assignment write urdu

About "Darvazah"

How to begin, take the plunge, د ر و ا ز ہ, darvazah: a door into urdu.

By Afroz Taj and John Caldwell

Darvazah – A Door Into Urdu is an interactive, multimedia Elementary Urdu learning website. We invite you to explore the site and try out the various lessons and learning resources. If you are ready, go to the next tab: “How To Begin.”

About the Project

The Darvazah site is available to anyone in the world at no charge. Whether you are an independent learner or enrolled in a formal Urdu language course, you will find many resources here to enhance your language learning. Darvazah is designed as a stand-alone, comprehensive language course, but it also complements other Urdu-learning textbooks and curricula.

The site consists of 24 multimedia lessons designed to provide the equivalent of two full semesters of university-level language instruction. By working your way through the materials presented here, you will learn basic spoken and written Urdu.

Each lesson is an integrated module that includes short films, grammar notes, glossaries, cultural notes, “video-professors,” interactive activities, and other learning resources. The lesson movies were filmed in India, Pakistan, and the United States using native speakers and students. Every fourth lesson (i.e. Lessons 4, 8, 12, 16, 20, and 24) is a review lessons which does not include new grammar topics but rather supplementary glossaries and activities. Upgrades to the site are currently in progress, and additional learning resources and exercises are being added periodically.

Because Urdu and Hindi are essentially the same language in their colloquial spoken forms, we have created a parallel Hindi learning site called “A Door Into Hindi.” [https://tajhindi.unc.edu] In both sites, we have deliberately combined traditional Hindi and Urdu contexts, much as they overlap in India and Pakistan. Although some words may appear odd when used in the “wrong” context (e.g. “Namaste” in Pakistan), we believe that an attempt to segregate Hindi and Urdu would be misleading and counter to the lived linguistic experience of people in South Asia.

Whether you are a student or teacher of Urdu, your input is welcome in the form of suggestions, questions, or comments. We envision this project as collaborative and adaptive, so if you would like to share your own Urdu teaching materials, we would be happy to add links to this site. Please send your communications to us at the email addresses below.

Course Designer

Dr. Afroz Taj Associate Professor, South Asian Studies Department of Asian and Middle Eastern Studies University of North Carolina at Chapel Hill [email protected]

Project Manager

Dr. John Caldwell Teaching Associate Professor, Hindi-Urdu Department of Asian and Middle Eastern Studies University of North Carolina at Chapel Hill [email protected]

Throughout this project, we have had much help, input, and encouragement from our official collaborators Rupert Snell, Phil Lutgendorf, Herman Van Olphen, Susham Bedi, and Frances Pritchett, as well as many other colleagues around the world. The project was initiated by funding from the International Research and Studies Program of the US Department of Education and supplemented by the North Carolina Center for South Asia Studies. Subsequent technical support has been provided by the Office of Information Technology at North Carolina State University and the Office of Arts and Sciences Information Services (OASIS) at the University of North Carolina at Chapel Hill. It would be impossible to list all of the people who have contributed to “A Door Into Hindi” and “Darvazah” but a partial list is included below. We would especially like to thank the many students who have worked as web designers, media editors, and guinea pigs, as well as the many volunteers in India and Pakistan whose talents are featured in the Lesson films. We send a special word of thanks to Arfaeen Iqbal and Marriala Consultants in Pakistan.

Collaborating Institutions

• The University of North Carolina South Asia Section in the Department of Asian and Middle Eastern Studies
• North Carolina State University Hindi-Urdu Program in the Department of Foreign Languages and Literatures
• The Carolina Asia Center
• The North Carolina Center for South Asia Studies
• The Triangle South Asia Consortium

We would like to thank the following individuals and institutions for their suggestions, advice, input, guidance, hard work, and/or moral support throughout this project: Tej Bhatia, Frances Pritchett, Daisy Rockwell, Rupert Snell, Shamsur Rahman Farooqi, Sean Pue, Arfaeen Iqbal, Abdul Hameed, Khawar, Grace Clark, Rita Akhtar, and the USEFP staff, Stephen Poulos and the South Asia Language Resource Center, Nilakshi Phukan, Claire Lampe, Chandra Mohan, Sandeep Hattangady, Qaiser Abbas, Amy Wilson, Samuel Eisen, Edward McDermott, Christine Corey, Gang Yue, Ruth Gross, Jan Bardsley, Lori Harris, Linda Zhang, Amanda Tueting, Paula Cherry, Missy Seaton, Tony Burgin, Tony Stewart, Hal Levin, Pamela Lothspeich, Shaheen Parveen, Matt Osment, Lars Sahl, Melissa Stewart, Tim Hensley, and the Center for Language Engineering (Pakistan).

