essay school on urdu

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MERA SCHOOL ESSAY IN URDU | میرا اسکول پر ایک مضمون

A school is a place where we learn and grow. It’s a second home for many of us, and it’s a place where we form lifelong friendships. A school is also a place where we learn about the world and our place in it.

In this essay, I’ll be discussing my school and what it means to me. I’ll be talking about the good and the bad, the things I love and the things I don’t, and what I think makes my school special. I hope that, after reading my mera school essay in Urdu, you’ll have a better understanding of what a school means to its students.

TEN LINES ESSAY IN URDU ON MERA SCHOOL

Going to school is something that we all have in common. It’s a place where we learn about the world and ourselves. And for most of us, it’s an essential part of our lives. But what makes a school? What makes it a place where we can learn and grow?

Many things contribute to a school’s atmosphere and environment. But I believe that one of the most important things is the people who make up the school. The teachers, staff, and students all play a role in shaping the culture of a school. And I believe that the culture of a school can have a big impact on how effective it is as a learning environment.

In conclusion, schools today are very different from when I was growing up. They are more diverse, with more options for students to choose from. They are also more focused on preparing students for the real world. I believe that these changes have been for the better, and I am grateful for the education I received. I hope you enjoy reading this school mazmoon in Urdu for grade 1, 2, 3, 4, 6, 7 and other classes, still my memories of my first-day(pehla din) school remember again thanks for your love.

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Mera School Essay In Urdu

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میں نیشنل پبلک ہائی سکول دہلی کا طالب علم ہوں۔ ہر شخص کو اپنا گھر، اپنا محلہ، اپنا شہر اور اپنا دیش پیارا ہوتا ہے۔ اسی طرح ہر طالب علم کو اپنا سکول پیارا ہوتا ہے۔ مجھے بھی اپنے اسکول کے ساتھ خاص لگاؤ ہے۔

میں نے اپنے بچپن کے دس سال اس اسکول میں گزارے ہیں اس لئے مجھے اس اسکول کی ہر چیز سے عشق و محبت ہے۔ اس کی اینٹیں، اس کے درخت، پیڑ، پودے،دیواریں، کمرے، سب کے ساتھ مجھے بہت محبت ہے۔ مجھے یہ اسکول اپنے وجود کا ایک حصہ دکھائی دیتا ہے۔ اپنے اسکول کا ہر طالب علم اور چپڑاسی تک مجھے پیارا ہے۔ میں اس اسکول کے اسٹاف کا نہایت ہی احترام کرتا ہوں اور تمام اساتذہ مجھ پر مہربان ہیں۔

اس اسکول کے ٹیچر ہمیں اپنے بچوں کی طرح پڑھاتے ہیں۔ ہم میں سے ہر ایک کی طرف خاص دھیان دیتے ہیں۔ وہ ہمارے دکھ سکھ کے ساتھی ہیں۔نہایت ہی محنتی اور لائق ہیں۔ ہیڈ ماسٹر صاحب کو جب بھی دفتر کے وقت میں فرصت ملتی ہے تو وہ مطالعہ کرنے لگتے ہیں۔ان کے گھر اور آفس میں تو کتابوں کے ڈھیر لگے رہتے ہیں۔ آپ اتنے اچھے ہیں کہ جو کچھ بھی گھر میں رہ کر یا اسکول آ کر پڑھتے ہیں اس بارے دوسرے دن صبح کی اسمبلی میں سنا دیتے ہیں اس طرح سے ہماری واقفیت میں ہر روز اضافہ ہوتا رہتا ہے اور ہمیں نئی نئی باتوں کے بارے میں پتہ چلتا رہتا ہے۔

ہمارے استاد صاحبان بھی جو کچھ پڑھتے ہیں اس بارے میں کلاس میں اکثر بتا دیا کرتے ہیں۔ اس طرح زمانہ طالب علمی میں ہماری معلومات کافی وسیع ہوگئی ہیں اور ہم ہر موضوع کے بارے میں تھوڑا بہت ضرور جانتے ہیں۔ اگر یہ کہا جائے کہ ہمارے اسکول میں ویسی ہی پڑھائی ہوتی ہے جیسی ہونی چاہیے تو غلط نہ ہو گا کیونکہ تعلیم کا اصل مقصد بھی یہی ہے کہ طالب علم کے دماغ کی پرورش ہو اور وہ لگاتار ہو تی رہتی ہے۔

ہمارا سکول کافی پرانا ادارہ ہے شاید اس شہر کا سب سے پرانا سکول ہے۔اس کی عمارت کافی بڑی ہے۔ ایک کشادہ ہال ہے جس میں تین چار سو طالبعلم بیٹھ سکتے ہیں۔ ہمارے سالانہ امتحان اسی حال میں ہوتے ہیں۔ کبھی کبھار شہر والے کوئی اجلاس یہاں بلا لیتے ہیں۔ ہائی اسکول میں تیس چالیس کمرے ہیں یہ نہایت صاف ستھرے ہیں۔صبح صفائی کرنے والا انہیں صاف کرتا ہے اور پھر شام کے وقت جب اسکول میں چھٹی ہوجاتی ہے تو وہ دوبارہ صفائی کرتا ہے۔ اسکول کا چپراسی رامدین باری باری سارے کمروں میں میزوں پر پڑی ہوئی دھول جھاڑتا ہے۔ صبح کے وقت کمروں میں صفائی کرنے کے بعد معمولی چھڑکاؤ بھی کردیتا ہے۔ کبھی کبھی اسکول کا مالی اس کا ہاتھ بٹاتا ہے اور چپراسی چھٹی والے دن مالی کی ہر طرح سے مدد کرتا ہے۔

صفائی کے ساتھ ساتھ اس اسکول میں روشنی کا بھی معقول انتظام ہے۔ جب میں اس اسکول میں داخل ہوا تھا تو اس وقت کمروں میں پنکھے کم ہی تھے مگر اب ہر کمرے میں دو دو تین تین پنکھے لگے ہوئے ہیں۔ اسکول کی اپنی کینٹین بھی ہے جہاں چائے اور کھانے پینے کا سامان کافی سستے میں مل جاتا ہے۔اس کینٹین میں بھی صفائی کا خاص خیال رکھا جاتا ہے۔ ہیڈ ماسٹر صاحب ہر دوسرے تیسرے روز کینٹین اور کمروں کا معائنہ کرتے ہیں۔اسکول میں ایک سٹیشنری کی دکان ہے جہاں بازار کے مقابلے میں سبی پن اور کتابیں وغیرہ سستے دام میں مل جاتی ہیں۔

صفائی کے ساتھ ساتھ اسکول میں پڑھائی کے بہتر طریقے اپنائے جاتے ہیں۔پڑھائی کے وقت نالائق طلبہ کا خاص خیال رکھا جاتا ہے۔ فالتو ٹائم دے کر ان کی کمی دور کی جاتی ہے۔ ہر دو تین ماہ بعد والدین کو اپنے بچے کی پڑھائی اور اس کی ترقی وغیرہ کے بارے میں اطلاع دی جاتی ہے۔ اسکول میں ہر آخری اتوار کو والدین استاد کا اجلاس بلایا جاتا ہے اس طرح والدین اور استاد صاحبان کے تعلقات زیادہ گہرے ہوتے جاتے ہیں۔ اگر کوئی لڑکا غلط ہو یا پڑھائی میں کمزور ہو تو اس کے والدین سے صلاح کرکے اسے سدھارنے کی کوشش کی جاتی ہے۔ تعلیم کی طرف خاص دھیان دینے کی وجہ سے سکول کے نتائج دوسرے اسکولوں کے مقابلے میں نہایت ہی اعلی آتے ہیں۔ بہت سے طلباء ہر سال میرٹ لسٹ میں آتے ہیں۔

اس اسکول کے پڑھے ہوئے بہت سے طلباء اب بڑے بڑے عہدوں پر لگے ہوئے ہیں۔ کچھ ایک فوج میں بھی ہیں۔ ہمارے ھیڈماسٹرصاحب یہ کوشش کرتے ہیں کہ اسکول کے اولڈ بوائز سال میں ایک مرتبہ ضرور اکھٹے ہوا کریں۔ ایسا عام طور پر دیوالی یا عید کے دنوں میں کیا جاتا ہے۔ 15اگست اور 26 جنوری کے روز بھی اسکول کا سٹاف کوشش کرتا ہے کہ جھنڈا لہرانے کی رسم کو کوئی پرانا طالب علم ہی ادا کرے۔ہر سال سکول سٹاف ایسا کرنے میں کامیاب ہو جاتا ہے۔پھر اس کا چرچا کہیں دنوں تک ہوتا رہتا ہے۔ ہر تقریب سے پہلے اس اسکول کے طالبعلم خوب تیاری کرتے ہیں۔ کمروں کو سجایا جاتا ہے۔ ہال میں رنگ برنگی جھنڈیاں لگائی جاتی ہیں۔ دیواروں، درختوں اور کیاریوں کے ساتھ چونا لگایا جاتا ہے۔ تقریب والے دن تو خوب ہی رونق ھوتی ھے۔

