِ ْ ‫ْﺖ اﻟ ُْﻤ َﺪ ِّر َﺳﺘَـ‬
‫ﲔ‬
ُ ‫َﺳﺄَﻟ‬
(The two female teachers came)
(I asked the two female teachers)
ِ ْ ‫ﺖ َﻋﻠَﻰ اﻟ ُْﻤ َﺪ ِّر َﺳﺘَـ‬
‫ﲔ‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(I greeted the two female teachers)
(d) the declension of the sound masculine plural
combination: ‫ْﻮاو‬
َ ‫ اﻟْﻴَﺎء – اﻟْﻴَﺎء – اﻟ‬, e.g.
‫ﺎء اﻟ ُْﻤ َﺪ ِّر ُﺳ ْﻮ َن‬
َ ‫َﺟ‬
ِ
‫ﲔ‬
ُ ‫َﺳﺄَﻟ‬
َْ ‫ْﺖ اﻟ ُْﻤ َﺪ ِّرﺳ‬
ِ
‫ﲔ‬
ُ ‫َﺳﻠﱠ ْﻤ‬
َْ ‫ﺖ َﻋﻠَﻰ اﻟ ُْﻤ َﺪ ِّرﺳ‬
ْ
(e) the declension of the five nouns (‫ﺴﺔ‬
َ ‫اﳋَ ْﻤ‬
‫ اﻟْﻴَﺎء – اﻷَﻟِﻒ – اﻟ َْﻮاو‬, e.g.
(‫ﺴـ ِـﺎﱂ‬
‫)ﲨْــﻊ اﻟ ُْﻤـ َﺬ ﱠﻛ ِﺮ اﻟ ﱠ‬
َ
, which has the
(The male teachers came)
(I asked the male teachers)
(I greeted the male teachers)
‫َﲰَﺎء‬
ْ ‫ )اﻷ‬, which has the combination:
‫ﺎء أَﺑُـ ْﻮ َك‬
َ ‫َﺟ‬
‫ْﺖ أَ َ َك‬
ُ ‫َﺳﺄَﻟ‬
‫ﻚ‬
َ ‫ﺖ َﻋﻠَﻰ أَﺑِْﻴ‬
ُ ‫َﺳﻠﱠ ْﻤ‬
(Your father came)
(I asked your father)
(I greeted your father)
The following table sums up the six declensions in the ‫اﻻﺳﻢ‬
ْ :
15
‫َﻋﻼَ َﻣﺔ ا ْﳉَِّﺮ‬
‫ﱠﺼ ِ‬
‫ﺐ‬
‫َﻋﻼَ َﻣﺔ اﻟﻨ ْ‬
‫َﻋﻼَ َﻣﺔ اﻟ ﱠﺮﻓْ ِﻊ‬
‫اﻟْ َﻜ ْﺴ َﺮة‬
‫اﻟْ َﻔ ْﺘ َﺤﺔ‬
‫اﻟْ َﻜ ْﺴ َﺮة‬
‫اﻟْ َﻔ ْﺘ َﺤﺔ‬
‫اﻟ ﱠ‬
‫ﻀ ﱠﻤﺔ‬
‫اﻟْ َﻜ ْﺴ َﺮة‬
‫اﻟْﻴَﺎء‬
‫اﻟْﻴَﺎء‬
‫اﻷَﻟِﻒ‬
‫اﻟ ﱠ‬
‫ﻀ ﱠﻤﺔ‬
‫اﻷَﻟِﻒ‬
‫اﻟْﻴَﺎء‬
‫اﻟْﻴَﺎء‬
‫اﻟْﻴَﺎء‬
‫اﻟ ﱠ‬
‫ﻀ ﱠﻤﺔ‬
‫اﻟْ َﻔ ْﺘ َﺤﺔ‬
‫اﻟ َْﻮاو‬
‫اﻟ َْﻮاو‬
‫‪16‬‬
‫اﻻﺳﻢ‬
‫ْ‬
‫ْﻤ ْﻌ َﺮب ‪Type of‬‬
‫اﻟ ُ‬
‫ﺼ ِﺮف‬
‫اﻟ ُْﻤ ْﻨ َ‬
‫ﻏَﲑ اﻟْﻤ ْﻨﺼ ِﺮ ِ‬
‫ف‬
‫ْ ُ َ‬
‫َﲨْﻊ اﻟْﻤ َﺆﻧﱠ ِ‬
‫ﺴ ِﺎﱂ‬
‫ﺚ اﻟ ﱠ‬
‫ُ‬
‫اﻟ ُْﻤﺜَـ ﱠﲎ‬
‫ﺴ ِﺎﱂ‬
‫َﲨْﻊ اﻟ ُْﻤ َﺬ ﱠﻛ ِﺮ اﻟ ﱠ‬
‫َﲰَﺎء ْ‬
‫ﺴﺔ‬
‫اﻷ ْ‬
‫اﳋَ ْﻤ َ‬
‫‪1.‬‬
‫‪2.‬‬
‫‪3.‬‬
‫‪4.‬‬
‫‪5.‬‬
‫‪6.‬‬
‫ﺴ ُﻜ ْﻮن – اﻟْ َﻔ ْﺘ َﺤﺔ – اﻟ ﱠ‬
Is the ‫ﻀ ﱠﻤﺔ‬
‫ اﻟ ﱡ‬declension the only possible declension in the ‫? اﻟْ ِﻔ ْﻌﻞ‬
‫ﺴ ُﻜ ْﻮن – اﻟْ َﻔ ْﺘ َﺤﺔ – اﻟ ﱠ‬
The ‫ﻀ ﱠﻤﺔ‬
‫ اﻟ ﱡ‬declension is one of three possible declensions in the ‫ اﻟ ِْﻔ ْﻌـﻞ‬and
applies to the sound-ending ‫ﻀﺎرِع‬
َ ‫اﻟ ُْﻤ‬
‫ اﻟ ِْﻔ ْﻌﻞ‬when it is free from the following suffixes:
ِ ْ ‫( أَﻟِﻒ اﻻﺛْـﻨَـ‬Alif denoting the dual),
 the ‫ﲔ‬
 the ‫ﺎﻋ ِﺔ‬
َ ‫( َواو ا ْﳉَ َﻤ‬Waw denoting masculine plural),
 the ‫ﺨﺎﻃَﺒَ ِﺔ‬
َ ‫( َ ء اﻟ ُْﻤ‬Ya’ denoting 2nd person feminine singular),
ِ
 the ‫ﺴ َﻮِة‬
ْ ّ‫( ﻧُـ ْﻮن اﻟﻨ‬Nun denoting feminine plural) and
ِ ‫( ﻧُـﻮن اﻟﺘـﱠﻮﻛِﻴ ِﺪ اﻟْﻤﺒ‬Nun of Intensification suffixed directly to the verb):
 the ‫ﺎﺷ َﺮة‬
َُ ْ ْ ْ
e.g.