Every student has a different learning strategy. If you have never studied a foreign language before, you will have to discover what learning strategy works best for you.

“Darvazah” contains twenty-four lesson units as well as an Urdu alphabet learning module. Most Lesson units are integrated modules that consist of:

• A Lesson Movie with subtitles
• A transcript of the Lesson film dialogue
• A Lesson glossary
• A set of Lesson grammar topics
• Culture Notes
• Interactive language-learning activities

Every fourth lesson (i.e. Lessons 4, 8, 12, 16, 20, and 24) is a review lesson that does not include new grammar information but rather supplementary glossaries and activities.

Lesson Media

Each Lesson contains links to media resources mounted on YouTube. You will need a reliable broadband internet connection in order to access the media. The Lesson movies include optional subtitles in Hindi and Urdu. You may use the tools provided by YouTube to pause, rewind, and slow down the films. Each Lesson unit also contains a transcript of the film dialogue with links to the Glossaries, Grammar units, and Culture Notes.

The Lesson Activities active the expressions and vocabulary words contained in the lesson. These may be attempted orally or in writing. Some activities are designed for use with conversation partners or small groups. We encourage you to undertake the written activities by hand rather than trying to learn how to type in Urdu.

The Urdu Writing System

While it is possible to learn Urdu without learning the Urdu writing system (Devanagari), this site assumes that you will learn how to read and write in tandem with learning how to speak and understand. We have created a simple Alphabet Module to guide you through the writing system. You should try to write the Lesson 1 written homework assignments in the Urdu script. In Lessons 1, 2, and 3, each glossary word is linked to an animated spelling movie. Click on the word to see and hear how the word is spelled. By Lesson 3 you should be somewhat comfortable reading and writing in Urdu.

Learning a new alphabet requires using visual memory for shapes, which is another skill that many of do not use regularly. We highly recommend that you make flash cards for yourself: each card should have one Urdu letter on one side, and on the other side, something that will help you remember the sound of the letter. Beware of online flashcard apps that generate the “sound” of the letters: most of these are not correct.

The Urdu fonts used in this website are Unicode based, which means that they should display correctly in all platform and browser environments. Most devices should be able to display the Urdu alphabet without any special apps or settings. Please see the table below to check whether the operating system and browser combination on your computer is displaying the Urdu font properly. The word in the left column [text in Unicode font] should match the word in the right column [image].

Many students prefer to begin by watching the Lesson 1 movie. We have intentionally not provided English translation in subtitles. You can use the YouTube “Playback Speed” feature to slow down the dialogue, and you may wish to turn on the Hindi subtitles to see what you are hearing. After watching the Lesson Movie, you may refer to the Movie Script, the Glossary, the Cultural Notes, and the Grammar section before watching the movie again. After you feel that you understand most of what is going on in the Movie, you may begin trying the activities. If this approach works well for you, you should use it for each new lesson. It is also possible to approach the modules in a different order, depending on your learning style.

Learning a new language requires using aural memory, a skill which many of have not used since we learned our first language. Try to memorize words and phrases by sound, before writing them down. You can hear the words in the Lesson Glossaries by click on the Ear Icon next to each word. Once you have the words and dialogue “in your ear” you should then look at the Alphabet Module. Go back and forth between the Lessons and the Alphabet Module so that each reinforces the other.

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Write Urdu online

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Urdu Essays List 3

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Qissa – A Digital Platform For Urdu Writers

Urdu writers in Pakistan have been decreasing lately. One reason for its downfall is the traditional publishing methods used by Urdu publishers. There has been a decline in Urdu language since English writers and publishers in Pakistan have grown quickly in the past few years. It is a crucial time for Urdu readers and writers to save the glory of the dying language. Daastan has been working towards the improvement of the literary space in Pakistan. Through digitizing the publishing process, Daastan seeks to revive the reading and writing culture in Pakistan.

How Daastan Supports Urdu Writers

Since its inception, Daastan has been keen to promote education , literacy and healthy learning in Pakistan. Daastan has always laid equal importance on literature in Urdu as well as English. At Qissa we have published around 70 Urdu books and are working on many more. We believe the best way to keep a language alive is to read it. Since Urdu is our national language , we know it a lot better than English, which means we can write better in this language. While writing in English, most writers struggle with translating their thoughts into words. With Urdu, it is a lot easier consequently producing finer stories.