اس اسکول کی لائبریری بھی کافی مشہور ہے۔ یہاں اردو-ہندی-انگریزی- پنجابی وغیرہ کی بہت سی کتابیں موجود ہیں۔ بچوں کے بہت سے رسائل بھی آتے ہیں۔ تین چار اخبارات بھی ہر روز خریدی جاتی ہیں۔ ہر طالب علم کو کہا گیا ہے کہ وہ ہفتہ میں ایک کتاب لائبریری سے لے کر ضرور پڑھے۔ لائبریری کلرک ہر وقت وہاں موجود ہوتا ہے اور جب بھی کوئی طالبعلم کتاب لینے یا بدلنے کے لیے جاتا ہے تو وہ خندہ پیشانی سے پیش آتا ہے اور اسے اس کے ذوق کے مطابق اچھی سی کتاب دیتا ہے۔

میں تو خدا کے آگے یہی دعا کروں گا کہ یہ اسکول سدا سلامت رہے۔ ہمارے ہر استاد کی عمر دراز ہو اور اس اسکول کے طالب علم زندگی میں ترقی کرکے اپنے والدین اور اس اسکول کا نام روشن کریں۔ آمین۔

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Table of Contents

Introduction:.

Urdu language, with its rich history and cultural significance, holds a special place in the hearts of millions worldwide. As a language that emerged from the fusion of Persian, Arabic, Turkish, and local dialects, Urdu carries the heritage of a diverse and multicultural past. It serves as a symbol of unity, bringing people together from different regions and backgrounds, and remains an essential component of our cultural heritage.

2. Brief history and significance of Urdu language:

Urdu traces its roots back to the 13th century when it evolved in the Indian subcontinent during the Delhi Sultanate. Its development was deeply influenced by the interaction between Persian-speaking rulers and local populations. Over time, Urdu flourished as the language of poetry, literature, and administration during the Mughal Empire.

2.1 Urdu as a symbol of cultural identity and heritage:

Urdu embodies the essence of South Asian culture, acting as a powerful unifier among people of diverse linguistic and ethnic backgrounds. It serves as a mother tongue to millions in Pakistan and is one of the 22 officially recognized languages in India. The language carries the legacy of our forefathers and connects us to our roots, reminding us of our shared heritage.

Consider the renowned Urdu poet Allama Iqbal, whose poetry remains a profound representation of South Asian cultural values, inspiring generations to embrace their identity and heritage. Here are three beautiful quotes and poetry by Allama Iqbal in Urdu: “خودی کو کر بلند اتنا کہ ہر تقدیر سے پہلے خدا بندے سے خود پوچھے، بتا تیری رضا کیا ہے؟” Translation: “Khudi ko kar buland itna ke har taqdeer se pehle Khuda bande se khud pooche, bata teri raza kya hai?” “ستاروں سے آگے جہاں اور بھی ہیں ابھی اشق کے امتحان اور بھی ہیں” Translation: “Sitaron se aage jahan aur bhi hain, Abhi ishq ke imtihan aur bhi hain” “یہ خوف ہے کہ تو غافل نہ رہ جائے ترکِ راز کبھی تو تجھکو بھی کوئی بنائے گا شاعرِ خدا” Translation: “Yeh khauf hai ki tuu ghafil na rah jaye tark-e-raz, Kabhi to tujhko bhi koi banaega shayar-e-khuda”

Allama Iqbal’s poetry carries profound messages of self-realization, spiritual awakening, and the pursuit of excellence. His verses continue to inspire people to reflect on their identity, connect with their roots, and strive for personal and collective growth.

2.2 Role of Urdu in National Integration:

Urdu plays a crucial role in fostering national integration and promoting harmony among the citizens of Pakistan and India. It serves as a lingua franca, allowing people from different linguistic backgrounds to communicate effectively and engage in cultural exchanges. Urdu serves as a bridge that unites people from diverse regions, religions, and traditions.

Example: Urdu language played a pivotal role during the freedom movement of the Indian subcontinent. Renowned leaders like Maulana Abul Kalam Azad and Maulana Mohammad Ali used Urdu to communicate their vision of a united, independent India, transcending linguistic and cultural barriers.

2.2.1 Preserving the Heritage of Urdu:

The cultural heritage of Urdu lies not only in its history but also in its literature, arts, and symbols.

2.2.2 Urdu Literature and Artistic Expression:

Urdu boasts a treasure trove of literature and poetry that reflects the cultural ethos of the region. Legendary poets such as Mir Taqi Mir, Mirza Ghalib, and Faiz Ahmed Faiz have left an indelible mark on Urdu literature , with their verses evoking emotions and showcasing the beauty of the language.

Example: Mirza Ghalib’s ghazals, filled with profound philosophical insights and captivating metaphors, continue to enchant poetry enthusiasts worldwide, preserving the literary heritage of Urdu.

2.2.3 Urdu in Education and Media:

Preserving Urdu in educational institutions is crucial to nurturing future generations and safeguarding the language’s cultural essence. It ensures that the upcoming youth can access the vast array of knowledge available in Urdu and connect with their heritage.

Example: Incorporating Urdu literature, history, and cultural studies in school curricula fosters a sense of pride in students, helping them appreciate their roots and identity.

Furthermore, the role of Urdu in media is vital in promoting regional diversity and cultural richness. Urdu-language newspapers, television channels, and radio programs contribute significantly to preserving the language and its heritage.

Example: Urdu dramas and films portray the social fabric of South Asian societies, depicting their customs, traditions, and cultural values, thereby preserving the essence of Urdu onscreen.

2.3 Urdu Language in the Digital Era:

In the digital age, it is imperative to adapt Urdu to modern platforms and technology to ensure its continued relevance and accessibility. Digitization of Urdu literature, online news portals, and social media platforms in Urdu contribute to the preservation of the language’s heritage.

Example: Digital libraries and online platforms that offer classic Urdu literature and poetry open doors for people across the globe to connect with Urdu’s cultural heritage.

The Urdu language is an invaluable asset that binds the people of South Asia in a tapestry of shared heritage and values. Preserving and promoting Urdu ensures that future generations continue to embrace their cultural identity while appreciating the cultural diversity that Urdu represents. Embracing Urdu as a symbol of our cultural heritage ensures that its legacy will shine brightly in the hearts of generations to come.

3. Unifying diverse communities through a common language:

The Importance of Urdu Language as a common language cannot be overstated, particularly in a region as diverse as South Asia. With a multitude of languages and dialects spoken across different states and provinces, Urdu serves as a unifying force, bridging the communication gap and fostering mutual understanding among people from various linguistic backgrounds.

3.1 Urdu as a language of communication and understanding:

Urdu acts as a lingua franca, facilitating communication among individuals who speak different native languages. This is particularly evident in urban centers and areas where people from diverse linguistic backgrounds come together for trade, education, or social interactions. Urdu becomes the means of interaction that allows people to express their thoughts, share experiences, and understand each other’s perspectives.

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3.2 Urdu Literature and Artistic Expression:

The artistic expression found in Urdu literature further strengthens its role in preserving cultural heritage. Urdu poets, writers, and scholars have contributed immensely to enriching the language with poetic masterpieces, philosophical thoughts, and tales of cultural significance. Their creative works reflect the history, values, and traditions of the region, resonating with people from diverse cultural backgrounds.

Example: The verses of poet Allama Iqbal, often referred to as the “Spiritual Father of Pakistan,” reflect the aspirations and struggles of the South Asian subcontinent. His poetry urges people to embrace unity, self-awareness, and moral values, making it an integral part of Urdu’s literary heritage.

3.3 Urdu’s Cultural Symbols and Heritage:

Urdu language and culture are adorned with symbols that represent the shared heritage of the South Asian region. These symbols hold deep cultural significance and evoke feelings of nostalgia and pride among those who cherish Urdu.

• Nastaliq Calligraphy: The elegant script of Nastaliq, commonly used for writing Urdu, adds a touch of artistic beauty to the language. It is an iconic symbol of Urdu’s rich cultural heritage and has been employed to create stunning artworks, manuscripts, and inscriptions.
• Mehfil-e-Mushaira: Mushaira, a traditional Urdu poetry recital gathering, is a symbol of literary excellence and cultural celebration. These poetic symposiums provide a platform for poets to share their compositions and connect with an appreciative audience, fostering a sense of cultural unity.
• Qawwali: Qawwali, a musical tradition rooted in Sufi poetry, embodies the soulful essence of Urdu’s cultural heritage. It reflects a harmonious fusion of religious devotion and artistic expression, creating an atmosphere of spiritual unity.