‫ﺐ‬
ُ ُ‫أَ ْﻛﺘ‬
‫ﺐ‬
َ ُ‫ﻟَ ْﻦ أَ ْﻛﺘ‬
(I write / will write)
(I will not write)
‫ﺐ‬
ْ ُ‫َﱂْ أَ ْﻛﺘ‬
(I did not write)
This category can also be called the “sound-ending four verbs” referring to the
‫ﻀـﺎرِع‬
َ ‫اﻟ ُْﻤ‬
when it has only one of the four letters of "‫ـﺖ‬
ُ ‫ أ [ "أَﻧَـ ْﻴ‬, ‫ ﻧ ـ‬, ‫ ﻳ ـ‬and ‫ ] ﺗ ـ‬prefixed to it (and nothingelse): ‫ﺐ‬
ُ ُ‫ أَ ْﻛﺘ‬, ‫ﺐ‬
ُ ُ‫ ﻧَ ْﻜﺘ‬, ‫ﺐ‬
ُ ُ‫ ﻳَ ْﻜﺘ‬and ‫ﺐ‬
ُ ُ‫ ﺗَ ْﻜﺘ‬.
The other two declensions are:
(a) the declension of the weak-ending
‫ﻀــﺎرِع‬
َ ‫اﻟ ِْﻔ ْﻌــﻞ اﻟ ُْﻤ‬
abovementioned suffixes, which has the combination:
(dropping of the weak-ending) e.g.
ِ ِ‫اﻟْﻤ ْﻌﺘَﻞ ِ ﻷَﻟ‬
‫ﻒ‬
ّ ُ
(I forget / will forget)
(I will not forget)
(I did not forget)
‫ﺴﻰ‬
َ ْ‫أَﻧ‬
‫ﺴﻰ‬
َ ْ‫ﻟَ ْﻦ أَﻧ‬
‫ﺲ‬
َ ْ‫َﱂْ أَﻧ‬
‫اﻟ ُْﻤ ْﻌﺘَ ّﻞ ِ ﻟْﻴَ ِﺎء‬
(I throw / will throw)
(I will not throw)
(I did not throw)
17
‫أ َْرِﻣ ْﻲ‬
‫ﻟَ ْﻦ أ َْرِﻣ َﻲ‬
‫َﱂْ أ َْرِم‬
when it is free from the
‫اﻟﻀﱠـ ﱠﻤﺔ‬
–
‫اﻟْ َﻔ ْﺘ َﺤـﺔ‬
–
‫اﻟ ُْﻤ ْﻌﺘَ ّﻞ ِ ﻟ َْﻮا ِو‬
(I call / will call)
(I will not call)
(I did not call)
ِ ‫ﺣـ ْﺬف‬
‫اﻵﺧـ ِﺮ‬
َ
‫أَ ْدﻋُ ْﻮ‬
‫ﻟَ ْﻦ أَ ْدﻋُ َﻮ‬
ُ‫َﱂْ أَ ْدع‬
‫ﻀـﺎرِع‬
‫اﻟ ُْﻤ َ‬
‫‪This category can also be called the “weak-ending four verbs” referring to the‬‬
‫ـﺖ" ‪when it has only one of the four letters of‬‬
‫‪ ] prefixed to it (and nothing‬ﺗ ـ ‪ and‬ﻳ ـ ‪ ,‬ﻧ ـ ‪ ,‬أ [ "أَﻧَـ ْﻴ ُ‬‫‪else):‬‬
‫ﺗَ ْﺪﻋُ ْﻮ ‪ and‬ﻳَ ْﺪﻋُ ْﻮ ‪ ,‬ﻧَ ْﺪﻋُ ْﻮ ‪ ,‬أَ ْدﻋُ ْﻮ‬
‫ﺗَـ ْﺮِﻣ ْﻲ ‪ and‬ﻳَـ ْﺮِﻣ ْﻲ ‪ ,‬ﻧَـ ْﺮِﻣ ْﻲ ‪ ,‬أ َْرِﻣ ْﻲ‬
‫ﺴﻰ‬
‫ﺴﻰ ‪ ,‬أَﻧْ َ‬
‫ﺴﻰ ‪ ,‬ﻧَـ ْﻨ َ‬
‫ﺴﻰ ‪ and‬ﻳَـ ْﻨ َ‬
‫ﺗَـ ْﻨ َ‬
‫ﻀـﺎرِع ‪) , that is, the‬اﻷَﻓْـ َﻌـﺎل ْ‬
‫ﺴـﺔ(‬
‫‪ when it has‬اﻟ ِْﻔ ْﻌـﻞ اﻟ ُْﻤ َ‬
‫اﳋَ ْﻤ َ‬
‫ﺎﻋ ِﺔ ‪ , the‬أَﻟِﻒ اﻻﺛْـﻨَـ ْ ِ‬
‫ﲔ ‪the‬‬