Services For Urdu Writers

Daastan provides Editing services for Urdu writers . Our Urdu Editorial works with the author to help them improve their book. A basic level editing includes spell check , and editor’s advice on improving the manuscript. This level of editing is required for ebook publishing . Level 2 for Urdu editing includes grammar check , fixing the sentence structure and formatting the text. Our Editor will discuss your story, layout and characters in detail and work with you to improve the text. At the third level, our Editor will guide you with formatting the book for print , after a detailed overview of the text. Any required changes will be made with the help of expert Urdu Editors to ensure good quality of your book. Our Urdu Editorial also offers a customised Mentorship program for writers where you can learn and explore different genres and writing techniques through exercises.

Importance Of Urdu Language

The world today is no longer disconnected . Countries are interdependent in terms of economic, political and social activities . In this global village, sticking to regional languages seems like a backward idea to many. Most writers want their name to be known all over the world. Pakistani writers too, perhaps carry the same vision . To broaden their market and reach out more people, writers stick to English language. On the contrary, protecting and safeguarding your language is probably more important today than ever. With an increasing threat to smaller cultures and languages, we need to make sure that our language survives and flourishes .

If you are an Urdu writer , Daastan is the best place for you. We do not treat your books as merely a product that has to be sold. For us, it is our cause. Publish your book with us today and join our mission to revive the reading culture in Pakistan!

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The bestselling science fiction books of all time.

Aslam o alaikum! I want to publish my novel. So please can I get detail about it.?

You can have a look at meraqissa.com/page/publishing to understand the process of publishing.

Hi, I am intrested in knowing can you publish my urdu horror story on your page?

Hey, We only publish eBooks or printed copies. You will have to get your stories published on Qissa.

Kis trhan hum koi b story likh sakte??

Check all details here: https://www.meraqissa.com/page/publishing/

I want to publish a story

I want to publish my Urdu long story it’s like a dramatic story. Where and how should I submit ?

Hey! I wanted to publish my article on your website. How can I send you?

Asslam.o.alikum I wonna publish my novel stories on your website kindly tell me details

I want to publish articles,afsana on ur website..How can I send you

I want serve u by novel drama article writing

I want to publish my article plz guide.

We only publish books Check all details here: https://www.meraqissa.com/page/publishing/

If I publish a novel, will you pay for it?

We offer self-publishing only.

Assalamualaikum This is Dr.Afsana I want publish my urdu book which is based on women health. Will you please help me to publish this book.

Hello, Kindly visit this link for all details regarding publishing process: https://www.meraqissa.com/page/publishing/

Can i send u an episode of my novel… Is it the website of publishing novels..? If it is not then kindly tell me about procedure that how can i bublish my novel… By sendig episode one by one or what about the fund.

I want to earn mery pas bht interesting ideas hoty hen r mera writing skill b acha h r Mje urdu me likhna he psnd h. Mery pas aj kl ki stories type k ideas ni hoty blcul different hoty hen but issue ye h k mae ks pr trust kru? Mae publish kesy kru don’t know Mje fame b chaheay r earn to definitely krna h. Kia ap koi help pr razi hen?

i wanted to upload my urdu novel on your website, how i can send on your site

How to publish???

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Saved words

Showing results for "assignment"

Urdu words for assignment, əˈsaɪn.mənt, assignment के उर्दू अर्थ.

• तख़सीस या त'यीन का 'अमल
• वो तहरीर जिस के ज़री'ए इंतिक़ाल-ए-हक़ हुआ हो
• इंतिक़ाल-नामा
• वो ज़िम्मेदारी जिस पर किसी का तक़र्रुर किया गया हो
• सुपुर्द किया गया काम

assignment کے اردو معانی

• تخصیص یا تعیین کا عمل
• وہ تحریر جس کے ذریعے انتقال حق ہوا ہو
• انتقال نامہ
• وہ ذمہ داری جس پر کسی کا تقرر کیا گیا ہو
• سپرد کیا گیا کام

Tags for assignment

English meaning of assignment , assignment meaning in english, assignment translation and definition in English. assignment का मतलब (मीनिंग) अंग्रेजी (इंग्लिश) में जाने | Khair meaning in hindi

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Assign meaning in Urdu

Assign sentences, assign synonyms, assign definitions.

