Arabic Technical Writing Training Notes
Program Information and Educational Introduction
The program titled Arabic Technical Writing (101) is designed as a definitive guide for trainees within the technical colleges under the General Organization for Technical and Vocational Training (TVTC) in the Kingdom of Saudi Arabia. The curriculum is meticulously structured to align with National Professional Standards and National Professional Qualifications, ensuring a bridge between academic theory and the practical requirements of the Saudi labor market. The program aim is to empower the youth with both knowledge and faith to drive development and place the nation among industrially advanced countries.
The training package is intended to provide foundational knowledge and skills in reading and writing. It focuses on mastering communication, understanding and analyzing texts, and producing both creative and functional writing. The total expected time for the completion of this training is training hours, distributed as follows: Communication Skills ( hours), Reading Skills ( hours), Writing Skills ( hours), Creative Writing Arts ( hours), and Functional Writing Arts ( hours).
Communication Skills: Concepts and Foundations
Communication amongst humans is achieved through the use of language, which is a unique human trait. The Quranic reference to this is found in Surah Al-Baqarah (): "And He taught Adam all the names." Communication begins with a set of ideas an individual wishes to express to inform others, change attitudes, or develop values. This is executed through four basic linguistic skills: Speaking, Listening, Reading, and Writing.
Language is defined linguistically as idle talk that lacks benefit, as referenced in Surah Al-Furqan (). However, idiomatically, Ibn Jinni defines language as "sounds used by every people to express their purposes." Modern scholars provide further definitions: Sapir views language as a purely human, non-instinctive method of communicating ideas, emotions, and desires through a system of voluntarily produced symbols. Chomsky defines it as a set—finite or infinite—of sentences, each finite in length and constructed out of a finite set of elements. Educationally, language is a system of sounds or symbols with multiple significations used by the individual and society for self-expression and the fulfillment of needs.
Language consists of four primary elements. First is Sounds, which involves letters, their points of articulation (makharij), and their attributes; this is studied in phonetics and Tajweed. Second is Words, focusing on derivation, shape, and meanings, studied in morphology (Sarf), lexicography, and orthography. Third is Sentences, which are the useful structures (nominal or verbal) studied in grammar (Nahw). Fourth is Structures, which refers to phrases containing two or more sentences and the tools for linking them, studied in Nahw, rhetoric (Balagha), and literature.
The Functions of Language and Communication Components
Language serves distinct functions for both the individual and society. For the individual, the Personal Function allows for the expression of unique ideas and emotions, characterized by a specific "voiceprint." The Psychological Function affects the human psyche, either as a motivator or a discouragement depending on linguistic success. The Educational Function facilitates learning and teaching throughout life. Socially, the Reciprocal Social Function is used in daily transactions to achieve mutual understanding. The Guidance Function involves oral or written instructions that organize life, such as traffic laws or family guidance. Finally, the Preservation and Transfer Function ensures the continuity of cultural heritage and traditions across generations.
Communication itself is a complex process involving four pillars. The Sender is the source of the message who seeks to influence others. The Receiver (or future recipient) is the party that decodes and interprets the message. The Message is the actual content, comprised of ideas (substance) and linguistic symbols (form). The Medium is the tool through which the message travels, ranging from normal voice in direct contact to books, maps, radio, television, and computers. The medium is critical as it can either facilitate or obstruct communication.
Reading Skills: Definitions and Goals
Reading is linguistically defined as looking at words and pronouncing them, or following them without pronunciation (silent reading). Modern educational research has evolved the concept from a simple mechanical process to a comprehensive one: "pronouncing and understanding symbols, analyzing what is read, critiquing it, interacting with it, benefit from it to solve problems, utilizing it in vital situations, and finding psychological pleasure in the text."
The goals of reading include developing verbal and intellectual capacity, mastering reading skills to create new interests, and providing the reader with science, literature, and technical skills. It aims to provide a renewed vocabulary, foster the ability to distinguish between essential and incidental ideas, and make reading a daily enjoyable habit. Furthermore, it expands experiences and enables the efficient use of references and dictionaries.
Reading holds immense importance in life because it allows for the freedom to choose the book, subject, time, and place. Unlike the spoken word, a book is a "friend that does not tire or bore." It is one of the most accessible and affordable means of knowledge (newspapers, magazines). For the individual, reading builds personality, determines directions, and provides a sense of confidence and security. For society, it allows one society to learn about the civilizations and cultures of others and connects the community with its heritage. In the modern era, technology has eliminated the barriers of time and space, making reading essential for the success of workers, farmers, teachers, and doctors alike.
Analysis of Reading Texts
The training material includes texts for analysis, such as the Hadith about a man from the Ansar who asked for charity. The Prophet (Peace Be Upon Him) encouraged him to work rather than beg by selling his household items (a cloth and a bowl) for dirhams to buy an axe and gather wood. This story illustrates that work is more honorable than the "scar of begging" on the Day of Resurrection. Another text by Henri Poincaré emphasizes that creativity is like building blocks that need multiple sources to form a wonderful image. He suggests asking inspiring people "What inspires you now?" and dedicating at least minutes daily to new stimuli. A third text by Dr. Yasser Abdul Karim Bakkar states that goal-setting is the foundation of change; an engineer creates a house twice—once in the mind via a detailed blueprint and once on the ground through work.
