‫اﻟﻤﻘﺪﻣﺔ‪:‬‬

‫اﻟﺤﻤﺪ ﷲ وﺣﺪه واﻟﺼﻼة واﻟﺴﻼم ﻋﻠﻰ ﻣﻦ ﻻ ﻧﺒﻲ ﺑﻌﺪه ﻧﺒﯿﻨﺎ ﻣﺤﻤﺪ ﻋﻠﯿﮫ أﻓﻀﻞ اﻟﺼﻼة وأﺗﻢ اﻟﺘﺴﻠﻢ ‪.‬‬

‫إﻟﻰ ﻗﺎرئ ھﺬه اﻟﻤﺬﻛﺮة ‪...‬‬

‫ھﺬه اﻟﻤﺬﻛﺮة ﺷﺨﺼﯿﺔ وﻟﯿﺴﺖ ﻟﻠﻨﺸﺮ اﻹﻋﻼﻣﻲ اﻟﺮﺑﺤﻲ ) وﻣﻌﺪ ھﺬه اﻟﻤﺬﻛﺮة واﻷﺳﻤﺎء اﻟﺘﻲ ﺗﺮد( ﯾﺨﻠﻮن ﻣﺴﺌﻮﻟﯿﺘﮭﻢ أﻣﺎم اﷲ وﻣﻦ‬
‫ﺛﻢ أﻣﺎم وﺳﺎﺋﻞ اﻹﻋﻼم أو اﻟﺠﮭﺎت ذات اﻟﻄﺎﺑﻊ اﻹﻋﻼﻣﻲ ﻓﻲ أي ﺣﻘﻮق ﺗﺘﻌﻠﻖ ﺑﺴﻮء اﺳﺘﺨﺪام ھﺬه اﻟﻤﺬﻛﺮة وﻛﺬﻟﻚ ﻣﻦ أﺟﻞ اﻟﻔﺴﺢ‬
‫اﻹﻋﻼﻣﻲ اﻟﻤﺘﻌﺎرف ﻋﻠﯿﮫ ﻓﻲ ﻋﻤﻠﯿﺎت اﻟﻨﺸﺮ اﻻﻟﻜﺘﺮوﻧﻲ‪.‬‬

‫ھﺬه اﻟﻤﺬﻛﺮة ﺷﺨﺼﯿﺔ واﻟﻐﺮض ﻣﻨﮭﺎ اﻟﻤﺴﺎھﻤﺔ ﻓﻲ ﻧﺸﺮ ووﺿﻊ اﻷﺳﺎﺳﺎت ﻓﻲ ﺗﺮاﻛﯿﺐ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﻟﻠﻄﻼب اﻟﻌﺮب ﻓﻲ‬
‫اﻟﻜﻠﯿﺎت واﻟﺠﺎﻣﻌﺎت ﺳﻮاء ﻓﻲ اﻟﺪول اﻟﻌﺮﺑﯿﺔ أو اﻟﻐﺮﺑﯿﺔ وﻣﻌﺪ ھﺬه اﻟﻤﺬﻛﺮة ﯾﺴﻤﺢ ﺑﺘﺪاوﻟﮭﺎ وﻧﺸﺮھﺎ دون أﯾﺔ ﺣﻘﻮق ﺷﺮﯾﻄﺔ أن‬
‫ﯾﺸﺎر ﻟﻠﻤﺼﺪر اﻟﺮﺋﯿﺲ ودون اﻻﺳﺘﻔﺎدة اﻟﺮﺑﺤﯿﺔ ﻣﻦ اﺳﺘﺨﺪاﻣﮭﺎ أو إﻋﺎدة اﺳﺘﺨﺪاﻣﮭﺎ أو ﺗﺨﺰﯾﻨﮭﺎ ﺑﺄي ﻃﺮﯾﻘﺔ ﻛﺎﻧﺖ ‪.‬‬

‫اﻟﻜﻤﺎل اﻟﻤﻄﻠﻖ ﷲ وﺣﺪه ‪ ،‬وأﺗﻤﻨﻰ ﻣﻦ اﻟﺬﯾﻦ ﯾﻘﺮﺋﻮن ھﺬه اﻟﻤﺬﻛﺮة أﻻ ﯾﺤﻤﻠﻮا ﻣﻌﺪھﺎ أو اﻷﺳﻤﺎء اﻟﺘﻲ وردت ﻓﯿﮭﺎ أي ﺗﺒﻌﺎت ﺗﻨﺘﺞ‬
‫ﻋﻦ ﻗﺮاءﺗﮭﺎ ‪ .‬ﻓﮭﺬه اﻟﻤﺬﻛﺮة ﻗﺪ ﺗﺨﺘﻠﻒ ﻧﻮﻋﺎ ﻣﺎ ﻋﻦ ﻣﺎ ﯾﺪرس ﻟﺪﯾﻚ ﻓﻲ ﺟﺎﻣﻌﺘﻚ أو ﻣﻌﮭﺪ اﻟﻠﻐﺔ ﻟﺪﯾﻚ وﻟﻜﻦ وﺿﻌﺖ ﻣﻌﯿﺎرا ﻋﺎﻣﺎ ﻗﺪ‬
‫ﯾﺴﺘﻔﯿﺪ ﻣﻨﮫ اﻟﻜﺜﯿﺮ ﺑﻌﺪ ﺗﻮﻓﯿﻖ اﷲ ‪ ،‬ﺣﯿﺚ ﺗﺨﺘﻠﻒ اﻟﻤﻄﺎﻟﺐ ﻣﻦ ﻣﻌﮭﺪ ﻵﺧﺮ وﻣﻦ دوﻟﺔ إﻟﻰ أﺧﺮى وﻛﺬﻟﻚ ﻣﻦ ﺷﺨﺺ ﻷﺧﺮ‬

‫ﺗﺤﺘﻮي اﻟﻤﺬﻛﺮة ﻋﻠﻰ ﺟﺰﺋﯿﺘﯿﻦ ‪:‬‬

‫‪ (١‬ﺟﺰﺋﯿﺔ ﺗﺘﻌﻠﻖ ﺑﻤﺮاﺟﻌﮫ ﻟﻘﻮاﻋﺪ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ وھﻲ ﺟﺰﺋﯿﺔ ﻣﻔﯿﺪة ﺟﺪا ﻟﻠﺬﯾﻦ ﻟﺪﯾﮭﻢ إﻟﻤﺎم ﺑﻘﻮاﻋﺪ اﻟﻠﻐﺔ وﻗﺪ ﺗﻀﻤﻨﺖ ﺑﻌﺾ‬
‫اﻟﻤﺘﺸﺎﺑﮫ أو ﻏﺮﯾﺐ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‪.‬‬
‫‪ (٢‬ﺟﺰﺋﯿﺔ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ وھﻲ ﺟﺰﺋﯿﺔ ﻟﻤﻦ ﻟﯿﺲ ﻟﺪﯾﮫ أي ﻓﻜﺮة ﻋﻦ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻐﮫ اﻻﻧﺠﻠﯿﺰﯾﺔ وﻗﺪ ﻟﺤﻖ ﺑﮭﺬه‬
‫اﻟﺠﺰﺋﯿﺔ ﺟﺰﺋﯿﺔ اﻟﺒﺤﺚ اﻷﻛﺎدﯾﻤﻲ ﻟﻄﻼب ﻣﺮﺣﻠﺔ اﻟﺪراﺳﺎت اﻟﻌﻠﯿﺎ‪.‬‬

‫ﺷﻜﺮ وﺗﻘﺪﯾﺮ ﻟﻠﻤﺴﺎھﻤﯿﻦ ﻓﻲ ھﺬه اﻟﻤﺬﻛﺮة ‪:‬‬

‫اﻷخ ‪ /‬ﻋﺒﺪاﻟﺮﺣﻤﻦ ﻣﺤﻤﺪ اﻟﺨﻀﺮ )ﻃﺎﻟﺐ ﻣﺮﺣﻠﺔ اﻟﻤﺎﺟﺴﺘﯿﺮ وﻗﺖ اﻟﻨﺸﺮ( واﻟﺬي اﺧﺼﮫ ﺑﺎﻟﺸﻜﺮ ﻟﻤﺴﺎﻋﺪﺗﮫ اﻟﻜﺒﯿﺮة ﻟﻲ ﻓﻲ ﺷﺮح‬
‫وﺗﻮﺿﯿﺢ اﻟﺒﻨﻰ اﻷﻛﺎدﯾﻤﯿﺔ ﻟﻠﻤﻘﺎﻻت ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﺒﻌﺾ اﻟﺘﻔﺎﺻﯿﻞ ‪.‬‬

‫اﻷخ ‪ /‬ﻃﮫ ﺧﻮاﺟﻲ )ﻃﺎﻟﺐ ﻣﺮﺣﻠﺔ اﻟﻤﺎﺟﺴﺘﯿﺮ وﻗﺖ اﻟﻨﺸﺮ( واﻟﺬي رﺣﺐ ﺑﻔﻜﺮة ﻧﺸﺮي ﻟﮭﺬه اﻟﻤﺬﻛﺮة اﻟﺨﺎﺻﺔ ﺑﻲ أﺛﻨﺎء دراﺳﺔ اﻟﻠﻐﺔ‬
‫ﻋﻼوة ﻋﻠﻰ ﻣﺴﺎھﻤﺘﮫ ﻓﻲ اﻟﺴﻤﺎح ﻟﻲ ﺑﺸﺮح إﺣﺪى ﻓﻘﺮاﺗﮫ اﻟﺘﻲ ﻛﺘﺒﮭﺎ ﻗﺒﻞ اﻻﻧﺘﮭﺎء ﻣﻦ دراﺳﺔ ﻣﺮﺣﻠﺔ اﻟﻠﻐﺔ ‪.‬‬

‫اﻷخ ‪ /‬راﺿﻲ ﻋﺘﯿﻖ اﻟﺸﻤﺮي ) ﻃﺎﻟﺐ ﻣﺮﺣﻠﺔ اﻟﻤﺎﺟﺴﺘﯿﺮ وﻗﺖ اﻟﻨﺸﺮ( ﻋﻠﻰ ﻣﻼﺣﻈﺎﺗﮫ اﻟﻨﺎﻗﺪة ﻟﻤﺎ ﻃﺮﺣﺘﮫ ﻣﻦ ﺟﺰﺋﯿﺎت ﻣﻦ ﺣﯿﺚ‬
‫ﺑﻌﺾ اﻟﺘﻌﻠﯿﻘﺎت ﻋﻠﻰ ﻛﺜﯿﺮ ﻣﻦ اﻟﺠﺰﺋﯿﺎت اﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﺮاﺟﻌﺔ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ وﺻﻔﺤﺎت ھﺬه اﻟﻤﺬﻛﺮة ‪.‬‬

‫اﻷخ ‪ /‬ﻧﺎﯾﻒ ﺑﻦ ﻋﺒﺪاﻟﻌﺰﯾﺰ اﻟﺮﻗﯿﻌﻲ ﻋﻠﻰ إھﺪاءه ﺗﺼﻤﯿﻢ واﺟﮭﺔ اﻟﻤﺬﻛﺮة‬

‫اﻷخ ‪/‬ﻣﺸﺎري اﻟﺤﺮﺑﻲ ﻓﻲ ﺟﺎﻣﻌﺔ ) ‪ ( Waterloo‬ﺑﻜﻨﺪا ﻋﻠﻰ دﻋﻤﮫ اﻟﻤﺘﻮاﺻﻞ ﻟﻲ ‪ .‬وﻻ ﯾﻔﻮﺗﻨﻲ ﺷﻜﺮ اﻟﻜﺜﯿﺮ ﻣﻦ اﻷﺻﺪﻗﺎء ﻓﻲ‬
‫أﻣﺮﯾﻜﺎ وﺑﺮﯾﻄﺎﻧﯿﺎ اﻟﺬﯾﻦ اﺳﺘﺤﺴﻨﻮا ﻋﺪم ذﻛﺮ أﺳﻤﺎﺋﮭﻢ ﻋﻠﻰ دﻋﻤﮭﻢ اﻟﻤﺘﻮاﺻﻞ ﻟﻲ ﻓﻲ ﻛﺜﯿﺮ ﻣﻦ أﺳﺌﻠﺘﻲ ﺣﻮل اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ‬
‫ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﺑﺤﯿﺚ ﺗﺨﺮج ھﺬه اﻟﻤﺬﻛﺮة ﺑﺼﻮرة ﯾﻨﺘﻔﻊ ﻣﻨﮭﺎ ﻃﺎﻟﺐ اﻟﻌﻠﻢ ‪.‬‬

‫ﻣﻌﺪ ھﺬه اﻟﻤﺬﻛﺮة ﯾﺮﺣﺐ ﺑﺄي اﻗﺘﺮاح أو ﻣﺴﺎھﻤﺔ ﻟﺰﯾﺎدة ھﺬه اﻟﻤﺬﻛﺮة ‪ .‬وﺑﺎﷲ اﻟﺘﻮﻓﯿﻖ‬

‫))) ﻻ ﺗﻨﺴﻮﻧﺎ ﻣﻦ اﻟﺪﻋﺎء ﻓﻲ ﻇﮭﺮ اﻟﻐﯿﺐ (((‬

‫‪ ١٤٢٩ /٣/١٦‬ھـ‬
‫ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬
‫‪Kh9lid@Yahoo.com‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫‪1‬‬
Be careful!
Countable and uncountable
o There is a lot of (water , research)
o There are a lot of (books , apples)
o Drinking a lot of water is very important
o Reading a lot of research papers is useful for the mind
o Reading a lot of books is useful for the mind
o The advantages of water are …
o A lot of water is used for drinking (passive)
o A lot of apples are eaten (passive)

‫ﯾﺠﺐ ﻣﻌﺮﻓﺔ ھﻞ اﻻﺳﻢ ﻣﻌﺪود أو ﻏﯿﺮ ﻣﻌﺪود ﻷن ھﻨﺎك اﺧﺘﻼﻓﺎت ﻣﺎﺑﯿﻦ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ واﻻﻧﺠﻠﯿﺰﯾﺔ‬
: ‫ﻓﻲ ﻛﻠﻤﺎت ﻋﺪﯾﺪة ﺗﺠﺪھﺎ ﻓﻲ اﻟﻌﺮﺑﯿﺔ ﻣﻌﺪود وﻓﻲ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﻏﯿﺮ ﻣﻌﺪودة ﻣﺜﺎل ذﻟﻚ‬
‫ دﻻﻟﺔ ﻋﻠﻰ اﻟﺒﺤﺚ‬research ‫ﺑﺤﺚ وأﺑﺤﺎث ﻓﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ أﻣﺎ ﻓﻲ اﻻﻧﺠﻠﯿﺰﯾﺔ ﻓﯿﺴﺘﺨﺪﻣﻮن‬
evidences ‫ دﻟﯿﻞ ﻓﻼ ﯾﺠﻤﻌﻮﻧﮭﺎ‬evidence ‫ ﻛﺬﻟﻚ ﻛﻠﻤﺔ‬. researches ‫واﻷﺑﺤﺎث وﻻ ﯾﻘﻮﻟﻮن‬
‫وھﻨﺎك ﻧﻘﻄﺔ أﺧﺮى وھﻲ أن اﻻﺳﻢ ﻏﯿﺮ اﻟﻤﻌﺪود ﯾﻌﺎﻣﻞ ﻣﻌﺎﻣﻠﺔ اﻻﺳﻢ اﻟﻤﻔﺮد ﻣﻦ ﺣﯿﺚ اﻟﻔﻌﻞ وﻻ‬
an ‫ و‬a ‫ﺗﺴﺘﻌﻤﻞ ﻣﻌﮫ أداﺗﻲ اﻟﺘﻌﺮﯾﻒ‬

Article ( A . An )
A,E,I,O,U: ‫ ( ﻗﺒﻞ اﻻﺳﻢ اﻟﻤﻔﺮد اﻟﺬي ﯾﺒﺪأ ﺻﻮﺗﺎ وﻟﯿﺲ ﻛﺘﺎﺑﺔ ﺑﺎﻟﺤﺮوف اﻟﺘﺎﻟﯿﺔ‬an ) ‫ﺗﻮﺿﻊ‬
a university student ‫ وﻟﻜﻦ ﻟﯿﺲ ﺻﻮﺗﺎ )ﯾﻮﻧﯿﻔﺮ ﺳﺘﻲ ( إذن‬U ‫ ﯾﺒﺪأ ﻛﺘﺎﺑﺔ ﺑﺎﻟﺤﺮف‬University ‫ﻓﺎ ﻻﺳﻢ‬
an hour ‫ وﻟﻜﻦ ﺻﻮﺗﺎ )اوَر( إذن ﺑﺪأ ﺑﺤﺮف ﺻﻮﺗﻲ‬H ‫ ﯾﺒﺪأ ﻛﺘﺎﺑﺔ ﺑﺎﻟﺤﺮف‬hour ‫أﻣﺎ اﻻﺳﻢ‬
J ‫ ﻛﺘﺎﺑﺘﺎ وﺻﻮﺗﺎ واﻧﻈﺮ اﻷﻣﺜﻠﺔ‬SMS ‫وﻋﻠﻰ ذﻟﻚ ﻗﺲ اﻟﻜﻠﻤﺎت أو اﻟﻤﺼﻄﻠﺤﺎت وھﺬه ﻧﻘﻄﺔ ﻣﮭﻤﺔ اﻧﻈﺮ اﻟﻜﻠﻤﺔ‬
Use with:
Singular nouns or ( a singular noun)
o It is a good essay /How do you write a good essay?
o It is an essay /How do you write an essay?
o The government needs a couple of years to develop those projects
o A few friends (positive meaning has/have some friends) /few friends (Negative
meaning – almost no friends-)
o A positive role can be taken from the internet
o An important idea is suggested to solve the problem
o I am going to send you an SMS.
o A university is a good place for studying.
o If a student needs some help ,he or she can ask for it.
o It can be said that , you have the ability to write a paragraph.
Do not use it with:
Plurals nouns
o Abdulrahman and Khalid wrote good essays.
o The USA has clever students doing a computer major.
o There are no beautiful girls at university.
Uncountable nouns or an uncountable noun
o According to new research .(Not a new research - uncountable -)
o There is good work in this city and a taxi driver has a good job here.
Remember that, always uncountable nouns use a singular verb
o Water is a good drink.(Not water are… or research are…)
o Also, you cannot say (a lot of water are…) or (researches are …)

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

2
‫‪Adjective with Countable and uncountable‬‬
‫‪o He is a clever student. / He is clever‬‬
‫‪o She is a beautiful girl. / She is beautiful.‬‬
‫‪o What a good idea?/it is a good idea./ It is a good idea to study these confusing‬‬
‫‪adjectives.‬‬
‫‪o This is a very long film. / This film is very long .‬‬
‫‪o Abdulrahman provided a good suggestion to me / it was good advice‬‬
‫‪Adjective and passive‬‬
‫‪o Khalid is interested (Adj) in computer programs ( computer programs are the‬‬
‫‪actor ).‬‬
‫)‪o My job is boring (Adj) and I am bored (Adj‬‬

‫• ﺗﺴﺘﺨﺪم ‪ ed‬ﻣﻊ اﻷﻓﻌﺎل ﻟﺘﻜﻮﯾﻦ اﻟﺼﻔﺎت ﻣﻊ اﻟﺸﺨﺺ اﻟﻌﺎﻗﻞ أﻧﺎ ‪ ،‬أﻧﺖ ‪ ،‬ھﻲ ‪ .‬واﺻﻞ اﻟﻜﻼم ﻓﻲ ھﺬا‬
‫اﻟﻨﻮع ﻣﻦ اﻟﺼﻔﺎت اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ﻣﺜﺎل )ﺧﺎﻟﺪ ﯾﺴﺘﻤﺘﻊ ﺑﺒﺮاﻣﺞ اﻟﻜﻤﺒﯿﻮﺗﺮ ( ھﻨﺎ ﻣﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ﻓﺎﻟﻔﺎﻋﻞ‬
‫ﺑﺮاﻣﺞ اﻟﻜﻤﺒﯿﻮﺗﺮ اﻟﺘﻲ ﺟﻌﻠﺖ ﺧﺎﻟﺪ ﻣﺴﺘﻤﺘﻌﺎ ‪.‬‬
‫• ﺗﺴﺘﺨﺪم ‪ ing‬ﻣﻊ اﻷﻓﻌﺎل أﯾﻀﺎ ﻟﺘﻜﻮﯾﻦ اﻟﺼﻔﺎت‬
‫اﻧﻈﺮ اﻷﻣﺜﻠﺔ اﻟﺘﺎﻟﯿﺔ ‪-:‬‬
‫‪ -١‬ﻓﮭﺪ ﻓﻲ ھﺬا اﻟﻤﺜﺎل ﯾﺸﻌﺮ ﺑﺎﻟﻤﻠﻞ‬
‫‪ -٢‬ﻓﮭﺪ ﻣﺼﺪر ﻟﻠﻤﻠﻞ )وﺟﻊ رأس ﻛﻤﺎ ﻣﺎ ﯾﻘﻮﻟﻮن ﺑﺎﻟﻌﺎﻣﯿﺔ(‬
‫‪ -٣‬وﻇﯿﻔﺔ ﻓﮭﺪ ﻣﻤﻠﺔ‬
‫‪1- Fahad is bored.‬‬
‫‪2- Fahad is boring.‬‬
‫‪3- Fahad ’s job is boring.‬‬

‫‪Adjective clauses or Relative clauses‬‬

‫‪1- Non-defining clauses: give extra information about the noun, but they are not‬‬
‫‪essential‬‬

‫اﻟﺠﻤﻞ ﻏﯿﺮ اﻟﺘﻌﺮﯾﻔﯿﺔ ﺗﻘﺪم ‪ -‬ﻣﻌﻠﻮﻣﺎت إﺿﺎﻓﯿﺔ ‪ -‬ﻋﻦ اﻷﺳﻤﺎء أو اﻷﺷﯿﺎء ﺷﺮط أن ﺗﻜﻮن ھﺬه اﻷﺳﻤﺎء أو اﻷﺷﯿﺎء ﻣﻌﺮوﻓﺔ‬
‫ﻣﺴﺒﻘﺎ واﻟﻤﻘﺼﻮد ﺑﺎﻷﺷﯿﺎء أو اﻷﺳﻤﺎء اﻟﻤﻌﺮوﻓﺔ اﻷﻣﺜﻠﺔ اﻟﺘﺎﻟﯿﺔ ‪:‬‬
‫‪ -‬ﻧﺎﯾﻒ اﺳﻢ ﻋﻠﻢ ﻣﺤﺪد‬
‫‪ -‬اﻟﺼﯿﻦ اﺳﻢ دوﻟﮫ )ﻣﻌﺮوﻓﮫ ﻃﺒﻌﺎ ﺑﺤﻜﻢ اﻟﻤﻨﺘﺠﺎت ﺑﻤﺤﻼت ﺑﺮﯾﺎﻟﯿﻦ ﻓﻘﻂ ‪( J‬‬
‫‪ -‬ﻃﺒﯿﺒﻲ ) ﺣﺪدﻧﺎ أي ﻧﻮع ﻣﻦ اﻷﻃﺒﺎء ھﺬا اﻟﻄﺒﯿﺐ (‬
‫‪ -‬اﻟﻄﺎﻟﺐ اﻟﺴﻌﻮدي ) ﺻﻔﺔ اﻟﺴﻌﻮدي ﺟﻌﻠﺖ اﻟﻄﺎﻟﺐ ﻣﻌﺮوﻓﺎ أﻣﺎ إذا ﻗﻠﻨﺎ اﻟﻄﺎﻟﺐ وﺣﺪھﺎ ﻓﮭﻲ ﻻ ﺗﺠﻌﻞ ﻣﻦ ھﺬا‬
‫اﻟﻄﺎﻟﺐ ﻣﻌﺮوﻓﺎ(‬
‫ﻓﻲ ھﺬا اﻟﻨﻮع ﻧﻀﻊ اﻟﻔﺎﺻﻠﺔ ﺗﺄﻣﻞ اﻷﻣﺜﻠﺔ اﻟﺘﺎﻟﯿﺔ‬

‫‪o Nayef , who is Khalid’s brother , is a student.‬‬

‫اﻟﺠﻤﻠﺔ ‪ who is Khalid’s brother‬ﺗﺴﻤﻰ ‪ Adverbial clause‬أو اﻟﺠﻤﻠﺔ اﻟﻮﺻﻔﯿﺔ‬
‫أﻣﺎ اﻟﺠﻤﻠﺔ اﻟﻤﺘﺒﻘﯿﺔ وھﻲ ‪ Nayef is a student‬ﻓﮭﻲ اﻟﺠﻤﻠﺔ ‪ main clause‬أو اﻟﺠﻤﻠﺔ اﻷﺳﺎﺳﯿﺔ‬
‫أﺻﻞ اﻟﻜﻼم ﻓﻲ ﻣﺜﺎﻟﻨﺎ أن ھﻨﺎك ﺟﻤﻠﺘﺎن ھﻤﺎ ‪:‬‬
‫‪Nayef is a student -‬‬
‫‪Nayef is Khalid’s brother -‬‬
‫اﻟﻜﻼم ﻓﻲ ھﺬه اﻟﻤﺴﺄﻟﺔ ﻃﻮﯾﻞ وﻣﺘﺸﻌﺐ إذا أﺣﺒﺒﺖ اﻻﺳﺘﺰادة ارﺟﻊ ﻟﻤﺤﺮك اﻟﺒﺤﺚ ﻗﻮﻗﻞ واﻛﺘﺐ اﺣﺪ‬
‫اﻟﻜﻠﻤﺎت اﻟﺘﺎﻟﯿﺔ ‪ Adverbial clause :‬أو ‪ Adjective clause‬أو ‪dependent clause‬‬
‫‪------------------------------------------------------------------------------------------‬‬
‫‪S1‬‬ ‫ﺷﺮح أﺧﺮ ‪:‬‬
‫‪S2‬‬ ‫‪V2‬‬ ‫‪S=Subject‬‬
‫‪V1‬‬
‫‪V=verb‬‬
‫‪Nayef , who is Khalid’s brother , is an engineer.‬‬
‫ﺗﺄﻣﻞ اﻟﻤﺜﺎل اﻟﺘﺎﻟﻲ ‪:‬‬
‫‪Nayef , who works for STC , lives in Canada.‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫‪3‬‬
 o Nayef , who is Khalid’s brother , is a student.
o China , which is in Asia , has a lot of people .
o My doctor , who lives in Saudi Arabia , has a beautiful girl.
o The Saudi student , who studies mathematics , is my cousin .

2- Defining clauses: give essential information about the noun

‫ اﻷﺳﻤﺎء أو اﻷﺷﯿﺎء ﺷﺮط أن ﺗﻜﻮن ھﺬه‬- ‫ ﻣﻌﻠﻮﻣﺎت أﺳﺎﺳﯿﺔ أو ﺗﺤﺪد أو ﺗﺼﻒ‬- ‫اﻟﺠﻤﻞ اﻟﺘﻌﺮﯾﻔﯿﺔ ﺗﻘﺪم‬
: ‫اﻷﺳﻤﺎء أو اﻷﺷﯿﺎء ﻋﯿﺮ ﻣﻌﺮوﻓﺔ ﻣﺴﺒﻘﺎ واﻟﻤﻘﺼﻮد ﺑﺎﻷﺷﯿﺎء أو اﻷﺳﻤﺎء اﻟﻤﻌﺮوﻓﺔ اﻷﻣﺜﻠﺔ اﻟﺘﺎﻟﯿﺔ‬
‫ أو اذﻛﺮ اﻟﻄﺎﻟﺐ وﻟﻜﻦ أي ﻃﺎﻟﺐ ؟‬، ‫ ﻗﺪ اذﻛﺮ اﺳﻢ ﻧﺎﯾﻒ وﻟﻜﻦ أي ﻧﺎﯾﻒ اﻋﻨﻲ‬: ‫ﻓﻌﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل‬
‫ اﻟﺦ‬... ‫ ﻗﺪ اذﻛﺮ اﻟﻤﺰارع وﻟﻜﻦ أي ﻣﺰارع ؟‬، ‫ﻓﮭﻨﺎك اﻟﻜﺜﯿﺮ ﻣﻦ اﻟﻄﻼب‬
((‫))ﻓﻲ ھﺬا اﻟﻨﻮع ﻻ ﻧﻀﻊ اﻟﻔﺎﺻﻠﺔ اﻧﻈﺮ اﻷﻣﺜﻠﺔ اﻟﺘﺎﻟﯿﺔ‬
The student who sits next to me is from KSA
who sits next to me ‫اﻟﺠﻤﻠﺔ اﻟﺘﻌﺮﯾﻔﯿﺔ ھﻨﺎ ھﻲ‬
‫ﻻﺣﻆ ھﻨﺎ اﻧﮫ إذا ﺗﻢ ﺣﺬف اﻟﺠﻤﻠﺔ اﻟﺘﻌﺮﯾﻔﯿﺔ ﻓﻠﻦ ﯾﻜﻮن ھﻨﺎك ﻣﻌﻨﻰ ﻟﺒﺎﻗﻲ اﻟﺠﻤﻠﺔ ﻓﺴﺘﺼﺒﺢ اﻟﻌﺒﺎرة اﻟﺴﺎﺑﻘﺔ‬
‫ ﻓﮭﻲ ﺻﺤﯿﺤﺔ ﻣﻦ ﻧﺎﺣﯿﺔ اﻟﻘﻮاﻋﺪ‬The student is from KSA ‫ﺑﻌﺪ ﺣﺬف اﻟﺠﻤﻠﺔ )اﻟﻌﺒﺎرة( اﻟﺘﻌﺮﯾﻔﯿﺔ‬
‫وﺷﺮوط وﺑﻨﺎء اﻟﺠﻤﻠﺔ ﻟﻜﻦ ﻟﯿﺲ ﻟﮭﺎ ﻣﻌﻨﻰ‬

o The student who sits next to me is from KSA

o The major that you selected is in computer security.
o People who live in London are rich.
o Nayef who was in your class.

Compare the follow sentences:

o The farmer who sold us some potatoes.
o The farmer, whose name was Fred, sold us some potatoes.
o The man who lives next door is a student.
o The Saudi or ( Khalid ) , who lives next door , is a student.

o That's the restaurant where we met for the first time.

(where = at/in which)
o I remember the day when we first met.
(when = on which)
o There was a very hot summer the year when he was born.
(when = in which)
o Tell me (the reason) why you were late home.
(why = for which, but could replace the whole phrase 'the reason for
which')

o The city where my cousin was born is old

o The city which my cousin was born in is old
o The city in which my cousin was born is old
‫ ﻣﻦ اﻟﺠﻤﻞ اﻟﻤﮭﻤﺔ ﻓﻲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ‬Adjective clause ‫ أو‬Adverbial clause ‫اﻟﻤﻮﺟﺰ‬
‫ﻣﺜﺎل‬. ‫ ﺗﻀﯿﻒ ﻣﻌﻠﻮﻣﺔ أو ﺗﺤﺪد ﻣﻌﻠﻤﺔ ﺣﻮل اﻻﺳﻢ أو اﻟﺸﻲء اﻟﻤﻌﻨﻲ ﻓﻲ اﻟﺠﻤﻠﺔ‬/ Adjective clause
The city where I was born is near the sea
: ‫ ﻣﺜﺎل‬.‫ ﺗﺤﺪد اﻟﺰﻣﺎن أو اﻟﻤﻜﺎن أو اﻟﻜﯿﻔﯿﺔ أو اﻟﻄﺮﯾﻘﺔ اﻟﺘﻲ ﺣﺪث ﺑﮭﺎ اﻟﺸﻲء‬/ Adverbial clause
I study hard before I come to class

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

4
Adjectives
-Adjectives tell us about a noun.

-Adjectives are used before nouns and after some verbs.

before nouns

o Jim is a careful driver

o She is a cute girl.
o My uncle speaks perfect English.

after some verbs.

o Pleas be quite.
o Ahmed seemed tired.
o Lames looked sad when I saw him.

Adverbs

-Adverbs tell us about a verb ,how something happens and how somebody
does/did some thing.

- Adverbs usually come after verbs.

o Jim drives carefully.

o My uncle speaks English perfectly.
o Lames looked at me sadly.

The position of the adverb is important when there is more than one verb in a sentence. If
the adverb is placed after a clause, then it modifies the whole action described by the
clause.
Notice the difference in meaning between the following pairs of sentences:

o She quickly agreed to re-type the letter (= her agreement was quick)
o She agreed to re-type the letter quickly (= the re-typing was quick)
o He quietly asked me to leave the house (= his request was quiet)
o He asked me to leave the house quietly (= the leaving was quiet)

* Your English is good but You speak English well.

* He is a hard student but He studies hard (Not hardly)

Hard and hardly are completely different

*He studied hard to pass the exam but he had no luck .(=he studied a lot ,with a lot of
effort)
* I am not surprised he did not pass the exam .He hardly studied to pass it (= he studied
very little)

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

5
To , For (purpose)
We use to … to say

o Why somebody does/did something (=the purpose of an action) , why something

exists or why somebody has/wants/needs something.
• I study hard to succeed in exams.
• The US president has a lot of bodyguards to protect him.
• My roommate needs some water to drink
• I want to improve my English
o We use for + noun (or noun group)
• Some students study for success and not to get high marks.
• My brother went to Canada for a holiday.
• My brother went to Canada to learn English.
• This knife is used to cut meat. This knife is for cutting meat.

‫ﺑﻌﺾ اﻟﻜﻠﻤﺎت ﺗﺪﺧﻠﻚ ﻓﻲ ﻃﺎﺋﻠﺔ اﻟﺤﯿﺮة وﻻ ﺗﺪري ﻛﯿﻒ ﺗﻌﺎﻣﻠﮭﺎ‬

For ‫ وأﺣﯿﺎن أﺧﺮى‬To ‫ ﺗﺠﺪ ﻓﻲ أﺣﯿﺎن ﺗﺄﺧﺬ ﻣﻌﮭﺎ‬Available : ‫وﻣﺜﺎل ذﻟﻚ‬
: ‫إذا ﻛﺎﻧﺖ ھﺬه ﻣﺴﺄﻟﺔ ﺷﺎﺋﻜﺔ ﻋﻠﯿﻚ‬
‫ ارﺟﻊ ﻟﺸﺨﺺ ﻣﺘﺨﺼﺺ ﻓﻲ اﻟﻠﻐﺔ أو ارﺟﻊ ﻷﺣﺪ اﻟﻘﺎﻣﻮس‬-١
.‫ – اﻛﺘﺐ اﻟﻜﻠﻤﺔ ﻣﻊ ﺣﺮف اﻟﺠﺮ اﻟﺸﺎﺋﻚ ﻓﻲ اﺣﺪ ﻣﺤﺮﻛﺎت ﻟﺘﺮى اﻟﻨﺘﺎﺋﺞ‬٢
‫ اﻟﻜﻠﻤﺔ اﻟﺴﺎﺑﻘﺔ ﺻﻔﺔ وﻻ اﺟﺰم ھﻞ ﯾﻤﻜﻦ ﺟﻌﻠﮭﺎ‬: ‫)ﻣﻼﺣﻈﺔ‬. ‫اﻧﻈﺮ اﻷﻣﺜﻠﺔ أدﻧﺎه‬
(‫ﻛﻘﺎﻋﺪة ﺛﺎﺑﺘﺔ وھﻮ أن ﻣﻊ اﻟﺼﻔﺎت ﻟﻚ ﻣﻄﻠﻖ اﻟﺤﺮﯾﺔ ﻓﻲ اﺧﺘﯿﺎر ﺣﺮف اﻟﺠﺮ‬

o Many products are available in over 40 languages.

o Windows is not available for download / downloading
o Red Hat is available with a beta version of Linux
o Fire Fox is available to download .
o Water is available to people / everyone .
: ‫ ﻓﻲ ﻧﻄﺎق اﻟﻘﻮاﻋﺪ اﻟﺘﺎﻟﯿﺔ‬For ‫ و‬To ‫أﺣﯿﺎﻧﺎ ﺗﺪﺧﻞ‬

Noun + preposition

Adjective + preposition

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

6
 ‫‪Verb + preposition‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫‪7‬‬
 Verb + preposition

You had better go/ wear/ study (Not ‘You had better to’)
It is better to go/ wear/ study (Not ‘ It is better go ‘)
Raymond Murphy ‫ ﻟـ‬English Grammar in use a self-study ‫ ﺗﻢ اﻗﺘﺒﺎس اﻷﻣﺜﻠﺔ اﻟﻤﺼﻮرة ﻣﻦ ﻛﺘﺎب‬/ ‫ﻣﻼﺣﻈﮫ‬

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

8
Quantifiers ( ‫)ﺿﻤﺎﺋﺮ اﻟﻜﻤﯿﺔ‬

Only with With uncountable Only with

uncountable nouns and countable nouns countable nouns
How much? How much? or How many? How many?
a little no/none a few
a bit (of) not any a number (of)
- some (any) several
a great deal of a lot of a large number of
a large amount of plenty of a great number of
- lots of -

+ noun

‫وﻧﻈﺮ ﻟﻜﺜﺮة اﺳﺘﺨﺪام ھﺬه اﻟﻀﻤﺎﺋﺮ ﻓﻲ ﺑﻌﺾ اﻟﺠﻤﻞ ﻓﻘﺪ أﻓﺮدت ﻟﮭﺎ أﻣﺜﻠﺔ ﻣﺘﻔﺮﻗﺔ ﺣﺘﻰ ﺗﺮى اﻻﺧﺘﻼﻓﺎت ﻓﻲ اﺳﺘﺨﺪاﻣﮭﺎ وﺧﺼﺼﺖ‬
‫ ﻟﻤﺎ ﻟﮭﻤﺎ ﻣﻦ ﺷﯿﻮع‬few - little ‫اﻟﻀﻤﯿﺮﯾﻦ‬
A few - a little describe the quantity in a positive way:
o "I've got a few friends" (= maybe not many, but enough) ! ‫اﻧﺘﺒﮫ‬
o "I've got a little money" (= I've got enough to live on) ‫اﺳﺘﺨﺪام‬ ‫ﻋﻨﺪ‬ ‫ﻧﮭﺎﺋﯿﺎ‬ ‫اﻟﻤﻌﻨﻰ‬ ‫ﯾﺘﻐﯿﺮ‬ ‫ﻗﺪ‬
‫ أو‬few, a few ‫اﻟﻜﻠﻤﺘﯿﻦ‬
Few and little describe the quantity in a negative way: A little ، little‫اﻟﻜﻠﻤﺘﯿﻦ‬
o Few people visited him in hospital (= he had almost no visitors)
o He had little money (= almost no money)

I speak a little English ( ‫)ﺗﺴﺘﻄﯿﻊ اﻟﺘﻜﻠﻢ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

I speak little English (‫)ﯾﻮﺟﺪ ﺻﻌﻮﺑﺎت ﻛﺒﯿﺮة ﺑﺎﻟﺘﺤﺪث ﺑﺎﻻﻧﺠﻠﯿﺰﯾﺔ( ) ﻻ اﺳﺘﻄﯿﻊ اﻟﺘﻜﻠﻢ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫أﻣﺎ ﻓﻲ اﻟﻤﻘﺎرﻧﺔ ﻓﺎﻟﺠﻤﻞ اﻟﺘﺎﻟﯿﺔ ﺗﻮﺿﺢ ھﺬا اﻟﻜﻼم أﻛﺜﺮ‬

o There are many people in England, more in India, but the most people live in
China.
o Much time and money is spent on education, more on health services but the
most is spent on national defense.
o Few rivers in Europe are not polluted.
o Fewer people die young now than in the seventeenth century.
o The country with the fewest people per square kilometer must be Australia.
o Scientists have little hope of finding a complete cure for cancer before the year
2,000.
o She had less time to study than Paul but had better results.
o Give that dog the least opportunity and it will bite you.

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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 ‫اﻟﻀﻤﯿﺮ‬ ‫اﻟﻤﻠﺤﻘﺎت أو اﻟﻠﻮاﺣﻖ ﻣﻊ اﻟﻀﻤﺎﺋﺮ‬
Some +
Any + -thing -body -one -where
No +

anything , anybody , anyone ) ‫ ﻣﻦ اﻟﻤﻤﻜﻦ أن ﯾﻜﻮن‬Any ‫ﺑﺎﻹﻣﻜﺎن أن ﺗﺮى ﻋﺪة ﺗﺮﻛﯿﺒﺎت ﻣﺨﺘﻠﻔﺔ ﻟﻠﻀﻤﯿﺮ‬
( ,anywhere
:‫ ﻓﮭﻲ ﻻ ﺗﺨﺮج ﻋﻦ ﺛﻼث‬، ‫( وﻣﻠﺤﻘﺎﺗﮭﺎ ﻓﺘﺨﺘﻠﻒ ﺣﺴﺐ ﻣﻦ ﻣﻮﺿﻊ ﻷﺧﺮ وﻋﻤﻮﻣﺎ‬Some , Any ,NO)‫أﻣﺎ ﻋﻦ اﺳﺘﺨﺪاﻣﺎت‬

He saw something in the garden. ( ‫ ) اﻟﺠﻤﻞ اﻟﻤﺜﺒﺘﺔ أو اﻟﺠﻤﻞ اﻟﺨﺒﺮﯾﺔ‬Positive sentences -١

He doesn't know anybody here. ( ‫ ) اﻟﺠﻤﻞ اﻟﻤﻨﻔﯿﺔ‬Negative sentences -٢
Did you go anywhere last night? (‫ )اﻷﺳﺌﻠﺔ أو اﻟﺴﺆال‬Questions -٣

Gerund
Verb +ing
Smoking , swimming ,eating ,reading ,drinking … etc

a. as the subject of the sentence:

o Eating people is wrong.
o Hunting elephants is dangerous.
o Flying makes me nervous.
b. as the complement of the verb 'to be':
o One of his duties is attending meetings.
o The hardest thing about learning English is understanding the gerund.
o One of life's pleasures is having breakfast in bed.
c. after prepositions. The gerund must be used when a verb comes after a
preposition:
o Can you sneeze without opening your mouth?
o She is good at painting.
o They're keen on windsurfing.
o She avoided him by walking on the opposite side of the road.
o We arrived in Madrid after driving all night.
o My father decided against postponing his trip to Hungary.
o This is also true of certain expressions ending in a preposition, e.g. in spite of,
there's no point in..:
o There's no point in waiting.
o In spite of missing the train, we arrived on time.
d. after a number of 'phrasal verbs' which are composed of a verb +
preposition/adverb
o to look forward to, to give up, to be for/against, to take to, to put off, to keep on:
o I look forward to hearing from you soon. (at the end of a letter)
o When are you going to give up smoking?
o She always puts off going to the dentist.
o He kept on asking for money.

