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The secrets of (kana and its sisters) and the secret is that they are defective verbs and the difference between them and (in and its sisters)
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There are verbs in the Arabic language that indicate time alone or indicate the generality of an event without specifying it.
The verb, as we know, consists of (event and time). So, if the verb indicates
1- (The time of occurrence is like the verb of being, which is a (general event) meaning the occurrence and existence of the event. It is known that every action is occurring and existing, and thus the verb does not convey the meaning of a specific event, but rather conveys the absolute occurrence and existence that is explained by the noun of “was” and its predicate) such as “was” or “Muhammad is diligent.”
2- Or to deny the time of existence and creation, such as “the truth is not defeated.”
3- Or on (the permanence of time) like the shadow and the lasting like the shadow of the boy standing
4- Or (the negation of the passing of time and its expiration), such as verbs that convey the meaning of the passing of time, such as “the youth of your nose has passed away.” If negation is added to them, they convey the opposite of their meaning, so they convey (permanence). Therefore, they described the negation in them as (semi-negation) because its purpose is to reverse the meaning of the verb, not to negate it.
5- Or to change from one time to another, such as (became, became, evening, and lasted), meaning he entered these times.
All of the above, whether indicating the absolute occurrence or its negation, or direct indication of the continuity of time and its absorption, or by way of quasi-negation and its entry into verbs that indicate the passing of time, giving an inverse meaning, or indicating entry into a specific time and the transition to it, all of that is due to the poverty of the verb and making it vague, not specifying the meaning of the event in it, or not specifying the meaning of time in it because of its generality, which makes the verb incomplete in its indication and meaning. Therefore, it needed a sentence of subject and predicate to complete its meaning, so it was affected by it in its meaning and affected its predicate, so it raised the subject and lowered the predicate.
The verb, as we know, consists of (event and time). So, if the verb indicates
1- (The time of occurrence is like the verb of being, which is a (general event) meaning the occurrence and existence of the event. It is known that every action is occurring and existing, and thus the verb does not convey the meaning of a specific event, but rather conveys the absolute occurrence and existence that is explained by the noun of “was” and its predicate) such as “was” or “Muhammad is diligent.”
2- Or to deny the time of existence and creation, such as “the truth is not defeated.”
3- Or on (the permanence of time) like the shadow and the lasting like the shadow of the boy standing
4- Or (the negation of the passing of time and its expiration), such as verbs that convey the meaning of the passing of time, such as “the youth of your nose has passed away.” If negation is added to them, they convey the opposite of their meaning, so they convey (permanence). Therefore, they described the negation in them as (semi-negation) because its purpose is to reverse the meaning of the verb, not to negate it.
5- Or to change from one time to another, such as (became, became, evening, and lasted), meaning he entered these times.
All of the above, whether indicating the absolute occurrence or its negation, or direct indication of the continuity of time and its absorption, or by way of quasi-negation and its entry into verbs that indicate the passing of time, giving an inverse meaning, or indicating entry into a specific time and the transition to it, all of that is due to the poverty of the verb and making it vague, not specifying the meaning of the event in it, or not specifying the meaning of time in it because of its generality, which makes the verb incomplete in its indication and meaning. Therefore, it needed a sentence of subject and predicate to complete its meaning, so it was affected by it in its meaning and affected its predicate, so it raised the subject and lowered the predicate.
Extra information
The difference between “kana” and its sisters, and “inna” and its sisters, is that the first indicates an absolute time or event that needs someone to specify it. Therefore, “kana” is the accusative case in the predicate, not in the subject, because it completes the meaning.
As for “in” and its sisters, it is a letter that indicates an event. It is known that even if letters have general meanings, they impose their meaning on what follows them of nouns or verbs. However, since these letters indicate meanings that are not related to place, such as “fi,” “wali,” and “ala,” nor related to time, such as “lan,” “lam,” or “la,” but rather are related to the content of what follows them, they confirm it or bestow upon it the meaning of correction, such as “lakin,” or the meaning of wishing, such as “layta,” or the meaning of hope, such as “la’alla.”
These letters are similar to verbs in their indication of an event (the action) emptied of its time, so these letters were related to meanings of the heart, such as request, creation, and wishing, which are meanings that indicate confirmation of news or wishing for its occurrence or its recovery, so their connection to (the future), which one hopes to change by confirming a meaning or recovering it or wishing for it or hoping for it, so the indication of (the future time) is derived from or dependent on the indication of the implicit creation by the meanings of these letters and their effect on what comes after them, and it is known that the letter affects what comes after it, either by accusative or genitive, so (in and its sisters) accusative the subject and nominate the predicate.
As for “in” and its sisters, it is a letter that indicates an event. It is known that even if letters have general meanings, they impose their meaning on what follows them of nouns or verbs. However, since these letters indicate meanings that are not related to place, such as “fi,” “wali,” and “ala,” nor related to time, such as “lan,” “lam,” or “la,” but rather are related to the content of what follows them, they confirm it or bestow upon it the meaning of correction, such as “lakin,” or the meaning of wishing, such as “layta,” or the meaning of hope, such as “la’alla.”
These letters are similar to verbs in their indication of an event (the action) emptied of its time, so these letters were related to meanings of the heart, such as request, creation, and wishing, which are meanings that indicate confirmation of news or wishing for its occurrence or its recovery, so their connection to (the future), which one hopes to change by confirming a meaning or recovering it or wishing for it or hoping for it, so the indication of (the future time) is derived from or dependent on the indication of the implicit creation by the meanings of these letters and their effect on what comes after them, and it is known that the letter affects what comes after it, either by accusative or genitive, so (in and its sisters) accusative the subject and nominate the predicate.
Location
Online from Egypt
About Me
I am Dr. Mustafa, an Arabic language and Islamic education teacher. I hold a PhD in Quranic rhetoric and literary criticism.
I am also fluent in German and translate from it to Arabic. I have over 15 years of experience teaching Arabic. I am proficient in simplifying grammar rules for students and training them on parsing. For all educational levels and foundation in Arabic grammar. I also teach Arabic to foreigners. I try to link grammar rules with rhetoric and draw inspiration from their precise meanings to simplify them.
The lesson will be via Zoom for 60 minutes with exercises to be solved.
I am also fluent in German and translate from it to Arabic. I have over 15 years of experience teaching Arabic. I am proficient in simplifying grammar rules for students and training them on parsing. For all educational levels and foundation in Arabic grammar. I also teach Arabic to foreigners. I try to link grammar rules with rhetoric and draw inspiration from their precise meanings to simplify them.
The lesson will be via Zoom for 60 minutes with exercises to be solved.
Education
Al-Azhar University. Bachelor's degree, Faculty of Arabic Language. General Section
Master of Rhetoric and Criticism
PhD in Quranic Grammar and Rhetoric, First Class Honours
Upper Intermediate Level Certificate in English from the American Center.
Certificate of Islamic Propagation in English from Al-Azhar University.
Master of Rhetoric and Criticism
PhD in Quranic Grammar and Rhetoric, First Class Honours
Upper Intermediate Level Certificate in English from the American Center.
Certificate of Islamic Propagation in English from Al-Azhar University.
Experience / Qualifications
15 years of experience teaching Arabic language and Islamic studies in private and public schools and on social media.
The ability to use modern methods such as PowerPoint and artificial intelligence to simplify the lesson and help understand it.
The ability to use modern methods such as PowerPoint and artificial intelligence to simplify the lesson and help understand it.
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Children (7-12 years old)
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60 minutes
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English
Arabic
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