‫‪ َ suffixed to it:‬ء اﻟ ُْﻤ َﺨﺎﻃَﺒَ ِﺔ ‪َ and‬واو ا ْﳉَ َﻤ َ‬
‫ـﺎن ‪ ,‬ﻳ ْﻜﺘُـﺒـ ِ‬
‫ـﲔ ‪ and‬ﺗَ ْﻜﺘُـﺒ ــﻮ َن ‪ ,‬ﻳ ْﻜﺘُـﺒ ــﻮ َن ‪ ,‬ﺗَ ْﻜﺘُـﺒـ ِ‬
‫ـﺎن‬
‫‪ , and has the combination:‬ﺗَ ْﻜﺘُﺒِـ َْ‬
‫َ َ‬
‫َ‬
‫َ ُْ‬
‫ُْ‬
‫‪َ (dropping of the Nun) e.g.‬ﺣ ْﺬف اﻟﻨـ ْﱡﻮ ِن – َﺣ ْﺬف اﻟﻨـ ْﱡﻮن – اﻟﻨـ ْﱡﻮن‬
‫‪(b) the declension of the five verbs‬‬
‫ﺗَ ْﻜﺘُـﺒ ِ‬
‫ﺎن‬
‫َ‬
‫ﻟَ ْﻦ ﺗَ ْﻜﺘُـﺒَﺎ‬
‫َﱂْ ﺗَ ْﻜﺘُـﺒَﺎ‬
‫أَﻟِﻒ اﻻﺛْـﻨَـ ْ ِ‬
‫ﲔ‬
‫ﺗَ ْﻜﺘُـﺒُـ ْﻮ َن‬
‫ﻟَ ْﻦ ﺗَ ْﻜﺘُـﺒُـ ْﻮا‬
‫ﺎﻋ ِﺔ‬
‫َواو ا ْﳉَ َﻤ َ‬
‫ﲔ‬
‫ﺗَ ْﻜﺘُﺒِ َْ‬
‫ﱯ‬
‫ﻟَ ْﻦ ﺗَ ْﻜﺘُِ ْ‬
‫َ ء اﻟ ُْﻤ َﺨﺎﻃَﺒَ ِﺔ‬
‫)‪(You d write / will write‬‬
‫)‪(You m.p. write / will write‬‬
‫)‪(You f.s. write / will write‬‬
‫)‪(You d will not write‬‬
‫)‪(You m.p. will not write‬‬
‫)‪(You f.s. will not write‬‬
‫)‪(You d did not write‬‬
‫َﱂْ ﺗَ ْﻜﺘُـﺒُـ ْﻮا‬
‫)‪(You m.p. will not write‬‬
‫ﱯ‬
‫ﻟَ ْﻦ ﺗَ ْﻜﺘُِ ْ‬
‫)‪(You f.s. did not write‬‬
‫‪ :‬اﻟ ِ‬
‫ْﻔ ْﻌﻞ ‪The following table sums up the three declensions in the‬‬
‫َﻋﻼَ َﻣﺔ ا ْﳉَْﺰِم‬
‫ﱠﺼ ِ‬
‫ﺐ‬
‫َﻋﻼَ َﻣﺔ اﻟﻨ ْ‬
‫َﻋﻼَ َﻣﺔ اﻟ ﱠﺮﻓْ ِﻊ‬
‫ﺴ ُﻜ ْﻮن‬
‫اﻟ ﱡ‬
‫ﺣ ْﺬف ِ‬
‫اﻵﺧ ِﺮ‬
‫َ‬
‫َﺣ ْﺬف اﻟﻨـ ْﱡﻮ ِن‬
‫اﻟْ َﻔ ْﺘ َﺤﺔ‬
‫اﻟْ َﻔ ْﺘﺤﺔ )اﻟﻈﱠ ِ‬
‫ﺎﻫ َﺮة ‪ /‬اﻟ ُْﻤ َﻘ ﱠﺪ َرة(‬
‫َ‬
‫َﺣ ْﺬف اﻟﻨـ ْﱡﻮ ِن‬
‫اﻟ ﱠ‬
‫ﻀ ﱠﻤﺔ‬
‫اﻟ ﱠ‬
‫ﻀ ﱠﻤﺔ )اﻟ ُْﻤ َﻘ ﱠﺪ َرة(‬
‫ﺛُـﺒُـ ْﻮت اﻟﻨـ ْﱡﻮ ِن‬
‫‪18‬‬
‫‪ :‬اﻟ ِْﻔ ْﻌﻞ‬
‫ْﻤ ْﻌ َﺮب ‪Type of‬‬
‫اﻟ ُ‬
‫ﺼ ِﺤﻴﺢ ا ِ‬
‫ﻵﺧ ِﺮ‬
‫اﻟ ُْﻤ َ‬
‫ﻀﺎرِع اﻟ ﱠ ْ‬
‫ﻀﺎرِع اﻟ ُْﻤ ْﻌﺘَ ّﻞ اﻵ ِﺧ ِﺮ‬
‫اﻟ ُْﻤ َ‬
‫اﻷَﻓْـ َﻌﺎل ْ‬
‫ﺴﺔ‬
‫اﳋَ ْﻤ َ‬
‫‪1.‬‬
‫‪2.‬‬
‫‪3.‬‬
ِ ‫ اﻟْ َﻔ‬the only place in which the ‫ اﻻﺳﻢ‬is made ‫ ﻣﺮﻓُـﻮع‬, the ‫ﺑِ ِﻪ‬
Is the ‫ﺎﻋﻞ‬
ْ
ْ َْ
‫ اﻟ َْﻤ ْﻔﻌُ ْﻮل‬the only
ِ ‫ اﻟْﻤﺠﺮور ِﲝﺮ‬the only place in which it is
‫ف ا ْﳉَِّﺮ‬
َْ ْ ُ ْ َ
made ‫ﳎ ُﺮْور‬
َْ ?