NOTE: There are some phrasal verbs and other expressions that include the word 'to' as
a preposition, not as part of a to-infinitive: - to look forward to, to take to, to be
accustomed to, to be used to. It is important to recognize that 'to' is a preposition in these
cases, as it must be followed by a gerund:
‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
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 o We are looking forward to seeing you.
o I am used to waiting for buses.
o She didn't really take to studying English.
It is possible to check whether 'to’ is a preposition or part of a to-infinitive: if you can put a
noun or the pronoun 'it' after it, then it is a preposition and must be followed by a gerund:
I am accustomed to it (the cold).
I am accustomed to being cold.

e. in compound nouns

o a driving lesson, a swimming pool, bird-watching, train-spotting

o It is clear that the meaning is that of a noun, not of a continuous verb.
o Example:
o the pool is not swimming, it is a pool for swimming in.

f. after the expressions:

o can't help, can't stand, it's no use/good, and the adjective worth:
o The elephant couldn't help falling in love with the mouse.
o I can't stand being stuck in traffic jams.
o It's no use/good trying to escape.
o It might be worth phoning the station to check the time of the train.

Passive voice ‫اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل‬

‫ وﯾﺴﺘﺨﺪم اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل‬. ‫اﻟﻐﺮض ﻣﻦ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ھﻮ ﺗﻐﯿﯿﺐ اﻟﻔﺎﻋﻞ ﻋﻦ اﻟﺤﺪث ﻋﻨﺪﻣﺎ ﻻ ﯾﻜﻮن اﻟﻔﺎﻋﻞ ﻣﮭﻤﺎ أو ﻏﯿﺮ ﻣﻌﺮوف‬
past ‫ اﻟﺘﺼﺮﯾﻒ اﻟﺜﺎﻟﺚ أو‬+ ‫ وﯾﻜﻮن ﺑﺬﻟﻚ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ﻋﺒﺎرة ﻋﻦ ﻓﻌﻞ‬. ‫ﺑﻜﺜﺮة ﻓﻲ اﻟﻜﻼم اﻟﻌﺎم وﻛﺬﻟﻚ ﻓﻲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ‬
. participle
The room is cleaned every day : ‫ﻣﺜﺎل‬
cleaned ‫ واﻟﺘﺼﺮﯾﻒ اﻟﺜﺎﻟﺚ‬is ‫اﻟﻔﻌﻞ‬
‫ﺑﻤﻌﻨﻰ أن اﻟﻐﺮﻓﺔ ﺗﻨﻈﻒ )أي ﺗﺼﺒﺢ ﻧﻈﯿﻔﺔ( ﻛﻞ ﯾﻮم ) ھﻨﺎك ﺷﺨﺺ ﻣﺎ ﯾﻨﻈﻔﮭﺎ أي أن اﻟﻔﺎﻋﻞ ﻏﯿﺮ ﻣﻌﻠﻮم ﻟﺬﻟﻚ ذﻛﺮﻧﺎ ﺻﯿﻐﺔ اﻟﻤﺒﻨﻲ‬
.‫ ﻟﻨﮭﺎﯾﺔ اﻟﺠﻤﻠﺔ اﻟﺴﺎﺑﻘﺔ ﻟﻨﺤﺪد ﻣﻦ ﻗﺎم ﺑﺎﻟﻔﻌﻞ إذا ﻛﺎن ﻣﻌﺮﻓﺔ ﻣﻦ ﻗﺎم ﺑﺎﻟﻔﻌﻞ ﺿﺮورﯾﺔ‬by somebody ‫ ﻧﺴﺘﻄﯿﻊ إﺿﺎﻓﺔ‬.( ‫ﻟﻠﻤﺠﮭﻮل‬
The room is cleaning :‫ﻣﺜﺎل أﺧﺮ‬
‫ ﻣﺎ أردت ﻗﻮﻟﮫ ھﻮ أن ﺑﻌﺾ اﻟﻘﻮاﻋﺪ اﻟﺘﻲ‬. ‫ھﺬه اﻟﺠﻤﻠﺔ ﺧﻄﺄ ﻓﻲ ﻣﻌﻨﺎھﺎ ﻓﻜﺄﻧﻚ ﺗﻘﻮل أن اﻟﻐﺮﻓﺔ ﺗﻨﻈﻒ أي ھﻲ ﻣﻦ ﯾﻘﻮم ﺑﺎﻟﺘﻨﻈﯿﻒ‬
‫ إذا‬is/are/was/were ‫ﻋﺮﻓﻨﺎھﺎ ﻓﻲ دراﺳﺘﻨﺎ ﺑﺎﻟﺪول اﻟﻌﺮﺑﯿﺔ ﻋﻦ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﻗﺪ ﯾﻜﻮن ﻓﻲ ﺑﻌﻀﮭﺎ ﺷﻲء ﻣﻦ اﻟﺨﻄﺄ ﻣﺜﻞ ﻗﺎﻋﺪة‬
‫ ھﺬا اﻟﻜﻼم ﺻﺤﯿﺢ إذا رﻏﺒﻨﺎ ﻓﻲ اﻟﻜﻼم ﻋﻦ اﻻﺳﺘﻤﺮارﯾﺔ ﻛﺎن ﺗﻘﻮل‬. ‫ ﻟﻨﮭﺎﯾﺔ اﻟﻔﻌﻞ وھﺬا ھﻮ اﻟﺨﻄﺄ‬ing ‫ﺗﺒﻌﮭﺎ ﻓﻌﻞ ﯾﺠﺐ أن ﻧﻈﯿﻒ‬
‫ ﻓﻲ ﺑﻌﺾ اﻷﺣﯿﺎن ﯾﻜﻮن اﻟﻤﺒﻨﻲ‬. ‫ أﻣﺎ ﻓﻲ ﺣﺎﻟﺔ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ﻓﮭﺬا اﻟﻜﻼم ﻏﯿﺮ ﺻﺤﯿﺢ‬He is speaking in TV now
My ‫ ﻓﮭﻲ ﺗﻜﺎﻓﺊ‬My hair needs cutting ‫ﻟﻠﻤﺠﮭﻮل ﻟﯿﺲ ﻓﻲ ﺗﺮﻛﯿﺐ اﻟﺠﻤﻠﺔ وإﻧﻤﺎ ﻓﻲ اﻟﻤﻌﻨﻰ ﻓﻘﻂ وﻣﺜﺎل ذﻟﻚ ﻋﻨﺪﻧﺎ ﺗﻘﻮل‬
(‫ )ﻓﻲ ﺣﺎﻟﺔ أن ھﻨﺎك ﺷﺨﺺ آﺧﺮ ھﻮ ﻣﻦ ﺳﯿﻘﻮم ﺑﻘﺺ اﻟﺸﻌﺮ‬hair needs to be cut
. ‫اﻷﻣﺜﻠﺔ اﻟﺘﺎﻟﯿﺔ ﺗﻮﺿﺢ ﺻﯿﻎ ﻣﺨﺘﻠﻔﺔ ﻟﻠﻤﺒﻨﻲ ﻟﻠﻤﻌﻠﻮم وﯾﺮاﻓﻘﮭﺎ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ﻓﻲ أزﻣﻨﺔ ﻣﺨﺘﻠﻔﺔ‬

• Someone cleans the room every day/ the room is cleaned every day. (present
simple)
• Someone cleaned the room yesterday/ the room was cleaned yesterday. (past
simple)
• Someone will clean the room later/ the room will be cleaned later. (future)
• Someone will be cleaning the room tomorrow / the room will be being cleaned
tomorrow. (future continuous).
• Someone has cleaned the room for two days/ the room has been cleaned for two
days (present perfect).
• Someone had cleaned the room .It looked nice/ the room had been cleaned . It
looked nice (past perfect).
‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
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 • Someone is cleaning the room now/ the room is being cleaned now. (present
continuous)
• Someone was cleaning the room when I arrived/ the room was being cleaned
when I arrived. (past continuous).
• Someone should have cleaned the room / the room should have been cleaned.
(perfect infinitive)
• They are going to build a house / a house is going to be built ( added ‘ be ’ after ‘
to’ )
( Be , Been, Being ) ‫اﻟﻜﻠﻤﺎت‬

‫ ﻓﻲ ﻋﺪة ﺻﯿﻎ‬be ‫ﺗﺄﺗﻲ اﻟﻜﻠﻤﺔ‬

He is a teacher ‫ ﻣﺜﺎل‬.‫( إذا وردت ﻓﻲ ﺷﺮح اﻟﻘﻮاﻋﺪ‬am , is ,are) ‫ ﺗﻌﻨﻰ اﻷﻓﻌﺎل‬Be -
Nayef wants to be a teacher ‫ ﺑﻤﻌﻨﻰ )ﯾﻜﻮن ( ﻛﻤﺎ ﻓﻲ‬Be ‫ ﻗﺪ ﺗﺄﺗﻲ‬-
Be careful ‫ أو‬Be quite ‫ ﺑﻤﻌﻨﻰ )ﻛﻦ ( ﻓﻲ ﺑﻌﺾ اﻟﻌﺒﺎرات‬Be ‫ ﻗﺪ ﺗﺄﺗﻲ‬-
‫ أو‬A house is going to be built ‫ ﻗﺪ ﺗﺄﺗﻲ ﻣﺼﺎﺣﺒﺔ ﻟﻠﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ﻛﻤﺎ ﻓﻲ‬-
‫ ﻓﻲ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ﻛﻤﺎ ﻓﻲ‬modals ‫ أو ﻣﻊ أﻓﻌﺎل‬You have to be tested to apply
It may be used ‫ أو‬It can be said
He will be able to install Linux ( ‫ ﻣﻊ ﺟﻤﻞ ﺑﻤﻌﻨﻰ )ﺳﯿﻜﻮن ﻗﺎدرا ﻋﻠﻰ‬-
In July my roommate will be traveling to Saudi Arabia ‫ ﻣﻊ ﺟﻤﻞ ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ اﻟﻤﺴﺘﻤﺮ‬-
‫ وﻟﯿﺲ ﻣﻦ اﻟﻀﺮوري أن ﻧﺘﺒﻊ‬You should be here ‫ ﻛﻤﺎ ﻓﻲ ﻗﻮل‬Should ‫ ﻏﺎﻟﺒﺎ ﻛﻠﻤﺔ‬Be ‫ ﯾﺼﺎﺣﺐ‬-
You should be ‫ وأﯾﻀﺎ‬You should come early ‫ ﻓﻤﺜﻼ ﯾﻤﻜﻦ اﻟﻘﻮل‬Be ‫ ﺑـ‬Should ‫ﻛﻠﻤﺔ‬
‫ ﻓﻲ اﻟﺠﻤﻠﺔ اﻷوﻟﻰ ﺗﻌﻨﻲ اﻟﻮاﺟﺐ أو اﻟﺸﻲء‬Should ‫ اﻟﻔﺮق ﺑﯿﻦ اﻟﺠﻤﻠﺘﯿﻦ اﻟﺴﺎﺑﻘﺘﯿﻦ أن‬coming early
. (... ‫اﻟﺼﺤﯿﺢ )ﻓﻲ اﻟﻨﺼﯿﺤﺔ( أﻣﺎ ﻓﻲ اﻟﺠﻤﻠﺔ اﻟﺜﺎﻧﯿﺔ ﻓﻜﺄﻧﻚ ﺗﺆﻛﺪ ﻋﻠﻰ اﻟﻨﻘﻄﺔ ﻛﻮﻧﮭﺎ واﺟﺒﺎ ﺣﺘﻤﯿﺎ )ﯾﺠﺐ أن ﺗﻜﻮن‬
Could ‫ أو‬Can‫ أو‬Might ‫ أو‬May ‫ﯾﻤﻜﻦ ﻋﻠﻰ ذﻟﻚ اﻟﻘﯿﺎس ﻣﻊ‬
I/we/you/he/it … Can / may /should -Be (tired /hungry/at school /in Saudi /asleep)
/could/ must/can -Be (doing /watching /waiting)
not /may not /…

‫ ﻓﻲ ﻋﺪة ﺻﯿﻎ‬Been ‫ﺗﺄﺗﻲ اﻟﻜﻠﻤﺔ‬

‫ ﻓﻲ اﻷزﻣﻨﺔ اﻟﺘﺎﻣﺔ ﺳﻮاء ﻓﻲ اﻟﻤﻀﺎرع أم اﻟﻤﺴﺘﻤﺮ أم اﻟﻤﺎﺿﻲ وﻣﻊ ھﺬه‬Have , has, had ‫ ﻣﻊ اﻷﻓﻌﺎل‬-
‫ )ﺑﻤﻌﻨﻰ ﻛﺎﻧﺖ ﺗﻤﻄﺮ ( أو‬It has been raining ( ‫أﻻزﻣﻨﮫ ﯾﺼﺒﺢ ﻣﻌﻨﻰ ھﺬه اﻟﻜﻠﻤﺔ ) ﻛﺎﻧﺖ أو ﻛﻨﺖ‬
‫ أﯾﺎم ( أو ﻓﻲ اﻟﺴﺆال ﻛﻤﺎ ﻓﻲ ﻗﻮﻟﻨﺎ‬٣ ‫ ﺑﻤﻌﻨﻰ )ﻛﻨﺖ اﻧﺘﻈﺮ ﻣﺪة‬I have been waiting for 3 days
.How long have you been waiting ?
The room has been cleaned ‫ ﻓﻲ ﺣﺎﻟﺔ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل‬Have , has, had ‫ ﻣﻊ اﻷﻓﻌﺎل‬-

I/we/you/he/it Can / may (not)Have -Been (tired /hungry/at school /in Saudi /asleep)
/should /must -Been (doing /watching /waiting)
might …
‫ ﻓﻲ ﻋﺪة ﺻﯿﻎ‬Being ‫ﺗﺄﺗﻲ اﻟﻜﻠﻤﺔ‬
(‫ )ﻛﻮﻧﮫ اﻟﻤﺪﯾﺮ‬Being a manager ‫ أي ﺑﻤﻌﻨﻰ )ﻛﻮﻧﮫ أو ﺑﻮﺻﻔﮫ أو ﺑﺼﻔﺘﮫ ( ﻛﻤﺎ ﻓﻲ ﻗﻮﻟﻨﺎ‬As ‫ ﺗﺄﺗﻲ ﺑﻤﻌﻨﻰ‬-
‫ )اﻛﺮه أن ﯾﻌﻠﻤﻨﻲ اﻟﻨﺎس ﻣﺎ‬I hate people telling me what to do : ‫ ﻓﻲ اﻟﺤﺎﻻت ﻣﺜﺎل‬gerund ‫ ﻣﻊ‬-
( ‫ )اﻛﺮه ﻛﻮﻧﻲ أو أن أﻛﻮن ﻣﻌﻠﻤﺎ ﺑﻤﺎ ﻋﻠﻲ‬I hate being told what to do ‫ﻋﻠﻲ ﺻﻨﻌﮫ (ﺗﺘﺤﻮل إﻟﻰ‬
‫ أي ﻣﻌﺘﺎد ﻋﻠﻰ ﻛﻮﻧﮭﺎ ﺑﺎردة‬I am used to being cold ‫ ﻓﻨﻘﻮل‬I am used to ‫وﻛﺬﻟﻚ ﻣﻊ اﻟﺼﯿﻐﺔ‬
‫ ﻣﻊ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ﻓﻲ ﺣﺎﻟﺔ اﻻﺳﺘﻤﺮار‬-
environment is being polluted, women and children are being exposed to
toxins
‫ اﻟﺦ ﻣﻦ ﺗﺼﺮﯾﻔﺎت ھﺬه اﻟﻜﻠﻤﺔ ( ﺑﻌﺪ ﺣﺮوف اﻟﺠﺮ أو ﻣﻊ اﻟﻜﻠﻤﺎت‬... ‫ ﺗﺄﺗﻲ ﺑﻨﻔﺲ ﻣﻌﻨﻰ )ﻟﻜﻮﻧﮫ أو ﻛﻮﻧﮫ أو ﻟﻜﻮﻧﮭﺎ‬-
because of : ‫ ﻣﺜﺎل‬In spite of ‫ أو‬because of ‫اﻟﺘﻲ ﺑﮭﺎ ﺣﺮوف ﺟﺮ ﻟﺘﻜﻮﯾﻦ ﻋﺒﺎرة اﺳﻤﯿﺔ ﻣﺜﻞ‬
because ‫ ( ﺑﯿﻨﻤﺎ ﻣﻊ اﻟﻜﻠﻤﺔ‬In spite of being tired, I came to school )‫ أو‬being tired
because I was tired ‫ﻻ ﯾﻤﻜﻦ وﺿﻌﮭﺎ وﻓﻲ ھﺬه اﻟﺤﺎﻟﺔ ﻧﻘﻮل‬
‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
12
 ‫‪Singular and plural‬‬

‫ﻻ أﺷﻚ ﻓﻲ ﻣﻌﺮﻓﺘﻚ ﺑﺤﻘﯿﻘﺔ ﺗﻤﯿﯿﺰ اﻷﺳﻤﺎء اﻟﻤﻔﺮدة ﻣﻦ اﻷﺳﻤﺎء ﻓﻲ ﺣﺎﻟﺔ اﻟﺠﻤﻊ ﺳﻮاء ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ أو اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ‪ .‬ﻟﻜﻦ ﻗﺒﻞ‬
‫أن ﻧﻤﻀﻲ ﻗﺪﻣﺎ ﻓﻲ ھﺬا اﻟﺪرس ﺗﺄﻣﻞ ﻣﻌﻲ اﻟﻤﺜﺎﻟﯿﯿﻦ اﻟﺘﺎﻟﯿﯿﻦ ‪:‬‬
‫اﻟﻐﺮض ﻣﻦ اﻟﻤﺜﺎل وﺻﻒ اﻟﻨﻈﺎرة وﻟﻜﻦ ﻣﺮة اﺳﺘﺨﺪم ﺻﯿﻐﺔ‬
‫اﻟﻨﻈﺎرات ﺟﻤﯿﻠﺔ‬ ‫‪-‬‬
‫اﻟﺠﻤﻊ وﻣﺮة اﺳﺘﺨﺪم اﻹﻓﺮاد ﻓﺄﯾﮭﻤﺎ ﻧﺘﺒﻊ ؟‬
‫اﻟﻨﻈﺎرة ﺟﻤﯿﻠﺔ‬ ‫‪-‬‬
‫ﻛﻼ اﻟﻤﺜﺎﻟﯿﻦ ﺻﺤﯿﺢ ﻣﻦ ﻧﺎﺣﯿﺔ اﻟﻜﺘﺎﺑﺔ واﻟﻤﻌﻨﻰ‬

‫اﻟﺴﺒﺐ ﻓﻲ أﻧﻲ ذﻛﺮت ھﺬﯾﻦ اﻟﻤﺜﺎﻟﯿﻦ ھﻮ ﻟﻠﺘﻮﺿﯿﺢ ﻟﻚ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ أن ھﻨﺎك ﺟﻤﻼ ﻗﺪ ﺗﺨﺘﻠﻂ ﻋﻠﯿﻚ وﻟﯿﺲ ھﺬا ﻣﻘﺎم ﻟﺬﻛﺮ اﻟﺘﻔﺎﺻﯿﻞ‬
‫اﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﻔﺮد اﻷﺳﻤﺎء اﻟﻌﺮﺑﯿﺔ وﻏﺮﯾﺒﮭﺎ ﻓﻲ اﻟﺠﻤﻊ واﻹﻓﺮاد‪.‬‬

‫إﺿﺎﻓﺔ إﻟﻰ ﻣﺎ ذﻛﺮت ﺳﺎﺑﻘﺎ ﻓﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﻻ ﺗﺨﺘﻠﻒ أﯾﻀﺎ ﻣﻦ ﻧﺎﺣﯿﺔ اﻷﺳﻤﺎء ﻓﺘﺎرة ﺗﻌﺎﻣﻞ ﻋﻠﻰ أﻧﮭﺎ ﻣﻔﺮدة وﺗﺎرة ﻋﻠﻰ أﻧﮭﺎ ﺟﻤﻊ‬
‫ﻋﻼوة ﻋﻠﻰ أھﻤﯿﺔ ذﻟﻚ ﻓﻲ اﻟﻠﻐﺔ ﻓﮭﻨﺎك ﻧﻘﻄﺔ أﺧﺮى ﻣﮭﻤﺔ ﻓﻲ ﺗﺤﺪﯾﺪ اﻻﺳﻢ وھﻲ اﻟﺘﻲ ﺟﻌﻠﺘﻨﻲ اذﻛﺮ اﻟﻤﺜﺎﻟﯿﯿﻦ اﻟﺴﺎﺑﻘﯿﻦ وھﻲ ﻣﻌﺮﻓﺔ‬
‫اﻟﻔﻌﻞ اﻟﻤﺮاﻓﻖ ﻟﻼﺳﻢ ﻣﻦ ﺣﯿﺚ اﻟﺠﻤﻊ واﻹﻓﺮاد وﻣﻦ ﺣﯿﺚ إﺿﺎﻓﺔ ال ‪ s‬أو ‪ es‬ﻟﻠﻔﻌﻞ ﻓﻲ ﺣﺎﻟﺔ اﻹﻓﺮاد ‪.‬‬
‫ﺗﺴﻤﻰ اﻟﻜﻠﻤﺎت اﻟﺘﻲ ﺑﺼﯿﻐﺔ اﻟﺠﻤﻊ ‪. collective nouns‬‬

‫ﻣﺜﺎل ذﻟﻚ ﺷﺮﻛﺔ ﻣﺎﯾﻜﺮوﺳﻮﻓﺖ ﺑﺎﻹﻣﻜﺎن أن ﻧﻌﺎﻣﻠﮭﺎ ﻛﻤﻨﻈﻮﻣﺔ واﺣﺪة ) ﺑﺎﻹﻓﺮاد ( أو أن ﻧﻌﺎﻣﻠﮭﺎ ﻋﻠﻰ أﻧﮭﺎ ﺗﻘﺴﯿﻢ ﻣﻦ اﻷﻧﻈﻤﺔ‬
‫واﻟﺠﺰﺋﯿﺎت وﻓﻲ ھﺬه اﻟﺤﺎﻟﺔ ﺗﻌﺎﻣﻞ ﻣﻌﺎﻣﻠﺔ اﻟﺠﻤﻊ‬
‫• ‪Microsoft has increased its programs‬‬
‫• ‪Microsoft have increased its programs‬‬
‫• ‪Government want / Government wants to promote education‬‬
‫وﻛﺬﻟﻚ ﻛﻠﻤﺔ ﻣﺠﻤﻮﻋﺔ ‪ group‬وﻛﻠﻤﺔ ﻓﺮﯾﻖ ‪ team‬وﻏﯿﺮھﺎ ﻣﻦ اﻟﻜﻠﻤﺎت ‪ .‬وھﺬه اﻟﻜﻠﻤﺎت ﺗﺨﺘﻠﻒ ﻓﻲ اﻟﺘﻌﺎﻣﻞ ﻣﻦ ﻧﺎﺣﯿﺔ اﻹﻓﺮاد‬
‫واﻟﺠﻤﻊ واﺧﺘﻼف اﻟﺘﻌﺎﻣﻞ ﺑﮭﺎ ﻋﻠﻰ أﻧﮭﺎ ﻣﻔﺮد أم ﺟﻤﻊ ﯾﺮﺟﻊ ﻟﻼﺧﺘﻼف ﺑﯿﻦ اﻷﻣﺮﯾﻜﺎن واﻻﻧﺠﻠﯿﺰ‬
‫‪British speakers tend to take collective nouns as plural and American speakers as‬‬
‫‪singular.‬‬
‫‪The committee have/has argued over it all day long .The audience were/was addressed‬‬
‫‪by the concert master.‬‬

‫وھﺬه ﻣﺠﻤﻮﻋﺔ ﺑﺎﻟﻜﻠﻤﺎت اﻟﻤﺬﻛﻮرة ﺑﺼﯿﻐﺔ اﻟﺠﻤﻊ‬

‫‪army, association, audience, board, clan, class, club, commission, committee,‬‬
‫‪community, company, corporation, council, couple, crew, crowd, department,‬‬
‫‪enemy, faculty, family, federation, firm, flock, gang, generation, government,‬‬
‫‪group, herd, institute, jury, majority, media, minority, opposition, party,‬‬
‫‪population, press, public, staff, team, university, police, people, etc.‬‬

‫‪ Noun Group‬و ) ‪ Nominalization‬أو ‪( nominal group‬‬

‫اﻟﻤﺠﻤﻮﻋﺔ اﻻﺳﻤﯿﺔ ‪ Noun Group‬ھﻲ ﻛﻠﻤﺔ ‪ a word‬أو ﻋﺒﺎرة ‪ a phrase‬أو ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻜﻠﻤﺎت ‪a group of‬‬
‫‪ words‬وﻗﺪ ﺗﻜﻮن ھﺬه اﻟﻜﻠﻤﺎت ﺧﻠﯿﻄﺎ ﻣﻦ ﺣﺮوف اﻟﺠﺮ أو اﻷﺳﻤﺎء أو اﻟﺼﻔﺎت أو اﻟﻈﺮوف أو اﻟﻜﻤﯿﺎت أو اﻟﺮواﺑﻂ‬

‫ﻣﻼﺣﻈﺔ ﻣﮭﻤﺔ ‪ :‬ﻻ ﺗﺤﺘﻮي اﻟﺠﻤﻠﺔ اﻻﺳﻤﯿﺔ ﻋﻠﻰ ﻓﻌﻞ ﻣﮭﻤﺎ ﻛﺎن ﺷﻜﻞ اﻟﻔﻌﻞ‬

‫‪Air and water pollution in industrialised countries lead to death of wildlife and‬‬
‫‪destruction of their habitats .‬‬
‫‪ Air and water pollution in industrialized countries‬ﺗﻌﺘﺒﺮ ﺟﻤﻠﺔ اﺳﻤﯿﺔ ‪ noun group‬أو ‪NG‬‬
‫وﻛﺬﻟﻚ اﻟﺠﻤﻠﺔ ‪ death of wildlife and destruction of their habitats .‬ﺗﻌﺘﺒﺮ ﺟﻤﻠﺔ اﺳﻤﯿﺔ ‪ noun group‬أو‬
‫‪NG‬‬
‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
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 ‫‪ Lead to‬ﻓﻌﻞ ‪ verb‬وھﻮ اﻟﺬي ﯾﺮﺑﻂ اﻟﺠﻤﻠﺘﯿﻦ اﻻﺳﻤﯿﺘﯿﻦ اﻟﺴﺎﺑﻘﺘﯿﻦ‬
‫وﺑﺼﻮرة ﺗﻔﺼﯿﻠﯿﺔ أﺧﺮى‬

‫‪Air and water ( modifier + conjunction) pollution (noun) in industrialized countries‬‬

‫‪(preposition phrase) lead to (verb) death (noun) of wildlife (preposition phrase) and‬‬
‫‪destruction (noun + conjunction) of their habitats (preposition phrase).‬‬

‫أھﻤﯿﺔ اﻟﺠﻤﻞ اﻻﺳﻤﯿﺔ ‪:‬‬

‫ﻣﮭﻤﺔ ﺟﺪا ﻓﻲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﻷﻧﮭﺎ ﺗﻌﻄﻲ ﻣﺠﺎﻻ ﻛﺒﯿﺮا ﻟﻠﻜﺎﺗﺐ ﺑﺤﯿﺚ ﯾﻀﻤﻦ ﻣﻌﻠﻮﻣﺎت ﻛﺜﯿﺮة ﻓﻲ ﺟﻤﻠﺔ واﺣﺪة‬ ‫‪-١‬‬
‫ﺗﻠﻌﺐ دورا ﻣﮭﻤﺎ ﻓﻲ ﺗﺸﻜﯿﻞ أﺳﻤﺎء اﻟﺒﺤﻮث اﻟﻌﻠﻤﯿﺔ واﻟﺘﻘﺎرﯾﺮ وﺧﺼﻮﺻﺎ ﻓﻲ اﻟﻌﻨﺎوﯾﻦ ‪.‬‬ ‫‪-٢‬‬
‫ﻟﮭﺎ دور ﻓﻲ اﻟﺮﺑﻂ ﻣﻊ اﻟﺠﻤﻞ ﻣﻦ ﻧﻮع ‪ ) cause and effect‬اﻟﺴﺒﺐ واﻟﻨﺘﯿﺠﺔ ( ‪.‬‬ ‫‪-٣‬‬
‫ﻣﮭﻤﺔ ﻓﻲ ﻣﻮﺿﻮع اﻟﻔﻘﺮة )‪ ( topic sentence‬و ﻓﻲ اﻟﺠﻤﻞ اﻟﻤﺴﺎﻧﺪة و ﻓﻲ ) ‪ ( thesis‬و )‪ (Preview‬و )‪( aspect‬‬ ‫‪-٤‬‬

‫ﺳﺘﺪرك ﺑﻤﺸﯿﺌﺔ اﷲ ھﺬه اﻟﻤﮭﺎم ﺣﯿﻦ اﻟﻮﺻﻮل ﻟﻤﻮﺿﻮع اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ‬

‫ﻛﯿﻔﯿﺔ ﺑﻨﺎء اﻟﺠﻤﻞ اﻻﺳﻤﯿﺔ) أو ﺷﺒﮫ اﻻﺳﻤﯿﺔ ( ﻓﻲ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ‪ noun group‬أو ﻣﺎ ﯾﺴﻤﻰ ﺑـ ‪Nominalization‬‬
‫ﻓﻲ ھﺬا اﻟﻨﻮع ﻣﻦ اﻟﺠﻤﻞ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﻻ ﯾﮭﺘﻤﻮن ﺑﺎﻟﻔﺎﻋﻞ ) ‪ ( Actors‬وﻻ ﺑﺎﻹﺟﺮاء )‪ ( Action‬وﻟﺘﺤﻮﯾﻞ اﻟﺠﻤﻠﺔ اﻟﻔﻌﻠﯿﺔ )‬
‫اﻟﺘﻲ ﺗﺤﺘﻮي ﻋﻠﻰ ﻓﺎﻋﻞ وﻓﻌﻞ ( إﻟﻰ اﺳﻤﯿﮫ ﻛﻞ ﻣﺎ ﺗﻘﻮم ﺑﮫ ھﻮ إﺧﻔﺎء أو ﺗﻐﯿﯿﺐ اﻟﻔﺎﻋﻞ وﺗﻐﯿﯿﺮ اﻟﻔﻌﻞ إﻟﻰ اﺳﻢ‬
‫ﻣﺜﺎل ‪:‬‬
‫‪ ) The government reduces pollution‬اﻟﺠﻤﻠﺔ اﻟﺴﺎﺑﻘﺔ ﺗﺤﺘﻮي ﻋﻠﻰ ﻓﺎﻋﻞ وﻓﺎﻋﻞ وﻣﻔﻌﻮل ﺑﮫ () اﻟﺤﻜﻮﻣﺔ ﺗﺨﻔﺾ‬
‫اﻟﺘﻠﻮث(‬
‫ﻓﻲ ﺣﺎﻟﺔ اﻟﺠﻤﻠﺔ اﻻﺳﻤﯿﺔ ﺗﺼﺒﺢ اﻟﺠﻤﻠﺔ اﻟﺴﺎﺑﻘﺔ ﻛﺎﻟﺘﺎﻟﻲ ‪:‬‬
‫‪ ) reduction of pollution‬اﻧﺨﻔﺎض اﻟﺘﻠﻮث ( )ﻏﯿﺮ اﻟﻔﻌﻞ ‪ reduce‬إﻟﻰ اﺳﻢ ‪ reduction‬وﺣﺬف اﻟﻔﺎﻋﻞ (‬
‫وﺑﺎﻹﻣﻜﺎن ﺟﻌﻞ اﻟﻔﺎﻋﻞ ﯾﺘﺤﻮل إﻟﻰ ﺻﻔﮫ ‪) The governmental reduction of pollution‬اﻟﺘﺨﻔﯿﺾ اﻟﺤﻜﻮﻣﻲ ﻟﻠﺘﻠﻮث(‬

‫ﻓﻲ اﻟﻤﺜﺎل اﻟﺴﺎﺑﻖ ﺣﻮﻟﻨﺎ اﻟﺠﻤﻠﺔ اﻟﻔﻌﻠﯿﺔ وإن ﺻﺢ اﻟﺘﻌﺒﯿﺮ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻔﻌﻠﯿﺔ إﻟﻰ ﺟﻤﻠﺔ اﺳﻤﯿﺔ أو ﻣﺠﻤﻮﻋﺔ اﺳﻤﯿﺔ وﻟﻜﻦ ھﻞ ھﺬا ﻛﻞ ﺷﻲ‬
‫ﻋﻦ اﻟﺠﻤﻠﺔ اﻻﺳﻤﯿﺔ ) اﻟﻤﺠﻤﻮﻋﺔ اﻻﺳﻤﯿﺔ ( ؟‬
‫ﻃﺒﻌﺎ ﻻ ‪ ...‬ﻓﻘﺪ ذﻛﺮت أن اﻟﻤﺠﻤﻮﻋﺔ اﻻﺳﻤﯿﺔ ھﻲ ﺗﻜﺘﻞ ﻣﻦ اﻷﺳﻤﺎء واﻟﺼﻔﺎت واﻟﻌﺒﺎرات واﻟﺠﻤﻞ اﻟﻈﺮﻓﯿﺔ واﻟﺠﻤﻞ اﻟﻮﺻﻔﯿﺔ‬
‫وﻟﯿﺲ ﺷﺮﻃﺎ أن ﺗﻜﻮن ھﻨﺎك ﺟﻤﻠﺔ ﻓﻌﻠﯿﺔ ﺛﻢ ﻧﻘﻮم ﺑﺘﻐﯿﺮ اﻟﻔﻌﻞ إﻟﻰ اﺳﻢ وﺑﺬﻟﻚ ﺗﺤﺼﻞ ﻋﻠﻰ ﺟﻤﻠﺔ أو ﻣﺠﻤﻮﻋﺔ اﺳﻤﯿﺔ اﻷﻣﺜﻠﺔ اﻟﺘﺎﻟﯿﺔ‬
‫ﺗﻮﺿﺢ ﻟﻚ ھﺬه اﻟﻨﻘﻄﺔ ‪ .‬ﻣﺎ ﺗﺤﺘﮫ ﺧﻂ ﻣﺜﺎل ﻋﻠﻰ اﻟﺠﻤﻠﺔ اﻻﺳﻤﯿﺔ‬

‫‪Noun groups are used to say which people or things you are talking about. They‬‬
‫‪can be the subject or object of a verb .‬‬
‫‪Strawberries are very expensive now.‬‬
‫‪Keith likes strawberries.‬‬

‫‪A noun group can also be the complement of a link verb such as “be”, “become”,‬‬
‫”‪“feel”, or “seem.‬‬
‫‪She became champion in 1964.‬‬
‫‪He seemed a nice man.‬‬

‫‪A noun group can be used after a preposition, and is often called the object of the‬‬
‫‪preposition.‬‬
‫‪I saw him in town.‬‬
‫‪She was very ill for six months.‬‬

‫‪A noun group can be a noun on its own, but it oftern includes other words. A noun‬‬
‫‪group can have a determiner such as ‘the’, ‘a’. You put determiners at the‬‬
‫‪beginning of the noun group .‬‬
‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
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The girls were not in the house.
He was eating an apple.

A noun group can include an adjective. You usually out the adjective in front of the
noun .
He was using blue ink.
I like living in a big city.

Sometimes you can use another noun in front of the noun.

I like chocolate cake.
She wanted a job in the oil industry.

A noun with ’s (apostrophe s) is used in front of another noun to show who or what
something belongs to or is connected with.
I held Sheila’s hand very tightly.
He pressed a button on the ship’s radio.

A noun group can also have an adverbial, a relative clause, or a ‘to’-infinitive

clause after it, which makes it more precise .
I spoke to a girl in a dark grey dress.
She wrote to the man who employed me.
I was trying to think of a way to stop him.

A common adverbial used after a noun is a preposition phrase beginning with ‘of.’
He tied the rope to a large block of stone.
The front door of the house was wide open.
I hated the idea of leaving him alone.

Participles and some adjectives can also be used after a noun.

She pointed to the three cards lying on the table.
He is the only man available.

Numbers come after determiners and before adjectives .

I had to pay a thousand dollars.
Three tall men come out of the shed.

A noun group can also be a pronoun. You often use a pronoun when you are
referring back to a person or thing that you have already mentioned .
I’ve got two boys, and they both enjoy playing football.

You also use a pronoun when you do not know who the person or thing is , or do
not want to be precise.
Someone is coming to mend it tomorrow .

A noun group can refer to one or more people or things. Many nouns have a
singular form referring to one person or thing, and a plural form referring to more
than one person or thing .
My dog never bites people.
She likes dogs.

Similarly, different pronouns are used in the singular and in the plural.
I am going home now.
‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
15
‫‪We want more money.‬‬
‫‪When a singular noun group is the subject. It takes a singular verb. When a plural‬‬
‫‪noun group is the subject. It takes a plural verb.‬‬

‫‪His son plays football for the school.‬‬

‫‪Her letters are always very short.‬‬

‫اﻷﻣﺜﻠﺔ اﻟﺴﺎﺑﻘﺔ ﻣﻦ اﻟﻤﻮﻗﻊ ‪http://englishlearninghome.com/?p=31‬‬

‫أوﺷﻜﻨﺎ ﻋﻠﻰ اﻻﻧﺘﮭﺎء ﻣﻦ ﻓﺼﻞ اﻟﻘﻮاﻋﺪ اﻟﻤﺘﻔﺮﻗﺔ وﻟﻜﻦ ﺑﻘﯿﺖ ﺟﺰﺋﯿﺔ ﺻﻐﯿﺮة ﺑﮭﺬا اﻟﻤﻮﺿﻮع وھﻲ )اﻟﻠﻮاﺣﻖ وﺣﺮوف اﻟﺠﺮ (‬
‫‪ Prepositions‬و ‪Suffixes‬‬

‫ﺗﺘﺸﺎﻛﻞ ﻋﻠﻰ ﻣﺘﻌﻠﻢ اﻟﻠﻐﺔ ﻓﻲ اﻟﺒﺪاﯾﺔ ﺑﻌﺾ اﻟﻜﻠﻤﺎت ﻓﻤﺜﻼ ‪:‬‬

‫‪different, difference – important, importance - die, death, dead - live, life, alive‬‬
‫وﻟﻌﻞ اﻟﺴﺒﺐ ﯾﺮﺟﻊ ﻓﻲ ﻋﺪم ﻣﻌﺮﻓﺔ ﻧﻮع اﻟﻜﻠﻤﺔ ﻣﻦ ﺣﯿﺚ ﻛﻮﻧﮭﺎ ﻓﻌﻼً أو اﺳﻤﺎ أو ﺻﻔﺔً‬

‫دﻋﻨﺎ ﻓﻲ اﻟﺒﺪاﯾﺔ ﻧﺒﺪأ ﺑﻮﺿﻊ اﻟﻜﻠﻤﺎت اﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﻜﺎﻧﮭﺎ اﻟﺼﺤﯿﺢ ﺛﻢ ﻧﻜﻤﻞ اﻟﺤﺪﯾﺚ‬
‫‪Verb‬‬ ‫‪Noun‬‬ ‫‪Adjective‬‬
‫ﯾﻤﻮت ‪Die‬‬ ‫ﻣﻮت ‪Death‬‬ ‫ﻣﯿﺖ ‪Dead‬‬
‫ﯾﻌﯿﺶ ‪Live‬‬ ‫ﺣﯿﺎه ‪Life‬‬ ‫ﺣﻲ ‪Alive‬‬
‫ﯾﺨﺘﻠﻒ ‪Differ‬‬ ‫اﺧﺘﻼف ‪Difference‬‬ ‫ﻣﺨﺘﻠﻒ ‪Different‬‬

‫ﻣﺎ ﺟﻌﻠﻨﻲ أورد ھﺬه اﻷﻣﺜﻠﺔ ﺳﺒﺒﺎن ‪:‬‬

‫اﻷول ‪ /‬ﻟﻜﺜﺮة اﺳﺘﺨﺪام ﺑﻌﺾ اﻟﻜﻠﻤﺎت ﻓﻲ ﻣﻮﺿﻊ ﺧﺎﻃﺊ إﻣﺎ ﻓﻲ ﻛﺘﺎﺑﺔ أو ﻓﻲ ﺳﺆال‪ .‬ﻓﻤﺜﻼ ‪:‬‬
‫‪ -‬أﻣﺎﻛﻦ ﻣﺨﺘﻠﻔﺔ ‪ different places‬وﻟﯿﺲ ‪difference places‬‬
‫‪ -‬اﻻﺧﺘﻼف اﻟﺸﺎﺋﻊ ‪ The common difference‬وﻟﯿﺲ ‪The common different‬‬
‫وﻛﺬﻟﻚ ﺑﺎﻗﻲ اﻟﻜﻠﻤﺎت ‪ .‬أن ﻣﻌﺮﻓﺔ ﻧﻮع اﻟﻜﻠﻤﺔ ﻣﮭﻢ ﺟﺪا ﻣﻦ ﺣﯿﺚ ﻛﻮﻧﮭﺎ اﺳﻤﺎ )ﻣﻌﺪودا أو ﻏﯿﺮ ﻣﻌﺪود( أو ﺻﻔﺔ أو ﻓﻌﻼ‬

‫ﺛﺎﻧﯿﺎً ‪ /‬اﻟﺠﺰﺋﯿﺔ ھﺬي ﺗﺘﻌﻠﻖ ﺑﻤﻌﺮﻓﺔ اﻟﻠﻮاﺣﻖ وﻛﯿﻔﯿﺔ اﺷﺘﻘﺎق اﻷﺳﻤﺎء ﻣﻦ اﻷﻓﻌﺎل ‪ .‬ﻓﻌﻦ ﻃﺮﯾﻖ إﺿﺎﻓﺔ ﺑﻌﺾ اﻟﻠﻮاﺣﻖ ﻟﻸﻓﻌﺎل ﺗﺼﺒﺢ‬
‫أﺳﻤﺎءً ‪ .‬اﻧﻈﺮ اﻟﺸﻜﻞ اﻟﺘﺨﻄﯿﻄﻲ اﻟﺘﺎﻟﻲ ‪:‬‬

‫‪______ment‬‬ ‫ﻓﻤﺜﻼ اﻟﻔﻌﻞ ‪ require‬إذا أﺿﻔﻨﺎ ﻟﮫ اﻟﻼﺣﻘﺔ ‪ ment‬أﺻﺒﺢ ‪requirement‬‬

‫وﻛﺬﻟﻚ ‪ inform‬ﻧﻀﯿﻒ ﻟﮭﺎ ‪ ation‬ﻟﺘﺼﺒﺢ ‪. information‬‬
‫‪______ance‬‬
‫‪Verb‬‬
‫‪______ence‬‬
‫‪______sion‬‬ ‫ھﻨﺎك أﯾﻀﺎ ﺑﻌﺾ اﻟﻠﻮاﺣﻖ اﻟﺸﺎﺋﻌﺔ اﻟﺘﻲ ﺗﻀﯿﻔﮭﺎ ﻟﻸﻓﻌﺎل ﻟﺘﺤﺼﻞ ﻋﻠﻰ‬
‫ﺻﻔﺎت ‪ Adjective‬وﻣﻦ اﻷﻓﻀﻞ اﻟﺮﺟﻮع ﻟﻜﺘﺎب ﻣﺘﺨﺼﺺ ﻓﻲ ھﺬه‬
‫‪______tion‬‬ ‫اﻟﺠﺰﺋﯿﺎت ﻷﻧﮭﺎ ﺟﺰﺋﯿﺔ ﻛﺒﯿﺮة وﻣﺘﻔﺮﻋﺔ ﺗﺨﺮج ﻋﻦ ﻧﻄﺎق ھﺬا اﻟﻤﻠﺨﺺ‬