The Importance of Urdu Language in cultural heritage are more than just a means of communication; they are the threads that weave together the diverse tapestry of South Asia. As a unifying force, Urdu enables people from various linguistic backgrounds to understand, appreciate, and celebrate the richness of the region’s cultural diversity. The artistic expression found in Urdu literature, along with its cultural symbols, reinforces the language’s significance as a living testament to the heritage of a vibrant and diverse civilization. Preserving Urdu language and its cultural essence ensures that future generations continue to embrace the bond that unites them with their shared past, nourishing the spirit of unity and cultural pride.

4. Rich literary heritage and contributions of Urdu poets and writers:

Urdu boasts a rich literary heritage, with a long tradition of prolific poets and writers who have made profound contributions to the world of literature. From classical poets like Mir Taqi Mir and Mirza Ghalib to modern-day literary giants like Faiz Ahmed Faiz and Ahmad Faraz, Urdu literature has been adorned with masterpieces that reflect the depth of human emotions, philosophical insights, and social commentary.

Example of Urdu Poetry: “اِک دَنیا سے دوسری دَنیا میں سفَر کر رہا ہُوں مَیں، یہ مُلک، یہ دنیا، جاں کا سب کُچھ ہے، تُم ہی تو ہو”  Faiz Ahmed Faiz Translation: “I am traveling from one world to another, This nation, this world, everything is lifeless, you are the only one.”

4.1 Exploring the beauty of Urdu poetry, ghazals, and prose:

Urdu poetry is renowned for its melodious and expressive nature, making it a favorite among poetry enthusiasts worldwide. Ghazal, a popular form of Urdu poetry, is characterized by its rhyming couplets and profound themes of love, pain, and spirituality. The mesmerizing rhythm and soul-stirring verses of Urdu poetry evoke a range of emotions, leaving a lasting impact on the hearts of readers and listeners.

Faiz Ahmed Faiz was a renowned Urdu poet, and one of his most celebrated love ghazals is “Dil-e-Nadaan Tujhe Hua Kya Hai.” دلِ ناداں تجھے ہُوا کیا ہے؟ آخرِ دِل پہ رہنے والے تُجھے ہُوا کیا ہے؟ سَدّیوں کے دُر میں، وادیوں کے سَویرے سُوبھ کے نشیمن، شام کے پہلے پہلے وہ جو تھا خواب سا، کچھ یوں ہی رہ گیا کچھ ہے جو لوٹتا ہے، کچھ چُھُپ گیا تُو لوٹ کر اِنہیں بھی بُلا نہ سکے جو چُپ چُپ کے رہ گئے، کُھلا نہ سکے دِلِ پیدا ہوا، وہ دُکھاں، دلِ ناداں تُجھ سے بُڑھ کر، تیری پاسبانوں کے ہوئے دِل کی راہ دِل کی راہ دِل کی راہ دِل کی راہ آنا جا نہ سکا، وہ جہاں، وہ جہاں آنکھوں میں تو، بسا ہے کِچھ ادا سے چہرے سے زَلفوں تک، کچھ رشتے نِکلتے ہیں نِکلتے ہیں مگر، اونچا علم کہاں جہاں کو دیکھ نہ سکے، وہ جہاں، وہ جہاں ہم کو مالوم ہے، جَنّت کی حقیقت لیکن دِل کے خُوابوں کو، خدا خواہِشِ زَمیں بنا دے دِلِ ناداں تجھے ہُوا کیا ہے؟ آخرِ دِل پہ رہنے والے تُجھے ہُوا کیا ہے؟ Translation: Oh, naive heart, what has happened to you? What is it that has befallen your tender heart? In the midst of silence, in the valleys of twilight, The morning’s abode, the evening’s very beginning, That which was like a dream, remained as such, Some of it is lost, some of it remains concealed. You returned, but couldn’t call those, Who silently left, without revealing themselves. The heart, fragile and innocent, born, After you, it became the guardian of your way. The path of the heart, the path of the heart, I couldn’t reach that world, that world. In your eyes, there lies some charm, From your face to your tresses, some connections emerge. Connections emerge, yet the world of high knowledge, Where the eyes couldn’t reach, that world, that world. We know the reality of paradise, But, O God, make the dreams of the heart, a reality on this earth. Oh, naive heart, what has happened to you? What is it that has befallen your tender heart?

4.2 Urdu in Education and Media:

Urdu language has a significant presence in educational institutions and media platforms, contributing to its preservation and promotion. In schools and universities, Urdu literature, poetry, and prose are an integral part of the curriculum, allowing students to delve into the rich literary world and grasp the cultural depth of the language.

In the media landscape, Urdu plays a crucial role in disseminating information, entertainment, and cultural representation. Urdu newspapers, television channels, and radio programs cater to a vast Urdu-speaking audience, keeping them informed about local and global affairs, and showcasing the artistic expressions of poets and writers.

Example: Television programs like “Zia Mohyeddin Show” and “Khabarnama” have been popular Urdu-language shows, bringing poetry recitals and news to the Urdu-speaking audience, respectively.

Urdu literature, poetry, and prose represent the soul of a culture that thrives on its artistic expressions and deep emotions. The literary heritage of Urdu, enriched by legendary poets and writers, continues to resonate with people across generations. The beauty of Urdu poetry, particularly ghazals, captures the hearts of enthusiasts with its poignant verses and heartfelt emotions. Moreover, Urdu’s presence in education and media platforms ensures its ongoing relevance and widespread popularity. Preserving and celebrating Urdu language and its literary treasures is vital to maintaining the cultural essence and identity of the Urdu-speaking community.

5. Importance of Urdu language in the educational system:

Urdu language plays a pivotal role in the educational system of countries where it is spoken, such as Pakistan and India. It is often used as a medium of instruction in schools, especially at the primary level, to facilitate effective communication with students from diverse linguistic backgrounds. Urdu textbooks cover various subjects, including literature, history, science, and mathematics, enabling students to learn and understand these subjects in their native language.

Furthermore, promoting Urdu in the educational system fosters a sense of cultural pride among students and connects them with their heritage. It allows them to explore the rich literary tradition of Urdu, including the works of famous poets, writers, and scholars. The study of Urdu literature helps in developing critical thinking, empathy, and appreciation for different perspectives.

5.1 Urdu’s role in preserving and promoting regional cultures through media:

Urdu language has a significant presence in the media, be it television, radio, newspapers, or online platforms. The widespread use of Urdu in media ensures that regional cultures and traditions are preserved and promoted. Regional languages, when broadcasted in Urdu, reach a broader audience across different regions, promoting cultural diversity and understanding.

Through Urdu-language newspapers and magazines, regional stories, folktales, and cultural events are showcased, highlighting the unique customs and traditions of various regions. Television and radio programs in Urdu feature cultural shows, dramas, and documentaries that portray the richness of local cultures, further promoting and preserving the unique identities of different communities.

Example: Urdu news channels in Pakistan often broadcast cultural festivals, music performances, and local traditions from different provinces, celebrating the diverse cultural heritage of the nation.

5.2 Urdu Language in the Digital Era:

In the digital age, The Importance of Urdu Language has found a prominent place on various online platforms. With the advent of the internet and social media, the accessibility and reach of Urdu content have increased exponentially. Digital platforms offer opportunities for individuals to create and share content in Urdu, promoting linguistic diversity and cultural exchange.

Moreover, the availability of Urdu content on e-books, websites, and educational platforms has made learning more accessible to Urdu speakers. Language learning apps and websites offer interactive lessons and resources to help learners improve their Urdu skills. The digital era has opened avenues for language enthusiasts to participate in online communities, engage in discussions, and share their love for Urdu language and culture.

Example: Online Urdu poetry forums and social media groups allow poetry enthusiasts to share their favorite verses, discuss literary works, and collaborate with like-minded individuals from around the world.

Urdu language’s significance in the educational system ensures that students have access to education in their mother tongue, connecting them with their cultural heritage. In media, Urdu acts as a bridge between diverse regional cultures, promoting understanding and unity. Furthermore, the digital era has amplified the presence of Urdu online, fostering a global community of Urdu speakers who celebrate and preserve the language’s rich cultural heritage. By recognizing the importance of Urdu language in education, media, and the digital realm, we can ensure its continued growth and relevance in an ever-changing world.

6. Nurturing Urdu language skills in children and youth:

Nurturing Urdu language skills in children and youth is crucial to preserving the language’s cultural heritage and ensuring its continuity for future generations. Emphasizing the importance of Urdu in schools and homes, as well as celebrating the language through festivals and events, plays a vital role in encouraging language learning and appreciation among the young generation.