1 of 7) Assign , Delegate , Depute , Designate : ذمے کرنا , ذمےداری سونپنا : (verb) give an assignment to (a person) to a post, or assign a task to (a person).

Assign him for that task.

2 of 7) Assign , Allot , Portion : دینا , دے دینا : (verb) give out.

3 of 7) Assign , Ascribe , Attribute , Impute : کسی کے نام کرنا , منسوب کرنا : (verb) attribute or credit to.

4 of 7) Assign , Set Apart , Specify : چننا , منتخب کرنا : (verb) select something or someone for a specific purpose.

The teacher assigned him to lead his classmates in the exercise.

5 of 7) Assign , Put : لگادینا : (verb) attribute or give.

6 of 7) Assign , Arrogate : بے جا مطالبہ کرنا , جھوٹا مطالبہ کرنا : (verb) make undue claims to having.

7 of 7) Assign : حق دینا : (verb) transfer one's right to.

Useful Words

Allow : ایک طرف کرنا , Task : کسی کو کام دینا , Advance : بڑا عہدا دینا , Post : تعینات کرنا , Underestimate : اصل قدر سے کم قیمت لگانا , Prioritise : ترجیح دینا , Miscall : غلط نام دینا , Rename : نیا نام رکھنا , Denominate : نام رکھنا , Locate : مقرر کرنا , Misdate : غلط تاریخ لگانا , Categorise : زمرہ بندی کرنا , Grade : درجہ بندی کرنا , Classify : قسم بندی کرنا , Construe : مطلب نکالنا , Celebrate : اہمیت دینا , Appoint : مقرر ہونا , Break : درجہ کم کرنا , Call : نام رکھنا , Charge : ذمہ داری , Authorise : اختیار دینا , Postmaster : کسی ڈاکخانہ کا افسر , Defector : غدار , Commit : وقف کرنا , Instruct : حکم دینا , Churl : کنجوس انسان , Ambo : منبر , Feudatory : وفادار , Dossier : کسی شخص کے بارے میں مفصل معلومات لیے ہوۓ دستاویزات کا مجموعہ , Defendant : مدعا علیہ , Fair Game : حملہ کرنا

Useful Words Definitions

Allow: give or assign a resource to a particular person or cause.

Task: assign a task to.

Advance: give a promotion to or assign to a higher position.

Post: assign to a post; put into a post.

Underestimate: assign too low a value to.

Prioritise: assign a priority to.

Miscall: assign in incorrect name to.

Rename: assign a new name to somthing or someone.

Denominate: assign a name or title to.

Locate: assign a location to.

Misdate: assign the wrong date to.

Categorise: place into or assign to a category.

Grade: assign a rank or rating to.

Classify: assign to a class or kind.

Construe: make sense of; assign a meaning to.

Celebrate: assign great social importance to.

Appoint: assign a duty, responsibility or obligation to.

Break: assign to a lower position; reduce in rank.

Call: assign a specified (usually proper) proper name to.

Charge: a special assignment that is given to a person or group.

Authorise: give or delegate power or authority to.

Postmaster: the person in charge of a post office.

Defector: a person who abandons their duty (as on a military post).

Commit: give entirely to a specific person, activity, or cause.

Instruct: give instructions or directions for some task.

Churl: a selfish person who is unwilling to give or spend.

Ambo: a platform raised above the surrounding level to give prominence to the person on it.

Feudatory: a person holding a fief; a person who owes allegiance and service to a feudal lord.

Dossier: a collection of papers containing detailed information about a particular person or subject (usually a person`s record).

Defendant: a person or institution against whom an action is brought in a court of law; the person being sued or accused.

Fair Game: a person who is the aim of an attack (especially a victim of ridicule or exploitation) by some hostile person or influence.

Related Words

Choose : انتخاب کرنا , Impute : قصور وار ٹھہرانا , Credit : سہرا دینا , Personate : انسانی خصوصیات دینا , Accredit : منسوب کرنا , Apply : فائدہ اٹھانا , Allocate : بانٹنا , Arrogate : مطالبہ کرنا , Administer : دینا , Devolve : حوالے کرنا , Delegate : کسی دوسرے کو سونپنا

Next of Assign

Assignable : legally transferable to the ownership of another.

Previous of Assign

Assets : anything of material value or usefulness that is owned by a person or company.