place in which it is made ‫ﺼ ْﻮب‬
ُ ‫ َﻣ ْﻨ‬and the
ِ ‫ اﻟْ َﻔ‬is not the only place in which the ‫ اﻻﺳـﻢ‬is made ‫ ﻣﺮﻓُــﻮع‬, nor the ‫ﺑِ ِـﻪ‬
The ‫ﺎﻋﻞ‬
ْ
ْ َْ
place in which it is made ‫ﺼ ْﻮب‬
ُ ‫ َﻣ ْﻨ‬nor the ‫ا ْﳉَ ِّـﺮ‬
‫ اﻟ َْﻤ ْﻔﻌُ ْـﻮل‬the only
ِ ‫ اﻟْﻤﺠـﺮور ِﲝـﺮ‬the only place in which it is made
‫ف‬
ْ َ ُْ ْ َ
‫ َْﳎ ُـﺮْور‬. There is a total of six places in which the ‫اﻻﺳـﻢ‬
ْ is made ‫ َﻣ ْﺮﻓُـ ْـﻮع‬and are referred to as
the
the
‫ اﻟ َْﻤ ْﺮﻓُـ ْﻮ َﻋـﺎت‬, a total of eleven places in which it is made ‫ﺼ ْـﻮب‬
ُ ‫ َﻣ ْﻨ‬and are referred to as
‫ﺼ ْـﻮَ ت‬
ُ ‫ اﻟ َْﻤ ْﻨ‬and a total of two places in which it is made ‫ َْﳎ ُـﺮْور‬and are referred to as the
‫ اﻟ َْﻤ ْﺠ ُـﺮْوَرات‬. Besides these nineteen places there are also four secondary places called the
‫ﱠﻮاﺑِـﻊ‬
ْ in its specific declension or
َ ‫( اﻟﺘـ‬followers) in that they merely follow the preceding ‫اﻻﺳـﻢ‬
‫ ا ِﻹ ْﻋ َـﺮاب‬. In other words, they have no declension of their own and are dependent on the
declension of the preceding ‫اﻻﺳﻢ‬
ْ for their declension.
The following is a general treatment of the
well as the
‫ﱠﻮاﺑِـﻊ‬
َ ‫اﻟﺘـ‬
‫ اﻟ َْﻤ ْﺮﻓُـ ْﻮ َﻋـﺎت‬, the ‫ﺼ ْـﻮَ ت‬
ُ ‫ اﻟ َْﻤ ْﻨ‬and the ‫ اﻟ َْﻤ ْﺠ ُـﺮْوَرات‬as
which focuses on a basic definition and illustration of each of the
ِ ‫ ا‬and the four ‫ﱠﻮاﺑِﻊ‬
nineteen places of ‫ﻹ ْﻋ َﺮاب‬
َ ‫ اﻟﺘـ‬:
19
The ‫ﻋﺎت‬
َ ‫اﻟ َْﻤ ْﺮﻓُـ ْﻮ‬
1. The
ِ ‫ اﻟْ َﻔ‬is an ‫ اﺳـﻢ‬that is preceded by a ‫( ﻓِﻌـﻞ ﻣﻌﻠُـﻮم‬active verb) and denotes the one
‫ﺎﻋـﻞ‬
ْ
ْ َْ ْ
doing the action indicated by that verb, e.g.
ِ‫ﱠ‬
ِ
‫ﺎب‬
َ َ‫ﺐ اﻟْﻜﺘ‬
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬The student read the book)
ِ ‫ َ ﺋِـﺐ اﻟْ َﻔ‬is an ‫ اﺳـﻢ‬that is preceded by a ‫( ﻓِﻌـﻞ َْﳎﻬـﻮل‬passive verb) and takes the
‫ﺎﻋـﻞ‬
ْ
ُْ ْ
ِ ‫ اﻟْ َﻔ‬after the latter has been dropped, e.g.
place of the ‫ﺎﻋﻞ‬
2. The
ِ َ ‫( ﻗُ ِﺮ‬The book was read)
‫ﺎب‬
ُ َ‫ئ اﻟْﻜﺘ‬
3. The
‫اﻟ ُْﻤ ْﺒـﺘَـ َﺪأ‬
(subject of nominal sentence) is an
‫اﺳــﻢ‬
ْ
that normally occurs at the
beginning of the sentence and denotes that about which information is given by what
ْ ), e.g.
follows it (i.e. by the ‫اﳋََﱪ‬
ِ ‫( اﻟﻄﱠﺎﻟِﺐ ﺣ‬The student is present)
‫ﺎﺿ ٌﺮ‬
َ ُ
4. The
ْ
‫اﳋَ َـﱪ‬
(predicate) is that which normally follows the
about the ‫ْﻤ ْﺒـﺘَ َﺪأ‬
ُ ‫ اﻟ‬, e.g.
‫اﻟ ُْﻤ ْﺒـﺘَـ َﺪأ‬
and gives information
ِ ‫( اﻟﻄﱠﺎﻟِﺐ ﺣ‬The student is present)
‫ﺎﺿ ٌﺮ‬
َ ُ
5. The
ْ have
"‫اﺳـﻢ " َﻛـﺎ َن‬
ْ (or the ‫اﻻﺳـﻢ‬
ْ of one of its sisters) is the ‫ اﻟ ُْﻤ ْﺒـﺘَـ َﺪأ‬after it and its ‫اﳋَ َـﱪ‬
been acted upon by "‫ن‬
َ ‫( " َﻛﺎ‬or one of its sisters) which causes the ‫ اﻟ ُْﻤ ْﺒـﺘَ َﺪأ‬to be ‫ َﻣ ْﺮﻓُـ ْﻮع‬and
ْ to be ‫ﺼ ْﻮب‬
the ‫اﳋََﱪ‬
ُ ‫ َﻣ ْﻨ‬, e.g.
