∗

Basic Introduction
to
Nahw
Prepared
by
Amienoellah Abderoef

∗
∗
 ‫بسم الله الرحمن الرحيم‬

What is the theory of ‫مل‬ َ ْ ‫ال‬

َ ‫ع‬ ?

Basically, the theory of ‫مل‬ َ ْ ‫ ال‬involves;

َ ‫ع‬
♦ an effect / change
♦ at the end of a word
♦ produced by another word preceding it.

Thus, in the following sentences:

‫س‬ُ ‫مدَّر‬ ُ ْ ‫ال‬ َ‫جاء‬ َ (The teacher came)

َ
‫س‬
َ ‫مدَّر‬ ُ ْ ‫ال‬ ُ ْ ‫سأل‬
‫ت‬ َ (I asked the teacher)
‫س‬ ِ ‫مدَّر‬ ُ ْ ‫ال‬ َ
‫على‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the teacher)

the effect / change is the ‫مة‬

ّ ‫ض‬
ّ ‫ ال‬, the ‫حة‬ َ ْ ‫ال‬
َ ْ ‫فت‬ and the ‫رة‬ ْ َ ‫ ال ْك‬at the end of "
َ ‫س‬
َ " in the second sentence
‫مدَّرس‬ُ ْ ‫ "ال‬produced by "َ‫جاء‬َ " in the first sentence, "‫سأل‬
َ
َ
and "‫على‬ َ " in the third sentence respectively.

The effect / change in Arabic is called "‫مل‬ َ ْ ‫ "ال‬, the word at whose end the effect /
َ ‫ع‬
change is produced is called the "‫ول‬
ْ ‫م‬
ُ ‫ع‬ َ ْ ‫ "ال‬and the word which produces the effect /
ْ ‫م‬
change is called the "‫مل‬ َ ْ ‫ "ال‬.
ِ ‫عا‬
Remark (Optional Reading): The reason for these changes or effects produced at the
end of "‫رس‬ ُ ْ ‫ "ال‬is to distinguish the different grammatical roles or functions that a
ّ َ‫مد‬
word like "‫رس‬ ُ ْ ‫ "ال‬acquires when placed in a sentence. Prior to its existence in the
ّ َ‫مد‬
sentence, "‫رس‬ ُ ْ ‫ "ال‬had no other meaning apart from “the teacher”. However, when it
ّ َ‫مد‬
was placed after the verb "َ‫جاء‬ َ " 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 acquired the grammatical role of being the direct
it was placed after the verb "‫ت‬ُ ْ ‫سأل‬َ
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 preposition "‫لى‬ َ ‫ع‬
َ " it acquired the grammatical role of
being the indirect object of the action of the verb "‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ " since the verb is connected
َ ‫ع‬
indirectly to the object i.e. via the particle (or more specifically the preposition) "‫لى‬ َ ".
Thus, every action necessarily has a doer And optionally an object to which the verb is
either directly or indirectly connected.

Doer

Action Direct

Object

Indirect
2
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 ‫مة‬ ّ ‫ض‬
َ at the end of the word. The grammatical role of the direct object of the
action became known by means of a ‫حة‬ َ at the end of the word. The grammatical
َ ْ ‫فت‬
role of the indirect object of the action became known by means of a ‫رة‬ ْ َ ‫ ك‬at the end
َ ‫س‬
of the word.

Therefore, "‫رس‬ ُ ْ ‫ "ال‬:

ّ َ‫مد‬
• being the doer of the verb "َ‫جاء‬
َ " in the first sentence is marked with a ‫مة‬
ّ ‫ض‬
َ at its
end,
َ " in the second sentence, is marked with a
ُ ْ ‫سأل‬
• being the direct object of the verb "‫ت‬ َ
‫حة‬ َ
َ ْ ‫فت‬ , and finally
• being the indirect object of the verb "‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ " in the third sentence (in that the action
َ ‫ع‬
is transferred onto the object via the preposition "‫لى‬ ْ َ‫ ك‬.
َ " ), is marked with a ‫سَرة‬

Doer
‫س‬ ُ ْ ‫ال‬
ُ ‫مدَّر‬
Direct
Action
‫مدَّر‬ُ ْ ‫ال‬
Object ‫س‬
َ
Indirect
‫مدَّر‬ُ ْ ‫ال‬
‫س‬
ِ
In Arabic grammar the verb is referred to as the ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬ , the doer as the ‫عل‬ َ ْ ‫ ال‬,
ِ ‫فا‬
the direct object as the ‫ه‬
ِ ِ‫ب‬ ‫ول‬ ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ and the indirect object as the ‫سم‬
ْ ‫ال‬
َ ْ ‫ف ال‬
‫جّر‬ ِ ‫حْر‬
َ ِ ‫ور ب‬
ْ ‫جُر‬ َ ْ ‫ ال‬.
ْ ‫م‬
In Arabic sentences comprising the ‫عل‬ ِ ْ ‫ ال‬, the ‫عل‬
ْ ‫ف‬ َ ْ ‫ ال‬and the ‫ه‬
ِ ‫فا‬ ِ ِ‫ب‬ ‫ول‬ ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬
combination – no matter what the word-order – the noun marked with the ‫مة‬ ّ ‫ض‬ّ ‫ ال‬is
always going to be the ‫عل‬ ِ ‫فا‬َ ْ ‫( ال‬whether grammatically or semantically) and the noun
marked with the ‫حة‬ َ ْ ‫ ال‬is always going to be the ‫ه‬
َ ْ ‫فت‬ ِ ِ ‫ول ب‬ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ ال‬as illustrated in the
ْ ‫م‬
following sentences:

3
ً ‫خاِلدا‬ َ ٌ‫ب َزي ْد‬ َ ‫ضَر‬ َ [Zaid hit Khalid (with normal emphasis)] VSO
‫د‬ ً
ٌ ْ ‫خاِلدا َزي‬ َ ‫ب‬ َ ‫ضَر‬َ [Zaid hit Khalid (with different emphasis)] VOS
‫د‬
ٌ ْ ‫ب َزي‬ َ ‫ضَر‬ ً
َ ‫خاِلدا‬ َ [Zaid hit Khalid (with different emphasis)] OVS
ً ‫خاِلدا‬ َ ‫ب‬ َ ‫ضَر‬َ ٌ‫َزي ْد‬ [Zaid hit Khalid (with different emphasis)] SVO

Compare this with the English:

Zaid hit Khalid

Khalid hit Zaid

In the examples:

‫س‬ُ ‫مدَّر‬ ُ ْ ‫جاءَ ال‬ َ (The teacher came)

َ
‫س‬
َ ‫مدَّر‬ ُ ْ ‫ت ال‬ ُ ْ ‫سأل‬ َ (I asked the teacher)
‫س‬ ْ َ ْ ّ ‫سل‬
ِ ‫مدَّر‬ ُ ‫على ال‬ َ ‫ت‬ُ ‫م‬ َ (I greeted the teacher)

we indicated the ‫عل‬ َ ْ ‫ ال‬, the ‫ه‬

ِ ‫فا‬ ِ ِ‫ب‬ ‫ول‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ and the ‫ور‬
ْ ‫جُر‬ َ ْ ‫سم ال‬
ْ ‫م‬ ْ ‫ال‬
َ ْ ‫ف ال‬
‫جّر‬ ِ ‫حْر‬
َ ِ‫ب‬
in separate sentences. However, it is possible for them to occur all in
one sentence, e.g.

َ َ َ ‫سأ‬
ِ َ ‫سأل‬
"‫ة‬ َ ْ ‫ن ال‬
ْ ‫م‬ ِ ‫ع‬
َ ‫س‬ ُ ْ ‫ال‬
َ ‫مدَّر‬ ‫ب‬ ّ ‫ل ال‬
ُ ِ ‫طال‬ َ " (The student asked the teacher about
the problem / issue)

Here, "‫ب‬ ّ ‫ "ال‬is the ‫عل‬

ُ ِ ‫طال‬ َ ْ ‫ ال‬,
ِ ‫فا‬
"‫س‬ ُ ْ ‫ "ال‬the ‫ه‬
َ ‫مدَّر‬ ِ ِ‫ب‬‫ول‬ ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ ال‬, and
ْ ‫م‬
َ ‫ "ال ْم‬the ‫السم ال ْمجرور بحرف ال ْجر‬
ِ َ ‫سأل‬
"‫ة‬ ْ َ ّ َ ِ ْ َ ِ ْ ُ ْ َ ْ .

We mentioned earlier that Arabic has a flexible word-order and that in sentences
comprising the ‫عل‬ ِ ْ ‫ ال‬, the ‫عل‬
ْ ‫ف‬ َ ْ ‫ ال‬, the ‫ه‬
ِ ‫فا‬ ِ ِ ‫ول ب‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ ال‬and the ‫سم‬
ْ ‫م‬ ْ ‫ال‬
‫جّر‬َ ْ ‫ف ال‬ِ ‫حْر‬َ ِ‫ب‬ ‫ور‬ْ ‫جُر‬ْ ‫م‬َ ْ ‫ ال‬combination: the ‫عل‬ َ ْ ‫ ال‬, the ‫ه‬
ِ ‫فا‬ ِ ِ ‫ول ب‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ ال‬and the
ْ ‫م‬
َ ْ ‫ف ال‬
‫جّر‬ ِ ‫حْر‬َ ِ‫ب‬ ‫ور‬
ْ ‫جُر‬ْ ‫م‬َ ْ ‫سم ال‬ ْ ‫ ال‬are determined by how their endings are marked.
Thus, the following are some of the word-orders.

َ َ
ِ َ ‫سأل‬
"‫ة‬ ْ ‫م‬ َ ْ ‫ن ال‬ ِ ‫ع‬ َ ‫ب‬ ُ ِ ‫طال‬ّ ‫س ال‬ َ ‫مدَّر‬ ُ ْ ‫ل ال‬َ ‫سأ‬ َ " (V – O – S –
PP)
َ ‫عن ال ْم‬ َ َ ‫سأ‬
"‫س‬ َ ‫مدَّر‬ ُ ْ ‫ب ال‬ ّ ‫ة ال‬
ُ ِ ‫طال‬ ِ َ ‫سأل‬
ْ َ ِ َ ‫ل‬ َ " (V – PP – S –
O)
ّ ‫ة ال‬ َ ‫عن ال ْم‬ َ َ ‫سأ‬
"‫ب‬ ُ ِ ‫طال‬ ِ َ ‫سأل‬ ْ َ ِ َ ‫س‬ َ ‫مدَّر‬ ُ ْ ‫ل ال‬ َ " (V – O – PP –
S)
َ ‫عن ال ْم‬ َ َ ‫سأ‬
"‫ة‬ِ َ ‫سأل‬ ْ َ ِ َ ‫ب‬ ُ ِ ‫طال‬ّ ‫ل ال‬ َ ‫س‬ َ ‫مدَّر‬ ُ ْ ‫"ال‬ (O – V – S –
PP)

4
‫س"‬ ‫ال ْ ُ‬
‫مدَّر َ‬ ‫ب‬
‫طال ِ ُ‬ ‫سأ َ َ‬
‫ل ال ّ‬ ‫ة َ‬
‫عن ال ْم َ‬
‫سأل َ ِ‬
‫َ ْ‬ ‫" َ ِ‬ ‫– ‪(PP – V – S‬‬
‫)‪O‬‬

‫‪V‬‬ ‫=‬ ‫‪Verb‬‬ ‫→‬ ‫سأ َ َ‬

‫ل‬ ‫َ‬
‫‪S‬‬ ‫=‬ ‫‪Subject‬‬ ‫→‬ ‫ب‬ ‫ال ّ‬
‫طال ِ ُ‬
‫‪O‬‬ ‫=‬ ‫‪Object‬‬ ‫→‬ ‫س‬‫مدَّر َ‬ ‫ال ْ ُ‬
‫عن ال ْم َ‬
‫‪PP‬‬ ‫=‬ ‫‪Prepositional Phrase‬‬ ‫→‬ ‫سأل َ ِ‬
‫ة‬ ‫َ ْ‬ ‫َ ِ‬

