Although reading is an important step in the study of the literary texts, there is another more important step – to analyse the literary texts, which is, to struggle to explain how one comes to understand literary works.

Stylistics is an area of study where the linguist combines with the critic so as to achieve a better or fuller understanding and appreciation of literature. Stylistics also exploits one’s knowledge of the variety of linguistic features present in the literature to deepen one’s awareness of the literature. According to Mick Short, stylistics is a linguistic approach to the study of literary texts (Short, 1996:334). In other words, stylistics is a tool that analyses literary texts using linguistic descriptions. In his book, Exploring the Language of Poems,Plays and Prose 1996, Mick Short suggests the following language features to be examined for a stylistic analysis:

i)  foregrounded features, including figures of speech

ii) whether any patterns of style variation can be discerned

iii) discoursal patterning of various kinds, like turn-taking or patterns of inferencing

iv) patterns of viewpoint manipulation, including speech and thought presentation

v) patterns of lexis (vocabulary)

vi) patterns of grammatical organisation

vii) patterns of textual organisation (how the units of textual organisation, from sentences to paragraphs and beyond are arranged).

Stylistics, predominantly, has been geared towards literary text description.  It uses linguistic descriptions to analyse a literary text.  When one reads, one wants to understand and respond to the literary text through the language of the literary text.  A stylistic analysis helps one to examine the language of the literary text.  In the academic setting, as linguists work with literary texts by applying the principles of linguistic theory, more and more about literary language can be learnt.

STYLISTICS AND THE STUDY AND THE TEACHING OF LITERATURE

Many students enjoy literature.  To make any learning process reach an optimal level, enjoyment is a must.  Thus, literary texts, if well-selected, can be a potentially useful aid to the language teacher.

Since stylistics is a linguistic approach to the study of literary texts, it actually combines language and literature.  If a student is taught literature, literary texts or extracts from them can be used to break up language classes.  Class discussions can be held to identify difficulties the students have in general and in reading the literary text.

In the academic setting, a reading class would have several aspects to consider.  The first would be to select the text, then to develop interesting strategies for the reading process, after which the teacher has the task of dealing with the difficulties experienced by the students.  As a whole, these steps are concerned with making a point of using literary texts for a discussion whenever possible during the reading process.  There is a definite link between stylistics and the reading process when the language of the literary text is examined in detail.

Reading is an important skill to the study of literature. When the student enters a tertiary institution, there is an emphasis on learning the four language skills–reading, writing, listening and speaking–through instruction in language studies and students are encouraged to participate in activities designed to improve these skills.

Stylistics links language and literature studies.  Literary texts often contain a number of different varieties of English.  They can be extremely useful in sensitising more advanced learners of English to linguistic variation.  The study of stylistics would be of particular interest to undergraduate students interested in stylistic analysis and also be relevant to advanced students and researchers such as this writer.

Stylistics has its place in the study and the teaching of literature.  This paper also deals with the stylistics approach to the study of literature and its relevance to the teaching of literature. Mick Short states “the practice of stylistics comes about at any point of intersection of the language of a text with the elements which constitute the literalness of the text” (Short, 1988:162).

From a teaching or classroom viewpoint, there is much that can be done.  The teacher can use the literary text to introduce and form the basis of teaching some structural features of the English language.  The teacher can teach grammar in action and through a stylistics approach of analysis, its communicative features can be illustrated.  This can be very beneficial when teaching both native and non-native learners of English.

Where lexis is concerned, stylistics is a way of exploring the literary meanings from a text.  Through stylistics and the teaching of literature, the rules of language are exploited.  After observation, linguistic patterns and changes to those patterns are recognised.

From a linguistic point of view in the classroom, the teacher can introduce through a stylistic analysis, the appreciation of different levels of language organisation in the literary text.  Teachers can also point out how words work and the nature of figurative language.

Stylistic interpretation involves a process of making equations or inferences about the linguistic forms and meanings in a literary context.  Literary texts can also be compared on the basis of related or contrasting themes.  Features of a text can also be compared through stylistics.

Mick Short states “that a stylistic examination of a text can provide a systematic and principled basis for grading texts for comparison or for further analysis. These texts can be progressively introduced to students on the basis of their linguistic accessibility” (Short,1988:172).