6.1 Encouraging language learning and appreciation in schools and homes:

In educational institutions, incorporating Urdu language lessons that focus on language proficiency, literature, and cultural significance can foster a sense of pride and attachment to Urdu. Schools can organize language competitions, debates, and storytelling sessions in Urdu, encouraging students to actively engage with the language.

In addition to formal education, The Importance of Urdu Language parents and caregivers at home can create a language-rich environment by using Urdu in daily conversations, reading Urdu books, and exposing children to Urdu poetry and storytelling. This exposure helps children develop a natural affinity for the language and a deeper appreciation of its beauty and cultural value.

Online platforms, like “ Dot and Line Learning ” which provide dedicated resources and courses for learning Urdu, offer a convenient way for children and youth to enhance their Urdu language skills . Such platforms offer interactive lessons, games, and quizzes that make learning Urdu enjoyable and engaging.

The “Dot and Line Learning” website offers an “Online Urdu” course, providing children and youth with access to comprehensive and user-friendly tools to learn Urdu at their own pace.

6.2 Celebrating Urdu Language: Festivals and Events:

Organizing festivals and events dedicated to celebrating Urdu language and culture can create an atmosphere of enthusiasm and pride among Urdu speakers. Events like “Urdu Adabi Mushaira” (Urdu literary symposiums), “Urdu Qawwali Nights,” and “Urdu Drama Festivals” showcase the beauty and diversity of Urdu poetry, music, and performing arts.

The Importance of Urdu Language days and cultural festivals in schools and communities allow students and young individuals to showcase their language skills and artistic expressions through poetry recitations, plays, and cultural performances. Such events not only encourage language learning but also promote a sense of belonging and cultural identity among the participants.

Example: “Urdu Zaban Dey Hain Mela” (Urdu Language Fair) is an annual event held in various cities, bringing together Urdu enthusiasts, poets, writers, and performers to celebrate the language’s literary and cultural heritage.

Nurturing Urdu language skills in children and youth is vital for preserving the cultural heritage and richness of Urdu. Encouraging language learning and appreciation in schools and homes, along with online platforms like “Dot and Line Learning,” ensures that young individuals develop a strong connection with the language. Celebrating Urdu language through festivals and events fosters a sense of cultural pride and encourages young Urdu speakers to take pride in their linguistic identity. By fostering a love for Urdu in the young generation, we can guarantee that the language continues to thrive and flourish in the years to come.

7. Everyday Urdu Conversations for Language Learning

Conversation 1: greetings and introductions.

A: السلام علیکم۔ (Assalamu Alaikum.) B: وعلیکم السلام۔ (Wa Alaikum Assalam.) A: آپ کا نام کیا ہے؟ (Aap ka naam kya hai?) B: میرا نام علی ہے۔ (Mera naam Ali hai.) A: خوش آمدید! (Khush Aamdeed!) B: شکریہ۔ (Shukriya.) Translation: A: Peace be upon you. B: And peace be upon you too. A: What is your name? B: My name is Ali. A: Welcome! B: Thank you.

Conversation 2: Asking for Directions

A: معاف کیجیے، میں اپنے گھر کا راستہ بھول گیا ہوں۔ (Maaf kijiyega, mein apne ghar ka rasta bhool gaya hoon.) B: کوئی بات نہیں۔ میں آپ کو بتا دیتا ہوں۔ (Koi baat nahi. Mein aap ko bata deta hoon.) A: شکریہ۔ (Shukriya.) Translation: A: Excuse me, I have forgotten the way to my house. B: No problem. I will tell you. A: Thank you.

Conversation 3: Ordering Food at a Restaurant

A: میں ایک برگر، فرائز، اور ایک کولڈ ڈرنک لیں گا۔ (Mein ek burger, fries, aur ek cold drink lena ga.) B: کیا آپ کیسے سوس چاہئے؟ (Kya aap kaise sauce chahte hain?) A: ٹماٹو سوس ہوگا۔ (Tomato sauce hoga.) B: آپ کو کیسی چائے چاہئے؟ (Aap ko kaisi chai chaahiye?) A: دودھ والی چائے بنا دیجیے۔ (Doodh wali chai bana dijiye.) Translation: A: I will have a burger, fries, and a cold drink. B: Which sauce would you like? A: Tomato sauce, please. B: What kind of tea would you like? A: Please make a milk tea.

Practice these everyday Urdu conversations to enhance your language learning and feel more confident in your day-to-day interactions. As you engage in these dialogues, you’ll become more comfortable with Urdu expressions and improve your overall language proficiency.

Your Ultimate Guide to Learning Online Urdu Language at Dot and Line Learning

Dot and Line Learning is a comprehensive online platform dedicated to providing top-notch language learning resources. If you aspire to learn Urdu, The Importance of Urdu Language is rich in culture and heritage, this guide will take you through the steps to master it efficiently using the resources offered by Dot and Line Learning .

• Explore the Urdu Language Course:

Start your journey by exploring the Urdu language course available at Dot and Line Learning. This course is designed for beginners, and it covers all the essential aspects of Urdu, including pronunciation, vocabulary, grammar, and writing. Each lesson is thoughtfully crafted to ensure gradual progress and a solid foundation in the language.

• Engaging Interactive Lessons:

Dot and Line Learning offers engaging and interactive lessons that make learning Urdu enjoyable and effective. The lessons include audio clips, visual aids, and quizzes to reinforce your understanding and improve language retention. Interactive exercises allow you to practice speaking and writing in Urdu, building your confidence in using the language.

• Personalized Learning Experience:

One of the key advantages of learning Urdu at Dot and Line Learning is the personalized learning experience. The platform adapts to your pace and proficiency, providing recommendations on areas that need improvement. You can track your progress, set learning goals, and revisit lessons to reinforce your knowledge.

• Access to Urdu Culture and Traditions:

Learning a language is not just about mastering grammar and vocabulary; it’s about understanding the culture and traditions behind it. Dot and Line Learning offers insights into Urdu literature, poetry, music, and cultural practices, enriching your overall language learning experience.

• One-on-One Tutor Support:

Dot and Line Learning offers the option of one-on-one tutor support to further enhance your learning journey. Interact with experienced Urdu tutors who provide personalized guidance, answer your questions, and offer valuable feedback to accelerate your language learning progress.

• Flexibility and Convenience:

Learning Urdu online at Dot and Line Learning offers flexibility and convenience. You can access the platform from anywhere and at any time that suits your schedule. Whether you’re a student, a working professional, or a language enthusiast, you can fit language learning into your busy life.

Are you ready to embark on a journey of discovering the beauty and richness of Urdu language? Join our online Urdu classes at Dot and Line Learning and unlock the world of Urdu poetry, literature, and culture. Whether you are a complete beginner or want to enhance your existing Urdu skills, our interactive and engaging lessons will cater to your needs. Our personalized learning experience ensures that you progress at your own pace, while our one-on-one tutor support provides expert guidance. Don’t miss this opportunity to embrace your cultural heritage and connect with millions of Urdu speakers worldwide. Enroll now and let Urdu language open new doors of opportunity and knowledge for you. Visit https://dotandlinelearning.com/ and begin your Urdu language journey today!

Conclusion:

Dot and Line Learning provides an excellent platform to embark on your journey of learning Urdu. From interactive lessons and personalized learning experiences to insights into Urdu culture, the platform offers a holistic approach to language learning. Whether you are a beginner or seeking to improve your Urdu proficiency, Dot and Line Learning has the resources and support you need to master the beautiful Urdu language. Embrace this opportunity to connect with a rich cultural heritage and communicate with millions of Urdu speakers worldwide through the power of language.

1: Why should I learn Urdu with Dot and Line Learning instead of other language learning platforms?

Dot and Line Learning offers a unique and comprehensive Urdu language course designed by language experts. Our interactive and engaging lessons, personalized learning experience, and one-on-one tutor support ensure that you progress effectively. Moreover, we provide insights into Urdu culture and traditions, making your language learning journey more enriching and meaningful.

2: Can I learn Urdu at my own pace?

Absolutely! At Dot and Line Learning , we understand that everyone has different learning styles and schedules. Our platform allows you to learn Urdu at your own pace. You can revisit lessons, set learning goals, and track your progress, ensuring that you feel comfortable and confident as you advance through the course.

3: I am a complete beginner with no prior knowledge of Urdu. Is this course suitable for me?

Yes, our Urdu language course is specifically designed for beginners. We start with the basics, including pronunciation, vocabulary, and grammar, to build a strong foundation. You will find our lessons easy to follow and our interactive exercises will help you practice and reinforce your learning.