‫ب" ‪In all of the above sentences:‬‬ ‫س ‪" is the‬ال ّ‬

‫طال ِ ُ‬ ‫"ال ْ ُ‬
‫مدَّر َ‬ ‫عل ‪,‬‬ ‫‪" the‬ال ْ َ‬
‫فا ِ‬
‫‪ .‬السم ال ْمجرور بحرف ال ْجر ‪" the‬ال ْم َ‬
‫ه‬
‫ول ب ِ ِ‬
‫ع ْ‬
‫ف ُ‬ ‫ة" ‪ , and‬ال ْ َ‬
‫م ْ‬ ‫سأل َ ِ‬
‫َ ْ‬ ‫َ ّ‬ ‫َ ْ ُ ْ ِ َ ْ ِ‬ ‫ْ‬

‫‪5‬‬
Is the application of the theory of ‫مل‬ َ ْ ‫ ال‬confined to the ‫سم‬
َ ‫ع‬ ْ ‫? ال‬
The previous examples illustrate the application of the theory of ‫مل‬ َ ْ ‫ ال‬to an ‫سم‬
َ ‫ع‬ ْ ‫ا‬
(noun), namely: "‫رس‬ ُ ْ ‫ "ال‬. However, its application is not confined to the ‫سم‬
ّ َ‫مد‬ ْ ‫ال‬
only but extends to the ‫عل‬ ِ ْ ‫( ال‬verb) as well as illustrated in the following set of
ْ ‫ف‬
examples:

َ
ُ ُ ‫أك ْت‬
‫ب‬ (I write / will write)
َ
‫ب‬ َ ُ ‫ن أك ْت‬ ْ َ‫ل‬ (I will not write)
َ
‫ب‬ْ ُ ‫م أك ْت‬ ْ َ‫ل‬ (I did not write)

Here the ‫مل‬ َ ْ ‫ ال‬is the ‫مة‬

َ ‫ع‬ ّ ‫ض‬
ّ ‫ ال‬, the ‫حة‬ َ ْ ‫ ال‬and the ‫ون‬
َ ْ ‫فت‬ ْ ُ ‫سك‬
ّ ‫ ال‬at the end of the
َ َ
ُ ْ ‫ "أك‬, which makes "‫ "أك ُْتب‬the ‫ول‬
verb "‫تب‬ ْ ‫م‬
ُ ‫ع‬ َ ْ ‫ ال‬. While the ‫مل‬
ْ ‫م‬ َ ْ ‫ ال‬in the
ِ ‫عا‬
َ ‫ "ل َن‬and "‫ "ل َم أ َك ْت ُب‬, is a clearly expressible
َ ُ ‫أك ْت‬
second and third sentence viz. "‫ب‬ ْ ْ ْ
word namely "‫ن‬ َ
ْ ‫ "ل‬and "‫م‬ َ
ْ ‫ "ل‬respectively, the ‫مل‬ ِ ‫عا‬ ْ
َ ‫ ال‬in the first sentence is not a
َ
clearly expressible word but rather an abstract idea. This idea is the fact that "‫ب‬ ُ ُ ‫ "أك ْت‬is
divested of "‫م‬ ْ َ ‫ "ل‬, "‫ن‬ ْ َ ‫ "ل‬or any other word that performs the same function. It is this
idea (i.e. the absence of "‫م‬ ْ َ ‫ "ل‬, "‫ن‬ ْ َ ‫ "ل‬and their likes) that produces the ‫مة‬ ّ ‫ض‬ّ ‫ ال‬at the
َ ْ
end of "‫ب‬ ُ ُ ‫"أك ْت‬. If we did not assume the ‫مل‬ ِ ‫عا‬َ ‫ ال‬to be this idea we would have been
left with a situation of an effect (in the form of a ‫مة‬ ّ ‫ض‬ َ ) without a cause, which is
unacceptable in the theory of ‫مل‬ َ ‫ع‬َ ْ ‫ ال‬. The ‫مل‬ ِ ‫عا‬ َ ْ ‫ ال‬in the form of an abstract idea is
called "‫ي‬ّ ‫و‬ِ َ ‫عن‬ْ ‫م‬ َ ‫مل‬ ِ ‫عا‬
َ " (abstract governor) as opposed to the ‫مل‬ َ ْ ‫ ال‬in the form of
ِ ‫عا‬
a concrete word which is called "‫ي‬ ّ ِ ‫فظ‬ ْ َ ‫مل ل‬ ِ ‫عا‬ َ " (concrete governor).

6
 What are the specific types of ‫مل‬ َ ْ ‫ال‬
ِ ‫عا‬ ,‫مل‬ َ ْ ‫ال‬
َ ‫ع‬ and ‫ول‬
ْ ‫م‬
ُ ‫ع‬ َ ْ ‫ ال‬called?
ْ ‫م‬
Moreover, the ‫مل‬ َ ْ ‫ ال‬by means of the
َ ‫ع‬ ‫مة‬ ّ ‫ض‬ّ ‫( ال‬which applies to both the ‫سم‬ ْ ‫ال‬
and the ‫عل‬ ْ ‫ف‬ِ ْ ‫ ) ال‬is called ‫فع‬ ْ ‫ الّر‬. The ‫مل‬ َ ‫ع‬َ ْ ‫ ال‬by means of the ‫حة‬ َ ْ ‫فت‬َ ْ ‫( ال‬which
applies to both the ‫سم‬ ْ ‫ ال‬and the ‫عل‬ ِ ْ ‫ ) ال‬is called ‫صب‬
ْ ‫ف‬ ْ ّ ‫ الن‬. The ‫مل‬ َ ْ ‫ ال‬by
َ ‫ع‬
means of the ‫رة‬ َ ‫س‬ْ َ ‫( ال ْك‬which applies to the ‫سم‬ ْ ‫ ال‬only ) is called ‫جّر‬ َ ْ ‫ ال‬or
‫فض‬ ْ ‫خ‬َ ْ ‫ ال‬. The ‫مل‬ َ ‫ع‬ َ ْ ‫ ال‬by means of the ‫ون‬ ْ ُ ‫سك‬ ّ ‫( ال‬which applies to the ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬
only ) is called ‫زم‬ ْ ‫ج‬َ ْ ‫ ال‬. From this it becomes apparent that:
♦ ‫مل‬ َ ‫ع‬ َ ْ ‫ ال‬is synonymous with ‫عَراب‬ ْ ِ ‫( ال‬declension)
♦ ‫ر‬ ّ ‫ج‬َ ْ ‫ ال‬or ‫فض‬ ْ ‫خ‬ َ ْ ‫ ال‬is not applicable to the ‫عل‬ ِ ْ ‫ ال‬, and ‫جْزم‬
ْ ‫ف‬ َ ْ ‫ ال‬is not
applicable to the ‫سم‬ ْ ‫ ال‬.
ْ ‫ الّر‬is produced is called "‫وع‬
The word at whose end ‫فع‬ ُ ‫مْر‬
ْ ‫ف‬ َ " , the word at whose
end ‫صب‬
ْ ّ ‫ الن‬is produced is called "‫وب‬
ْ ‫ص‬
ُ ْ ‫من‬
َ " , the word at whose end ‫جّر‬
َ ‫ ال‬or
‫فض‬ ْ ‫خ‬َ ْ ‫ ال‬is produced is called "‫ور‬ْ ‫جُر‬ْ ‫م‬َ " or "‫وض‬ ُ ‫خ‬
ْ ‫ف‬ ْ ‫م‬
َ " and the word at whose end
َ ْ ‫ ال‬is produced is called "‫وم‬
‫جْزم‬ ْ ‫جُز‬ْ ‫م‬َ ".
ْ ‫ الّر‬is called "‫فع‬
The word (or idea) producing ‫فع‬ ِ ‫ "َرا‬or "‫ع‬ ْ ‫َر‬
ٍ ‫ف‬ ‫مل‬ ِ ‫عا‬َ " , the word
producing ‫صب‬ ْ ّ ‫ الن‬is called "‫صب‬ ِ ‫ "َنا‬or "‫ب‬ٍ ‫ص‬
ْ َ ‫مل ن‬ ِ ‫عا‬ َ " , the word producing ‫جّر‬ َ ْ ‫ال‬
or ‫فض‬ َ ْ ‫ ال‬is called "‫جاّر‬
ْ ‫خ‬ َ " or "‫ج ًّر‬
َ ‫مل‬ ِ ‫عا‬
َ " or "‫فض‬ ِ ‫خا‬ َ " or ‫ض‬
ٍ ‫ف‬ ْ ‫خ‬ َ ‫مل‬ ِ ‫عا‬
َ " and
finally the word producing ‫زم‬ َ ْ ‫ ال‬is called "‫زم‬
ْ ‫ج‬ ِ ‫جا‬
َ " or "ٍ ‫جْزم‬ َ ‫مل‬ ِ ‫عا‬ َ ".
َ
Hence, in the sentences "‫س‬ ُ ْ ‫ال‬
ُ ‫مدَّر‬ َ‫جاء‬ َ " and "‫ب‬ُ ُ ‫ "أك ْت‬:
َ
♦ ‫فع‬ ْ ‫ الّر‬is the ‫مة‬ ّ ‫ض‬
ّ ‫ ال‬at the end of "‫س‬ ُ ‫مدَّر‬ ُ ْ ‫ "ال‬and "‫ب‬
ُ ُ ‫ "أك ْت‬,
♦ the ‫فع‬ ِ ‫ الّرا‬of "‫س‬ ُ ‫مدَّر‬ ُ ْ ‫ "ال‬is the verb "َ‫جاء‬ َ " and the ‫فع‬ ِ ‫ الّرا‬of "
َ
ُ ُ ‫ "أك ْت‬is the absence of a ‫صب‬
‫ب‬ ِ ‫( َنا‬like "‫ن‬ ْ َ ‫ ) "ل‬and a ‫زم‬ ِ ‫جا‬
َ (like "‫م‬ ْ َ ‫ ) "ل‬and
َ
♦ the ‫وع‬ ْ ‫ف‬ َ ْ ‫ ال‬is "‫س‬
ُ ‫مْر‬ ُ ‫مدَّر‬ ُ ْ ‫ "ال‬and "‫ب‬ُ ُ ‫ "أك ْت‬.
َ " and "‫ "ل َن أ َك ْت ُب‬:
In the sentences "‫س‬ ُ ْ ‫ال‬
َ ‫مدَّر‬ ‫ت‬ُ ْ ‫سأل‬ َ َ ْ
َ ْ ‫ ال‬at the end of "‫س‬ َ
♦ ‫صب‬ ْ ّ ‫ الن‬is the ‫حة‬ َ ْ ‫فت‬ َ ‫مدَّر‬ ُ ْ ‫ "ال‬and "‫ب‬
َ ُ ‫ "أك ْت‬,
َ " and the ‫الّناصب‬
♦ the ‫صب‬ ِ ‫ الّنا‬of "‫س‬ َ ‫مدَّر‬ ُ ْ ‫ "ال‬is the verb "‫سأل‬ َ ِ of "
َ
َ ُ ‫ "أك ْت‬is the particle "‫ن‬
‫ب‬ ْ َ ‫"ل‬and
َ
♦ the ‫وب‬ ْ ‫ص‬ َ ْ ‫ ال‬is "‫س‬
ُ ْ ‫من‬ َ ‫مدَّر‬ ُ ْ ‫ "ال‬and "‫ب‬
َ ُ ‫ "أك ْت‬.
In the sentence "‫س‬ ُ ْ ‫ال‬
ِ ‫مدَّر‬ ‫عَلى‬ َ ‫ت‬ ُ ‫م‬ ْ ّ ‫سل‬َ ":
♦ َ ْ ‫ ال‬or ‫فض‬
‫جّر‬ َ ْ ‫ ال‬is the ‫سَرة‬
ْ ‫خ‬ ْ َ ‫ ال ْك‬at the end of "‫س‬ ُ ْ ‫ "ال‬,
ِ ‫مدَّر‬
♦ the ‫ر‬ ّ ‫جا‬َ ْ ‫ ال‬or ‫فض‬ ِ ‫خا‬َ ْ ‫ ال‬of "‫س‬ ِ ‫مدَّر‬ ُ ْ ‫ "ال‬is the preposition "‫عَلى‬ َ " and
♦ the ‫ور‬ ْ ‫جُر‬ َ ْ ‫ ال‬or ‫وض‬
ْ ‫م‬ ْ ‫ف‬ ُ ‫خ‬ْ ‫م‬ َ ْ ‫ ال‬is "‫س‬ ِ ‫مدَّر‬ ُ ْ ‫ "ال‬.

7
 َ ‫ "ل َم‬:
ْ ُ ‫أك ْت‬
In the sentence "‫ب‬ ْ
ْ َ
♦ ‫جْزم‬َ ‫ ال‬is the ‫ون‬ ْ ُ ‫سك‬ ّ ‫ ال‬at the end of "‫ب‬ ْ ُ ‫ "أك ْت‬,
َ
♦ the ‫زم‬ ِ ‫جا‬ َ ْ ‫ ال‬of "‫ب‬ ْ َ ‫"ل‬and
ْ ُ ‫ "أك ْت‬is the particle "‫م‬
َ
♦ the ‫وم‬ ْ ‫جُز‬ ْ ‫م‬ َ ْ ‫ ال‬is "‫ب‬ ْ ُ ‫ "أك ْت‬.

8
 Is ‫مل‬ َ ْ ‫ ال‬always explicit i.e. clearly expressible?
َ ‫ع‬
The ‫مل‬ َ ْ ‫ ال‬in all of the previous examples has been explicit and clearly expressible,
َ ‫ع‬
that is, a clearly expressible‫مة‬ّ ‫ض‬ َ for ‫فع‬ ْ ‫ الّر‬, a clearly expressible ‫حة‬ َ ْ ‫فت‬َ for
‫صب‬ ْ ّ ‫ الن‬, a clearly expressible ‫سَرة‬ َ ْ ‫ ال‬or ‫فض‬
ْ َ ‫ ك‬for ‫جّر‬ َ ْ ‫ ال‬and a clearly
ْ ‫خ‬
expressible ‫ون‬ ْ ُ ‫سك‬ َ ْ ‫ ال‬. However, it is also possible for the ‫مل‬
ُ for ‫جْزم‬ َ ‫ع‬َ ْ ‫ ال‬to be
implicit and not clearly expressible like the noun "‫رس‬ ّ َ‫مد‬
ُ " when it is annexed to the
pronominal suffix "‫ي‬ ْ " (meaning “my”) in the construct "‫ي‬ ْ ‫س‬ِ ‫مدَّر‬ ُ " (my teacher) as
shown in the following examples:

‫ي‬ْ ‫س‬ ِ ‫مدَّر‬ ُ َ‫جاء‬

َ (My teacher came)
َ
‫ي‬ ْ ‫س‬ ِ ‫مدَّر‬ ُ ْ ‫سأل‬
ُ ‫ت‬ َ (I asked my teacher)
‫ي‬
ْ ‫س‬ ِ ‫مدَّر‬ ُ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted my teacher)

Note that the ‫ين‬

ْ ‫س‬
ّ ‫ ال‬of "‫س‬
ِ ‫مدَّر‬
ُ " , in all three sentences, instead of being vowelled
with a ‫مة‬
ّ ‫ض‬ ْ ‫ الّر‬, a ‫حة‬
َ for ‫فع‬ َ for ‫صب‬
َ ْ ‫فت‬ ْ ّ ‫ الن‬and a ‫سَرة‬ َ ْ ‫ ال‬or
ْ َ ‫ ك‬for ‫جّر‬
‫فض‬ ْ ‫خ‬ َ ْ ‫ ال‬it is vowelled with a ‫سَرة‬ ْ َ ‫ ك‬instead. This ‫سَرة‬ ْ َ ‫ ال ْك‬is the result of the
‫ ال َْياء‬to which the word "‫مدَّرس‬ ُ " is annexed. This ‫ ال َْياء‬necessitates a ‫سَرة‬ ْ َ ‫( ك‬its
corresponding vowel) on the letter before it. This ‫رة‬ َ ‫س‬ْ َ ‫ ال ْك‬prevents the ‫مة‬ ّ ‫ض‬ّ ‫ ال‬of
‫فع‬ ْ ‫ الّر‬, the ‫حة‬ َ ْ ‫ ال‬of ‫صب‬
َ ْ ‫فت‬ ْ ّ ‫ الن‬and the ‫سَرة‬ ْ َ ‫ ال ْك‬of ‫جّر‬ َ ْ ‫ ال‬or ‫فض‬ ْ ‫خ‬َ ْ ‫ ال‬from
becoming explicit. However, the fact that the ‫مل‬ َ ْ ‫ ال‬is not explicit does not mean that
َ ‫ع‬
there is no ‫مل‬ َ ‫ع‬َ ْ ‫ ال‬at all. In fact, we believe that there is ‫مل‬ َ ‫ع‬ َ ْ ‫( ال‬in the form of the
‫حة‬َ ْ ‫فت‬ َ ْ ‫ ال‬, ‫مة‬ ّ ‫ض‬ ّ ‫ ال‬and ‫سَرة‬ ْ َ ‫ ) ال ْك‬except that this ‫مل‬ َ ‫ع‬َ ْ ‫ ال‬is implicit and what
prevents it from becoming explicit is fact that the final letter has been vowelled with the
‫سَرة‬ْ َ ‫ ال ْك‬that corresponds to the ‫ ال َْياء‬and this makes it impossible for any other
vowel to take its place. The ‫مل‬ َ ْ ‫ ال‬at the end of "‫س‬
َ ‫ع‬ ِ ‫مدَّر‬
ُ " is said to be ‫ي‬
ّ ‫ر‬
ِ ْ ‫دي‬ ْ َ ‫ ت‬or
ِ ‫ق‬
‫در‬ َ ‫م‬
ّ ‫ق‬ ُ (implicit, assumed) I.e. there is a change or effect at the end of "‫س‬
ِ ‫مدَّر‬
ُ "
produced by the preceding ‫مل‬ َ ْ ‫ ال‬but which – for some reason or the other – cannot
ِ ‫عا‬
become ‫هر‬ َ (apparent, explicit).
ِ ‫ظا‬
Other cases in which the ‫مل‬ َ ْ ‫ ال‬is also ‫ي‬
َ ‫ع‬ ّ ‫ر‬ِ ْ ‫دي‬ ْ َ ‫ ت‬or ‫در‬
ِ ‫ق‬ َ ‫م‬
ّ ‫ق‬ ُ are when the word ends
in one of the three weak letters i.e. the final letter is either:
(a) a ‫واو‬ َ preceded by a ‫ و‬-ُ) ‫مة‬ ّ ‫ض‬َ ), which applies to verbs only e.g. "‫و‬ْ ‫ع‬
ُ ْ‫"ي َد‬
(called / invited)
(b) a ‫ياء‬َ preceded by a ‫ ي‬-ِ) ‫سَرة‬ ْ َ ‫)ك‬, which applies to both verbs and nouns only
e.g. "‫ي‬
ْ ‫م‬
ِ ‫( "ي َْر‬threw / cast), "‫ي‬
ْ ‫ض‬ َ ْ ‫( "ال‬the judge), and
ِ ‫قا‬
(c) an ‫لف‬
َ
ِ ‫ أ‬preceded by a ‫حة‬ َ [either written as (-َ ‫ )ا‬or (-َ
َ ْ ‫فت‬ ‫] )ى‬, and also applies to
both verbs and nouns e.g. "‫سى‬
َ ْ ‫( "ي َن‬forgot), "‫صا‬ َ ْ ‫( "ال‬the stick), "‫فَتى‬
َ ‫ع‬ َ ْ ‫( "ال‬the young
lad).

9
In the case of the word’s ending being (a) or (b) only the ‫حة‬ َ ْ ‫ال‬
َ ْ ‫فت‬ on them is explicit (
‫هَرة‬ َ ) as for the ‫مة‬
ِ ‫ظا‬ ّ ‫ض‬
ّ ‫ال‬ and the ‫رة‬ ْ َ ‫ ال ْك‬they are too heavy (though not
َ ‫س‬
impossible) to be pronounced on (a) and (b) and are therefore implicit or assumed (
َ ‫م‬
‫قدَّرة‬ ُ ) only, e.g.

‫ي‬ْ ‫ض‬ ِ ‫قا‬َ ْ ‫ال‬ َ‫جاء‬

َ (The judge came)
‫ي‬ َ ْ ‫ال‬ ْ َ
َ ‫ض‬ ِ ‫قا‬ ‫ت‬
ُ ‫سأل‬ َ (I asked the judge)
‫ي‬
ْ ‫ض‬ ِ ‫قا‬ َ ْ ‫ال‬ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the judge)

Observe that in "‫ي‬

ْ ‫ض‬ َ ْ ‫ال‬
ِ ‫قا‬ َ‫جاء‬
َ " , the ‫مة‬
ّ ‫ض‬
ّ ‫ال‬ َ ْ ‫ ال‬of "
that is meant to be on the ‫ياء‬
‫ي‬ْ ‫ض‬ ِ ‫قا‬ َ ْ ‫ "ال‬is not pronounced but dropped instead (and replaced by a ‫ون‬ ْ ُ ‫سك‬
ُ
instead), thus becoming ‫رة‬ َ ّ‫قد‬َ ‫م‬ُ (implicit and assumed) due to being heavy on the
‫( ال َْياء‬i.e. ‫ء‬ ِ ‫عَلى ال َْيا‬ َ ‫ة‬ِ ‫م‬ّ ‫ض‬
ّ ‫ل ال‬ ِ ‫ق‬َ ِ ‫ ل ِث‬or simply ‫ل‬ ِ ‫ق‬ َ ّ ‫) ِللث‬. Likewise in the
sentence "‫ي‬ ْ ‫ض‬ ِ ‫قا‬ َ ْ ‫عَلى ال‬ َ ‫ت‬ ُ ‫م‬ْ ّ ‫سل‬َ " , the ‫سَرة‬ ْ َ ‫ ال ْك‬that is meant to be on the
‫ ال َْياء‬of "‫ي‬ ْ ‫ض‬ ِ ‫قا‬ َ ْ ‫ "ال‬is not pronounced but dropped instead (and replaced by a
‫ون‬ ْ ُ ‫سك‬ُ instead), thus becoming ‫قدَّرة‬ َ ‫م‬ ُ (implicit and assumed) due to being heavy
on the ‫ياء‬ َ ْ ‫ال‬ ِ ‫عَلى ال َْيا‬
(i.e. ‫ء‬ َ ‫ة‬ ِ ‫سَر‬ْ َ ‫ل ال ْك‬ ِ ‫ق‬َ ِ ‫ ل ِث‬or simply
‫ل‬ ِ ‫ق‬َ ّ ‫) ِللث‬.

َ ْ ‫ال‬ َ " , the ‫فت ْحة‬

However, in the second sentence "‫ي‬
َ ‫ض‬
ِ ‫قا‬ ُ ْ ‫سأل‬
‫ت‬ َ َ َ ْ ‫ال‬ َ ْ ‫ ال‬of
on the ‫ياء‬
"‫ي‬
َ ‫ض‬ َ ْ ‫ "ال‬proves easy to pronounced and is therefore not dropped like the ‫مة‬
ِ ‫قا‬ ّ ‫ض‬
ّ ‫ال‬
and ‫رة‬ ْ َ ‫ ال ْك‬, thus remaining ‫هَرة‬
َ ‫س‬ َ (explicit and apparent) (i.e.
ِ ‫ظا‬ ‫ة‬
ِ ‫ح‬ َ ْ ‫ة ال‬
َ ْ ‫فت‬ ّ ‫خ‬
ِ ‫ف‬ ِ ِ‫ل‬
ِ ‫عَلى ال َْيا‬
‫ء‬ َ or simply ‫ة‬
ِ ‫ف‬ ِ ْ ‫ل ِل‬
ّ ‫خ‬ ).

In the case of the word’s ending being (c) i.e. an ‫لف‬

ِ ‫ أ‬preceded by a ‫حة‬َ َ , all three
َ ْ ‫فت‬
vowel-markings (i.e. the ‫مة‬
ّ ‫ض‬
ّ ‫ ال‬, the ‫حة‬ َ ْ ‫ ال‬and the
َ ْ ‫فت‬ ‫سَرة‬ ْ َ ‫ ) ال ْك‬are all implied or
assumed (‫رة‬ َ ‫م‬ َ
َ ّ‫قد‬ ُ ) on the ‫( الِلف‬whether written as as (-َ ‫ )ا‬or (-َ ‫ ] )ى‬due to the
impossibility of an ‫لف‬ ِ َ ‫ أ‬being vowelled (i.e. ‫ف‬
ِ ِ ‫ك ال َل‬ ِ ْ ‫ري‬
ِ ‫ح‬ ِ ّ‫عذ‬
ْ َ‫ر ت‬ َ َ ‫ ل ِت‬or simply
ِ ّ‫عذ‬
‫ر‬ َ ّ ‫ ) ِللت‬because it always carries an unwritten ‫ون‬ ْ ُ ‫سك‬ُ which does not allow for the
َ
‫ الِلف‬to be vowelled e.g.

