week 4.4 transcript negation

Week 4.4 : Negation via and

So we're now ready to wrap up the fourth week of class and this is the presentation for Week 4. It's focusing on the variations of the verb. Very similar to how we did with the ! , that in the first week of class we gave you "#$% ,#$% ,'#$%. The basic ! Table with its passive and negative versions: "#$% ,"#% ,"#$% ,"#% . Then in Week 2, instead of starting the brand new major next verb, we spent time giving you variations of the ! through ()* and through the use of +, resulting in ten variations for the Past-Tense Verb. Concurrently we were practicing those in the Wednesday session. In Week 3 we moved

forward with the and now we're in Week 4, so what we do is we give you variations for the . By the end of today's presentation you're going to have four new tables. Two of them will be (, and two of them will be (-.

What exactly is (,? What exactly is (-?

The grammar people will tell you that (, and (- are (. (particles). More specifically they're governing agent particles. Not only will they influence the meaning - they will indicate

within meanings of the verb that could otherwise not be indicated upon, because that's the

function of every (.. Not only that, but they will also change the way the verb looks. They will induce a particular change in the ending. Not on all of them. The two plural feminines

will be exempt from this change as we will see throughout this presentation.

So at the end of it, you'll end up with four new tables. Add them onto your list and we will

be at eighteen when you add them all up. Ten ! , the four that were given last week;

Week 4.4: Lam and Lan 2

Shariah Program 2003-2012

"# (/$0, "# (/$0 and the two negatives "# (/$0 1, "# (/$0 1 and by the end of today's presentation you're going to have four more.

So here too, I'd like to suggest that you watch this presentation without any distractions and

maximize the screen when the writing becomes small. When we try to fit all fourteen

conjugations on the screen, at that point you might want to maximize the size of the screen

so you can read it all. If you're not able to do that, then underneath this video you'll find the

document where all the tables will be typed out for you. You can print that out and use that.

Just focus on the development, noting the slight differences, and by the end of the

presentation 23 +4 you will have memorized the great portion of what we're giving you. So that means that after the presentation is over, you don't have to sit down and tediously

rote memorize it. That's not what we want for you. We want for you to naturally,

organically, have the tables memorized by the end of the presentation itself. So it might

seem like a big task, but I am hopeful that you will have achieved it 23 +4 just by the way I present it. Hopefully. So let's go ahead.

Variations of the

These are variations of the verb. (, and (- will be added to the beginning of both the active and passive versions of the verb. So "# (/$0 would have the (, and the (- occur before it. Same thing with "# (/$0 and this will result in four new tables:

The active (, table is "# (/$0 (,. The passive (, table is $0 "# (/ (,.

The active (- table will be ("# (/$0 (- and the passive (- table will be $0 ("# (/ (-.

Clearly you can see that the end of the verb is changing. Earlier we had "# (/$0, "# (/$0. So in the top two tables, the last letter of the verb is changing to a 67% and then in the bottom two tables, the last letter of the verb, the (- position of the verb is changing to a +'8. Clearly that's based on grammar. It's based on the particular governing that (, does as opposed to what (- does to the end of the verb. That's explained through grammatical states.

So the verb does have states. That's what we can see on the screen: that the verb experiences grammatical states, just like )(09 experiences grammatical states. So )(09



could become :)(09, ;)(09,



languages do it through sequence. The method that the Arab people have developed is the

most superior method. Remember that?

I can do the same thing for verbs. It will be different. It wouldn't be like the way )(09 s need and necessity is explained. So it's required and it's needed in the case of )(09 because without it there would be mass confusion. Similarly it's required within the case of verbs. Note that everything I'm telling you right now is off-topic, because I want you to

understand the difference.

The '@-based discussion speaks about the Why? and the based discussion speaks about the What?

Basically throughout this presentation we want to give you two pieces of information:

1) What meaning impact does (, and (- have on the verb? So how does (, change the meaning of the verb? How does (- change the meaning of the verb?

2) What exact change occurs? Some of it you're seeing on the screen already right now,

and then we'll tell you the particular change that is induced by (, and (- on all 14. By the end of it you'll have the tables of 14 and you'll know the translations of all of that.

So that's pretty much it for this presentation.

The grammar behind it and the why and the need and the necessity and the wisdom will all

come when we re-introduce the topic from a grammar perspective. Does that make sense?

Hopefully you got that because this is an important distinction.

The problem I have with the Fundamentals of Classical Arabic book is that the author in that

book has not made this distinction and he sort of mixed up the grammar and the of the verbs and it's not really clear. Is he speaking from a perspective, or is he speaking from a grammar perspective?