Widdowson writes that if stylistics is to make any valuable contribution to criticism, literature must be studied as a mode of communication, and in such a study, means and ends must be given equal attention and shown to be independent (Widdowson,1975:235). In teaching literature in the area of stylistics, the invitation for the recognition of how a text works as a whole is explored and probed into.

STYLISTICS AND TRANSLATIONS

The use of translated materials can be introduced purposefully and imaginatively, into the language and literature classroom. In the classroom, using translated materials can help the teacher achieve optimal results if these materials are applied to relevant and suitable approaches, activities and exercises.

Our mother tongue shapes our way of thinking and to some extent our use of the other language (whether second or foreign language). The pronunciation, choice of words, tone, word order, etc. is influenced by one language on the other. When this influence is understood, the teacher can correct errors of habit or common errors that usually creeps in unconsciously.

An appropriate material of translation is authentic and wide-ranging in scope. The learner can be brought in touch with the whole language of the target language to maximise the learner’s power and range of expressions. This will in turn add to the learner’s vocabulary.

Using translated material can invite speculation and discussion. Because there is rarely a “right answer”, the atmosphere of the classroom can be more relaxed. The text given by the teacher can be very short and yet this text can be exploited to serve both reading and discussion to cover the whole class period.

According to Alan Duff, using translated materials develops three qualities in learners (Duff, 1989:7):

  i)        Flexibility- It trains the learner to search for, explore and choose words.

  ii)        Accuracy- In the search for the most appropriate words, the learner strives with the best choice of words.

  iii)        Clarity- In his choice for words, the learner tries to convey what is meant.

The teacher can select materials to illustrate particular areas or aspects and structure of the English language with which the learners have difficulty. Thus, the materials could be used to cater for the learner’s needs and to cover the required syllabus. The materials could have illustrations of prepositions, articles, if-clauses, etc. These difficulties could be worked out while the learners come to see the link between language and usage in the target language through practice.

Practice in language learning must not mean giving assignments, marking all the errors in red and returning the marked assignments back to the learners. This way, the teacher will eventually demotivate the learners. Practice in language learning should mean giving the learners regular opportunities to compare and discuss their work with others and to respond to suggestions and tasks with an eagerness to learn and not fear of making flaws.

The teacher must be competent enough in the target language to deal with and handle the different classroom situations. Simple but interesting tasks can be given to the learners before actually working on the texts. This is designed to set the students thinking along specific lines and issues. For example, as a warm-up exercise, after a general reading of the text, the learners could be asked to suggest suitable titles for the text.

Activities involving the use of translated materials constantly means making choices. The longer the learner stays neutral or undecided and without making a choice, the harder the learner finds it to make up his mind. The teacher realizes that the best responses, answers or solutions occur in the classroom after thinking is done and choices are made. Then, the discussions will function well in order to give the learners time for deeper and further reflection and a chance to change their minds to make even better choices.

Teachers are encouraged to look at the following items when evaluating and analysing a piece of translated text through stylistics. The uppermost question in this writer’s mind is: If I were a language teacher with learners whose mother tongue was not English, meaning teaching learners with English as their second language (ESL) or as their foreign language (EFL), which type of translated material would I choose? This writer would want to have the following in mind when making her selection.

   i)        The materials must reliably reflect aspects of the English language (eg.  prepositions, conjunctions, etc.).

   ii)        The materials which put across the meaning of the original text clearly and if not, that the teacher would be able to tell where the uncertainty lies and devise tasks and exercises to test whether the learners can detect it as well.

   iii)        Whether any words used have underlying implications and that they are loaded with more meaning. These words can appear in the form of figures of speech.

   iv)        Whether the dictionary meaning of a particular word would serve a suitable explanation as to whether the word is appropriately used.

   v)        Whether the words used sound natural and smooth flowing. One of the most frequent criticisms of translated material is that it doesn’t sound natural. This is because the translator’s thoughts and choice of words are too strongly moulded by the original text. This is termed as source language influence (Duff,1989:11).  A good way of shaking off the source language influence is to set aside the original text and exploit or work with the translated material on its own with the learners.

   vi)        Whether in terms of form, the ordering of words and ideas match as closely to the original text as possible. Here, differences in the language structure often goes through changes in the form and order of words. When there is doubt in the understanding of the text, words and phrases should be taken out and looked at closely with an expert to clear the doubts.