‫فَتى‬َ ْ ‫جاءَ ال‬ َ (The young lad came)

َ ْ ‫ت ال‬ َ
‫فَتى‬ ُ ْ ‫سأل‬ َ (I asked the young lad)
‫فَتى‬ ْ
َ ‫على ال‬ َ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the young lad)

Observe in all three sentences the ‫مة‬

ّ ‫ض‬
ّ ‫ ال‬, the ‫حة‬ َ ْ ‫ ال‬and the
َ ْ ‫فت‬ ْ َ ‫ ال ْك‬that are
‫سَرة‬
ِ َ ‫ال‬
meant to be on the ‫لف‬ of "‫تى‬ َ ْ ‫ "ال‬are not pronounced, thus becoming ‫قدَّرة‬
َ ‫ف‬ َ ‫م‬
ُ
(implicit and assumed) due to the fact that the ‫لف‬
َ
ِ ‫ ال‬is always unvowelled, i.e. it

10
 ْ ُ ‫سك‬
carries a ‫ون‬ ُ that prevents each of the three vowel-markings from becoming
‫هَرة‬ِ ‫ظا‬ َ (explicit and apparent), due to the impossibility of an ‫ أ َِلف‬being vowelled (i.e.
ِ ِ ‫ك ال َل‬
‫ف‬ ِ ْ ‫ري‬
ِ ‫ح‬ ِ ّ‫عذ‬
ْ َ‫ر ت‬ ِ ّ‫عذ‬
َ َ ‫ ل ِت‬or simply ‫ر‬ َ ّ ‫ ) ِللت‬because it always carries an unwritten
َ
‫ون‬ْ ُ ‫سك‬ُ which does not allow for the ‫ الِلف‬to be vowelled.
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
ْ َ ‫ ال ْك‬which is therefore not applicable in their case. However, verbs, unlike, nouns
‫سَرة‬
can end in a ‫واو‬
َ , and thus, a verb ending can be any of the three weak letters.
Thus, in the case of (a) and (b) the ‫مة‬
ّ ‫ض‬
ّ ‫ال‬ is ‫رة‬ َ ‫م‬
َ ّ‫قد‬ ُ and the ‫حة‬ َ ْ ‫ال‬
َ ْ ‫فت‬ is ‫رة‬
َ ‫ه‬ َ
ِ ‫ظا‬
, e.g.

‫و‬
ْ ‫ع‬ُ ْ‫أ َد‬ (I call / will call or invite)
‫و‬َ ‫ع‬ُ ْ‫ن أ َد‬
ْ َ‫ل‬ (I will not call)
and

‫ي‬ َ
ْ ‫م‬ِ ‫أْر‬
َ
(I throw / will throw)
‫ي‬َ ‫م‬ِ ‫ن أْر‬ ْ َ‫ل‬ (I will not throw)

َ َ
Observe that in "‫و‬
ْ ‫ع‬
ُ ْ‫ "أد‬and "‫ي‬
ْ ‫م‬
ِ ‫"أْر‬, the ‫مة‬
ّ ‫ض‬
ّ ‫ال‬ – َ ْ ‫ ال‬and ‫ ال َْياء‬is
that the ‫واو‬
meant to take – is ‫رة‬ َ ‫م‬
َ ّ‫قد‬ ُ due to it being heavy to pronounce on the ‫واو‬َ ْ ‫ ال‬and the
‫ ال َْياء‬. On the other hand, the ‫حة‬ َ ْ ‫ ال‬at the end of "‫و‬
َ ْ ‫فت‬ ُ ْ‫ "أ َد‬and "‫ي‬
َ ‫ع‬ َ ‫م‬ َ
ْ َ‫ل‬
ِ ‫ "أْر‬in "‫ن‬
‫و‬ ُ ْ‫ "أ َد‬and "‫ي‬
َ ‫ع‬ َ ‫م‬
َ
ْ َ ‫ "ل‬is ‫هَرة‬
ِ ‫ن أْر‬ ِ ‫ظا‬ َ because it is easy to pronounce on them.

As for when the verb ending is (c) i.e. an ‫لف‬

َ
ِ ‫ أ‬, both the ‫مة‬ َ ْ ‫ ال‬are
ّ ‫ض‬
ّ ‫ال‬ and ‫حة‬
َ ْ ‫فت‬
‫قدَّرة‬َ ‫م‬ َ
ُ due to the ‫الِلف‬ always being unvowlled, e.g.

‫سى‬ َ
َ ْ ‫أن‬ (I forget / will forget)
َ
‫سى‬ َ ْ ‫ن أن‬ ْ َ‫ل‬ (I will not forget)

Observe that in both instances, the ‫مة‬

ّ ‫ض‬
ّ ‫ ال‬and ‫حة‬ َ ْ ‫ ال‬are
َ ْ ‫فت‬ َ ‫م‬
‫قدَّرة‬ ُ , not becoming
apparent or explicit.

ْ ُ ‫سك‬
As for when these verbs have to take the ‫ون‬ َ ْ ‫) ال‬, produced
ّ ‫( ال‬in the case of ‫جْزم‬
ْ َ ‫ "ل‬, for example, the weak letter is dropped (since the weak letter already carries a
by "‫م‬
ْ ُ ‫سك‬
‫ون‬ ُ َ ‫حَر‬
and there is no ‫كة‬ ْ َ ‫ "ل‬to drop) as will be seen later, e.g.
َ for "‫م‬
‫و‬ْ ) ُ ْ‫م أ َد‬
‫ع‬ ْ َ ‫)ل‬ (I did not call)
َ
‫ي‬
ْ ) ِ ‫م َ أْرم‬ْ َ ‫)ل‬ (I did not throw)
‫)ى‬ ‫س‬
َ ْ ‫م أن‬ ْ َ ‫)ل‬ (I did not forget)

11
In all three instances the weak ending has been dropped in the case of ‫زم‬ َ ْ ‫ ال‬in place
ْ ‫ج‬
of the normal ‫ون‬ ْ ُ ‫سك‬
ّ ‫ ال‬. This, however, is not a case of the ‫مل‬ َ ْ ‫ ال‬being ‫در‬
َ ‫ع‬ َ ‫م‬
ّ ‫ق‬ ُ
and, 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.

12
 Do all Arabic words take the effect of the ‫مل‬ َ ْ ‫ال‬
ِ ‫عا‬ whether explicitly or implicitly?

Not all Arabic words – when preceded by an ‫مل‬

ِ ‫عا‬
َ – necessarily change or take an
effect at their endings whether explicitly like in the case of "‫رس‬ ُ ْ ‫ "ال‬, or implicitly like
ّ َ‫مد‬
in the case of "‫ي‬
ْ ‫س‬ِ ‫مدَّر‬ُ " as seen in the previous examples. In fact, some words do not
change at all but remain fixed and stable at their endings despite the action of different
‫مل‬ ِ ‫وا‬
َ ‫ع‬
َ on them, like "‫ء‬ِ َ ‫ؤل‬
ُ ‫ه‬
َ " in the following sentences:
ِ َ ‫ؤل‬
‫ء‬ ُ ‫ه‬ َ َ‫جاء‬ َ (These / they came)
َ
‫ء‬ِ َ ‫ؤل‬ ُ ‫ه‬ َ ‫ت‬ُ ْ ‫سأل‬ َ (I asked these / them)
ِ َ ‫ؤل‬
‫ء‬ ُ ‫ه‬ َ
َ ‫على‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted these / them)

ِ َ ‫ؤل‬
Note that "‫ء‬ ُ ‫ه‬
َ " does not change at its ending but instead remains fixed and stable
with a ‫رة‬ ْ َ ‫ ك‬at its ending. This is despite the fact that "‫ء‬
َ ‫س‬ ِ َ ‫ؤل‬
ُ ‫ه‬
َ " occupies the same
position as "‫رس‬ ُ ْ ‫ "ال‬and "‫ي‬
ّ َ‫مد‬ ْ ‫س‬
ِ ‫مدَّر‬
ُ " previously. This does not mean, however, that
no ‫مل‬
َ ‫ع‬
َ is been exercised by the ‫مل‬ َ ْ ‫ ال‬but rather that this ‫مل‬
ِ ‫عا‬ َ ْ ‫ ال‬gets
َ ‫ع‬
ِ َ ‫ؤل‬
distributed over the place that "‫ء‬ ُ ‫ه‬
َ " occupies such that this place is “charged” with
the action or power of the ‫مل‬ َ ْ ‫ ال‬. However, "‫ء‬
ِ ‫عا‬ ِ َ ‫ؤل‬
ُ ‫ه‬
َ " itself is indifferent and
impervious to the action of the ‫مل‬ َ ْ ‫ ال‬and is said to be firmly based or built on the
ِ ‫عا‬
ْ َ ‫ال ْك‬
‫سَرة‬ that it terminates in (‫ر‬ ْ َ ‫ال ْك‬
ِ ‫س‬ ‫عَلى‬
َ ‫ي‬
ّ ِ ‫مب ْن‬
َ ).
Another example of a word that remains unchanged at its ending despite being governed
by an ‫مل‬ِ ‫عا‬ َ ْ ‫( "ت َك ْت ُب‬You f. p. write / will write):
َ is "‫ن‬

‫ن‬َ ْ ‫ت َك ْت ُب‬
‫ن‬ َ ْ ‫ت َك ْت ُب‬ ْ َ‫ل‬
‫ن‬
َ ْ ‫ت َك ْت ُب‬
‫ن‬ ‫م‬ْ َ‫ل‬

َ ْ ‫ "ت َك ْت ُب‬remains unchanged at its ending despite

Observe in these sentences that verb "‫ن‬
َ
ُ ْ ‫ "أك‬previously. Again, as was
the fact that it occupies the same position occupied by "‫تب‬
ِ َ ‫ؤل‬
the case with "‫ء‬ ُ ‫ه‬
َ " , the ‫مل‬ َ ْ ‫ ال‬of the ‫مل‬
َ ‫ع‬ َ ْ ‫ ال‬gets distributed over the place
ِ ‫عا‬
that "‫ن‬َ ْ ‫ "ت َك ْت ُب‬occupies rather than affecting "‫ن‬ َ ْ ‫ "ت َك ْت ُب‬in any way. Because the ‫مل‬ َ ْ ‫ال‬
َ ‫ع‬
gets distributed over the place as a whole instead of causing the ending to change we
refer to it as ‫ي‬ ّ ّ ‫حل‬ َ ْ ‫مل ال‬
َ ‫م‬ َ ْ ‫( ال‬i.e. ‫مل‬
َ ‫ع‬ َ ْ ‫ ال‬that is place-related rather than end-
َ ‫ع‬
related).

ِ َ ‫ؤل‬
Words like "‫ء‬ ُ ‫ه‬ َ ْ ‫ "ت َك ْت ُب‬are called ‫ي‬
َ " and "‫ن‬ ّ ِ ‫مب ْن‬
َ (indeclinable, literally “built”)
because they are firmly built on the sign in which they end in never changing from it.

13
 َ
On the other hand, words like "‫رس‬ ُ ْ ‫ "ال‬and "‫ "أك ُْتب‬which do change at their
ّ َ‫مد‬
endings on account of the action of the ‫مل‬ َ ْ ‫ ال‬, are called ‫عَرب‬
ِ ‫عا‬ ْ ‫م‬
ُ (declinable).

