Groundwork and Preparation involve the preliminary activities that would collectively function as a basis or foundation before launching a desired target goal. This goal will usually yield the start or possibility of changes for the better. The responsibility for the preparation falls on a focused person who usually at this point reaches out for few but trusted people to share the load.
As a researcher, I believe this step is one of the most important steps in the whole process. It is indeed one step which could cause the ultimate success or the unexpected failure of projects. Having this in mind, it is no wonder that this step can take a reasonably long time to reach its final stages.
In Islam, we are told of the necessity and importance of preparation to win or to be successful.
Surah Al-Anfal (Quran 8:60)
Dr Mohsin
And make ready against them all you can of power, including steeds of war (tanks, planes, missiles, artillery) to threaten the enemy of Allâh and your enemy, and others besides whom, you may not know but whom Allâh does know. And whatever you shall spend in the Cause of Allâh shall be repaid unto you, and you shall not be treated unjustly.
Pickthal
Make ready for them all thou canst of (armed) force and of horses tethered, that thereby ye may dismay the enemy of Allah and your enemy, and others beside them whom ye know not. Allah knoweth them. Whatsoever ye spend in the way of Allah it will be repaid to you in full, and ye will not be wronged.
Yusuf Ali
Against them make ready your strength to the utmost of your power, including steeds of war, to strike terror into (the hearts of) the enemies of Allah and your enemies and others besides whom ye may not know but whom Allah doth know. Whatever ye shall spend in the cause of Allah, shall be repaid unto you, and ye shall not be treated unjustly.
The Groundwork and Preparation pertaining to this study were deciding on one important literary element or one literary technique that is taught in a Literature classroom, looking carefully at all the variety of materials being used as text as vehicles to teach the literary element or literary technique, looking closely at the variety of materials and the possibility of substituting the materials with Quranic verses in English, the selection of suitable Quranic verses and …….the list goes on. One of these items on the list took me months to confirm.
There is a distinct difference between a literary element and a literary technique. According to the website www.mrbrainman.com , the definitions are:
Literary elements refers to particular identifiable characteristics of a whole text. They are not “used,” per se, by authors; they represent the elements of storytelling which are common to all literary and narrative forms. For example, every story has a theme, every story has a setting, every story has a conflict, every story is written from a particular point-of-view, etc. In order to be discussed legitimately as part of a textual analysis, literary elements must be specifically identified for that particular text.
Literary techniques refers to any specific, deliberate constructions or choices of language which an author uses to convey meaning in a particular way. An author’s use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text; they represent deliberate, conscious choices by individual authors.
The difficult decision involved the question of which would be more suitable and /or feasible to teach with Quranic verses as the literary text. Even though teaching both of them are possible, suitable and feasible, I decided on teaching a literary technique rather than a literary element because the latter would be too much connected to or similar to Islamic Studies since the text would have to be looked at as a whole and each element will have to be identified looking at the whole text. My main research focus remains to be looking at only the literary value of Quranic verses in English while using the verses as material or literary text. Teaching a literary technique would be possible bringing focus to a single word or phrase/phrases in any suitable section of a text.
Another issue I was pulled into for some months was the frowns on the faces of some experts because it was felt that I was not respecting the sacredness of the Quran when it became a well-known fact that my researchwork was promoting the use of Quranic verses in English as a literary text in the Literature classroom. These frowns called for a meeting with me which concluded, to my relief, with a better understanding of my researchwork and therefore it received approval, support and blessings. This also meant that I had to add another section on the clarification for the use of these Quranic verses in English in the Literature classroom.
Much time was spent on the groundwork and preparation and there were many moments which made me see negative flashes. Could it be too big for me to see through? This research project needs someone stronger……my children need me……..this project is ….. then, I reminded myself,
Surah Al-Araf (Quran 7:42)
Dr. Mohsin : But those who believed (in the Oneness of Allâh - Islâmic Monotheism), and worked righteousness - We tax not any person beyond his scope,— such are the dwellers of Paradise. They will abide therein.
Pickthal : But (as for) those who believe and do good works - We tax not any soul beyond its scope - Such are rightful owners of the Garden. They abide therein.
Yusuf Ali : But those who believe and work righteousness no burden do We place on any soul, but that which it can bear― they will be companions of the Garden therein to dwell (forever).
I thought to myself that I should be reminded that after difficulty, there is ease with one surah. of the Quran which comprises 8 verses only. And this was the main strength that came from within me to carry on.
(Quran 94:1-8)
Dr Mohsin
Ash-Sharh
In the name of Allah, the Beneficent, the Merciful
Have We not opened your breast for you (O Muhammad (SAW))? (1) And removed from you your burden, (2) Which weighed down your back? (3) And have We not raised high your fame? (4) Verily, along with every hardship is relief, (5) Verily, along with hardship is relief (i.e. there is one hardship with two reliefs, so one hardship cannot overcome two reliefs) (6) So when you have finished (your occupation), devote yourself for Allâh's worship. (7) And to your Lord (Alone) turn (all your) intentions and hopes. (8)
Pickthal
Ash-Sharh
In the name of Allah, the Beneficent, the Merciful
Have We not caused thy bosom to dilate, (1) And eased thee of the burden (2) Which weighed down thy back; (3) And exalted thy fame? (4) But lo! with hardship goeth ease, (5) Lo! with hardship goeth ease; (6) So when thou art relieved, still toil (7) And strive to please thy Lord. (8)
Yusuf Ali
Ash-Sharh
In the name of Allah, the Beneficent, the Merciful
Have We not expanded thee thy breast?― (1) And removed from thee thy burden (2) The which did gall thy back?― (3) And raised high the esteem (in which) thou (art held)? (4) So, verily, with every difficulty, there is relief: (5) Verily with every difficulty there is relief. (6) Therefore, when thou art free (from thine immediate task), still labour hard (7) And to thy Lord turn (all) thy attention. (8)
I realized that when I decide to challenge, face and deal with an obstacle with the sincere desire to resolve it effectively, my workflow path became clearer. It was difficult to keep up with my teaching tasks and duties as well as progressively work on my research. But then again, I found it to my advantage by keeping my class loads to clear away any doubts related to my research. For example, the fact that the same intended academic (teaching and learning) objectives were achieved at the end of the lesson using various materials as literary texts was confirmed after substitution trials on my own Literature class of students for many months. Thus, modifications, adjustments, decisions were made confidently, knowledgeably and effectively. Consequently, the launching of case studies conducted on a much bigger scale with written permission from the Department of English and the University Research Committee took place.
Read the paper here:
