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Academic Plan of the Program of the Master's Degree in Arabic Language and Literature

First: Branch of Language, Nahw (Arabic Grammar), and Sarf (Morphology)

(511/ 699) Thesis

Second: Branch of Literature, Rhetoric, and Criticism

(511/ 699) Thesis

Academic Plan of the Program of the Master's Degree in Arabic Language and Literature

Branch of Language and Branch of Nahw (Arabic Grammar), and Sarf (Arabic Word-Derivatives)

501/ 511 Sarf, (4 credits)

I. Objectives of the Syllabus:

• 1- Introducing the fundamentals of Sarf
• 2- Using the fundamentals to recognize irregularities
• 3- Benefitting from Sarf in other sciences of the Arabic language, particularly the science of lexicons
• 4- Introducing this science's classic masterpieces
  
  

II. Items & Topics

• A- Studies of some general issues including:
  1- The subject of Sarf, development of Sarf, methodologies of approach, and branches and their order
  2- Derivation and rigidity between linguists, scholars of Nahw, and scholars of Sarf
  3- Reduction of morphemes; types and effects
  4- Common and special formulas in the branches of Sarf
  5- The effect of popularity on morphemes
  6- Effect of sound on morphemes
  7- Movement of a verb's middle letter
• B- Detailed study of Sarf topics; such as pluralization, diminutives, and relational adjectives

Third: Sources and References

• 1- Al-Kitab by Sibawayh
• 2- Al-Munsif, commentary on Al-Maziny's Tasreef, by Ibn Jinny
• 3- Abu Ali Al-Farisi's books, including Al-Masail Al-Basariyat, Al-Takmela, Al-Masail Al-Askariyah, and Al-Masail Al-Halabiyat
• 4- Ibn Jinny's book, including: Al-Khasayes, Al-Khateriyat, and Sirr Senaet Al-Ierab
• 5- Daqaek Al-Tasreef, by Al-Muadib0
• 6- Kufis commentary on Sirafi's Idgham
• 7- Al-Shafiya commentary by Al-Raddy
• 8- Al-Tasreef Al-Melouky commentary by Ibn Yaeesh
• 9- Al-Mumte by Ibn Osfour
• 10- Lamiyat Al-Afaal by Ibn Malik

502/ 511 Nahw (four credits)

First: Syllabus Objectives

• 1- Introducing students to the classical masterpieces of the subject and the methodology
• 2- Establishing understanding of the fundamentals and evidence of this science so as to help students to achieve proper understanding of the issues of this science.
• 3- Enhancing students' taste so as to be able to comprehend the facts of Nahw
• 4- Helping students to use the rules of Nahw in everyday language, in an acceptable manner, and to adhere to them in the language of science and literature

Second: Details & Topics

• A- This syllabus tackles issues including:
  1- The issue of the operator
  2- The issue of inflection
  3- The issue of defect
• B- Selected topics from the books of methodology, inflection, and supportive evidence
  first: Books of Methodology; for some chapters and texts to be studied. Some of those books are:
  1- Sibawayh's book with Al-Seerafi's commentary and other commentaries
  2- Al-Osool by Ibn Siraj
  3- Commentary on Al-Mufassal by Ibn Yaeesh
  4- Al-Kafiyah commentary by Ar-Raddy, and other commentaries
  5- Al-Mughny by Ibn Hisham and its annotations
  6- Explanation of Ibn Malik's Tas-heel
• C- Study of some short texts of Nahw
  1- Refuting Opinions of the scholars of Nahw, by Ibn Jinny
  2- Issues of the Dual, by Ibn Jinny
  3- Inflection; the Characteristic of the Formal Arabic (Fusha), by Dr Mohammad Al-Banna