‫‪______ation‬‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﺤﺮوف اﻟﺠﺮ ﻣﻊ اﻟﺠﻤﻞ اﻻﺳﻤﯿﺔ ﻓﺘﺨﺘﻠﻒ ﻣﻦ ﻣﻮﺿﻊ ﻷﺧﺮ وﻟﻜﻦ اﻟﺤﺮف اﻟﺬي ﯾﻜﺜﺮ اﺳﺘﺨﺪاﻣﮫ ھﻮ ‪ of‬ﻧﻈﺮا ﻟﻤﺎ ﻟﮫ ﻣﻦ‬
‫ﺷﯿﻮع ﻓﻲ ﻣﻮاﺿﻊ ﻣﺨﺘﻠﻔﺔ ﻣﺜﺎل ‪:‬‬
‫* ‪ ) The effects of smoking on pregnant women‬أﺛﺎر اﻟﺘﺪﺧﯿﻦ ﻋﻠﻰ اﻟﻤﺮأة اﻟﺤﺎﻣﻞ( )ﺟﻤﻠﺔ اﺳﻤﯿﺔ (‬
‫* ‪The advantages of using computers in primary schools in Saudi Arabia‬‬
‫وھﺬا اﻟﺮاﺑﻂ أدﻧﺎه ﻟﺘﻮﺿﯿﺢ ﻓﻘﻂ اﺳﺘﺨﺪاﻣﺎت ‪of‬‬
‫‪http://dictionary.cambridge.org/results.asp?searchword=of‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫‪16‬‬
 ‫‪How to write an essay‬‬
‫ﯾﺘﻜﻮن اﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ اﻟﺒﺴﯿﻂ ﻣﻦ ﻋﺪة ﻓﻘﺮات ) اﻟﻤﻘﺪﻣﺔ – اﻟﻤﺘﻦ – اﻟﺨﺎﺗﻤﺔ ( أو )‪ Introduction‬و ‪ Body‬و ‪(Conclusion‬‬
‫وھﺬه ھﻲ اﻟﺒﻨﯿﺔ اﻷﺳﺎﺳﯿﺔ ﻟﻠﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ ‪ .‬وﻗﺒﻞ اﻟﺨﻮص ﻓﻲ ﻣﻔﮭﻮم اﻟـ ) ‪ ( essay‬أو اﻟﻤﻘﺎل ھﻨﺎك ﻋﺪة ﻣﻔﺎھﯿﻢ أﺳﺎﺳﯿﺔ ﯾﺠﺐ‬
‫ﺗﻨﺎوﻟﮭﺎ وان ﺗﻜﻮن واﺿﺤﺔ ﻓﻲ اﻷذھﺎن ﻷﻧﮭﺎ ﻣﮭﻤﺔ ﺟﺪا ﺧﺼﻮﺻﺎ ﻟﻠﻤﺒﺘﺪئ ﻓﻲ ﻣﺠﺎل اﻟﻜﺘﺎﺑﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ وﻗﺪ ﺗﺰﯾﻞ ﺷﯿﺌﺎ ﻣﻦ‬
‫اﻟﻠﺒﺲ اﻟﺬي ﻟﺪى اﻟﺒﻌﺾ ‪.‬وﺳﻨﺘﻨﺎول ھﺬه اﻟﻔﻘﺮات اﻟﺨﺎﺻﺔ ﺑﺎﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ ﺑﺸﻲ ﻣﻦ اﻟﺘﻔﺼﯿﻞ ﻻﺣﻘﺎ ‪.‬‬

‫اﻟﺠﻤﻞ ﻓﻲ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ )‪:(Sentences‬‬

‫اﻟﺠﻤﻠﺔ ھﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻜﻠﻤﺎت وﯾﺠﺐ أن ﺗﺤﺘﻮي اﻟﺠﻤﻠﺔ اﻟﻮاﺣﺪة ﻋﻠﻰ اﻷﻗﻞ ﻓﺎﻋﻞ )‪ (subject‬وﻓﻌﻞ )‪ . (verb‬وﻏﺎﻟﺒﺎ ﻣﺎ ﺗﺄﺗﻲ‬
‫ھﺬه اﻟﺠﻤﻞ ﻣﻀﺎﻓﺎ إﻟﯿﮭﺎ اﻟﻤﻔﻌﻮل ﺑﮫ )‪ (object‬أو ﻣﻜﻤﻞ ﻟﻠﺠﻤﻠﺔ )‪ .(compliment‬ﯾﺸﺎر اﺧﺘﺼﺎرا ﻟﻠﻔﺎﻋﻞ ﺑﺎﻟﺤﺮف ‪ s‬وﻟﻠﻔﻌﻞ‬
‫ﺑﺎﻟﺤﺮف ‪ v‬وﻟﻠﻤﻔﻌﻮل ﺑﮫ ﺑﺎﻟﺤﺮف ‪ o‬وﻟﻠﻤﻜﻤﻞ ﺑﺎﻟﺤﺮف ‪. c‬‬

‫اﻟﺠﻤﻞ اﻟﺒﺴﯿﻄﺔ ) ‪ ( simple sentences‬وھﻲ اﻟﺘﻲ ﺗﺤﺘﻮي ﻋﻠﻰ اﻷﻗﻞ ﻓﺎﻋﻞ وﻓﻌﻞ وﻣﻜﻤﻞ أو ﻣﻔﻌﻮل ﺑﮫ ‪ .‬وﻓﺎﻋﻞ ھﺬه اﻟﺠﻤﻞ‬
‫ﻟﯿﺲ ﺷﺮﻃﺎ أن ﯾﻜﻮن ﺷﺨﺺ واﺣﺪ أو ﺷﻲء واﺣﺪ ﻓﻘﺪ ﯾﻜﻮن أﻛﺜﺮ ﻣﻦ ذﻟﻚ وﻛﺬﻟﻚ ﻣﻤﻜﻦ أن ﯾﻜﻮن أﻛﺜﺮ ﻣﻦ ﻓﻌﻞ‪.‬ﻣﺜﺎل ‪:‬‬
‫‪ Students and employees use pens‬أي أن ﺗﺮﻛﯿﺒﺔ اﻟﺠﻤﻠﺔ اﻟﺴﺎﺑﻘﺔ ‪ svo‬أو ‪ svc‬ﺣﯿﺚ أن اﻟﻔﺎﻋﻞ ﺷﺨﺼﯿﻦ اﻻ أﻧﮫ‬
‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ذﻟﻚ ﯾﻌﺘﺒﺮ ﻓﺎﻋﻞ ﻣﮭﻤﺎ ﻛﺎن اﻟﻌﺪد ‪.‬‬
‫‪ Khalid and Abdulrahman are students and employees at the same time‬ﺗﺮﻛﯿﺐ اﻟﺠﻤﻠﺔ ) ‪(ssvvc‬‬

‫اﻟﺠﻤﻞ اﻟﻤﺮﻛﺒﺔ ) ‪ ( compound sentences‬وھﻲ ﺗﺘﻜﻮن ﻣﻦ ﺟﻤﻠﺘﯿﻦ ﺑﺴﯿﻄﺘﯿﻦ أو أﻛﺜﺮ ﻣﺘﺼﻠﺘﯿﻦ ﺑﺮاﺑﻂ ﻣﺜﻞ ) ‪and , or ,‬‬
‫‪ ( so , but‬أي أن اﻟﺠﻤﻞ اﻟﻤﺮﻛﺒﺔ ﺗﺘﻜﻮن ﻣﻦ أﻛﺜﺮ ﻣﻦ ﺟﻤﻠﺔ ‪ svo‬أو ‪ . svc‬ارﺟﻊ ﻟﻠﻤﻼﺣﻈﺔ ﺣﻮل )‪.(Adjective clause‬‬
‫‪Governments try to reduce pollution, but many people will suffer from that‬‬

‫اﻟﻔﻘﺮة ) ‪:( a paragraph‬‬

‫ھﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺠﻤﻞ اﻟﻤﺮﺗﺒﻄﺔ ﺑﻤﻮﺿﻮع واﺣﺪ ﻓﻘﻂ‬
‫وھﻨﺎك ﻋﺪد ﻣﻦ اﻟﻨﻘﺎط اﻟﻤﮭﻤﺔ ﻓﻲ ﻣﻮﺿﻮع اﻟﻔﻘﺮة‬
‫‪ o‬ﯾﺠﺐ أن ﺗﺤﺘﻮي ﻋﻠﻰ ﻣﻮﺿﻮع واﺣﺪ ﻓﻘﻂ وھﻮ ﻣﺎ ﯾﺴﻤﻰ ﺑـ ) ‪ ( Topic sentence‬وﻋﺎدة ﯾﻜﻮن اﻟﺘﻮﺑﻚ اﻟﺠﻤﻠﺔ اﻷوﻟﻰ‬
‫ﻓﻲ اﻟﻔﻘﺮة وﺗﺴﻤﻰ وﺣﺪة اﻟﻤﻮﺿﻮع ﺑـ ‪ Unity‬اﻟﺘﻲ ﺗﻌﻨﻲ أن اﻟﻔﻘﺮة اﻟﻮاﺣﺪة ﺗﺘﻜﻠﻢ ﻋﻦ ﻣﻮﺿﻮع واﺣﺪ ﻓﻘﻂ‪.‬‬
‫‪ o‬ﯾﺠﺐ أن ﺗﺤﺘﻮي ﻋﻠﻰ ﺟﻤﻞ ﻣﺴﺎﻧﺪه أو ﺟﻤﻞ ﺗﺪﻋﻢ أو ﺗﻮﺿﺢ أو ﺗﺸﺮح اﻟﻤﻮﺿﻮع اﻟﺮﺋﯿﺲ وﺗﺴﻤﻰ ‪Supporting‬‬
‫‪ sentences‬أو ‪Supporting ideas‬‬
‫‪ o‬ﯾﺠﺐ أن ﺗﺘﺮاﺑﻂ ھﺬا اﻟﺠﻤﻞ ﺑﺴﻼﺳﺔ ﻓﯿﻤﺎ ﺑﯿﻨﮭﺎ ‪ ،‬ھﺬه اﻟﺮواﺑﻂ ﺗﻌﺮف ﺑﺎﻟـ )‪ ( Transition marks‬أو ) ‪.( Connectors‬‬
‫‪ o‬ﯾﺠﺐ أن ﺗﺤﺘﻮي اﻟﻔﻘﺮة ﻋﻠﻰ ﺧﺎﺗﻤﺔ ﺑﺴﯿﻄﺔ ﺗﻮﺟﺰ أو ﺗﻠﺨﺺ ﻣﺎ ذﻛﺮﺗﮫ اﻟﻔﻘﺮة ) ﯾﺮى ﺑﻌﺾ اﻟﻜﺘﺎب أن ﺧﺎﺗﻤﺔ اﻟﻔﻘﺮة ﻟﯿﺴﺖ‬
‫ﺿﺮورﯾﺔ( واﻟﺴﺒﺐ ﻓﻲ ذﻟﻚ ﯾﻌﻮد إﻟﻰ ﻧﻮﻋﯿﺔ اﻟﻔﻘﺮة إﻻ أﻧﻲ أرى ﻓﻲ اﻟﺒﺪاﯾﺔ ﺿﺮورة اﻟﺘﻤﺴﻚ ﺑﮭﺬا اﻟﻤﺒﺪأ وھﻮ وﺟﻮد‬
‫اﻟﺨﺎﺗﻤﺔ ﻓﻲ ﻧﮭﺎﯾﺔ اﻟﻔﻘﺮة‬

‫ھﺬا ھﻮ ﻣﻮﺿﻮع اﻟﻔﻘﺮة ) ‪(Topic sentence‬‬ ‫ﺑﻌﺪ اﻻﻧﺘﮭﺎء ﻣﻦ ھﺬا اﻟﺘﻘﺪﯾﻢ اﻧﻈﺮ اﻟﻤﺜﺎل اﻟﺘﺎﻟﻲ ‪:‬‬

‫‪ADVANTANGES of USING CELL PHONES‬‬

‫‪The biggest advantage of using a cell phone is that you can reach people easily. Also,‬‬
‫‪when somebody wants to reach you, he can get in touch with you by touching a few‬‬
‫‪buttons. In addition, you can carry a cell phone easily. Furthermore, cell phones are not‬‬
‫‪only used for communication, but they can also be used for taking pictures, listening to‬‬
‫‪music, playing games, getting onto the internet, and so on.‬‬

‫اﻟﺠﻤﻞ اﻟﻤﺘﺒﻘﯿﺔ ﺟﻤﻞ ﻣﺴﺎﻧﺪة‬ ‫اﻟﺮواﺑﻂ اﻻﻧﺘﻘﺎﻟﯿﺔ ‪Also, in addition and Furthermore‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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 ‫ﻣﻦ اﻟﻔﻘﺮة اﻟﺴﺎﺑﻘﺔ ﻧﺴﺘﻨﺘﺞ اﻟﺘﺎﻟﻲ ‪:‬‬
‫‪ -١‬أن اﻟﻤﻮﺿ ﻮع أو ) ‪ ( Topic sentence‬ھ ﻮ ﻓ ﻮاﺋﺪ اﺳ ﺘﺨﺪام اﻟﮭﺎﺗ ﻒ اﻟ ﻨﻘﺎل وﻛﻲ ﻧﻜﻮن أﻛﺜﺮ دﻗﺔ ﻓﺈن اﻟﺘﻮﯾﻚ ﺗﻜﻠﻢ ﻋﻦ‬
‫اﻛﺒﺮ ﻓﻮاﺋﺪ اﻟﮭﺎﺗﻒ اﻟﻨﻘﺎل أو اﻟﻤﺘﻨﻘﻞ ﻛﻤﺎ ﻓﻲ اﻟﺠﻤﻠﺔ ‪The biggest advantage of using a cell phone‬‬
‫‪ -٢‬ﺑﺎﻗﻲ اﻟﺠﻤﻞ ھﻲ دﻋﻢ أو إﺛﺒﺎت ﻟﻠﻤﻮﺿﻮع اﻟﺬي ﻧﺘﻜﻠﻢ ﻋﻨﮫ ‪.‬‬
‫‪ -٣‬ﻛ ﻞ اﻟﺠﻤ ﻞ ﺗ ﺪﻋﻢ ﻓﻜﺮة اﻟﻔﻮاﺋﺪ ﻟﻠﮭﻮاﺗﻒ اﻟﻤﺘﻨﻘﻠﺔ ﻓﻼ ﯾﻮﺟﺪ ﺟﻤﻠﺔ ﻓﻲ ﻏﯿﺮ ﻣﺤﻠﮭﺎ وھﺬه ﻣﺴﺎﻟﺔ ﻣﮭﻤﺔ ﻋﻨﺪﻣﺎ ﻧﻜﺘﺐ ‪.‬إذا أﻣﻌﻨﺖ‬
‫اﻟﻨﻈ ﺮ ﻓ ﻲ ﻃﺒ ﯿﻌﺔ اﻟﺠﻤ ﻞ ﻟ ﻦ ﺗﺠﺪ ﺟﻤﻠﺔ واﺣﺪة ﺗﺘﻜﻠﻢ ﻋﻦ اﻹﺿﺮار أو ﺳﻠﺒﯿﺎت اﻟﮭﻮاﺗﻒ اﻟﻨﻘﺎﻟﺔ ‪ -‬ﻛﻠﮭﺎ ﺗﺘﻜﻠﻢ ﻋﻦ اﻟﻔﻮاﺋﺪ –‬
‫وھﺬا ﻣﺎ ﻧﻘﺼﺪ ﻓﯿﮫ ﺑﻮﺣﺪة اﻟﻤﻮﺿﻮع أو اﻟـ ‪. ( Unity‬‬
‫‪ -٤‬اﻻﻧﺘﻘﺎل ﺑﯿﻦ اﻟﺠﻤﻞ ﺑﺴﻼﺳﺔ وذﻟﻚ ﺑﺎﺳﺘﺨﺪام اﻟﺮواﺑﻂ اﻻﻧﺘﻘﺎﻟﯿﺔ ﻣﺜﻞ ) ‪( Also, in addition and Furthermore‬‬
‫ﻣﻼﺣﻈﺔ ﻣﮭﻤﺔ ‪:‬‬
‫ﯾﻘ ﻊ ﻛﺜﯿ ﺮ ﻣ ﻦ اﻟﻤﺒﺘﺪﺋ ﯿﻦ أﺛ ﻨﺎء اﻟﻜ ﺘﺎﺑﺔ ﺑﺎﻟﻠﻐ ﺔ اﻻﻧﺠﻠﯿ ﺰﯾﺔ ﺑﻤ ﺸﻜﻠﺔ ﻛ ﺘﺎﺑﺔ اﻟﺠﻤﻠ ﺔ ﻣﺒﺎﺷ ﺮة دون اﻟﺘﻔﻜﯿﺮ ﺑﻤﻮﺿﻮع‬
‫اﻟﻔﻘﺮة ‪ ،‬ﻓﻲ ﻣﺤﺎوﻟﺔ ﻟﻠﺘﺨﻠﺺ ﻣﻦ اﻟﺠﻤﻞ أو اﻷﻓﻜﺎر اﻟﺘﻲ ﻓﻲ رأﺳﮫ وإن ﻛﺎﻧﺖ ھﺬه اﻟﺠﻤﻞ ﺻﺤﯿﺤﺔ ﻧﺤﻮﯾﺎ ﻓﻘﺪ‬
‫ﺗﺒ ﺘﻌﺪ ﻛﻞ اﻟﺒﻌﺪ ﻋﻦ اﻟﻤﻮﺿﻮع أو اﻟﺘﻮﺑﻚ اﻟﻤﻌﻄﻰ إﻟﯿﻚ ‪ .‬اﻓﮭﻢ اﻟﺴﺆال ﺟﯿﺪا واﻋﺮف اﻟﻤﻄﻠﻮب ﻣﻨﻚ ﺣﺘﻰ ﺗﻜﻮن‬
‫واﺿﺤﺎ ﻓﻲ أﻓﻜﺎرك وﺗﺴﮭﻞ اﻟﻌﻤﻠﯿﺔ ﻋﻠﻰ ﻧﻔﺴﻚ ﻓﻲ اﻟﻜﺘﺎﺑﺔ ‪.‬‬

‫ﻓ ﻲ ﻛﺘﺎﺑ ﺘﻚ ﺑﺎﻟﻠﻐ ﺔ اﻻﻧﺠﻠﯿ ﺰﯾﺔ ﻻ أﻗ ﻮل ﻟ ﻚ أن ﺗﻨ ﺴﻰ اﻟﻠﻐ ﺔ اﻟﻌ ﺮﺑﯿﺔ ﻟﻜﻦ أﻧﺴﻰ ﻣﺎ ﻛﻨﺎ ﻧﻜﺘﺒﮫ ﻓﻲ ﻣﻮاد اﻟﺘﻌﺒﯿﺮ أو‬
‫اﻹﻧ ﺸﺎء ‪ .‬اﻋ ﺮف أﻧ ﻨﺎ ﻛ ﻨﺎ ﻧﻜ ﺘﺐ وﻧﺨﻠ ﻂ اﻟﻤﻮاﺿ ﯿﻊ ﻓ ﺘﺠﺪ ﻋﻠ ﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ‪ :‬ﺳﺆاﻻ ﯾﺮﯾﺪ ﻣﻨﺎ اﻟﺘﻜﻠﻢ ﻋﻦ ﻓﻮاﺋﺪ‬
‫اﻟﻄﺎﻗ ﺔ اﻟﺸﻤ ﺴﯿﺔ وﺗﻜ ﻮن اﻹﺟﺎﺑ ﺎت ﻓ ﻲ اﻟ ﺒﺪاﯾﺔ ﺗﻤ ﺸﻲ ﺑﺨ ﻂ ﺛﺎﺑ ﺖ وﺗ ﺘﻜﻠﻢ ﻋ ﻦ اﻟﻔ ﻮاﺋﺪ ‪ ،‬ﺛ ﻢ ﻧ ﺒﺪأ ﺑﺎﻟﺨ ﺮوج ﻋ ﻦ‬
‫اﻟﻤﻮﺿﻮع ﺑﺬﻛﺮ أﺿﺮار اﺳﺘﺨﺪاﻣﺎت اﻟﻄﺎﻗﺔ اﻟﺸﻤﺴﯿﺔ ﻋﻠﻰ اﻟﺸﻌﻮب ﻓﻲ اﺣﺪ اﻟﻔﻘﺮات ‪.‬ھﺬا اﻷﺳﻠﻮب ﻻ ﯾﺘﻤﺎﺷﻰ‬
‫ﻣﻊ اﻻﻧﺠﻠﯿﺰ‪ .‬ﯾﻌﻨﻲ ﺑﺎﺧﺘﺼﺎر ﺷﺪﯾﺪ ‪،‬ﺗﻜﻠﻢ ﻋﻦ اﻟﻤﻮﺿﻮع أو ‪Topic sentence‬‬

‫ﻓﻲ ﺧﺘﺎم ھﺬه اﻟﻤﻼﺣﻈﺔ ﻻ ﺗﻨﺴﻰ إذا ﻛﺎن اﻟﻤﻄﻠﻮب ﻣﻨﻚ ﻓﻘﺮة ﺑﻤﻮﺿﻮع ﻣﻌﯿﻦ أن ﺗﻜﻮن ﻛﻞ أﻣﺜﻠﺘﻚ اﻟﺘﻲ ﺗﻮردھﺎ‬
‫ﺗﺨﺪم ھﺬا اﻟﻤﻮﺿﻮع ﻓﻘﻂ ‪ -‬ﻣﻮﺿﻮع اﻟﻔﻘﺮة ‪ -‬وﻻ ﺗﺨﺪم ﺷﻲ أﺧﺮ ‪.‬‬

‫ﻗ ﺒﻞ اﻻﻧﺘﻘﺎل ﻟﻔﻜﺮة اﻟﺒﺪء ﻓﻲ اﻟﻜﺘﺎﺑﺔ ﺑﻌﺪ اﻟﻤﺜﺎل اﻟﺴﺎﺑﻖ ﻗﺪ ﯾﺘﺒﺎدر ﻟﻸذھﺎن ﺳﺆال ‪ ،‬ھﻞ ھﻨﺎك ﻣﻔﺎﺗﯿﺢ أو ﻃﺮق ﻣﻌﯿﻨﺔ ﻟﻠﺤﻔﻆ ﻓﻲ اﻟﻜﺘﺎﺑﺔ‬
‫ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ؟ واﻹﺟﺎﺑﺔ ﻋﻠﻰ ھﺬا اﻟﺴﺆال ھﻲ ﻣﺎ ﺳﻨﺘﻌﺮف ﻋﻠﯿﮫ ﺑﻤﺸﯿﺌﺔ اﷲ ﻓﻲ ﻻﺣﻘﺎ‪.‬‬
‫ﻛﯿﻒ اﻛﺘﺐ ﻓﻘﺮة‪:‬‬

‫ﻗﺒﻞ اﻟﺪﺧﻮل ﻓﻲ ﺗﻔﺎﺻﯿﻞ ھﺬه اﻟﺠﺰﺋﯿﺔ ‪ ،‬ﻟﻨﺮاﺟﻊ ﻣﺎ أﺧﺬﻧﺎه ﻣﺮاﺟﻌﺔ ﺳﺮﯾﻌﺔ ﺣﻮل اﻟﻔﻘﺮة وﻟﻠﺘﺬﻛﯿﺮ اﻟﺴﺮﯾﻊ ﺗﺬﻛﺮ اﻟﻨﻘﺎط اﻟﺘﺎﻟﯿﺔ ‪:‬‬
‫• اﻟﻤﻘ ﺎل اﻷﻛﺎدﯾﻤ ﻲ ﯾ ﺘﻜﻮن ﻣ ﻦ ﻋ ﺪد اﻟﻔﻘ ﺮات ) اﻟﻤﻘﺪﻣ ﺔ – اﻟﻤ ﺘﻦ – اﻟﺨﺎﺗﻤ ﺔ ( أو )‪ Introduction‬و‪ Body‬و‬
‫‪(Conclusion‬‬
‫• ﻣﻮﺿﻮع اﻟﻔﻘﺮة ﯾﺴﻤﻰ ‪Topic sentence‬‬
‫• ﺟﻤﻞ ﻣﺴﺎﻧﺪه أو داﻋﻤﺔ ﻟﻠﻤﻮﺿﻮع ‪ Supporting sentences‬وھﺬه اﻟﺠﻤﻞ ﺗﺤﺎﻓﻆ ﻋﻠﻰ وﺣﺪة اﻟﻤﻮﺿﻮع ال ‪Unity‬‬
‫• رواﺑﻂ اﻧﺘﻘﺎﻟﯿﺔ ﺑﯿﻦ اﻟﺠﻤﻞ اﻟﻤﺴﺎﻧﺪة ‪Connectors‬‬
‫• ﺧﺎﺗﻤﺔ ﺗﻮﺟﺰ ﻣﺎ ذﻛﺮ أو ﺷﺮح ﻓﻲ اﻟﻔﻘﺮة ) اﻟﺨﺎﺗﻤﺔ ﻻ ﺗﺤﺘﻮي ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎت أو إﺿﺎﻓﺎت ﺟﺪﯾﺪة (‬

‫ھ ﻨﺎك ﻓ ﻲ اﻟﻮاﻗﻊ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻜﻠﻤﺎت أو ﻣﻔﺎﺗﯿﺢ ﻣﻦ اﻟﻜﻠﻤﺎت اﻟﺘﻲ ﻗﺪ ﺗﺴﺎﻋﺪك ﺑﻤﺸﯿﺌﺔ اﷲ ﻋﻠﻰ اﻟﻜﺘﺎﺑﺔ وﻋﻠﻰ ﺗﺮﺗﯿﺐ أﻓﻜﺎرك إن ﺷﺌﺖ‬
‫ﻓﺴﻤﮭﺎ اﻟﻜﻠﻤﺎت اﻟﺴﺤﺮﯾﺔ ﻟﻠﻜﺘﺎﺑﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ أو ‪ . Magic words‬ھﺬه اﻟﻜﻠﻤﺎت ﺗﺼﻠﺢ ﻻن ﺗﻜﻮن ﻣﻮﺿﻮﻋﺎ ﻓﻲ اﻟﻔﻘﺮة أو ﻣﻦ‬
‫ﺿﻤﻦ أﺟﺰاء اﻟﻔﻘﺮة ﻛﻤﺎ ﻓﻲ اﻟﺠﻤﻞ اﻟﻤﺴﺎﻧﺪة ‪.‬‬

‫ﻗﺪ ﯾﻜﻮن اﻟﻤﻮﺿﻮع أو اﻟﺠﻤﻠﺔ واﺿﺤﺔ ﻓﻲ ذھﻨﻚ وﺻﺤﯿﺤﺔ وﻟﻜﻦ ﻻ ﺗﻌﺮف ﺻﯿﺎﻏﺘﮭﺎ أو وﺿﻌﮭﺎ ﺿﻤﻦ اﻟﻔﻘﺮة أو ﻻ ﺗﺪري ﻛﯿﻒ ﺗﺠﺪ‬
‫ﻃﺮﯾﻘﺔ ﺳﻠﺴﺔ ﻓﻲ ﻋﻤﻠﯿﺔ ﻛﺘﺎﺑﺘﮭﺎ واﻻﻧﺘﻘﺎل ﺑﯿﻦ أﺟﺰاء اﻟﺠﻤﻠﺔ ‪ .‬أواﻓﻘﻚ ھﺬا اﻟﺮأي ﺑﻘﻮة ﻓﻘﺪ ﻋﺎﻧﯿﺖ ﻣﺎ ﻋﻨﯿﺖ ﻣﻦ ھﺬه اﻟﻤﺴﺎﻟﺔ ‪ .‬ﻟﻜﻦ ﺑﻌﺪ‬
‫اﻟﺘﻮﻓ ﯿﻖ ﻣ ﻦ اﷲ ﺳ ﺒﺤﺎﻧﮫ وﺗﻌﺎﻟ ﻰ وﺟﺪت ﺑﻌﺾ اﻟﻜﻠﻤﺎت اﻟﺘﻲ ﺳﮭﻠﺖ ﻋﻠﻲ اﻟﻄﺮﯾﻖ وﻻ ازﻋﻢ أﻧﮭﺎ اﻟﻜﻠﻤﺎت اﻟﻮﺣﯿﺪة ﻓﻲ اﻟﻠﻐﺔ ‪ ،‬ﻓﮭﻨﺎك‬
‫اﻟﻜﺜﯿﺮ ﻣﻦ ﻧﻮﻋﯿﺔ ھﺬه اﻟﻜﻠﻤﺎت ‪.‬‬

‫اﻟﻤﻄﻠ ﻮب ﻣﻨﻚ أن ﺗﻀﻊ ﻓﻲ ذھﻨﻚ ﻣﻮﺿﻮﻋﺎ ﻟﻠﺪراﺳﺔ أو ﻣﻮﺿﻮﻋﺎ ﻓﻲ ﻓﻘﺮة وﺗﺤﺎول أن ﺗﺸﻜﻞ ﻣﻦ ھﺬه اﻟﺠﻤﻞ ﻣﺎ ﯾﻜﻮن ﻧﻘﻄﺔ اﻟﺒﺪاﯾﺔ‬
‫ﻓﻲ ﻛﺘﺎﺑﺔ ﻣﻮﺿﻮع اﻟﻔﻘﺮة أو ﻣﺎ ﯾﺪﻋﻢ ھﺬا اﻟﻤﻮﺿﻮع ﻣﻦ ﺟﻤﻞ ﻣﺴﺎﻧﺪة ‪ ) .‬اﻟﺘﻮﺑﻚ واﻟﺠﻤﻞ اﻟﻤﺴﺎﻧﺪة ﺑﺎﺧﺘﺼﺎر (‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫‪18‬‬
Some of these sentences can be used as a topic sentence or
supporting sentences

o There are several factors to be taken when (studying , looking at )…

o It is very important in (some, many , few ) respects
o Another important point is ..
o The (problem , issue ,… ) may seem impossible to (eliminate , develop, solve )…
o There are concrete steps that can be ( taken , used , … ) to …
o This problem requires serious action from both individuals and the government.
o There are several reasons for …
o There are a lot of (advantages , disadvantages) of …
o A major effect is …/ a major effect of …is …
o Another contributing factor is …
o There are several things that can be done about (these, those) problems
o It is a very effective solution against all external effects .
o A lot of progress has been made in diagnosis and treatment of disease in Africa.
o A lake of water is… / a lack of resources is … / a lack of …

‫ﺑﻌﺪ اﻟﻘﺮاءة اﻟﺠﯿﺪة ﻟﻠﺠﻤﻞ اﻟﺴﺎﺑﻘﺔ ﺳﺄﻧﺘﻘﻞ ﺑﻤﺸﯿﺔ اﷲ إﻟﻰ اﻟﺮواﺑﻂ اﻻﻧﺘﻘﺎﻟﯿﺔ وھﺬه اﻟﺮواﺑﻂ ﻣﻨﮭﺎ ﻣﺎ ﯾﺴﺘﺨﺪم ﻓﻲ اﻻﻧﺘﻘﺎل ﺑﯿﻦ اﻟﺠﻤﻞ ﻓﻲ‬
. ‫ وﻣﻨﮭﺎ ﻣﺎ ﯾﺴﺘﺨﺪم ﻓﻲ ﺑﺪاﯾﺔ اﻟﻔﻘﺮة ) ﻋﻨﺪ ﻛﺘﺎﺑﺔ ﻣﻘﺎل ﺳﺘﻌﺮف ھﺬه اﻟﻨﻘﻄﺔ ﺟﯿﺪا ( ﻟﻜﻦ ﻻزﻟﻨﺎ ﻓﻲ أول اﻟﻤﺸﻮار‬، ‫اﻟﻔﻘﺮة اﻟﻮاﺣﺪة‬
Another contributing factor ) ‫ ﺑﻌﺾ ﻣﻦ اﻟﻜﻠﻤﺎت اﻟﺴﺎﺑﻘﺔ ﻗﺪ ﺗﺼﻠﺢ ﻟﻼﻧﺘﻘﺎل ﺑﯿﻦ اﻟﺠﻤﻞ ﻣﺜﻞ ھﺬه اﻟﺠﻤﻠﺔ‬:‫ﻓﻌﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل‬
‫( ﻓﺎﻟﻤﻘﺼﻮد‬coherence) ‫ ( أو‬cohesion ) ‫ ﻓﻲ واﻗﻊ اﻷﻣﺮ ﯾﺴﻤﻰ ﺑﻌﺾ اﻟﻜﺘﺎب اﻻﻧﺠﻠﯿﺰ ﻃﺮﯾﻘﺔ اﺳﺘﺨﺪام اﻟﺮواﺑﻂ ﺑـ‬. ( is
‫ﺑﺪون اﻟﺨﻮض ﻓﻲ ﺗﻔﺎﺻﯿﻞ ھﺎﺗﯿﻦ اﻟﻜﻠﻤﺘﯿﻦ أن ﺗﻜﻮن اﻟﺠﻤﻞ اﻟﺘﻲ ﺗﻜﺘﺒﮭﺎ ﻣﺘﻤﺎﺳﻜﺔ وﻣﺘﺮاﺑﻄﺔ ﻓﻲ اﻟﻔﻘﺮة اﻟﻮاﺣﺪة ﺑﺤﯿﺚ ﺗﻨﺘﻘﻞ ﻣﻦ ﻓﻜﺮة‬
. ‫إﻟﻰ أﺧﺮى ﺑﺴﻼﺳﺔ‬

. ‫اﻟﺮواﺑﻂ اﻻﻧﺘﻘﺎﻟﯿﺔ واﺳﺘﺨﺪاﻣﺎﺗﮭﺎ‬

‫اﻟﺮواﺑﻂ ﻓﻲ ھﺬا اﻟﻨﻮع ﻋﺎدة ﻓﻲ ﺑﺪاﯾﺔ اﻟﻔﻘﺮة أو ﻋﻦ‬

• In the first place – In the second place ‫ﺳﺮد ﺧﻄﻮات أو ﻋﻮاﻣﻞ أو ﻣﺰاﯾﺎ ﺣﺴﺐ أھﻤﯿﺘﮭﺎ‬
• Firstly-Secondly
• First –second ‫أو ﻗﺪ ﺗﻜﻮن ﻓﻲ ﺑﺪاﯾﺔ ﻋﺪة ﻓﻘﺮات ﺑﺤﯿﺚ ﯾﻜﻮن ﻟﺪﯾﻚ‬
• The first important point is ‫أﻛﺜﺮ ﻣﻦ ﻓﻘﺮة‬
• The first important factor that …is
• First of all ,( ‫ أوﻻ وﻗﺒﻞ ﻛﻞ ﺷﻲء‬، ‫) ﺑﺎدئ ذي ﺑﺪء‬
‫ھﺬه اﻟﺮواﺑﻂ ﺗﻌﻜﺲ أو ﺗﻨﺎﻗﺾ اﻟﺠﻤﻞ اﻟﺴﺎﺑﻘﺔ إن‬
• On the one hand,(... ‫)ﻣﻦ ﻧﺎﺣﯿﺔ‬ ‫وان ﻛﺎﻧﺖ ﻓﻲ ﺑﺪاﯾﺔ ﻓﻘﺮة‬. ‫ﻛﺎﻧﺖ ﻓﻲ ﻓﻘﺮة واﺣﺪة‬
• On the other hand,(‫)ﻣﻦ ﻧﺎﺣﯿﺔ أﺧﺮى‬ ‫ﺟﺪﯾﺪة ﻟﻔﻘﺮة ﺗﺴﺒﻘﮭﺎ ﻓﮭﻲ ﺗﻌﻜﺲ وﺟﮭﺔ اﻟﻨﻈﺮ ﻟﻠﻔﻘﺮة‬
• However ,(‫)ﻣﻦ ﻧﺎﺣﯿﺔ أﺧﺮى‬ . ‫اﻟﺘﻲ ﺗﺴﺒﻘﮭﺎ‬
• Although ,(... ‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ‬، ‫)ﺑﺎﻟﺮﻏﻢ ﻣﻦ ذﻟﻚ‬
• In contrast,… / On the contrary ,( ‫)ﻋﻠﻰ اﻟﻨﻘﯿﺾ‬

• Furthermore,
‫ھﺬه اﻟﺮواﺑﻂ ﺗﻀﯿﻒ أو ﺗﺰﯾﺪ اﻷﻓﻜﺎر ﻋﻠﻰ اﻟﺠﻤﻞ‬
• Moreover,
‫وان ﻛﺎﻧﺖ‬. ‫اﻟﺘﻲ ﺗﺴﺒﻘﮭﺎ إن ﻛﺎﻧﺖ ﻓﻲ ﻓﻘﺮة واﺣﺪة‬
• Also, ‫ﻓﻲ ﺑﺪاﯾﺔ ﻓﻘﺮة ﻓﮭﻲ ﺗﻌﻨﻰ اﻟﺰﯾﺎدة ﻋﻠﻰ اﻟﻔﻘﺮة اﻟﺘﻲ‬
• In Addition, ‫ﺗﺴﺒﻘﮭﺎ‬
• Besides , ( ‫إﺿﺎﻓﺔ ﻟﺬﻟﻚ‬، ‫)إﻟﻰ ﺟﺎﻧﺐ ذﻟﻚ‬
• Beside this,
• In other words,
• In spite of (the fact that),
• Despite the fact that,

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

19
 • For example , ‫ھﺬه اﻟﺮواﺑﻂ ﻹﻋﻄﺎء أﻣﺜﻠﺔ أو اﺳﺘﺸﮭﺎدات ﺗﺪﻋﻢ‬
• For instance , . ‫اﻟﻨﻘﻄﺔ أو اﻟﻔﻘﺮة اﻟﺘﻲ ﺗﺘﻜﻠﻢ ﻋﻨﮭﺎ‬
• Another example is that …
• Another example of … is
• Another example showing that … ‫ﺑﻌﺾ ھﺬه اﻟﺮواﺑﻂ ﺗﻔﯿﺪ ﻓﻲ إﻋﻄﺎء اﻷﺳﺒﺎب أو‬
• Such as ‫ اﻟﺦ‬... ‫اﻟﻤﺒﺮرات‬
• In particular ‫واﻟﺒﻌﺾ اﻷﺧﺮ ﯾﻔﯿﺪ ﻓﻲ إﻋﻄﺎء اﻟﻨﺘﺎﺋﺞ أو اﻟﺤﻠﻮل‬
. ‫وﯾﺨﺘﻠﻒ ﻣﻮﺿﻮﻋﮭﺎ ﻓﻲ اﻟﻔﻘﺮة‬
• For these reasons , ‫ﻓﺈذا ﻛﺎﻧﺖ اﻟﺠﻤﻠﺔ اﻟﺘﻲ ﺗﺴﺒﻘﮭﺎ ﺗﺘﺤﺪث ﻋﻦ‬
• For this reason , ‫واﻟﺠﻤﻠﺔ اﻟﺘﻲ ﺗﻠﯿﮭﺎ ﺗﺘﺤﺪث ﻋﻦ اﻟﻨﺘﺎﺋﺞ‬، ‫اﻷﺳﺒﺎب‬
• For these problems / solutions , ‫ﻓﺒﻌﺾ ھﺬه اﻟﺮواﺑﻂ ﺳﯿﻜﻮن ﺑﯿﻦ اﻟﺠﻤﻠﺘﯿﻦ ﻣﺜﻞ‬
As a result ‫اﻟﺮاﺑﻂ‬
• Another reason / problem / solution is …
• Another reason / problem / solution is that …
• One of these reasons / problems / solutions is …
• Therefore ,
‫إذا ﻛﺎﻧﺖ ﻓﻲ ﺑﺪاﯾﺔ ﺟﻤﻠﺔ ﺳﯿﻠﯿﮭﺎ اﻟﺴﺒﺐ أو اﻷﺳﺒﺎب ﺛﻢ اﻟﻔﺎﺻﻠﺔ واﻟﻨﺘﺎﺋﺞ‬
• Thus,
As a result of (Cause/Causes ) , (An effect/effects)
• Consequently, ‫إذا ﻛﺎﻧﺖ ﻓﻲ وﺳﻂ ﺟﻤﻠﺔ ﺳﺘﻜﻮن ﻣﺴﺒﻮﻗﺔ ﺑﺎﻟﻨﺘﺎﺋﺞ ﯾﻠﯿﮭﺎ اﻷﺳﺒﺎب ﺑﺪون ﻓﺎﺻﻠﺔ‬
• As a result of …, … (An effect/effects) as a result of (Cause/Causes)
• as a result of… ‫إذا ﻛﺎﻧﺖ ﻓﻲ ﺑﺪاﯾﺔ ﺟﻤﻠﺔ واﻟﺠﻤﻠﺔ اﻟﺴﺎﺑﻘﺔ ھﻲ اﻷﺳﺒﺎب ﺳﯿﻜﻮن اﻟﺠﻤﻠﺔ اﻟﺮاﺑﻂ‬
• . As a result , ‫ﯾﻠﯿﮭﺎ اﻟﻔﺎﺻﻠﺔ ﺛﻢ اﻟﻨﺘﺎﺋﺞ‬
(cause/causes). As a result , (An effect/effects)

• In conclusion,
‫ھﺬه اﻟﺮواﺑﻂ ﻋﺎدة ﻓﻲ ﻧﮭﺎﯾﺔ اﻟﻔﻘﺮة أي ﻓﻲ ﺑﺪاﯾﺔ‬
• To conclude,
‫اﻟﺠﻤﻠﺔ اﻷﺧﯿﺮة ﻣﻦ اﻟﻔﻘﺮة وﻓﻲ ھﺬه اﻟﺤﺎﻟﺔ ﻓﮭﻲ‬
• In summary , ‫ وإذا ﺗﻢ اﺳﺘﺨﺪاﻣﮭﺎ ﻓﻲ ﺑﺪاﯾﺔ‬. ‫ﺗﻮﺟﺰ ﻛﻼم اﻟﻔﻘﺮة‬
• To sum up , ‫اﻟﻔﻘﺮة ﻓﻤﻦ اﻟﻤﺆﻛﺪ إن ھﺬه اﻟﻔﻘﺮة ھﻲ اﻟﺨﺎﺗﻤﺔ ﻓﻲ‬
• Finally, Conclusion ‫اﻟﻤﻘﺎل أو اﻟـ‬
• Lastly,
• All in all,
• Clearly…/It is clearly …/ Hence …/Thus , … /consequently, …/ Therefore , …
• In brief,
• In short,

• Both are small /large /…

• Similarly,…
• X is similar Y
• ...the same ...
• ...the same as...
• X and Y are almost the same. ‫ھﺬه اﻟﻌﺒﺎرات ﺗﻘﺎرن وﺗﻈﮭﺮ اﻟﺘﺸﺎﺑﮫ ﺑﯿﻦ ﺷﯿﺌﯿﻦ‬
• X is as adjective as Y ‫أو ﺗﻈﮭﺮ اﻻﺧﺘﻼﻓﺎت ﺑﯿﻦ ﺷﯿﺌﯿﻦ أو ﻋﺪة أﺷﯿﺎء‬
• X is similar to Y in that (they) …
• X and Y are similar in that (they) …
• One way in which X is similar to Y is (that)…
• Another way in which X is similar to Y is (that)...
• X and Y different in many ways
• Another difference is that …
• By comparing X to Y …

