Mīzān al-Ṣarf

1) An introduction to the Arabic language with ṣarf as its gateway, including:

• its waḍʿ (conceptual designation)

• its historical development

• its major scholars

• the methodological distinctions between the Baṣran and Kūfan schools

2) An introduction to the teaching of Arabic within the late-classical madrasa curriculum, with particular attention to the Farangī Maḥall, including its objectives and pedagogical ordering.

3) Reference to instructional guidance transmitted within the Farangī Maḥall tradition, such as the principles articulated by Mullā ʿAbd al-Bārī Farangī Maḥallī.

4) The positioning of Mīzān al-Ṣarf within late-classical curricula as the formal entry point into the science of ṣarf.

5) A discussion of the author of Mīzān al-Ṣarf.

6) The Muqaddimah transmitted with Mīzān al-Ṣarf as a pedagogical introduction and synoptic overview of the science of ṣarf, irrespective of strict authorship attribution.

7) Why any serious curriculum in ṣarf requires an introductory grounding in terminology.

8) If time permits:

• the khuṭbah of the Muqaddimah

• the definition, subject-matter, and purpose of Arabic morphology

Grand-Scheme Opening:

By the end of this session, Arabic is no longer perceived as a language to memorise, but as a structured science entered through clearly defined gateways.

Text Focus:

1) Lafẓ (utterance / phonetic expression):

• lafẓ muhmal → unassigned utterance

• lafẓ mustaʿmal → assigned utterance

• mufrad → simple expression

• murakkab → composite expression

2) Kalimah (word) and its three divisions:

• Ism → noun

• Fiʿl → verb

• Ḥarf → particle

3) Nouns:

• Maṣdar → source noun

• Jāmid → underived noun

• Mushtaq → derived noun

4) Verbs:

• Māḍī → past tense

• Muḍāriʿ → imperfect (present–future) tense

• Amr → imperative

5) Particles:

• Ḥurūf al-tahajjī → alphabetic letters

• Ḥurūf al-mabānī → structural letters

• Ḥurūf al-maʿānī → meaning-bearing particles

Grand-Scheme Opening:

By the end of this session, the student possesses the conceptual alphabet of Arabic grammar, enabling meaningful classification and analysis before formal morphological or syntactic rules are introduced.

Text Focus:

1) An explanation of what the Mīzān (morphological scale / template) represents and how it functions within the science of ṣarf.

2) Root structures:

• Mujarrad → basic (unaugmented) roots

• Mazīd fīh → augmented forms

3) Root lengths:

• Thulāthī → triliteral

• Rubāʿī → quadriliteral

• Khumāsī → quinqueliteral

4) Types of wazan (patterns):

• Wazan ṣarfī → morphological pattern

• Wazan ṣūrī → formal pattern

• Wazan ʿurūḍī → prosodic pattern

5) Vowel classifications:

• Ḥarakāt iʿrābiyyah → inflectional vowels

• Ḥarakāt bināʾiyyah → fixed vowels

• Ḥarakāt mushtarakah → shared vowels

6) Opening of the seven morphological classes (haft aqṣām):

• Ṣaḥīḥ → sound forms

• Maḥmūz → hamzated forms

• Muḍāʿaf → doubled forms

Grand-Scheme Opening:

By the end of this session, Arabic morphology is no longer encountered as just a list of forms to memorise, but understood as a coherent generative mechanism governed by structure and pattern.

Text Focus:

1) Completion of the seven morphological classes (haft aqṣām):

• Muʿtall → weak forms

• Ḥurūf al-ʿillah → weak letters (wāw, yāʾ, alif)

• Mithāl → initial weak

• Ajwaf → hollow

• Nāqiṣ → final weak

2) Lafīf forms:

• Maqrūn → combined weak

• Mafrūq → separated weak

3) Clarification of what Mīzān al-Ṣarf will later expand upon in tafṣīl (detailed study).

Introduction to naḥw (syntax):

• its definition

• its subject-matter

• its purpose

4) Applied illustration (e.g. through the basmalah), demonstrating:

• ṣarf and naḥw functioning together within a single textual unit

Roadmap for continued training in classical Arabic within the late-classical curriculum.

Grand-Scheme Consolidation:

By the end of this session, the student will have crossed the first real gateway into classical Arabic, possessing a complete conceptual map of ṣarf and a clear understanding of how it opens directly into the study of naḥw.

A taqrīr is a structured articulation of passages from a text in any science, intended to establish its principles firmly in the mind through clarity, organisation, and sound understanding. 

In this course, students who wish to engage more deeply will be invited to complete an applied taqrīr analysing a short, unseen passage drawn from within the Farangī Maḥall corpus—a passage that presupposes the principles of ṣarf studied during the course.

The aim of the exercise is to assess whether the student can apply the conceptual map of ṣarf they have learned to a new, but structurally aligned, text.

Recognition

One exemplary taqrīr will be recognised for its clarity and organisation, and will be granted complimentary enrolment into the year-long full Arabic programme launching after Ramadan.

Participation in the taqrīr is entirely optional and is intended for students who wish to test and consolidate their understanding.

Why This Matters

In the classical madrasa tradition, progress was marked not by passive attendance, but by the ability to articulate and apply what one had learned. This exercise reflects that tradition, while remaining proportionate to the scope of a Ramadan course.