Third: Sources and References

1- Sibawayh's book and books tackling it, particularly:
a- Al-Seerafi's commentary
b- Al-Ramani's commentary
c- Al-Saffar's commentary
d- Al-Saffar's explanation of Sibawayh's lines of poetry
2- Al-Muqtadab, by Al-Mubarrad (285 AH)
3- Al-Osool, by Ibn As-Siraj (316 AH)
4- Commentary on Al-Mufassal by Ibn Yaeesh
5- Al-Siyooti's Hame Al-Hawame and Al-Ashbah wal Nazaer (911 AH)
6- Al-Mughny by Ibn Hisham (761 AH)
7- Commentaries and annotations on Ibn Malek's Alfiya, such as the commentaries by Ibn Hisham, Abu Hayyan, Ibn Hani, and Al-Siyouti
8- Commentaries on Ibn Mut's Alfiya (648 AH), such as the commentaries by An-Neely, Al-Qawwas, and Ibn An-Nahawiya
9- Books tackling the differences between the schools of Nahw, such as Al-Inssaf
10- Books of the meanings of the Qur'an, such as Al-Akhfash's, Al-Farra's, Al-Zajjaj's
11- Books of inflections of the words of the Qur'an, such as Al-Anbari's and Al-Akbari's

504/ 511 History and Terminology of Nahw (two credits)

First: Syllabus Objectives

• 1- Introducing to students the stages of the compilations of Nahw
• 2- Introducing the characteristics, terminology, and order of chapters
• 3- Pointing out significance and importance of identifying Nahw terminology and the necessity of understanding their meanings in the different contexts

Second: Items & Topics:

A- History of Nahw
Uses books of biographies of prominent men of Nahw to study the following issues:
1- Emergence of Nahw
2- Biographies of Nahw scholars of Kufah and Basrah; the most prominent among them and their books; and the key men of the Islamic states in Andalusia, Baghdad, Egypt and the Levant
3- Characteristics of Nahw in each environment

B- Terms:
Terms here refer to the terms that were used by the men of Nahw to analyze syntax. Terms differed from one environment to another. Nahw men of Kufa, Basra, and Baghdad used certain terms. Some of those terms had equivalents, whereas other terms were exclusive to their environments. Books of comparisons, encyclopedias of Nahw, and modern studies are the most important sources to be referred to for understanding the varying terms.

Third: Sources and References:
1- Akhbar-un Nahweyeen Al-Basreyeen (Information about Basra's Men of Nahw), by Abi Saeed Al-Seerafi

2- Al-Insaf fi Masael Al-Khilaf Bayn An-Nahweyeen Al-Basreyeen Wal Kufeyeen (A Fair Opinion Regarding Disagreement between Basra's Men of Nahw and Kufa's Men of Nahw), by Abi Barakat Al-Anbari
3- Marateb An-Nahweyeen (Biographies of the Men of Nahw), by Abul Tayyeb Al-Loghawwy

• 4- Tabaqat An-Nahweyeen wal Loghaweyeen (Biographies of Men of Nahw and Linguists), by Az-Zubaydi
• 5- Nash'at-un Nahw wa Tareekh Ashar An-Nahat (The Emergence of Nahw and History of the Most Famous Men of Nahw), by Sheikh Muhammad At-Tantawy
• 6- Al-Madares An-Nahwiya (Schools of Nahw), by Dr. Shawky Deif
• 7- Al-Qiyas fil Logha Al-Arabiya (Analogy in the Arabic Language)
• 8- Books on terms of Nahw and Sarf, such as Al-Mujam fil Nahw wal Sarf (Dictionary of Nahw and Sarf), by Zayn-ul Abdeen Al-Toonesi; and Mujam-ul Musatalahat An-Naheiyah wal Sarfiya (Dictionary of Nahw and Sarf Terms), by Samir Al-Lubdi

505/ 511 Lexicons (two credits)

First: Syllabus Objectives:

• - Thorough study of the methods of compilation of Arabic Lexicons, introducing the students of linguistics to the masterpieces of linguistics, and explaining the value and the importance of each of them
• - Linking Nahw and Sarf studies to the Arabic lexicon and training students to conduct criticism studies and to have as much comprehensive knowledge as possible of the library of Arabic lexicons, which is a key research tool.

