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Among the challenges of language acquisition, developing writing proficiency is widely acknowledged as particularly demanding. Learners must not only select appropriate vocabulary but also use it effectively within a specific context. However, the emphasis on writing skill development should not solely lie in memorizing grammatical rules. Rather, grammar should serve as a tool to facilitate clear and effective communication of ideas. Consequently, prioritizing and strategically selecting essential grammar rules for instruction can significantly enhance and expedite the acquisition of writing skills. This research employs a descriptive-analytical method and utilizes a questionnaire to investigate the potential effects of streamlining Arabic grammar instruction on facilitating and accelerating the development of writing skills in Arabic among Persian undergraduate students majoring in Arabic Language and Literature. To achieve this objective, the study employed a researcher-designed questionnaire distributed among a sample of 16 Arabic language teachers and experts. This instrument aimed to identify the relative importance of Arabic grammar components across three proficiency levels: beginner, intermediate, and advanced. Informed by expert opinion, the research proposes a tiered approach to Arabic grammar instruction. At the beginner level, priority is given to mastering structural order and interrogative particles. The intermediate level focuses on relative nouns, causative constructions, and the mood system. Finally, advanced learners concentrate on verbal mode and aspects. Additionally, the findings highlight the experts' emphasis on introducing similar Arabic and Persian grammar rules in the early stages of education, and Arabic-specific rules at higher levels.
 

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Writing assessment literacy(WAL) for second or foreign language (L2) teachers, which refers to teachers’ knowledge, conceptions, and practice of writing assessment in L2 contexts, has lately received attention from scholars. Although there has been significant debate about the impact of contextual and conceptual factors on teachers’ assessment literacy, studies focusing on how such factors influence teachers’ WAL are lacking. The purpose of this qualitative study was to explore the way Iranian English writing teachers' conception of assessment, and macro, meso, and micro contextual variables impact their writing assessment practice. It also looked at how writing teachers make assessment decisions in order to negotiate and find a compromise when their assessment views and beliefs diverge from the assessment policies in their local contexts. The data was collected through semi-structured interviews with ten in-service l2 writing teachers in Iran. The findings show that participants had positive conceptions about formative writing assessments but they stated that they mostly used summative assessment in writing classes. Macro level contextual factors turned out to mostly impacted teachers’ writing assessment practices and conceptions. The results underscored the role of school and work experience in shaping and changing writing assessment conceptions. The findings of this study contribute to our current understanding of WAL development and provision of more efficient assessment training for language teachers in teacher education programs.

 

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Translated literature almost always involves a degree of manipulation of the source text for a certain purpose. Such manipulations are imposed by the ‘patrons’ who try to regulate the relationship between the literary system and the other systems a society is composed of. Working on this fundamental  broadly-acknowledged assumption about translation, the present study aimed at identifying the concepts which are often manipulated in translated literature published in contemporary Iran. It also attempted to spot the manipulative strategies imposed on translations and the counter-manipulative strategies adopted by translators to sidestep those manipulations. Drawing on the findings of the the so-called ‘Manipulation School’ and Dukāte’s typology of manipulation strategies, it did a comparative analysis of the source texts and translated versions of four American novels recently published in Iran. The codification of the data revealed the frowned upon taboo concepts to be descriptions of, or references to, sexual activity, physical contact between the sexes, human body, extramarital relationships, swear words, prostitution, nudity, homoeroticism, alcoholic drinks and dancing. The most frequent manipulation strategies were 1) deletion of the taboo concepts, 2) substitution of the concepts with totally different concepts, and 3) attenuation of the forbidden words, that is to say, expressing them in a more polite, softer language. Although the manipulation mechanism is most effectively in place, the translators seemed to have occasionally applied creative strategies to evade the imposed manipulations. Such counter-manipulative strategies were classified as legitimization, archaism, use of less familiar words, degenderalization, denunciation and borrowing in this study.  