So if you have that book we sent in the introductory package, I want you to pay attention to

that. It could have been done better. Not a problem. That book does not make up our core

training. I don't teach from that book. It's there in the package to be a guide for you. It has

some good charts in it, and there is some benefit in it.

So let's proceed. What we'll do is we'll spend the first half of the presentation developing (,. Once we've fully exhausted that, and you know everything there is to know about the



meaning that (, brings about and also the changes that occur due to it, then we'll shift our focus to (- and do the same thing with (-. By the end of it you'll have four tables.

Like I said at the beginning, I'm not going to rush this. So I want you to do two things; I want

you to understand the theory, and also retain and memorize while everything is being

presented. Even though you might not be used to doing that I will just ask you to try it out.

At the end of the video, once you're done, you can give me a percentage and post

underneath the video how you found this presentation and whether you were able to

achieve that goal of memorizing it. So you lift your face off the screen and just rattle off the

conjugations. You'll be surprised, there's a high likelihood you might even be able to do it

without needing to sit down and separately memorize. So let's continue.

Negation via

The verb has a present-future, affirmative meaning. If you want to appreciate the exact changes that (, brings about into the meaning of the verb, you would need to know what the verb had before the entrance of (,.

We told you in the previous presentation that every verb has the capacity of present and future. Simple-present, Present-continuous, and future He helps, He is helping,

He will help are the three translations of a basic verb and in passive it will be He is helped, He is being helped, He will be helped

So when (, comes, here are the changes that it brings about.

1) It makes the translation negative. The affirmation disappears and the verb becomes

negative.

2) It restricts the meaning to the future. Both of those present tenses are gone. The verb

is now restricted and has become future-only. It's specific to future.

3) It adds a degree of emphasis.

Here is the translation for the first one, "He will never help." Single translation. For the

passive the translation will be, "He will never be helped. "(In the future,) he will never be

helped." That's it. That's all you need to know about the meaning change brought about by

adding (, to the beginning of the .



So the affirmative meaning is changed to negative, present tense disappears and the verb

becomes restricted to future. Not only that, but there is a degree of emphasis that's added.

It will become, "He will never help." "He will never be helped."

Change in endings due to :

The five Singulars (#1, #4, #7, #13, #14) that had a ? on the last letter, that last letter will change to a 67% as a result of adding (, to the beginning of the verb.

For example: (/$0 "# , which is conjugation #1, will become "# (/$0 (, and this will happen in all five singulars. #4, #7 will also have the same change, and #13, #14 will also have the same

change. You can see all five of them on the screen. "# (/$0 (,, $ "# (/ (, , "# (/$ (, and those are identical. #4 and #7 are identical, and then finally at the bottom; (, "#($%> , "# (/$A (,. So we're developing the table. Now we have five of them and nine to go

We're going to speak now about the feminine plurals (#6, #12). Nothing happens on the

feminine plurals, so they stay as they were. (# (/$0 , add the (, at the front, it's still ,(# (/$0 (,. ,(# (/$ (, for #12.

The remaining seven conjugations that have +, lose their +. This is true for the duals. #2 +# (/$0 would lose its + when you put the (, at the front it becomes (, # (/$0 . +('# (/$0 will lose it's +, conjugation #3, and when you add (, at the front it will become '# (/$0 (,. The + would drop, the would come and replace it, that (aleph) is silent.

I think we have spoken about the wisdom behind the (aleph). The (aleph) is there in order to not confuse with the that means "and". Like B(C$7 (8

has an (aleph) at the end, so we want to differentiate and we want to know that this means "They" (group of males)

and it doesn't mean "He and" B(C$7 (8, because when you're reading without vowels and

you see a verb that's followed by a , you need to know whether this is the pronoun "they" or is it the other that means "and", a conjunction.

Many letters join, so in this case there wouldn't be any confusion, but some letters don't

join, like the in B(C$7 (8. You would lift your pen off the paper and then write the . In that

case the (aleph) is required so that the reader would know that this is a pronoun that



means "They" (group of males) as opposed to , which is a conjunction. In that case the verb would have a D' . B(C$7 (8

"He" "and". "He sought help and" (B(C$7 (8) versus "They

sought help" (B(C$7 (8). The (aleph) is there for that purpose. Hopefully that's clear.

#10, (E# (/$ would lose its + and become (!# (/$, (!

# (/$ (,.

Let's focus on only the top three. #1 was "# (/$0. (, caused a change in the first one and instead of "# (/$0 it became (, "# (/$0 . In #2 and #3 the dropped: (, # (/$0 , '# (/$0 (,. So you have a la, laa, lu. Very similar to "#$%, #%, #$%' . You see that? (, "# (/$0 , (, # (/$0 , '# (/$0 (, - the top three. So if you can do that, (, "# (/$0 , (, # (/$0 , '# (/$0 (,; that's pretty much half the table, because it's repeated again.