ِ ‫( َﻛﺎ َن اﻟﻄﱠﺎﻟِﺐ ﺣ‬The student was present)
ً‫ﺎﺿﺮا‬
َ ُ
ْ of one its sisters) is the ‫اﳋَ َـﱪ‬
ْ after it and its ‫ اﻟ ُْﻤ ْﺒـﺘَـ َﺪأ‬have been
"‫( َﺧ َـﱪ "إِ ﱠن‬or the ‫اﳋَ َـﱪ‬
‫( "إِ ﱠ‬or one of its sisters) which causes the ‫ اﻟ ُْﻤ ْﺒـﺘَـ َﺪأ‬to be ‫ﺼ ْـﻮب‬
acted upon by "‫ن‬
ُ ‫ َﻣ ْﻨ‬and the
6. The
ْ to be ‫ َﻣ ْﺮﻓُـ ْﻮع‬, e.g.
‫اﳋََﱪ‬
ِ ‫( إِ ﱠن اﻟﻄﱠﺎﻟِﺐ ﺣ‬Indeed, the student is present)
‫ﺎﺿ ٌﺮ‬
َ َ
20
The ‫ﺼ ْﻮَ ت‬
ُ ‫اﻟ َْﻤ‬
1. The
‫اﻟ َْﻤ ْﻔﻌُ ْـﻮل ﺑِ ِـﻪ‬
(direct object) is an
which it is applied, e.g.
‫اﺳـﻢ‬
ْ
on which the action of the
‫اﻟ ِْﻔ ْﻌـﻞ‬
occurs or to
ِ‫ﱠ‬
ِ
‫ﺎب‬
َ َ‫ﺐ اﻟْﻜﺘ‬
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬The student read the book)
2. The
‫اﻟ َْﻤ ْﻔﻌُ ْـﻮل ﻓِ ْﻴ ِـﻪ‬
(adverbial object) is an
ِ ‫ اﻟ‬occurs, e.g.
action of the ‫ْﻔ ْﻌﻞ‬
‫اﺳـﻢ‬
ْ
denoting the time or place in which the
ِ‫ﱠ‬
ِ ‫ﺎح أ ََﻣ َﺎم اﻟ ُْﻤ َﺪ ِّر‬
‫س‬
‫ﺐ اﻟ ﱠ‬
َ َ‫ﺼﺒ‬
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬The student read this morning in front of the teacher)
‫َﺟﻠِ ِـﻪ‬
ْ ‫ ﻷ‬/ ُ‫( اﻟ َْﻤ ْﻔﻌُ ْـﻮل ﻟَـﻪ‬object of purpose / reason / motive) is an ‫اﺳـﻢ‬
ْ (usually a mental
ِ ‫ اﻟ‬, e.g.
action) that denotes the purpose or motive for doing the action of the ‫ْﻔ ْﻌﻞ‬
3. The
ِ‫ﱠ‬
‫ﺐ َر ْﻏﺒَﺔً ِﰲ اﻟ ِْﻌﻠ ِْﻢ‬
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬The student read out of desire for knowledge)
ُ‫( اﻟ َْﻤ ْﻔﻌُ ْـﻮل َﻣ َﻌـﻪ‬object of accompaniment) is an ‫اﺳـﻢ‬
ْ that occurs after the ‫ اﻟْ َـﻮاو‬having
the meaning of "‫ـﻊ‬
َ to denote that in whose company (or presence) or with which the
َ ‫"ﻣ‬
ِ ‫ اﻟ‬is done, e.g.
action of the ‫ْﻔ ْﻌﻞ‬
4. The
ِ‫ﱠ‬
ً‫ﺐ َو َﺧﺎﻟِﺪا‬
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬The student read with Khalid or in his company)
‫( اﻟ َْﻤ ْﻔﻌُ ْـﻮل اﻟ ُْﻤﻄْﻠَـﻖ‬absolute / unrestricted object) is an ‫اﺳـﻢ‬
ْ (more specifically the
ِ
infinitive or ‫ﺼـ َﺪر‬
ْ ‫ َﻣ‬of the verb) that is mentioned after a ‫ ﻓ ْﻌـﻞ‬sharing in the same root or
5. The
stem to either reinforce the meaning of the action that is performed or to clarify the
manner in which or number of times the action is performed, e.g.
ِ ِ‫( ﻗَـﺮأَ اﻟﻄﱠﺎﻟ‬The student really read)
‫اء ًة‬
َ ‫ﺐ ﻗ َﺮ‬
ُ
َ
ِ‫ﱠ‬
ِ
ً‫اءةً َﺳ ِﺮﻳْـ َﻌﺔ‬
َ ‫ﺐ ﻗ َﺮ‬
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬The student read fast)
ِ ِ‫( ﻗَـﺮأَ اﻟﻄﱠﺎﻟ‬The student read two readings)
ِ ْ ‫اءﺗَـ‬
‫ﲔ‬
َ ‫ﺐ ﻗ َﺮ‬
ُ
َ
ِ
‫( ا ْﳊَـﺎل‬state or condition) is an ‫اﺳـﻢ‬
ْ that denotes the state or condition of the ‫اﻟْ َﻔﺎﻋـﻞ‬
or ‫ْﻤ ْﻔﻌُ ْﻮل‬
َ ‫ اﻟ‬at the time the action takes place, e.g.