4: In today’s globalized world, The Importance of Urdu Language?

Learning Urdu is essential in today’s world for several reasons. Firstly, Urdu is one of the most widely spoken languages, with millions of speakers in countries like Pakistan, India, and several other South Asian regions. By learning Urdu, you can effectively communicate and connect with a diverse and vast population.

5: How does knowing Urdu benefit me professionally?

Knowing Urdu can provide significant professional advantages. Urdu is not only an official language in Pakistan but also holds cultural significance in many international communities. For business and diplomatic purposes, being proficient in Urdu can open doors to new opportunities and foster strong relationships with Urdu-speaking clients and partners. Additionally, having a command of Urdu media and literature can give you a competitive edge in various industries where knowledge of the language is valued.

Urdu proficiency can enhance your professional profile and broaden your career prospects in an increasingly interconnected world.

6. What is the importance of Urdu language in Pakistan?

Urdu holds immense importance in Pakistan as it serves as the national language, unifying people from diverse linguistic backgrounds. It plays a vital role in fostering national identity, cultural cohesion, and effective communication among citizens across the country. Additionally, Urdu serves as a medium of instruction in schools and official documentation, making it essential for education and governance. Embracing Urdu in Pakistan preserves the country’s cultural heritage and ensures that citizens can connect with their roots and express themselves in a language that holds historical and emotional significance.

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10th class Urdu essays notes pdf

 Here are 10th class Urdu essays notes in pdf for Punjab Boards. These notes have Urdu essays on different but important topics for 10th class. 10th class new Urdu essays syllabus according to all full syllabus and smart syllabus essays download in pdf.

Urdu essays note for class 10 pdf download

Punjab boards urdu essays have a limited syllabus. Zahid Notes has given here two types of Urdu essays notes. One are from Unique Urdu Notes and the others have been taken from Study Pak website on the internet.

On the other hand, the best essays notes are found on Zahid Notes. I have also given you a post where you can download complete notes of Urdu for class 10 for all Punjab boards.

Important Urdu Essays notes for Punjab Boards

These Notes are for Punjab boards. If you want to know the list of important urdu essay s for class 10, then Zahid Note have already provided you this information.

Please note that the links to original pdf files may differ and the actual file size and dimensions may be different. So, I will be updating this page later on when I find fresh content related to the topic.

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aaj ik aur baras biit gayā us ke baġhair

jis ke hote hue hote the zamāne mere

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Editor : Syed Zaheeruddin Madni

Publisher : writers emporium, mumbai, origin : mumbai, india, year of publication : 1957, language : urdu, categories : essays & profiles, sub categories : essays, pages : 228, contributor : darul musannefin shibli academy, azamgarh.

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Essay on Allama Iqbal in 450 Words

• Updated on  
• Sep 16, 2023

The real name of Allama Iqbal was Mohammad Iqbal. He was born on November 9, in the year 1877, in Sialkot, Punjab. Iqbal belonged to a Kashmiri Brahmin family that embraced Islam in the seventeenth century. After receiving his traditional education in Arabic, Persian, and Urdu, he turned to liberal education which helped in encouraging his interest in poetry in his life. He started his educational career at the Scottish Mission School and he went on to acquire his degree in M.A. Philosophy. After that, he joined the Trinity College. Further, he got his degree of doctorate from the University of Munich, Germany by working on his thesis ‘The Development of Metaphysics’ in Persia. Continue reading the essay on Allama Iqbal to know more about his life.

Table of Contents

• 1 Essay on Allama Iqbal in 450 Words
• 2 Philosophical Position and Influence of Muhammad Iqbal
• 3 Popular Works of Allama Iqbal

Also Read: Allama Iqbal Shayari on Life, love, and Inspiration

Allama Iqbal is known for his influential efforts in directing his fellow Muslims in British-administered India toward the idea of establishment of a separate Muslim State. This aspiration was eventually realized during The Partition of 1947.

After completing his education and returning from Europe, he gained his bread and butter via practicing Law, but the fame he acquired was from his Persian and Urdu-language poetry, which he wrote in a classical style to make it easy for the public to recite. His poetry became widely known through poetic synopsis and in a milieu in which memorizing verse was customary. 

Also Read: Essay on Mahatma Gandhi

Philosophical Position and Influence of Muhammad Iqbal

In The Reconstruction of Religious Thought in Islam (1934) his philosophical position was articulated. This was a volume based on six lectures delivered at Madras and Aligarh in 1928-29. He argued that a man who is rightly focused should generate vitality unceasingly through his interaction with the purposes of the living god. 

Allama Iqbal had returned from his unitary experience of god to let loose on Earth a new type of Cultural World and manhood through the abolition of priesthood and hereditary kingship and by emphasis on the study of Nature and History. Iqbal also promoted and advocated the theory of ijma i.e. consensus. 

During the time he was delivering lectures, he began working with the Muslim League. In the year 1930, at the annual session of the league at Allahabad, Iqbal gave the presidential address and made a statement that the Muslims of North-Western India should demand status as a separate state. 

Popular Works of Allama Iqbal

There were 3 significant poems written by him namely, Shikwah (The Compliant), Jawab-e Shikwah (The Answer to the Compliant), and Khizr-e rah (Khizr, The Guide) which were published later in the year 1924 in the Urdu collection Bang-e rah (The Call of the Bell). In these poems, via his words, Iqbal gave an intense expression to the anguish of the Muslim powerlessness.

Although Iqbal was in favor of the creation of Pakistan and is known as the Nation’s National poet, he wrote a famous patriotic song in the year 1905 that celebrates the Greatness of India. A song that is recited by every Indian and proudly puts forth feelings of love and loyalty towards India, the song is ‘Saare Jahaan Se Achha‘ which is also known as ‘Tarana-e Hind’.

The year 1923 saw King George V bestow a knighthood upon Allama Iqbal, who went on to be known as “Sir Mohammad Iqbal” from that point forward.

Allama Iqbal is regarded as a poet-philosopher of the East who addressed the Muslim ummah and believed in the Wahdatul wujood. He wrote in both, Persian as well as Urdu. 

His poetry emerged as an amazing site where art and message converged to deliver his individual vision. He used to include a lot of poetic devices such as myth, metaphors, symbols, etc. Some of his works that are widely recognized include a collection of poems namely, Rumooz-e Bekhudi, Baal-e Jibreel, Zaboor-e ‘Ajm, Javed Naama, Payaam-e Mashriq, etc. 

Allama Iqbal died on April 21, 1938, in Lahore, Punjab. He has been acclaimed as the father of Pakistan and hence, Iqbal Day is celebrated in Pakistan on November 9. Sir Muhammad Iqbal was a Pakistani Poet-Philosopher and is known as the National Poet of Pakistan. He has been acclaimed as the father of Pakistan and hence, Iqbal Day is celebrated in Pakistan on November 9. 

Also Read:- The Evergreen Shayari of Gulzar

Ans: Sir Muhammad Iqbal wrote a famous patriotic song in the year 1905 that celebrates the Greatness of India. A song that is recited by every Indian and proudly puts forth feelings of love and loyalty towards India, that song is ‘Saare Jahaan Se Achha‘ which is also known as ‘Tarana-e Hind’

Ans: Allama Iqbal is known for his influential efforts in directing his fellow Muslims in British-administered India toward the idea of establishment of a separate Muslim State. This aspiration was eventually realized during The Partition of 1947. 

Ans: Muhammad Iqbal is frequently referred to as Allama Iqbal, where Allama is an Urdu word for ‘Scholar’. He was a renowned scholar and was famous for his Urdu poetry

We hope this blog on Allama Iqbal helped you gain knowledge about him. Follow Leverage Edu for more interesting articles and topics on essay writing . 

Deepansh Gautam

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Zanesville Middle School students have turned difficult situations into solutions

Zanesville students' essays to be placed into the library of congress.

• Hailey Anderson and Levi Knott will travel to Washington D.C. in July as part of their prize.
• Zanesville is one of only five districts in the state that currently participates in the initiative

ZANESVILLE −Hailey Anderson and Levi Knott will travel to Washington D.C. in July as part of their prize for winning the Zanesville Middle School essay contest that falls under Ohio Attorney General’s partnership with the anti-violence program Do the Write Thing, which launched in Ohio in 2021.Zanesville is one of only five districts in the state that currently participates in the initiative, alongside Springfield, Canton, Lima, and Youngstown. Ten Zanesville seventh and eighth graders were elected as finalists from the 435 essays submitted. Levi and Hailey were then selected as the two winners.“The students are really honest in their writing. That’s what I perceive when I read these,” said Zanesville Superintendent Dr. Doug Baker. “They’re talking about something that is very close to their heart. Sometimes it can be issues that are going on in their family, with their friends, sometimes bigger issues in the community — there’s a lot of emotion in that.

