ا ا زا ےا ے ے ا

1. The Vocative. O Vocative! What art thou? The vocative case denotes address or invocation. ai]. When] َاے Urdu uses several vocative markers. Perhaps the most of these markers is invoking singular objects, any marked masculine nouns and adjectives in the vocative phrase .Feminine nouns do not change . ے must change to ہ or ا ,must be put into the oblique. That is o] is added. Many Urdu speakers nasalize the] و When the invoked object is plural, the suffix :oṅ], but this is not considered standard. Examples] ںو vocative as

۔١ ا ر ← ےا ے ر [!O my friend] ۔٢ ے ر ← ےا ے ر و [!O my friends]

Then . ےا by Ahmad Faraz and underline all instances of the vocative marker ےا ے a) Scan scan it again and double-underline any nouns that are in the vocative.

. ےا b) Change into the vocative using the marker

۔١ ا ود ← ےا ے د ود ے ۔٢ ا ← ۔٣ ا ر ← ۔٤ ا ﷲا ← ۔٥ ا ا ← ۔٦ ا لد ← ۔٧ ى ں ← ى۔٨ ← ۔٩ ى ن ← ز ى ۔١٠ ← c) Change the following nominative plural nouns into the vocative.

۔١ ود ے ← ےا ے د ود ے ۔٢ ے ← ۔٣ ے ر ← ے۔٤ ← ۔٥ ى ←

.from the singular to the plural ےا ے d) Change all of the vocatives in

2. The past progressive. Read the following chart, which reviews the past progressive tense of the verb [jānā] (to go).

ر ر [1st person, singular] ر ر [1st person, plural]

پآ ر پآ ر [2n person, polite] ر ر [2nd person, familiar] ر ر [2nd person, intimate]

ہو ر ہو ر [3rd person, singular] ہو ہو ر ر [3rd person, plural]

.to find examples of the past progressive and underline them ےا ے a) Scan

past progressive tense using the ےا ے b) Conjugate the verbs that you found while searching following pronouns. Conjugate in both the masculine and feminine genders. The first has been done for you. گآ ر گآ ر ر گ ______ پآ ______ ______ ہو ______ہو ]pl[ ______ ______]pl[ c) In pairs, conjugate the following verbs in the past progressive using to the chart above to guide you. م آد م

denā] (to give). The grammatical distinction between] د Transitive verbs compounded with .3 transitive verbs (those which take an object) and intransitive (those which do not take an object) is quite useful in Urdu, because, except for a few special cases, it tells us which Urdu verbs require that their subject be marked with in the perfective past tenses and which do not. verbs require an object, while [ ﮯﻧ ] ”Consider the following examples. Note that transitive “ne intransitive “non-ne” verbs do not.

آ آ م م

to give a sense of د In Urdu, many transitive “ne” verbs are compounded with the verb completion or the fulfillment of an expectation. Grammarians often tell us that in such cases, the completion of the action implies that the benefit does not lie with the doer of the action. Thus:

[I read] ھ د [(I read aloud (to someone else] [I told] د [(I told (implies completion]

Then, in the . د and underline an example of a transitive verb combined with ےا ے a) Scan space provided, write the line in which the verb appears. ______

The following constructions include transitive verbs . د b) Recognizing verbs compounded with .and write the simple form in the space provided د Remove . د compounded with سا د ← __ سا __ د ںو ← ______اس ُر د ← ______

from the verb and reread the line. With د remove the compounding , ےا ے c) Returning to .changes the meaning of the line د your teacher, discuss how the presence or absence of

Practice the mechanics of forming compound verbs by . د d) Compounding transitive verbs with changing the following phrases according to the pattern.

ںؤ ںؤ ← د ںو د ںو ود ود ← پآ ← ؤ ← ← ہو ← وہ ←

د ← ےد د د د د ← پآ د ← د ← د ← سا د ← ںا د ← ہ ر ضر ہ ر ىر ا

1. Postpositions and obliqueness. ā)] are modified) ا or ه a. When marked masculine adjectives and singular nouns [those ending in by Fahmida Riyaz, find an ر ى e)]. Scan) ے] by a postposition, they take the oblique form example of this, and write the phrase in which it appears in the space provided.

______

b. For each of the following examples, first read the phrase the right, then add the postposition [ko] (to) and change the phrase accordingly. The first has been done for you.

ا۔١ ← ا ا۔٢ ← ا۔٣ ← ۔٤ ← ا۔٥ ہ ← ا۔٦ ہ ← ا۔٧ ہ ← ۔٨ ہ ←

Unmarked singular masculine nouns do not change when followed by a postposition. Read the following phrases and change them according to the pattern.

ا۔١ ← ا ا۔٢ ← ا۔٣ ← ۔٤ ← ا۔٥ م ← ا۔٦ م ← ا۔٧ م ← ۔٨ م ←

Similarly, feminine adjectives and feminine singular nouns do not change when followed by a postposition. Read the following phrases, then add a postposition, following the pattern.