Second: Items & Topics

• A- Emergence of lexical compilation, including:
  - Early compilation attempts, such as the linguistic individual sections in books tackling different subjects; for example those that were written by linguists on the subjects of the creation of humans, camels, mountains, water, places, plants, bees, cattle, rain...etc.
  - Vocabulary of the Noble Qur'an, starting with the early attempts and ending with the complete lexical vocabulary composed by Al-Ragheb
  - Vocabulary of Hadeeth, history and development of compilations, and the final lexical form
  - Vocabulary of Fiqh, history and development of compilations, and the final lexical form
  - Vocabulary of poetry presented in Al-Jeem by Abu Amr Al-Shaybani and Al-Taqfiya by Al-Bandaneeji
  - Lexicons of terms of various fields of knowledge
  - Geographical lexicons, biographical lexicons, and lexicons of lineage
• B- Completion of the form of lexicons through organization of the linguistic material and benefitting from the earlier genres in translation

School of phonetic order arrangement, methodology as stated in the introductions to their lexicons, comparison between some texts from the lexicons of the school, study of development, training students to analyze and criticize them; such lexicons include Al-Ain, Al-Muheet, Jamharat-ul Logha, Tahzeeb-ul Logha, Al-Barea, and Al-Muhkam.
Tracking development of the methodology of this school through the latter authors benefitted from the formers' experience as regards organization, completion, and meanings

• C- Special lexicons, such as Al-Farabi's Diwan Al-Adab, Nashwan's Sham-ul Oloom, Ibn Faris' Maqayees-ul Logha
• D- Lexicons of topics, such as Al-Ghareeb Al-Musanaf, Kara's Al-Muntakhab, Ibn Sayidih's Al-Mukhasas, and other lexicons
• E- Lexicons of Al-Qafiya school, which order entries according to the last letter, such as Al-Obab, Al-Lisan, Al-Qamoos, and Al-Taj; study of the approach of this schools, reasons behind adopting it, its benefits, and the extents to which it benefitted from Al-Bandaneeji's Taqfiya and Al-Farabi's Diwan-ul Adab
  Analytical study of these lexicons and studying the complementary works and commentaries, such as Al-Sahah's complement by Al-Saghany, annotations by Ibn Berri, and commentaries by Al-Tayyeb Al-Fasi and Al-Zubaydi
• F- The regular alphabetical order school lexicons, such as Asas-ul Balagha, by Al-Zamakhshary: methodology, objective, and features
• G- Al-Yasooyeen school lexicons, such as Muheet-ul Muheet, Aqrab-ul Mawared, and Al-Munjid
• H- Arabic Language Academy lexicons, such as Al-Mujam-ul Kabeer, Al-Mujam-ul Waseet, and Al-Mujam-ul Wajeez
  Study of the methodology, objective, and characteristics of this school; whether it benefitted from the previous schools; and the extent to which it was affected by the world's modern methodologies of ordering and interpreting entries of lexicons
  
  Third: Sources and References
  
  1- Al-Ain lexicon by Al-Khalil ibn Ahmed
  2- Jamharat-ul Logha by Ibn Durayd
  3- Tahzeeb-ul Logha by Al-Azhari
  4- Al-Sahah's introduction by Abdul Ghafoor Attar
  5- Al-Sahah by Al-Johari
  6- Al-Maajim-ul Arabiya (Arabic Lexicons) by Dr Abdulla Darwish
  7- Nashaat-ul Mujam-ul Arabi (The Emergence of Arabic Lexicons) by Prof. Dr. Hussein Nassar
  8- Mujam-ul Maajim by Mohammad Al-Sharqawy Iqbal
  9- Al-Jassoos Ala Al-Qamoos by Ahmed Faris Al-Shedyaq
  10- Al-Maajim Al-Arabiya in the Light of Modern Linguistics by Dr. Ahmed Faraj
  
  522/ 511 Rhetoric (four credits)
  First: Syllabus Objectives
  1- To introduce students to the relation between semantics and other language sciences such as Nahw, philology, and secrets of the Arabic language
  2- To help students to grasp the power of the language and its underlying potentials of individual words and structures; and how to invest such power and potentials
  3- To introduce the rules according to which the quality of a text is rated
  4- To enable students to study the methodologies of the schools of semantics and how to analyze and compare them
  5- To apply the academics of the study of the issues of semantics in conducting analytical study of the Qur'an and of other texts; to establish an academic, well-informed understanding of the similarities and dissimilarities of the different texts; and to revive old approaches that tackled these same issues
  6- To help students to benefit from the fruits of the efforts of diligent linguists who brought up the issues of this science by studying the language of Arabs, tracking its characteristics, and studying the approaches of Arabs, and to help students to grasp their styles
  7- To help students to search for rich texts, to interact with them, and to reach for their hidden aspects