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

20
 ‫•‬ ‫‪X is not as (adjective) as Y‬‬
‫•‬ ‫‪X (adjective) than Y‬‬
‫•‬ ‫‪X is (less adjective) than Y / X is ( fewer adjective) than Y‬‬

‫•‬ ‫… ‪It can be said that‬‬

‫•‬ ‫… ‪It can be seen that‬‬ ‫ﻋﺒﺎرات ﻣﺘﻨﻮﻋﺔ‬
‫•‬ ‫‪More specifically ,‬‬ ‫ھﺬه اﻟﻌﺒﺎرات ﺗﺴﺎﻋﺪ ﻓﻲ اﻻﻧﺘﻘﺎل ﻣﻦ ﻓﻜﺮة ﻷﺧﺮى‬
‫•‬ ‫‪specifically ,‬‬ ‫أو ﺗﺴﺎﻋﺪ ﻓﻲ اﻻﻧﺘﻘﺎل ﻣﻦ ﺟﺰﺋﯿﺔ ﻋﺎﻣﺔ إﻟﻰ ﺟﺰﺋﯿﺔ‬
‫•‬ ‫‪Generally,‬‬ ‫ﺧﺎﺻﺔ ﻣﺜﻞ ‪ :‬ﻋﻤﻮﻣﺎ ‪ ،‬أﻛﺜﺮ ﺗﺤﺪﯾﺪا ‪ ،‬ﯾﻮﺻﻰ ﺑﺄن‬
‫•‬ ‫‪In general,‬‬ ‫‪ ، ...‬ﯾﻄﺎﻟﺐ أو ﯾﺪﻋﻲ ‪...‬‬
‫•‬ ‫… ‪It is recommended that‬‬
‫•‬ ‫… ‪It is claimed that‬‬
‫•‬ ‫‪It seems that ,‬‬
‫•‬ ‫‪In particular,‬‬
‫•‬ ‫‪Particularly ,‬‬
‫•‬ ‫‪Accordingly,‬‬

‫ﺑﻌﺪ أن ﺗﻌﺮﻓﻨﺎ ﻋﻠﻰ ﻣﻜﻮﻧﺎت اﻟﻤﻘﺎل وأﺳﮭﺒﻨﺎ ﻓﻲ ﻣﻮﺿﻮع اﻟﻔﻘﺮة ﺳﻨﻨﺘﻘﻞ إﻟﻰ ﻛﯿﻔﯿﺔ ﻛﺘﺎﺑﺔ اﻟﻔﻘﺮة ﺑﻄﺮﯾﻘﺔ ﺗﺨﺘﻠﻒ ﻋﻤﺎ ﻛﻨﺖ ﺗﻔﻌﻠﮫ ﺑﺎﻟﻜﺘﺎﺑﺔ‬
‫ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ‪ -‬ﻓﻲ اﻟﻐﺎﻟﺐ – ﺑﺎﺧﺘﺼﺎر ﺷﺪﯾﺪ اﻧﻈﺮ ﻟﻠﻤﺨﻄﻂ اﻟﺘﺎﻟﻲ ‪:‬‬

‫ﻓﻘﺮة ﺻﺤﯿﺤﺔ راﺋﻌﺔ‬ ‫ﻣﺮاﺟﻌﺔ‬ ‫ﻛﺘﺎﺑﺔ‬ ‫ﺗﺨﻄﯿﻂ‬

‫‪J‬‬ ‫=‬

‫اﻟﺘﺨﻄﯿﻂ ‪:‬‬
‫ﺑﺒﺴﺎﻃﺔ ھﻮ اﻟﺤﺼﻮل ﻋﻠﻰ اﻛﺒﺮ ﻛﻤﯿﺔ ﻣﻦ اﻷﻓﻜﺎر اﻟﻤﺘﺴﻠﺴﻠﺔ اﻟﺘﻲ ﺗﻘﻮدُ إﻟﻰ اﻟﻤﻮﺿﻮع اﻟﻤﺮاد ﻛﺘﺎﺑﺘﮫ ورﺑﻄﮭﺎ ﻓﻲ ﺟﻤﻞ وﻛﺘﺎﺑﺘﮭﺎ ﻋﻠﻰ‬
‫ورﻗﺔ أو أن ﺗﻜﻮن ھﺬه اﻷﻓﻜﺎر ﻓﻲ ذھﻨﻚ ‪.‬‬
‫ﻟﻤﺎذا اﻟﺘﺨﻄﯿﻂ ‪:‬‬
‫ﻟﻠﺘﺴﮭﯿﻞ ﻋﻠﯿﻚ ﺣﺘﻰ ﻻ ﺗﺴﺒﺢ وﺗﺘﻀﺎرب اﻷﻓﻜﺎر وﻓﻲ اﻟﻨﮭﺎﯾﺔ ﺗﺨﺮج ﻋﻦ ﻣﻮﺿﻮع اﻟﻔﻘﺮة ‪.‬‬

‫ﻧﺤﻦ ﻻ ﻧﺮﯾﺪ ﺗﻌﻘﯿﺪ اﻷﻣﻮر ﻋﻠﯿﻚ ودﻋﻨﺎ ﻧﺄﺧﺬ ﻣﻮﺿﻮﻋﺎ ﻧﻄﺒﻖ ھﺬا اﻟﻜﻼم ﻋﻠﯿﮫ وﻧﺒﺪأ ﺑﻜﺘﺎﺑﺔ ﻓﻘﺮة ﻧﺎﺟﺤﺔ ‪.‬‬

‫ﻟﻨﻔﺘﺮض أن اﻟﻤﻮﺿﻮع أو اﻟﻔﻘﺮة ﻋﻦ إﺿﺮار اﻟﺘﺪﺧﯿﻦ اﻟﺼﺤﯿﺔ ﻓﻜﯿﻒ اﻛﺘﺐ ﻓﻘﺮة ؟‬

‫اﻟﺒﺪاﯾﺔ ) اﻟﻌﺼﻒ اﻟﺬھﻨﻲ ﻟﻸﻓﻜﺎر(‬

‫أﻓﻜﺎر ﺳﺮﯾﻌﺔ ﺑﻐﺾ اﻟﻨﻈﺮ ﻋﻦ دﻗﺘﮭﺎ أو اﻛﺘﻤﺎﻟﮭﺎ ﻟﻠﺒﻨﺎء اﻟﺴﻠﯿﻢ‬
‫§ اﻟﺘﺪﺧﯿﻦ ﻣﻀﺮ ﺑﺎﻟﺼﺤﺔ‬
‫§ ﯾﺴﺒﺐ أﻣﺮاض اﻟﺴﺮﻃﺎن‬
‫§ ﯾﺴﺒﺐ أﻣﺮاض اﻟﻘﻠﺐ‬
‫§ ﯾﺴﺒﺐ اﻟﻌﻘﻢ‬
‫§ راﺋﺤﺔ ﻛﺮﯾﮭﺔ‬
‫§ ﯾﺴﺎﻋﺪ ﻋﻠﻰ اﻟﻤﺬاﻛﺮة‬
‫§ ﯾﺴﺎﻋﺪ ﻋﻠﻰ اﻟﺮاﺣﺔ واﻻﺳﺘﺮﺧﺎء‬
‫§ ﯾﻘﻠﻞ اﻟﻨﻮم وﯾﺴﺒﺐ اﻟﺴﮭﺮ‬

‫اﻷﻓﻜﺎر ﻛﺜﯿﺮة وﻗﺪ ﺗﻜﻮن أﻛﺜﺮ ﻣﻦ ذﻟﻚ ﻟﻜﻦ ﻟﻠﺘﺒﺴﯿﻂ ذﻛﺮﻧﺎ ذﻟﻚ ‪ .‬ﺗﺬﻛﺮ إﻧﻨﺎ ﻧﻘﻮم ﺑﻌﺼﻒ ذھﻨﻲ ﻟﻸﻓﻜﺎر أي إﻣﺎ أن ﻧﻜﺘﺐ ھﺬه ﻋﻠﻰ‬
‫ورﻗﺔ أو أن ﺗﻜﻮن ﻓﻲ أذھﺎﻧﻨﺎ ‪ .‬اﻵن اﺑﺪأ ﺑﻤﺮاﺟﻌﺔ اﻷﻓﻜﺎر وﺗﺄﻛﺪ ﻣﻦ ﻣﺪى ارﺗﺒﺎﻃﮭﺎ ﺑﺎﻟﺴﺆال ‪ .‬ﺳﺘﺠﺪ أن ﺑﻌﻀﮭﺎ ﻻ ﻋﻼﻗﺔ ﻟﮫ ﺑﺎﻟﺴﺆال‬
‫ﺑﺎﺧﺘﺼﺎر ھﻮ ) ﺣﺸﻮ ( أو )ﻛﻼم ﻻ ﻋﻼﻗﺔ ﻟﮫ ﺑﻤﻮﺿﻮع اﻟﻔﻘﺮة ( واﻟﻤﻮﺿﻮع ﻋﻦ أﺿﺮار اﻟﺘﺪﺧﯿﻦ ﻓﻌﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ‪:‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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 ‫ﯾﺴﺎﻋﺪ اﻟﺘﺪﺧﯿﻦ ﻋﻠﻰ اﻟﻤﺬاﻛﺮة ‪ ،‬ﯾﺴﺎﻋﺪ ﻋﻠﻰ اﻟﺮاﺣﺔ واﻻﺳﺘﺮﺧﺎء ‪ ،‬راﺋﺤﺔ ﻛﺮﯾﮭﺔ ﻛﻠﮭﺎ ﻟﯿﺲ ﻟﮭﺎ ﻋﻼﻗﺔ ﻟﮭﺎ ﺑﺎﻟﻤﻮﺿﻮع ‪ .‬إذا ھﺬه‬
‫اﻷﻓﻜﺎر ﺳﺘﻠﻐﻰ ﻣﻦ اﻟﻔﻘﺮة اﻟﻤﺮاد ﻛﺘﺎﺑﺘﮭﺎ ‪ .‬اﻵن ﺳﻨﻨﺘﻘﻞ وﻧﻨﻘﻞ ﻣﻌﻨﺎ ﻛﻞ ھﺬه اﻟﺨﻄﻮات ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ‪.‬‬

‫‪Smoking causes many diseases such as lung cancer and smoking is not good for health‬‬
‫‪.Also, heart attack is one of the diseases that is caused by smoking .However, smoking‬‬
‫‪is beneficial for others . For example , some people like to smoke before an exam or‬‬
‫‪when they are relaxing with their friends in the evening.‬‬

‫ﺗﺤﻠﯿﻞ اﻟﻔﻘﺮة ‪:‬‬

‫‪ o‬اﻟﺴﺆال ﻛﺎن ﻋﻦ أﺿﺮار اﻟﺘﺪﺧﯿﻦ وﻗﺪ اﺧﺘﺎرت اﻟﻔﻘﺮة اﻷﺿﺮار اﻟﺼﺤﯿﺔ أو اﻷﻣﺮاض اﻟﺘﻲ ﯾﺴﺒﺒﮭﺎ اﻟﺘﺪﺧﯿﻦ ‪ .‬ﻻزال‬
‫ﻣﻮﺿﻮع اﻟﻔﻘﺮة ﺻﺤﯿﺤﺎ ﺣﺘﻰ وان ﻛﺎﻧﺖ اﻷﻣﺮاض ﺗﺘﺒﺎدر إﻟﻰ اﻷذھﺎن أﻧﮭﺎ ﻓﻘﻂ ﺟﺰء ﻣﻦ اﻷﺿﺮار‪.‬ﻓﻘﺪ ﻛﺎن ﺑﺎﻹﻣﻜﺎن‬
‫ﻛﺘﺎﺑﺔ أﻛﺜﺮ ﻣﻦ ﻓﻘﺮة ﺣﯿﺚ ﺗﻜﻮن ھﻨﺎك ﻓﻘﺮة ﻟﻸﺿﺮار اﻟﺼﺤﯿﺔ وﻓﻘﺮة أﺧﺮى ﻟﻸﺿﺮار اﻟﺒﯿﺌﯿﺔ ‪ ...‬اﻟﺦ‬
‫‪ o‬اﻟﺒﺪاﯾﺔ ﻛﺎﻧﺖ راﺋﻌﺔ ﺟﺪا ﻓﺎﻟﻤﻮﺿﻮع )‪ ( Topic sentence‬ﻛﺎن واﺿﺤﺎ وھﻮ ‪Smoking causes many‬‬
‫‪diseases‬‬
‫‪ o‬اﻟﺮواﺑﻂ اﻻﻧﺘﻘﺎﻟﯿﺔ ﻣﻤﺘﺎزة ﺟﺪا ‪For example ، However، Also‬‬
‫‪ o‬وﺣﺪة اﻟﻤﻮﺿﻮع ﻟﻸﺳﻒ ﻏﯿﺮ ﻣﻨﻄﺒﻘﺔ ﻋﻠﻰ اﻟﻔﻘﺮة اﻟﺴﺎﺑﻘﺔ‪ .‬أﻋﺪﻧﺎ ﻛﺘﺎﺑﺔ اﻟﻔﻘﺮة اﻟﺴﺎﺑﻘﺔ ووﺿﻌﻨﺎ ﺧﻂ ﺗﺤﺖ اﻟﻜﻼم اﻟﺬي ﺧﺎﻟﻒ‬
‫وﺣﺪة اﻟﻔﻘﺮة أو اﻟـ ‪Unity‬‬

‫‪Smoking causes many diseases such as lung cancer and smoking is not good for health‬‬
‫‪.Also, heart attack is one of the diseases that is caused by smoking .However, smoking‬‬
‫‪is beneficial for others . For example , some people like to smoke before an exam or‬‬
‫‪when they are relaxing with their friends in the evening.‬‬
‫ھﺬا اﻟﻜﻼم ﻧﺎﻗﺾ ﻣﻮﺿﻮع اﻟﻔﻘﺮة ﺑﺎﻟﻜﺎﻣﻞ ﻻن اﻟﻤﻮﺿﻮع اﻹﻣﺮاض اﻟﺘﻲ ﯾﺴﺒﺒﮭﺎ اﻟﺘﺪﺧﯿﻦ ‪.‬‬
‫وھﺬه اﻟﺠﻤﻠﺔ ﺗﺘﻜﻠﻢ ﻋﻦ اﻟﺘﺪﺧﯿﻦ ﻗﺒﻞ اﻻﺧﺘﺒﺎر أو أﺛﻨﺎء اﻻﺳﺘﺮﺧﺎء‬

‫ﻧﺼﺎﺋﺢ ﻓﻲ ﻛﺘﺎﺑﺔ اﻟﻔﻘﺮة ‪:‬‬

‫ھﺬه اﻟﻨﺼﺎﺋﺢ ﻣﻔﯿﺪة ﻟﻚ أﺛﻨﺎء ﻛﺘﺎﺑﺔ اﻟﺠﻤﻞ واﻟﻔﻘﺮات ‪ ،‬وﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺳﮭﻮﻟﺘﮭﺎ ﻗﺪ ﻻ ﺗﺴﺘﺨﺪﻣﮭﺎ وﺗﺠﻌﻠﮭﺎ ﻓﻲ ﻃﻲ اﻟﻨﺴﯿﺎن‬
‫• اﺣﺮص ﻋﻠﻰ أن ﯾﻜﻮن ﻣﻮﺿﻮع اﻟﻔﻘﺮة )‪ ( Topic sentence‬ﺟﻤﻠﺔ ﻣﻜﺘﻮﺑﺔً ﺑﺼﯿﻐﺔ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ) ‪Passive‬‬
‫‪(voice‬‬
‫• اﺳﺘﺨﺪم ﻧﻤﻂ اﻟﺴﺒﺐ واﻟﻨﺘﯿﺠﺔ ) ‪ ( Cause and effect‬ﺳﻮاء ﻓﻲ ﻓﻘﺮة أو ﻓﻲ ﺟﻤﻠﺔ ﺿﻤﻦ ﻓﻘﺮة )ﺳﻨﻔﺮد وﺣﺪة ﻛﺎﻣﻠﺔ‬
‫ﻟﻠﺤﺪﯾﺚ ﻋﻦ ھﺬا اﻟﻨﻤﻂ(‪.‬‬
‫• ﺗﻜﻠﻢ ﺑﺼﯿﻐﺔ ﻋﻠﻤﯿﺔ )ﻣﺒﺘﻌﺪا ﻋﻦ اﺳﺘﺨﺪام اﻟﻀﻤﺎﺋﺮ ﻣﺜﻞ ‪ (I, We‬ﺣﺘﻰ ﺗﻈﮭﺮ اﻟﻘﻮة اﻟﻜﺘﺎﺑﯿﺔ ﻟﻚ ﻣﺜﻞ ‪ :‬ﻓﻲ أﺧﺮ إﺣﺼﺎﺋﯿﺔ‬
‫ﺗﻮﻓﻲ ‪ ١٠٠٠٠‬ﻣﺮاھﻖ ﺑﺄﺳﺒﺎب اﻟﺘﺪﺧﯿﻦ أو ﺗﺸﯿﺮ إﺣﺼﺎﺋﯿﺔ اﻷﻣﻢ اﻟﻤﺘﺤﺪة ‪ ...‬ﺗﺆﻛﺪ اﻷﺑﺤﺎث ﻋﻠﻰ أن اﻷم اﻟﻤﺪﺧﻨﺔ ‪ ) ...‬ھﺬه‬
‫اﻟﻌﺒﺎرات ﺳﻨﺬﻛﺮھﺎ ﺣﯿﻦ اﻟﺘﻜﻠﻢ ﻋﻦ اﻟﻤﻘﺪﻣﺔ ﻓﻲ اﻟﻤﻘﺎل ( ﺑﻤﻌﻨﻰ ﺣﺎول أن ﺗﻜﻮن ﻣﺠﺮد وﺳﯿﻂ ﻓﻲ ﻧﻘﻞ اﻟﻜﻼم ﻋﻦ اﻟﻤﺼﺎدر‪.‬‬
‫• اﻛﺘﺐ ﻋﻠﻰ وﺟﮫ اﻟﺘﻌﻤﯿﻢ أن ﻛﺎن اﻟﻤﻮﺿﻮع أو اﻟﻔﻘﺮة ﺗﺘﻄﻠﺐ ذﻟﻚ أو اﻛﺘﺐ ﺑﻮﺟﮫ اﻟﺘﺨﺼﯿﺺ ﻟﻼﺳﺘﺸﮭﺎد إن رأﯾﺖ ذﻟﻚ‬
‫وﻣﺜﺎل ذﻟﻚ ‪ :‬إن ﻛﻨﺖ ﺗﺘﻜﻠﻢ ﻓﻲ ﻓﻘﺮة ﻋﻦ اﻟﻄﺎﻗﺔ اﻟﻨﻮوﯾﺔ أو اﻟﻐﺰو اﻟﻔﻀﺎﺋﻲ ﻓﻤﻦ ﻏﯿﺮ اﻟﻤﻌﻘﻮل أن ﺗﺘﻜﻠﻢ ﻋﻦ اﺣﺪ دول‬
‫اﻟﺨﻠﯿﺞ ﻛﺪوﻟﺔ ﻣﻦ اﻟﺪول اﻟﺘﻲ ﻟﮭﺎ ﻋﻼﻗﺔ ﺑﺎﻟﻐﺰو اﻟﻔﻀﺎﺋﻲ ‪ ،‬وان ﻛﻨﺖ ﺗﺘﻜﻠﻢ ﻋﻦ اﻟﻌﻘﺎب اﻟﺒﺪﻧﻲ ﻋﻠﻰ اﻷﻃﻔﺎل ﻓﻲ اﻟﻌﺎﻟﻢ ﻓﻲ‬
‫اﻟﻤﺪارس ﻓﻤﻦ اﻟﺤﻤﺎﻗﺔ أن ﺗﻨﻔﻲ ذﻟﻚ ﻋﻦ ﻣﺠﺘﻤﻌﺎﺗﻨﺎ اﻟﻌﺮﺑﯿﺔ أو ﺗﻨﺴﺐ ذﻟﻚ ﻟﻠﻤﺠﺘﻤﻊ اﻷﻣﺮﯾﻜﻲ ) أﺗﻮﻗﻊ ﻣﺎ ﯾﺠﻠﺪون ‪( J‬‬
‫• ﺣﺎول أن ﺗﻄﻮر اﻟﺠﻤﻠﺔ اﻟﺘﻲ ﺗﻜﺘﺒﮭﺎ ﺑﺤﯿﺚ ﻻ ﺗﺠﻌﻠﮭﺎ ﺟﻤﻠﺔ ﻏﯿﺮ ﻣﻔﮭﻮﻣﺔ أو ﻧﺎﻗﺼﺔ اﻟﻤﻌﻨﻰ‬
‫• ﻓﻲ ﺑﻌﺾ اﻷﺣﯿﺎن ﺣﺎول أن ﺗﻜﻮن ﺑﺎﺣﺜﺎ ﻋﻠﻤﯿﺎ ﻓﻲ ﻛﺘﺎﺑﺘﻚ ﺑﻤﻌﻨﻰ اﻇﮭﺮ اﻻﺣﺘﻤﺎﻟﯿﺔ وﻻ ﺗﺠﺰم ﻓﻲ ﻛﺘﺎﺑﺘﻚ وھﺬا ﯾﻈﮭﺮ ﻓﻲ‬
‫اﺳﺘﺨﺪام ‪ Modality‬ﻣﺜﻞ ) ‪ ( may , could , possible‬ﻓﻘﺪ ﺗﺬﻛﺮ أن اﻟﺴﺮﻃﺎن أﻋﺎذﻧﺎ اﷲ وإﯾﺎﻛﻢ ﻣﻨﮫ وﺷﻔﻰ ﻣﻦ‬
‫أﺻﯿﺐ ﺑﮫ ﯾﻨﺘﺞ ﻣﻦ اﻟﺘﺪﺧﯿﻦ ‪ .‬ﻓﮭﻞ اﻟﺘﺪﺧﯿﻦ وﺣﺪه ھﻮ اﻟﻤﺴﺒﺐ ﻟﻠﺴﺮﻃﺎن ؟ أذا ھﻨﺎك أﺳﺒﺎب أﺧﺮى ﻟﻠﺴﺮﻃﺎن واﻷﻓﻀﻞ أن‬
‫ﺗﻘﻮل ‪ Cancer can be caused by smoking‬أو ‪Smoking may lead to cancer‬‬
‫• ﻟﺨﺺ ﻣﺎ ذﻛﺮﺗﮫ اﻟﻔﻘﺮة أو اﻛﺘﺐ ﺗﻮﺻﯿﺔ ﺑﺴﯿﻄﺔ أو ﻣﻘﺘﺮح‬

‫ھﻨﺎ ﺳﻨﻌﺪل ﻓﻘﺮﺗﻨﺎ اﻟﺴﺎﺑﻘﺔ ﻣﺘﺒﻌﯿﻦ اﻹرﺷﺎدات اﻟﺘﻲ ذﻛﺮﻧﮭﺎ‬

‫‪Many diseases can be caused by smoking such as lung cancer and heart attack. Also,‬‬
‫‪pregnant women are advised to stop smoking during pregnancy because of the fear that‬‬
‫‪the child may be born with birth defects .In addition, recent research affirmed that‬‬
‫‪smoking is one of the causes of blindness. Clearly, smoking is not good for health.‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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‫ اﻧﺘﮭﯿﻨﺎ وﻗﺒﻞ‬. ‫ﻻ ﺑﺪ اﻧﻚ ﻻﺣﻈﺖ ﻗﻮة اﻟﻔﻘﺮة اﻷﺧﯿﺮة ﻋﻦ ﺳﺎﺑﻘﺘﮭﺎ ﻣﻦ ﺣﯿﺚ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل واﻻﺣﺘﻤﺎﻟﯿﺔ واﻟﺘﺮاﺑﻂ واﻻﺳﺘﺸﮭﺎد اﻟﻌﻠﻤﻲ‬
‫ أﻋﺠﺒﻨﻲ ﻣﻮﺿﻮع ﻛﺘﺐ ﻋﻦ اﻟﻔﻘﺮة وﻛﯿﻔﯿﺔ ﺗﻄﻮرﯾﮭﺎ وأﺣﺒﺒﺖ أن اﺳﺘﺸﮭﺪ ﺑﮫ ﺑﺸﺮﺣﻲ‬cause and effect ‫اﻻﻧﺘﻘﺎل ﻟﻤﻮﺿﻮع‬
: ‫ اﻟﻤﻮﺿﻮ ع اﻷﺳﺎس ﻓﻲ ھﺬا اﻟﻤﻮﻗﻊ‬. ‫اﻟﻤﺘﻮاﺿﻊ ﻓﻲ ھﺬه اﻟﻤﺬﻛﺮة‬
http://www.writefix.com/argument/domino.htm

Many people think that the Internet will replace

‫اﻟﺒﺪاﯾﺔ ﺟﻤﯿﻠﺔ ﺟﺪا ھﻨﺎ ﻟﻠﻤﻮﺿﻮع ﻟﻜﻦ‬
books and newspapers because it is cheaper and
‫ﺗﻀﻤﯿﻦ أﻛﺜﺮ ﻣﻦ ﻓﻜﺮة ﺑﺪون ﺷﺮح‬
quicker. As well as that, it is easier to use.
quicker ‫ و‬cheaper ‫ﻣﻮﺳﻊ ﻣﺜﻞ‬
‫ﺟﻌﻞ اﻟﻔﻘﺮة ﺿﻌﯿﻔﺔ‬

The Internet is cheaper than newspapers, because

‫ﺗﻄﻮﯾﺮ ﻓﻜﺮة ﻛﯿﻔﯿﺔ رﺧﺺ اﻻﻧﺘﺮﻧﺖ‬
you can read many newspapers for free on their
( cheaper ‫) ﻓﻜﺮة‬
websites.

The Internet is quicker to bring news and

information out. It can take years for a book to be ‫ﺗﻄﻮﯾﺮ ﻓﻜﺮة ﻛﯿﻒ ﺗﻜﻮن اﻻﻧﺘﺮﻧﺖ‬
published and reach the bookstore. The (quicker ‫ﺳﺮﯾﻌﺔ ) ﻓﻜﺮة‬
information is often out of date.

For me, the Internet is easier to use, because you

can find information more quickly and easily than in ‫ﺗﻄﻮﯾﺮ ﻓﻜﺮة ﻛﯿﻒ ﺗﻜﻮن اﻻﻧﺘﺮﻧﺖ‬
a big library or in a big set of encyclopedias. You (easier ‫ﺳﮭﻠﺔ اﻻﺳﺘﺨﺪام ) ﻓﻜﺮة‬
just use a search engine and the results come
instantly.

Many people think that the Internet will replace

books and newspapers because it is cheaper, ‫اﻵن ﺣﺎن وﻗﺖ اﺧﺘﯿﺎر ﻣﻮﺿﻮع‬
quicker and easier to use. The Internet is cheaper ‫ﻟﻠﻔﻘﺮة ﻣﻊ اﻷﻓﻜﺎر اﻟﺘﻲ ﻃﻮرﻧﮭﺎ ﺣﻮل‬
than newspapers, because you can read many ‫اﻟﺴﺮﻋﺔ واﻟﺴﮭﻮﻟﺔ واﻟﺮﺧﺺ‬
newspapers for free on their websites. The Internet
is quicker to bring news and information out. It can
take years for a book to be published and reach
the bookstore. The information is often out of date.
For me, the Internet is easier to use, because you
can find information more quickly and easily than in
a big library or in a big set of encyclopedias. You
just use a search engine and the results come
instantly .

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

23
 ‫‪Many people think that the Internet will replace‬‬
‫‪books and newspapers because it is cheaper,‬‬ ‫ھﻨﺎ ﺗﻢ إﺿﺎﻓﺔ اﻟﻌﺒﺎرات اﻻﻧﺘﻘﺎﻟﯿﺔ‬
‫‪quicker and easier to use. First of all, the Internet is‬‬ ‫ﺑﺤﯿﺚ ﺗﻌﻄﻲ ﻧﻮﻋﺎ ﻣﻦ اﻟﺘﻤﺎﺳﻚ‬
‫‪cheaper than newspapers, because you can read‬‬ ‫واﻻﻧﺘﻘﺎل ﺑﺴﻼﺳﺔ ﺑﯿﻦ اﻟﺠﻤﻞ اﻟﺴﺎﺑﻘﺔ‬
‫‪many newspapers for free on their websites.‬‬
‫‪Secondly, it is also much quicker to bring news and‬‬
‫‪information out. It can take years for a book to be‬‬
‫‪published and reach the bookstore. The‬‬
‫‪information is often out of date. Another important‬‬
‫‪point is that the Internet is easier to use, because‬‬
‫‪you can find information more quickly and easily‬‬
‫‪than in a big library or in a big set of encyclopedias.‬‬
‫‪You just use a search engine and the results come‬‬
‫‪instantly .‬‬

‫‪Cause and effect‬‬

‫ﺗﻌﺘﺒﺮ ھﺬه اﻟﺠﻤﻞ ﻣﻦ اﻟﺠﻤﻞ اﻟﻤﮭﻤﺔ ﻓﻲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ‪ ،‬وﻓﻲ ﺑﻌﺾ اﻷﺣﯿﺎن ﺗﺴﺘﺨﺪم ﻓﻲ ﻓﻘﺮات ﻛﺎﻣﻠﺔ ﻟﻠﺘﺤﺪث ﻋﻦ ال ‪cause‬‬
‫ﻓﻘﻂ وﻓﻘﺮات أﺧﺮى ﺗﺘﺤﺪث ﻋﻦ ال ‪ effect‬ﻓﻘﻂ أو اﻟﺠﻤﻊ ﺑﯿﻨﮭﻤﺎ ﻓﻲ ﻓﻘﺮة واﺣﺪة ‪ .‬اﻟﺤﺪﯾﺚ ﻋﻦ اﻟﻔﻘﺮات ﻣﻦ ﻧﻮع اﻟﺴﺒﺐ واﻟﻨﺘﯿﺠﺔ أو‬
‫اﻷﺛﺮ واﻟﻤﺆﺛﺮ ‪ Cause and effect‬ﻓﻲ ﻛﺘﺎﺑﺔ اﻟﻤﻘﺎل ﻻ ﯾﺨﺘﻠﻒ ﻛﺜﯿﺮا ﻋﻦ اﻟﺠﻤﻞ ﻣﻦ ﻧﻮع اﻟﺴﺒﺐ واﻟﻨﺘﯿﺠﺔ‪ .‬ﻓﺎﻟﻔﻘﺮات ﻣﻦ ﻧﻮع‬
‫‪ Cause and effect‬ھﻲ ﻧﻔﺴﮭﺎ اﻟﺠﻤﻞ ﻣﻦ ﻧﻮع ‪ Cause and effect‬وﻟﻜﻦ ﻓﻲ داﺧﻞ اﻟﻔﻘﺮات‪.‬‬

‫ﻣﺜﺎل ‪:‬‬
‫‪Exercise causes thirst‬‬
‫ﻓﻲ اﻟﻤﺜﺎل اﻟﺴﺎﺑﻖ اﻟﺠﻤﻠﺔ اﻟﺴﺒﺒﯿﺔ ھﻲ ‪ exercise‬واﻟﻨﺘﯿﺠﺔ اﻟﻌﻄﺶ ‪ thirst‬واﻟﻔﻌﻞ ﯾﺴﺒﺐ ‪ . cause‬أي أن ﻛﻞ ﺟﻤﻠﺔ ﻣﻦ ھﺬا‬
‫اﻟﻨﻮع ﺗﺤﺘﻮي ﻋﻠﻰ ‪ -١‬ﺟﻤﻞ ﻣﺴﺒﺒﺔ واﺧﺘﺼﺎر ﺳﺄرﻣﺰ ﻟﮭﺎ ﺑﺎﻟﺤﺮف ‪ -٢ c‬وھﻨﺎك ﺟﻤﻞ اﻟﻨﺘﯿﺠﺔ أو اﻷﺛﺮ وﺳﺄرﻣﺰ ﻟﮭﺎ ﺑﺎﻟﺮﻣﺰ ‪e‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ‪ -٣‬أﻓﻌﺎل اﻟﻨﺘﯿﺠﺔ أو ‪ effect verbs‬وھﻲ اﻷﻓﻌﺎل اﻟﺘﻲ ﺗﻜﻮن ﺑﯿﻦ اﻟﺴﺒﺐ واﻟﻨﺘﯿﺠﺔ ‪ .‬ﻓﻲ واﻗﻊ اﻷﻣﺮ ﺑﺎﻹﻣﻜﺎن أن‬
‫ﯾﻜﻮن ﻣﺎﺑﯿﻦ اﻟﺴﺒﺐ واﻟﻨﺘﯿﺠﺔ ﻣﺎ ﯾﺴﻤﻰ ﺑﺮواﺑﻂ اﻷﺛﺮ ‪ effect conjunctions‬ﻣﺜﻞ ‪ because‬أو ‪ because of‬أو ‪ as‬أو‬
‫‪.so‬‬

‫ﻗﺒﻞ اﻟﻤﻀﻲ ﻗﺪﻣﺎ ﻓﻲ ھﺬا اﻟﺪرس ‪ ،‬ﻟﯿﺲ اﻟﺘﺮﺗﯿﺐ داﺋﻤﺎ ﺑﮭﺬه اﻟﺼﻮرة أي ﺑﺼﻮرة ) ﺳﺒﺐ ‪ +‬ﻓﻌﻞ ‪ +‬ﻧﺘﯿﺠﺔ ( ﻓﻘﺪ ﯾﺤﺪث أﺣﯿﺎﻧﺎ أن ﯾﻜﻮن‬
‫اﻟﺘﺮﺗﯿﺐ ﺑﺼﻮرة ) ﻧﺘﯿﺠﺔ ‪ +‬ﻓﻌﻞ ‪ +‬ﺳﺒﺐ( وﻓﻲ ھﺬه ﻛﻠﻰ اﻟﺤﺎﻟﺘﯿﻦ ﯾﺠﺐ اﺧﺘﯿﺎر أﻓﻌﺎل ﻣﺨﺼﺼﺔ ﺣﺴﺐ اﻟﻮﺿﻊ ﻟﺪﯾﻚ ‪ .‬ﻛﺬﻟﻚ ﻗﺪ ﺗﻜﻮن‬
‫ھﺬه اﻷﻓﻌﺎل ﻣﺼﺎﺣﺒﮫ ﻷﻓﻌﺎل ‪ modality‬ﻣﺜﻞ ‪ may‬أو ‪ can‬وﻻ ﯾﺨﺘﻠﻒ اﻟﻮﺿﻊ ﻛﺬﻟﻚ ﻣﻊ ‪effect conjunctions‬‬
‫ﻓﻲ ﺣﺎﻻت ‪cause ------ effect‬‬

‫ﻗﺪ ﯾﻜﻮن اﻟﻔﻌﻞ واﺣﺪا ﻣﻦ ھﺬه اﻷﻓﻌﺎل )ﻏﯿﺮ ﻣﺎ ﯾﻠﺰم ﺑﺤﯿﺚ ﯾﻮاﻓﻖ اﻟﻔﻌﻞ اﻟﻔﺎﻋﻞ ﻣﻦ ﺣﯿﺚ اﻹﻓﺮاد واﻟﺠﻤﻊ واﻟﺰﻣﻦ (‬
‫‪Cause(s-ed), produce(s-ed), result(s-ed) in , lead(s-ed) to‬‬

‫ﻓﻲ ﺣﺎﻻت ‪effect ------ cause‬‬

‫ﻗﺪ ﯾﻜﻮن اﻟﻔﻌﻞ واﺣﺪا ﻣﻦ ھﺬه اﻷﻓﻌﺎل )ﻏﯿﺮ ﻣﺎ ﯾﻠﺰم ﺑﺤﯿﺚ ﯾﻮاﻓﻖ اﻟﻔﻌﻞ اﻟﻔﺎﻋﻞ ﻣﻦ ﺣﯿﺚ اﻹﻓﺮاد واﻟﺠﻤﻊ واﻟﺰﻣﻦ (‬
‫‪result(s-ed) from , follow(s-ed), (is/was/are/were) caused by ,‬‬
‫‪(is/was/are/were) produced by‬‬
‫ﻻﺣﻆ أن اﻟﻔﻌﻠﯿﻦ ﻓﻲ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ‪ (is/was/are/were) caused by‬و ‪(is/was/are/were) produced by‬‬
‫ﺗﺸﯿﺮ )‪ (s-ed‬ﻓﻲ ﻧﮭﺎﯾﺔ اﻟﻔﻌﻞ إﻟﻰ ﻧﻮع اﻟﺰﻣﻦ ﻣﻊ اﻟﻔﻌﻞ‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫‪24‬‬
 ‫أﻣﺜﻠﺔ ‪:‬‬
‫‪Cause ---- effect‬‬

‫‪Doctors tell us that smoking leads to cancer‬‬

‫‪Doctors tell us that smoking may lead to cancer‬‬
‫‪Doctors tell us that smoking causes cancer‬‬
‫‪ Doctors tell us that smoking results in cancer‬ﻣﻌﻨﻰ ‪ result in‬ﯾﺆدي إﻟﻰ أو ﯾﺤﺪث أو ﯾﺴﺒﺐ‬

‫‪Effect ---- cause‬‬

‫‪Cancer is caused by smoking‬‬

‫‪Many diseases were caused by starvation‬‬
‫‪Many diseases are due to smoking‬‬

‫ﻻﺣﻆ أن ‪ due to‬ﻟﯿﺴﺖ ﻓﻌﻼ وﺗﻘﻮم ﻣﻘﺎم ‪، because of‬وﻗﺒﻞ أن اذﻛﺮ ﺑﻌﺾ اﻷﻣﺜﻠﺔ ﯾﺠﺐ اﻟﺘﻔﺮﯾﻖ ﺑﯿﻦ ‪ because‬و‬
‫‪ because of‬ﻓﺎﻷﺧﯿﺮة ﯾﺠﺐ أن ﺗﻜﻮن ﻣﺘﺒﻮﻋﺔ ﺑﺎﺳﻢ أو ﺑﺠﻤﻠﺔ اﺳﻤﯿﺔ ‪ .‬ﻣﺜﺎل ‪:‬‬
‫‪He got low marks because he did not study hard.‬‬
‫‪ I hate English grammar because of this article‬ﻓﻲ ھﺬه اﻟﺠﻤﻠﺔ ‪ this article‬ھﻮ اﻻﺳﻢ ‪noun‬‬

‫‪They stopped playing football because it was raining‬‬

‫‪ They stopped playing football because of the rain‬ﻓﻲ ھﺬه اﻟﺠﻤﻠﺔ ‪ the rain‬ھﻮ اﻻﺳﻢ ‪noun‬‬

‫أﯾﻀﺎ أﻓﻌﺎل اﻟﺴﺒﺐ واﻟﻨﺘﯿﺠﺔ ﻟﯿﺴﺖ ﻣﺤﺼﻮرة ﺑﻤﺎ ذﻛﺮت وھﺬه أﻣﺜﻠﺔ ﺟﻤﻞ ﻣﺘﻨﻮﻋﺔ ﺑﺄﻓﻌﺎل ﻣﺘﻨﻮﻋﺔ ‪:‬‬
‫‪Eating too much is one reason for obesity.‬‬
‫‪Obesity is the result of eating too much.‬‬
‫‪Obesity is one result of eating too much.‬‬

‫ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ﻣﺎ ذﻛﺮت ﺣﻮل ﺟﻤﻞ اﻟﺴﺒﺐ واﻟﻨﺘﯿﺠﺔ ھﻨﺎك ﺟﻤﻞ ﻣﻦ ﻧﻮﻋﯿﺔ اﻟﺘﻨﺎﻗﺾ أو ﺟﻤﻞ اﻟﻌﻜﺲ ‪contrast sentences‬‬
‫واﻟﺘﻲ ﺗﻌﻜﺲ ﻣﻌﻨﻰ ﻣﺎ ﻗﺒﻠﮭﺎ ﻣﻦ ﺟﻤﻞ وﻗﺪ ﻣﺮت ﻋﻠﯿﻨﺎ ﻓﻲ اﻟﺮواﺑﻂ اﻻﻧﺘﻘﺎﻟﯿﺔ وﻣﻦ ھﺬه اﻟﺠﻤﻞ ) ‪however, in spite of ,‬‬
‫‪.(despite , although‬‬
‫‪ In spite of‬و ‪ Despite‬و ‪)Although‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ذﻟﻚ ‪ ،‬ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ ذﻟﻚ ( ﻛﻼ اﻟﺠﻤﻞ اﻟﺜﻼﺛﺔ ﺑﻨﻔﺲ اﻟﻤﻌﻨﻰ وإذا ﺑﺪأﻧﺎ‬
‫اﻟﺠﻤﻠﺔ ﺑﻮاﺣﺪ ﻣﻨﮭﻤﺎ ﻓﺈﻧﮭﻤﺎ ﯾﺘﺒﻌﺎن اﻟﻘﺎﻋﺪة اﻟﺘﺎﻟﯿﺔ ‪ ) :‬ﻻﺣﻆ وﺟﻮد اﻟﻔﺎﺻﻠﺔ ﻷﻧﻨﺎ ﺑﺪأﻧﺎ ﺑﮭﻤﺎ اﻟﺠﻤﻠﺔ(‬
‫‪Although SVO , SVO‬‬
‫‪In spite of /Despite noun group , SVO‬‬
‫ﯾﻌﻨﻲ أن اﻟﺠﻤﻠﺔ ﻓﺎﻋﻞ ‪ +‬ﻓﻌﻞ ‪ +‬ﻣﻔﻌﻮل ﺑﮫ ‪ noun group /SVO‬ﺗﻌﻨﻲ ﻣﺠﻤﻮﻋﺔ أﺳﻤﯿﺔ أو ﺳﻢ‬
‫ﻣﺜﺎل‬
‫‪Although it was raining , they came to college.‬‬
‫‪In spite of the rain , they came to college‬‬
‫اﻟﺠﻤﻠﺔ اﻟﺘﻲ ﺑﻌﺪ ‪ Although‬و ‪) In spite of‬اﻟﻤﻄﺮ( ﻟﯿﺴﺖ ﺑﻤﺜﻞ أھﻤﯿﺔ اﻟﺠﻤﻠﺔ اﻟﺘﻲ ﺑﻌﺪ اﻟﻔﺎﺻﻠﺔ )ﺣﻀﺮوا ﻟﻠﻜﻠﯿﺔ( ﺑﻤﻌﻨﻰ‬
‫ﺣﻀﻮرھﻢ ﻟﻠﻜﻠﯿﺔ ﻛﺎن أھﻢ ﻣﻦ اﻟﻤﻄﺮ أي أن اﻟﺘﺮﺟﻤﺔ ﺗﺼﺒﺢ ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ أﻧﮭﺎ أﻣﻄﺮت إﻻ أﻧﮭﻢ ﺣﻀﺮوا ﻟﻠﻜﻠﯿﺔ ‪ .‬وﻟﯿﺲ ﻋﻠﻰ‬
‫اﻟﺮﻏﻢ ﻣﻦ ﺣﻀﻮرھﻢ ﻟﻠﻜﻠﯿﺔ ﻓﺈﻧﮭﺎ ﻛﺎﻧﺖ ﺗﻤﻄﺮ‪ .‬ﻗﺪ ﻻ ﺗﺨﺘﻠﻒ ﻓﻲ ﺗﺮﺟﻤﺖ اﻟﻤﻌﻨﻰ وھﻮ ﻟﯿﺲ ﻣﻮﺿﻮﻋﻨﺎ ﻟﻜﻦ ﺟﺮت اﻟﻌﺎدة ﻓﻲ اﻟﻜﺘﺎﺑﺔ‬
‫ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ أن ﺗﻜﻮن )اﻟﺠﻤﻠﺔ أو اﻟﻤﻮﺿﻮع ( اﻟﺬي ﻧﺮﯾﺪ اﻟﺘﺤﺪث ﻋﻨﮫ واﻟﺬي ﺑﻌﺪ ‪ Although‬أو ‪ In spite of‬أن ﯾﻜﻮن‬
‫اﻷﻗﻞ أھﻤﯿﺔ أو ذو اﻟﻄﺮف اﻟﺴﻠﺒﻲ أو اﻟﺸﻲء ﻏﯿﺮ اﻟﻤﺤﺒﺐ وﻣﺎ ﺑﻌﺪ اﻟﻔﺎﺻﻠﺔ ھﻮ اﻟﻨﻘﻄﺔ أو اﻟﺠﻤﻠﺔ اﻟﺘﻲ ﻓﯿﮭﺎ اﻻﯾﺠﺎﺑﯿﺎت أو اﻷﻛﺜﺮ‬
‫أھﻤﯿﺔ اﻧﻈﺮ ھﺬا اﻟﻤﺜﺎل ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ‪ " :‬ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ ﻗﻠﺔ اﻟﻤﻮارد اﻟﺘﻘﻨﯿﺔ ﻓﻲ إﻓﺮﯾﻘﯿﺎ ‪ ،‬ﻓﻘﺪ أﻧﺠﺰت اﻧﺠﺎزات ﻣﺒﮭﺮة ﻓﻲ اﻟﺘﻄﻮر "‬
‫ﻻ ﺣﻆ أن ﻗﻠﺔ اﻟﻤﻮارد )ﺗﻌﺘﺒﺮ ﻧﻘﻄﮫ ﺳﻠﺒﯿﺔ ( وﻟﺬﻟﻚ ﺗﺒﻌﺖ اﻟﻌﺒﺎرة )ﻋﻠﻰ اﻟﺮﻏﻢ (‪ ،‬أﻧﺠﺰت اﻧﺠﺎزات ﻣﺒﮭﺮة ) ﻧﻘﻄﺔ اﯾﺠﺎﺑﯿﺔ ( ﻟﺬﻟﻚ‬
‫ﺗﺒﻌﺖ اﻟﻔﺎﺻﻠﺔ أي ﺳﯿﺼﺒﺢ اﻟﻜﻼم ‪:‬‬
‫‪In spite of the limitations of IT in Africa, it has achieved unprecedented levels of‬‬
‫‪development‬‬

‫وﻟﻠﺮاﻏﺒﯿﻦ ﺑﺎﻻﺳﺘﺰادة اﻟﺬھﺎب إﻟﻰ ھﺬا اﻟﺮاﺑﻂ ‪http://elc.polyu.edu.hk/cill/exercises/cause&effect.htm‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
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 ‫وﺣﺘﻰ ﻧﺠﻤﻞ ﻣﺎ ذﻛﺮﻧﺎ ﻓﻲ ﺷﻜﻞ ﻗﺎﻋﺪة ﯾﺘﻢ اﻻﺳﺘﻨﺎد إﻟﯿﮭﺎ ﺳﺄﺿﻊ ﺗﻨﻈﯿﻤﺎ ﻗﺎم ﺑﺈھﺪاﺋﮫ ﻟﻲ اﻷخ ﻋﺒﺪا ﻟﺮﺣﻤﻦ اﻟﺨﻀﺮ وﻓﻘﮫ اﷲ‬
Cause and Effect
Grammare structre:

Prepared by : Abdulrahman Alkheder. And Looked by : Mr. Geoff Cowell . in 07-2007. Model 3 (with my best regards
Examples Part of speech Structure

• cause (vt) Passive

• result in (Vint)
• lead to (Vint) }No
Passive Verb NG Verb NG

• But
• Therefore
• However
• As a result Adverb S-V. Adverb , S-V
• So
• Consequently

• because
• so
Conjunction S-V conj S-V

• because of Prep NG , S-V

• despite
Preposition or
• due to
• as a result of S-V Prep NG

meaning Structure : * lead to

* result in
* as a result
* but Effect
Cause * so
* therefore
* cause
* however

Effect * because of
* because Cause
* verb ( Passive )

* because of
* because Cause
، Effect
☺).