ا۔١ ← ا ى۔٢ ← ى۔٣ ← ۔٤ ← ا۔٥ ← ى۔٦ ← ى۔٧ ← ۔٨ ←

. ںو Two uses of the plural .2 a. In almost all circumstances, when a postposition modifies a singular noun, that noun must take oṅ]. Read aloud the following chart, which demonstrates the ways in which] ںو the oblique plural .is added to Urdu marked and unmarked masculine and feminine plural nouns ںو

ود ← ود ں و ود د ← ود ںود و ود ں ← ود ں و ود ر ← ود ںر و

: ںو Note that in phrases involving adjectives and nouns, only the noun takes

ود ا ← ود ں ا و ود د ا ← ود ںود ا و ود ں ا ← ود ں ا و ر اود ← ود ںر ا و

. ںو Scan the poem by Fahmida Riyaz to find a plural noun, modified by a postposition, ending in Write the phrase in the space provided: ______b. Following the patter, change the following plural nouns from the nominative to the oblique.

ود ← ںود د ← ← ں ← د ← تر ← دا ← ← دا ← ← c. Remember that all elements of a noun phrase in which a postposition is used must be in the oblique. This in includes pronouns that take an oblique form. Study the following chart.

← اِس ← اِن ں ہو ← اُس ہو ← اُن ں d. Change the following using the postposition [ke bād] (after). The first has been done for you.

← اِس ہو ← ← ہو ← ← ں ← ہو ← ہو ں ← ا د و ← ے د و ← indicates indefiniteness and is used ںو ,e. In the case of numbers and measurements of time in Fahmida Riyaz’s poem and write it in ںو without a postposition. Find an example of this use of the space provided.

______

is used without ںو ,In the case of indefinite or uncountable numbers and measurements of time .3 in Fahmida Riyaz’s poem and write it in the ںو a postposition. Find an example of this use of .is used in this way ںو space provided. Ask your teacher to share examples of idioms in which

ا ا م ا ق با ا قا م ا

1. Negative imperatives. TThere are two common ways to negate an imperative in Urdu. The first, [na], is generally considered less forceful than its counterpart, [mat]. Study the following chart, which reviews five ways in which Urdu forms and negates imperatives. Note the [ د ] that in some cases

/ ← / ← / ← / ← / ← / ← / ← / ← / ← / ←

In pairs, practice negating the following verbs in all five of the forms written above.

دآ را

-and underline all imperatives. Note any negative imperatives with a double م قا b. Scan underline. Ignoring issues of meter, replace with or vice versa and discuss how this changes the meaning or sense of the phrase. Still ignoring issues of meter, practice changing the imperatives from negative to positive and positive to negative. Discuss how these changes change the meaning of the phrase or couplet.

is compounded with the stem of an ﺎﻧﺎﺟ Compounding [jānā] with intransitive verbs. When .2 intransitive verb, it highlights the transition from one state to another, thereby emphasizing the completion or thoroughness of the main action. This is easily illustrated by the difference between [to be] and [to happen, take place]. a. Practice forming compound verbs. Combine the following verbs with in the simple past, present habitual, and future tenses. The first has been done for you.

ڈ ر

. and underline all instances of verbs compounded with م قا b. Scan c. Read the poem again, this time removing and therefore changing the compound verb to a simple one. Discuss with your teacher how this change affects the meaning of the line.

3. Compound verbs with [lenā]. is most often combined with transitive verbs (that is, verbs that take an object) to indicate the completion of an action whose direction is imagined to be towards the actor. a. Practice forming compounds with in the simple past and future with . The first has been done for you. Ask your teacher for examples of the use of these verbs, and speak about how compound affects meaning of the main verb.

ں / ں د

. and underline any examples of compound verbs with ِم قا b. Scan c. Remove from the verbs that you have underlined and reread the poem with these simple forms of the verb. Reread the the lines with the simple verbs and ask your teacher to explain the difference.

ا ا ز ںا م ا ا

1. The present perfect tense. English forms the present perfect tense by use of the verb to have (e.g., I have gone; I have seen). Urdu, by contrast uses the verb !" . Read the following chart aloud, which surveys the present perfect of the verb [jānā] (to go).

/ / ں / / / پآ / پ ہو / ہو / ہ

It is important to remember that because the present perfect is built on the simple past tense, verbs that take in the simple past also take it in the present perfect. Thus: م [I worked] م [I have worked]

kām] م Read the following chart aloud, which surveys the present perfect of the verb karnā] [to (do) work].

م م م م م پآ م ںا م سا a. Conjugate the following verbs in the present perfect tense using all the pronouns in the charts above. Do the first as a group, then break into pairs.

آرا

and underline examples of the present perfective. Then write them in the ز ںا ا م b. Scan space provided.

______c. Scan and underline verbs in the simple past tense. In the spaces provided, write the lines in which the simple past tense appears, but change the verb to the present perfect. Discuss how this change affects the meaning of the line.