14
 Is the ‫رة‬ ْ َ ‫ال ْك‬
َ ‫س‬ – ‫حة‬ َ ْ ‫مة – ال‬
َ ْ ‫فت‬ ّ ‫ض‬ّ ‫ ال‬declension the only possible declension
in the ‫سم‬ْ ‫? ال‬
The ‫رة‬ ْ َ ‫ال ْك‬
َ ‫س‬ – ‫حة‬ َ ْ ‫مة – ال‬
َ ْ ‫فت‬ ّ ‫ض‬
ّ ‫ال‬ declension that we have observed in "
‫مدَّرس‬ ُ ْ ‫ "ال‬is one of six possible declensions in the ‫سم‬ ْ ‫ ال‬and it is referred to as the
declension of the ‫رف‬ ِ ‫ص‬َ ْ ‫من‬ ْ
ُ ‫( ال‬fully-declinable) and applies to both the singular (
‫فَرد‬ ُ ْ ‫ )ال‬and the broken plural (‫ر‬
ْ ‫م‬ ِ ْ ‫مع الت ّك‬
ِ ْ ‫سي‬ ْ ‫ج‬
َ ), e.g.
‫س‬ُ ‫مدَّر‬ ُ ْ ‫جاءَ ال‬
َ (The teacher came)
ْ َ
‫س‬
َ ‫مدَّر‬ ُ ‫ت ال‬ ُ ْ ‫سأل‬ َ (I asked the teacher)
‫س‬ ِ ‫مدَّر‬ ُ ْ ‫عَلى ال‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the teacher)

ُ ّ ‫الطّل‬
‫ب‬ َ‫جاء‬ َ (The students came)
َ
‫ب‬َ ّ ‫الطّل‬ ُ ْ ‫سأل‬
‫ت‬ َ (I asked the students)
‫ب‬ ِ ّ ‫الطّل‬ َ
‫على‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the students)

The other five declensions are:

(a) the declension of the ‫ف‬

ِ ‫صْر‬
ّ ‫ال‬ ‫ن‬
َ ‫م‬ِ ‫وع‬ ْ ُ ‫من‬ َ ْ ‫ ال‬/ ‫ف‬
ْ ‫م‬ ِ ‫ر‬ ِ ‫ص‬ ُ ْ ‫غْير ال‬
َ ْ ‫من‬ َ (semi-
declinable) which has the combination: ‫حة‬ َ ْ ‫فت‬َ ْ ‫حة – ال‬ َ ْ ‫فت‬َ ْ ‫مة – ال‬ ّ ‫ض‬ ّ ‫ ال‬, and applies
also to the singular (‫رد‬ ْ ‫م‬
َ ‫ف‬ ْ
ُ ‫ )ال‬and the broken plural (‫ر‬ ِ ْ ‫سي‬ِ ْ ‫مع الت ّك‬ ْ ‫ج‬َ ), e.g.
‫د‬ َ
ُ ‫م‬ َ ‫ح‬ ْ ‫أ‬ َ‫جاء‬ َ (Ahmad came)
َ َ
‫د‬
َ ‫م‬ َ ‫ح‬ ْ ‫أ‬ ُ ْ ‫سأل‬
‫ت‬ َ (I asked Ahmad)
َ َ
َ‫مد‬ َ ‫ح‬ ْ ‫أ‬ ‫على‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted Ahmad)

ُ‫ماء‬ َ َ ‫عل‬ ُ َ‫جاء‬ َ (Scholars came)

َ
َ‫ماء‬ َ َ ‫عل‬ ُ ُ ْ ‫سأل‬
‫ت‬ َ (I asked scholars)
َ‫ماء‬ َ ‫عل‬َ ُ َ
‫على‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted scholars)

(b) the declension of the sound feminine plural (‫لم‬

ِ ‫سا‬
ّ ‫ال‬ ‫ث‬
ِ ّ ‫ؤن‬ ُ ْ ‫مع ال‬
َ ‫م‬ ْ ‫ج‬
َ ) , which has
the combination: ‫رة‬ ْ َ ‫ال ْك‬
َ ‫س‬ ْ َ ‫مة – ال ْك‬
– ‫سَرة‬ ّ ‫ض‬
ّ ‫ال‬ , e.g.

‫ت‬ُ ‫سا‬ َ ‫مدَّر‬ ُ ْ ‫ت ال‬ِ َ‫جاء‬ َ (The female teachers came)

َ
‫ت‬ ِ ‫سا‬ َ ‫مدَّر‬ ُ ْ ‫ت ال‬ُ ْ ‫سأل‬ َ (I asked the female teachers)
‫ت‬
ِ ‫سا‬ َ ‫مدَّر‬ ْ
ُ ‫على ال‬ َ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the female
teachers)

ُ ْ ‫ )ال‬whether masculine or female, which has the

ّ َ ‫مث‬
(c) the declension of the dual (‫نى‬
َ ْ ‫ال‬
combination: ‫ياء‬ – ‫ال َِلف – ال َْياء‬ , e.g.

15
‫ن‬
ِ ‫سا‬ َ ‫مدَّر‬ُ ْ ‫جاءَ ال‬َ (The two male teachers came)
ْ َ
‫ن‬ِ ْ ‫سي‬َ ‫مدَّر‬ُ ‫ت ال‬ ُ ْ ‫سأل‬َ (I asked the two male
teachers)
‫ن‬
ِ ْ ‫سي‬ ُ ْ ‫عَلى ال‬
َ ‫مدَّر‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the two male
teachers)

‫ن‬ِ ‫سَتا‬ َ ‫مدَّر‬ ُ ْ ‫ءت ال‬ َ ‫جا‬ َ (The two female teachers came)
َ
‫ن‬ ِ ْ ‫ست َي‬ َ ‫مدَّر‬ ُ ْ ‫ت ال‬
ُ ْ ‫سأل‬ َ (I asked the two female teachers)
‫ن‬ ْ َ ْ ّ ‫سل‬
ِ ْ ‫ست َي‬ َ ‫مدَّر‬ ُ ‫على ال‬ َ ‫ت‬ ُ ‫م‬ َ (I greeted the two female
teachers)

(d) the declension of the sound masculine plural (‫لم‬

ِ ‫سا‬
ّ ‫ال‬ ‫ر‬ ُ ْ ‫مع ال‬
ِ ّ ‫مذَك‬ ْ ‫ج‬
َ ) , which
has the combination: ‫واو – ال َْياء – ال َْياء‬
َ ْ ‫ال‬ , e.g.

‫ن‬
َ ‫و‬ ْ ‫س‬ ُ ‫مدَّر‬ ُ ْ ‫جاءَ ال‬ َ (The male teachers came)
‫ن‬ ْ ْ َ
َ ْ ‫سي‬ ِ ‫مدَّر‬ ُ ‫ت ال‬ ُ ‫سأل‬ َ (I asked the male teachers)
‫ن‬ َ ْ ‫سي‬ ِ ‫مدَّر‬ ُ ْ ‫عَلى ال‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the male
teachers)

(e) the declension of the five nouns (‫سة‬ َ ْ ‫ال‬ َ

َ ‫م‬
ْ ‫خ‬ ‫ماء‬
َ ‫س‬
ْ ‫ )ال‬, which has the combination:
‫واو – ال َِلف – ال َْياء‬ َ ْ ‫ال‬ , e.g.

َ ‫و‬
‫ك‬ َ
ْ ُ ‫جاءَ أب‬ َ (Your father came)
َ َ
‫ك‬َ ‫ت أَبا‬ ُ ْ ‫سأل‬ َ (I asked your father)
َ َ
‫ك‬ َ ْ ‫على أب ِي‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted your father)

The following table sums up the six declensions in the ‫سم‬

ْ ‫ال‬ :

Type of ‫سم‬ ْ ‫ال‬ ‫مة‬َ َ ‫عل‬

َ َ َ ‫عل‬
‫مة‬ َ َ َ ‫عل‬
‫مة‬ َ
‫عَرب‬ ُ ْ ‫ال‬
ْ ‫م‬ ‫ع‬
ِ ‫ف‬ْ ‫الّر‬ ‫ب‬
ِ ‫ص‬ ْ ّ ‫الن‬ ‫جّر‬ ْ
َ ‫ال‬
1. ‫رف‬ ِ ‫ص‬ َ ْ ‫من‬ ُ ْ ‫ال‬ ‫مة‬
ّ ‫ض‬ ّ ‫ال‬ ‫حة‬َ ْ ‫فت‬َ ْ ‫ال‬ ‫سَرة‬ْ َ ‫ال ْك‬
2. ‫ف‬ِ ‫ر‬ ِ ‫ص‬ َ ْ ‫من‬ ُ ْ ‫غْير ال‬ َ ‫مة‬ّ ‫ض‬ ّ ‫ال‬ ‫حة‬ َ ْ ‫فت‬َ ْ ‫ال‬ ‫حة‬ َ ْ ‫ال‬
َ ْ ‫فت‬
3. ‫ث‬ ِ ّ ‫ؤن‬َ ‫م‬ ُ ْ ‫مع ال‬ ْ ‫ج‬ َ ‫مة‬ ّ ‫ض‬ ّ ‫ال‬ ‫سَرة‬ ْ َ ‫ال ْك‬ ‫سَرة‬ ْ َ ‫ال ْك‬
‫ساِلم‬ ّ ‫ال‬
4. ‫مث َّنى‬ ُ ْ ‫ال‬ ‫ال َِلف‬ ‫ال َْياء‬ ‫ال َْياء‬
5. ِ ّ ‫مذَك‬
‫ر‬ ُ ْ ‫مع ال‬ ْ ‫ج‬َ َ ْ ‫ال‬
‫واو‬ ‫ال َْياء‬ ‫ال َْياء‬
‫ساِلم‬ ّ ‫ال‬

16
 ‫َ‬ ‫ال َِلف‬
‫‪6.‬‬ ‫ماء‬‫س َ‬
‫ال ْ‬ ‫ال ْ َ‬
‫واو‬ ‫ال َْياء‬
‫سة‬‫م َ‬ ‫ال ْ َ‬
‫خ ْ‬

‫‪17‬‬
 ْ ُ ‫سك‬
Is the ‫ون‬ ّ ‫ال‬ – ‫حة‬ َ ْ ‫مة – ال‬
َ ْ ‫فت‬ ّ ‫ض‬
ّ ‫ ال‬declension the only possible declension
in the ‫عل‬ ِ ْ ‫? ال‬
ْ ‫ف‬

ْ ُ ‫سك‬
The ‫ون‬ ّ ‫ال‬ – ‫حة‬ َ ْ ‫مة – ال‬
َ ْ ‫فت‬ ّ ‫ض‬
ّ ‫ ال‬declension is one of three possible
declensions in the ‫عل‬
ْ ‫ف‬ ِ ْ ‫ ال‬and applies to the sound-ending ‫رع‬ِ ‫ضا‬
َ ‫م‬ُ ْ ‫عل ال‬ ِ ْ ‫ال‬
ْ ‫ف‬ when
it is free from the following suffixes:
َ
♦ the ‫ن‬ ِ ْ ‫( أِلف الث ْن َي‬Alif denoting the dual),
♦ the ‫ة‬
ِ ‫ع‬ َ ‫ما‬ َ ْ ‫واو ال‬
َ ‫ج‬ َ (Waw denoting masculine plural),
♦ the ‫ة‬ِ َ ‫خاطَب‬ َ ‫م‬ُ ْ ‫( َياء ال‬Ya’ denoting 2nd person feminine singular),
♦ the ‫ة‬ ِ ‫و‬ َ ‫س‬ ْ ّ ‫ون الن‬ ْ ُ ‫( ن‬Nun denoting feminine plural) and
♦ the ‫رة‬ َ ‫ش‬ِ ‫مَبا‬ ُ ْ ‫د ال‬ِ ْ ‫وك ِي‬
ْ ّ ‫ون الت‬
ْ ُ ‫( ن‬Nun of Intensification suffixed directly to the
verb):

e.g.