So let's go ahead and see these seven that have the +: four duals, #3, #9, and #10.

+(# (/$0 is representative of all four duals. +('# (/$0 is representative of #3 and #9, because they both have a common ending. #10 is (E# (/$.

Here they are: (, # (/$0 (#2), '# (/$0 (, (#3), (, # (/$0 would be #5 (two females) and (, # (/$ (two males, when youre speaking to two males, # 8), '# (/$ (, (#9), # (/$! (, (#10), # (/$ (, (#11). These are the seven that we just talked about. The seven that have +, they all lose their +.

So what you do now is you take the five singulars and you memorize the top three, because

you already know the singulars. And then here is what you get: (, "# (/$0 , (, # (/$0 , '# (/$0 (,. At this stage it would be worth spending one or two minutes to really make sure you know

that. (, "# (/$0 , (, # (/$0 , '# (/$0 (,. Lift your head off the screen. (, "# (/$0 , (, # (/$0 , '# (/$0 (,.

Now note that what happened here also happens #7, #8, #9. Males. We're talking about

one male, two males, group of males. One male, two males, group of males happens at the

top, (, "# (/$ , (, # (/$ , '# (/$ (,. It also happens #7, #8, #9. You see the screen?

#7, #8, #9: (, "# (/$ , (, # (/$ , '# (/$ (, - identical! The only difference is at the front.



It returns back to what we were talking about last week, that the sign of is not a single letter repeated 14 times, but actually it is one of four letters. Depending on the particular

conjugation, it will either begin with a yaf, a taf, an af, or a naf. You see? So this allows the

recycling of the endings. This allows the endings to be the same. #1, #2, #3; #7, #8, #9. If you

want to look at them within the table, that's how they would look. (, "# (/$0 , (, # (/$0 , # (/$0' (,. Further down (, $ "# (/ , (, $ # (/ , $ # (/' (,.

Now if you can do that from memory, this is more than half the table. At the bottom you're

going to have (, > "#($% , $A "# (/ (,. Obviously, right? (, > "#($% , $A "# (/ (,. That's already taken care of for you.

Now it would be a matter of filling in the females. The one, two, three females when you're

speaking about them, and the one, two, more than 2 females when you're speaking to

them. Here you go, there's the entire table from the very top until the end. I'll go ahead and

recite it for you. (, "# (/$0 , (, # (/$0 , # (/$0' (,, (, $ "# (/ , (, $ # (/ , change the letter at the front - (# (/$0 , (, (group of females) and then we're back to the beginning again, (, $ "# (/ , (, $ # (/ , $ # (/' (,, # (/$0! (,

Remember the polar opposite: $ # (/' (, #9 is when you're speaking to a group of males, and #10 is when you're speaking to one female. Group of males/One female. For a group of

males we have proceeded by a ? . For one female we have a G proceeded by a H . A G proceeded by a H is the polar-opposite of a proceeded by a ? . You know, when you look at the sound that comes from a compared the sound that comes from a G, and ? being the opposite of a H . You see that?

So that's the place, in the entire table, where a student would be likely to make a mistake.

So if you really pay attention to that part and ensure that you don't make a mistake there,

then you've pretty much got the entire table.

(, $ # (/ (#11), (, $ (# (/ , (#12) and then finally (, "#($%> (#13), $A "# (/ (, (#14).

Okay, now I changed the slide if you noticed. The only thing that happened is yaf, yaf, yaf

became yuf, yuf, yuf. Everything else is identical. The table is now a passive table.



(, $0 "# (/ , (, $0 # (/ , $0 # (/' (,, (, $ "# (/ , (, $ # (/ , $0 (# (/ , (,, (, $ "# (/ , (, $ # (/ , $ # (/' (,, $0 # (/! (,, (, $ # (/ ,

(, $ (# (/ , , > (, "#($% , $A "# (/ (,.

We're ready to move onto (-.

Negation via :

(- also negates the verb. Adding (- before the verb is going to do a number of things to the meaning:

1) It's going to make the translation negative.

2) It takes the verb back into the past.

So both the present and future tenses are gone and the verb has now become a negative

past-tense verb. So $0 ("# (/ (- has a very similar meaning to "#$% .

Now obviously there are connotation differences, because in the Arabic language there are

no two structures that are 100% identical. So there will be particular occasions where "#$% would be more appropriate, and $0 ("# (/ (- would not be that appropriate. $0 ("# (/ (- would be used on certain occasions.

Now that would be a matter of rhetoric and Balaagha , and it would be a matter of

surveying in The Qur'an the use of "#$% versus the use of $0 ("# (/ (- and then try to come up with commonalities and differences.