______

______

is quite versatile in Urdu. One of it most common [ او .pl ; او :f] او wālā]. The suffix] او .2 meanings is that of a doer or someone associated with something. Consider the following examples.

و ا [fruit-seller] ھدود او [milk-seller] It can also be used with infinitive forms of the verb to similar effects. In such cases, the verb is .(ے changes to ا ,.put into the oblique (viz

و ا [seller] م و ا [worker] can also give the meaning of being about to او ,When used with oblique verbs like those above perform the action described. Thus, the following sentence is grammatically ambiguous.

م و ا ں [.I am a worker. / I am about to work]

:with the following verbs, following the pattern او a. Practice combining

و ا و ا و ا او

آرا

,to indicate that an action is about to take place. Following the patterns او b. Practice using .with the following verbs او combine

پآ و ا / او او / او آ م م

?Which sense has it been used in . او c. Scan your text to find an example of

gives ﺎﻨﮑﭼ ,chuknā] compounded with a verb stem. When compounded with a verb stem] .3 the sense that an action has been finished or that it is already been done. Read the following in the present perfect tense. The م chart, which surveys compounded with the verb meaning of these sentences depends to some extent on context, but, roughly, they mean “I have finished work/already worked, etc…” م / ں م / پآ م / م / م / ہو م / ہو م /

Note that never takes , even when compounded with # verbs in the perfective tense.

When not used in the perfective tenses, the verb more obviously equates with “to finish” in English.

م ں [I finish working] م ں [I shall finish working] م [I finished working]

a. On the pattern of the chart above, practice conjugating the following verbs with in the present perfect tense.

آرا b. Now do the same, but for the past perfect. One has been started for you.

/ / c. Substitute the bracketed verbs in the following sentences. م [ م ] ں [ ن ] [ ب ] d. Fill in the blanks following the pattern.

][ ر و ز د س [ں م] زور ][ سد زر پآ ر و ز د س ][ سد زور پ زور ][ سد زر ر و ز ][ سد زور ہو زور ][ سد و ہ زو ][ سد ز ہو زور ][ سد و ہ ہو ں زو ][ سد ز ہ

c. Scan your text to find an example of a verb compounded with . Talk about the sense in which it is used and to what extent it matches the meanings given in this set of exercises. ا

and . You may have studied standard forms of conditional (if/then) sentences in a / ا .1 course in elementary Urdu grammar. In some registers of Urdu (especially colloquial and poetic), It is . ا the relative pronoun [who, which, that, what] replaces the conditional conjunction therefore very important to be able to distinguish between these two uses. Read the following sentences, which have the same meaning. Ask your teacher to reflect on any differences of register, connotation, etc.

۔١ ا ہو ں آ ۔ سا آ و ا ۔ ۔٢ و ہ ں آ ۔ سا ں ہو ۔

a. Scan for all uses of . Read the couplets in which the word is used aloud and determine if has been used as a relative pronoun or a conditional conjunction. b. Practice forming conditional sentences. Complete the following sentences. You may substitute may be dropped, but ا/ ,where appropriate . Note that in conditional sentences ا for typically cannot.

۔١ ا ن ں ر ______۔٢ ا ں نا ںؤ ______۔٣ ا ر و ______۔٤ ا و ہ ر ______۔٥ ا پآ ______۔٦ ا پآ ا ر د و ______۔٧ ا ا ______۔٨ ا ے د ر د ______

2. Counterfactual and conditional statements. Just as English forms the counterfactual using “had” [if I had been… then I would have…], Urdu uses the present participle [verb stem + ] to form statements that are contrary to fact. Read the following examples of counterfactual conditional statements:

۔١ ا پآ ن پآ ہ آ آ ن آ ا ۔ [Had you gone to Pakistan, you would have had a lot of fun.]

۔٢ ا و ہ ا ا و ہ ر ۔ ر ہو ا ا ۔ [If that girl had been born in America, she would have been president.]

In some cases, Urdu speakers draw particular attention to the time at which a past action was completed by using the past participle. The meaning of these sentences is often nearly identical to those in which the past participle is not used. Read the following sentence and ask your teacher to speak a bit about the difference in sense, idiom, connotation, etc., if any:

۔١ ا ہو ا ا ہو ۔ ر و ا و ا ۔ [If that girl had been born in America, she would have been president.] in a number of verb tenses to form counterfactual ﺎﻧﻮﮨ The past participle can be substituted for statements. Consider the following:

۔١ ہو ر ۔۔ ۔ ۔ ر و ۔ [That child is studying…] ۔۔۔ ر ھ ہو ا [If that child had been studying…]

۔١ سا نا ۔۔ ت ۔ ۔ ا ا ۔ [He has talked to them…] ۔۔۔ ت نا سا ا [If he had talked to them…]

a. Scan and underline all the uses of counterfactual verbs. b. Practice forming counterfactual statements. Complete the following sentences.