* NG : Noun Group ( Sentence without verb ) , ( Killed the verb ) .

* S-V or VG : Verb Group . ( Sentence with verb ) ( include : S-V, S-V-O , S-V-C , There
is/are , Passive ).

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

26
‫اﻧﺘﮭﯿﻨﺎ ﻣﻦ اﻟﻔﻘﺮة واﻟﺠﻤﻞ وﻛﺎن ﻣﺎ ذﻛﺮﻧﺎه ﻣﺴﺒﻘﺎ ﯾﻌﺘﺒﺮ اﻟﺒﻨﻲ اﻷﺳﺎﺳﯿﺔ ﻟﮭﻨﺪﺳﺔ اﻟﻜﺘﺎﺑﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ‪.‬إن ﺻﺢ إﻃﻼق ﻛﻠﻤﺔ ھﻨﺪﺳﺔ‬
‫ﻋﻠﻰ ﻓﻜﺮة اﻟﻜﺘﺎﺑﺔ ﺑﮭﺬه اﻟﻄﺮﯾﻘﺔ ‪ .‬ﻣﺎ ﯾﻠﻲ ﻣﻮﺿﻮع اﻟﻔﻘﺮات ھﻮ اﻟﻤﻮﺿﻮع اﻷھﻢ ﻓﻲ اﻟﻜﺘﺎﺑﺔ وھﻮ ﻣﻮﺿﻮع اﻟﻤﻘﺎل أو ‪ essay‬واﻟﺬي‬
‫ﯾﻌﺘﺒﺮ ﻣﻦ اﻷﻣﻮر اﻟﺘﻲ ﺗﺪرس ﻓﻲ ﻣﻌﺎھﺪ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﺑﺎﻟﺪول اﻷﺟﻨﺒﯿﺔ ﻣﺜﻞ أﻣﺮﯾﻜﺎ وﻛﻨﺪا وﺑﺮﯾﻄﺎﻧﯿﺎ وﻏﯿﺮھﺎ ‪.‬‬

‫ﻛﯿﻒ ﺗﻜﺘﺐ ﻣﻘﺎل ) ‪ ( essay‬؟‬

‫ذﻛﺮت ﺳﺎﺑﻘﺎ أن اﻟﻤﻘﺎل ﯾﺘﻜﻮن ﻣﻦ ﻋﺪة ﻓﻘﺮات ) اﻟﻤﻘﺪﻣﺔ – اﻟﻤﺘﻦ – اﻟﺨﺎﺗﻤﺔ ( أو )‪ Introduction‬و ‪ Body‬و ‪(Conclusion‬‬
‫وﺷﺮﺣﺖ ﻓﻜﺮة اﻟﻔﻘﺮة ﺑﺸﻲ ﻣﻦ اﻟﺘﻔﺼﯿﻞ اﻟﻤﻤﻞ ﻧﻮﻋﺎ ﻣﺎ ‪ . J‬وﻟﻜﻦ ﻣﺎ ھﻮ اﻟﺴﺮ ﻓﻲ ﺗﺨﺼﯿﺺ ﻣﺴﻤﯿﺎت ﻟﮭﺬه اﻟﻔﻘﺮات ﻣﺜﻞ ﻣﻘﺪﻣﺔ‬
‫وﻣﺘﻦ وﺧﺎﺗﻤﺔ ؟ ‪) .‬ﻟﺴﺖ أﻧﺎ ﻣﻦ ﯾﺴﻤﯿﮭﺎ ﺑﺘﻠﻚ اﻷﺳﻤﺎء ! (‬

‫ﻓﻲ واﻗﻊ اﻷﻣﺮ أن اﻟﻜﺘﺎﺑﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ وﺧﺼﻮﺻﺎ ﻓﻲ اﻟﻤﻘﺎﻻت ﺗﺘﺒﻊ اﻷﺳﻠﻮب اﻟﺨﻄﻲ وﻟﺘﻮﺿﯿﺢ ھﺬه ﻓﻜﺮة اﻷﺳﻠﻮب اﻟﺨﻄﻲ ﻓﻲ‬
‫اﻟﻜﺘﺎﺑﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﺳﺄورد ﻣﺜﺎﻟﻨﺎ اﻟﺴﺎﺑﻖ ﻋﻦ ﻓﻘﺮة اﻟﺘﺪﺧﯿﻦ ‪ ،‬إذا ﻻﺣﻈﺖ أﻧﻨﺎ ﺑﺪﻧﺎ ﺑﻤﻮﺿﻮع ﻟﻠﻔﻘﺮة ﯾﺘﺤﺪث ﻋﻦ اﻷﻣﺮاض‬
‫اﻟﻨﺎﺗﺠﺔ ﻣﻦ اﻟﺘﺪﺧﯿﻦ ﺛﻢ ﺑﺪأﻧﺎ ﺑﺪﻋﻢ ذﻟﻚ ﺑﺎﻷﻣﺜﻠﺔ اﻟﺘﻲ ﺗﺆﻛﺪ اﻷﺿﺮار اﻟﻨﺎﺗﺠﺔ ﻣﻦ اﻟﺘﺪﺧﯿﻦ ﺣﺘﻰ وﺻﻠﻨﺎ إﻟﻰ ﻧﻘﻄﺔ اﻟﺨﺎﺗﻤﺔ وھﻲ أن‬
‫اﻟﺘﺪﺧﯿﻦ ﻣﻀﺮ ﺑﺎﻟﺼﺤﺔ ‪ .‬ﻓﻼ ﯾﻮﺟﺪ ﻓﻲ ﻓﻘﺮﺗﻨﺎ ﺷﻲ ﯾﺨﺮج ﻋﻦ ﺧﻂ اﻷﻣﺮاض أي أﻧﮭﺎ ﻣﺘﻮاﺗﺮة‬

‫ﻻ ﺗﺨﺘﻠﻒ ھﺬه اﻟﻔﻘﺮات )‪ Introduction‬و ‪ Body‬و ‪ (Conclusion‬ﻋﻦ اﻟﻔﻘﺮات اﻟﺘﻲ ﻣﺮت ﻋﻠﯿﻨﺎ ﻓﻲ اﻟﺴﺎﺑﻖ ﻣﻦ ﺣﯿﺚ اﻟﻤﺒﺪأ‬
‫اﻟﻌﺎم إﻻ أن ﻓﻘﺮة اﻟﺒﺪاﯾﺔ واﻟﺨﺎﺗﻤﺔ ﻓﯿﮭﻤﺎ اﺧﺘﻼف ﺑﺴﯿﻂ أﻣﺎ ﻓﻘﺮة اﻟﻤﺘﻦ ﻓﮭﻲ ﻧﻔﺴﮭﺎ ﻟﻤﺎ أﺧﺬﻧﺎه ﻣﺴﺒﻘﺎ ‪.‬‬

‫‪Introduction‬‬
‫ﺗﺤﺘﻮي ﻣﻘﺪﻣﺔ أي ﻣﻘﺎل ﻋﻠﻰ ﺛﻼﺛﺔ ﻋﻨﺎﺻﺮ أﺳﺎﺳﯿﺔ وھﻲ ‪:‬‬
‫‪ -١‬ﺧﻠﻔﯿﺔ ﻋﻦ اﻟﻤﻮﺿﻮع أو ﻣﺎ ﯾﺴﻤﻰ ب ‪Background‬‬
‫‪ -٢‬اﻟﻤﻮﺿﻮع اﻟﺬي ﺗﺮﯾﺪ اﻟﻜﺘﺎﺑﺔ ﻋﻨﮫ أو ﻣﺎ ﯾﺴﻤﻰ ب ‪Thesis‬‬
‫‪ -٣‬اﻟﺠﺰﺋﯿﺎت أو اﻟﺠﻮاﻧﺐ اﻟﺘﻲ ﯾﻨﺎﻗﺸﮭﺎ اﻟﻤﻮﺿﻮع وﺗﺴﻤﻰ ب ‪Preview‬‬

‫‪ Background‬أو ﺧﻠﻔﯿﺔ ﻋﻦ اﻟﻤﻮﺿﻮع ‪:‬‬

‫ﯾﻈﻦ اﻟﻜﺜﯿﺮ ﻓﻲ ﺑﺪاﯾﺔ اﻷﻣﺮ أن اﻟﻤﻘﺼﻮد ﺑﺎﻟﺨﻠﻔﯿﺔ ﻋﻦ اﻟﻤﻮﺿﻮع اﻟﺨﻠﻔﯿﺔ اﻟﺘﺎرﯾﺨﯿﺔ ﻓﻘﻂ وھﺬا اﻷﻣﺮ ﺻﺤﯿﺢ ﻧﻮﻋﺎ ﻣﺎ وﻟﻜﻦ ﻟﯿﺴﺖ‬
‫اﻟﺨﻠﻔﯿﺔ اﻟﺘﺎرﯾﺨﯿﺔ ھﻲ ﻓﻘﻂ اﻟﺨﻠﻔﯿﺔ ﻋﻦ اﻟﻤﻮﺿﻮع ﻓﻘﺪ ﺗﺘﻀﻤﻦ اﻟﺨﻠﻔﯿﺔ ﻋﻦ اﻟﻤﻮﺿﻮع اﻟﻮﺿﻊ اﻟﺤﺎﻟﻲ ﻟﻠﻤﻮﺿﻮع أو إﺣﺼﺎﺋﯿﺎت ﻋﺪدﯾﺔ‬
‫ﻣﻨﺸﻮرة ﻣﻦ ﻗﺒﻞ ﻣﻨﻈﻤﺔ ﻟﮭﺎ ﻋﻼﻗﺔ ﺑﺎﻟﻤﻮﺿﻮع ﻓﺎﻟﻐﺮض اﻷﺳﺎس ﻣﻦ اﻟﺨﻠﻔﯿﺔ ﻋﻦ اﻟﻤﻮﺿﻮع ھﻮ أن ﺗﺸﺪ اﻧﺘﺒﺎه اﻟﻘﺎرئ ﻟﻠﻤﻘﺎل وﻋﺎدة‬
‫ﺗﻜﻮن اﻟﺨﻠﻔﯿﺔ ﻓﻲ ﺟﻤﻠﺘﯿﻦ أو ﺛﻼث ﺟﻤﻞ ﻣﺜﺎل ﻟﺨﻠﻔﯿﺔ ﻋﻦ ﻣﻮﺿﻮع ‪:‬‬

‫" ﻗﺮاﺻﻨﺔ أﻧﻈﻤﺔ اﻟﻜﻤﺒﯿﻮﺗﺮ اﺳﺘﻄﺎﻋﻮا اﻟﺪﺧﻮل واﻗﺘﺤﺎم ﺑﯿﺎﻧﺎت ﻣﻠﯿﻮن ﻣﺴﺘﺨﺪم ﻓﻲ ﻣﻮﻗﻊ ﻣﺎﯾﻜﺮوﺳﻮﻓﺖ ﻗﺒﻞ أﺳﺒﻮع ‪" ...‬‬
‫" ‪One week ago, Microsoft has announced that over one million users have been‬‬
‫‪"attacked by hackers‬‬

‫وھﻨﺎك ﻋﺪد ﻣﻦ اﻷﻣﺜﻠﺔ اﻟﺘﻲ ﺗﺴﺘﻄﯿﻊ ﺗﺤﻮﯾﺮھﺎ ﺑﻤﺎ ﯾﺘﻨﺎﺳﺐ ﻣﻊ ﻣﻮﺿﻮﻋﻚ ‪:‬‬
‫•‬ ‫‪Over the next few months / Over the past few decades.‬‬
‫•‬ ‫‪Over twenty percent of Americans will die from malnutrition‬‬
‫•‬ ‫‪Twenty percent died of malnutrition in the most advanced country in the world...‬‬
‫•‬ ‫…‪In the past‬‬
‫•‬ ‫…‪During the last ten years‬‬
‫•‬ ‫… ‪In the last few years , there has been a great increase in‬‬
‫•‬ ‫… ‪Hundreds thousands of‬‬
‫•‬ ‫‪A lot of people are‬‬
‫•‬ ‫‪A lot of water or (research) is‬‬
‫•‬ ‫… )‪According to new research, there ( are-is‬‬
‫•‬ ‫…‪According to research that has been released recently‬‬

‫‪ Thesis statement‬أو اﻟﻤﻮﺿﻮع أو ﻣﺸﻜﻠﺔ اﻟﺒﺤﺚ ) اﻟﻤﻘﺎل(‬

‫ﻓﻲ ﺗﺮﺟﻤﺔ ‪ Thesis‬ﻓﻲ اﻟﻘﻮاﻣﯿﺲ ﺗﺘﺮﺟﻢ ﻋﻠﻰ أﻧﮭﺎ اﻷﻃﺮوﺣﺔ وﻟﺴﺖ ﺑﺼﺪد ﻧﻘﻞ اﻟﺘﺮﺟﻤﺔ أو ﻣﻨﺎﻗﺸﺔ أﻓﻀﻞ ﺗﺮﺟﻤﺔ ﻟﮭﺬه اﻟﻜﻠﻤﺔ ‪ .‬ﻣﺎ‬
‫ﯾﮭﻢ ھﻮ أن ﺗﻔﮭﻢ أن ‪ Thesis‬ھﻲ اﻟﻤﻮﺿﻮع اﻟﺬي ﺳﺘﻜﺘﺐ ﻋﻨﮫ وﯾﺠﺐ أن ﯾﻜﻮن اﻟﻤﻮﺿﻮع واﺿﺤﺎ وﯾﻜﻮن رأﯾﻚ اﻟﺬي ﺗﻜﺘﺒﮫ ﯾﺠﯿﺐ‬
‫ﻋﻠﻰ اﻟﺴﺆال ‪ .‬ﻋﺎدة ﺗﻜﻮن ال ‪ Thesis‬ﻓﻲ ﻧﮭﺎﯾﺔ اﻟﻤﻘﺪﻣﺔ ‪ .‬وﺳﺄذﻛﺮ ﻻﺣﻘﺎ اﻟﻌﺒﺎرات اﻟﺘﻲ ﺗﺴﺎﻋﺪ ﻓﻲ اﻻﻧﺘﻘﺎل ﻣﻦ اﻟﺨﻠﻔﯿﺔ ﻋﻦ‬
‫اﻟﻤﻮﺿﻮع إﻟﻰ ‪ Thesis‬وﻣﻦ ﺛﻢ ال ‪.Preview‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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 ‫‪ Preview‬اﻟﺠﻮاﻧﺐ أو اﻟﺠﺰﺋﯿﺎت اﻟﺘﻲ ﺗﺮﺗﺒﻂ ﺑﺎﻟﻤﻮﺿﻮع‬
‫اﻟﺠﻮاﻧﺐ اﻟﺘﻲ ﺗﻨﺎﻗﺸﮭﺎ أو ﺗﺤﺎول إﺛﺒﺎﺗﮭﺎ ﻟﻠﻘﺎرئ ھﻲ ﻣﺎ ﯾﺴﻤﻰ ب ‪ Preview‬أو ﻣﺎ ﯾﺴﻤﯿﮫ اﻟﺒﻌﺾ ‪ . aspects‬ﻓﻤﺜﻼ إذا ﻛﺎن‬
‫اﻟﻤﻮﺿﻮع ﻟﺪي ﻋﻦ أﺿﺮار اﻟﺘﺪﺧﯿﻦ وﺻﺮﺣﺖ أو واﻓﻘﺖ ﺑﺄن ﻟﻠﺘﺪﺧﯿﻦ أﺿﺮارا ﻓﮭﺬه ﺗﻌﺘﺒﺮ ‪ Thesis‬ﻻﺣﻆ أﻧﻲ أﻗﺮرت أن ﻟﻠﺘﺪﺧﯿﻦ‬
‫أﺿﺮار وﻟﻜﻦ ﻟﻢ اﺣﺪد ھﺬا اﻷﺿﺮار ﺑﻌﺪ ‪ .‬وﻋﻨﺪﻣﺎ اذﻛﺮ ﺑﺄن ھﺬا اﻟﻤﻘﺎل ﺳﯿﺪرس أو ﯾﺴﻠﻂ اﻟﻀﻮء ﻋﻠﻰ اﻷﺿﺮار اﻟﺼﺤﯿﺔ‬
‫واﻻﺟﺘﻤﺎﻋﯿﺔ ﻓﺄﻧﺎ ﺑﺬﻟﻚ ﺣﺪدت ‪ Preview‬أو ﺟﻮاﻧﺐ اﻷﺿﺮار اﻟﻨﺎﺗﺠﺔ ﻣﻦ اﻟﺘﺪﺧﯿﻦ ‪ .‬ﻓﻲ واﻗﻊ اﻷﻣﺮ أﻧﺖ ﻋﻨﺪﻣﺎ ﺗﺤﺪد ﺟﻮاﻧﺐ‬
‫اﻟﻤﻮﺿﻮع ﻓﺄﻧﺖ ﺑﺬﻟﻚ ﺗﺤﺪد ﻋﺪد اﻟﻔﻘﺮات اﻟﺘﻲ ﺳﺘﺘﻨﺎوﻟﮭﺎ ﻓﻲ ﻛﻞ ﻣﺘﻦ ‪.‬‬

‫ﻣﻦ اﻟﻌﺒﺎرات اﻟﺘﻲ ﺗﺴﺎﻋﺪك ﻓﻲ اﻻﻧﺘﻘﺎل ﺑﺴﻼﺳﺔ ﻟﻠﻤﻮﺿﻮع ﻣﺎ ﯾﻠﻲ ) ﻋﻠﻰ ﺣﺴﺐ اﻟﺴﺆال ﻟﺪﯾﻚ(‪:‬‬
‫‪discuss‬‬
‫‪explain‬‬
‫[ ‪This essay will‬‬ ‫)‪] the … (thesis /subject‬‬
‫‪outline‬‬
‫‪argue‬‬

‫‪Or‬‬ ‫‪discuss‬‬
‫‪explain‬‬
‫[ ‪The purpose of this essay is to‬‬ ‫‪outline‬‬ ‫)‪] the … (thesis /subject‬‬
‫‪argue‬‬

‫•‬ ‫‪This essay will outline the effects of smoking on students‬‬

‫•‬ ‫‪The purpose of this essay is to discuss the impacts of global warming on the‬‬
‫‪environment‬‬

‫وﻣﻦ اﻟﻌﺒﺎرات اﻟﺘﻲ ﺗﺴﺎﻋﺪك ﻓﻲ اﻻﻧﺘﻘﺎل ﺑﺴﻼﺳﺔ ﻟﺠﻮاﻧﺐ اﻟﻤﻮﺿﻮع ﻣﺎ ﯾﻠﻲ ) ﻋﻠﻰ ﺣﺴﺐ ﻣﺎ ﻟﺪﯾﻚ ﻣﻦ ﺟﻮاﻧﺐ(‪:‬‬
‫)اﻟﺠﺎﻧﺐ‪) and (٢‬اﻟﺠﺎﻧﺐ‪This will be ( done , justified ,explained ) by (looking at ,focusing on ) (١‬‬

‫‪This will be done by focusing on social problems and governmental issues.‬‬

‫‪ Body‬أو اﻟﻤﺘﻦ‬
‫اﻟﻤﺘﻦ ھﻮ ﻓﻘﺮة ﻋﺎدﯾﺔ ﺑﺸﺮوط اﻟﻔﻘﺮة اﻟﺘﻲ ﻣﺮت ﻋﻠﯿﻨﺎ ﻣﺴﺒﻘﺎ ‪ .‬ﻓﻘﺪ ﯾﺸﻤﻞ اﻟﻤﺘﻦ ﻋﻠﻰ أﻛﺜﺮ ﻣﻦ ﻓﻘﺮة وھﺬا ﻣﺎ ﺗﺤﺪده أﻧﺖ ﻓﻲ اﻟﻤﻘﺪﻣﺔ‬
‫ﻋﻨﺪﻣﺎ ﺗﻜﺘﺐ ‪ Preview‬أي ﻛﻢ ﺟﺎﻧﺐ ﺳﺘﻨﺎﻗﺶ ‪.‬‬
‫ﻓﻲ اﻟﻤﺜﺎل اﻟﺘﺎﻟﻲ ﺣﺪدﻧﺎ اﻟﺠﻮاﻧﺐ ﺑﺠﺎﻧﺒﯿﻦ ) ﺟﺎﻧﺐ اﻟﻤﺸﺎﻛﻞ اﻻﺟﺘﻤﺎﻋﯿﺔ وﺟﺎﻧﺐ اﻟﻤﺴﺎﺋﻞ اﻟﺤﻜﻮﻣﯿﺔ ( ‪:‬‬
‫‪This will be done by focusing on social problems and governmental issues.‬‬

‫‪ Conclusion‬اﻟﺨﺎﺗﻤﺔ‬
‫اﻟﺨﺎﺗﻤﺔ ﻓﻲ ﻧﮭﺎﯾﺔ اﻟﻤﻘﺎل وﻏﺎﻟﺒﺎ ﺗﺸﻤﻞ ﻋﻠﻰ ﺛﻼﺛﺔ أﺟﺰاء‪:‬‬
‫‪ -١‬ﺟﺰء ﯾﻮﺟﺰ أو ﯾﻌﯿﺪ ﺻﯿﺎﻏﺔ ﻣﺎ ذﻛﺮ ﻓﻲ اﻟﻤﺘﻦ ﺑﺸﻜﻞ ﺳﺮﯾﻊ وھﻮ ﻣﺎ ﯾﺴﻤﻰ ب ‪ summary‬ﻟﻤﺎ ذﻛﺮ ﻓﻲ ‪body paragraphs‬‬
‫‪ -٢‬إﻋﺎدة ﺗﺼﺮﯾﺢ وﺗﺄﻛﯿﺪ اﻟﻤﻮﺿﻮع وھﻮ ﻣﺎ ﯾﺴﻤﻰ ب ‪restatement of the thesis‬‬
‫‪ -٣‬اﻟﺘﻮﺻﯿﺎت أو اﻟﻤﻘﺘﺮﺣﺎت ‪recommendations or suggestions‬‬

‫ﻻﺣﻆ أن اﻟﺨﺎﺗﻤﺔ ﻻ ﺗﺤﺘﻮي ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎت ﺟﺪﯾﺪة ﺑﻤﻌﻨﻰ ﻻ ﺗﺤﺎول أن ﺗﻀﯿﻒ ﻣﻌﻠﻮﻣﺔ ﺗﺸﻮش ﻋﻠﻰ ذھﻦ ﻣﻦ ﯾﻘﺮا ﻣﻘﺎﻟﻚ أو ﺑﺤﺜﻚ ‪.‬‬
‫ﻗﺒﻞ اﻻﻧﺘﻘﺎل إﻟﻰ ﻣﺜﺎل ﯾﺸﻤﻞ ﻣﺎ ذﻛﺮﻧﺎ ﻣﻦ ﻣﻘﺎل أﺗﻤﻨﻰ ﻣﻨﻚ اﻟﺮﺟﻮع ﺳﺮﯾﻌﺎ ﻟﻠﺮواﺑﻂ اﻻﻧﺘﻘﺎﻟﯿﺔ وﻗﺮاءﺗﮭﺎ ﻗﺮاءة ﺳﺮﯾﻌﺔ ﺣﺘﻰ ﺗﺴﺘﺮﺟﻊ‬
‫ﻣﺎ ذﻛﺮﻧﺎه ‪.‬‬

‫ﻓﻲ ﻧﮭﺎﯾﺔ ھﺬا اﻟﺠﺰء أن اﻟﻔﮭﻢ اﻟﺠﯿﺪ ﻟﻠﺴﺆال ﯾﺤﺪد ﻃﺮﯾﻘﺔ ﻛﺘﺎﺑﺘﻚ ﻟﻠﻤﻘﺎل ﻓﻘﺪ ﯾﺸﻤﻞ اﻟﺴﺆال ﻓﻘﺮات ﻣﻦ اﻟﻤﻨﺎﻗﺸﺔ أو ﻓﻘﺮات اﻟﺘﻨﺎﻗﺾ‬
‫واﻟﺘﻀﺎد أو ﻓﻘﺮات ﻣﻦ ﻧﻮع اﻟﻤﺸﺎﻛﻞ واﻟﺤﻠﻮل أو ﻓﻘﺮات ﺗﺘﻨﺎول ﻓﯿﮭﺎ أوﺟﮫ اﻟﺘﺸﺎﺑﮫ واﻟﺘﻀﺎد ﻓﻲ ﺟﺎﻧﺐ واﺣﺪ وﻓﻲ ﻓﻘﺮة واﺣﺪة‬
‫‪.‬وﺗﺨﺘﻠﻒ اﻟﻤﻘﺎﻻت أﯾﻀﺎ ﺑﺎﺧﺘﻼف اﻻﺧﺘﺒﺎر ﻓﻤﻘﺎﻻت ‪ IELTS‬ﺗﺨﺘﻠﻒ ﻧﻮﻋﺎ ﻣﺎ ﻋﻦ ‪TOEFL‬وﻷن ﻣﺜﻞ ھﺬه اﻟﻔﻘﺮات واﻟﻤﻘﺎﻻت‬
‫ﺗﺨﺮج ﻋﻦ ﻧﻄﺎق ھﺬه اﻟﻤﺬﻛﺮة ﻓﺄﻧﻲ أﻧﺼﺤﻚ ﺑﺎﻟﺘﻮﺟﮫ إذا رﻏﺒﺖ اﻻﺳﺘﻔﺎدة ﻋﻦ ھﺬه اﻟﺠﺰﺋﯿﺔ إﻟﻰ اﻟﻤﻮﻗﻊ اﻟﺘﺎﻟﻲ ‪:‬‬
‫‪http://www.uefap.com/writing/writfram.htm‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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Clean water is one of the most important issues in the world today. Do you agree?

Hundreds of people around the world die every year because of a lack of clean water. In other
words, clean water is necessary for people’s lives. Therefore, clean water is one of the most
important issues in the world today. This essay will outline some of the important issues of clean
water by focusing on health and economy.

First of all , clean water is beneficial for health .For example, the clean water is used for cooking
,resulting in good eating .Another point is that the pregnant women are advised to drink a large of
quantity of clean water for themselves and their children during the pregnancy .In addition,
clean water is used with chemical materials to clean the equipment from many different types of
bacteria in many hospitals . Consequently, clean water is a contributing factor that affects
people’s health in the world.

Secondly, in some countries clean water has been linked with a number of economical issues . For
instance, since 1972 the USA has applied the Clean Water Act to protect its rivers, lakes and
streams. By applying this procedure ,the USA government do not have to import the clean water
from foreign countries. Another point is that countries that have a good source of clean water do
not need to build infrastructure such as factories to produce pure water. As a result, clean water
can be considered to be one of the sufficient resources for the economy.

In conclusion , there are a lot of health benefits that result from clean water and there are
several factors which may impact on the nation’s economy because of clean water .Thus, it can be
said that clean water is important issues in the world today. In the future, it can be suggested that
governments around the world are partly responsible for the protection of clean water sources.

( 309 words )
Written by Khalid Alharbi

: ‫اﻟﻤﻘﺎل اﻟﺴﺎﺑﻖ ﯾﺤﺘﻮي ﻋﻠﻰ‬

( preview ‫ و‬thesis‫ ﻣﻘﺪﻣﺔ ) ﺗﺤﺘﻮى ﻋﻠﻰ ﺧﻠﻔﯿﺔ ﻋﻦ اﻟﻤﻮﺿﻮع و‬-١

‫ھﻨﺎ ﻛﺘﺒﺖ اﻟﺨﻠﻔﯿﺔ ﻋﻠﻰ اﻟﻤﻮﺿﻮع ﺑﺤﯿﺚ ﻛﺎﻧﺖ وﻛﺄﻧﮭﺎ ﺗﻤﮭﺪ إﻟﻰ ﺟﻮاﻧﺐ اﻟﻤﻮﺿﻮع‬
(‫ وﻣﺘﻨﺎن ) ﻻﺣﻆ ﻛﻞ ﻣﺘﻦ ﻟﮫ ﻣﻮﺿﻮع وﺟﻤﻞ ﻣﺴﺎﻧﺪه وﺧﺎﺗﻤﺔ ﻗﺼﯿﺮة‬-٢
(‫ وﺧﺎﺗﻤﺔ ) ﻻﺣﻆ ﺗﻠﺨﯿﺺ ﻣﺎ ذﻛﺮ ﻓﻲ ﻣﺘﻨﻲ اﻟﻔﻘﺮة وإﻋﺎدة اﻟﺘﺄﻛﯿﺪ ﻋﻠﻰ اﻟﻤﻮﻗﻒ ﻣﻦ اﻟﻤﻮﺿﻮع واﻟﻤﻘﺘﺮﺣﺎت‬-٣

‫أﯾﻀﺎ ﺗﻢ ﺗﻤﯿﯿﺰ اﻟﺮواﺑﻂ اﻻﻧﺘﻘﺎﻟﯿﺔ ﻟﺘﻌﻄﻲ ﻧﻮع ﻣﻦ اﻟﺘﻤﺎﺳﻚ ﺑﯿﻦ ﺟﻤﻞ اﻟﻔﻘﺮة اﻟﻮاﺣﺪة وﺗﺮاﺑﻄﺎ ﺑﯿﻦ ﻓﻘﺮات اﻟﻤﺘﻦ‬

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

29
 ‫اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ أو اﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ‬
‫ﺗﻜﻠﻤﺖ ﻋﻦ اﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ اﻟﺒﺴﯿﻂ ﻓﻲ ﻣﻨﺘﺼﻒ ھﺬه اﻟﻤﺬﻛﺮة ‪ ،‬وﺳﺄﻧﺘﻘﻞ ﺑﻤﺸﯿﺌﺔ اﷲ ﻓﯿﻤﺎ ﺗﺒﻘﻰ إﻟﻰ اﻟﺤﺪﯾﺚ ﻋﻦ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ أو‬
‫اﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ ‪.‬ﻗﺪ ﯾﺘﻔﻖ ﻣﻌﻲ وﻗﺪ ﯾﻌﺎرﺿﻨﻲ اﻟﺒﻌﺾ ﻣﻦ ﻧﺎﺣﯿﺔ اﻟﻤﺴﻤﯿﺎت وﻟﻜﻦ ﻟﯿﺲ ھﺬا ﻣﺤﻞ ﻟﻼﺧﺘﻼف أو اﻻﺗﻔﺎق ﻷن اﻟﻔﻜﺮة‬
‫اﻷﺳﺎﺳﯿﺔ ﻣﻦ ھﺬه اﻟﻤﺬﻛﺮة وﺿﻊ اﻟﻠﺒﻨﺎت اﻷﺳﺎﺳﯿﺔ ﻓﻲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ‪ .‬ﻟﻌﻞ ھﻨﺎك ﻧﻘﺎط ﺗﻤﯿﺰ اﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ أﻛﺜﺮ ﻋﻦ اﻟﻤﻘﺎل‬
‫اﻟﻌﺎدي أو اﻟﺒﺴﯿﻂ وﻣﻦ ھﺬه اﻟﻨﻘﺎط ‪:‬‬
‫‪ -١‬ﻗﺪ ﯾﺤﺘﻮي اﻟﻤﻘﺎل اﻟﻌﻠﻤﻲ ﻋﻠﻰ ﺻﻔﺤﺔ ﺧﺎﺻﺔ ﺑﺎﻟﺘﻤﮭﯿﺪ ‪Abstract‬‬
‫‪ -٢‬ﯾﺤﺘﻮي اﻟﻤﻘﺎل اﻟﻌﻠﻤﻲ ﻋﻠﻰ ﻣﻘﺪﻣﺔ وﻣﺘﻦ وﺧﺎﺗﻤﺔ أو )‪ Introduction‬و ‪ Body‬و ‪(Conclusion‬‬
‫‪ -٣‬ﯾﺤﺘﻮي اﻟﻤﻘﺎل اﻟﻌﻠﻤﻲ ﻋﻠﻰ ﻣﺮاﺟﻊ ‪References or Annotated Bibliography‬‬
‫‪ -٤‬ﻗﺪ ﯾﺤﺘﻮي اﻟﻤﻘﺎل اﻟﻌﻠﻤﻲ أﯾﻀﺎ ﻋﻠﻰ ﻓﮭﺎرس أو ﻓﮭﺮس ‪ Indexes‬أو ‪Indices‬‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﻮﺿﻮع اﻟﻤﺮاﺟﻊ ﻓﮭﻲ ﺗﺨﺘﻠﻒ ﺣﺴﺐ اﻟﻤﻄﻠﻮب ﻣﻨﻚ ﻓﻲ ﻣﮭﻤﺘﻚ ﻟﻜﻦ اﻟﺸﺎﺋﻊ ﻓﻲ اﻟﻤﺮاﺟﻊ أن ﺗﻜﻮن ﻣﻦ اﻟﻜﺘﺐ أو اﻟﺪورﯾﺎت‬
‫واﻟﻤﺠﻼت اﻟﻌﻠﻤﯿﺔ )‪ (Journal Article‬أو ﻗﻮاﻋﺪ ﺑﯿﺎﻧﺎت ﺗﺤﺘﻮي ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎت ﻟﮭﺬه اﻟﺪورﯾﺎت أو ﻣﻮاﻗﻊ ﻣﺘﺨﺼﺼﺔ وﺣﻜﻮﻣﯿﺔ‬
‫ﻣﺜﻞ ﻣﻨﻈﻤﺔ اﻟﺼﺤﺔ اﻟﻌﺎﻟﻤﯿﺔ وﻏﯿﺮھﺎ أو أﻗﺮاص ﻣﻀﻐﻮﻃﺔ ‪ CDs‬أو دراﺳﺔ ﺣﺎﻟﺔ ‪ Case Study‬أو اﺳﺘﺒﺎﻧﮫ ‪Questionnaire‬‬
‫أو اﺳﺘﻄﻼع ﻟﻠﺮأي ‪Survey‬‬

‫‪Journal Article‬‬
‫‪ Journal‬ھﻲ اﻟﺪورﯾﺔ اﻟﺴﻨﻮﯾﺔ أو ﺣﺴﺐ اﻟﻔﺘﺮة اﻟﺘﻲ ﺗﻨﺸﺮ‪ Article‬ھﻲ اﻟﻤﻘﺎﻟﺔ ذات اﻟﻄﺎﺑﻊ اﻷﻛﺎدﯾﻤﻲ داﺧﻞ‬
‫اﻟﺪورﯾﺔ أو اﻟﻤﺠﻠﺔ وﻓﻲ اﻟﻐﺎﻟﺐ ﯾﺘﻢ ﺗﻤﯿﺰھﺎ ﻣﻦ ﺣﯿﺚ اﺣﺘﻮاﺋﮭﺎ ﻋﻠﻰ اﻟﺘﻤﮭﯿﺪ واﻟﻤﺮاﺟﻊ واﻟﻨﻘﻄﺔ اﻟﻤﮭﻤﺔ ھﻲ اﻟﻤﺮاﺟﻊ‬
‫ﻓﻲ اﻋﺘﻤﺎد ھﺬه اﻟﻤﻘﺎﻟﺔ ﻓﻲ ﻣﺮاﺟﻌﻚ اﻷﻛﺎدﯾﻤﯿﺔ‬
‫) ﻛﻠﻤﺎ ﻛﺎن ھﻨﺎك ﻣﺼﺎدر أﻛﺎدﯾﻤﯿﺔ ﺗﺴﺘﺸﮭﺪ ﺑﮭﺎ ﻓﻲ ﻛﺘﺎﺑﺘﻚ ﻛﻠﻤﺎ أﻋﻄﻰ ﺑﺤﺜﻚ اﻟﺼﺒﻐﺔ اﻷﻛﺎدﯾﻤﯿﺔ (‬

‫ﻛﯿﻒ اﻛﺘﺐ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ؟‬

‫ﻟﻨﻔﺘﺮض أن ﻟﺪﯾﻚ ﺳﺆال أو ﻣﻮﺿﻮع ﺑﺤﺚ ﻋﻠﻤﻲ ﻓﻜﯿﻒ ﺗﺒﺪأ ﺑﺎﻟﻜﺘﺎﺑﺔ ! اﻟﺨﻄﻮات اﻟﺘﺎﻟﯿﺔ ﺗﻮﺿﺢ ذﻟﻚ‪:‬‬
‫• أوﻻً‪ -‬اﻟﻔﮭﻢ اﻟﺠﯿﺪ ﻟﻠﺴﺆال وﺗﺤﻠﯿﻠﮫ وﻣﻌﺮﻓﺔ إﺑﻌﺎده ھﻲ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ ﻣﺘﻮاﺿﻌﺔ أھﻢ ﺧﻄﻮة ﻓﻲ اﻟﻜﺘﺎﺑﺔ وﻟﻜﻦ ﻛﯿﻒ اﺣﻠﻞ‬
‫اﻟﺴﺆال ؟‬
‫ھﺬه ﺑﻌﺾ اﻟﺨﻄﻮات اﻟﺘﻲ ﺗﺴﺎﻋﺪ ﻓﻲ ﺗﺤﻠﯿﻞ اﻟﺴﺆال ‪:‬‬
‫• ‪ -‬ﻣﺎ ھﻮ اﻟﻤﻄﻠﻮب ﻣﻦ اﻟﺴﺆال ھﻞ ھﻮ) ﺗﺤﻠﯿﻞ ‪ -‬ﻣﻨﺎﻗﺸﺔ ‪ -‬ﻣﻘﺎرﻧﺔ ‪ -‬ﺗﻤﯿﯿﺰ ‪ -‬ﺗﻘﯿﯿﻢ – ﺗﻔﺴﯿﺮ‪ -‬ﺷﺮح (‬
‫وﻣﺎ ﯾﻘﺎﺑﻞ ھﺬه اﻟﻜﻠﻤﺎت ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ) ‪Analyse - Compare - Contrast - Compare / Contrast -‬‬
‫‪(Illustrate- Evaluate/Assess - Justify – Explain - Discuss– Describe‬‬