I would say that "#$% is when you're more certain of the non-occurrence of an event, or it would be used with qasam. So if you're swearing an oath and you want to speak about the

non-occurrence of a verb in that context, then "#$% would be impactful. "#$% would be more appropriate.

$0 ("# (/ (- has a degree of rejection in it also; that you're rejecting that the action occurred.

At any rate, it's not our purpose right now to speak about the exact differences between the

two structures. In terms of translation you could use "did not" in both of them and it would

be okay.



So here are the two examples:

B(C$0 (- ( - He did not help

$0 (- B(C ( - He was not helped. Now we're going to go ahead and develop the tables for you.

Change in endings due to :

In the five singulars, the last letter of the verb would receive a +'8 instead of a ? . So "# (/$0 becomes ("#(/$0 (-, and you can go ahead and see that ("#(/$0 (-(#1), (- $ ("#(/ (#4), (- $ ("# (/ (#7),

(- > ("#($% (#13), (- $A ("#(/ (#14).

Again the same thing, the two plural feminines - no change, so they will retain their + and you would get (# (/$0 (- , for conjugation #6 and (- $ (# (/ , for conjugation #12.

Then the remaining conjugations that had the +, the four duals, the #3, #9, and #10, will lose their +. Exactly what happened in (,: $0 # (/ + becomes $0 # (/ , same thing with $ # (/ + , $ # (/ + ,

$ # (/ + - all four duals will lose their + and they will end in an (aleph).

Similarly, the two plural masculines conjugation #3 and conjugation #9 will lose their +, resulting in ('# (/$0. And the (aleph) would come in at the end, a silent (aleph), because of the same wisdom that we mentioned earlier.

Conjugation #10 would lose its + and that would become (!# (/$ (-.

Here's what you get. You get (- # (/$0 (#3), (- ('# (/$0 (#4), # (/$ (- for #5, # (/$ (-(#8), $('# (/ (#9), polar-opposite (!

# (/$ (- for conjugation #10, followed by the dual for that one which is (- # (/$ (#11). Again, focus on #1, #2, #3 and then contrast that with #7, #8, #9.

("# (/$0 (-, # (/$0 (-, (- ('# (/$0 is #1, #2, #3.

(- $ ("# (/ , (- $ # (/ , (- $ ('# (/ is #7, #8, #9.



If you've got that, you have half of the table. You can see it there ("#(/$0 (-, # (/$0 (-, (- ('# (/$0 . Skip the feminine ones for now. (- $ ("#(/ , (- $ # (/ , (- $ ('# (/ would be #7, #8, #9. Now it's a matter of filling in the gaps and achieving the entire table - which you will see on the next

slide.

("# (/$0 (-, # (/$0 (-, (- ('# (/$0 , (- $ ("#(/ , (- $ # (/ , (# (/$0 (- , , (- $ ("#(/ , (- $ # (/ , (- $ ('# (/ , (!# (/$ (-, # (/$ (-,

(- $ (# (/ , , (- > ("#($% , (- $A ("#(/ .

Change the slide. $0 (- ("#(/ , $0 (- # (/ , (- $0 ('# (/ . The only thing that's changed is that the yaf become yuf, and that carries down until the end of the table.

$0 (- ("# (/ , $0 (- # (/ , (- $0 ('# (/ , (- $ ("#(/ , (- $ # (/ , $0 (- (# (/ , , (- $ ("#(/ , (- $ # (/ , (- $ ('# (/ , $ (- (!# (/ , $ (- # (/ ,

(- $ (# (/ , , (- > ("#($% , (- $A ("#(/ .

Don't worry about the speed. There's not much going on here really. It's just a listing, and

it's just variations slight differences from the that we developed in the previous week, in Week 3.

Four new tables:

We now have four new variations of the , and they are:

Active (, - He will never help. The verb is (, $0 (C B .

Passive (, - (, $0 (C B - He will never be helped.

Active (- - He did not help. (- $0 (C (B - did not. It's past. The translation is past-tense.

Passive (- (- $0 (C (B - He was not helped.

So the top two are future-specific negative with emphasis.

The bottom two are past tense, very similar to 0 B and A B . There are Balaagha connotations why we have two. Certain occasions where one would be appropriate, the

other would not.



Now it's debateable about what exactly the differences between A B and (- $0 (C (B are. You can live your life without it. You don't need that right now, so I don't want you asking about

it. Just consider them interchangeable for now, although we know, because of the principle,

that in the Arabic language there are no two structures that are 100% identical.

This concludes the presentation and I hope you got a good amount of value from this and I

hope you were able to memorize the tables by the end of it. If you needed to pause in

between a couple of times, no problem. If you need to watch the entire presentation again,

no problem at all. Let me know what you thought about it underneath the video.

week 4.4 transcript negation

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