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 cLanguage learning strategies referto behaviors, processes, and approaches in wich the learner receives new information in a purposeful and coherent manner and is used effectively that lead to self-learning, self-control and responsibility. Due to lack of a proper research this study aims to determine the relationship between the use of language learning strategies, learning engagement and writing skills in the Arabic language writing curriculum.This research was descriptive and correlative including 70   female Bachelor students of Arabic Language and Literature of Kharazmi University in 2019. The data was collected using, Oxford learning strategies in language scale (1990), Schafeli et al. (2002) learning engagement scale and Researcher-made writing skills questionnaire. The  data was analyzed using regression analysis. The results showed that there is a positive and significant relationship between the variables of language learning strategies, its components (except emotional strategy) and learning engagement with Arabic writing skills. In addition, it was found that learning strategies in language and learning engagement can explain the variance of 17% for writing skills.The resultsindicate that using of language learning strategies and Improve learning engagement, their writing skills increase. In practical terms, the findings and recommendations of the present study can be introduced as a model for including language learning strategies and enhance learning engagement for learning in curricula.Specifically, use of language learning strategies and the enhance learning engagement in the field of improving the writing skills of Arabic language and literature students is the main contribution of the current study. 

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The present case study had as its aim to uncover the diagnostic and instructional potential of dynamic assessment (DA) in the context of L2 writing during asynchronous computer-mediated communication (ACMC). More precisely, the study investigated the role of ACMC-based DA through e-mail in diagnosing and promoting low-proficiency L2 learners’ writing abilities in an Iranian EFL context. To this end, a case study design was adopted and three low-proficiency students of English as a Foreign Language (EFL) were selected to participate for a time span of ten weeks. The error analysis of learners’ performances in the pretest and posttest sessions led to the detection of a number of writing problems including the content, structural organization, grammatical accuracy, lexical appropriateness, and mechanics. A posterior examination of computer-mediated offline interactions led to the detection of a number of mediational strategies namely ask to revise, identify a problem area, specify the problem area, clarify the error kind, offer a choice and provide an explicit explanation as well as reciprocity patterns including unresponsive, growing autonomy and full autonomy which together helped diagnose the students' writing problems and trace their developmental trajectories. On implication side, it is argued that the ACMC-based DA serves as a strong diagnostic tool that makes a genuine understanding of L2 learners' writing abilities.
Keywords: dynamic assessment, sociocultural theory, asynchronous computer-mediated communication, writing
 

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Transfer of learning from English course to other contexts is one of the most fundamental objectives of EAP instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduates learning ESAP assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. 60 engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.
 

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Among the L2 skills, writing is considered one of the most emotion-wrought aspects of language learning due to the high level of students’ engagement and investment in the composing process. Nevertheless, many L2 teachers have neglected the psychological aspects of writing which can be traced to the profession’s history of emphasizing cognition over emotion. Positive Psychology principles highlight the fact that the students’ success in accomplishing educational tasks such as writing depends not only on their knowledge, effort and perseverance but also their psycho-emotional status. Accordingly, the present study, adopting a correlational design, investigated the associations between 40 Iranian EFL learners' writing performance and their perceptions of a set of positive psychology constructs. The required data were collected based on the students' performance on two essay writing tasks and their responses to the items of L2-specific academic buoyancy, L2 writing mindset and willingness to write questionnaires. The correlation coefficients indicated no statistically significant relationship between the students' writing performance and the positive psychology constructs investigated; nevertheless, there was a significant positive relationship between academic buoyancy and willingness to write variables. In addition, the multiple regression analysis showed that among the subscales of the positive psychology measures, the positive acceptance of academic life and regularity adaptation could best predict the writing performance of the students. The MANOVA results also indicated no statistically significant differences among more-skilled, moderately-skilled and less-skilled student writers in terms of academic buoyancy, mindset and willingness to write.
 

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Language learners find it hard to change a text’s wording and present it differently while maintaining the original meaning in the text. This research therefore examined the effect of concept mapping instruction on summarizing short stories for EFL learners. Two intact grade-eight classes were assigned to experimental (n = 20) and control (n = 18) groups randomly. They summarized a starter-level short story, Drive into danger, using a maximum of 450 words as pretest. Next, the experimental group experienced concept-mapping instruction whereas the latter group received the traditional way of teaching summarization, for six consecutive weeks. Both groups summarized the same story again, based on their instruction, into a 450-word text at a maximum as posttest. Pretest and posttest summaries were assessed in terms of content, organization, vocabulary, and language use. The experimental group positively improved on overall performance, content, and organization, marginally improved on vocabulary, but did not improve on language use. Furthermore, the participants’ feedback on the instructional treatment support the statistical results. The findings offer several instructional implications.