۔١ ا ن ر ______۔٢ ا ں نا ______۔٣ ا ر و ______۔٤ ا و ہ ر ______۔٥ ا پآ ______۔٦ ا پآ ا ر د و ______۔٧ ا ا ______۔٨ ے ا درد ______.[-al] لا The pronunciation of the Arabic definite article .3

al-] (E: the) is found in a large number of names and phrases in] لا a. The Arabic definite article Urdu. This section introduces students to the rules for pronouncing the definite article in Urdu.

Arabic grammarians divide the letters of the Arabic , لا When discussing the pronunciation of :(qamarī] (moon] ى alphabet into two groups, [shamsī] (sun) and

ث ت: د ذ ر ز ض ص ش س ط ظ ن ل ظ ط ز ر ذ د : م ك ق ف غ ع خ ح ج ب ا :ى ہ و ى و ہ ى

group, its pronunciation [al-] is entirely predictable. Read ى precedes the letters of the لا When the following aloud:

اضاااا اا اااا اا ابانااىرا

is assimilated into the following letter, which is ل ,precedes a letter لا However, when redoubled. Read the following words aloud. The first have been transliterated for you.

ا [ash-shams] ﷲاااااا ما [as-salām] احاافؤا را [an-nūr] ا ار ا ِ ا

in a word is the definite article. There are لا Note that the redoubling only occurs when the* is لا ,precedes letters, but in these words لا many Urdu words of Arabic origin in which .[iltijā] ا ,pronounced as would be expected. For example

appears between two nouns, it performs a genitive function (of the) similar لا b. In Urdu, when اُ a] is suffixed to the preceding noun and pronounced] ا ,In such cases . ا to that of the Persian [u]. Consider the following examples, which are common names.

ا [Abdulbāsit] ر ا [Nūrulhaq] ز ا [Zebunnisā]

[-al] لا [zeb] ز Note that these names comprise three parts. In the last example, these are zebul-] and prefixed to] ز لا zeb], becoming] ز al-] is suffixed to] لا ,nisā]. In this case] .[zebunnisā] ز ا ,unnisā]. All together] ا ,letter, thus ى nisā], which begins with a]

.Read the following names of Urdu books . لا Practice pronouncing رآ ةدا ا ت[ ]ا را تا ر ت[ ا ة ماناانا نآا نن را قو ا نا ا ق

constructions. A useful strategy for guessing the meaning of unfamiliar phrases in لا c. Parsing appears لا is used is to break up the phrase into constituent parts. Typically, when لا which between two nouns, it performs a genitive function and can be translated as “of the.” The idiomatic nature of such phrases, however, can vary somewhat from their literal meaning. Consider the following example.

آ ا [ākhiruzzikr] آ [last] لا [of the] ذ [mention] The last-mentioned. Read the following Urdu phrases. Then parse them, writing the component words in the first provided. Look up the meanings of the component words and the phrase in a dictionary, or ask your teacher to help you understand them. Then write their meanings in the second space.

۔١ ______را ۔ ر۔٢ ______روا ر۔ ۔٣ ______ا ۔ ۔٤ ______نا ۔ َ ٥۔ ُ ّ ات ______

.is used to connect two nouns لا d. Scan for an example of a common Urdu phrase in which Pronounce the phrase. Then break it into its parts. Write the two words of which the phrase is comprised in the first space provided. Look them up in a dictionary or speak in class to make sense of the connection between the meaning of the words. Then write the meaning of the phrase in the second space.

______لا و م و ا

is used in place of possessive pronouns ا The pronoun . ا The reflexive passive pronoun.1 etc.] when the possessor of the object is also the grammatical or logical , ا / ر ا / سا ,.e.g] subject of the sentence. Consider the following example.

ا ا ۔و م ۔ ںو م و ا [You do your (own) work. I’ll do my (own) work.] a. Substitution drill.

ا ب ۔ pen paper sari bag shoes stuff

b. Substitution drill.

ا ب ۔ ر This girl is selling her (own) book. her book (not her own) their book my book her (own) shoes her shoes (not her own) my shoes her (own) parents’ things

in the م Ignoring meter and rhyme, replace . ا and underline all instances of و م c) Scan line with words of your own choosing to make a new couplet. Then vote on the best new couplet.

;if) clause) ا Conditional statements typically combine two clauses: an . / ا .Conditionals .2 :and clauses can use several verb forms to express different ideas ا .(and a (to

The subjunctive expresses uncertainty:

ا ن ںؤ ؟ںؤ ؤ ن If I should go to Pakstan, should I eat biryani?

The future tense a degree of certainty:

۔ںؤ ںؤ ن ا If I go to Pakstan, I will eat biryani.

:clause is typically in the subjunctive ا When the clause is an imperative, the ا آپ ن ۔ If you go to Pakistan, please eat biryani.

ا پآ ےر ۔ ے آ If you go want, please come with us. a) Substitution drill.

ا پآ ےر ۔ If you want, come with us. read a different book watch a movie starring Shahrukh Khan eat ten kababs tell him about your problem go back to the store

د ِل ت س clause, replace ا construction. In the ا / and find an example of an و م b) Scan with any term, then change the clause however you wish to create a new couplet. In pairs, see how many couplets you can come up with. Then vote on the best couplet.