The Pillars and Types of Writing
Writing is linguistically defined as gathering, tightening, and organizing. Idiomatically, it is an organized and precise performance where a person expresses ideas, opinions, and information to serve as evidence of their vision. Its importance lies in satisfying psychological and intellectual needs, preserving the heritage of the group, and acting as a tool for thinking that generates and branches out ideas.
Writing has four main requirements (pillars). First is Mastering the Tool, which is the language (Nahw, Sarf, Balagha, and Fiqh al-Lugha). Second is Practice with Elevated Literary Styles, achieved through reading the Quran, the Prophet's Hadith, and famous poetry and prose. The Quran is the primary source of linguistic eloquence. Third is Familiarity with Serious Modern Culture, where culture is seen as a behavior and an orientation, covering beliefs, arts, and psychological adaptation. Fourth is Establishing a Factual Foundation for the subject by researching primary sources and references before writing, while maintaining honesty in quotations.
Writing is categorized into two main types: Functional Writing and Creative Writing. Functional writing (such as reports and official letters) is intended to fulfill needs and organize affairs. It is objective, direct, and avoids rhetorical flourishes. Creative writing (such as poetry, stories, and articles) aims to evoke emotions, translate feelings, and portray the depths of the soul using selected vocabulary and imagery to achieve psychological pleasure for the reader.
Artistic Forms: The Article, Diaries, and Memoirs
An Article (Maqala) is a prose text of limited length revolving around a specific subject, appearing in the writer's personality. It consists of an introduction, body, and conclusion, and should not exceed words (approximately pages). Articles are classified into Subjective (Literary)—expressing the writer's emotions, such as Social, Descriptive, Personal, Biographic, and Reflective articles—and Objective (Scientific)—following a research methodology, such as Critical, Historical, Philosophical, and Scientific articles.
Diaries are daily recordings of events that leave an impact on us or our surroundings. They are considered a daily autobiography. Memoirs are recordings of significant events from the near or distant past that affected us, such as wars, meeting powerful figures, or major life stages. Characteristics of both include recording the date and location, maintaining chronological order, using a narrative style (first or third person), and incorporating criticism and emotion to make them interesting.
Functional Writing: Official Letters and Reports
A Mo'arood (Administrative Letter) is a structured request or report addressed to an official or entity for employment, complaints, or information. Its components are: Opening (Basmalah, Addressing with appropriate titles like "His Excellency," and an Opening Greeting); Body (Concise and direct presentation of the subject and justifications); and Closing (Concluding greeting, name, signature, date, and contact information). The style must be clear and free from artificiality.
A Report (Taqreer) is a functional writing form containing facts and data about a specific subject, person, or case. It helps in documenting, evaluating, and making decisions. Its structure consists of a Preliminary Part (Cover, Title Page, Acknowledgments, Summary, Table of Contents, Lists of Tables/Figures); a Basic Part (Introduction—not exceeding of the total size—Body/Analysis, Findings, and Recommendations); and an Additional Part (References and Appendices). High-level officials often read only the summary, findings, and recommendations.
CVs, Meeting Minutes, and Summarization
The Academic CV (Sira) is a documented record of an individual's qualifications and experiences, serving as the primary criterion for job acceptance. It must include Personal Information, Qualifications (listed from newest to oldest), Experiences, Skills (computer, English, etc.), Referees (neutral former managers), and Appendices (copies of certificates). It should be brief, linguistically correct, and professionally formatted as a PDF.
Meeting Minutes (Mahdar) are written documentations of official meetings held to discuss issues or issue decisions. They include the Entity Name, Title, Documentary Data (date, time, place, attendance), Proceedings (agenda, discussions, recommendations), and a Conclusion (closing time and signatures). Minutes are saved in official files and act as a legal record for accountability and follow-up.
Summarization (Talkhis) is expressing the core ideas of a topic in few words without ambiguity or loss of meaning. The ratio of the summary to the original depends on the density of the source. Steps include exploratory reading to identify main points, recording these points, and then rewriting them in the reader's own style. Principles of summarization require avoiding distortion of meaning and distinguishing between primary and secondary ideas, often following the order of "The Most Important, The Important, then The Less Important."
Exercises and Evaluation
The program includes various exercises to test mastery. For instance, in Communication Skills, trainees must distinguish between Sapir's and Ibn Jinni's definitions. In Reading, they must identify the goals of comprehensive reading. In Functional Writing, they practice constructing a full Mo'arood. A Self-Evaluation Model is provided where trainees rate their performance as "Full Mastery," "Partial Mastery," or "Non-Applicable" for every concept. If a trainee marks "No" or "Partial," they must re-train with help from the instructor. Achievement is measured on a scale where the minimum passing grade is and the highest is .