“Sometimes when you read these essays your heart breaks a little with what you’re reading. You’re really rooting for a solution.”One of the requirements of the essays is that the middle school student must not only identify a problem, but also a solution.“(The state wants) to have our citizens starting at a young age not just identifying problems but constructively putting that energy into positive effect and making their community a better place,” said Baker.Zanesville Middle School Principal Adrian Williams said they’ve already implemented programs that sparked from this competition.“This year we implemented a program called Watch D.O.G.S., which stands for Dads of Great Students,” said Williams. “A lot of our students go home to no positive male role models. It’s a way to provide male figures in the building. They play basketball with the kids, eat food with them, talk to them. The kids love it.”Hailey and Levi are hoping their essays have an impact, too. Hailey writes about inclusive language Hailey, 12, in seventh grade, hopes that her school and many others begin using more inclusive language that doesn’t focus on parent-centered assumptions.“Schools could be a little bit more sensitive about the topic,” said Hailey, who wrote her essay on growing up without her mother. “If you go to the office and need to call someone, they always ask, ‘Which parent?’ But I spend a lot of time with my grandma, so if they said parent/guardian, that would be more inclusive because not everybody has a parent.”Hailey said her dad is proud of her and they’re both excited for her trip to Washington D.C.“I’m excited to represent my school,” she said.She’s also excited that her essay opened up a lane for herself and other kids like her to talk more openly about loss and other difficult emotions.“My solution talks about ways that schools and teachers could help children open up,” said Hailey. “So we could feel more comfortable talking about (our issues). The essay itself was a way towards that solution.” Levi wants to stop the bullying Seventh grader Levi, 13, agreed that the essays have been not only educational, but therapeutic.“I do think they’re important because it could really help someone share their feelings,” said Levi. “Instead of keeping things inside they can write about how they feel about situations.”Levi wrote about his brother, who is on the spectrum, and how he was bullied.“The solution I said was we could get a speaker in or a counselor in the building at all times to see if the person who’s getting bullied could talk to the counselor and then the counselor could talk to the bullies and settle it that way.”Levi said his brother was excited for Levi’s win. “He was basically jumping up for joy.”Levi’s overall message to bullies is simple: “Stop bullying. Because you don’t know what that person is going through, and you could really hurt them and bring them down a lot.” Transformation Williams said the essays have not only improved the writing of the students, but it’s improved communication throughout the building.“I think the biggest impact I’m seeing is kids are starting to open up more,” said Williams. “They’re feeling this is a space where they have trusted adults, whether it’s things at school or outside of the school.”And for Levi and Hailey, they get one more big achievement to add to their college applications someday: published author.“Their individual writing gets placed in a book and becomes part of the Library of Congress,” said Superintendent Baker. “They’re officially authors at that time.”Williams said the experience in D.C. has transformed the students who attend.“It definitely gets them involved in that civics aspects,” said Williams. “When they come back, they’re more involved, they lead more, they’re not afraid to voice their opinions, and most importantly, instead of just voicing problems, they bring solutions to the table.”

Secondary Medical School Application Essays: How to Shine

Emphasizing fit and showing authenticity help medical school secondary essays stand out, experts say.

Tips for Secondary Med School Essays

Getty Images | iStockphoto

One of best pieces of advice when writing an application essay is to be authentic.

Key Takeaways

• Secondary medical school essays should highlight why an applicant is a good fit.
• Applicants should submit the essays early without compromising quality.
• It's important to be authentic in essay responses.

After receiving primary applications, most medical schools ask applicants to complete a secondary application, which typically includes additional essay questions. While primary essay prompts ask why you're pursuing medicine, medical school secondary essays focus on you and how you fit with a specific school.

Secondary essay prompts vary by school, but they're generally designed to help med schools learn about you at a deeper level. They may ask you to reflect on what makes you who you are, a time when you worked with a population different than yourself, an occasion where you asked for help or a time when you worked in a team. They may ask how you spent a gap year before applying to medical school or what you did after your undergraduate degree.

"What we are trying to figure out is if this is a candidate that can fulfill the premedical competencies and whether they are mission-aligned," says Dr. Wendy Jackson, associate dean for admissions at the University of Kentucky College of Medicine . “Can they help fulfill the needs that our institution is trying to deliver?”

A lot rides on these essays, but keeping a few best practices in mind can make the process less daunting.

Emphasize Fit

The first thing medical schools look for is whether an applicant will be a good fit for the school’s mission, Jackson says.

“I would challenge someone who is completing a secondary application to understand the mission of the school and envision how they are going to contribute to that,” she says. “The vast majority of schools are going to ask why you chose their institution, so you need to be prepared to answer that.”

Some secondary essay questions are optional, but experts recommend answering them even though they're extra work. For example, the Vanderbilt University School of Medicine in Tennessee asks applicants what makes them interested in the school.

“We just want to see if they’re a good fit for us and that they’ve done a little bit of homework about Vanderbilt," says Jennifer Kimble, director of admissions at Vanderbilt's medical school. "We want to make sure that the students we admit are going to be happy with their Vanderbilt experience.”

Avoid focusing on what you’re going to gain from the school – schools are really asking how you'll be an asset to the program.

"It’s almost like if you’re trying to date someone and you tell them, ‘Here’s what I’m going to get from this relationship,’ without saying, ‘We’re better off together,’” says Shirag Shemmassian, founder of Shemmassian Academic Consulting. “You have to sell the idea that you’re bettering one another and how you’re better together than apart. I think students often miss that latter component."

Don't Procrastinate

The medical school application process is often compared to a marathon, but the final steps may feel like a sprint. Applicants typically receive secondary application requests in late June, and in some cases schools want those back within a matter of weeks. Others set deadlines months down the road.

Either way, because of rolling admissions , it's best to send essays in as early as possible without compromising quality, Shemmassian says.

The earlier an applicant submits materials, the less competition they typically face, experts say. For example, Vanderbilt receives nearly 7,000 applications per year. Of those, roughly 600 applicants will be asked to interview and around 260 will be offered admission for 96 spots.

"At the beginning of the cycle, our calendar is wide open and we’re very open to who we bring in for an interview," Kimble says. "Down the road when we only have 30 seats left, it’s highly selective who those candidates are that get those coveted 30 interview spots that are left over."

Prewrite Essays

Applicants won't know the specific language of secondary essay prompts until schools send them, but in many cases, essay prompts are similar year to year and the previous year's prompts are often published on a school's admissions website, experts say. Some schools may change or tweak questions, but you can generally get a head start by prewriting essays based on previous prompts.

"As the new ones come out, you can modify as needed," Shemmassian says. "I would say that about 70% to 80% of prompts will remain the same or similar. If they change, you can usually adapt an essay you’ve written for another school."

Secondary essays vary in length and number. Vanderbilt requires applicants to submit an 800-word essay and two 600-word essays. Some schools may require close to 10 secondary essays. Shemmassian says this is significantly more writing than applicants are used to, so budgeting time is crucial.

But applicants should take care when prewriting essays and make sure each is tailored to the specific school with the correct school name, experts say. Jackson says she's read plenty of essays where applicants included the wrong school name and it cost them.

“You may think you can save time by cutting and pasting or taking half of a previously written essay response and making a modification,” Jackson says. “Be careful, because the questions vary from institution to institution.”

Experts say applicants often neglect to fully read prompts in their haste to complete answers. Though there's a time crunch, it's vital to thoroughly read the prompt and answer the question fully without grammatical or spelling errors.

“That seems kind of silly, but I think we can get going down a road when we’re writing and feel like we’ve completed and written something well but look back and never really have a response to the true question being asked," Jackson says.

Be Authentic

Medical school applicants tend to put a lot of pressure on themselves to write something that schools haven't read before, Kimble says. Given that med schools sift through thousands of applicants a year, "we’ve read all sorts of scenarios in life, so take that pressure and put it on the shelf," she says. "That’s not a concern for us. We aren’t looking for something that’s totally innovative."

Experts say schools are mostly looking for authenticity and an organic, genuine tone. The tone "can make or break an applicant," Jackson says.

It may be tempting, especially given time constraints, to rely on outside help – such as ChatGPT or other AI-powered software – to write essays. While some professors and admissions officers have embraced AI to help automate certain processes, Kimble says she strongly discourages med school applicants from using AI to help with secondary essays.

"We had an (application) that you could clearly see was not written by a human voice," she says. "It sounded very computer generated, so we ended up passing on the candidate just because we want to hear their story in their own words."

