ASSEB HSLC Urdu (MIL) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Markazi khayal

The central idea or message of a prose lesson or poem, stated as the writer's intended point rather than a summary of events. Examiners ask for it directly in Nasr and Nazm questions.

Khulasa (summary)

A compressed third-person retelling of a prose passage that keeps the writer's sequence of ideas while dropping dialogue, repetition, and illustrative detail. Judged on brevity and fidelity to the original.

Muhavara

An Urdu idiom whose meaning is figurative, not literal. In exams it must be explained by sense and then used in a fresh sentence that shows the figurative meaning clearly.

Lafz–maani pairing

A vocabulary item matching an Urdu word from the prescribed lesson to its meaning. Meanings are drawn from the textbook glosses, so learn them as they appear in context.

Nasr author matching

An objective item pairing a prescribed prose lesson with its author and literary period. High-frequency across papers, so memorise author–title pairs for every lesson in the syllabus.

Tashbeeh

The Urdu poetic device of explicit simile, where one thing is compared to another using a comparison word such as 'like' or 'as'. Named directly in device-identification questions.

Isti'ara

Metaphor in Urdu poetry: the comparison word is dropped and the image is stated directly. Distinct from tashbeeh, and the two are not interchangeable in answers.

Radif and qafiya

Radif is the repeated word or phrase at line-end; qafiya is the rhyming sound immediately before it. Both must be identified before commenting on a ghazal's rhyme scheme.

Husn-e-ta'lil

A poetic device that invents a pleasing imaginary cause for a real fact, making the effect seem logically produced by the image. Examiners ask for it by name in nazm appreciation.

Azad nazm

Free verse in Urdu: a poem with a single theme that abandons the fixed metre but may retain rhyme. Contrasts with mu'arra nazm, which drops both metre and rhyme.

Tafheem (verse explanation)

Explanation of a poetic verse covering literal meaning, the poetic device used, and the poet's intended feeling, in that order. Key words from the verse should be reused.

Matla and maqta

Matla is the opening couplet of a ghazal where both lines rhyme; maqta is the closing couplet, often carrying the poet's pen name (takhallus). Standard ghazal-structure terms.

Rapid Reader plot order

A timeline item asking which event happened first, next, or last in the supplementary text. Build a five- or six-event sequence from the story before the exam.

Character trait with evidence

A supplementary-reading answer format naming one quality of a character and citing a specific incident that proves it. Trait alone earns only partial credit.

Ism-e-khas

The Urdu grammar term for a proper noun, naming a specific person, place, or thing. Contrasts with ism-e-aam, the common noun, in parts-of-speech classification items.

Fail-e-majhool

The passive verb form in Urdu, where the action is attributed to the object rather than a named doer. Contrasts with fail-e-ma'loom, the active form with a known subject.

Mazi, haal, mustaqbil

The three Urdu verb tenses: mazi is past, haal is present, and mustaqbil is future. Tense identification is a standard grammar item and affects sentence correction.

Wahid–jama drill

A singular-to-plural recall exercise in Urdu grammar. Masculine obliques often take -on, many feminines take -ein, and broken plurals must be memorised individually.

Muzakkar–muannas

The masculine–feminine gender classification of Urdu nouns. Gender determines verb and adjective agreement, so errors here are the most common planted mistake in correction items.

Islaah (sentence correction)

A grammar task fixing one planted error per sentence: wrong gender agreement, wrong postposition, wrong plural, or misplaced word order. Only the faulty element should be changed.

Darkhwast format

The formal Urdu application: addressee, date, subject line, brief body stating the request, and a polite closing with name and class. Distinct from the informal personal letter.

Mazmoon structure

An Urdu essay built from an introduction stating the topic, two or three body paragraphs each with one idea and example, and a conclusion restating the position without new material.

Report writing

A factual Urdu composition answering the five Ws in past tense and third person, with a headline, dateline, and neutral closing sentence. Personal opinion is excluded.

Khangi khat

A personal letter in Urdu using informal address, first person, and a warm personal closing. Register must stay distinct from the formal application throughout.

Para (paragraph) unity

A short composition marked on single-topic focus: one topic sentence, supporting detail, and a closing line, all on the same subject without drifting.

Idiom in translation

An idiom in the source language must be replaced by an idiom of matching sense in the target language, not translated word by word. Literal rendering loses the mark.

Passage translation criteria

Translation of a passage is marked for accuracy, fluency, and completeness. No clause may be omitted and no explanation may be inserted inside the translated text.

Dialogue completion

An applied-skills item requiring a reply that directly answers the preceding turn and preserves the politeness level of the exchange. Off-topic replies earn nothing.

Izafat construction

A Persian-style Urdu possessive linking two nouns with a short -e- sound, written with a small zer below the first word, as in mulk-e-khuda. A spelling and grammar marker.

Nun-e-ghunna

The Urdu letter marking nasalisation, written without a dot over the bowl. Confusing it with dotted nun is a standard spelling error in dictation and correction items.

Sher and misra

A sher is a couplet of two lines called misra, expressing a single idea. A ghazal is a sequence of shers, each potentially carrying its own separate theme.

Mauzu versus markazi khayal

Mauzu is the subject a poem is about; markazi khayal is the message it conveys. Examiners treat these as separate questions, so answer each in its own terms.