Second: Items & Topics

1- Parts from Dalael-ul I'jaz by Abdul Qaher Al-Jirjani
The subjects of this book, as defined by its introduction, are unraveling the obscurity of the rhetoric terminology; tackling the miraculous nature of the language of the Qur'an and stressing the necessity of adopting accuracy and denouncing imitation; tackling issues of eloquence and rhetoric; concept of composition; meanings of Nahw and manner of expressing characteristics; single-style composition; introduction to interrogation, negation, affirmative statements, what Sibawayh hinted about them and how Abdul Qaher benefitted from it; omission and how Abdul Qaher benefitted from what the men of Nahw and Al-Jahiz had mentioned about it; differences between statements up to the part that reads "note that the image may become enlivened in some issues of this chapter"; differences in the adverbial sentences, where the teacher selects and reads some of the author's texts on them; separations and connections and how the author analogically deduced them from the works of the men of Nahw; using negation with the general words and using general words with negations; Uses of "Innama, negation, exclusions, and how the author benefitted from what Abi Ali Al-Farisi said in this respect.
2- Parts from Al-Idah by Al-Khateen Al-Qozwini:
Expressing what contradicts the negation of what is apparent; composition; concision and wordiness; students are assigned to draw comparisons between Abdul Qaher's account of early issues and Al-Qozwini's account of them
3- Parts from Al-Mutawal by Saaduddin At-Taftazani
Linking the late definition of rhetoric, Abdul Qaher's definition of composition, and how At-Taftazany explained Abdul Qaher's words and cleared all obscurities in relation to them; discussion of Saadiddin and his disagreement with Abdul Qaher's statement that "Innama" and conjunctive "La" are used only for reversing restrictive sentences and not for singularity.
4- Students are to study semantics from Al-Omda by Ibn Rasheeq, Al-Mathal Al-Saer by Ibn Al-Atheer, Al-Tiraz by Al-Alawi, and Minhaj Al-Bolaghaa by Hazem Al-Qartajanni; then they shall record their comments on the content and the methodology to discuss it in class
5- Model selections of analyses, such as the examples cited by Abdul Qaher: "But they have attributed to Allah partners - the jinn" [Qur'an 6:100], "The Jews say, ‘Ezra is the son of Allah' " [Qur'an 9:30], "And it was said, ‘O earth, swallow your water, and O sky, withhold [your rain]' " [Qur'an 11:44]; and the examples cited by Al-Zamakhshary from the Ifk part in Surat An-Noor, the beginning of Surat Al-Hujurat and some if the Hadeeths that are classified by Sunni scholars to be Jawami Al-Kalem, such as the Hadeeth of "This is Jibreel has come to teach you matters of your religion", the Hadeeth of "Deeds are [accounted for] according to intentions", and other Hadeeths

Third: Sources and References:
1- Dalael Al-I'jaz by Abdul Qaher Al-Jirjani
2- Al-Idah by Al-Khateeb Al-Qozwini
3- Al-Mutawal by Saadiddin At-Taftazani
4- Al-Omda by Ibn Rasheeq
5- Minhaj Al-Bolaghaa by Hazem Al-Qortajanni
6- Shrooh At-Talkhees
7- Al-Khasaes by Ibn Jinny
8- Fath Al-Bari by Ibn Hajar
9- Al-Bayan wal Tabyeen by Al-Jahiz

601/ 511 Sarf (Four credits)

First: Syllabus Objectives
1- To introduce the fundamentals of the science of Sarf
2- To apply those fundamentals to identify irregularities
3- To benefit from Sarf in serving the rest of the sciences of the Arabic language, especially the lexicons
4- To introduce the classical masterpieces of Sarf

Second: Items & Topics

Studying some general issues such as:

• 1- The issue of suffixes
• 2- Meanings of augmented forms
• 3- The term "defect" according to Basran and Kufan men of Nahw
• 4- Letters of augmentation and their place in the structure of words
• 5- Substitution and creating defect
• 6- Points of stopping, between scholars of recitation and scholars of Sarf
• 7- Softening the sound of Hamza, between scholars of recitation and scholars of Sarf
• 8- Contraction, between scholars of recitation and scholars of Sarf
• 9- Issues of exercises between acceptance and rejection
• 10- Studying a Sarf text; such as Assiy and Maghzo by Ibn Al-Anbary and Al-Muqtadab by Ibn Jinny

Third: Sources & References

• 1- Al-Kitab by Sibawayh
• 2- Al-Munsif, commentary on Al-Maziny's Tasreef, by Ibn Jinny
• 3- Abu Ali Al-Farisi's books, including Al-Masail Al-Basariya, Al-Takmela, Al-Masail Al-Askariyah, and Al-Masail Al-Halabiya
• 4- Ibn Jinny's book, including: Al-Khasayes, Al-Khateriyat, and Sirr Senaet Al-Ierab
• 5- Daqaek Al-Tasreef, by Al-Muadib0
• 6- Kufis commentary on Sirafi's Idgham
• 7- Al-Shafiya commentary by Al-Raddy
• 8- Al-Tasreef Al-Melouky commentary by Ibn Yaeesh
• 9- Al-Mumte by Ibn Osfour
• 10- Lamiyat Al-Afaal by Ibn Malik

502/ 511 Nahw (four credits)

First: Syllabus Objectives

• 1- Introducing students to the classical masterpieces of the subject and the methodology
• 2- Establishing understanding of the fundamentals and evidence of this science so as to help students to achieve proper understanding of the issues of this science.
• 3- Enhancing students' taste so as to be able to comprehend the facts of Nahw
• 4- Helping students to use the rules of Nahw in everyday language, in an acceptable manner, and to adhere to them in the language of science and literature

Second: Items & Topics

• A- This Syllabus tackles issues including:
  1- Analogy and common usage
  2- Regularities, irregularities and their sections
  3- Interpretation, omission, and supposition
• B- Selected topics from sources including:
  1- Books of semantics, such as Meanings of the Qur'an by Al-Farra (207 AH) and meanings of the Qur'an by Al-Akhfash
  2- Books on the inflection of the words of the Qur'an, such as Iarab Al-Qur'an which is ascribed to Al-Zajjaj (311 AH), Iarab Al- Qur'an by Al-Nahhas (338 AH), and Imlaa Ma Manna Bihi Ar-Rahman by Al-Kobory (616 AH), etc
  3- Books of evidence, such as Al-Hujja by Ibn Khalawayh (370 AH), Al-Hujja by Al-Farisi (377 AH), and Al-Muhtassib by Ibn Jinny (392 AH)
  4- Book of Amali (dictated knowledge), such as Amali of Thaaleb (291 AH), Amali of Az-Zujajy (339 AH), Amali of Ibn Ash-Shajary (542 AH), and Amali of Al-Suhaili (581 AH)
  5- Books of interpretations according to grammar, such as Ibn Atiya's interpretation Al-Muharrar Al-Wajeez, Abu Hayyan's Al-Bahr-ul Muheet (745 AH), and Al-Sameen Al-Halaby's Ad-Durr Al-
  Masoon (756 AH)
  Other books such as Al-Insaf by Ibn Al-Anbari (577 AH) and Shawahid Al-Tawdeeh by Ibn Malik (672 AH)
• D- Studying some Nahw short texts, such as:
  1- Lama Al-Adella by Ibn Al-Anbari
  2- Al-Istishad bil Hadeeth (Citing Hadeeths) by Al-Khudr Hussein
  3- The issue of "Surely, Allah's Mercy is (ever) near unto the good­-doers" [Qur'an 7:56] by Ibn Malik, Ibn Hisham, and Al-Rozrawri
  Third: Sources and References:
  1- Sibawayh's book and books tackling it, particularly:
  a- Al-Seerafi's commentary
  b- Al-Ramani's commentary
  c- Al-Saffar's commentary
  d- Al-Saffar's explanation of Sibawayh's lines of poetry
  2- Al-Muqtadab, by Al-Mubarrad (285 AH)
  3- Al-Osool, by Ibn As-Siraj (316 AH)
  4- Commentary on Al-Mufassal by Ibn Yaeesh
  5- Al-Siyooti's Hame Al-Hawame and Al-Ashbah wal Nazaer (911 AH)
  6- Al-Mughny by Ibn Hisham (761 AH)
  7- Commentaries and annotations on Ibn Malek's Alfiya, such as the commentaries by Ibn Hisham, Abu Hayyan, Ibn Hani, and Al-Siyouti
  8- Commentaries on Ibn Mut's Alfiya (648 AH), such as the commentaries by An-Neely, Al-Qawwas, and Ibn An-Nahawiya
  9- Books tackling the differences between the schools of Nahw, such as Al-Inssaf
  10- Books of the meanings of the Qur'an, such as Al-Akhfash's, Al-Farra's, Al-Zajjaj's
  11- Books of inflections of the words of the Qur'an, such as Al-Nbari's and Al-Kburi's