    vii)        Whether the context of the text is clearly discernible. What is meant by context is the what, where and to whom. What one is writing and speaking about, where the situation occurs and to whom it is addressed.

    viii)        Whether the register is discernible. What is meant by register is how. Whether tones can be detected or distinguished to be having formal or informal expressions, cold or warm, personal or impersonal. The intention of the speaker must be clearly understood through the register in terms of the tone of the speaker. Whether it is the intention of the speaker to persuade or dissuade, apologise or criticise.

     ix)        The style and clarity of the translated material should not attempt to change the style of the original text. It must, however, attempt to put across the meaning as clearly as possible with the choice of words.

      x)        Figures of speech and idiomatic expressions include similes, metaphors, symbols, proverbs and saying, jargon, slang and colloquialisms. The explanation of these expressions carries these questions: Is the original word retained in inverted commas? Can the original expression be explained better by a close equivalent?  Is it clearer to use non-idiomatic language or plain prose in terms of understanding?

THE USE OF ENGLISH LANGUAGE TRANSLATIONS OF THE MEANING OF THE QURAN

 This writer is convinced that the English language translation of the meaning of the Quran is a good alternative to be used in the English language and literature classroom.

According to Islam, it is an important duty for every man, woman and child to read and understand the Quran according to his or her own capacity. Muslims regard the Quran as a living miracle, an open book challenging all humanity to see and prove for themselves. They see in the Quran an invitation from God to all human beings to use their intellect to reason out this truth, having been created and endowed with adequate intellectual faculties to do this.

The Quran contains messages that are directly stated and accessible to the reader’s thought processes as well as messages which are conveyed by means of images which can appeal to the readers senses and stimulate his/her imagination of certain sensory experiences. Humanity is invited to “think” and “experience” as they try to understand the messages in the Quran. Muslim students, in particular, should be exposed to the study of Quranic concepts as early in their academic life as possible due to the abundance of concepts presented in the Quran. In this way, they will have a reasonable framework within which to grasp and understand at the time or at a later date, the varied concepts in the Quran with ease, which can help to elucidate the messages in the Quran.

Muslim educationists feel it is reasonable for Muslim students to try to make the Quran as much a part of their lives as possible. Thus, they would no doubt consider it a great achievement if the Quran could be fitted to a large extent into any curriculum at Islamic educational institutions in any medium of study- including the curriculum of English language and Literature classes especially at Islamic educational institutions.

The basic justifications for using the English language translations of the meaning of the Quran in English language and Literature classes are the following. Firstly, the English language translations of the meaning of the Quran can be used most productively when teaching its content while exploiting its language.

Secondly, the English language translations of the meanings of the Quran can be a source of encouragement for students especially at Islamic educational institutions because Muslims students are aware of the sacredness of the Quran. Because of their religious background, the students are motivated to relate to or imagine what is mentioned in the Quran. As Muslims, it is indeed beneficial for them to have an opportunity to study Quranic concepts for them to grow and develop spiritually. Also, Quran-based instruction would be a sure way of inculcating Islamic moral values in the learners and they can use these values as a yardstick for critiquing other texts.

The third reason would be that of the possibility of introducing the literary aspects of the Quran to Muslim as well as non-Muslim students who may be attending Islamic institutions.

A fourth reason would be that this is an effective way of making students more familiar with the Quran, which will enable them to use Quranic quotations effectively. This ability will be a great asset for anyone academically to prove and highlight his/her points in other coursework and socially especially in Islamic gatherings where topics of discussions, which are related to the Quran, are brought forth. Quranic quotations can make an impressive addition to one’s rhetorical style.

CONCLUSION

From the discussion in this paper, one can see that literary texts can be exploited in terms of language and content through stylistics.  Stylistics can provide a way of mediating between two subjects, English language and Literature. This writer has also introduced the idea of using the English language translations of the meaning of the Quran as literary texts in the English language and Literature classroom. Stylistics is a way of analyzing literary texts using literary descriptions. The writer has indeed paved the way for the sensible possibility of analyzing the English language translated versions of the Quran using the stylistics approach in the Literature classroom.