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History of essay writing in Iran dates back to the Sassanid era. It included official documents and personal letters and sometimes the prominent figures’ remarks and sayings as well as moral and religious advice.
In the post-Islam era, one can say that essay writing began by emergence of Dari Persian language during Yakub Leith Ansari’s era. Such people as Mohammad Bin Vasif Sagazi, the document writer of Yakub and later Abolfazl Beihaghi and other writers made efforts in this field.
With the influence of the Persian language and literature on the subcontinent, besides grammar and culture, essay writing captured the attention of literary figures and writers. Such an interest led to the creation of numerous masterpieces in various fields such as epistolary writings, letters of invitation, letters and documents the number of which is many times greater in the subcontinent than those existing in Iran. Most of these masterworks have been composed in verse, seasoned with rhyme and decorated with literal and rhetorical terms. Some of the pieces are combination of verse and prose. Almost all the characteristics of abstruse prose style can be traced in the writings of the Timurid era. Of course some other pieces are also found among these, which have been written in a very simple style.
 

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Being devoid of pleonasm is the feature contributing to the consistency and soundness of writing. The rhetoric scholars classify pleonasm in three types of appropriate, moderate and inappropriate ones.
    As the artistic, beauty and fluency related aspects are put on the sharp focus in the rhetoric books, naturally the inappropriate pleonasm has not been discussed and sometimes has been defined by pointing to one or two examples from poem. But, its place in the prose has not been discussed. In this article, while quoting the lexical and idiomatic definition of pleonasm from some major resources, its usage framework and scope has been determined. Then attempts are made, based on the scientific and theoretical issues, to present by giving examples from today prose – published or not published- the words, expressions and clause used today – affected by various factors including translation- which are the real samples of inappropriate pleonasm and found increasingly in prose and are not so much paid attention and finally result in disorders, unsoundness and vulgarism of the writing.

 

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Throughout the history, women writers, regardless of geographical, historical and cultural variations, have always been faced with the same concerns and challenges. Women's literature depicts a world based on the masculine priorities and logic concerns. So, due to disturbing laws written by men, women writers have tried to use "feminine aesthetic" and find a proper language to express their concerns and aspirations. In this way, they were capable to represent a clear picture of the woman as it should be.  In Iranian and Italian contemporary literature, many women authors have created works based on women's issues. Among these works, we can mention the works of Zoya Pirzad and Alba Deses Pedes who narrate, in a specific manner, the same story about women's challenges and concerns. This paper applies "Theory of the Gynesis in Women Writing" to these two novels formed in two different geographical and cultural origins, and aims to answer the question of how the common characteristics of feminine writing engender fundamental similarities in plot, narrative and characterization? What we can say with certainty is that the characteristics and common factors in both text and meta-text of these two feminine writings engender a realistic and measured image of "women situation" in these two societies

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The Persian works of Abdalrauf Fitrat-e Bukharaie (1886-1938) in Transoxania (mā wara` an-nahr) are of the first new prose and poetry instances of Tajiki Farsi in this region. The Monäzere (Debate) of Modarres-e Bukharaie with a European in India on the new schools, known as Monäzere (Istanbul, 1910), in addition to be the first prose and narrative work of this writer and poet of Transoxania, is the first independent Tajiki Farsi work in new Tajiki Farsi literature in this region, that describes the conflict between modernity and tradition in the form of short novel/long short story. This book is classified under thesis novels, i.e. problem novels so far as content is concerned. The present article tries to criticize and analyze the Monäzere from the view point of structure and story elements and further explore its outstanding role in founding dramatic literature and forming or establishing the new Tajiki Farsi literature in the Bukhara in the early twentieth century.