‫ﺑﺎﻟﻄﺒﻊ ﻓﻲ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ اﺧﺘﻼف ﻣﺎﺑﯿﻦ ھﺬه اﻟﻜﻠﻤﺎت ﺣﺘﻰ وان ﺗﻘﺎرﺑﺖ اﻟﺘﺮﺟﻤﺔ ﻟﮭﺎ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ وﻓﻲ ھﺬه اﻟﺤﺎﻟﺔ اﻟﺮﺟﻮع‬
‫ﻟﻤﺮﺟﻊ ﯾﺴﺎﻋﺪ ﻓﻲ ﻓﮭﻢ اﻟﻤﻄﻠﻮب ﻣﻦ اﻟﺴﺆال ﻣﮭﻢ ﺟﺪا ﺳﻮاء ﻛﺎن ھﺬا اﻟﻤﺮﺟﻊ داﺧﻞ اﻟﺠﺎﻣﻌﺔ أو اﻟﻤﺸﺮف ﻋﻠﻰ اﻟﺒﺤﺚ أو ﻛﺘﺎب‬
‫أﻛﺎدﯾﻤﻲ ﯾﺸﺮح ﻣﺎ ھﻮ اﻟﻤﻘﺼﻮد ﺑﮭﺬه اﻟﻜﻠﻤﺎت أﻓﻀﻞ ‪ .‬اﻧﺼﺢ ﺑﮭﺬا اﻟﻤﻮﻗﻊ ﻛﺒﺪاﯾﺔ‬
‫‪http://www.uefap.com/writing/question/quesfram.htm‬‬

‫ﻣﺜﺎل ‪:‬‬
‫?‪Research and development play a vital role in improving global living standards . Do you agree‬‬
‫‪Answer this question with reference to your field of study.‬‬

‫اﻟﺴﺆال ﯾﻄﺎﻟﺐ ﺑﻤﻨﺎﻗﺸﺔ ‪ Argument‬أو ﻛﻤﺎ ﺗﺴﻤﻰ ﻣﺠﺎدﻟﺔ وﻓﻲ ھﺬا اﻟﻨﻮع ﻣﻦ اﻷﺳﺌﻠﺔ ﯾﻜﻮن ﻟﺪﯾﻚ وﺿﻊ أو ﺗﺼﻮر أو ﻣﺒﺪأ ﺣﻮل‬
‫اﻟﺴﺆال ﺑﺤﯿﺚ ﺗﺘﺨﺬ ﻣﺴﺎر واﺣﺪا ﺑﺎﻟﻤﻮاﻓﻘﺔ واﻹﻗﺮار ﻣﻊ اﻟﺴﺆال ‪ Agree‬أو اﻟﺮﻓﺾ اﻟﻘﺎﻃﻊ ‪ . Disagree‬ﻓﻲ واﻗﻊ اﻷﻣﺮ ھﻨﺎك ﺣﺎﻟﺔ‬
‫وﺳﻂ ﺑﯿﻨﮭﻤﺎ وھﻲ ﻣﻮاﻓﻖ وﻟﻜﻦ ‪ ...‬أو ارﻓﺾ وﻟﻜﻦ ‪ ...‬وﻟﻜﻦ ﻟﻦ اھﺘﻢ ﺑﮭﺬه اﻟﺤﺎﻟﺔ ‪ .‬أﯾﻀﺎ ﺗﺤﺎول ﻓﻲ ﻣﻦ ﺧﻼل ﻛﺘﺎﺑﺘﻚ إﻗﻨﺎع اﻟﻘﺎرئ‬
‫ﺑﻮﺟﮭﺔ ﻧﻈﺮك ﺳﻮاء ﺑﺎﻟﻤﻮاﻓﻘﺔ أو ﻋﺪﻣﮭﺎ ‪.‬‬
‫ﻓﻲ ﺣﺎﻟﺘﻨﺎ ھﺬه ﺗﺴﺘﻄﯿﻊ ﺗﺤﻠﯿﻞ اﻟﺴﺆال إﻟﻰ أرﺑﻊ أﺟﺰاء أو ﺛﻼﺛﺔ أﺟﺰاء وﻟﻜﻦ ﻗﺒﻞ اﻟﺪﺧﻮل ﻓﻲ ھﺬه اﻟﺠﺰﺋﯿﺎت دﻋﻨﻲ أوﺿﺢ ﻟﻚ ﻧﻘﻄﺔ‬
‫ﻣﮭﻤﺔ ‪ Research and development‬أو ﻛﻤﺎ ﺗﺨﺘﺼﺮ ‪ R & D‬وﺗﻌﻨﻲ اﻷﺑﺤﺎث واﻟﺘﻄﻮﯾﺮ وھﻤﺎ ﺟﺰء واﺣﺪ وﻏﺎﻟﺒﺎ ﻓﻲ اﻟﻌﺪﯾﺪ ﻣﻦ‬
‫اﻟﻘﻄﺎﻋﺎت ﯾﻘﻊ ھﺬا اﻟﺠﺰء واﻟﻤﺴﻤﻰ ﻓﻲ ﺑﻌﺾ اﻟﺪول اﻟﻌﺮﺑﯿﺔ ﻗﺴﻢ اﻟﺘﻄﻮﯾﺮ اﻷﺑﺤﺎث ﻻﺗﮭﻤﻨﺎ اﻟﻜﻠﻤﺎت اﻟﻤﺒﺪﻟﺔ ھﻨﺎ ‪.‬‬
‫وﻣﻌﻨﻰ اﻟﺴﺆال ) اﻷﺑﺤﺎث واﻟﺘﻄﻮﯾﺮ ﺗﻠﻌﺐ دوراً ﻣﮭﻤﺎ ﻓﻲ ﺗﺤﺴﯿﻦ ﻣﺴﺘﻮﯾﺎت اﻟﻤﻌﯿﺸﺔ اﻟﻌﺎﻟﻤﯿﺔ ؟ ھﻞ ﺗﻮاﻓﻖ ‪ .‬اﻹﺟﺎﺑﺔ ﻣﻦ ﻣﺠﺎل‬
‫اﻟﺘﺨﺼﺺ ‪( .‬‬
‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
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 ‫أﺟﺰاء اﻟﺴﺆال ﻣﻤﻜﻦ أن ﺗﻜﻮن ﻛﺎﻟﺘﺎﻟﻲ‪:‬‬ ‫•‬
‫‪ Research and development (١‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ اﻟﻔﻌﻞ ‪ Play‬واﻟﺘﻜﻤﻠﺔ ﻓﻲ ‪ a vital role‬وأﺧﯿﺮا ‪improving global living‬‬
‫‪ standards‬اﻟﺴﺒﺐ ﻓﻲ اﺧﺘﯿﺎري ﻟﮭﺬه اﻟﻜﻠﻤﺎت ھﻮ أﻧﮭﺎ ﻟﺐ اﻟﻤﻮﺿﻮع ﺑﻤﻌﻨﻰ ھﻲ ﻣﺎ ﺳﺄﻗﻮم ﺑﺎﻟﺒﺤﺚ ﻋﻨﮫ ﻓﻲ اﻟﺠﺰﺋﯿﺎت اﻟﺘﺎﻟﯿﺔ وﻛﺄﻧﻚ‬
‫ﺗﻘﻮل ھﺬه اﻟﻜﻠﻤﺎت ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ) اﻷﺑﺤﺎث واﻟﺘﻄﻮﯾﺮ ‪..‬ﺗﻜﻮن ‪ ..‬ﻣﮭﻤﺔ ‪ ..‬ﻓﻲ ﺗﺤﺴﯿﻦ ‪ ..‬ﻣﺴﺘﻮى اﻟﻤﻌﯿﺸﺔ اﻟﻌﺎﻟﻤﻲ (‬
‫‪ (٢‬ﻗﺪ ﯾﻨﻈﺮ اﻟﺒﻌﺾ إﻟﻰ أن ﺟﺰﺋﯿﺎت اﻟﺴﺆال ﻛﺎﻟﺘﺎﻟﻲ ‪ Research and development‬و ‪ a vital role‬و ‪improving global living‬‬
‫‪ standards‬ﻛﻠﮭﺎ وﺟﮭﺎت ﻧﻈﺮ ﺻﺤﯿﺤﺔ ﻣﻦ زواﯾﺎ ﻣﺘﻌﺪدة ‪.‬‬

‫ﺛﺎﻧﯿﺎ‪ /‬ﺑﻌﺪ أن ﺣﻠﻠﻨﺎ اﻟﺴﺆال ﻧﺄﺗﻲ ﻟﺨﻄﻮة ﻣﮭﻤﺔ وھﻲ ﻛﯿﻒ اﺑﺤﺚ ﺑﺎﻟﻤﺼﺎدر اﻷﻛﺎدﯾﻤﯿﺔ ﻋﻦ ھﺬه اﻟﻤﻌﻠﻮﻣﺎت ؟ وھﺬا ﻣﺎ‬ ‫•‬
‫ﺳﻨﺘﻌﺮف ﻋﻠﯿﮫ ‪ .‬ھﻨﺎ ﺗﺒﺪأ أول ﺧﻄﻮات اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ اﻟﻨﺎﺟﺤﺔ وھﻲ ﻣﺮادف اﻟﻜﻠﻤﺎت اﻷﺳﺎﺳﯿﺔ ﻓﻲ ﻣﻮﺿﻮﻋﻚ ﺣﯿﺚ ﻋﺮﻓﻨﺎ‬
‫أن ‪ Research and development‬ﺗﺨﺘﺼﺮ ‪ R & D‬ھﺬا اﻻﺻﻄﻼح ﺳﯿﺨﺪﻣﻚ ﻛﺜﯿﺮا ﻓﻲ ﻣﺤﺮﻛﺎت اﻟﺒﺤﺚ أو ﻓﻲ‬
‫اﻟﺪورﯾﺎت أو ﻣﻜﺘﺒﺔ اﻟﺠﺎﻣﻌﺔ ﻟﻠﺒﺤﺚ ﻋﻦ اﻟﻜﺘﺐ أو اﻟﻤﻘﺎﻻت اﻷﺧﺮى اﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﻤﻮﺿﻮع ﻛﻠﻤﺔ ‪ improving‬ﻣﻤﻜﻦ أن‬
‫ﺗﻜﻮن ﻟﮭﺎ ﻣﺮادﻓﺎت ﻛﺜﯿﺮة وﻗﺪ ﺗﻜﻮن اﻟﻜﻠﻤﺎت اﻟﺘﺎﻟﯿﺔ ﻣﻦ اﻟﻤﻔﺮدات‪ -Enhancing – Developing - Promoting‬اﻟﺦ ‪ .‬أﻣﺎ‬
‫ﻣﺼﻄﻠﺢ ﻣﺴﺘﻮى اﻟﻤﻌﯿﺸﺔ ‪ living standards‬ﻓﻘﺪ ﯾﻮاﻓﻘﮭﺎ ‪ . Quality of life‬ھﻨﺎ أﺷﯿﺮ إﻟﻰ إﻣﻜﺎﻧﯿﺔ اﺳﺘﺨﺪام ﻃﺮق أﺧﺮى‬
‫ﻟﻤﻌﺮﻓﺔ اﻟﻜﻠﻤﺎت اﻟﻤﻮاﻓﻘﺔ ﻟﻜﻠﻤﺎت اﻟﺒﺤﺚ ﻓﻘﺪ ﻻ ﺗﺠﺪ ﻛﻠﻤﺎت ﻣﻮاﻓﻘﺔ ﻟﻠﻜﻠﻤﺎت اﻟﺘﻲ ﺗﺮﯾﺪ اﻟﺒﺤﺚ ﻋﻨﮭﺎ وأرى ﻓﻲ ھﺬه اﻟﺤﺎﻟﺔ‬
‫اﻻﺳﺘﻌﺎﻧﺔ ﺑﺄﺷﺨﺎص أو ﺑﺒﺮاﻣﺞ ) ﻣﺜﻞ ﻣﺤﺮر اﻟﻨﺼﻮص ‪ ( Word‬أو ﻣﻮاﻗﻊ اﻟﺒﺤﺚ أو ﺑﻤﻮﻗﻊ اﻟﻤﻮﺳﻮﻋﺔ اﻟﻤﺸﮭﻮر‬
‫‪ http://www.wikipedia.org/‬وﻣﻦ ھﻨﺎك اﺧﺘﺮ اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ ‪ .‬ھﺬه اﻟﻤﻮﺳﻮﻋﺔ ﻗﺪ ﺗﻘﻮدك ﻣﻦ ﺣﯿﺚ ﻻ ﺗﺪري إﻟﻰ ﻛﻠﻤﺎت‬
‫ﺗﻔﯿﺪك ﻓﺎﺋﺪة ﻛﺒﯿﺮة ﻓﻲ ﺑﺤﺜﻚ وﺗﺴﺘﺨﺪﻣﮭﺎ ﻓﻲ اﻟﺒﺤﺚ ﻋﻦ ﻣﺮاﺟﻌﻚ ‪ .‬اﺳﺘﺨﺪم ھﺬه اﻟﻜﻠﻤﺎت أو اﻟﻌﺒﺎرات اﻟﺘﻲ اﺳﺘﻨﺘﺠﺘﮭﺎ ﻛﻲ‬
‫ﺗﻀﯿﻖ ﺧﺎﻧﺔ اﻟﺒﺤﺚ أو ﺗﻮﺳﻌﮭﺎ ﺣﺴﺐ ﻣﺎ ﺗﺤﺘﺎج ‪.‬‬
‫ﺛﺎﻟﺜﺎ ‪ /‬ﺑﻌﺪ ﺗﺤﻠﯿﻞ اﻟﺴﺆال – واﻟﺒﺤﺚ ﻋﻦ اﻟﻤﺮادﻓﺎت ﻟﻠﻜﻠﻤﺎت ھﻨﺎك ﻣﺮﺣﻠﺔ ﻣﮭﻤﺔ إذا ﺗﻮﻓﺮت ﺷﺮوﻃﮭﺎ وھﻲ ﻣﺮﺣﻠﺔ‬ ‫•‬
‫اﻟﻌﺼﻒ اﻟﺬھﻨﻲ )‪ ( Brainstorming‬ﻛﻨﺖ ﻓﻲ اﻟﺒﺪاﯾﺔ ﻻ اﺻﺪق ﺑﮭﺬه ﺣﺘﻰ ﺗﻌﺮﻓﺖ ﻋﻠﻰ اﻟﺒﺮﻣﺠﺔ اﻟﻠﻐﻮﯾﺔ اﻟﻌﺼﺒﯿﺔ وﺣﺘﻰ ﻻ‬
‫اﺧﺮج ﻋﻦ اﻟﻤﻮﺿﻮع ﻓﺎﻟﻌﺼﻒ اﻟﺬھﻨﻲ ھﻮ ﺗﻠﻚ اﻟﻌﻤﻠﯿﺎت اﻟﺘﻲ ﻓﯿﮭﺎ ﯾﺘﻢ )ﻋﺼﺮ أو ﻋﺼﻒ( اﻷﻓﻜﺎر وﻣﻦ ﺷﺮوﻃﮫ ﻛﺘﺎﺑﺔ‬
‫ﻛﻞ ﻣﺎ ﯾﻄﺮح دون ﻣﻨﺎﻗﺸﺘﮫ أو اﻟﺘﻌﻘﯿﺐ ﻋﻠﯿﮫ أو اﻟﺘﮭﻤﯿﺶ ﺳﻮاء ﻓﻲ ﻣﺠﻤﻮﻋﺔ أو ﻣﻊ اﻟﺬات ‪ .‬ﻓﺄن ﻛﺎﻧﺖ اﻷﻓﻜﺎر ﻓﻲ ذھﻨﻚ‬
‫ﺗﺪور ﻓﻲ ﻧﻄﺎق ﺿﯿﻖ ﺳﺘﺠﺪ أﻧﮭﺎ ﺑﺪأت ﺗﺘﺴﻊ ﺑﻌﺪ ﺟﻠﺴﺔ اﻟﻌﺼﻒ اﻟﺬھﻨﻲ وﺑﺪأت ﺗﺮﺳﻢ اﻟﺨﻄﺔ ﻣﻦ ﺣﯿﺚ اﻟﺸﻤﻮﻟﯿﺔ وﻣﺮاﻋﺎة‬
‫اﻟﺠﻮاﻧﺐ وارﺗﺒﺎﻃﮭﺎ ﺑﺎﻟﻤﻮﺿﻮع ‪.‬‬
‫راﺑﻌﺎ ‪ /‬ﺗﺄﺗﻲ ﻣﺮﺣﻠﺔ ﻓﺮز اﻷدﻟﺔ اﻟﺘﻲ ﻓﻲ ﺣﻮزﺗﻚ‪ .‬ﻓﻲ واﻗﻊ اﻷﻣﺮ إذا ﻛﻨﺖ ﻓﻲ اﻟﻄﺮف اﻟﻤﻮاﻓﻖ ) ‪ ( Agree‬ﻓﺎﻷﻓﻀﻞ أﻻ‬ ‫•‬
‫ﺗﻀﯿﻊ اﻟﻮﻗﺖ وﺗﺒﺤﺚ ﻓﻲ ﻃﺮف ﻋﺪم اﻟﻤﻮاﻓﻘﺔ ) ‪ ( Disagree‬ﻣﻦ اﻟﻤﻮﺿﻮع واﻟﻌﻜﺲ ﺻﺤﯿﺢ ‪ .‬إﻻ إذا ﻛﺎﻧﺖ ﻟﺪﯾﻚ اﻟﺨﺒﺮة‬
‫اﻟﻜﺎﻓﯿﺔ وھﺬه أن ﺷﺎء ﺳﺘﺠﺪھﺎ ﺳﮭﻠﺔ ﺟﺪا ﺑﻌﺪ ﻣﺮورك ﺑﺎﻟﺘﺠﺮﺑﺔ اﻷوﻟﻰ ﻣﻦ اﻟﺒﺤﺚ ‪.‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﺘﺤﺪﯾﺪ ﺟﻮاﻧﺐ اﻟﻤﻮﺿﻮع أو ‪ Preview‬ﻓﻼ ﺗﺤﺎول أن ﺗﺒﺪأ ﻣﻦ ﻣﻜﺎن ﺻﻐﯿﺮ وﺗﻀﯿﻖ اﻷﻣﺮ ﻋﻠﻰ ﻧﻔﺴﻚ ﺣﺎول أن‬ ‫•‬
‫ﺗﺒﺪأ ﻣﻦ ﻣﻜﺎن واﺳﻊ ﺛﻢ ﺗﺘﺪرج ﺣﺘﻰ ﺗﺼﻞ إﻟﻰ اﻟﻐﺮض اﻟﻤﻄﻠﻮب ‪ .‬ﻣﺜﺎل ‪ :‬ﻓﻲ اﻟﻤﺜﺎل اﻟﺴﺎﺑﻖ ﻗﺪ ﺗﺘﻨﺎول ﺟﺎﻧﺐ اﻟﺒﺤﻮث‬
‫واﻟﺘﻄﻮﯾﺮ ﻓﻲ اﻟﺘﻘﻨﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﺼﺤﻲ ﺛﻢ ﺗﻨﺘﻘﻞ إﻟﻰ اﻛﺜﺮﺗﺤﺪﯾﺪاً ﻣﻦ ذﻟﻚ وھﻮ ﺗﺤﺴﯿﻦ اﻟﺨﺪﻣﺎت اﻟﻄﺒﯿﺔ ﺛﻢ إﻟﻰ ﺧﺪﻣﺔ‬
‫‪R&D in computer technology which plays a control role in‬‬ ‫اﻟﺴﺠﻼت اﻟﻄﺒﯿﺔ أي ﻋﻠﻰ اﻟﻨﺤﻮ اﻟﺘﺎﻟﻲ ‪:‬‬
‫‪promoting quality health services‬‬

‫ﺑﻤﻌﻨﻰ اﻧﻈﺮ ﻟﻠﻨﻘﻄﺔ اﻟﺘﻲ ﺗﺮﯾﺪ اﻟﺘﺤﺪث ﻟﮭﺎ ﻣﻦ زاوﯾﺔ ﻛﺒﯿﺮة وﺗﺪرج ﻓﻲ ﺗﻀﯿﯿﻖ ﺟﻮاﻧﺒﮭﺎ ‪ .‬ﻟﻨﻔﺮض أﻧﻲ أرﯾﺪ أن أﺿﻊ اﻟﺠﻮاﻧﺐ‬
‫اﻟﺘﺎﻟﯿﺔ ﻓﻲ ﺑﺤﺜﻲ ) ﺟﻮاﻧﺐ اﺟﺘﻤﺎﻋﯿﺔ ‪ -‬اﻗﺘﺼﺎدﯾﺔ – ﺗﺮﺑﻮﯾﺔ ‪ ...‬اﻟﺦ ( ھﺬه ﻛﻠﮭﺎ ﺟﻮاﻧﺐ واﺳﻌﺔ وھﻲ اﻟﺘﻲ ﻗﺪ ﺗﻀﻌﮭﺎ ﻓﻲ ال‬
‫‪ . Preview‬ﺑﻌﺪ اﻻﻧﺘﮭﺎء ﻣﻦ اﻟﺠﻮاﻧﺐ اﻟﻜﺒﺮى اﺗﺠﮫ إﻟﻰ ﺟﻮاﻧﺐ اﺻﻐﺮ ﻓﻲ ﻣﺘﻦ اﻟﻤﻘﺎل ‪) Body‬اﻟﻌﻼﻗﺎت اﻷﺳﺮﯾﺔ – اﻟﺮﺑﺤﯿﺔ‬
‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
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 ‫اﻟﺴﻨﻮﯾﺔ – اﻟﻌﻨﻒ اﻟﻤﺪرﺳﻲ ( ھﺬه ﺟﻮاﻧﺐ اﺻﻐﺮ ﻟﻜﻨﮭﺎ ﻣﺮﺗﺒﻄﺔ ﻋﻠﻰ اﻟﺘﻮاﻟﻲ ﻣﻊ اﻟﺠﻮاﻧﺐ اﻟﻜﺒﺮى ﻓﻲ ال ‪ Preview‬ﺛﻢ اﺑﺪأ‬
‫ﺑﺘﺼﻐﯿﺮ ھﺬه اﻟﺠﻮاﻧﺐ إذا ﺗﻄﻠﺐ اﻷﻣﺮ ذﻟﻚ ﻛﺄن ﯾﻜﻮن ھﻨﺎك أﺳﺒﺎب ﻋﺎﻣﮫ وﻣﺒﺮرات ﺧﺎﺻﺔ وھﻜﺬا ‪.‬‬
‫• ﺑﻘﯿﺖ ﻧﻘﻄﺔ ﻣﮭﻤﺔ وھﻲ اﺳﺘﺨﺪام ﺗﻘﻨﯿﺔ اﻟﺒﺤﺚ ﻓﻲ ﻣﺤﺮﻛﺎت اﻟﺒﺤﺚ وﻗﻮاﻋﺪ اﻟﺒﯿﺎﻧﺎت ‪ .‬ھﺬه ﺗﻘﻨﯿﺔ ﺑﺴﯿﻄﺔ وﻻ ﺗﺨﺘﻠﻒ ﻋﻦ‬
‫ﻣﺎ ﻋﺮﻓﺘﮫ – أن ﻛﻨﺖ ﻛﺬﻟﻚ – ﻓﻲ اﺳﺘﺨﺪام ﻣﺤﺮﻛﺎت اﻟﺒﺤﺚ ﻛﺎﻟﻘﻮﻗﻞ و اﻟﯿﺎھﻮ وﻏﯿﺮھﺎ واﻟﯿﻚ ھﺬه اﻟﻨﺼﺎﺋﺢ ﻋﻠﻰ‬
‫اﺧﺘﻼف ﺗﻄﺒﯿﻘﺎﺗﮭﺎ ﻣﻦ ﻣﻜﺎن ﻷﺧﺮ ‪:‬‬

‫‪ v‬إذا ﻛﻨﺖ ﺗﺮﯾﺪ اﻟﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺘﯿﻦ ﻟﮭﻤﺎ ﻧﻔﺲ اﻟﻤﻌﻨﻰ اﺳﺘﺨﺪم اﻟﺮاﺑﻂ ‪ OR‬ﻓﻲ ﺧﺎﻧﺔ اﻟﺒﺤﺚ ‪ Computer or technology‬وﻣﻦ‬
‫اﻟﻤﻤﻜﻦ اﻟﻔﺼﻞ ﺑﯿﻦ ھﺎﺗﯿﻦ اﻟﻜﻠﻤﺘﯿﻦ ﺑﻌﻼﻣﺔ " أو اﻟﻌﻼﻣﺔ ' ﺣﻮل اﻟﻜﻠﻤﺘﯿﻦ ﺑﺤﯿﺚ ﺗﺼﺒﺢ‬
‫" ‪" Computer " or " Technology‬‬
‫' ‪' Computer ' or ' Technology‬‬
‫ھﺬه اﻟﻄﺮﯾﻘﺔ ﻣﻔﯿﺪة ﺟﺪا ﻓﻲ ﺣﺎﻟﺔ ﺗﺮﯾﺪ اﻟﺤﺼﻮل ﻋﻠﻰ اﻛﺒﺮ ﻛﻢ ﻣﻦ اﻟﻤﻌﻠﻮﻣﺎت ﻓﻤﺜﻼ ‪ Research and development‬ﻟﮭﺎ اﺧﺘﺼﺎر‬
‫ﻣﺘﻌﺎرف ﻋﻠﯿﮫ ‪ R & D‬ﻟﺬﻟﻚ ﻣﻦ اﻟﻤﻤﻜﻦ اﺳﺘﺨﺪام اﻟﺮاﺑﻂ ‪OR‬‬
‫‪ v‬ھﻨﺎك أﯾﻀﺎ اﻟﺮاﺑﻂ ‪ And‬وھﺬا اﻟﺮاﺑﻂ ﯾﺒﺤﺚ ﻓﻲ اﻟﻜﻠﻤﺘﯿﻦ ﻣﻌﺎ ﻓﻤﺜﻼ ﺗﺮﯾﺪ اﻟﺒﺤﺚ ﻋﻦ ‪ Violence‬و ‪ School‬ﺳﺘﺴﺘﺨﺪم ﻓﻲ‬
‫ﺧﺎﻧﺔ اﻟﺒﺤﺚ ‪ School and Violence‬وﻣﻦ اﻟﻤﻤﻜﻦ اﺳﺘﺨﺪام ﻋﻼﻣﺎت اﻻﻗﺘﺒﺎس اﻟﻤﺰدوﺟﺔ " أو اﻟﻔﺮدﯾﺔ '‬
‫‪ v‬وأﺧﯿﺮا ﺟﺰﺋﯿﺔ )أﺣﺮف اﻟﺒﺪل ( وھﻲ اﺳﺘﺨﺪام رﻣﺰ * ﻛﻨﺎﯾﺔ ﻋﻦ ﻋﺪة أﺟﺰاء ﻣﻔﻘﻮدة ﻓﻤﺜﻼ ﺗﺮﯾﺪ اﻟﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺔ ﺗﺘﻘﺎرب‬
‫ﻓﯿﮭﺎ اﻟﻜﻠﻤﺎت ﻣﺜﻞ ‪ Education‬أو ‪ Educational‬أو ‪ Educate‬ﻓﻲ ﺣﺎﻟﺘﻨﺎ ھﺬه اﺳﺘﺨﺪم * ‪Educat‬‬
‫ﻟﻜﻦ ﻻ ﺗﻀﻊ * ‪ Educat‬ﺑﯿﻦ ﻋﻼﻣﺘﻲ ﺗﻨﺼﯿﺺ ﻣﻔﺮدة ﻛﺎﻧﺖ أو ﻣﺰدوﺟﺔ ﻻن ﺑﻌﺾ ﻣﺤﺮﻛﺎت اﻟﺒﺤﺚ ﺳﺘﺒﺤﺚ ﻋﻨﮭﺎ ﻛﻜﻠﻤﺔ‬
‫واﺣﺪة وھﺬا ﻣﺎﻻ ﺗﺮﯾﺪه ‪ .‬أي أﻧﮭﺎ ﺳﺘﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺔ )* ‪ ( Educat‬ﺑﺪﻻ ﻣﻦ اﻟﺒﺤﺚ ﻋﻦ اﻟﻜﻠﻤﺎت اﻟﺘﻲ ﺗﺮﯾﺪ‬
‫اﻟﻤﺜﺎل اﻟﺘﺎﻟﻲ ﯾﻌﻄﻲ ﺻﻮرة ﺷﺎﻣﻠﺔ ﻟﻤﺎ ﺗﻢ ذﻛﺮه ﻓﻲ ﺟﺰﺋﯿﺔ اﻟﺒﺤﺚ ﻋﻠﻰ اﻋﺘﺒﺎر أن اﻏﻠﺐ ﻣﻮاﻗﻊ اﻟﺒﺤﺚ ﺗﻘﺪم ﺛﻼث ﺧﺎﻧﺎت ﺑﺤﺚ ﻓﻲ‬
‫اﻟﻤﺮة اﻟﻮاﺣﺪة ‪:‬‬
‫" ‪" ICT " or " Information and Communication Technology‬‬
‫*‪improve and develop‬‬
‫*‪Educat‬‬

‫‪ v‬ھﺬه أﺧﺮ ﻧﻘﻄﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻨﺼﺎﺋﺢ اﻟﻤﺠﺮﺑﺔ وھﻲ إذا اﺳﺘﻄﻌﺖ اﻟﻮﺻﻞ ﻟﻤﻘﺎل ﻣﻜﺘﻮب ﺑﻌﺪ اﻟﺒﺤﺚ ﻋﻨﮫ ﻓﻘﻢ ﺑﻘﺮاءة ال‬
‫‪ Abstract‬و ‪ Conclusion‬ﻷﻧﮭﻤﺎ ﯾﻌﻄﯿﺎﻧﻚ ﺗﺼﻮرا ﻋﻤﺎ ﻓﻲ ھﺬه اﻟﻤﻘﺎﻟﺔ ‪ .‬ﻗﺪ ﺗﻠﺠﺄ ﻷﺣﺪ ﻣﺤﺮﻛﺎت اﻟﺒﺤﺚ أو ﺗﺴﺘﺨﺪم أﺣﺪ‬
‫ﺑﺮاﻣﺞ اﻟﺘﺮﺟﻤﺔ ﻓﻲ ﺗﺮﺟﻤﺔ ﻣﺎ وﺟﺪت ‪ .‬وھﺬا ﺷﻲ ﻣﻔﯿﺪ ﻓﻘﺪ ﯾﻌﻄﯿﻚ ﺑﻌﺪ اﻟﺘﺮﺟﻤﺔ ﺗﺼﻮرا ﻟﻤﺎ ھﻮ ﻣﻮﺟﻮد ﻓﻲ اﻟﻤﻘﺎل أو‬
‫اﻟﺼﻔﺤﺔ ‪ .‬ﻣﺜﻞ اﺳﺘﺨﺪام ﻣﺘﺮﺟﻢ ال ‪ Google‬وﻏﯿﺮھﺎ ﻣﻦ اﻟﻤﻮاﻗﻊ ‪ ) .‬ﺣﺎول أن ﺗﺘﺮﺟﻢ اﻟﺘﺮﺟﻤﺔ اﻟﺘﻲ ﺣﺼﻠﺖ ‪(J‬‬

‫ﻓﯿﻤﺎ ﺗﺒﻘﻰ ﺳﻨﺘﻌﺮف ﺑﻤﺸﯿﺌﺔ اﷲ ﻋﻠﻰ ‪ Introduction‬ﻣﻘﺪﻣﺔ ﻣﻦ اﺣﺪ اﻷﺧﻮة وﺳﺄﺗﻨﺎوﻟﮭﺎ ﺑﺎﻟﺸﺮح اﻟﺴﺮﯾﻊ‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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‫‪Over the past few decades, the role of education in human life has been vital in‬‬
‫‪every society. At present, living standards and quality of education could be the‬‬
‫‪highest since the beginning of human history. As a result, many societies have‬‬
‫‪achieved unprecedented levels of health, income per capita and civil participation.‬‬
‫‪In this context, the term 'education' refers to imparting knowledge, skills and‬‬
‫‪attitudes. Education is not only what people obtain through formal schooling, but‬‬
‫‪also through informal learning and it is a life-long learning process. Also, 'progress‬‬
‫‪in society' can be defined as improvements and sustainable developments in‬‬
‫‪health care, the economy and social status. A better society would probably not be‬‬
‫‪possible without the effective role of education. Therefore, it can be argued that‬‬
‫‪education is one of the essential keys to progress in society. This will be justified‬‬
‫‪by considering three main factors: the role of education in improving health care,‬‬
‫‪the development of the economy and the attainment of civil and social participation‬‬
‫‪in society.‬‬

‫اﻟﻤﻘﺪﻣﺔ اﻟﺴﺎﺑﻘﺔ ﻛﺎﻧﺖ ﻋﻦ اﻟﺴﺆال اﻟﺘﺎﻟﻲ ‪Education is the key to progress in society. Do you agree?:‬‬
‫أي ) اﻟﺘﺮﺑﯿﺔ اﻟﻤﻔﺘﺎح اﻷﺳﺎس ﻓﻲ ﺗﻘﺪم اﻟﻤﺠﺘﻤﻊ ‪ .‬ھﻞ ﺗﻮاﻓﻖ( ‪ .‬واﻟﻤﻘﺪﻣﺔ ﻓﻲ اﻟﻤﻘﺎل اﻟﻌﻠﻤﻲ ھﻲ ﻧﻔﺴﮭﺎ اﻟﻤﻘﺪﻣﺔ ﻓﻲ اﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ‬
‫اﻟﺒﺴﯿﻂ وﻗﺪ ﺗﺰﯾﺪ ﻋﻠﯿﮭﺎ ﺑﺎﺣﺘﻮاﺋﮭﺎ ﻋﻠﻰ ‪ Definitions‬أو اﻟﺘﻌﺮﯾﻔﺎت‬
‫ﻟﻠﺘﺴﮭﯿﻞ ﻗﻤﺖ ﺑﺘﻠﻮﯾﻦ أﺟﺰاء اﻟﻤﻘﺪﻣﺔ ﺑﺄﻟﻮان ﻣﺨﺘﻠﻔﺔ ﻟﯿﺴﮭﻞ اﻟﺸﺮح ﻋﻠﯿﮭﺎ ‪:‬‬
‫اﻟﻠﻮن اﻷﺣﻤﺮ ‪:‬‬
‫وھ ﻮ اﻟﺨﻠﻔ ﯿﺔ ﻋ ﻦ اﻟﻤﻮﺿ ﻮع )‪ (Background‬ﻻﺣ ﻆ ﻛﯿﻔﯿﺔ اﻟﺘﻜﺘﯿﻚ ﻋﻨﺪ اﻟﻜﺎﺗﺐ ﻓﺎﺧﺘﯿﺎر ﻣﺜﻞ ھﺬه اﻟﻨﻘﺎط ﻟﻢ ﯾﻜﻦ ﻋﺸﻮاﺋﯿﺎ ﺑﻞ ﻛﺎن‬
‫ھﺎدﻓ ﺎ ﺣ ﯿﺚ أن اﻟﻜﺎﺗ ﺐ أراد ﺗﻮﺟ ﯿﮫ ذھ ﻦ اﻟﻘ ﺎرئ وﻛﺄﻧ ﮫ ﯾ ﺮﯾﺪ ﺗﻮﺟ ﯿﮭﮫ إﻟ ﻰ ﺟ ﻮاﻧﺐ اﻟﻤﻮﺿ ﻮع اﻟﺘ ﻲ ﯾ ﺮﯾﺪ اﻟﺤ ﺪﯾﺚ ﻋ ﻨﮭﺎ ﻓ ﻲ ال‬
‫‪ .Preview‬ﺳﺒﻖ اﻟﺤﺪﯾﺚ ﻋﻦ ھﺬه اﻟﺠﺰﺋﯿﺔ ﻓﻲ اﻟﻤﻘﺎل‬
‫اﻟﻠﻮن اﻷزرق ‪:‬‬
‫ھﻨﺎ ‪ Definitions‬أو اﻟﺘﻌﺮﯾﻔﺎت اﻟﺘﻲ وﺿﻌﮭﺎ اﻟﻜﺎﺗﺐ وھﻲ ﺧﺎﺻﺔ ﺑﻤﻔﺮدات اﻟﺴﺆال ﻓﻘﻂ وﻗﺪ ﯾﺮى اﻟﺒﻌﺾ أن اﻟﺘﻌﺮﯾﻔﺎت ﻗﺪ ﺗﺸﻤﻞ‬
‫أﯾﻀﺎ اﻻﺻﻄﻼﺣﺎت اﻟﻌﻠﻤﯿﺔ اﻟﺘﻲ ﺗﺮﯾﺪ اﻟﺘﺤﺪث ﻋﻨﮭﺎ ) ﻣﻦ اﻷﻓﻀﻞ اﺳﺘﺸﺎرة اﻟﻤﺸﺮف ﻋﻠﻰ اﻟﺒﺤﺚ ﻓﻲ ھﺬه اﻟﺤﺎﻟﺔ( ‪.‬‬
‫اﻟﻠﻮن اﻷﺳﻮد ‪:‬‬
‫ھﻮ ﺟﻤﻠﺔ ﻋﺮﺿﯿﺔ واﻟﺘﻜﺘﯿﻚ ﻟﮭﺎ راﺋﻊ ﻣﻦ ﻗﺒﻞ اﻟﻜﺎﺗﺐ ﻓﻜﺄﻧﮭﺎ ﺗﻤﮭﺪ ﻟﻤﻮﺿﻮع اﻟﺒﺤﺚ أو ﻣﺎ ﯾﺴﻤﻰ ﺑﺎﻷﻃﺮوﺣﺔ ) ﺗﺴﺘﻄﯿﻊ إﻟﻐﺎﺋﮭﺎ (‬
‫اﻟﻠﻮن اﻷﺧﻀﺮ ‪:‬‬
‫ھ ﻮ اﻟﻤﻮﺿ ﻮع أو اﻟﺮﺳ ﺎﻟﺔ أو اﻷﻃ ﺮوﺣﺔ أو ال ‪ . Thesis‬وھ ﻨﺎ واﺿ ﺢ ﻣ ﻮاﻓﻘﺔ اﻟﻜﺎﺗ ﺐ ﻣ ﻊ اﻟﺴﺆال ﺣﯿﺚ اﻗﺮ ﺑﺎن اﻟﺘﺮﺑﯿﺔ اﻟﻤﻔﺘﺎح‬
‫اﻷﺳﺎس ﻓﻲ ﺗﻘﺪم اﻟﻤﺠﺘﻤﻊ ‪.‬‬
‫اﻟﻠﻮن اﻟﺮﻣﺎدي ‪:‬‬
‫ﻓﻲ ھﺬا اﻟﻘﺴﻢ ﺟﻮاﻧﺐ اﻟﻤﻮﺿﻮع أو ال ‪ Preview‬أي ﻣﺎ ﺗﺤﺎول إﺛﺒﺎﺗﮫ ﻣﻦ ھﺬا اﻟﻤﻘﺎل أو اﻟﺒﺤﺚ ﻻﺣﻆ ان ھﻨﺎك ﻓﻲ ھﺬه اﻟﻤﻘﺪﻣﺔ ‪٣‬‬
‫ﺟﻮاﻧﺐ ﯾﺤﺎول اﻟﻜﺎﺗﺐ ﻣﻨﺎﻗﺸﺘﮭﺎ ﻓﻘﺪ ﺗﺰﯾﺪ أو ﺗﻨﻘﺺ ﺣﺴﺐ اﻟﻤﻄﻠﻮب ‪.‬‬
‫ﺣﺎول أن ﺗﺮﺑﻂ ﻛﻞ ﺟﺰء ﻣﻦ أﺟﺰاء ال ‪ Preview‬ﺑﺎل ‪ Background‬ﺳﺘﺠﺪ اﻟﻤﻐﺰى ﻣﻦ ذﻛﺮ اﻟﺨﻠﻔﯿﺔ ﺑﮭﺬا اﻟﺸﻜﻞ‬
‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
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 ‫اﻟﻔﻘﺮة اﻷﻛﺎدﯾﻤﯿﺔ ‪:‬‬
‫ﻣﺮ ﻣﻌﻨﺎ ﻣﻦ ﺧﻼل دراﺳﺘﻨﺎ ﻟﻠﻔﻘﺮة ﻓﻲ اﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ اﻟﺒﺴﯿﻂ أن اﻟﻔﻘﺮة ﺗﺤﺘﻮي ﻋﻠﻰ ‪:‬‬
‫‪ -١‬ﻣﻮﺿﻮع ﻟﻠﻔﻘﺮة أو ‪Topic Sentence‬‬
‫‪ -٢‬ﺟﻤﻞ ﻣﺴﺎﻧﺪة أو داﻋﻤﺔ ﻟﻠﻤﻮﺿﻮع ‪Supporting Sentences‬‬
‫‪ -٣‬رواﺑﻂ اﻧﺘﻘﺎﻟﯿﺔ ﺑﯿﻦ أﺟﺰاء اﻟﻤﻮﺿﻮع ﻓﻲ اﻟﻔﻘﺮة اﻟﻮاﺣﺪة ‪.‬‬
‫‪ -٤‬ﺧﺎﺗﻤﺔ ﻟﻤﻮﺿﻮع اﻟﻔﻘﺮة ‪.‬‬

‫ﻗﺪ ﯾﺨﺘﻠﻒ اﻟﻮﺿﻊ ﻗﻠﯿﻼ ھﻨﺎ ﻓﻲ اﻟﻔﻘﺮة داﺧﻞ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﺑﺎﻟﺮﻏﻢ ﻣﻦ وﺟﻮد ﺗﺸﺎﺑﮫ ﻛﺒﯿﺮ ﻓﻲ ﺟﺰﺋﯿﺎت اﻟﻔﻘﺮة ﻓﻲ اﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ‬
‫اﻟﺒﺴﯿﻂ وھﻲ ﻛﺎﻟﺘﺎﻟﻲ ﺣﺴﺐ اﻟﺠﺪول ‪:‬‬

‫ﻣﻘﺎل أﻛﺎدﯾﻤﻲ ﻋﻠﻤﻲ أو ﺑﺤﺚ ﻋﻠﻤﻲ‬ ‫ﻣﻘﺎل أﻛﺎدﯾﻤﻲ ﺑﺴﯿﻂ‬

‫ادﻋﺎء أو ﻣﻮﺿﻮع وﯾﺴﻤﻰ ب ‪Claim‬‬ ‫ﻣﻮﺿﻮع ﻟﻠﻔﻘﺮة أو ‪Topic Sentence‬‬
‫‪General Reason‬أو ﻣﺒﺮر ﻋﺎم أو ﺳﺒﺐ ﻋﺎم‬ ‫ﺟﻤﻞ ﻣﺴﺎﻧﺪة أو داﻋﻤﺔ ﻟﻠﻤﻮﺿﻮع ‪Supporting Sentences‬‬
‫‪ Specific Reason‬أو ﺳﺒﺐ ﺧﺎص‬
‫‪ Evidence‬اﻟﺪﻟﯿﻞ‬
‫‪ Critical Analysis‬ﺗﺤﻠﯿﻞ ﻧﻘﺪي ﻟﻸدﻟﺔ‬
‫رواﺑﻂ اﻧﺘﻘﺎﻟﯿﺔ ﺑﯿﻦ اﻷﺟﺰاء اﻟﺴﺎﺑﻘﺔ‬ ‫رواﺑﻂ اﻧﺘﻘﺎﻟﯿﺔ ﺑﯿﻦ أﺟﺰاء اﻟﻤﻮﺿﻮع ﻓﻲ اﻟﻔﻘﺮة اﻟﻮاﺣﺪة ‪.‬‬
‫ﺧﺎﺗﻤﺔ اﻟﻔﻘﺮة وھﻲ ﺗﺨﺘﻢ ال ‪Claim‬‬ ‫ﺧﺎﺗﻤﺔ ﻟﻤﻮﺿﻮع اﻟﻔﻘﺮة ‪.‬‬