لا ء ا ا

izāfa] (pronounced e) is used to] ا construction. Borrowed from Persian, the ا The .1 connect words in Urdu and can be broken into two categories: noun-noun and noun-adjective. It can be written in three ways. Perhaps the most common way is to write it as a zer:

ِ ālib-e ilm]t ] : ﮯﺋ or ے it is written either as , و and ا Following

رد ā-e ishq]dary ] :[hamza] ء it is commonly written as , ه Followingٖ

ٔه رد daryā]qatra-e ]

constructions, mark them with your pen, and practice reading them aloud ا for ء a. Scan in pairs.

:constructions can be divided into two kinds: noun-noun and noun-adjective ا .b i) Noun-noun constructions involve two nouns, and the izāfa can be translated roughly as “of.” Consider the following examples:

[a seeker of knowledge (a student)] ِ ← [knowledge] [seeker] رد [love] [river] ← رد [river of love]

construction connects a noun to an adjective. In this ا ii) noun-adjective. The second kind of case, the izāfa has no direct translation in English. It simply serves to link the noun to the adjective. Consider the following.

[Mughal] ا [(great(est] ← ِ ا [The great(est) Mughal]

لد [heart] د ںا [foolish, naive] ← د ِل داں [foolish heart]

.into English ء ا constructions in ا by translating all of the ا b. Practice working with the

.to verb stems او and ا Causative verbs. Urdu regularly derives causative verbs by adding .2 may turn an intransitive verb into a transitive one or a transitive verb into a causative ا Adding to a transitive verb typically produces a verb in which it is implied that the actor او one. Adding will not personally be involved in the action (similar to “to have someone x” in English). Often will result in the shortening of a long vowel in the verb. Consider the ا times, the addition of following.

[to make meet, to mix] ← [to meet, mix] ← ا [to have meet]

ش [(to search for (something)] [to search for (something] ← ش ا [to have others join you in searching for something] ← ش و ا [(to have something searched for (but not to join the search party]

[to seat] ← [to sit] a. Match the intransitive verb to its transitive counterpart or the transitive verb to its causative counterpart. ۔١ ا ۔١___ ۔٢ ب___ ۔ ار ار ۔٣ پ___ ۔ ا ۔٤ ت___ ۔ ا ۔٥ ٹ___ ۔ ۔٦ ث___ر ۔ ۔٧ ج___ا ۔ ۔٨ چ___ ۔ ا ۔٩ ح___ ۔ خ___۔١٠ ۔ ا

but by changing consonants or elongating , ا b. Some verbs form the causative not by adding vowels in the verb. Consider the following:

[to drag] ← [to be dragged] ← ا [to have dragged] [to break] ← ڑ [(to break (transitive] ← و ا [to have broken]

forms of the following [او ] Following the chart above, write the causative and double-causative verb:

← ← [to burst, break]

to find an example of a causative verb. Write it in the space provided. Then write ء ا c. Scan its intransitive and double-causative forms

______form of the verb is often used to make very polite requests. One [او ] d. The double-causative reason for this may be that they imply that the person who will be performing the action will be “having it done,” thereby implying that they occupy a position of power and leisure, even if they themselves will be performing the action. Thus, the following request may be made of the person who will bring you the water, but implies that s/he may have someone else do it:

ا

Note that some verbs, including , have irregular forms in the causative. Read the following examples:

[to serve a drink] ← [to drink] ← ا [to have a drink served] ور [to cry] ← ر [to make cry] ← ر ا [(to cause to cry (by someone else]

.of the following verbs. The first has been done for you [ او ] e. Form the third-party causative ← ا ا ا رڈ ا ار

Practice using the causative to make polite requests requests. Use the following verbs to ask your conversation partner to perform tasks for you. Ask your teacher to help you resolve issues of idiom.

ت و ا ت و ا ا ا او ت BULPIP - Poetry Grammar - Kishwar Nāhīd - Qaid meṅ raqṣ7/11/17, 10:34 AM

ر ر ر ا

saknā] (to be able to) combines with the] ﺎﻨﮑﺳ The verb [saknā] (to be able to). The verb .1 stems of nouns to express ability, especially physical ability. It is never used by itself.

م ں I can work[ ]I[

م ں I shall be able to work[ ]I[

م [I was not able to work]

(denā] (to give] د a) Read the following chart, which surveys the use of in combination with in the future tense (assuming a masculine subject).

ں ےد ےد ں د

پآ ےد ےد ےد د د د پ

ہو / / ہو ےد ےد /ہ د ہ

b) Following the chart above, conjugate the following verbs combined with in the future tense:

c) is a non-ne verb. This means that even when combined with ne verbs in the past tense, ne is not used. For example:

Page 1 of 3 BULPIP - Poetry Grammar - Kishwar Nāhīd - Qaid meṅ raqṣ7/11/17, 10:34 AM

د ← ےد د

Conjugate the following verbs with in the negative past tense as above.

and underline all uses of . Then, remove and reread the phrase. Discuss ر d) Scan how this changes the meaning of the line.