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This week events will be dominated by the shape of the rescue body announced Friday to bailout the dodgy securities.

Here in Australia we have banned all short selling, not just the naughty naked kind, in a new development revealed last night by the financial regulator, ASIC. It starts from today and continues until further notice.

It is a step up of the ban on naked shorting announced Friday.

But the big issue is the $US700 billion bailout fund which is likely to provide an opportunity for ambitious and idiotic US congress representatives to try and add pet deals of their own to the bill.

Markets around the world simply love the idea, but that affection will be hard to hold as the fund takes ages to have any lasting impact.

The Standard & Poor’s 500 dropped by more than 4.7% twice last week after Lehman Brothers’ collapse; Bank of America Corp’s takeover of Merrill Lynch and the US government’s seizure of American International Group.

But the S&P 500 ended the week by jumping 8.5% on Thursday and Friday on the US government’s plan to purge banks of bad assets, crack down on short sellers and to stand behind money market funds through support from the Federal Reserve.

Shanghai surged 9.5%, in the biggest daily gain for seven years, to 2,075.091.

Hong Kong’s Hang Sang gained 9.6% to 19,327.73, London’s FTSE 100 had its biggest daily gain in its 24-year history, jumping 8.8% and in Australia the ASX 200 was up 198 points or more than 4.2% on Friday.

It was the biggest two-day global stocks rally in 38 years. Friday’s rallies in London and the US were partially fuelled by bans on short-selling in financial stocks announced on Thursday night.

Besides the S&P 500’s gains the Dow added 929 points from Thursday’s low and markets from the UK, China, and Australia and elsewhere surged as investors appreciated the fact that the great panic had been halted for the time being.

But it is short term, even the new fund being set up to help buy the so-called toxic securities by the US Treasury.

The longer term issues will be the newly increased size of the US deficit and debt, the impact of this huge expansion of money supply on inflation, and most of all the slumping US economy and the disaster that is the US housing sector.

The S&P 500 ended up 48.57 points to 1,255.08 on Friday, the Dow surged 368.75, or 3.4%, to 11,388.44 and Nada rose 74.8, or 3.4%, to 2,273.9.

The MSCI World Index of 23 developed nations’ markets jumped 5.7% to 1,286.44 on Friday and rose 8% over Thursday and Friday. Europe’s main regional index (the Sox 600) rose a record 8.3% Friday and the MSCI Asia Pacific Index added 5.5% Friday.

The S&P 500 actually erased its fall to close up 0.3% for the week, but it is still down down 15% this year.

Market reports said a record 3 billion shares were traded on the NYSE on Friday: that was more than double the three-month daily average.

Under pressure investment banks, Goldman Sachs and Morgan Stanley saw their shares leap more than 20% on Friday as shorts scrambled to cover themselves.

Traders said that only consumer staples, the best performing group this year, fell led by Wal-Mart, the world’s largest retailer.

Its shares fell almost 3% for the biggest decline in the Dow.

That reaction has a touch of unreality because it won’t be too long before investors start worrying about the economy and banks again and go back into consumer staples.

US and European government bonds tumbled; reversing gains made earlier in the week as investor sold equities and commodities and moved into bonds as quickly as possible.

The proposal from Paulson and Bernanke (and strongly supported by president Bush over the weekend) is aimed at isolating devalued mortgage-linked assets at the root of the worst credit crisis since the Great Depression.

US Congressional leaders said they aim to pass legislation soon, but some have started wondering about loans to US car companies like General Motors and a $US50 billion stimulatory package to follow the $US120 billion tax rebate which came and went from May to July of this year.

That sort of grandstanding is going to be dangerous, and expensive.

In Australia the major banks led the surge on Friday and today the market is forecast to be up by around 130 points, if Saturday morning’s overnight futures finish is any guide.

The ASX200 index finished up 196.8 points, or 4.27%, to 4804.1, while the All Ordinaries index ended up 188.8 points, or 4.06%, to 4840.7.

The National Australia Bank soared $3.40, or 17.35%, to $23.00; the Commonwealth jumped $2.62, or 6.54%, to $42.70; the ANZ rose $2.26, or 14.63%, to $17.71; and Westpac ended up $1.54, or 7%, at $23.54.