6. The
21
ِ‫ﱠ‬
ً‫ﺐ َﺟﺎﻟِﺴﺎ‬
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬The student read sitting or while sitting)
ِ‫ﱠ‬
ِ
ُ‫ﺎب َﻣ ْﺮﻓُـ ْﻮﻋﺎً أ ََﻣﺎََﻣﻪ‬
َ َ‫ﺐ اﻟْﻜﺘ‬
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬the student read the book raised in front of him)
7. The
‫( اﻟﺘ ْﱠﻤﻴِْﻴـﺰ‬specification or specifier) is an ‫اﺳـﻢ‬
ْ that specifies what is actually meant or
intended by a preceding vague ‫اﺳﻢ‬
ْ , e.g.
ِ ِ‫( ﻗَـﺮأَ اﻟﻄﱠﺎﻟ‬The student read twenty pages)
ً‫ﺻ ْﻔ َﺤﺔ‬
َ ‫ﺐ ﻋ ْﺸ ِﺮﻳْ َﻦ‬
ُ
َ
"‫( اﻟ ُْﻤ ْﺴـﺘَـﺜْـ َﲎ ﺑِــ"إِﻻﱠ‬excepted / excluded by means of "‫ ) "إِﻻﱠ‬is an ‫اﺳـﻢ‬
ْ mentioned after
"‫ "إِﻻﱠ‬to denote that is excluded from what is mentioned before "‫ "إِﻻﱠ‬, e.g.
8. The
ِ ‫ْﻜﺘﺎب إِﻻﱠ ﺻ ْﻔﺤﺔً و‬
ِ‫ﱠ‬
ِ
‫اﺣ َﺪ ًة‬
َ َ ‫ﺐ اﻟ‬
َ َ َ
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬The student read the book except one page)
9. The
‫ـﺎدى‬
َ َ‫اﻟ ُْﻤﻨ‬
(vocative / addressee) is an
‫اﺳـﻢ‬
ْ mentioned
after
" َ"
or one of the other
particles used for addressing to denote that the bearer of that name or reference or
title is being addressed, e.g.
‫( َ ُﻣ ِﺪﻳْـ َﺮ اﻟ َْﻤ ْﺪ َر َﺳ ِﺔ‬O Principal / Headmaster of the school)
10. The
ْ of one of its sisters) is the is the ‫اﳋَ َـﱪ‬
ْ after it and its ‫اﻟ ُْﻤ ْﺒـﺘَـ َﺪأ‬
"‫( َﺧ َـﱪ " َﻛـﺎ َن‬or the ‫اﳋَ َـﱪ‬
have been acted upon by
"‫( " َﻛـﺎ َن‬or one of its sisters) which causes the ‫ اﻟ ُْﻤ ْﺒـﺘَـ َﺪأ‬to be
ْ to be ‫ﺼ ْﻮب‬
‫ َﻣ ْﺮﻓُـ ْﻮع‬and the ‫اﳋََﱪ‬
ُ ‫ َﻣ ْﻨ‬, e.g.
ِ ‫( َﻛﺎ َن اﻟﻄﱠﺎﻟِﺐ ﺣ‬The student was present)
ً‫ﺎﺿﺮا‬
َ ُ
‫"إِ ﱠ‬
11. The "‫ن‬
ْ have been
‫اﺳﻢ‬
ْ (or the ‫اﻻﺳﻢ‬
ْ of one of its sisters) is the ‫ اﻟ ُْﻤ ْﺒـﺘَ َﺪأ‬after it and its ‫اﳋََﱪ‬
‫( "إِ ﱠ‬or one of its sisters) which causes the ‫ اﻟ ُْﻤ ْﺒـﺘَـ َﺪأ‬to be ‫ﺼ ْـﻮب‬
acted upon by "‫ن‬
ُ ‫ َﻣ ْﻨ‬and the
ْ to be ‫ َﻣ ْﺮﻓُـ ْﻮع‬, e.g.
‫اﳋََﱪ‬
ِ ‫( إِ ﱠن اﻟﻄﱠﺎﻟِﺐ ﺣ‬Indeed, the student is present)
‫ﺎﺿ ٌﺮ‬
َ َ
22
The ‫ﺠ ُﺮْوَرات‬
ْ ‫اﻟ َْﻤ‬
ِ ‫ اﻟْﻤﺴـﺒـﻮق ِﲝـﺮ‬is an ‫ اﺳـﻢ‬that is governed
‫ف ا ْﳉَ ِّـﺮ‬
ْ
َْ ُْ ْ َ
‫ ُﺣ ُﺮْوف ا ْﳉَِّﺮ‬, e.g.
1. The
by one of approximately seventeen
ِ‫ﱠ‬
‫ﺼ ِﻞ‬
ْ ‫ﺐ ِﰲ اﻟْ َﻔ‬
ُ ‫( ﻗَـ َﺮأَ اﻟﻄﺎﻟ‬The student read in the classroom)
2. The
‫ﻀـﺎف إِﻟَْﻴ ِـﻪ‬
َ ‫( اﻟ ُْﻤ‬the noun annexed to) is an ‫اﺳـﻢ‬
ْ to which a preceding ‫اﺳـﻢ‬
ْ – called the
‫ﻀـﺎف‬
َ ‫ – اﻟ ُْﻤ‬is annexed such that the former is always in a state of ‫ ا ْﳉَ ّـﺮ‬and at the same
time the ‫ﻀـﺎف‬
َ ‫ اﻟ ُْﻤ‬gains specificity from the ‫ﻀـﺎف إِﻟَْﻴ ِـﻪ‬
َ ‫ اﻟ ُْﻤ‬if the latter is indefinite or
definiteness if the latter is definite, e.g.