2. Gender. All nouns in Urdu are of one of two genders: masculine and feminine. Urdu speakers dahī; yogurt) is) د ,sometimes disagree about the standard gender of certain nouns [for example considered masculine by some and feminine by others]. However, for the most part, the gender of nouns has become standardized.

Nouns of both genders can be broken into two categories: marked and unmarked. Marked ī]. Read the following] ی ā]. Marked feminine nouns end in] ہ or ا masculine nouns end in either and decide if the nouns are masculine, feminine, marked, or unmarked.

to examples of unmarked nouns. Underline all unmarked feminine nouns once ر a) Scan and all unmarked masculine nouns twice. Discuss strategies for recognizing the gender of unmarked nouns.

b) Gender in verbs. All verbs are conjugated to reflect gender. The gender of personal nouns, māṅ] (mother) and pronouns is typically reflected in the verbs of] ں bāp] (father) or] پ such as sentences. For example:

ں [I (m) sit]

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ں [I (f) sit]

This is not true in the perfective tense because [ne] blocks agreement. In such cases, the verb agrees in gender and number with a logical object. In such cases, the same sentence can be used for either a masculine or feminine (logical) subject.

م [I (f/m) worked]

ت [I (f/m) talked]

.to find examples of verbs in which gender is reflected ر Scan

that you underlined, substitute other ر c) Changing nouns. For the unmarked nouns in nouns to make a new poem. You may substitute any kind of you wish (unmarked or marked masculine or feminine), but you must make any necessary changes to the phrase in which the nouns appears. For example, the first line might be changed thus:

ہ ا ڑ ← ہ ا ڑ ہڑا ہ

Do this is pairs. Read your poem aloud to the class.

Page 3 of 3 دآ دآ ا

1. Reduplication of nouns, adjectives, and adverbs. Reduplication. Urdu commonly repeats words of varying parts of speech to indicate distribution, intensity, frequency, specificity, or thoroughness. This unit surveys the reduplication of varying parts of speech. Consider the following example:

ت م Each and every child knows this[ ].Each.[

phrases with ۔ ۔ ۔ a. Practice using reduplication to show distribution by replacing the reduplicated nouns.

۔١ ۔ ے گ ] [ ۔ ۔٢ [ ] سا ر ۔ س [ ۔ ۔٣ سا ت [ ] ۔ ] ت ا ۔ ۔٤ سا [ ب ] سا ذ ذ ۔ س [ ا ۔

The reduplication of an adjective or adverb of quality typically intensifies it.

م م very hot food[ ].very.[ آ آ Speak very slowly/softly[ ].Speak.[

The reduplication of an adjective or adverb of quantity can suggest distribution or intensity. ىر ىر one at a time; each in turn[ ]one[ ےر ں ا ا All the children received one toy each[ ].All.[ ].Thank you very much[ ].Thank

.and underline all instances of reduplication of nouns, adjectives, and adverbs دآ a. Scan Remove one of the repeated elements and repeat the line to see how the meaning has changed. b. Complete the following sentences:

۔١ ار ار ند ______۔٢ ______

2. Reduplication of verb stems. Verb stems can be repeated in conjunctive participles to show repetition and thoroughness:

نا د د سا ا Having repeatedly seen their condition, I became very sad[ ].Having.[ a. Read the following sentences aloud. Then redouble the verb stem in the conjunctive participle, seeing how the meaning has changed.

۔١ ہو سا ] [ ۔۔۔ س و ۔ ۔٢ ںؤ ر [ آ ] ش ۔ د ] ں ۔ ۔٣ و ہ ا ق ا ےر چ[ ] ش ۔ ش ے ق ا ا ہو ۔ ۔٤ سا [ ] ن ۔ [ ا ۔

b. Scan your poem for an example of a repeated verb stem in a conjunctive participle. Remove one of the repetitions, then reread the couplet to see how the meaning changes. Complete the following sentences. ۔١ ر تا ا ا ______۔٢ ں ل د د ______۔٣ و ہ ر ےر ______۔٤ ے گ د ا ر ______۔٥ ______

3. Reduplication of pronouns. The reduplication of pronouns typically implies distribution. Note that when interrogative pronouns are repeated, it is implied that the speaker expects more than one thing to be named in response.

ر پآ ں ں ؟ Where (all) did you go in Lahore[ ]?Where?[ ر پآ ؟ What (all) did you eat in Lahore[ ]?What?[ ر ن ن ر ؟ What (all) things are famous in Lahore[ ]?What?[ a. Scan your text for a redoubled interrogative pronoun. Remove the repeated word, reread the couplet, and ask how the meaning has changed. b. Practice redoubling interrogative pronouns. Read the sentences below. Then redouble the pronoun and reread the sentence, focusing on the difference in meaning. Make any necessary changes to the surrounding words, asking your teacher to help you. Then answer the questions in pairs.