‫ﺳﺒﻖ أن ﺷﺮﺣﺖ ﻓﻲ اﻟﻤﻘﺎل اﻷﻛﺎدﯾﻤﻲ اﻟﺒﺴﯿﻂ اﻟﻤﻔﺎھﯿﻢ اﻟﺴﺎﺑﻘﺔ وﺳﺄﺷﺮح ھﺬه اﻟﻤﺮة اﻟﺠﺰﺋﯿﺎت اﻟﺠﺪﯾﺪة ﻓﻲ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ اﻷﻛﺎدﯾﻤﻲ ‪:‬‬

‫اﻻدﻋﺎء أو اﻟﻤﺰاﻋﻢ أو اﻟﻤﻮﺿﻮع ﻓﻲ اﻟﻔﻘﺮة وﯾﺴﻤﻰ ب ‪ Claim‬وھﻮ اﺣﺪ ﺟﻮاﻧﺐ اﻟﻤﻮﺿﻮع اﻟﺘﻲ ذﻛﺮت ﻓﻲ ‪Preview‬‬ ‫‪-١‬‬
‫‪General Reason‬أو ﻣﺒﺮر ﻋﺎم أو ﺳﺒﺐ ﻋﺎم وھﺬا اﻟﺴﺒﺐ ﻗﺪ ﯾﺸﺮح أو ﯾﻮﺿﺢ اﻻدﻋﺎء ‪ claim‬وﯾﺠﻌﻠﮫ أﻛﺜﺮ‬ ‫‪-٢‬‬
‫ﺧﺼﻮﺻﯿﺔ‪ .‬وھﻮ ﺟﻤﻠﺔ أو ﺟﻤﻠﺘﯿﻦ أو أﻛﺜﺮ‬
‫‪ Specific Reason‬أو ﺳﺒﺐ ﺧﺎص وھﺬا أﯾﻀﺎ ﺟﻤﻠﺔ أو ﺟﻤﻠﺘﯿﻦ وﻟﻜﻦ ھﺬا ﯾﺸﺮح اﻟﻤﺒﺮر اﻟﻌﺎم ‪General Reason‬‬ ‫‪-٣‬‬
‫‪ Evidence‬اﻟﺪﻟﯿﻞ وھﻮ ﻋﺒﺎرة ﻋﻦ اﻟﻤﺮاﺟﻊ أوي أي اﺳﺘﺸﮭﺎد ﯾﺘﻢ ﺗﻀﻤﯿﻨﮫ ﻓﻲ ﺑﺤﺜﻚ ﺳﻮاء إﺣﺼﺎﺋﻲ أو ﻧﺼﻲ ﺳﯿﻠﻲ اﻟﻜﻼم‬ ‫‪-٤‬‬
‫ﻻﺣﻘﺎ ﻋﻦ ھﺬا اﻟﺠﺰء‬
‫‪ Critical Analysis‬وھﻮ اﻟﺘﺤﻠﯿﻞ اﻟﻨﻘﺪي أو ﺷﺮح اﻷدﻟﺔ واﻟﺒﯿﺎﻧﺎت اﻹﺣﺼﺎﺋﯿﺔ اﻟﻤﺴﺘﺸﮭﺪ ﺑﮭﺎ ﻋﻠﻰ ھﺬه اﻟﻔﻘﺮة ‪.‬‬ ‫‪-٥‬‬
‫اﻟﺮواﺑﻂ اﻻﻧﺘﻘﺎﻟﯿﺔ ﺑﯿﻦ اﻷﺟﺰاء اﻟﺴﺎﺑﻘﺔ‬ ‫‪-٦‬‬
‫اﻟﺨﺎﺗﻤﺔ ھﻲ ﺟﻤﻞ ﺗﺨﺘﻢ ﻣﻮﺿﻮع اﻟﻔﻘﺮة أو ال ‪Claim‬‬ ‫‪-٧‬‬

‫ﻟﻼﺧﺘﺼﺎر ﺳﺄرﻣﺰ ﻟﻞ ‪ General Reason‬ﺑﺎﻟﺤﺮوف ‪ GR‬وﻟﻞ ‪ Specific Reason‬ﺑﺎﻟﺤﺮوف ‪SR‬‬

‫وﺣﺘﻰ ﺗﻜﺘﻞ اﻟﺼﻮرة اﻟﻤﺒﺪﺋﯿﺔ ﻋﻦ اﻟﻔﻘﺮة اﻷﻛﺎدﯾﻤﯿﺔ ﻓﻲ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ھﺬا اﻟﻤﺜﺎل ﻣﺒﺴﻂ ﻋﻦ ﻣﺎ ذﻛﺮت ﻓﻲ اﻟﺴﺎﺑﻖ ‪:‬‬

‫اﻟﺘﺪﺧﯿﻦ ﯾﺴﺒﺐ اﻟﻌﺪﯾﺪ ﻣﻦ اﻷﻣﺮاض ‪1-Claim‬‬

‫وﺑﻮﺟﮫ ﻋﺎم ﻣﻦ اﺧﻄﺮ اﻷﻣﺮاض وھﻮ اﻟﺴﺮﻃﺎن اﻟﻨﺎﺗﺞ ﻋﻦ اﻟﺘﺪﺧﯿﻦ ‪2-GR‬‬
‫وﻋﻠﻰ وﺟﮫ اﻟﺨﺼﻮص ﺳﺮﻃﺎن اﻟﺮﺋﺔ اﻟﺬي ﯾﻌﺘﺒﺮ ‪3-SR ...‬‬
‫ذﻛﺮت ﻣﻨﻈﻤﺔ اﻟﺼﺤﺔ اﻟﻌﺎﻟﻤﯿﺔ أن ﻋﺪد اﻟﻤﺼﺎﺑﯿﻦ ﺑﺴﺮﻃﺎن اﻟﺮﺋﺔ ‪...‬وﻣﺜﺎل آﺧﺮ ﻣﻦ اﻟﻠﺠﻨﺔ اﻟﻄﺒﯿﺔ اﻟﻜﻨﺪﯾﺔ ‪4-Evideince ..‬‬
‫ﻣﻦ اﻹﺣﺼﺎﺋﯿﺔ اﻟﺴﺎﺑﻘﺔ ﻟﻤﻨﻈﻤﺔ اﻟﺼﺤﺔ اﻟﻌﺎﻟﻤﯿﺔ واﻟﻤﻌﮭﺪ اﻟﻜﻨﺪي اﻻﺳﺘﺸﺎري ﯾﺘﻀﺢ أن ‪5-Critical Analysis ...‬‬
‫ﺑﻨﺎء ﻋﻠﻰ ذﻟﻚ ‪ .‬ﯾﻌﺘﺒﺮ اﻟﺘﺪﺧﯿﻦ اﺣﺪ اﻟﻤﺴﺒﺒﺎت اﻟﺮﺋﯿﺴﯿﺔ ﻟﻠﻌﺪﯾﺪ ﻣﻦ اﻷﻣﺮاض ‪6-Conclusion‬‬

‫اﻟﻤﺜﺎل اﻟﺴﺎﺑﻖ وﺿﺢ وﺷﻤﻞ ﻛﻞ اﻷﺟﺰاء اﻟﺘﻲ ﺗﻜﻠﻤﺖ ﻋﻨﮭﺎ ﻓﻲ اﻟﻔﻘﺮة اﻷﻛﺎدﯾﻤﯿﺔ ﻓﻲ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﺣﯿﺚ ﻛﺎن اﻻدﻋﺎء أو اﻟﻤﻮﺿﻮع‬
‫ھﻮ أن اﻟﺘﺪﺧﯿﻦ ﯾﺴﺒﺐ اﻟﻌﺪﯾﺪ ﻣﻦ اﻷﻣﺮاض ) ھﻨﺎ اﻟﻜﻼم ﺑﻮﺟﮫ ﻋﺎم وھﻮ أن اﻟﺘﺪﺧﯿﻦ ﯾﺴﺒﺐ اﻟﻌﺪﯾﺪ اﻷﻣﺮاض ( ﺑﻌﺪ ذﻟﻚ ﯾﻨﺘﻘﻞ اﻟﻜﻼم‬
‫إﻟﻰ ﺷﺮح وﺗﻮﺿﯿﺢ ھﺬه اﻷﻣﺮاض أي اﻟﺤﺪﯾﺚ ﻋﻦ ھﺬه اﻷﻣﺮاض ) ﻣﺜﻞ ﻣﺮض اﻟﺴﺮﻃﺎن ﺣﻤﺎﻧﺎ اﷲ وإﯾﺎﻛﻢ ﻣﻨﮫ وﺷﻔﻰ ﻣﻦ أﺻﯿﺐ‬
‫ﺑﮫ( ھﻨﺎ ﻻﺣﻆ ﻓﻲ ھﺬه اﻟﺠﺰﺋﯿﺔ ﻏﯿﺎب اﻟﺘﺪﺧﯿﻦ وﺑﺪا اﻟﻜﻼم ﻋﻦ اﺣﺪ اﻷﻣﺮاض ﻣﺜﻞ ﻣﺮض اﻟﺴﺮﻃﺎن وﻛﺎن اﻟﻜﻼم ﯾﺸﺮح ﻣﺎ ھﻮ‬
‫ﻣﺮض اﻟﺴﺮﻃﺎن اﻟﺬي ﯾﻌﺘﺒﺮ اﺣﺪ اﻷﻣﺮاض اﻟﻨﺎﺗﺠﺔ ﻋﻦ اﻟﺘﺪﺧﯿﻦ ﺑﻌﺪ ذﻟﻚ ﺑﺪأ اﻟﻜﻼم ﻋﻦ وﺻﻒ ﺳﺮﻃﺎن اﻟﺮﺋﺔ اﻟﺬي ﯾﻌﺘﺒﺮا ﺣﺪ‬
‫أﻧﻮاع ﻣﺮض اﻟﺴﺮﻃﺎن ﺛﻢ اﻧﺘﻘﻞ إﻟﻰ ﺗﻘﺪﯾﻢ اﻟﺪﻟﯿﻞ ﻣﻦ اﻟﻤﺮاﺟﻊ اﻟﻤﺘﻮﻓﺮة ﻟﺪﯾﺔ وھﻲ ﻣﻨﻈﻤﺔ اﻟﺼﺤﺔ اﻟﻌﺎﻟﻤﯿﺔ وﻟﺠﻨﺔ ﻛﻨﺪﯾﺔ ‪ .‬ﺑﻌﺪ ذﻟﻚ‬
‫ﺗﺄﺗﻲ ﻣﺮﺣﻠﺔ اﻟﺘﻌﻘﯿﺐ أو اﻟﻨﻘﺪ اﻟﺘﺤﻠﯿﻠﻲ ﻟﮭﺬه اﻷدﻟﺔ وھﻲ ﻋﺒﺎرة ﻋﻦ ﺟﻤﻞ ﺗﺼﻒ أو ﺗﺤﻠﻞ اﻟﺒﯿﺎﻧﺎت اﻟﻤﻘﺪﻣﺔ وﺗﻮﺿﺢ ﻣﺪى ارﺗﺒﺎﻃﮭﺎ ب‬
‫ال ‪ . SR‬ﻓﻲ اﻟﻨﮭﺎﯾﺔ ﺗﺄﺗﻲ اﻟﺨﺎﺗﻤﺔ وھﻲ ﻋﺒﺎرة ﻋﻦ ﺟﻤﻞ ﺗﻮﺿﺢ أو ﺗﺨﺘﻢ ﻣﻮﺿﻮع اﻟﻔﻘﺮة أو ال ‪ Claim‬وﺣﺘﻰ ﻧﺒﺴﻂ وﻧﺨﺘﻢ ھﺬا‬
‫اﻟﻤﺜﺎل ھﺬه اﻟﺼﻮرة اﻟﻨﮭﺎﯾﺔ ﻟﻠﻔﻘﺮة اﻟﺴﺎﺑﻘﺔ‬
‫‪Smoking (Diseases) à Cancer is one of these disease (GR)à Lung cancer(SR) àEvidence from‬‬
‫‪WHO and Canadian consortium à Critical Analysis à Conclusion .‬‬
‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
‫‪34‬‬
 ‫ﻛﺎﻧﺖ اﻟﻔﻘﺮة اﻟﺴﺎﺑﻘﺔ ﺗﻤﮭﯿﺪا وﺗﻮﺿﯿﺢ ﻟﻠﺼﻮرة ﻓﻲ اﻟﻔﻘﺮة اﻷﻛﺎدﯾﻤﯿﺔ ﻓﻲ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ اﻟﻔﻘﺮة اﻟﺘﺎﻟﯿﺔ ھﻲ ﻋﺒﺎرة ﻋﻦ ﻓﻘﺮة ﻧﻤﻮذﺟﯿﺔ‬
‫ﺗﺸﺮح ﺑﻌﻤﻖ اﻟﻤﻔﺎھﯿﻢ اﻟﺴﺎﺑﻘﺔ ‪.‬‬

‫ھﻨﺎ ال ‪ Claim‬ﺑﺪا ﻣﻦ ‪ Television‬واﻧﺘﮭﺎء‬ ‫ھﻨﺎ ال ‪ GR‬ﺑﺪا ﻣﻦ ‪ Several‬واﻧﺘﮭﺎء ب‬

‫ﺑـ ‪children‬‬ ‫‪education‬‬

‫‪Television has the potential to educate children. Several studies conducted in the past two decades‬‬
‫‪have shown the vital contribution some television programs have made to children’s education. It‬‬
‫‪has been found that television programs, especially designed for children, have been carefully‬‬
‫‪planned to foster skills, such as learning the alphabet, numbers and new vocabulary. One example‬‬
‫‪that has been carefully examined in studies is Sesame Street. According to a study by Ball and‬‬
‫‪Bogats (1988), it is affirmed that the longer children who watch Sesame street, the more proficient‬‬
‫‪they became. Their findings show that children who watched the programs performed better in‬‬
‫‪tests requiring the recitation of the alphabet than those who did not. This study suggests that‬‬
‫‪television has a useful role to play in introducing basic literacy concepts, such as letters, figures‬‬
‫‪and vocabulary, to children. Therefore, even though television can never take the place of‬‬
‫‪individual attention to students, it certainly has the potential to enhance formal education.‬‬

‫ﻣﻦ ‪Their findings‬‬ ‫ھﻨﺎ اﻟﺪﻟﯿﻞ ‪Evidence‬‬

‫ﺣﺘﻰ‪to children‬‬ ‫ﺑﺪا ﻣﻦ ‪One example‬‬ ‫ھﻨﺎ ‪ SR‬ﺑﺪا ﻣﻦ ‪It‬‬
‫ﺗﻌﺘﺒﺮ ﺗﻌﻠﯿﻖ أو ﺗﻌﻘﯿﺐ ﻋﻠﻰ اﻟﺪﻟﯿﻞ‬ ‫وﺣﺘﻰ ‪they became‬‬ ‫واﻧﺘﮭﺎء ﺑـ ‪vocabulary‬‬
‫أو اﻷدﻟﺔ أو ﻣﺎ ﯾﺴﻤﻰ ﺑـ ‪Critical‬‬ ‫ھﻨﺎ ﯾﺒﺪأ اﻻﺳﺘﺸﮭﺎد ‪According‬‬
‫‪Analysis‬‬ ‫ﺑﺂراء ﻏﯿﺮه ﻣﻦ اﻟﻜﺘﺎب أو‬
‫اﻟﺒﺎﺣﺜﯿﻦ أو اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬
‫ﻣﻦ ‪ Therefore‬ﺣﺘﻰ آﺧﺮ‬
‫اﻟﻔﻘﺮة ھﻨﺎ اﻟﺨﺎﺗﻤﺔ‬

‫ﺣﻮل اﻟﻔﻘﺮة اﻟﺴﺎﺑﻘﺔ ‪:‬‬

‫‪ -١‬ﺑﺪأت اﻟﻔﻘﺮة ﺑﺎﺳﺘﮭﻼل اﻟﻜﺎﺗﺐ ﻣﺒﺎﺷﺮة ﻟﻤﺎ ﯾﺮﯾﺪ إﺛﺒﺎﺗﮫ وھﻮ أن اﻟﺘﻠﻔﺰﯾﻮن ﻗﺎدر ﻋﻠﻰ ﺗﺮﺑﯿﺔ اﻷﻃﻔﺎل ‪.‬‬
‫‪ -٢‬ﺗﺬﻛﺮ ﻓﻲ أﺛﻨﺎء ﻛﺘﺎﺑﺘﻚ ﻟﻠﻔﻘﺮة اﻷﻛﺎدﯾﻤﯿﺔ ﻓﻲ اﻟﺒﺤﺚ ﺑﺄن دورك ﺷﺒﯿﮫ ﺑﺎﻟﻤﺮاﺳﻞ ﻓﻲ اﻟﺼﺤﺎﻓﺔ اﻟﺬي ﯾﻌﻠﻖ ﻋﻠﻰ اﻷﺧﺒﺎر أو‬
‫أﺣﺪاث ﻣﻌﯿﻨﺔ ﻟﻜﻦ ھﻨﺎ أﻧﺖ ﺗﺒﺪأ ﺑﺎﻟﺘﻌﻠﯿﻖ ﻋﻠﻰ رﺳﺎﺋﻞ وأﺑﺤﺎث ﻋﻠﻤﯿﺔ أو أراء ﺳﺎﺑﻘﺔ ﻻﺣﻆ ﺳﻼﺳﺔ اﻟﺘﻌﺎﺑﯿﺮ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ‬
‫اﻻﻧﺘﻘﺎل ﻣﻦ ﺟﺰﺋﯿﺔ إﻟﻰ ﺟﺰﺋﯿﺔ ھﺬه ﺗﻘﺎﺑﻞ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ) دراﺳﺎت ﺳﺎﺑﻘﺔ ﺗﺆﻛﺪ ‪ ...‬دراﺳﺎت أﺟﺮﯾﺖ ﻓﻲ ﻣﺠﺎل ‪ ...‬ﺑﺎﺣﺚ‬
‫ﯾﺆﻛﺪ أن ‪ ...‬ﻣﺜﺎل ﯾﻮﺿﺢ ذﻟﻚ ‪ ..‬إﺣﺼﺎﺋﯿﺔ ﻣﻦ ﻣﻨﻈﻤﺔ ﺗﻜﺸﻒ ﻋﻦ ‪ ...‬ﻋﻼوة ﻋﻠﻰ ذﻟﻚ ‪ ...‬اﻟﺪﻛﺘﻮر ﻓﯿﻠﯿﺐ ﯾﻀﯿﻒ ‪ ..‬ﻣﻮﻗﻊ‬
‫ﻣﺎﯾﻜﺮوﺳﻮﻓﺖ ﯾﻄﻠﻖ ‪( ...‬‬
‫‪ -٣‬ﻛﻞ ﺟﻤﻠﺔ وﻛﻞ ﺳﻄﺮ ﺗﻜﺘﺒﮫ ﯾﻌﺘﺒﺮ ﻣﻠﻚ ﻟﻚ ﻣﺎ ﻟﻢ ﺗﻮﺿﺢ ھﺬا وان ﻛﺎن ھﻨﺎك ﺳﻄﺮ أو ﺟﻤﻠﺔ أو أﻓﻜﺎر ﻣﻠﻚ ﻟﻠﻐﯿﺮ وﻟﻢ ﺗﺬﻛﺮ ھﺬا‬
‫ﻓﮭﺬا ﯾﻌﺘﺒﺮ ﺳﺮﻗﺔ أدﺑﯿﺔ ) ‪ . ( Plagiarism‬ﻣﻦ اﻟﻌﺎدات اﻷدﺑﯿﺔ واﻷﻛﺎدﯾﻤﯿﺔ أن ﺗﺸﯿﺮ ﺑﺎﻟﻤﺼﺎدر اﻟﺘﻲ أﺧﺬت ﻣﻨﮭﺎ اﻷدﻟﺔ‬
‫أي ﻛﺎﻧﺖ ‪.‬‬
‫‪ -٤‬ﺑﻌﺪ ھﺬا اﻟﺘﻘﺪﯾﻢ ﻓﯿﻤﺎ ﯾﻠﻲ ﺳﺄﺗﻄﺮق ﻟﻤﻔﺎھﯿﻢ ﻣﮭﻤﺔ ﺟﺪا ﺗﺘﻌﻠﻖ ﺑﺎﻻﺳﺘﺸﮭﺎد ﻓﻲ ﺳﯿﺎق اﻟﻜﻼم وأﻓﻌﺎل اﻟﻜﻼم اﻟﻤﻨﻘﻮل واﻟﺘﺮﻛﯿﺐ‬
‫ﻣﻦ اﻷدﻟﺔ واﻻﺳﺘﺸﮭﺎد ﺑﮭﺎ ‪.‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫‪35‬‬
 ‫ﻛﯿﻔﯿﺔ اﻻﺳﺘﺸﮭﺎد ﻓﻲ ﺑﺤﺜﻚ ‪:‬‬
‫ﻗﺒﻞ اﻟﺘﺤﺪث ﻋﻦ اﻻﺳﺘﺸﮭﺎد دﻋﻨﻲ أوﺿﺢ ﻟﻚ ﻧﻘﻄﺔ ﻣﮭﻤﺔ ﻓﻲ ھﺬا اﻟﺠﺎﻧﺐ ‪ .‬ﻛﻤﺎ ذﻛﺮت ﺳﺎﺑﻘﺎ أن دورك أﺷﺒﮫ ﺑﺎﻟﻤﺮاﺳﻞ أو اﻟﻤﺬﯾﻊ ﻓﻲ‬
‫ﻧﻘﻞ اﻷﺧﺒﺎر ) إن ﺟﺎز اﻟﺘﻌﺒﯿﺮ ( ﻗﺪ ﻻ ﯾﺮوق ھﺬا اﻟﺘﺸﺒﯿﮫ ﻟﻠﺒﻌﺾ ‪ .‬أن ﻣﮭﻤﺘﻚ وأﻧﺖ ﺑﺎﺣﺚ ﻣﺤﺎوﻟﺔ إﻗﻨﺎع أو إﺛﺒﺎت وﺟﮭﺔ اﻟﻨﻈﺮ ﻟﺪﯾﻚ ‪،‬‬
‫وﻗﺪ ﯾﻜﻮن ﻣﻦ أدﺑﯿﺎت اﻟﺪراﺳﺔ اﻟﻌﻠﻤﯿﺔ اﻻﺳﺘﺸﮭﺎد ﺑﺎﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ وﻗﺪ ﺗﻜﻮن ﻓﻲ ھﺬه اﻟﻤﺮﺣﻠﺔ ﺟﻤﻌﺖ ﻣﺎ ﯾﻜﻔﯿﻚ ﻣﻦ ﻣﻌﻠﻮﻣﺎت ﻟﻜﻲ‬
‫ﺗﻜﺘﺐ ﻋﻨﮭﺎ ‪ .‬ﻛﺘﺎﺑﺔ اﻟﻤﻌﻠﻮﻣﺎت ﻓﻲ ھﺬه اﻷوﺿﺎع ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﯾﺘﺒﻊ ﺛﻼﺛﺔ أﻧﻤﺎط ‪:‬‬

‫أوﻻ ‪) Summarizing :‬اﻻﺧﺘﺼﺎر(‬

‫وھﻮ أن ﺗﻘﺮا ﻧﺺ ﻣﻦ اﺣﺪ اﻟﻤﺼﺎدر اﻟﺘﻲ ﺗﺮﯾﺪ ﺗﻀﻤﯿﻨﮭﺎ ﻓﻲ ﺑﺤﺜﻚ وﺑﻌﺪ ﻗﺮاءة اﻟﻨﺺ ﺗﺤﺎول اﺧﺘﺼﺎره دون اﻹﺧﻼل ﺑﺎﻷﻓﻜﺎر‬
‫اﻟﺮﺋﯿﺴﯿﺔ ‪ .‬ﻓﻲ اﻻﺧﺘﺼﺎر ﻻ ﺗﻠﺠﺄ إﻟﻰ اﻟﺘﻔﺎﺻﯿﻞ اﻟﺘﻲ اھﺘﻢ ﺑﮭﺎ اﻟﻤﺼﺪر ﺑﻘﺪر ﻣﺎ ﺗﻠﺠﺄ إﻟﻰ ذﻛﺮ اﻟﻤﻐﺰى اﻟﺮﺋﯿﺴﻲ ﻣﻦ اﻟﻨﺺ ‪ .‬ﻧﻘﻄﺔ‬
‫ﻣﮭﻤﺔ ھﻨﺎ وھﻲ أن اﻻﺧﺘﺼﺎر ﻟﻨﺺ ﯾﺠﺐ أن ﯾﻜﻮن أﻗﻞ ﻣﻦ اﻟﻨﺺ اﻟﻤﺄﺧﻮذ ﻣﻨﮫ وإﻻ ﻣﺎ اﻟﻔﺎﺋﺪة ﻣﻦ اﻻﺧﺘﺼﺎر ؟! ﻛﻤﺎ أود أن أﺿﯿﻒ‬
‫أﻧﮫ إذا اﺧﺘﺼﺮت ﻧﺺ ﻣﻦ اﺣﺪ اﻟﻤﺼﺎدر ﯾﺠﺐ اﻹﺷﺎرة إﻟﻰ اﻟﻤﺼﺪر اﻟﺬي ﻧﻘﻠﺖ ﻋﻨﮫ‪.‬‬

‫ﻣﺜﺎل ‪) :‬ﻣﻨﻘﻮل ﻣﻦ ‪(http://www.uefap.com/writing/report/rep_sum.htm‬‬

‫‪Source‬‬
‫‪The amphibia, which is the animal class to which our frogs and toads belong, were the‬‬
‫‪first animals to crawl from the sea and inhabit the earth.‬‬

‫‪Summary‬‬
‫‪The first animals to leave the sea and live on dry land were the amphibia.‬‬

‫ﺛﺎﻧﯿﺎ ‪ Paraphrasing‬أو اﻟﺼﯿﺎﻏﺔ اﻟﺠﺪﯾﺪة‬

‫ھﻨﺎ ﻻ ﯾﺨﺘﻠﻒ اﻟﻮﺿﻊ ﻛﺜﯿﺮا ﻋﻦ اﻻﺧﺘﺼﺎر وھﻮ أﻧﮫ ﻓﻲ اﻟﻨﺺ اﻟﻤﻌﺎد ﺻﯿﺎﻏﺘﮫ ﯾﺠﺐ أن ﺗﻜﺘﺐ اﻷﻓﻜﺎر اﻟﺘﻲ اﺳﺘﺸﮭﺪت ﺑﮭﺎ ﺑﻜﻠﻤﺎت‬
‫أﺧﺮى وأن اﻟﻄﻮل ﻟﻠﻨﺺ اﻟﻤﻜﺘﻮب ھﻨﺎ )ﺑﺎﻟﺼﯿﺎﻏﺔ اﻟﺠﺪﯾﺪة( ﯾﺠﺐ أن ﯾﺘﻘﺎرب ﻣﻊ ﻃﻮل اﻟﻨﺺ اﻷﺻﻠﻲ أو ﯾﻜﻮن أﻛﺜﺮ ﺑﻘﻠﯿﻞ إذا ﻟﺰم‬
‫اﻷﻣﺮ وﻟﻜﻦ ﻟﯿﺲ ﺑﺸﻜﻞ ﻣﻔﺮط ‪.‬‬

‫ﻣﺜﺎل ‪ ) :‬ﻣﻨﻘﻮل ﻣﻦ ‪( http://www.uefap.com/writing/report/rep_para.htm‬‬

‫‪Source‬‬
‫‪It has long been known that Cairo is the most populous city on earth, but no-one knew‬‬
‫‪exactly how populous it was until last month.‬‬

‫‪Paraphrase‬‬
‫‪Although Cairo has been the world's most heavily populated city for many years, the‬‬
‫‪precise population was not known until four weeks ago .‬‬

‫ﺛﺎﻟﺜﺎً ‪ Synthesizing‬أو اﻟﺘﺮﻛﯿﺐ‬

‫ھﻨﺎ ﻓﻲ ھﺬه اﻟﻄﺮﯾﻘﺔ ﻣﻦ اﻻﺳﺘﺸﮭﺎد ﯾﻜﻮن ﻟﺪﯾﻚ أﻛﺜﺮ ﻣﻦ ﻣﺼﺪر ﻋﻦ ﻓﻜﺮة واﺣﺪه وﺗﻘﻮم ﺑﺘﺠﻤﯿﻌﮭﺎ أو ﺗﺮﻛﯿﺒﮭﺎ ﻓﻲ ﺑﺤﺜﻚ‬
‫اﻟﻤﺜﺎل اﻟﺘﺎﻟﻲ أراء ﻟﻜﺎﺗﺒﯿﻦ ﻣﺨﺘﻠﻔﯿﻦ أﺣﺪھﻤﺎ ﻣﻊ اﺳﺘﺨﺪام اﻟﻌﺎب اﻟﻜﻤﺒﯿﻮﺗﺮ واﻷﺧﺮ ﺿﺪ اﺳﺘﺨﺪام اﻟﻌﺎب اﻟﻜﻤﺒﯿﻮﺗﺮ‬
‫ﻣﺜﺎل ‪) :‬ﻣﻨﻘﻮل ﻣﻦ ‪(http://elc.polyu.edu.hk/CILL/eap/synthesis.htm‬‬
‫)ﻣﻊ اﺳﺘﺨﺪام اﻟﻌﺎب اﻟﻜﻤﺒﯿﻮﺗﺮ(‬
‫ھﺬا ﻧﺺ اﻟﻤﻘﺎﻟﺔ اﻻﺻﻠﯿﺔ‬
‫‪This study has therefore revealed that children who play computer games on a regular basis‬‬
‫‪experience a number of medical problems. The evidence suggests that the most serious problem is‬‬
‫‪crooked posture, which is caused by their being hunched over their computers for considerable‬‬
‫‪periods of time. Another common problem associated with playing computer games over long‬‬
‫‪periods (when the same moves are constantly repeated) is that of pain in the hands. (extracted from‬‬
‫)‪p. 141‬‬ ‫اﻟﻤﺮﺟﻊ ﺣﺴﺐ ﻃﺮﯾﻘﺔ ‪Harvard‬‬
‫‪Brown, M 2000,'The impact of computer games on children’s physical health', Journal of Physical‬‬
‫‪Health, vol.23, no.1, 129-142.‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫‪36‬‬
 ( ‫) ﺿﺪ اﺳﺘﺨﺪام اﻟﻌﺎب اﻟﻜﻤﺒﯿﻮﺗﺮ‬
‫ھﺬا ﻧﺺ اﻟﻤﻘﺎﻟﺔ اﻻﺻﻠﯿﺔ اﻟﺜﺎﻧﯿﺔ‬
It is claimed that computer games have negative physical effects on eyesight, hands and posture.
However, all of these are caused by the computer hardware and equipment, not by the software.
The same physical effects occur from prolonged usage of computers for any reason, such as word-
processing. In fact, carpal tunnel syndrome was identified as a workplace ailment caused by office
programs, not games. These physical effects can all be reduced or eliminated by better hardware
and more attention to ergonomics, such as higher-resolution and higher-contrast screens, and
supportive furniture. Harvard ‫اﻟﻤﺮﺟﻊ ﺣﺴﺐ ﻃﺮﯾﻘﺔ‬
Smith, A 2003, Synthesis, The Hong Kong Polytechnic University, The English Language Center
accessed 18/4/2008, http://elc.polyu.edu.hk/CILL/eap/synthesis.htm.

‫ ﻓﻲ ﺑﺤﺜﻨﺎ اﻟﻌﻠﻤﻲ‬synthesis ‫ﻣﻦ اﻟﻨﺼﯿﻦ اﻟﺴﺎﺑﻘﯿﻦ ﻣﻦ اﻟﻤﻤﻜﻦ ﺗﻜﻮﯾﻦ ﻋﺪة ﺗﺮاﻛﯿﺐ‬

Example 1.
Although Brown (2000, p.141) states that computer games can cause physical problems such as
bad posture and pain in the hands, Smith (2003) argues that these problems are caused by the
hardware, not the games. It can be said that the games cause physical health problems because they
encourage long periods of computer use on harmful hardware.

Example 2.
Brown (2000, p.141) suggests that computer games can cause physical problems such as bad
posture and pain in the hands. However, Smith (2003) points out that these problems are caused by
the hardware, not the games. Clearly, the physical health problems are caused by games as they
encourage long periods of computer use on harmful hardware.

Example 3.
According to Brown (2000, p.141) computer games can cause physical problems such as bad
posture and pain in the hands. Smith (2003) disagrees, and argues that these problems are caused
by the hardware, not the games.

‫ ( اﻟﺒﻌﺾ ﻣﻨﮭﺎ أﻓﻌﺎل واﻟﺒﻌﺾ اﻷﺧﺮ‬suggests -according to-however-) ‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﺒﺎرات أﻟﻤﻠﻮﻧﮫ ﺑﺎﻟﺨﻂ اﻷﺣﻤﺮ ﻣﺜﻞ‬
suggest, ) ‫ ﺑﺪأ اﻏﻠﺐ اﻟﺒﺎﺣﺜﯿﻦ ﯾﺴﺘﺨﺪﻣﻮن زﻣﻦ اﻟﻔﻌﻞ اﻟﻤﻀﺎرع ﻓﻲ أﻓﻌﺎل اﻟﻨﻘﻞ ﻣﺜﻞ‬٢٠٠٠ ‫ ﻣﻊ ﻣﻄﻠﻊ ﻋﺎم‬. Phrasal verbs
‫ واﻟﺒﻌﺾ ﻣﻨﮭﺎ‬reporting verbs ‫ ( ھﺬه اﻷﻓﻌﺎل ﺗﺴﻤﻰ أﻓﻌﺎل اﻟﻨﻘﻞ أو‬state, show, reveal, discuss, point out, report
that ‫ ﺑﻌﻀﮭﺎ أﯾﻀﺎ ﯾﻜﻮن ﻣﺘﺒﻮﻋﺎ ب‬. ‫ ﻓﻤﺮة ﺗﻌﺎﻣﻞ ﻋﻠﻰ أﻧﮭﺎ أﺳﻤﺎء وﻣﺮة أﻓﻌﺎل‬claim ‫ و‬report ‫ﯾﻜﻮن ﻓﻌﻼ واﺳﻤﺎ ﻓﻲ ﻣﺜﻞ‬
noun group ‫واﻟﺒﻌﺾ ﻣﻨﮭﺎ ﻻ ﯾﻜﻮن وﻓﻲ ھﺬه اﻟﺤﺎﻟﺔ ﯾﺠﺐ أن ﯾﻜﻮن ﻣﺘﺒﻮﻋﺎ ب‬

That ‫ أو‬NG‫اﻟﺠﺪول اﻟﺘﺎﻟﻲ ﯾﻮﺿﺢ اﻏﻠﺐ ھﺬه اﻷﻓﻌﺎل ﻣﻦ ﺣﯿﺚ ﻛﻮﻧﮭﺎ ﻣﺘﺒﻮﻋﺔ ب‬
Verb Followed by (that) NG (noun group)
argue(s)-suggest(s)-asses(s)-highlight(s)-

√
state(s)-show(s)-claim(s)-reveal(s)-find(s)-
affirm(s)-report(s)-indicate(s)
refute(s)-examine(s)-list(s)-describe(s)-

√
present(s)-support(s)-disuse(s)

‫ (ﺣﯿﺚ اﻟﻔﻌﻞ اﻟﻤﺎﺿﻲ وﻟﻜﻦ ﻟﻢ اﺿﻤﻨﮭﺎ ﻻن اﻟﻨﻤﻂ‬ed ) ‫أﯾﻀﺎ‬. ‫( ﺗﺪل ﻋﻠﻰ ﻣﻄﺎﺑﻘﺔ اﻟﻔﻌﻞ ﻟﻠﻔﺎﻋﻞ ﻣﻦ ﺣﯿﺚ إﺿﺎﻓﺘﮭﺎ ﻓﻲ ﺣﺎﻟﺔ اﻹﻓﺮاد‬s)
( ‫اﻷﻛﺎدﯾﻤﻲ ﻟﻢ ﯾﻌﺪ ﯾﺴﺘﻌﻤﻞ اﻟﻔﻌﻞ اﻟﻤﺎﺿﻲ ﻓﻲ أﻓﻌﺎل اﻟﻨﻘﻞ ) ﻻ ﯾﻌﻨﻲ ذﻟﻚ ﺑﺎﻟﻄﺒﻊ ﻣﻨﻌﻚ ﻣﻦ اﺳﺘﺨﺪام زﻣﻦ اﻟﻤﺎﺿﻲ‬

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

37
 ‫اﻟﺘﻘﺎﻟﯿﺪ اﻟﻤﺘﺒﻌﺔ ﻓﻲ اﻟﻤﺮاﺟﻊ ) ‪( Referencing Convention‬‬
‫ھﻲ اﻟﻌﺎدات اﻟﻤﺘﺒﻌﺔ ﻓﻲ اﺳﺘﺨﺪام اﻟﺘﻮﺛﯿﻖ وذﻛﺮ اﻟﻤﺼﺎدر ‪.‬ﺗﺨﺘﻠﻒ ھﺬه اﻟﻌﺎدات ﺑﺤﺴﺐ ﻃﺮﯾﻘﺔ اﻟﻤﺮاﺟﻊ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ اﻟﺒﺤﺚ وﻣﻦ‬
‫ھﺬه اﻟﻄﺮق اﻟﺸﺎﺋﻌﺔ واﻷﻛﺜﺮ اﺳﺘﺨﺪاﻣﺎ ﻓﻲ اﻟﺠﺎﻣﻌﺎت ‪:‬‬
‫‪.Harvard .١‬‬
‫‪APA .٢‬‬
‫‪Vancouver .٣‬‬
‫‪Oxford .٤‬‬
‫ﻟﻜﻞ ﻧﻤﻂ ﻣﻦ اﻷﻧﻤﺎط اﻟﺴﺎﺑﻘﺔ ﻣﺎ ﯾﻤﯿﺰه ﻋﻦ اﻵﺧﺮ ‪ Harvard .‬ھﻮ اﻟﻨﻤﻂ اﻟﺬي ﺳﺄﺗﻜﻠﻢ ﻋﻨﮫ ‪ .‬وﻣﻦ اﻷﻓﻀﻞ اﻟﺮﺟﻮع إﻟﻰ اﻟﻤﺼﺎدر‬
‫اﻷﺻﻠﯿﺔ ﻣﺜﻞ ﻣﻜﺘﺒﺔ اﻟﺠﺎﻣﻌﺔ أو اﻟﻜﻠﯿﺔ ﻟﻠﺘﻌﺮف ﻋﻠﻰ اﻟﻄﺮق اﻟﻤﻄﻠﻮﺑﺔ ﻣﻨﻚ ﻷن ﻛﺜﯿﺮ ﻣﻦ اﻟﺠﺎﻣﻌﺎت ﻗﺪ ﺗﺨﺘﻠﻒ ﻓﯿﻤﺎ ﺑﯿﻨﮭﺎ ﻓﻲ اﻟﻨﻤﻂ‬
‫اﻟﻮاﺣﺪ‪ .‬ھﺬه اﻻﺧﺘﻼﻓﺎت ﻃﻔﯿﻔﺔ وﻗﺪ ﺗﻜﻮن ﺟﻮھﺮﯾﺔ وﻟﻜﻨﮭﺎ ﻣﮭﻤﺔ ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ أن ھﻨﺎك ﺗﻐﯿﺮات ﻗﺪ ﺗﺘﻢ ﺑﺸﻜﻞ دوري ﻋﻠﻰ اﻟﻨﻤﻂ‬
‫اﻟﻤﺴﺘﺨﺪم‪.‬‬

‫اﻻﺳﺘﺸﮭﺎد )‪(Citation‬‬
‫ھﻮ ذﻛﺮ اﻟﻤﺼﺎدر واﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﺗﺴﺘﺨﺪﻣﮭﺎ ﻓﻲ ﺑﺤﺜﻚ اﻟﻌﻠﻤﻲ وﯾﻜﻮن ﻓﻲ ﻃﺮﯾﻘﺘﯿﻦ ‪ -١ :‬داﺧﻞ اﻟﻨﺺ ‪ -٢‬ﻓﻲ اﻟﻤﺮاﺟﻊ‬
‫‪ v‬اﻻﺳﺘﺸﮭﺎد داﺧﻞ اﻟﻨﺺ ) ‪( in-text‬‬
‫وھﻮ اﻹﺷﺎرة إﻟﻰ ﻣﺼﺪر اﻟﻤﻌﻠﻮﻣﺔ أﺛﻨﺎء ﻛﺘﺎﺑﺘﻚ ﻟﻠﺒﺤﺚ اﻟﻌﻠﻤﻲ ‪ .‬ﻻﺣﻆ ھﻨﺎ اﻧﻚ ﺗﺸﯿﺮ إﺷﺎرة إﻟﻰ اﻟﻤﺮﺟﻊ دون اﻟﺘﻔﺎﺻﯿﻞ اﻟﻤﺘﻌﻠﻘﺔ‬
‫ﺑﺎﻟﻤﺮﺟﻊ ﻣﻦ ﺣﯿﺚ ﻧﻮﻋﯿﺔ اﻟﻤﺮﺟﻊ واﻟﺴﻨﺔ اﻟﺘﻲ ﻛﺘﺐ ﻓﯿﮭﺎ اﻟﻤﺮﺟﻊ أو ﻧﺸﺮ ‪ ..‬اﻟﺦ‪ .‬ﻣﺜﺎل ‪:‬‬
‫ھﺬا ﻣﺎ ﯾﺴﻤﻰ ب ‪in-text citation‬‬

‫‪Brown (2000, p.141) states that computer games can cause physical problems such as bad posture‬‬
‫‪and pain in the hands.‬‬
‫‪ v‬اﻟﻤﺮاﺟﻊ ) ‪( References‬‬
‫ﺻﻔﺤﺔ اﻟﻤﺮاﺟﻊ ﺗﺤﺘﻮي ﻋﻠﻰ اﻟﺘﻔﺎﺻﯿﻞ اﻟﺘﻲ أﺷﺮت ﻟﮭﺎ ﻓﻲ داﺧﻞ اﻟﻨﺺ )‪ ( in-text‬ﻣﻦ ﺣﯿﺚ ﻧﻮع اﻟﻤﺮﺟﻊ واﻟﺴﻨﺔ ‪ ..‬اﻟﺦ‪ .‬ﻛﻤﺎ أن‬
‫ﺻﻔﺤﺔ اﻟﻤﺮاﺟﻊ ﺗﺸﻤﻞ ﻛﻞ اﻟﻤﺮاﺟﻊ اﻟﺘﻲ اﺳﺘﺨﺪﻣﺘﮭﺎ ﻓﻲ ﺑﺤﺜﻚ ﺳﻮاء ﻛﺎﻧﺖ ﻛﺘﺐ أم دورﯾﺎت ﻣﺮﺗﺒﺔ ﺗﺮﺗﯿﺒﺎ ھﺠﺎﺋﯿﺎ ﺣﺴﺐ اﺳﻢ اﻟﻌﺎﺋﻠﺔ‬
‫ﻟﻠﻤﺆﻟﻒ واﻻﺳﻢ ) إذا ﻛﺎن اﻟﻤﺼﺪر ﻟﺪﯾﻚ ﻋﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ﻣﻮﻗﻊ ‪ ..‬اﻟﺦ ( ﻣﺜﺎل ﻋﻠﻰ ﻣﺮﺟﻊ ‪:‬‬
‫‪Brown, M 2000,'The impact of computer games on children’s physical health', Journal of Physical‬‬
‫‪Health, vol.23, no.1, 129-142.‬‬