‫( ُﻣ ِﺪﻳْـ ُﺮ َﻣ ْﺪ َر َﺳ ٍﺔ‬A director of a school / a school director)
‫( ُﻣ ِﺪﻳْـ ُﺮ اﻟ َْﻤ ْﺪ َر َﺳ ِﺔ‬The director of the school / the school director)
23
The ‫ﱠﻮاﺑِﻊ‬
َ ‫اﻟﺘـ‬
All
‫ﺗَـ َﻮاﺑِــﻊ‬
(followers) follow the preceding word – called the
‫اﻟ َْﻤ ْﺘـﺒُ ـ ْـﻮع‬
(the word that is
followed) – in its declension or place of declension, and are four in number: the
ِ
‫اﻟﺼـ َﻔﺔ‬
ّ
(descriptive / qualifying adjective), the
and the ‫ﱠﺴ ِﻖ‬
َ ‫اﻟﻨ‬
‫اﻟْﺒَـ َﺪل‬
(substitute), the
‫( َﻋﻄْﻒ‬conjoined by means of conjunction)
‫اﻟﺘـ ْﱠﻮﻛِ ْﻴـﺪ‬
‫ﱠﻌـﺖ‬
ْ ‫ اﻟﻨـ‬/
(corroborative)
ِ
1. The ‫ﱠﻌـﺖ‬
ْ ‫ اﻟﻨـ‬/ ‫اﻟﺼـ َﻔﺔ‬
ّ is a ‫( َ ﺑِـﻊ‬follower) in the form of a descriptive noun which describes a
quality in the noun which it follows (called the
‫اﻟ َْﻤ ْﻨـﻌُ ْـﻮت‬
or
‫ﺻ ْـﻮف‬
ُ ‫اﻟ َْﻤ ْﻮ‬
), and apart from
following it in declension it also follows it in gender, number and definiteness and
indefiniteness, e.g.
ِ‫ﺟ ﱠ‬
‫ﺐ ا ْﳉَ ِﺪﻳْ ُﺪ‬
ُ ‫ﺎء اﻟﻄﺎﻟ‬
ََ
ِ ‫ﺳﺄَﻟ ُ ﱠ‬
‫ﺐ ا ْﳉَ ِﺪﻳْ َﺪ‬
َ
َ ‫ْﺖ اﻟﻄﺎﻟ‬
ِ ِ‫ﺖ َﻋﻠَﻰ اﻟﻄﱠﺎﻟ‬
‫ﺐ ا ْﳉَ ِﺪﻳْ ِﺪ‬
ُ ‫َﺳﻠﱠ ْﻤ‬
2. The
‫ اﻟْﺒَـ َﺪل‬is a ‫َ ﺑِـﻊ‬
that replaces the
being the whole of the
etc. e.g.
‫( اﻟ َْﻤ ْﺘـﺒُـ ْـﻮع‬called the ُ‫ ) اﻟ ُْﻤ ْﺒـ َﺪل ِﻣ ْﻨـﻪ‬in meaning by either
‫ اﻟ ُْﻤ ْﺒـ َﺪل ِﻣ ْﻨـﻪ‬, or a part of it, or a quality in it, or rectification of it,
ِ ‫( ﺟ ﱠ‬The student, Zaid, came)
‫ﺐ َزﻳْ ٌﺪ‬
ُ ‫ﺎء اﻟﻄﺎﻟ‬
ََ
ِ ‫( ﺳﺄَﻟ ُ ﱠ‬I asked the student, Zaid)
ً‫ﺐ َزﻳْﺪا‬
َ
َ ‫ْﺖ اﻟﺒﻄﺎﻟ‬
ِ ِ‫ﺖ َﻋﻠَﻰ اﻟﻄﱠﺎﻟ‬
‫ﺐ َزﻳْ ٍﺪ‬
ُ ‫( َﺳﻠﱠ ْﻤ‬I greeted the student, Zaid)
ِ‫ﱠ‬
ُ (The student, his hand, was hit i.e. the student’s hand was hit))
ُ‫ﺐ ﻳَ ُﺪﻩ‬
َ ‫ﺿ ِﺮ‬
ُ ‫ب اﻟﻄﺎﻟ‬
ِ ‫ﺿﺮﺑ ُ ﱠ‬
ُ‫ﺐ ﻳَ َﺪﻩ‬
ْ َ َ (I hit the student, his hand i.e. I hit the hand of the student)
َ ‫ﺖ اﻟﻄﺎﻟ‬
ِ ِ‫ت إِ َﱃ اﻟﻄﱠﺎﻟ‬
‫ﺐ ﻳَ ِﺪ ِﻩ‬
ُ ‫( ﻧَﻈَ ْﺮ‬I saw the student, his hand i.e. I saw the student’s hand)
ِ ‫َزاد اﻟﻄﱠﺎﻟِـ‬
َ
ُ‫ْﻤــﻪ‬
ُ ‫ـﺐ ﻋﻠ‬
ُ
(The student increased, his knowledge i.e. the student’s knowledge
increased)
ِ ِ‫ﺐ اﻟﻄﱠﺎﻟ‬
‫( أ ُِﺣ ﱡ‬I love the student, his knowledge i.e. I love the student’s knowledge)
ُ‫ﺐ ﻋﻠ َْﻤﻪ‬
َ
24
ِ ِ‫ـﺖ ِﻣ َـﻦ اﻟﻄﱠﺎﻟ‬
‫ـﺐ ِﻋﻠ ِْﻤ ِـﻪ‬
ُ ‫( ﺗَـ َﻌ ﱠﺠ ْﺒ‬I was amazed at the student, his knowledge i.e. I was amazed at
the student’s knowledge)
‫ﺎء َﺧﺎﻟِ ٌﺪ َزﻳْ ٌﺪ‬
َ ‫[ َﺟ‬Khalid (I mean) Zaid, came]
ً‫ْﺖ َﺧﺎﻟِﺪاً َزﻳْﺪا‬
ُ ‫[ َﺳﺄَﻟ‬I asked Khalid (I mean) Zaid]
‫ﺖ َﻋﻠَﻰ َﺧﺎﻟِ ٍﺪ َزﻳْ ٍﺪ‬
ُ ‫[ َﺳﻠﱠ ْﻤ‬I greeted Khalid (I mean) Zaid]
3. The
‫ اﻟﺘـ ْﱠﻮﻛِ ْﻴـﺪ‬is a ‫َ ﺑِـﻊ‬
that corroborates and reinforces the
‫( اﻟ َْﻤ ْﺘـﺒُـ ْـﻮع‬called the ‫ ) اﻟ ُْﻤ َﺆﱠﻛـ ُﺪ‬by
eliminating any forgetfulness or metaphorical meaning on the part of the speaker, e.g.