َ
ُ ُ ‫أك ْت‬
‫ب‬ (I write / will write)
َ
‫ب‬ َ ُ ‫ن أك ْت‬ ْ َ‫ل‬ (I will not write)
َ
‫ب‬ْ ُ ‫م أك ْت‬ ْ َ‫ل‬ (I did not write)

This category can also be called the “sound-ending four verbs” referring to the
َ
‫رع‬ِ ‫ضا‬
َ ‫م‬ُ ْ ‫ ال‬when it has only one of the four letters of "‫ يـ‬, ‫ نـ‬, ‫ت" ] أ‬
ُ ْ ‫ أن َي‬and ‫] تـ‬
َ
ُ ُ ‫ي َك ْت‬
prefixed to it (and nothing-else): ‫ب‬ ُ ُ ‫ ن َك ْت‬, ‫ب‬
,‫ب‬ ُ ُ ‫أك ْت‬ ُ ُ ‫ ت َك ْت‬.
and ‫ب‬

The other two declensions are:

(a) the declension of the weak-ending ‫رع‬

ِ ‫ضا‬ ُ ْ ‫ال‬
َ ‫م‬
‫عل‬ ِ ْ ‫ ال‬when it is free
ْ ‫ف‬
from the abovementioned suffixes, which has the combination: ‫حة‬ َ ْ ‫مة – ال‬
َ ْ ‫فت‬ ّ ‫ض‬
ّ ‫ال‬
‫ر‬
ِ ‫خ‬ِ ‫ذف ال‬ ْ ‫ح‬
َ – (dropping of the weak-ending) e.g.
‫ف‬ ِ ِ ‫ل ِبال َل‬ّ َ ‫عت‬ ُ ْ ‫ال‬
ْ ‫م‬ ِ ‫ل ِبال َْيا‬
‫ء‬ ّ َ ‫عت‬
ْ ‫م‬ ُ ْ ‫ال‬ ‫و‬ِ ‫وا‬َ ْ ‫ل ِبال‬
ّ َ ‫عت‬ ُ ْ ‫ال‬
ْ ‫م‬
I forget / will) ‫سى‬
َ َ ُ ْ‫أ َد‬
َ ْ ‫أن‬ I throw / will) ‫ي‬ ْ ‫م‬ ِ ‫أْر‬ I call / will) ‫و‬
ْ ‫ع‬
(forget (throw (call
َ َ َ
I will not) ‫سى‬ َ ْ ‫ن أن‬ ْ َ‫ل‬ I will not) ‫ي‬َ ‫م‬ ِ ‫ن أْر‬ ْ َ‫ل‬ I will) ‫و‬
َ ‫ع‬ُ ْ‫ن أد‬ ْ َ‫ل‬
(forget
(throw (not call
َ َ ُ ْ‫م أ َد‬
I did not) ‫س‬
َ ْ ‫م أن‬ ْ َ ‫ ل‬I did not) ِ ‫م أْرم‬ ْ َ‫ل‬ I did not) ‫ع‬ ْ َ‫ل‬
(forget
(throw (call

This category can also be called the “weak-ending four verbs” referring to the ‫رع‬
ِ ‫ضا‬ ُ ْ ‫ال‬
َ ‫م‬
when it has only one of the four letters of "‫يـ‬ , ‫ نـ‬, ‫ت" ] أ‬ َ
ُ ْ ‫أن َي‬ and ‫ ] تـ‬prefixed to it
(and nothing-else):

18
‫و‬
‫ع ْ‬‫و ‪ ,‬ي َدْ ُ‬ ‫ع ْ‬‫و ‪ ,‬ن َدْ ُ‬ ‫و ‪ and‬أ َدْ ُ‬
‫ع ْ‬ ‫ع ْ‬
‫ت َدْ ُ‬
‫ي‬ ‫َ‬
‫م ْ‬ ‫ي ‪ ,‬ي َْر ِ‬ ‫م ْ‬ ‫ي ‪ ,‬ن َْر ِ‬ ‫م ْ‬ ‫ي ‪ and‬أْر ِ‬
‫َ‬ ‫م ْ‬ ‫ت َْر ِ‬
‫سى‬ ‫سى ‪ ,‬ي َن ْ َ‬ ‫سى ‪ ,‬ن َن ْ َ‬ ‫سى ‪ and‬أن ْ َ‬ ‫ت َن ْ َ‬
‫)‪(b‬‬ ‫سة( ‪the declension of the five verbs‬‬
‫م َ‬ ‫ال ْ َ‬
‫خ ْ‬ ‫عال‬ ‫ف َ‬ ‫‪) , that is, the‬ال َ ْ‬
‫َ‬
‫رع‬ ‫ضا ِ‬ ‫م َ‬ ‫عل ال ْ ُ‬ ‫ف ْ‬‫ن ‪ when it has the‬ال ْ ِ‬ ‫ة ‪ , the‬أِلف الث ْن َي ْ ِ‬ ‫ع ِ‬
‫ما َ‬ ‫واو ال ْ َ‬
‫ج َ‬ ‫َ‬ ‫‪and‬‬
‫ة‬ ‫َ‬
‫خاطب َ ِ‬ ‫م َ‬ ‫ْ‬
‫‪َ suffixed to it:‬ياء ال ُ‬
‫ن‬‫و َ‬ ‫ن ‪ ,‬ت َك ْت ُب ُ ْ‬ ‫ن ‪ ,‬ي َك ْت ُب ُ ْ‬
‫و َ‬ ‫ن ‪ ,‬ت َك ْت َُبا ِ‬
‫ن ‪ and‬ي َك ْت َُبا ِ‬
‫‪ , and has the‬ت َك ْت ُب ِي ْ َ‬
‫‪combination:‬‬
‫ن‬
‫و ِ‬ ‫ح ْ‬
‫ذف الن ّ ْ‬ ‫ون – َ‬ ‫ح ْ‬
‫ذف الن ّ ْ‬ ‫ون – َ‬
‫الن ّ ْ‬ ‫‪(dropping of the Nun) e.g.‬‬

‫َ‬
‫خاطَب َ ِ‬
‫ة‬ ‫م َ‬‫َياء ال ْ ُ‬ ‫ة‬
‫ع ِ‬‫ما َ‬ ‫ج َ‬‫واو ال ْ َ‬ ‫َ‬ ‫ن‬‫أِلف الث ْن َي ْ ِ‬
‫ن )‪You f.s. write / will‬‬‫ت َك ْت ُب ِي ْ َ‬ ‫ن )‪You m.p. write / will‬‬‫و َ‬ ‫ت َك ْت ُب ُ ْ‬ ‫ت َك ْت َُبا ِ‬
‫ن )‪You d write / will‬‬
‫‪(write‬‬ ‫‪(write‬‬ ‫‪(write‬‬
‫)‪You f.s. will‬‬ ‫ي‬ ‫وا )‪ You m.p. will‬ل َ ْ‬
‫ن ت َك ْت ُب ِ ْ‬ ‫ن ت َك ْت ُب ُ ْ‬ ‫لَ ْ‬ ‫)‪You d will‬‬ ‫لَ ْ‬
‫ن ت َك ْت َُبا‬
‫‪(not write‬‬ ‫‪(not write‬‬ ‫‪(not write‬‬
‫)‪You f.s. did‬‬ ‫ي‬ ‫لَ ْ‬
‫ن ت َك ْت ُب ِ ْ‬ ‫)‪You m.p. will‬‬ ‫وا‬ ‫لَ ْ‬
‫م ت َك ْت ُب ُ ْ‬ ‫)‪You d did‬‬ ‫لَ ْ‬
‫م ت َك ْت َُبا‬
‫‪(not write‬‬ ‫‪(not write‬‬ ‫‪(not write‬‬

‫‪The following table sums up the three declensions in the‬‬ ‫عل‬ ‫ال ْ ِ‬
‫ف ْ‬ ‫‪:‬‬

‫عل ‪Type of‬‬ ‫ال ْ ِ‬

‫ف ْ‬ ‫مة‬‫عل َ َ‬
‫َ‬ ‫ب‬
‫ص ِ‬ ‫عل َ َ‬
‫مة الن ّ ْ‬ ‫َ‬ ‫عل َ َ‬
‫مة‬ ‫َ‬
‫عَرب‬ ‫ال ْ ُ‬
‫م ْ‬ ‫‪:‬‬ ‫ع‬
‫ف ِ‬‫الّر ْ‬ ‫جْزم ِ‬ ‫ال ْ َ‬
‫‪1.‬‬ ‫رع‬ ‫ضا ِ‬‫م َ‬‫ال ْ ُ‬ ‫مة‬
‫ض ّ‬
‫ال ّ‬ ‫حة‬ ‫ال ْ َ‬
‫فت ْ َ‬ ‫سك ُ ْ‬
‫ون‬ ‫ال ّ‬
‫ر‬
‫خ ِ‬‫حْيح ال ِ‬ ‫ص ِ‬ ‫ال ّ‬
‫‪2.‬‬ ‫رع‬ ‫ضا ِ‬‫م َ‬‫ال ْ ُ‬ ‫مة‬‫ض ّ‬
‫ال ّ‬ ‫حة‬ ‫فت ْ َ‬‫ال ْ َ‬ ‫ذف‬ ‫ح ْ‬
‫َ‬
‫ر‬‫خ ِ‬‫ل ال ِ‬ ‫عت َ ّ‬ ‫ال ْ ُ‬
‫م ْ‬ ‫قدَّرة(‬ ‫)ال ْ ُ‬
‫م َ‬ ‫هَرة ‪/‬‬ ‫ظا ِ‬ ‫)ال ّ‬ ‫ر‬
‫خ ِ‬
‫ال ِ‬
‫قدَّرة(‬ ‫م َ‬ ‫ال ْ ُ‬
‫‪3.‬‬ ‫عال‬‫ف َ‬‫ال َ ْ‬ ‫ن‬
‫و ِ‬ ‫ث ُب ُ ْ‬
‫وت الن ّ ْ‬ ‫ن‬
‫و ِ‬‫ذف الن ّ ْ‬ ‫ح ْ‬‫َ‬ ‫ذف‬ ‫ح ْ‬‫َ‬
‫سة‬
‫م َ‬ ‫خ ْ‬ ‫ال ْ َ‬ ‫ن‬
‫و ِ‬
‫الن ّ ْ‬

‫‪19‬‬
 Is the ‫عل‬ َ ْ ‫ ال‬the only place in which the
ِ ‫فا‬ ‫سم‬ْ ‫ ال‬is made ‫وع‬ ْ ‫ف‬ُ ‫مْر‬
َ , the
‫ه‬
ِ ِ ‫ول ب‬
ْ ‫ع‬ ْ ‫م‬
ُ ‫ف‬ َ ْ ‫ ال‬the only place in which it is made ‫وب‬ ْ ‫ص‬
ُ ْ ‫من‬
َ and the ‫ور‬ ْ ‫جُر‬ َ ْ ‫ال‬
ْ ‫م‬
‫جّر‬َ ْ ‫ف ال‬
ِ ‫حْر‬َ ِ ‫ ب‬the only place in which it is made ‫ور‬ ْ ‫جُر‬
ْ ‫م‬ َ ?
The ‫عل‬ َ ْ ‫ ال‬is not the only place in which the ‫سم‬
ِ ‫فا‬ ْ ‫ ال‬is made ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ , nor the
‫ه‬
ِ ِ ‫ول ب‬ ْ ‫ع‬ ْ ‫م‬
ُ ‫ف‬ َ ْ ‫ ال‬the only place in which it is made ‫وب‬ ْ ‫ص‬ُ ْ ‫من‬
َ nor the ‫ور‬ ْ ‫جُر‬ ْ ‫م‬َ ْ ‫ال‬
‫جّر‬ َ ْ ‫ف ال‬ ِ ‫حْر‬ َ ِ ‫ ب‬the only place in which it is made ‫ور‬ ْ ‫جُر‬ْ ‫م‬َ . There is a total of six
places in which the ‫سم‬ ْ ‫ ال‬is made ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ and are referred to as the
‫عات‬ َ ‫و‬
ْ ‫ف‬ ُ ‫مْر‬ ْ
َ ‫ ال‬, a total of eleven places in which it is made ‫وب‬ ْ ‫ص‬
ُ ْ ‫من‬
َ and are referred
to as the ‫بات‬ َ ‫و‬ْ ‫ص‬ َ ْ ‫ ال‬and a total of two places in which it is made ‫ور‬
ُ ْ ‫من‬ ْ ‫جُر‬ ْ ‫م‬ َ and are
referred to as the ‫رات‬ َ ‫و‬ْ ‫جُر‬ َ ْ ‫ ال‬. Besides these nineteen places there are also four
ْ ‫م‬
secondary places called the ‫بع‬ ِ ‫وا‬َ ّ ‫( الت‬followers) in that they merely follow the preceding
‫سم‬ ْ ‫ ال‬in its specific declension or ‫عَراب‬ ْ ِ ‫ ال‬. In other words, they have no
declension of their own and are dependent on the declension of the preceding ‫سم‬ ْ ‫ال‬
for their declension.

The following is a general treatment of the ‫عات‬

َ ‫و‬
ْ ‫ف‬ َ ْ ‫ال‬
ُ ‫مْر‬ , the ‫بات‬
َ ‫و‬
ْ ‫ص‬ َ ْ ‫ ال‬and the
ُ ْ ‫من‬
‫وَرات‬
ْ ‫جُر‬ َ ْ ‫ال‬
ْ ‫م‬ as well as the ‫بع‬
ِ ‫وا‬
َ ّ ‫ الت‬which focuses on a basic definition and
illustration of each of the nineteen places of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬and the four ‫واِبع‬
َ ّ ‫ الت‬:

20
 The ‫عات‬
َ ‫و‬
ْ ‫ف‬ َ ْ ‫ال‬
ُ ‫مْر‬

1. The ‫عل‬ َ ْ ‫ ال‬is an ‫سم‬

ِ ‫فا‬ ْ ‫ ا‬that is preceded by a ‫وم‬ ْ ُ ‫عل‬
ْ ‫م‬
َ ‫عل‬
ْ ‫ف‬
ِ (active verb)
and denotes the one doing the action indicated by that verb, e.g.