۔١ پآ ر ؟ د آر ۔ ۔٢ ر پآ ؟ آ ر ۔ ۔٣ ن پآ ں ؟ ں پ ن ۔ ۔٤ ن ؟ پآ ن ۔ ۔٥ پآ ں ن ؟ آ ۔ ۔٦ ر پآ ا ر د و ؟ ودرا آ ر ۔ ن م ر ار م ز ڈ ر ؟ رڈ ا

1. The emphatic particle . The emphatic particle immediately follows the word or phrase that it emphasizes. It suggests inclusion and can be translated as “too,” “also,” or “even.” Read the following sentences, noting how the placement of changes the meaning. جآ ا ىر ںو ۔ [.I shall go shopping today] ںو ىرا جآ ۔ [.I, too, shall go shopping today] جآ ا ىر ںو ۔ [.I shall go shopping today, too] جآ ا ىر ںو ۔ [.I shall go shopping, too, today]

a. Following the example above, practice moving the emphatic particle through the following sentences. Ask your teacher if you have any questions about the meaning.

۔د زور و ۔ و زر ہو ۔ جآ ں ہ

for examples of the use of . Remove from the lines of verse to see how ز ڈ ر b. Scan the meaning changes.

c. Practice using by responding to the following questions. The first has been done for you. ب ںؤ ۔ ب ںؤ ۔ ں ا ر د و ۔ ا ر د و ۔ ودرا ۔ ودرا

۔١ ںد ںد ۔ ۔٢ جآ ںو ں آ ۔ ۔٣ م ن م ر ى ا ں ں ار م م ۔ ۔٤ ر تا ںؤ ؤ ار ۔ ۔٥ ر ۔ ر ۔ ۔٦ ۔ں ۔

Review a discussion of relative and . ہو ۔ Relative-correlative constructions. The case of .2 correlative constructions in a standard work of Urdu grammar such as Ruth Laila Schmidt’s book. Then complete the following exercises:

Combine the following sentences to form relative-correlative constructions. The first has been done for you.

ھ ى ر ا ۔ ۔ ود ← ھ ى ر ہو ۔ ا و ر ى ا س س ۔ ر ۔ ۔ س سا دآ ر ۔ دآ وآ زا ۔ ا او آ ر د ب پآ ھ ۔ ر ب ا م ۔ م ا پ گ ا در و ۔ ں ۔ ت ں ۔ ود گ ا د ر ۔ ۔ ۔ ر دا ھ ر ۔ں ن م ر ا ۔ ں دآ ۔ ى ا دآ ۔ ود ا د ۔ د

Urdu emphasizes the suddenness , ا By compounding verbs with . ا Compound verbs with .3 or intensity. Compare the following examples:

ن د د ن ن د ا ا د ن

Whereas the first sentence simply states the fact that, having seen blood, the boy screamed, the second suggests that the scream was sudden and intense.

to rise] in compounds by] ا Urdu grammarian Usha Jain nicely illustrates the meaning of contrasting it with [to fall] (Jain, Advanced Hindi Grammar, 132): ھ ں ر و ى Upon reading the letter, Mother burst into tears[ ].Upon.[ ھ ں ر و ا Upon reading the letter, Mother burst into tears/cried loudly[ ].Upon.[

درد و ا He screamed with pain[ ].He.[ درد و ا He screamed out loud with pain[ ].He.[

سا ت ے Upon hearing him, we burst into laughter[ ].Upon.[ سا ت ا Upon hearing him, we burst into laughter/we laughed uproariously[ ].Upon.[ ,Adapted from Jain . ا a. Transform the following sentences into compound verbs with Advanced Hindi Grammar, 136.

د ہو رڈ ← د ہو رڈ ا ڈ ہ ے ن ے ے ں وآ ا ز آ ے ہو ا ہ ز اود ہو درد دد ہ و ا آ ے د و ہ ہو د ھ ہو ور ہ ھ مرا ہو گ ہ م ا ا د و ہ

Read the line, then remove . ا b. Scan your poem to find an example of a compound verb with the compound verb and discuss how the meaning changes. و و ہ ا

This unit surveys three uses of the oblique infinitive in Urdu. Infinitive verbs in Urdu all end in . For example, , , , , etc.

1. Oblique infinitive + . To begin to. Study the following: ر و [.The boy began to cry] ہو زور ر [.He begins to study at four o’clock] a. Change according to the model.

ہو ودرا ۔ ← ہو ودرا دا ہ ۔١ ہو و ۔ ۔٢ و ہ گ ہو ۔ ۔٣ ۔ ۔٤ ى ا م م ى ۔ ۔٥ و ہ ب ہو ۔

b. Fill in the blank with the following phrases. The first has been done for you.

ہو د د After going home, he will begin to watch a movie. ہو ______to study Urdu to read poetry by Parveen Shakir to make food to speak with his sister to write a novel to sing a song

c. Scan your text for examples of this construction. Build one sentence using Parveen Shakir’s verb and .