A Secondary Essay Example

Shemmassian compiles more than 1,000 sample secondary essays each year, using prompts from more than 150 medical schools in various states, and offers them to paying clients. The excerpted example below, created by Shemmassian's team and used with their permission, shows what he considers to be a successful diversity-themed essay in response to a Yale University School of Medicine prompt that asks applicants to reflect on how their background and experiences contribute to the school's focus on diversity and how it will inform their future role as a doctor.

As a child, one of my favorite times of the year was the summer, when I would travel to Yemen… at least until I turned twelve. Suddenly, the traditional and, in my Yemeni American view, restrictive laws for women, applied to me. Perhaps the most representative of these laws was having to cover my hair with a scarf-like garment. Staying true to my values, I decided against returning to Yemen, thereby losing a vital connection to my culture. However, this estrangement did not inhibit my growth.

The 500-word response continues with how the applicant met a Yemeni student who grew up in France and was barred from wearing a headscarf due to a school uniform policy. Where the applicant saw the headscarf as restrictive, the other student saw it as a connection to her roots. The applicant describes how although the same object held different meanings to two people from the same background, she used that to appreciate different perspectives and to advocate for a woman's right to express herself.

Later that year, I applied this lesson in perspective to my work as a clinical coordinator, when a patient walked into the office and handed me a piece of paper explaining she only spoke Arabic...By thinking critically while vernacularly translating the doctor’s advice, I was directly involved in the process of her medical care. Because of my experience in exploring the multi-cultural barriers I faced alongside the Yemeni French student who cherished her headscarf, I spent time talking to this Yemeni patient about the barriers she had faced in receiving care.

This experience motivated me to help overcome cultural healthcare barriers and disparities, showcasing my devotion to equitable treatment by creating a new protocol within the clinic where I work. Now, when scheduling patients over the phone, we ask if they have any language preferences, and we have a series of scripts we can use during each patient’s treatment.

The applicant then drives home why she believes she's a good fit for the school.

My background and experiences will contribute to Yale School of Medicine’s diversity and inform my future role as a physician by creating a student organization that holds informational workshops, utilizing my unique experiences to connect with Yale’s diverse patient population, and working to address healthcare disparities as a future physician. I envision these informational workshops would operate in the Haven Free Clinic patient waiting rooms to empower all patients, regardless of their background.

This essay is successful because it does more than tell essay readers about the applicant's background, Shemmassian says. It shows how the applicant grew "into a more compassionate and culturally humble future physician who will help patients overcome health care barriers."

"Strong diversity essays will always show admissions committees how a unique trait or life experience will help them become a better physician," he says. "This essay is especially successful because the applicant connects their experiences and what they’ve learned because of them to the Yale School of Medicine itself. This is an applicant who is already thinking deeply about not just what they can get out of medical school but how they can contribute to the values and mission of the school they attend."

Searching for a medical school? Get our  complete rankings  of Best Medical Schools.

Medical School Application Mistakes

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World News in Brief: Hunger grows in Haiti, Gaza aid blocked, World Potato Day

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As people in Haiti continue to deal with growing hunger, UN agencies are striving to deliver goods and services to populations in need.

The World Food Programme ( WFP ) distributed more than 74,000 hot meals to over 15,000 displaced people in the besieged capital, Port-au-Prince, Stéphane Dujarric, Spokesperson for the UN Secretary-General, told journalists at UN Headquarters on Thursday, providing an update on the gang-ravaged Caribbean nation.

In addition, about 2,400 children received mental health and psychosocial support from child protection experts, he said.

At the same time, humanitarian agencies provided information sessions to more than 4,000 people sheltering in displacement sites on such critical issues as gender-based violence, protection and sexual abuse.

Nearly 1.6 million people are facing acute food insecurity levels in Haiti, according to UN agencies.

The UN Spokesperson also reported that civilians in displacement sites in Port-au-Prince had received about 13 million litres of water from UN agencies, partners and Haiti’s civil protection department since the beginning of March.

In the Artibonite region, Mr. Dujarric said WFP has provided cash assistance to over 13,000 people as part of its emergency activities and another 6,000 people in this region received food.

Following the recent tornado in the Bassin Bleu commune, which damaged more than 300 houses, WFP will also provide food for nearly 3,800 residents, he said.

Violence and blocked borders impede aid access in Gaza

In Gaza, the Office for the Coordination of Humanitarian Affairs ( OCHA ) said on Thursday that increased violence and blocked borders continued to restrict aid access in the enclave where hundreds of thousands of people are in need.

Humanitarians are experiencing “movement restrictions” to border areas which are causing delays in planned missions to collect resources from the Kerem Shalom crossing, the UN Spokesperson said.

“We need Israeli authorities to swiftly facilitate access to the crossing so that aid workers can safely reach the crossing to pick up supplies,” he said. “We also need safe and unimpeded passage to distribute that assistance to scale to people in need, wherever they may need it in Gaza.”

‘Catastrophic levels of hunger’

The UN and its humanitarian partners are doing all they can to aid civilians in Gaza, he said, adding that  WFP is calling for blocked borders in Gaza to be opened since this impacts their ability to reach people in need.

“Constrained access to southern parts of Gaza risks causing the same catastrophic levels of hunger that has been seen in the north, and in central and southern Gaza, hunger levels are deteriorating fast,” Mr. Dujarric said.

He said WFP reported that some commercial supplies have reached the enclave, but the high cost means many civilians cannot afford the goods.

‘Israel must stop its campaign against UNRWA’

The UN relief agency for Palestine refugees, UNRWA , which serves more than 5.9 million Palestinians in the region, said conditions are dire, and in the last two days alone, more than 32,000 people have fled the escalating fighting in Rafah.

In a guest essay published on Thursday in The New York Times , UNRWA chief Philippe Lazzarini referred to unproven allegations Israel had made earlier this year against the UN agency and efforts to restrict its work in war-torn Gaza.

“As I write this, our agency has verified that at least 192 UNRWA employees have been killed in Gaza,” he said in the essay. “More than 170 UNRWA premises have been damaged or destroyed. UNRWA-run schools have been demolished; some 450 displaced people have been killed while sheltered inside UNRWA schools and other structures.”

He also said that since the Hamas-led attacks on Israel on 7 October, Israeli security forces have “rounded up UNRWA personnel in Gaza, who have alleged torture and mistreatment while in detention” in the Strip and in Israel.

“Israeli officials are not only threatening the work of our staff and mission, they are also delegitimising UNRWA,” he wrote. “Israel must stop its campaign against UNRWA.”

First ever International Day of Potato

It’s the world’s first ever  International Day of Potato , and the theme is Harvesting diversity, feeding hope , with a focus on the ancient vegetable’s contribution to the lives of producers and consumers as well as the 17 Sustainable Development Goals (SDGs).

The General Assembly designated 30 May to pay tribute to the potato, an 8,000-year-old crop originating in the Andes mountains in South America that is now a staple food consumed by about two thirds of the world’s population.

Climate-friendly and resistant to drought, cold and barren land with wide adaptability, the potato contributes to the food security, nutrition, livelihoods and employment of people in rural and urban areas the world over.

Key crop around the world

Indeed, 159 countries cultivate potatoes, and there are 5,000 varieties worldwide. Nearly 50 per cent of current crops produced are used as the household staple food or vegetable.

Potatoes are a key crop across diverse farming systems globally, ranging from smallholders producing diverse heirloom varieties by hand in the Andes to vast commercial, mechanised farms in different continents.

Building on the International Year of the Potato, marked in 2008, today’s observance also recognises the roles of small-scale family farmers, a significant proportion of whom are women, in safeguarding the wide spectrum of the crop’s diversity, according to the Food and Agriculture Organization ( FAO ).

By 2030, the total production of potatoes is expected to rise by 112 per cent of current harvests, reaching 750 million tonnes, of which more than half is predicted to be produced in Asia, Africa and Latin America.

As communities around the world mark the day, both the cultural and culinary dimensions of the crop’s cultivation and consumption are also being celebrated, from pierogis to dum aloo.

• World News in Brief

Rethinking the 5-Paragraph Essay in the Age of AI

Will AI kill the five-paragraph essay? To find out, I asked my ninth grade English teacher.

The five-paragraph essay is a mainstay of high school writing instruction, designed to teach students how to compose a simple thesis and defend it in a methodical, easily graded package. It's literature analysis at its most basic, and most rigid, level.

A typical five-paragraph essay asks students to pick a simple thesis, usually from a list of prompts, and compose a short introductory paragraph, followed by three paragraphs each laying out a different piece of supporting evidence, followed by a final paragraph—usually beginning, "In conclusion…."

Critics argue this assignment kills student creativity and turns writing into an exercise in pure drudgery. I tend to agree, remembering my time spent composing five-paragraph essays as soul-rending—forcing me to focus on sticking to a formula and a restrictive prompt rather than actually analyzing the books I was reading.