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It helps you understand the word Assign with comprehensive detail, no other web page in our knowledge can explain Assign better than this page. The page not only provides Urdu meaning of Assign but also gives extensive definition in English language. The definition of Assign is followed by practically usable example sentences which allow you to construct your own sentences based on it. You can also find multiple synonyms or similar words of Assign. All of this may seem less if you are unable to learn exact pronunciation of Assign, so we have embedded mp3 recording of native Englishman, simply click on speaker icon and listen how English speaking people pronounce Assign. We hope this page has helped you understand Assign in detail, if you find any mistake on this page, please keep in mind that no human being can be perfect.

Giving Students Options for a Concept Paper in a Business Communications Course

The Communication Spotlight features innovative instructors who teach written, oral, digital/technological, kinetic, and visual communication modes.

Jennifer Hite received her BA majoring in Environmental Studies with a minor in Political Science from University of California at Santa Barbara, her MA in Communication Management from the Annenberg School of Communication at University of Southern California. She received a PhD in Organizational Behavior at UCI/The Paul Merage School of Business. Professor Hite has been an Instructor at the Annenberg School of Communication at USC, School of Business Administration at USC and UCI/The Paul Merage School of Business. She is a member of the Academy of Management, International Communication Association and the Society for Human Resources Management.

What is the assignment? 

Concept Paper: Project or Idea Pitch

Project overview: You can choose from one of two tracks for the assignment:

• Introduce a new product or
• Introduce an existing product to another country.

Track 1: Introduce a New Product

Students selecting this track will produce a concept paper and pitch that follow the requirements of the Stella Zhang New Venture Competition . By the end of the quarter, you’ll have a solid concept paper and pitch ready if you choose to compete.

Product selection, Track 1: The product must be a completely new product or a better version of an existing one that is affordable to most Americans. In addition,

• A new service or a digital product may not be used.
• If you’ve already submitted a concept paper for the New Venture Competition, you may not use the same idea or paper for MGMT 191W. However, we encourage you to use the original work you create for MGMT 191W for the competition.

Track 2: Introduce an Existing Product to Another Country

Students selecting this option will introduce an existing product to a country they are not familiar with. Here are the requirements for both the product and the country you choose.

Product selection, Track 2: The product must be an existing one that is affordable to the people in the country you’ll be introducing it to. In addition,

• It must be a consumer product ; that is, an item of common or daily use, typically bought by individuals for private consumption.
• It must be a product consumers can purchase in brick-and-mortar stores.
• Although the product you choose may already be available in the country, your goal is to find one that is not already easily available in the country .
• It cannot be a product consumers rent or that they must subscribe to, such as a meal service.
• It cannot be for commercial use only.

Country selection, Track 2 : The country you use for the report must be one you have never visited, are not from, do not have any cultural ties to, have any relatives from, or know very much about.

How does it work?

In just three pages, students must develop a complete pitch that’s designed to convince investors (Track 1) or their CEO (Track 2) to adopt their product or idea. They build a credible argument by using library resources and careful paragraph development. The paper requires them to carefully analyze the potential market characteristics as well as any competitors, and to use color to engage the reader. The skills they develop in this project are easily transportable to work assignments once they graduate.

What do students say?

“The Concept Paper was a very informative assignment. It was the combination of a research paper and a corporate pitch/report, which worked to mimic potential assignments I will have once I graduate and get a corporate job. I particularly liked that my research was catered towards a specific audience, which led to it being more refined and avoiding any unnecessary information.” – Student Response

Student Artifact: 

This paper, pitching a new product idea, engages the audience with color and in the first paragraph with an attention-getting opening. They use bullet points and numbered lists to draw the reader’s eye and to quickly summarize information. The analysis of the market potential establishes the reach of the product, backed by recent, credible research. In addition, the analysis of the product’s competitors focuses on the product’s advantages over others. The paper is concise, well-written, and well-researched.

Read the full paper here .

Why does this work?

By asking students to choose between two options for their concept paper – either introducing a new product or an old product to a new market – the assignment is essentially asking students to choose their purpose and their audience. This choice can prompt students to think about the relationship between purpose and audience and craft their writing accordingly.

Check out these resources for developing business writing assignments in your communication classes:

• Implementing Student Choice within an Assignment from University of Nebraska-Lincoln
• Business Writing Handout from UNC to help students understand typical expectations for business writing
• This particular assignment asked students to use figures in their writing. Your students might find this resource from the CEWC helpful for using tables and figures.

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