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Both Jalal-e-Ale Ahmad and Ebrahim-e-Golestan belong to the second generation of Iranian writers. Their close relationships and common experiences in youth have created similarities, especially in the early stories, in their stories. Ale Ahmad expressed his thoughts much earlier than Golestan; however, Ebrahim-e-Golestan has been more accurate and more successful in expressing the same ideas in his fiction. The following paper tries to study these two writers’ works from two dimensions of contexts and techniques. There are many similarities between the contents of their works especially in the first period of writing story.
The similarities between the first series of the stories are of such level that perhaps it can bee said that they were influenced by party-related ideas. From the story techniques, Ale-Ahmad was influenced at the first stage by the French writers in the 19^th century and Golestan was influenced by the American writers such as Hemingway and Twin and Bek who were the recently known writers. The closer their physical relation, the more the differences in their stories is.

 

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Eyn-ol Ghozat Hamedani is one of the prominent scholars and theosophists in the field of literary theory with lots of in-depth studies in this area. In his four excellent works, he has introduced fresh and unique ideas regarding the criticism and interpretation of the literary texts, among which one can point out: the relationship between expression and meaning; words’ connective and separative forms with respect to the meaning and content; the relation between poem and prose, and the mentality and the viewpoint of the reader; the impromptu writing especially in three stags including childhood, the state of wisdom, and the state of being in love. This study intends to analyze Eyn-ol Ghozat Hamedani’s works based on the frameworks proposed by him.

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Nikobakht.N. , PH.D.
Raminnia.M. 
 
Abstract:
 
This article defines and clarifies the concepts and principles of Magical Realism based on the literature critics and opinion makers. Then Ahle Ghargh fiction is analyzed with due regard to magical realism features and specifications.
 
Magical realism is a modern style in contemporary story writing in which the factors of reality and imagine are combined. The result is a work no similar to the story constructive elements. The style includes making use of reality and imagines combination in such a skillful way that all the imaginative and unreal events are seemed completely real and natural and the reader accept it simply. Unlike most of the opinion makers view points, magical realism is a branch of realism school and can not be regarded as a separate literary school for it has special fundamentals and structure and is not new. It is totally coordinated with realism school.
 
Ahle Ghargh fiction is one of the major works written in magical realism based style in our country. It is more and more influenced by this style in characters and atmosphere making. Presence of some imaginative elements such as sea Elf, ugly Giant, main character of the fiction being semi-human and … have classified the fiction as the realism work. The writer have combined the reality and imagination well but reduce its reliability when reports or interpret the events.
 
 

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Logic analysis and attack construction methods are two major approaches in verification of cryptographic protocols. However, it is almost preferable to use both of them for a complete analysis. In this paper, a generic framework for the integration of the two verification approaches is presented. Using the framework we can propose analysis methods in which security properties and breach scenarios of the properties in a protocol can be verified in a unified manner. The focus on this paper is on a computational model of the protocols as the major component of the framework. The operational interpretation of the computational model with a term rewriting system (TRS) is presented too. To specify an intended protocol, we can represent it as a set of individual steps, and then using a transformation algorithm, a terminated and confluent TRS is generated automatically. This TRS is used to construct a special representation of the protocol named the protocol execution path, which can be used as the base of various verification schemes. Specification and verification of a sample protocol is presented too.

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Gholam-Hossein-Zadeh.Gh., ,PH.D.

Taheri,Gh., PH.D.

Rajabi.Z., PH.D.

 
Abstract:
 
Molavi is one of the greatest mystical storytellers in Persian literature who has adopted storytelling to convey didactic and mystical notions. Molavi’s Masnavi remains a well-known work throughout the world thanks to his intelligence in understanding the concerns and dimensions of human soul as well as to his grasp of the social traits of the readership, plus his superb skills in applying the delicate techniques of storytelling. It is quite surprising that he had such a mastery of storytelling techniques some seven centuries ago, while critics have only recently discovered its subtleties and techniques. Among these techniques is the skillful use of the time element in narratives. Over the past decades, a French researcher has elaborated on temporality in narratives, presenting his views under three topics – order, continuity, and frequency. His theory is well known.
   In this paper we will try to show, based on the French scholar’s theory, how Molavi has utilized the time element in the tale “The Tribal Arab Dervish and His Wife”. We will also attempt to understand how and to what extent he has made choices in temporal and actual terms, moving from chronological time to textual time. These choices and the particular type of temporality Molavi has applied in the said story are analyzed to see if they have a direct and meaningful relationship with the theme of the tale.