َ ‫ب ال ْك َِتا‬
‫ب‬ ّ ‫قَرأ َ ال‬
ُ ِ ‫طال‬ َ (The student read the book)

2. The ‫عل‬ َ ْ ‫ال‬

ِ ‫فا‬ ‫َناِئب‬ is an ‫سم‬
ْ ‫ ا‬that is preceded by a ‫ول‬
ْ ‫ه‬
ُ ‫ج‬
ْ ‫م‬
َ ‫عل‬
ْ ‫ف‬
ِ
(passive verb) and takes the place of the ‫عل‬ َ ْ ‫ال‬
ِ ‫فا‬ after the latter has been dropped,
e.g.

ُ ‫ئ ال ْك َِتا‬
‫ب‬ َ ‫ر‬ ُ
ِ ‫ق‬ (The book was read)

3. The ‫دأ‬ ُ ْ ‫( ال‬subject of nominal sentence) is an ‫سم‬

َ َ ‫مب ْت‬ ْ ‫ ا‬that normally occurs at
the beginning of the sentence and denotes that about which information is given by
what follows it (i.e. by the ‫بر‬ َ ْ ‫) ال‬, e.g.
َ ‫خ‬
‫ضٌر‬
ِ ‫حا‬
َ ‫ب‬ ّ ‫ال‬
ُ ِ ‫طال‬ (The student is present)

4. The ‫بر‬ َ ْ ‫( ال‬predicate) is that which normally follows the

َ ‫خ‬ ‫دأ‬ ُ ْ ‫ال‬
َ َ ‫مب ْت‬ and gives
information about the ‫دأ‬ ُ ْ ‫ ال‬, e.g.
َ َ ‫مب ْت‬
‫ضٌر‬
ِ ‫حا‬
َ ‫ب‬ ّ ‫ال‬
ُ ِ ‫طال‬ (The student is present)

5. The ‫ن‬ َ "

َ ‫كا‬ ‫سم‬
ْ ‫( "ا‬or the ‫سم‬
ْ ‫ال‬ of one of its sisters) is the ‫دأ‬ ُ ْ ‫ ال‬after it
َ َ ‫مب ْت‬
and its ‫بر‬ َ ْ ‫ ال‬have been acted upon by "‫ن‬
َ ‫خ‬ َ " (or one of its sisters) which causes
َ ‫كا‬
the ‫دأ‬ ُ ْ ‫ ال‬to be ‫وع‬
َ َ ‫مب ْت‬ ُ ‫مْر‬
ْ ‫ف‬ َ ْ ‫ ال‬to be ‫وب‬
َ and the ‫خَبر‬ ْ ‫ص‬
ُ ْ ‫من‬
َ , e.g.
ً ‫ضرا‬
ِ ‫حا‬
َ ‫ب‬ ّ ‫ن ال‬
ُ ِ ‫طال‬ َ
َ ‫كا‬ (The student was present)

6. The ‫ن‬
ّ ِ ‫"إ‬ ‫خَبر‬ َ ْ ‫ال‬
َ " (or the ‫خَبر‬ of one its sisters) is the ‫بر‬ َ ْ ‫ ال‬after it and its
َ ‫خ‬
‫دأ‬
َ َ ‫مب ْت‬ُ ْ ‫ال‬ have been acted upon by "‫ن‬
ّ ِ ‫( "إ‬or one of its sisters) which causes the
‫دأ‬َ َ ‫مب ْت‬ُ ْ ‫ال‬ to be ‫وب‬
ْ ‫ص‬
ُ ْ ‫من‬ َ ْ ‫ ال‬to be
َ and the ‫خَبر‬ ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ , e.g.

‫ضٌر‬
ِ ‫حا‬
َ ‫ب‬ ّ ‫ن ال‬
َ ِ ‫طال‬ ّ ِ‫إ‬ (Indeed, the student is present)

21
 The ‫بات‬
َ ‫و‬
ْ ‫ص‬ َ ْ ‫ال‬
ُ ‫م‬
1. The ‫ه‬
ِ ِ‫ب‬ ‫ول‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ (direct object) is an ‫سم‬
ْ ‫ ا‬on which the action of the
‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬ occurs or to which it is applied, e.g.

َ ‫ب ال ْك َِتا‬
‫ب‬ ّ ‫قَرأ َ ال‬
ُ ِ ‫طال‬ َ (The student read the book)

2. The ‫ه‬
ِ ْ ‫في‬
ِ ‫ول‬ ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫( ال‬adverbial object) is an ‫سم‬
ْ ‫م‬ ْ ‫ا‬ denoting the time or place
in which the action of the ‫عل‬ ِ ْ ‫ ال‬occurs, e.g.
ْ ‫ف‬
َ ّ ‫قَرأ َ ال‬
‫س‬ ُ ْ ‫م ال‬
ِ ‫مدَّر‬ َ ‫ما‬
َ ‫حأ‬َ ‫صَبا‬
ّ ‫ب ال‬
ُ ِ ‫طال‬ َ (The student read this morning in front of
the teacher)

َ
3. The ‫ه‬ ِ ِ ‫جل‬ ُ َ ‫ول ل‬
ْ ‫ل‬/‫ه‬ ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫( ال‬object of purpose / reason / motive) is an ‫سم‬
ْ ‫م‬ ْ ‫ا‬
(usually a mental action) that denotes the purpose or motive for doing the action of the
‫عل‬ ِ ْ ‫ ال‬, e.g.
ْ ‫ف‬
ْ ِ ْ ‫في ال‬ ْ ‫ب َر‬ ّ ‫قَرأ َ ال‬
َ
ِ ‫علم‬ ِ ‫ة‬
ً َ ‫غب‬ ُ ِ ‫طال‬ (The student read out of desire for knowledge)

4. The ‫ه‬
ُ ‫ع‬
َ ‫م‬
َ ‫ول‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ (object of accompaniment) is an ‫سم‬
ْ ‫ ا‬that occurs after
َ ْ ‫ ال‬having the meaning of "‫ع‬
the ‫واو‬ َ ‫م‬
َ " to denote that in whose company (or
presence) or with which the action of the ‫عل‬ ِ ْ ‫ ال‬is done, e.g.
ْ ‫ف‬
ً ‫خاِلدا‬
َ ‫و‬
َ ‫ب‬ ّ ‫قَرأ َ ال‬
ُ ِ ‫طال‬ َ (The student read with Khalid or in his company)

َ ْ ‫مط‬
5. The ‫لق‬ ُ ْ ‫ال‬ ‫ول‬ ْ ‫ع‬
ُ ‫ف‬ْ ‫م‬َ ْ ‫( ال‬absolute / unrestricted object) is an ‫سم‬ْ ‫( ا‬more
specifically the infinitive or ‫در‬َ ‫ص‬ ْ ‫م‬َ of the verb) that is mentioned after a ‫عل‬ْ ‫ف‬
ِ
sharing in the same root or 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.

ً‫قَراءَة‬ ِ ‫ب‬ ُ ِ ‫طال‬ّ ‫قَرأ َ ال‬ َ (The student really read)

‫ة‬ً ‫ع‬َ ْ ‫ري‬ِ ‫س‬َ ‫ة‬ ً َ‫قَراء‬ ِ ‫ب‬ُ ِ ‫طال‬ ّ ‫قَرأ َ ال‬
َ (The student read fast)
‫ن‬ َ
ّ ‫قَرأ ال‬ َ (The student read two readings)
ِ ْ ‫قَراءَت َي‬
ِ ‫ب‬ ُ ِ ‫طال‬

َ ْ ‫( ال‬state or condition) is an ‫سم‬

6. The ‫حال‬ ْ ‫ ا‬that denotes the state or condition of
the ‫عل‬ َ ْ ‫ ال‬or ‫ول‬
ِ ‫فا‬ ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ ال‬at the time the action takes place, e.g.
ْ ‫م‬
ً ‫جاِلسا‬ َ ‫ب‬ُ ِ ‫طال‬ّ ‫قَرأ َ ال‬
َ (The student read sitting or while sitting)
َ ّ ‫قَرأ َ ال‬
‫ه‬ َ َ ‫ما‬
ُ ‫م‬ َ ‫وعا ً أ‬ْ ‫ف‬ُ ‫مْر‬
َ ‫ب‬ َ ‫ب ال ْك َِتا‬
ُ ِ ‫طال‬ َ (the student read the book raised in front
of him)

22
 7. The ‫يز‬
ْ ِ ‫مي‬
ْ ّ ‫( الت‬specification or specifier) is an ‫سم‬
ْ ‫ ا‬that specifies what is
actually meant or intended by a preceding vague ‫سم‬
ْ ‫ا‬ , e.g.

‫ة‬
ً ‫ح‬ ْ ‫ص‬
َ ‫ف‬ َ ‫ن‬
َ ْ ‫ري‬ ْ ‫ع‬
ِ ‫ش‬ ِ ‫ب‬ ّ ‫قَرأ َ ال‬
ُ ِ ‫طال‬ َ (The student read twenty pages)

8. The ّ ‫بـ"إ ِل‬

ِ‫ست َث َْنى‬ْ ‫م‬ُ ْ ‫( "ال‬excepted / excluded by means of "ّ ‫ ) "إ ِل‬is an ‫سم‬
ْ ‫ا‬
mentioned after "ّ ‫ "إ ِل‬to denote that is excluded from what is mentioned before " ّ ‫ "إ ِل‬,
e.g.

ً‫حدَة‬
ِ ‫وا‬
َ ‫ة‬
ً ‫ح‬ ْ ‫ص‬
َ ‫ف‬ َ ‫ب ال ْك َِتا‬
َ ّ ‫ب إ ِل‬ ّ ‫قَرأ َ ال‬
ُ ِ ‫طال‬ َ (The student read the book except
one page)

9. The ‫دى‬ ُ ْ ‫( ال‬vocative / addressee) is an ‫سم‬

َ ‫مَنا‬ ْ ‫ ا‬mentioned after "‫ "َيا‬or 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.

‫ة‬
ِ ‫س‬ َ ْ ‫دي َْر ال‬
َ ‫مدَْر‬ ِ ‫م‬
ُ ‫َيا‬ (O Principal / Headmaster of the school)

10. The ‫ن‬ َ "

َ ‫كا‬ ‫خَبر‬ َ ْ ‫ ال‬of one of its sisters) is the is the ‫خَبر‬
َ " (or the ‫خَبر‬ َ ْ ‫ ال‬after it
and its ‫دأ‬ ُ ْ ‫ ال‬have been acted upon by "‫ن‬
َ َ ‫مب ْت‬ َ " (or one of its sisters) which causes
َ ‫كا‬
the ‫دأ‬
َ َ ‫مب ْت‬ُ ْ ‫ ال‬to be ‫وع‬ ْ ‫ف‬ُ ‫مْر‬
َ and the ‫خَبر‬ َ ْ ‫ ال‬to be ‫وب‬ ْ ‫ص‬
ُ ْ ‫من‬
َ , e.g.
ً ‫ضرا‬
ِ ‫حا‬
َ ‫ب‬ ّ ‫ن ال‬
ُ ِ ‫طال‬ َ
َ ‫كا‬ (The student was present)

11. The ‫ن‬

ّ ِ ‫"إ‬ ‫سم‬
ْ ‫( "ا‬or the ‫سم‬
ْ ‫ال‬ of one of its sisters) is the ‫دأ‬ ُ ْ ‫ال‬
َ َ ‫مب ْت‬ after it and
its ‫بر‬ َ ْ ‫ ال‬have been acted upon by "‫ن‬
َ ‫خ‬ ّ ِ ‫( "إ‬or one of its sisters) which causes the
‫دأ‬ ُ ْ ‫ال‬
َ َ ‫مب ْت‬ to be ‫وب‬
ْ ‫ص‬
ُ ْ ‫من‬ َ ْ ‫ ال‬to be
َ and the ‫خَبر‬ ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ , e.g.