‫( َﺟﺎَ َء اﻟ ُْﻤ ِﺪﻳْـ ُﺮ اﻟ ُْﻤ ِﺪﻳْـ ُﺮ‬The principal, the principal came)
‫ْﺖ اﻟ ُْﻤ ِﺪﻳْـ َﺮ اﻟ ُْﻤ ِﺪﻳْـ َﺮ‬
ُ ‫( َﺳﺄَﻟ‬I asked the principal, the principal)
‫ﺖ َﻋﻠَﻰ اﻟ ُْﻤ ِﺪﻳْ ِﺮ اﻟ ُْﻤ ِﺪﻳْ ِﺮ‬
ُ ‫( َﺳﻠﱠ ْﻤ‬I greeted the principal, the principal)
ِ
ُ‫ﺴﻪ‬
ُ ‫( َﺟﺎَ َء اﻟ ُْﻤﺪﻳْـ ُﺮ ﻧَـ ْﻔ‬The principal himself came)
ِ ُ ‫( ﺳﺄَﻟ‬I asked the principal himself)
ُ‫ﺴﻪ‬
َ
َ ‫ْﺖ اﻟ ُْﻤﺪﻳْـ َﺮ ﻧَـ ْﻔ‬
‫ﺖ َﻋﻠَﻰ اﻟ ُْﻤ ِﺪﻳْ ِﺮ ﻧَـ ْﻔ ِﺴ ِﻪ‬
ُ ‫( َﺳﻠﱠ ْﻤ‬I greeted the principal himself)
‫ب ُﻛﻠﱡ ُﻬ ْﻢ‬
ُ ‫ﺎء اﻟﻄﱡﻼﱠ‬
َ ‫( َﺟ‬All the students came)
‫ب ُﻛﻠﱠ ُﻬ ْﻢ‬
ُ ‫( َﺳﺄَﻟ‬I asked all the students)
َ ‫ْﺖ اﻟﻄﱡﻼﱠ‬
ِ ‫ﺖ َﻋﻠَﻰ اﻟﻄﱡﻼﱠ‬
‫ب ُﻛﻠِّ ِﻬ ْﻢ‬
ُ ‫( َﺳﻠﱠ ْﻤ‬I greeted all the students)
4. The ‫ﱠﺴ ِﻖ‬
َ ‫اﻟﻨ‬
‫( َﻋﻄْﻒ‬or ‫ ) اﻟ َْﻤ ْﻌﻄُْﻮف‬is a ‫ َ ﺑِﻊ‬that follows the ‫( اﻟ َْﻤ ْﺘـﺒُـ ْﻮع‬called the ‫ ) اﻟ َْﻤ ْﻌﻄُْﻮف َﻋﻠَْﻴ ِﻪ‬via
one of the nine particles of ‫ْﻌﻄْﻒ‬
َ ‫( اﻟ‬referred to as “conjunctions”), e.g.
‫ﺎء َزﻳْ ٌﺪ َو َﺧﺎﻟِ ٌﺪ‬
َ ‫( َﺟ‬Zaid and Khalid came)
‫ﺎء َزﻳْ ٌﺪ ﻓَ َﺨﺎﻟِ ٌﺪ‬
َ ‫( َﺟ‬Zaid, then Khalid came immediately thereafter)
‫ﺎء َزﻳْ ٌﺪ ﰒُﱠ َﺧﺎﻟِ ٌﺪ‬
َ ‫( َﺟ‬Zaid, then Khalid came a while thereafter)
25
‫ﺎء َزﻳْ ٌﺪ أ َْو َﺧﺎﻟِ ٌﺪ‬
َ ‫( َﺟ‬Zaid or Khalid came)
‫ﺎء أ َْم َﺧﺎﻟِ ٌﺪ‬
َ ‫( أ ََزﻳْ ٌﺪ َﺟ‬Did Zaid or Khalid come?)
‫ب َﺣ ﱠﱴ َﺧﺎﻟِ ٌﺪ‬
ُ ‫ﺎء اﻟﻄﱡﻼﱠ‬
َ ‫( َﺟ‬The students came, even Zaid)
‫ﺎء َزﻳْ ٌﺪ ﻟَ ِﻜ ْﻦ َﺧﺎﻟِ ٌﺪ‬
َ ‫( َﻣﺎ َﺟ‬Zaid did not come but Khalid did)
‫ﺎء َزﻳْ ٌﺪ ﺑَ ْﻞ َﺧﺎﻟِ ٌﺪ‬
َ ‫( َﻣﺎ َﺟ‬Zaid did not come but Khalid came instead)
‫ﺎء َزﻳْ ٌﺪ ﻻَ َﺧﺎﻟِ ٌﺪ‬
َ ‫( َﺟ‬Zaid – not Khalid – came)
26