‫ﺻﻔﺤﺔ اﻟﻤﺮاﺟﻊ ﺷﺒﯿﮭﺔ ﺑﺎﻟﻤﺜﺎل اﻟﺘﺎﻟﻲ ‪:‬‬

‫‪References‬‬

‫‪Kalra, D & Ingram, D 2006, 'Electronic Health Records'. in K Zielinski, M Duplaga & D Ingram‬‬
‫‪(eds), Information Technology Solutions for Healthcare, Springer, London, pp.135-175.‬‬

‫‪Natesan, C 2005, 'The Impact of the Internet on Health Care Services', Journal of the American‬‬
‫‪Academy of Business, vol.7, no.2, pp.247-251.‬‬

‫‪Tank, E & Frederiksen, C 2007, 'The DAISY Standard: Entering the Global Virtual Library',‬‬
‫‪Library Trends, vol.55, no.4, pp.932-949.‬‬

‫ﺗﺤﺘﻮي اﻟﻤﺮاﺟﻊ ﻋﻠﻰ ‪ ٣‬ﻣﺼﺎدر ﻣﺨﺘﻠﻔﺔ ﻣﺮﺗﺒﮫ ھﺠﺎﺋﯿﺎ ‪.‬‬

‫اﻷول ﻋﺒﺎرة ﻋﻦ ‪ Chapter‬ﻓﻲ ‪edited book‬‬
‫اﻟﺜﺎﻧﻲ واﻟﺜﺎﻟﺚ ﻋﺒﺎرة ﻋﻦ ‪Journal Article‬‬

‫أﺣﺐ أن أﺷﯿﺮ إﻟﻰ ﻧﻘﻄﺔ ﻓﻲ اﻟﻤﺮاﺟﻊ وھﻲ ﻣﺎ ﯾﺴﻤﻰ ب )‪ ( Bibliography‬وھﻲ ﻧﻔﺴﮭﺎ اﻟﻤﺮاﺟﻊ ‪ .‬أﻣﺎ ال ‪Annotated‬‬
‫‪ Bibliography‬ﻓﮭﻲ ﻧﻔﺴﮭﺎ اﻟﻤﺮاﺟﻊ وﻟﻜﻦ ﺗﺰﯾﺪ ﻋﻠﯿﮭﺎ ﺑﺄﻧﻚ ﻓﻲ ﻛﻞ ﻣﺮﺟﻊ ﺗﻘﻮم ﺑﻜﺘﺎﺑﺔ ﻣﻌﻠﻮﻣﺎت ﺗﺘﻌﻠﻖ ﺑﺎﻟﻤﺮﺟﻊ ﻣﺜﻞ ) اﻟﻐﺮض ﻣﻦ‬
‫اﻟﻤﺮﺟﻊ – ﻣﺪى ﻣﺤﺪودﯾﺔ اﻟﻤﺮﺟﻊ – اﻟﻄﺮق اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ اﻟﻤﺮﺟﻊ ‪ ...‬اﻟﺦ(‪ .‬ﺗﺨﺘﻠﻒ ھﺬه اﻟﻨﻘﺎط اﻟﺘﻲ ﺗﻜﺘﺐ ﻋﻨﮭﺎ ﺣﺴﺐ اﻟﻤﻄﻠﻮب‬
‫ﻣﻨﻚ وﻛﺬﻟﻚ ﯾﺨﺘﻠﻒ اﻟﻤﻜﺎن اﻟﺬي ﺗﻜﺘﺒﮭﺎ ﻓﯿﮫ ﻓﻤﻨﮭﻢ ﻣﻦ ﯾﺮى ﻛﺘﺎﺑﺘﮭﺎ أﺳﻔﻞ ﻛﻞ ﻣﺮﺟﻊ وﻣﻨﮭﻢ ﻣﻦ ﯾﺮى ﻛﺘﺎﺑﺘﮭﺎ داﺧﻞ ﺟﺪول ‪ .‬ﻟﻜﻦ‬
‫أﺣﺒﺒﺖ أن أدرﺟﮭﺎ ﻓﻘﻂ ﻟﻼﻧﺘﻔﺎع ﺑﮭﺎ ‪.‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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 ‫ﻃﺮق اﻻﺳﺘﺸﮭﺎد داﺧﻞ اﻟﻨﺺ وﻓﻲ اﻟﻤﺮاﺟﻊ‬
‫ﻣﺮ ﻣﻌﻨﺎ ﺣﺘﻰ ھﺬه اﻟﻠﺤﻈﺔ أﻧﻮاع اﻻﺳﺘﺸﮭﺎد ‪ ،‬وﻟﻜﻦ ھﻞ ﻛﻞ اﻟﻤﺼﺎدر اﻟﺘﻲ ﻧﺴﺘﺸﮭﺪ ﺑﮭﺎ ﺗﺘﺒﻊ ﻃﺮﯾﻘﺔ واﺣﺪة؟ ﺑﻤﻌﻨﻰ ھﻞ ﻃﺮﯾﻘﺔ‬
‫اﺳﺘﺸﮭﺎدك ﺑﻜﺘﺎب ھﻲ ﻧﻔﺴﮭﺎ اﻟﻄﺮﯾﻘﺔ ﻟﻤﻮﻗﻊ اﻧﺘﺮﻧﺖ ؟! ﻃﺒﻌﺎ اﻹﺟﺎﺑﺔ ﻻ ‪.‬‬
‫ﻓﻦ اﻻﺳﺘﺸﮭﺎد‬
‫ھﻨﺎ ﯾﺨﺘﻠﻒ اﻟﻮﺿﻊ أﯾﻀﺎ ھﻞ ﺻﺎﺣﺐ اﻟﻜﺘﺎب ھﻮ ﻣﺆﻟﻒ اﻟﻜﺘﺎب ) ‪ ( Author‬أم اﻟﻤﻌﺪ )اﻟﻤﺤﺮر( ) ‪ ( editor‬وﻛﺬﻟﻚ ﯾﺨﺘﻠﻒ أن ﻛﺎن‬
‫ﻋﺪد اﻟﻤﺆﻟﻔﯿﻦ اﺛﻨﺎن أم ﺛﻼﺛﺔ ﻓﺄﻛﺜﺮ ‪ .‬اﻟﻔﺮق ﺑﯿﻦ اﻟﻨﻮﻋﯿﻦ اﻟﺴﺎﺑﻘﯿﻦ اﻟﻜﺘﺎب اﻟﻤﺆﻟﻒ ھﻮ ﻣﻦ ﯾﻘﻮم ﻣﺆﻟﻒ )ﻣﺆﻟﻔﻮن( ﺑﻜﺘﺎﺑﺘﮫ ﺑﻤﻌﻨﻰ ﻛﻞ ﻣﺎ‬
‫ھﻮ ﻣﻜﺘﻮب ﻣﻨﺴﻮب ﻟﻠﻤﺆﻟﻒ أو اﻟﻤﺆﻟﻔﻮن ‪ .‬أﻣﺎ ﻓﻲ اﻟﻜﺘﺎب ﻣﻦ ﻧﻮع )‪ (edited book‬ﻓﮭﺬا ﯾﻘﻮم ﺷﺨﺺ أو ﻋﺪد ﻣﻦ اﻷﺷﺨﺎص‬
‫ﺑﺈﻋﺪاد ﻣﺤﺘﻮاه ﺑﺤﯿﺚ ﯾﻜﻮن اﻟﻤﺤﺘﻮى ﻷﺷﺨﺎص آﺧﺮﯾﻦ ﺳﺎھﻤﻮا ﻓﻲ ھﺬا اﻟﻜﺘﺎب ﺳﻮاء ﺑﻤﻘﺎﻟﺔ أو ﺑﺒﺤﺚ‪ .‬ﻋﺎدة ﺗﺄﺗﻲ اﻟﻜﺘﺐ ﻣﻦ ھﺬا‬
‫اﻟﻨﻮع ﺑﺄﻗﺴﺎم ﻛﻞ ﻗﺴﻢ ﻣﻨﮭﺎ ﯾﻜﺘﺐ ﻓﯿﮫ ﺑﯿﺎﻧﺎت ﻣﺆﻟﻒ اﻟﻘﺴﻢ واﻟﻤﺮاﺟﻊ اﻟﺘﻲ اﺳﺘﺨﺪﻣﮭﺎ ‪ .‬ﻓﻲ اﻟﺤﻘﯿﻘﺔ داﺧﻞ اﻟﻨﺺ ﻻ ﺗﺴﺘﻄﯿﻊ ﻣﻌﺮﻓﺔ ھﻞ‬
‫اﻟﻤﺆﻟﻒ ﻓﻲ اﻟﻤﺮﺟﻊ ﻣﻦ ﻛﺘﺎب أو ﻣﻦ ‪ edited book‬أو ﻣﻦ دورﯾﺔ )‪(Journal‬؟ اﻟﻤﺮاﺟﻊ ھﻲ اﻟﺘﻲ ﺗﺤﺪد ذﻟﻚ ‪.‬‬
‫ﺑﻌﺾ ﻣﻦ اﻟﻨﻘﺎط اﻟﻤﮭﻤﺔ أو اﻻﻋﺘﺒﺎرات اﻟﺘﻲ ﯾﺠﺐ ﻣﺮاﻋﺎﺗﮭﺎ أﺛﻨﺎء اﺳﺘﺨﺪام اﻻﺳﺘﺸﮭﺎد واﻟﻤﺮاﺟﻊ ‪:‬‬
‫‪-‬إذا ﻛﺎن ﻟﺪﯾﻚ ﻣﺆﻟﻒ أو أﻛﺜﺮ ﻣﻦ اﻟﻤﺴﺘﺤﺴﻦ أن ﺗﺬﻛﺮ أﻟﻘﺎﺑﮭﻢ )اﺳﻢ اﻟﻌﺎﺋﻠﺔ(دون اﻟﺤﺮف اﻷول ﻣﻦ اﺳﻤﮫ دﺧﻞ اﻟﻨﺺ إﻻ إذا ﻛﺎن ھﻨﺎك‬
‫ﻧﻔﺲ اﻟﻌﺎﺋﻠﺔ وﺧﺸﯿﺖ اﻟﻠﺒﺲ‪.‬ﺳﻮاء ﻛﺎﻧﺖ اﻷﺳﻤﺎء داﺧﻞ اﻷﻗﻮاس أم ﺧﺎرﺟﮭﺎ ‪) .‬ﻓﻲ اﻟﻤﺮاﺟﻊ ﯾﺠﺐ ذﻛﺮ اﺳﻢ اﻟﻌﺎﺋﻠﺔ واﻟﺤﺮف اﻷول( ‪.‬‬
‫ﻣﺜﺎل ‪ Smith and Brown‬وﻟﯿﺲ ‪Smith, F and Brown, S‬‬

‫‪ -‬اﺳﺘﺨﺪم اﻟﻜﻠﻤﺔ ‪ and‬إذا ﻛﺎن ﻟﺪﯾﻚ أﻛﺜﺮ ﻣﻦ ﻣﺆﻟﻒ وﺗﺮﯾﺪ اﻟﻔﺼﻞ ﺑﯿﻨﮭﻢ ﻣﺜﺎل ‪:‬‬
‫‪Smith and Brown (2001, p.5) suggest that many children ...‬‬

‫‪ -‬اﺳﺘﺨﺪم اﻟﺮﻣﺰ & ﺑﺪﻻ ﻣﻦ اﻟﻜﻠﻤﺔ ‪ and‬إذا ﻛﺎﻧﺖ اﻷﺳﻤﺎء داﺧﻞ اﻟﻘﻮس ﻣﺜﺎل ‪:‬‬
‫‪Many children are ... (Smith & Brown 2001, p.5).‬‬

‫‪ -‬ﻓﻲ ﺣﺎﻟﺔ اﻻﺳﺘﺸﮭﺎد أو اﻻﻗﺘﺒﺎس إذا ﻛﺎن ﻣﺎ ﺗﻘﺘﺒﺴﮫ ﺑﺄﺣﺪ اﻟﻄﺮق اﻟﺴﺎﺑﻘﺔ ) ﺳﻮاء ﺑﺘﻠﺨﯿﺺ أو ﺑﺘﺮﻛﯿﺐ أو ﺑﺈﻋﺎدة ﺻﯿﺎﻏﺘﮭﺎ ( ﯾﺠﺐ‬
‫أن ﺗﺬﻛﺮ اﻟﻤﺼﺪر ﺳﻮاء ﻓﻲ ﻧﮭﺎﯾﺔ اﻟﺠﻤﻠﺔ أم ﻓﻲ أوﻟﮭﺎ ﻣﺜﺎل ‪:‬‬
‫‪) Smith and Brown (2001, p.5) suggest that many children ...‬اﻟﻤﺼﺪر ﻓﻲ اﻟﺒﺪاﯾﺔ(‬
‫‪) Many children are ... (Smith & Brown 2001, p.5).‬اﻟﻤﺼﺪر ﻓﻲ اﻟﻨﮭﺎﯾﺔ(‬
‫)‪) Smith and Brown suggest that many children ... (2001, p.5‬ﻣﺰﯾﺞ ﻣﻦ اﻟﺒﺪاﯾﺔ واﻟﻨﮭﺎﯾﺔ(‬

‫‪-‬إذا ﻛﺎن ﻟﺪﯾﻚ أﻛﺜﺮ ﻣﻦ ﺛﻼﺛﺔ ﻣﺆﻟﻔﯿﻦ )ﺑﻌﺾ اﻟﺠﺎﻣﻌﺎت ﺗﺮى ھﺬه اﻟﻨﻘﻄﺔ أﻛﺜﺮ ﻣﻦ ﻣﺆﻟﻔﯿﻦ اﺛﻨﯿﻦ ( ﺑﺪﻻ ﻣﻦ ﻛﺘﺎﺑﺔ أﺳﻤﺎء اﻟﻌﺎﺋﻠﺔ ﻟﮭﻢ‬
‫ﻛﻠﮭﺎ ﻓﺈﻧﮭﻢ ﯾﻜﺘﺒﻮن أول اﺳﻢ )اﻟﻌﺎﺋﻠﺔ( ﻷول ﻣﺆﻟﻒ ﻣﺘﺒﻮﻋﺎ ﺑﺎﻟﻜﻠﻤﺎت ‪) et al.‬اﻧﺘﺒﮫ ﻟﻠﻨﻘﻄﺔ ﺑﻌﺪ ﺣﺮف ‪( l‬واﻟﻜﻠﻤﺔ )‪ (et al.‬ﺗﻌﻨﻲ‬
‫)وآﺧﺮون( ﻻﺣﻆ أن )‪ (et al.‬ﻓﻘﻂ داﺧﻞ اﻟﻨﺺ ‪ in-text‬وﻟﯿﺲ ﻓﻲ اﻟﻤﺮاﺟﻊ )ﯾﺠﺐ ﻛﺘﺎﺑﺔ ﻛﻞ اﻷﺳﻤﺎء ﻓﻲ اﻟﻤﺮاﺟﻊ( ﻣﺜﺎل‪:‬‬
‫‪Wildmer et al. 2005 show that ...‬‬

‫‪ -‬إذا ﻟﻢ ﺗﺘﻮﻓﺮ ﻣﻌﻠﻮﻣﺎت ﺑﺸﺄن ﺗﺎرﯾﺦ اﻟﻤﺮﺟﻊ أو اﻟﻮﺛﯿﻘﺔ ﻓﻼ ﯾﺠﺐ ﺗﺮك ﺧﺎﻧﺔ اﻟﺘﺎرﯾﺦ ‪ ،‬ﯾﻜﺘﺐ ﻋﻨﮭﺎ ‪) n.d.‬اﻧﺘﺒﮫ ﻟﻠﻨﻘﻄﺔ ﺑﻌﺪ ﺣﺮف ‪(d‬‬
‫ﺳﻮاء ﻓﻲ داﺧﻞ اﻟﻨﺺ أو ﻓﻲ اﻟﻤﺮاﺟﻊ ﻣﺜﺎل ‪:‬‬
‫‪) According to Smith (n.d.), the internet is ...‬داﺧﻞ اﻟﻨﺺ( )‪(in-text‬‬
‫‪) Smith, J n.d., ' Internet Security ', Saudi Journal, vol.30, no.33, pp.44-78.‬ﻓﻲ ﺻﻔﺤﺔ اﻟﻤﺮاﺟﻊ(‬

‫‪ -‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﺮﻗﻢ اﻹﺻﺪار أو ‪ volume‬ﺗﺨﺘﺼﺮ‪ vol‬أﻣﺎ اﻟﻌﺪد ﻓﯿﺨﺘﺼﺮ ب ‪ no‬ﻻ ﺗﺴﺘﻐﺮب إذا وﺟﺪت اﻟﻜﻠﻤﺔ ‪ iss‬ﻣﻜﺎن ‪.no‬‬
‫اﻹﺻﺪارة ورﻗﻢ اﻟﻌﺪد ﺗﺴﺘﺨﺪم ﻣﻊ اﻟﺪورﯾﺎت )‪ (article journal‬اﻟﻜﻠﻤﺔ ‪ vol‬و ‪ no‬ﺗﺄﺗﻲ ﻋﺎدة ﻣﺘﺒﻮﻋﺔ ﺑﻨﻘﻄﺔ ﺛﻢ رﻗﻢ‪ .‬ھﻨﺎك ﺻﯿﻐﺔ‬
‫أﺧﺮى وھﻲ ﻛﺘﺎﺑﺔ اﻹﺻﺪار واﻟﻌﺪد ﻣﻌﺎ )‪) 50(2) ß vol(no‬ﻗﺪ ﻻ ﺗﻜﻮن ھﺬه اﻟﺼﯿﻐﺔ ﻣﻘﺒﻮﻟﺔ ﻟﻜﻨﮭﺎ ﻣﻮﺟﻮدة ﻋﻠﻰ ﻛﻞ ﺣﺎل (‬

‫‪ -‬ﻛﻘﺎﻋﺪة ﻛﻞ ﺷﻲ ﯾﺄﺗﻲ ﺑﻌﺪ اﻟﻔﺎﺻﻠﺔ ﯾﺠﺐ أن ﯾﻜﻮن ﻣﺘﺒﻮﻋﺎ ﺑﻤﺴﺎﻓﺔ )ﻣﻔﺘﺎح ‪ space‬ﻣﻦ ﻟﻮﺣﺔ اﻟﻤﻔﺎﺗﯿﺢ ( ﻋﻠﻰ اﻓﺘﺮاض اﻧﻚ ﺗﻘﻮم‬
‫ﺑﻜﺘﺎﺑﺔ اﻟﻤﺮاﺟﻊ ﺑﺎﺳﺘﺨﺪام اﻟﻜﻤﺒﯿﻮﺗﺮ‬
‫‪Smith, J n.d., ' Internet Security ', Saudi Journal, vol.30, no.33, pp.44-78.‬‬

‫‪ -‬ﻋﺒﺎرة ‪ as cited in‬أو ‪ . as cited by‬ﻛﻘﺎﻋﺪة ﻟﮭﺎ ‪ . Primary source as cited in Secondary source‬ﻟﻨﻔﺮض اﻧﻚ‬
‫ﻗﺮأت ﻛﺘﺎب أو ﻣﻘﺎل ﻟﻠﻤﺆﻟﻒ ‪ Smith‬وھﺬا اﻟﻤﺆﻟﻒ اﺳﺘﺸﮭﺪ ﺑﻤﺼﺪر أو ﺑﻜﻼم ﻟﺸﺨﺺ آﺧﺮ وﻟﯿﻜﻦ ‪ Peter‬وأﺣﺒﺒﺖ أن ﺗﺬﻛﺮ ﻛﻼم‬
‫‪ Peter‬ﻛﻨﻮع ﻣﻦ اﻻﺳﺘﺸﮭﺎد ﻓﻲ ھﺬه اﻟﺤﺎﻟﺔ أﻧﺖ ﻟﻢ ﺗﻘﺮا ﻛﻼم ‪ Peter‬ﻣﺒﺎﺷﺮة ﺑﻞ ﻗﺮأﺗﮫ ﻋﻦ ﻃﺮﯾﻖ ﺷﺨﺺ ‪ Smith‬ﻟﺬﻟﻚ ﺑﺒﺴﺎﻃﺔ‬
‫ﺳﺘﺘﻀﻤﻦ ‪ Smith‬ﯾﻌﺘﺒﺮ ﻣﺼﺪر ﺛﺎﻧﻮي و ‪Peter‬ﯾﻌﺘﺒﺮ ﻣﺼﺪر أﺳﺎس ‪ .‬وﻓﻲ ھﺬه اﻟﺤﺎﻟﺔ ﺗﻜﺘﺐ ‪Peter, as cited by Smith :‬‬
‫‪ (2001), suggests that ...‬وﻛﺄﻧﻚ ﺗﻘﻮل ) ‪ Peter‬ﻣﺴﺘﺸﮭﺪا ﺑﮫ ﻓﻲ ﻛﺘﺎب ‪ ( Smith‬وﻓﻲ ﺻﻔﺤﺔ اﻟﻤﺮاﺟﻊ ﻓﻘﻂ ﻧﺬﻛﺮ أن اﻟﻤﺮﺟﻊ‬
‫ﻟﮭﺬا اﻟﻜﻼم ھﻮ ‪ Smith‬وﻻ ﻧﺬﻛﺮ‪ Peter‬ﻓﻲ اﻟﻤﺮاﺟﻊ ﻷﻧﻨﺎ ﻟﻢ ﻧﻘﺮا ﻣﺎ ﻛﺘﺒﮫ ‪ Peter‬ﻣﺒﺎﺷﺮه ‪.‬‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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 ‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺴﻨﺔ اﻟﻤﻮﺟﻮدة ھﻨﺎ ‪ Peter, as cited by Smith (2001), suggests that ... :‬ﻓﮭﻲ ﺧﺎﺻﺔ ﺑﺎﻟﺘﺎرﯾﺦ اﻟﻤﺘﻌﻠﻖ ب‬
‫‪ Smith‬وﻣﻦ اﻟﻤﻤﻜﻦ ﻛﺘﺎﺑﺔ ھﺬه اﻟﻘﺎﻋﺪة ﺑﺄﺳﻠﻮب آﺧﺮ ‪) :‬داﺧﻞ اﻟﻨﺺ وﻟﯿﺲ ﻓﻲ اﻟﻤﺮاﺟﻊ(‬
‫‪Indirectly‬‬

‫)‪• (Brown 1966 cited in Bassett 1986‬‬

‫‪or directly‬‬

‫•‬ ‫‪Research recently carried out by Brown (1966 cited in Bassett 1986) found that‬‬
‫•‬ ‫…‪White, as cited by Black (1994), suggests that‬‬

‫وﻓﻲ اﻟﻤﺮاﺟﻊ ﻗﺪ ﺗﺬﻛﺮ ‪ cited in‬ﺑﻄﺮﯾﻘﺔ أﺧﺮى )اﻟﺤﺎﻟﺔ ھﻨﺎ ﻛﺘﺎب ﯾﺴﺘﺸﮭﺪ ﺑـ ‪ . (article in journal‬ﻣﺜﺎل ‪:‬‬
‫‪In text :‬‬
‫… )‪Hinters, Brwefleski and Flecko (1958, cited in Toggle 1962, p5‬‬

‫‪References‬‬
‫‪Hinters, AN, Brwefleski, AP & Flecko, Z 1958, 'Wind turbines', Journals of Wind and Energy,‬‬
‫‪vol.17, no.1, pp52-61, cited in Toggle, Y 1962, Natural Energies, Macmillan, London, p5.‬‬
‫‪Or‬‬
‫‪Toggle, Y 1962, Natural Energies, Macmillan, London, p5.‬‬

‫ﻃﺮﯾﻘﺔ اﻻﺳﺘﺸﮭﺎد ﻣﻦ ﻛﺘﺎب ﻟﮫ ﻣﺆﻟﻒ‬

‫‪Author’s family name, Initial(s) year, Title of Book, Edition, Publisher, Place of Publication.‬‬
‫اﻟﻤﺆﻟﻒ ‪/‬ﻣﺆﻟﻔﻮن‬ ‫ﺳﻨﺔ ﻃﺒﺎﻋﺔ اﻟﻜﺘﺎب‬ ‫اﻹﺻﺪار ﻋﻨﻮان اﻟﻜﺘﺎب‬ ‫اﻟﻨﺎﺷﺮ‬ ‫ﻣﻜﺎن اﻟﻨﺸﺮ‬

‫ﻻﺣﻆ ﻣﺎ ﯾﻠﻲ ‪:‬‬

‫‪ -‬ﺑﻌﺪ اﻟﻔﺎﺻﻠﺔ ﯾﺠﺐ ﺗﺮك ﻣﺴﺎﻓﺔ‬
‫‪ -‬ﻋﻨﻮان اﻟﻜﺘﺎب ﺑﺨﻂ ﻣﺎﺋﻞ‬
‫‪ -‬اﻟﻨﻘﻄﺔ ﻓﻲ ﻧﮭﺎﯾﺔ اﻻﺳﺘﺸﮭﺎد‬
‫ﻣﺜﺎل ‪:‬‬
‫‪Levy, J 2007, Racing through History: Stock Cars then to Now, Children’s Press, New York.‬‬

‫ﻃﺮﯾﻘﺔ اﻻﺳﺘﺸﮭﺎد ﻣﻦ ‪ Chapter‬ﻓﻲ ‪edited book‬‬

‫‪Kalra, D & Ingram, D 2006, 'Electronic Health Records'. in K Zielinski, M Duplaga & D Ingram‬‬
‫‪(eds), Information Technology Solutions for Healthcare, Springer, London, pp.135-175.‬‬
‫ﻣﺆﻟﻒ ‪/‬ﻣﺆﻟﻔﻮن ال ‪ ' Chapter‬ﻋﻨﻮان ال ‪ Chapter‬ﺑﺨﻂ ﻋﺎدي ' اﻟﻜﻠﻤﺔ ‪ in‬ﺛﻢ اﻟﺤﺮف اﻷول ﻣﻦ اﺳﻢ ﻛﻞ ﺷﺨﺺ ﻣﺘﺒﻮع‬
‫ﺑﺎﻟﻌﺎﺋﻠﺔ وﻓﻲ اﻟﻨﮭﺎﯾﺔ )‪ (eds‬اذا ﻛﺎن ھﻨﺎك ﻋﺪة ﻣﻌﺪون أو ﻣﻌﺪ )ﻣﺤﺮر( واﺣﺪ)‪ (ed.‬اﻧﺘﺒﮫ ﻟﻠﻨﻘﻄﺔ ﻋﻨﻮان اﻟﻜﺘﺎب ﺑﺨﻂ ﻣﺎﺋﻞ‬
‫اﻟﻨﺎﺷﺮ وﻣﻜﺎن اﻟﻨﺸﺮ واﻟﺼﻔﺤﺎت اﻟﻤﻘﺘﺒﺲ ﻣﻨﮭﺎ ال ‪Chapter‬‬

‫ﻻﺣﻆ ﻣﺎ ﯾﻠﻲ ‪:‬‬

‫‪ -‬ﺑﻌﺪ اﻟﻔﺎﺻﻠﺔ ﯾﺠﺐ ﺗﺮك ﻣﺴﺎﻓﺔ‬
‫‪ -‬اﺳﻢ اﻟﻌﺎﺋﻠﺔ ﺛﻢ اﻟﻔﺎﺻﻠﺔ ﺛﻢ اﻟﺤﺮف اﻷول ﻟﻤﺆﻟﻒ ال ‪Chapter‬‬
‫‪ -‬ﻋﻨﻮان ال ‪ Chapter‬ﺑﯿﻦ ﻋﻼﻣﺘﻲ ﺗﻨﺼﯿﺺ ﻣﻔﺮدة '‬
‫‪ -‬اﻟﺤﺮف ‪ in‬ﺛﻢ اﻟﺤﺮف اﻷول ﻣﺘﺒﻮﻋﺎ ﺑﺎﺳﻢ اﻟﻌﺎﺋﻠﺔ ) ﻻ ﯾﻮﺟﺪ ﻓﺎﺻﻠﺔ ھﻨﺎ ( ﻟﻤﻌﺪي اﻟﻜﺘﺎب ﻣﺘﺒﻮﻋﺔ ب ‪ eds‬أو ‪ ed.‬اﻧﺘﺒﮫ ﻟﻠﻨﻘﻄﺔ‬
‫‪ -‬اﻟﻨﻘﻄﺔ ﻓﻲ ﻧﮭﺎﯾﺔ اﻻﺳﺘﺸﮭﺎد‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

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 Journal Article ‫ﻃﺮﯾﻘﺔ اﻻﺳﺘﺸﮭﺎد ﻣﻦ‬
Author's family name, Initial(s) year, 'Title of article', Title of Journal, volume, issue number, page
range, accessed date, database name (OR URL).

: ‫ﻻﺣﻆ اﻟﺘﺎﻟﻲ‬
‫ ﺑﻌﺾ اﻟﻜﻠﯿﺎت واﻟﺠﺎﻣﻌﺎت ﺗﻀﻊ ھﺬا اﻟﺸﺮط إذا ﻛﺎﻧﺖ اﻟﺪورﯾﺔ ﻣﻮﺟﺪ ﻟﮭﺎ‬accessed date, database name (OR URL).-
‫راﺑﻂ ﻋﻠﻰ اﻻﻧﺘﺮﻧﺖ‬
'Title of article' ‫ ﻋﻨﻮان اﻟﻤﻘﺎل ﺑﯿﻦ ﻋﻼﻣﺘﻲ ﺗﻨﺼﯿﺺ ﻣﻔﺮدة‬-
‫ اﺳﻢ اﻟﺪورﯾﺔ ﻓﻘﻂ ﺑﺨﻂ ﻣﺎﺋﻞ‬-

‫ﻣﺜﺎل‬
Natesan, C 2005, 'The Impact of the Internet on Health Care Services', Journal of the American
Academy of Business, vol.7, no.2, pp.247-251.

: ‫ﺗﻨﻮﯾﮫ‬
‫ﺳﺒﻖ وأن ذﻛﺮت أن ﻟﻜﻞ ﺟﺎﻣﻌﮫ أﺳﻠﻮﺑﮭﺎ وﻃﺮﻗﮭﺎ ﻓﻲ اﻟﺘﻌﺎﻣﻞ ﻣﻊ أﺳﺎﻟﯿﺐ أو أﻧﻤﺎط اﺳﺘﺨﺪام اﻟﻤﺮاﺟﻊ واﻟﺘﻮﺛﯿﻖ وﻧﻈﺮا ﻟﺼﻌﻮﺑﺔ‬
‫اﻟﺘﻮﺻﻞ ﻟﺠﻤﻊ ﻣﺜﻞ ھﺬه اﻻﺧﺘﻼﻓﺎت ﻓﺎﻷﻓﻀﻞ اﻟﺮﺟﻮع ﻟﻠﻤﺼﺎدر اﻟﺮﺋﯿﺴﯿﺔ ﻓﻲ اﻟﺠﺎﻣﻌﺔ وھﻲ ﻣﺎ ﺗﻜﻮن ﻏﺎﻟﺒﺎ ﻓﻲ اﻟﻤﻜﺘﺒﺔ‬

: ‫أﻣﺜﻠﺔ ﻣﺘﻨﻮﻋﺔ ﻓﻲ اﻻﺳﺘﺸﮭﺎد‬

According to
According to ___ , ___
• According to Smith (2001), …
• According to Smith (2007, p.12), … ‫ وﺑﺎﻟﻨﺴﺒﺔ‬. ‫ھﺬه ھﻲ اﻟﺼﯿﻐﺔ اﻟﻌﺎﻣﺔ ﻟﮭﺎ‬
• According to a [ report, study, … ] by Gaddis (2008) , … ‫ﻟﻠﺘﺮﺟﻤﺔ إﻟﻰ اﻟﻌﺮﺑﯿﺔ ﻓﻘﺪ ﺗﻜﻮن ﺑﻤﻌﻨﻰ‬
• According to a WHO’s [report,… ] (2006),… .. ‫وﻓﻘﺎ ل‬
• According to security issues, … .. ‫ﺑﺎﻟﻨﺴﺒﺔ ل‬
• According to Bill Gates ‘s view point, … ( ‫) ﻻ ﺗﺪﻗﻖ ﺑﺎﻟﺘﺮﺟﻤﺔ ﻷﻧﻚ ﺗﺘﻌﺐ‬
• According to Smith (as cited in Brown 2000, pp.12-15)
• According to statistics of Ministry of Environment in Korea
• According to a report from the National Research , …
• According to Smith and White, evidence shows that

Claim
• Smith (2001) claims that … ‫ ﻗﺪ ﺗﺄﺗﻲ ﻣﺮة ﺑﺤﺎﻟﺔ ﻓﻌﻞ ﻛﻤﺎ ﻓﻲ اﻟﺤﺎﻟﺔ‬claim ‫ھﻨﺎ‬
• Smith’s theory (2001) claims that … ‫اﻷوﻟﻰ واﻟﺜﺎﻧﯿﺔ أو ﻗﺪ ﺗﺄﺗﻲ اﺳﻢ ﻛﻤﺎ ﻓﻲ اﻟﺤﺎﻟﺔ‬
• Smith’s claim is … ‫اﻟﺜﺎﻟﺜﺔ أو ﻣﻊ اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﮭﻮل ﻛﻤﺎ ﻓﻲ أﺧﺮ ﻣﺜﺎﻟﯿﻦ‬
• It has been claimed by Smith (2001) that
• It has been claimed that … by Smith (2001) …

Suggest
• Smith (2001) suggests that …/ Smith and brown (2001) suggest that …
• Security , as Smith (2001) suggests, needs to …
• A report by security consortium (2001) suggests that …
• Smith’s suggestion is …/ Smith’s suggestions are …
• It has been suggested by Smith (2001) that
• It has been suggested that … by Smith (2001) …

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

41
Evidence (‫ ھﺬه اﻟﻜﻠﻤﺔ ﻟﯿﺲ ﻟﮭﺎ ﺟﻤﻊ )راﺟﻊ اﻟﻘﻮاﻋﺪ‬Evidence
• Evidence from Smith suggests that… • A lot of evidence reveal that …
• Evidence from Micro Soft shows that… • Evidence from Smith reveals that …
• Evidence on gene technology shows that …
• Evidence of the number of hacked databases is …
• Evidence may be
• Evidence may provide …
• Evidence indicates that…
• Further evidence indicates that …
• There is also evidence shows that…
• Another study conducted by Smith (2003) explored

Research ‫ أﯾﻀﺎ ﺗﻌﺎﻣﻞ ﻣﻌﺎﻣﻠﺔ ﻏﯿﺮ اﻟﻤﻌﺪود‬Research

• Recent research shows that … A lot of research …
• A lot of research reveal that … ‫ﻛﺘﺒﺴﯿﻂ ﻟﺒﻌﺾ اﺳﺘﺨﺪاﻣﺎﺗﮭﺎ ﻓﻲ اﻻﺳﺘﺸﮭﺎد‬
• Research has been unveiled … Research + prep (a topic)
• Research about the internet
• Research in computer…
• Research into religious beliefs …
• Research on population growth …
• Research by (Smith /WHO) reveals that …
• Research of (Smith /WHO) reveals that …
• Research during the last two decades /years …
• Research between 2000 and 2003…

Over the past ten years /few decades /few years…

Sine the last two years … introduction ‫ﺟﻤﻞ ﯾﻤﻜﻦ اﺳﺘﺨﺪاﻣﮭﺎ ﻓﻲ‬

The role of …
The impact of …

At present, …
Nowadays, …
These days, …

definition ‫ﺟﻤﻠﺔ ﺗﺼﻠﺢ ﻓﻲ‬

In this context, the term “ xxxx ” [ refers to … ] ‫ھﺬه اﻟﺮواﺑﻂ ﻟﻔﺼﻠﮭﺎ ﻋﻦ ال‬
is used to refer to … Background
can be defined as …

Preview ‫ و‬Thesis ‫ﺟﻤﻞ ﻣﺘﻨﻮﻋﺔ ﻟﻠﺪﺧﻮل ﻓﻲ‬

Therefore, it can be argued that …
Therefore, this essay will argue …

This will be justified by (considering /looking at) (three /two) (key –main – major ...) factors/areas.
These factors /areas are ...

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

42
A general reason for this is that … ‫اﻟﻤﺒﺮرات اﻟﻌﺎﻣﺔ‬/‫ﺟﻤﻞ ﺗﺼﻠﺢ ﻓﻲ ﺑﺪاﯾﺔ اﻟﻤﺒﺮر‬
In general , … General reason
Generally, …
Several studies has conducted in …

Accordingly, ‫اﻟﻤﺒﺮرات اﻟﺨﺎﺻﺔ‬/‫ﺟﻤﻞ ﺗﺼﻠﺢ ﻓﻲ ﺑﺪاﯾﺔ اﻟﻤﺒﺮر‬

Specifically, … Specific reason
More specific,
In particular, …
Practically,…
In this case ,…
For this …
For example, …

This means that... ‫ھﺬه اﻟﺠﻤﻞ ﺗﺼﻠﺢ ﻓﻲ ﺣﺎﻟﺔ اﻟﺘﻌﻠﯿﻖ أو ﻧﻘﺪ أو ﺗﻮﺿﯿﺢ اﻷدﻟﺔ اﻟﻤﻘﺪﻣﺔ‬
This clearly implies that... Critical Analysis ‫أو ﺑﺎﻷﺣﺮى ﺗﺴﺘﺨﺪم ﻓﻲ‬
This example shows that...
This evidence obviously explains that...

These statistics clearly show that...

It can be seen that...

Clearly, it can be predicted that...

Clearly, it can be seen that the major role of...
This evidence shows that...

All studies above indicate that...

This study supports the view that...
This evidence supports the view that...
The evidence demonstrates that...
This evidence shows that / This study shows...
It is obvious from this evidence that...
It is clear that...
This case shows the importance...
It is obvious from this study that...

Clearly, the study shows that...

It is obvious from this study that...
The evidence shows this...
This evidence proves that...

This evidence shows that...

It can be understood that...
A lot of evidence point out that …

‫ ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬/ ‫إﻋﺪاد‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

43
‫‪Therefore, ...‬‬ ‫ھﺬه اﻟﺠﻤﻞ ﺗﺼﻠﺢ ﻓﻲ اﻟﺨﺎﺗﻤﺔ ‪conclusion‬‬
‫‪Consequently, ...‬‬
‫‪In this way, ...‬‬
‫‪based on the evidence and examples shown above ...‬‬
‫‪To conclude, ...‬‬
‫‪Therefore, it is clear that...‬‬
‫‪Thus, ...‬‬
‫… ‪Hence,‬‬
‫‪In conclusion,...‬‬

‫‪All studies above indicate that...‬‬

‫‪The above studies provide evidence for...‬‬
‫… ‪In conclusion, these studies confirm that‬‬

‫… ‪It can be concluded that‬‬

‫… ‪It can be suggested that‬‬
‫… ‪It is recommended that‬‬
‫… ‪It can be predicted that‬‬
‫… ‪It can be concluded that‬‬

‫…‪Based on these ,‬‬

‫ﺧﺘﺎم ھﺬه اﻟﻤﺬﻛﺮة‬

‫ﺷﻜﺮا ﻟﻘﺎرئ ھﺬه اﻟﺴﻄﻮر ‪...‬‬
‫ﺗﺬﻛﺮ ﺑﺄﻧﻲ ﺑﺸﺮ ﻗﺪ اﺧﻄﺄ وﻗﺪ أﺻﯿﺐ ‪ ...‬ﻓﺎﺟﺒﺮ ﻋﺜﺮﺗﻲ إن أﺧﻄﺄت‬

‫أﺧﺬت ﻣﻨﻲ ھﺬه اﻟﻤﺬﻛﺮة وﻗﺘﺎ ﻛﺒﯿﺮا ‪...‬‬

‫وﻟﻲ ھﺪف ﻓﻲ ﺣﺎﻟﺔ اﻧﺘﻔﺎﻋﻚ ﻣﻨﮭﺎ ‪ . .‬وھﻮ دﻋﺎﺋﻚ ﻟﻮاﻟﺪﺗﻲ ﺑﺎﻟﻤﻐﻔﺮة ‪ ،‬ﺛﻢ دﻋﺎﺋﻚ ﻟﻲ ﺑﺎﻟﺘﻮﻓﯿﻖ‪.‬‬

‫اﻛﺮر اﻟﺸﻜﺮ ﻣﺮة أﺧﺮى ﻟﻜﻞ ﻣﻦ ﺳﺎھﻢ ﻣﻌﻲ ﺣﺘﻰ ﺧﺮﺟﺖ ھﺬه اﻟﻤﺬﻛﺮة ﺑﺎﻟﺼﻮرة اﻟﺘﻲ ﺗﺮاھﺎ وﺗﻘﺮﺋﮭﺎ‬

‫اﻟﻠﮭﻢ إﻧﻲ أردت ﺑﮭﺬا اﻟﻌﻤﻞ وﺟﮭﻚ اﻟﻜﺮﯾﻢ ‪ ...‬ﻓﻮﻓﻘﻨﻲ ﺑﮫ ﯾﺎ ﻛﺮﯾﻢ‬

‫اﻟﻠﮭﻢ ﺧﻔﻒ ﻋﻨﺎ ﻏﺮﺑﺘﻨﺎ ووﺣﺪﺗﻨﺎ و اﺣﺸﺮﻧﺎ ﻣﻊ ﻣﻦ ﻧﺤﺐ ‪...‬‬
‫اﻟﻠﮭﻢ أﺣﻔﻆ أھﻠﯿﻨﺎ وﻣﻦ أﺣﺒﺒﻨﺎ ﻣﻦ ﻋﺒﺎدك ﻓﯿﻚ ‪...‬‬
‫اﻟﻠﮭﻢ ﻻ ﺗﺠﻌﻞ ﻓﻲ ﻗﻠﻮب اﻟﻨﺎس ﺣﻘﺪا أو ﺿﻐﯿﻨﺔ ﻋﻠﯿﻨﺎ ‪...‬‬
‫اﻟﻠﮭﻢ ﯾﺴﺮ ﻟﻲ أﻣﺮ دراﺳﺘﻲ واﺟﻌﻠﻨﻲ اﺑﺘﻐﻲ ﺑﮭﺬا اﻟﻌﻠﻢ وﺟﮭﻚ اﻟﻜﺮﯾﻢ‬

‫اﻧﺘﮭﺖ وﺑﺎﷲ اﻟﺘﻮﻓﯿﻖ ‪،،،‬‬

‫ﻣﺤﺒﻜﻢ ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬

‫إﻋﺪاد ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻧﻮاف اﻟﺤﺮﺑﻲ‬ ‫أﺳﺲ اﻟﻜﺘﺎﺑﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬

‫‪44‬‬