But the sudden ubiquity of large language models such as ChatGPT threatens to upend this status quo.

"I am *shocked* by how good OpenAI's new chat" is, University of Toronto professor Kevin Bryan tweeted after the first release of ChatGPT. "You can no longer give take-home exams/homework."

To test this hypothesis, I sat down in front of ChatGPT and gave it a classic freshman-year English prompt: "Please write me an approximately 500-word, five-paragraph essay discussing the role of Newspeak in controlling the people of Oceania in George Orwell's novel, 1984 . Please use MLA formatting and include 1–2 quotes per paragraph."

In response, it spit out an—ahem— six-paragraph, 588-word essay .

"In George Orwell's dystopian novel '1984,' the ruling Party of Oceania employs Newspeak as a potent tool for controlling the thoughts and behaviors of its citizens," the essay begins. "Newspeak, a language designed to limit freedom of expression and thought, serves as a mechanism for the Party to maintain its authoritarian rule and suppress dissent. Through the manipulation of language, the Party effectively restricts the ability of individuals to articulate dissenting ideas, ultimately consolidating its power over the population."

And then I sent it to my ninth grade English teacher.

Corey Craft taught English at the Alabama School of Fine Arts for nine years and now serves as an instructor in the school's creative writing department. A decade ago, I first read 1984 for his class.

"I'd give this essay a mid-level B—an 85," he told me. "Is the content OK? Sure. It's a little surface-level…but it gets the major points right."

Yet he also noted the essay's impressive vocabulary—phrases such as "linguistic manipulation" and "reshape historical narratives"—would sound some alarm bells. "There are words and concepts used in this paper that I would find suspicious coming from the average ninth grader," Craft added.

ChatGPT also made another glaring fumble—producing a six-paragraph essay, despite my multiple attempts to rephrase the prompt so it would stick to just five paragraphs.

While the typical ninth grade cheater might not be clever enough to fix these mistakes—Craft says he sometimes sees plagiarism where students have copy-pasted text without changing the font or text color—it's only a matter of time before tools such as ChatGPT work out these kinks.

Much to the chagrin of the five-paragraph essay's harshest critics, myself included, it doesn't look like ChatGPT will spell the end of the assignment. While five-paragraph essays are achingly dull, they do serve a simple purpose—they match the median student's ability level, even if it means leaving behind the significant minority of kids who can barely read by eighth grade and infuriating a small cohort of nerds who end up getting degrees in Renaissance literature.

There simply isn't an obvious alternative to the five-paragraph essay—and certainly not one that is somehow immune from inevitable AI mimicry. In a ChatGPT-saturated world, teachers will likely resort to giving students handwritten, in-class five-paragraph essays instead of ditching the assignment entirely—even if this is "more of a pain for the student to complete and more of a pain for the teacher to grade," Craft notes.

In short, rather than reshape writing instruction, educators will find new, less technology-dependent ways to keep doing the same thing.

"That may take trial and error," Craft says, "but that's part of the fun of the job."

The post Rethinking the 5-Paragraph Essay in the Age of AI appeared first on Reason.com .

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Guest Essay

Harvard Should Say Less. Maybe All Schools Should.

By Noah Feldman and Alison Simmons

Dr. Feldman is a law professor and Dr. Simmons is a professor of philosophy, both at Harvard.

Last fall, Harvard University’s leadership found itself at the center of a highly public, highly charged fight about taking an official institutional position in connection with the Oct. 7 Hamas attack on Israel and the war in Gaza.

First, critics denounced the school for being too slow to issue a statement on the matter. Then, after a statement was released by Harvard’s president, Claudine Gay, and 17 other senior Harvard officials, some critics attacked it for being insufficiently forceful in condemning the Hamas attack, while others criticized it for being insufficiently forceful in condemning Israel’s retaliation.

One of the many sources of confusion at the time was that Harvard, like many other universities, did not have a formal policy on when and whether to issue official statements. In the absence of a policy, Harvard not only had to figure out what to say or not say; it also had to deal with the perception that not issuing a statement, or not issuing one fast enough, would in effect be a statement, too.

Fortunately, Harvard now does have official guidance for a policy on university statements, in the form of a report issued on Tuesday by a faculty working group on which we served together as chairs, and endorsed by the president, provost and deans. The report recommends a policy based on both principle and pragmatism, one that we hope can enable Harvard — and any other school that might consider adopting a similar policy — to flourish in our highly polarized political era.

In brief, the report says that university leaders can and should speak out publicly to promote and protect the core function of the university, which is to create an environment suitable for pursuing truth through research, scholarship and teaching. If, for example, Donald Trump presses forward with his announced plan to take “billions and billions of dollars” from large university endowments to create an “American Academy” — a free, online school that would provide an “alternative” to current institutions — Harvard’s leadership can and should express its objections to this terrible idea.

It makes sense for university leaders to speak out on matters concerning the core function of the institution: That is their area of expertise as presidents, provosts and deans. But they should not, the report says, take official stands on other matters. They should not, for instance, issue statements of solidarity with Ukraine after Russia’s invasion, no matter how morally attractive or even correct that sentiment might be.

In addition, the report says, university leaders should make it clear to the public that when students and faculty members exercise their academic freedom to speak, they aren’t speaking on behalf of the university as a whole. The president doesn’t have to repeat this point with regard to every utterance made by the thousands of members of the university. But the university should clarify repeatedly, for as long as it takes to establish the point, that only its leadership can speak officially on its behalf.

This policy might remind some readers of the Kalven Report , a prominent statement of the value of academic “institutional neutrality” issued in 1967 by a University of Chicago committee chaired by the First Amendment scholar Harry Kalven Jr. But while our policy has some important things in common with the Kalven Report, which insisted that the university remain silently neutral on political and social issues, ours rests on different principles and has some different implications.

The principle behind our policy isn’t neutrality. Rather, our policy commits the university to an important set of values that drive the intellectual pursuit of truth: open inquiry, reasoned debate, divergent viewpoints and expertise. An institution committed to these values isn’t neutral, and shouldn’t be. It has to fight for its values, particularly when they are under attack, as they are now. Speaking publicly is one of the tools a university can use in that fight.

Take the use of affirmative action to achieve diversity in higher education admissions. Harvard argued in defense of this idea in the Supreme Court on several occasions — starting in 1978, when the court’s controlling opinion allowing diversity in admissions relied extensively on a brief that Harvard filed, through 2023, when the court rejected the use of race in diversity-based admissions. Harvard’s advocacy all along was far from neutral and would arguably have violated the Kalven principles. On our principles, however, Harvard was justified in speaking out forcefully in support of the method it long used to admit students, because admissions is a core function of the university.

We recognize that some observers, on both the left and the right, may interpret the timing of our report as an attempt to support some point of view they don’t like. That said, our recommended policy is designed not as a response to immediate events but as a response to the changed reality in which the university operates: a world of social media and polarized politics. Both put intense pressure on universities. Both cry out for a policy where before, none was demanded.

On social media, it can sometimes appear that anyone with a claim to Harvard affiliation speaks for the institution, even as we in the university know otherwise. We’re not naïve enough to think that just announcing a policy will change what the internet thinks. It will take repetition, emphasis and consistency to make the policy widely understood.

In an age of polarized politics, we also need a policy that will spare university leaders from having to spend all their time deciding which global and national events deserve statements and which statements from the university community merit official repudiation. On many, maybe most, important issues, no official statement made by the university could satisfy the many different constituencies on campus.

In formulating its recommendation, our faculty working group struggled with some challenges that don’t have great solutions. For example, we didn’t address, much less solve, the hard problem of when the university should or shouldn’t divest its endowment funds from a given portfolio. The Kalven Report claimed that a decision to divest is a statement in itself and so the university shouldn’t do it. In contrast, we saw divestment as an action rather than a statement the university makes. We therefore treated it as outside our mandate, even though symbolic meaning can be attached to it, just as it can to other actions (including investing in the first place). Our report encourages the university to explain its actions and decisions on investment and divestment — much as Harvard’s President Larry Bacow did in 2021 when the university decided to reduce its investments in fossil fuels, and much as President Derek Bok did when the university didn’t divest from South Africa in the 1980s — but that’s all.

Our committee members represented a wide range of academic specialties and points of view. We disagreed, and still disagree, about a lot. At a university, that’s both normal and highly desirable. Ultimately, a university is a community unified by a commitment to trying to get it right, not by a single answer to what is right in every case. Where we converged was on the belief that the university must protect and defend its critically important role and that it undermines its core function if it speaks officially on matters outside it.

Noah Feldman ( @NoahRFeldman ) is a law professor and Alison Simmons is a professor of philosophy, both at Harvard.

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