But the focus was on Macquarie Group: after being belted up to the close Thursday, it rocketed $9.85, or 37.81%, to $35.90 after touching an intraday high of $38.55 just before noon.

Suncor Metway leapt 75c to $9.10 as the company completed the underwriting on its dividend reinvestment plan two weeks early.

In resources BHP Billiton ended up 40c at $35.40 and Rio Tinto jumped $3.10 to $101.50.

Iron ore miner Fortescue Metals Group added 50c to $5.70 despite reporting an annual bottom-line net loss of $2.8 billion and saying it would not provide a forecast for the current year because it may prejudice “the interests of the company”.

Oil and gas producer Woodside Petroleum was up $2.66 at $54.06, and Santos 53c to $18.28.

Newmont dropped 55c to $4.92 and gold fell; Newcrest eased 65c to $23.85 and Lehar dropped 3c to $2.45.

The Australian dollar finished higher in New York at 83.40, US cents after the US dollar lost ground as nervy investors sold the currency.

Earlier, the Aussie had finished around 81.15 on Friday, up about 1.3 US from Thursday’s close of 79.88. That’s up 3.5c in two days, or almost 5%.

And naked short selling will be banned on the Australian Stock Exchange from today.

But in a dramatic decision the regulator, the Australian Securities and Investments Commission has banned ALL short selling for a month from today, not just the naked variety.

ASIC said the widened ban would act as a circuit breaker to restore investor confidence.

Short selling, where traders seek to profit by selling borrowed shares of companies to then buy them back, in the anticipation their prices will drop, has been partly blamed for the sharp falls of stocks such as Macquarie Group in recent days.

Naked short selling, involves selling without first borrowing the stock, or even ensuring the shares can be borrowed.

The Australian Securities Exchange (ASX) said on Friday it would remove all securities from its list of stocks approved for naked short selling from Monday.

The ASX said the “The removal will remain in force until further notice.”

“It will be reviewed when the government’s foreshadowed legislative amendments to the reporting of covered short selling activity take effect.”

But last night the ASX ban was supplanted by the wider ban from ASIC.

ASIC chairman, Tony D’Aloisio, said “To limit the prohibition to financial stocks, as has been done in the UK, could subject our other stocks to unwarranted attack given the unknown amount of global money which may be looking for short sell plays.”

IMPORTANT: AIR reports about financial markets and investment products in the widest sense possible. The AIR website and all its contents is prepared for general information only, and as such, the specific needs, investment objectives or financial situation of any particular user have not been taken into consideration. Individuals should therefore talk with their financial planner or advisor before making any investment decisions.

But take the tap water from your kitchen sink, and put that in your car, and we have our solution.

”What?” you say, scratching your head in confusion. “This isn’t ‘Star Trek’!” Relax. I’m not proposing a futuristic design for a car. This isn’t a water car. But I am talking about water as fuel. There is technology available today, that has actually been around for nearly a hundred years, that would allow your existing car to use water as fuel.

Think of it this way. Water contains fuel already. What is water? Two parts oxygen to one part hydrogen. Hydrogen is a gas, right? And gas is flammable. And your car is an internal combustion engine, which means it runs when something inside it is exploding. Not blowing your car up, just “burning”. Gas burns in your engine when exposed to oxygen and a spark from your spark plugs.

So, how to get the hydrogen in water to explode in your engine (okay, “burn” might be a safer word to use. I don’t want you picturing in your mind your car blowing up!). By using a process to separate the hydrogen from the oxygen in water, then reintroducing it to oxygen in the engine, the hydrogen burns, thereby producing the energy your car’s engine needs to run. water as fuel, simply put.

After the hydrogen burns with the oxygen, the original oxygen returns to the air. How environmentally friendly is that? What’s more, when the hydrogen mixes with the new oxygen inside the engine, to create energy, because hydrogen and oxygen are reunited, you are left with water coming out of your tailpipe! Pure, safe water as fuel.

There are some claimants out there who say that they have ways of producing engines that run all the way water as fuel, with no gas needed in the mixture. This is true, that technology does exist. But what they don’t tell you is that you would need to have a carful of water in containers to run the engine. Where would anyone sit? Unless you want to drive a water truck around (not very sexy), then that would not be a suitable alternative for the “everyperson.”