603/ 511 Philology (2 credits)

First: Syllabus Objectives

• 1- To establish linguistic studies and link them to the heritage of the nation
• 2- To introduce students to the early linguistic efforts
• 3- To confirm that Nahw, Sarf, and other linguistic sciences are linked to philology and to assert the necessity for students of philology to be well-versed in those other linguistic sciences
• 4- To study the secrets of Arabic and to help students to grasp those secrets from the linguistic heritage and other sources
• 5- To accustom students to link partial details to total issues
• 6- Tackling Issues that are Related to the Destiny of the Language, a critical study that deals with the reasons, the motives, the effects, and risks

Second: Items & Topics

Selections from the early works of this science

• a- As-Sahibi, some of its topics are as follows:
  
  Is Arabic language subject to new opinions or confined to the old ones?- Arabic handwriting and the first one to use it - Arabic is the best and richest language- is it possible for it to be contained- differences of Arabic languages- most eloquent Arabs and their dispraised tongues- the language through which Qur'an was revealed and that there is not any non-Arabic word in the Qur'an- view of language source- using language as an authority- Is there analogy in the language of Arabs?- Are some words derived from others?- what comes to us from the Language of Arabs is few- end of difference between languages- categories of clarity and problems of speech- peculiarities of Arabs- Islamic reasons- essence and parts of speech- in addition to what the professors sees as achieving the objectives and purposes of the syllabus

• b- Al-Khsaais, some of its topics are as follows:
  Discussion on the regular and irregular- permissibility of drawing analogy in a few cases and its impermissibility in many cases- rebuttal to those who disagree with the justifications of nahw (grammar)- objection- what is drawn in terms of analogy to the Arabs speech- Arabs' resistance from what is permissible in analogy- matchlessness- syntax-related issues- using prepositions interchangeably - mingling of roots- revoking custom- accidental rule- some semantics issues- Arabic mistakes- and others topics that the professor sees as worthy

• c- Linguistic issues: The professor shall choose some of them to achieve the objective of the syllabus; such as the call to use colloquial language - the call to use Latin letters in writing Arabic- call to generalize new linguistic rules to Arabic- language is a live being- free poetry- issues of localization and translation- problems of teaching Arabic language and means of reviving it

Third: References and Resources

• 1- Adab Al-Katib, by Ibn Qutaibah
• 2- Al-Sahibi, by Ibn Faris
• 3- Al-Khasais, by Ibn Jinni
• 4- Fiqh Al-Lughah, Sirr Al-Arabiyyah, by Al-Thaalibi
• 5- Al-Mubhij fi Tafseer Asmaa Shuaraa Al-Hamasah
• 6- Abateel wa Asmaa, by Mahmoud Shakir
• 7- Fiqh Al-Lughah, by Muhammad Al-Mubarak
• 8- Dirasat fi Fiqh Al-Lughah, by Subhi Al-Salih
• 9- Fiqh Al-Lughah bayn Al-Asalah wa Al-Taghreeb, by Muhammad Muhammad Hussein
• 10- Fiqh Al-Lughah, by Ali Abdul-Wahid Wafi
• 11- Al-Dawah ila Al-Ammiyah, by Naffoosah Zakariyya