‫ضٌر‬
ِ ‫حا‬
َ ‫ب‬ ّ ‫ن ال‬
َ ِ ‫طال‬ ّ ِ‫إ‬ (Indeed, the student is present)

23
 The ‫رات‬
َ ‫و‬
ْ ‫جُر‬ َ ْ ‫ال‬
ْ ‫م‬
1. The ‫ر‬ َ ْ ‫ال‬
ّ ‫ج‬ ‫ف‬ِ ‫حْر‬ َ ِ ‫وق ب‬ْ ُ ‫سب‬ َ ْ ‫ ال‬is an ‫سم‬
ْ ‫م‬ ْ ‫ ا‬that is governed by one of
approximately seventeen ‫ر‬ ّ ‫ج‬َ ْ ‫وف ال‬ ْ ‫حُر‬
ُ , e.g.
‫ل‬
ِ ‫ص‬
ْ ‫ف‬َ ْ ‫في ال‬
ِ ‫ب‬ ّ ‫قَرأ َ ال‬
ُ ِ ‫طال‬ َ (The student read in the classroom)

ِ ْ ‫إ ِل َي‬
2. The ‫ه‬ ‫ضاف‬ َ ‫م‬ ُ ْ ‫( ال‬the noun annexed to) is an ‫سم‬ ْ ‫ ا‬to which a preceding
‫سم‬ ْ ‫ – ا‬called the ‫ضاف‬ َ ‫م‬ ُ ْ ‫ – ال‬is annexed such that the former is always in a
state of ‫ر‬ َ ْ ‫ ال‬and at the same time the ‫ضاف‬
ّ ‫ج‬ َ ‫م‬ُ ْ ‫ ال‬gains specificity from the
ِ ْ ‫ضاف إ ِل َي‬
‫ه‬ َ ‫م‬ ُ ْ ‫ ال‬if the latter is indefinite or definiteness if the latter is definite, e.g.
‫ة‬
ٍ ‫س‬َ ‫مدَْر‬َ ‫دي ُْر‬ ِ ‫م‬ ُ (A director of a school / a school director)
‫ة‬ِ ‫س‬َ ‫مدَْر‬َ ْ ‫دي ُْر ال‬ِ ‫م‬
ُ (The director of the school / the school director)

24
 The ‫واِبع‬
َ ّ ‫الت‬
All ‫بع‬ِ ‫وا‬
َ َ ‫( ت‬followers) follow the preceding word – called the ‫وع‬ َ ْ ‫( ال‬the word that is
ْ ُ ‫مت ْب‬
followed) – in its declension or place of declension, and are four in number: the
‫فة‬ َ ‫ص‬
ّ ‫ ال‬/ ‫عت‬ َ َ ‫( ال ْب‬substitute), the
ْ ّ ‫( الن‬descriptive / qualifying adjective), the ‫دل‬
‫وك ِْيد‬
ْ ّ ‫الت‬
(corroborative) and the ‫ق‬ ْ ‫ع‬
ِ ‫س‬
َ ّ ‫الن‬ ‫طف‬ َ (conjoined by means of
conjunction)

َ ‫ص‬
1. The ‫فة‬ ّ ‫ال‬ / ‫عت‬
ْ ّ ‫الن‬ is a ‫بع‬
ِ ‫( َتا‬follower) in the form of a descriptive noun
which describes a quality in the noun which it follows (called the ‫وت‬
ْ ‫ع‬ َ ْ ‫ال‬
ُ ْ ‫من‬ or
‫وف‬
ْ ‫ص‬
ُ ‫و‬ َ ْ ‫ال‬
ْ ‫م‬ ), and apart from following it in declension it also follows it in gender,
number and definiteness and indefiniteness, e.g.

ُ‫دي ْد‬ ِ ‫ج‬ َ ْ ‫ال‬ ‫ب‬

ُ ِ ‫طال‬ ّ ‫ال‬ َ‫جاء‬ َ
َ
‫د‬
َ ْ ‫دي‬ ِ ‫ج‬ َ ْ ‫ال‬ ‫ب‬ َ ِ ‫طال‬ ّ ‫ال‬ ُ ْ ‫سأل‬
‫ت‬ َ
‫د‬ ِ ْ ‫دي‬
ِ ‫ج‬ َ ْ ‫ال‬ ‫ب‬ِ ِ ‫طال‬ ّ ‫ال‬ َ
‫على‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ
َ َ ‫ ال ْب‬is a ‫ َتاِبع‬that replaces the ‫وع‬
2. The ‫دل‬ َ ْ ‫( ال‬called the ‫ه‬
ْ ُ ‫مت ْب‬ ُ ْ ‫من‬
ِ ‫دل‬ ُ ْ ‫ال‬
َ ْ ‫مب‬ )
in meaning by either being the whole of the ‫نه‬ ْ ‫م‬
ِ ‫دل‬ ُ ْ ‫ال‬
َ ْ ‫مب‬ , or a part of it, or a
quality in it, or rectification of it, etc. e.g.

‫د‬
ٌ ْ ‫ب َزي‬ ُ ِ ‫طال‬ ّ ‫جاءَ ال‬
َ (The student, Zaid, came)
ً ‫ب َزْيدا‬ ّ ‫ت الب‬ َ
َ ِ ‫طال‬ ُ ْ ‫سأل‬ َ (I asked the student, Zaid)
‫د‬ٍ ْ ‫ب َزي‬
ِ ِ ‫طال‬ ّ ‫عَلى ال‬ َ ‫ت‬ ُ ‫م‬ْ ّ ‫سل‬
َ (I greeted the student, Zaid)

ُ‫ده‬ ُ َ‫ي‬ ‫ب‬ُ ِ ‫طال‬ ّ ‫ال‬ ‫ب‬

َ ‫ر‬ ِ ‫ض‬
ُ (The student, his hand, was hit i.e. the student’s hand was hit))
‫ه‬
ُ ‫د‬ َ َ‫ي‬ ‫ب‬ َ ِ ‫طال‬ ّ ‫ال‬ ‫ت‬ُ ْ ‫ضَرب‬
َ (I hit the student, his hand i.e. I hit the hand of the student)
‫ه‬ ِ ‫د‬ ِ َ‫ي‬ ‫ب‬
ِ ِ ‫طال‬ ّ ‫ال‬ ‫ت إ َِلى‬ ُ ‫( ن َظَْر‬I saw the student, his hand i.e. I saw the student’s
hand)

‫ه‬ ُ ْ ‫عل‬
ُ ‫م‬ ِ ‫ب‬ ّ ‫َزادَ ال‬
ُ ِ ‫طال‬ (The student increased, his knowledge i.e. the student’s
knowledge increased)
‫ه‬ َ ْ ‫عل‬
ُ ‫م‬ ِ ‫ب‬ ّ ‫ب ال‬
َ ِ ‫طال‬ ِ ُ‫أ‬
ّ ‫ح‬ (I love the student, his knowledge i.e. I love the student’s
knowledge)
‫ه‬ ِ ْ ‫عل‬
ِ ‫م‬ ِ ‫ب‬ ّ ‫ن ال‬
ِ ِ ‫طال‬ َ ‫م‬
ِ ‫ت‬
ُ ْ ‫جب‬
ّ ‫ع‬
َ َ‫ت‬
(I was amazed at the student, his knowledge i.e. I
was amazed at the student’s knowledge)

ٌ‫خال ِدٌ َزي ْد‬َ َ‫جاء‬

َ [Khalid (I mean) Zaid, came]
ً ‫خاِلدا ً َزْيدا‬ َ
َ ‫ت‬ُ ْ ‫سأل‬ َ [I asked Khalid (I mean) Zaid]
‫د‬ٍ ْ ‫د َزي‬
ٍ ِ ‫خال‬َ ‫عَلى‬ َ ‫ت‬ ُ ‫م‬ْ ّ ‫سل‬
َ [I greeted Khalid (I mean) Zaid]

25
 3. The ‫وك ِْيد‬
ْ ّ ‫ الت‬is a ‫ َتاِبع‬that corroborates and reinforces the ‫وع‬ َ ْ ‫( ال‬called
ْ ُ ‫مت ْب‬
ُ ّ ‫ؤك‬
the ‫د‬ ُ ْ ‫ ) ال‬by eliminating any forgetfulness or metaphorical meaning on the part
َ ‫م‬
of the speaker, e.g.

‫دي ُْر‬
ِ ‫م‬ ُ ْ ‫ال‬ ‫دي ُْر‬
ِ ‫م‬ ُ ْ ‫ال‬ َ‫جا َء‬
َ (The principal, the principal came)
َ
‫دي َْر‬ِ ‫م‬ ُ ْ ‫ال‬ ‫دي َْر‬ ِ ‫م‬ ُ ْ ‫ال‬ ‫ت‬ُ ْ ‫سأل‬ َ (I asked the principal, the principal)
‫ر‬
ِ ْ ‫دي‬ ِ ‫م‬ ُ ْ ‫ال‬ ‫ر‬
ِ ْ ‫دي‬ِ ‫م‬ ُ ْ ‫ال‬ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the principal, the principal)

‫ه‬ُ ‫س‬ُ ‫ف‬ ْ َ‫ن‬ ‫دي ُْر‬

ِ ‫م‬ ُ ْ ‫ال‬ َ‫جا َء‬
َ (The principal himself came)
َ
‫ه‬ ُ ‫س‬َ ‫ف‬ ْ َ‫ن‬ ‫دي َْر‬ ِ ‫م‬ ُ ْ ‫ال‬ ‫ت‬ُ ْ ‫سأل‬ َ (I asked the principal himself)
‫ه‬
ِ ‫س‬ ِ ‫ف‬ ْ َ‫ن‬ ‫ر‬
ِ ْ ‫دي‬ِ ‫م‬ ُ ْ ‫ال‬ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the principal himself)
‫م‬
ْ ‫ه‬ ُ ّ ‫ك ُل‬ ُ ّ ‫الطّل‬
‫ب‬ َ‫جاء‬
َ (All the students came)
َ
‫م‬ْ ‫ه‬ ُ ّ ‫ك ُل‬ ‫ب‬َ ّ ‫الطّل‬ ُ ْ ‫سأل‬
‫ت‬ َ (I asked all the students)
ّ ِ ّ ‫الطّل‬ ‫عَلى‬ ْ ّ ‫سل‬
‫م‬ ْ ‫ه‬ ِ ‫ك ُل‬ ‫ب‬ َ ‫ت‬ُ ‫م‬ َ (I greeted all the students)
4. The ‫ق‬ ْ ‫ع‬ ْ ُ ‫عط‬ َ ْ ‫ ) ال‬is a ‫ َتاِبع‬that follows the ‫وع‬ َ ْ ‫ال‬
ِ ‫س‬
َ ّ ‫الن‬ ‫طف‬ َ (or ‫وف‬ ْ ‫م‬ ْ ُ ‫مت ْب‬
ِ ْ ‫عل َي‬
(called the ‫ه‬ َ ‫وف‬ْ ُ ‫عط‬ َ ْ ‫ ) ال‬via one of the nine particles of ‫طف‬
ْ ‫م‬ ْ ‫ع‬َ ْ ‫( ال‬referred
to as “conjunctions”), e.g.

‫د‬
ٌ ِ ‫خال‬ َ ‫و‬ َ ٌ‫جاءَ َزي ْد‬ َ (Zaid and Khalid came)
ٌ‫خال ِد‬ َ ‫ف‬ َ ٌ‫جاءَ َزي ْد‬ َ (Zaid, then Khalid came immediately thereafter)
ٌ‫خال ِد‬ َ ‫م‬ ّ ُ ‫جاءَ َزي ْدٌ ث‬ َ (Zaid, then Khalid came a while thereafter)
‫د‬ َ
ٌ ِ ‫خال‬ َ ‫و‬ ْ ‫جاءَ َزي ْدٌ أ‬ َ (Zaid or Khalid came)
َ َ
ٌ‫خال ِد‬ َ ‫م‬ ْ ‫جاءَ أ‬ َ ٌ‫( أَزي ْد‬Did Zaid or Khalid come?)
ٌ‫خال ِد‬ َ ‫حّتى‬ َ ‫ب‬ ُ ّ ‫جاءَ الطّل‬ َ (The students came, even Khalid)
‫د‬
ٌ ِ ‫خال‬ َ ‫ن‬ َ
ْ ِ ‫جاءَ َزي ْدٌ لك‬ َ ‫ما‬َ (Zaid did not come but Khalid did)
ٌ‫خال ِد‬ َ ‫ل‬ ْ َ ‫جاءَ َزي ْدٌ ب‬ َ ‫ما‬ َ (Zaid did not come but Khalid came instead)
ٌ‫خال ِد‬ َ َ ‫جاءَ َزي ْدٌ ل‬ َ (Zaid – not Khalid – came)

26