:or . To come or go in order to. Study the following آ + Oblique infinitive .2

ہو ودرا [.He studies Urdu] ہو ودرا آ [.He comes to study Urdu] ہو ودرا [.He goes to study Urdu] a. Change according to the model.

ا د و ں ۔ ← ا د و ں آ ود ا زور ں ں زر ہو ں ا ودرا ہ پآ ؟ پ ںو ؟ و ں ى ں ى و نا ں و ں اد ىر ى ں ں ن b. Fill in the blank following the pattern:

ر ______آ / ں آ ر ۔ں آ I have come to Lahore to eat biryani. to read Parveen Shakir’s poetry to study Urdu to visit Shalimar Gardens to visit Iqbal’s tomb to buy Urdu books to buy Pakistani clothes to make new friends

Then practice this . آ c. Scan your poem to find examples of an oblique infinitive and construction by filling in the blank to make a new couplet:

ِر ہ ______آ ںز ض را آ :To allow to. Study the following . د + Oblique infinitive .3

ہو [.That boy does not go] سا ں سا د [.That boy’s mother does not allow him to go] a. Change according to the model.

د ← ں سا د د س ں سا ت ا م د د د

b. Fill in the blank following the pattern:

______د د Please, allow me to think. to study in peace to help you to speak to pay off this debt to dedicate this to you to bow at your feet

BULPIP - Poetry Grammar - Sāḥir - Tāj Maḥal 7/11/17, 9:48 AM

ى ج ج ا

1. The iterative. singular masculine past participle + !" . Urdu places emphasis on the repetitive aspect of an action by means of the iterative construction. In the iterative, the past participle is always in the masculine singular; it does not change to reflect the gender or number of the subject. Here, has a special form. Study the following:

ند و [!Always read carefully] ہو ں آ ں ا [.Those girls often used to come here] ہو زور ے [.She will every day]

Note that the difference simple and iterative constructions in the habitual tenses are subtle. It is perhaps a bit clearer in the imperative. Study the following pair:

ند [!Read carefully] ند و [!(Always read carefully (Always pay attention when you read]

a. Read the following sentences. Then change them into the iterative. The first has been done as an example.

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ں ن ر ش ۔ ← ں ن ر ش ا ۔ ا شر ن ں ہو ۔ ں ہ سا ہ ۔ ہ ا زور ودرا روا ۔ را ور و ر ر غ ۔ غ ن ودرا زور ۔ و دا ا ٹ ۔ ىا با ا ند د ۔ود د ا ا ى

b. Scan your poem and underline examples of the iterative construction. Change the construction to its non-iterative counterpart and see how the meaning changes.

c. Complete the following sentences using the iterative.

زور ن ______ا د و ا ______ م ______ر ______ى ب ا و ر ______

2. The possessive / / . Read the following sentences aloud, which reviews the use of the possessive / / . Note that this postposition inflects according to the number and gender of the noun that follows it:

ود ود و

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ود ود

When combined with pronouns, / / takes special forms. Study the following chart, which reviews the form of pronouns combined with the singular masculine .

← ا ← نا ن ← ر ہوا ← نا ن پآ ← پآ ← ← ر ا ← ← نا ← ← سا ن ← ہو ← سا س

Note that like other postpositions, and its variants put preceding words in the phrases to which they belong into the oblique:

+ ← سا س

a. Practice using / / by substituting the given word or phrase. Complete the exercise once using the pronoun as in the example. Then, replacing , repeat the exercise for each of the . ہو ہو پآ :following pronouns or phrases

] [ ______ / ۔

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house ← ا class shoes books brothers sister store beloved building love palace

poem for the possessive postposition [whether in form or as a possessive ج b. Scan pronoun] and underline it. Then, using it to guide you, write the gender of the nouns that follow it.

3. Expressing presumption with . Read the following chart, which reviews present, future, and past tenses of . presentfuturepast

ں ں ا ںں ں / / ںپآ / / / / / ا / / ا /

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ںہو / / / ا / ںہو / / ن / ں / / ن / / ا /

a. Substitute the following and make appropriate changes to the sentence. The first has been done for you.

ہو ر دآ ہ ہو ← ہو ر ہ گ ہو ہ ہو ہ ں سا د ود س نا دا ن

b. Transform the following sentence into the presumptive using the future tense of .

ہو آ گ ر ← ہو آ گ ں ر آگ ہ

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فر ر ر ر د ر ا ود را ر د ا ہو نو گ ہ پآ د را را د پ سا ى س د د اد

c. Substitution drill.

ر پآ ا پ You must have heard qawwali in Lahore. visited Anarkali bazaar purchased books in Urdu bazaar shopped in Liberty market eaten biryani eaten kabobs strolled in Shalimar Gardens heard some Punjabi danced bhangra

and underline the presumptive use of . Then change it to the simple present tense ج d. Scan and discuss the difference in meaning.

e. Taking the phrase in part d, substitute a word or phrase for and also make any changes necessary to the following lines to create a new poem. Don’t worry about the meter.

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