Then there are the water as fuel conversion kits going for anywhere from $900 to $1500 on the market. Who wants to spend that much money, when we are already spending that much at the pump? The idea is to start saving money, not spending it, right?

Don’t worry. There are alternatives to these expensive versions of the water as fuel solutions. There are low-cost kits on the market that you can use to do-it-yourself, by simply visiting your local hardware or grocery store, picking up the parts you need, and allowing your existing engine to use water as fuel. And no, your car won’t appear in a “Star Trek” movie anytime soon.

When choosing an online casino to play at, one should always take into consideration the following points

Licensed casino

Is the casino licensed While many online casinos are licensed, a significant number of casinos are not. There are plenty of unlicensed, illegal gambling casinos, which are nothing, more than money scam operations. One should always avoid these casinos at all costs.

Where is the casino licensed

While online casinos licensed in Antigua and Barbuda, Australia, Costa Rica, Cyprus, Gibraltar, Kahn wake, Netherlands Antilles, United Kingdom and the West Indies are recommended, online casinos licensed in Eastern Europe should be approached with extreme caution.

24.7 Support

does the casino offer 24.7 phone, fax, and live chat and email support Test the casinos customer service department by asking them a few questions about their games, bonuses, etc and measure how long it takes to receive a decent response.

Professional Recognition

is the online casino officially recognized by various gaming bodies and authorities For instance, are the pay out percentages of the online casino independently reviewed by auditors such as Price water house Coopers Is this information made publicly available.

Blacklisted

is the online casino blacklisted for any reason There are many casinos, which have been blacklisted by several gambling portals for one reason or another. Although not all blacklists are credible sources of information, one should avoid online casinos, which appear in several blacklists.

Software

Casino software providers such as global Media, Micro gaming, Palette, Random Logic, Real Time Gaming and waterlog are very popular and have excellent reputations in the online gambling industry.

With so many online casinos coming and going, and with so many cons and scams surfacing on the internet everyday, one needs to be especially careful when registering ones credit card with or transferring money to an online casino. The above set of guidelines may not completely safeguard the player, but they are nevertheless a good set of common sense points to go by when choosing an online casino to play at.

This surah was revealed towards the end of the third year or the beginning of the fourth year after the Prophet’s migration. This is a Medinan surah. The subject-matter is the need for discipline, practical work and self-sacrifice.  Thus, it is essentially a call for unity between professed belief and actual behaviour.

IN THE NAME OF GOD, THE MOST GRACIOUS,

THE DISPENSER OF GRACE:

(1)          ALL THAT IS in the heavens and all that is on earth extols God’s limitless glory: for He alone is almighty, truly wise!

(2)          O YOU who have attained to faith! Why do you say one thing and do another?

(3)           Most loathsome is it in the sight of God that you say what you do not do!

(4)          Verily, God loves [only] those who fight in His cause in [solid] ranks, as though they were a building firm and compact.

(5)          Now when Moses spoke to his people, [it was this same truth that he had in mind:] “O my people! Why do you cause me grief, the while you know that I am an apostle of God sent unto you?” And so, when they swerved from the right way, God let their hearts swerve from the truth: for God does not bestow His guidance upon iniquitous folk.

(6)           And [this happened, too,] when Jesus, the son of Mary, said : “O children of Israel ! Behold, I am an apostle of God  unto  you, [sent] to confirm the truth of whatever these   still remains of the Torah, and to give [you]     the glad tiding of an apostle who shall come  after me, whose name shall be Ahmad.” But when he [whose coming Jesus had foretold] came unto them with all evidence of the truth, they said: “This [alleged message of  his]  is [nothing but] spellbinding eloquence!”

(7)          And who could be more wicked than one who invents [such] a lie about [a message from] God, seeing that he is [but] being called to self-surrender unto Him? But God does not bestow His guidance upon evil-doing folk.

(8)           They aim to extinguish God’s light with their utterances: but God has willed to spread His light in all its fullness, however hateful this may be to all who deny the truth.

(9)          He it is who has sent forth His Apostle with  [the task of] spreading guidance and the religion of truth, to the end that He make it prevail over all [false] religion, however hateful this may be to those who ascribe divinity to aught but God.

(10)      YOU who have attained to faith! Shall I point out to you a bargain that will save you form grievous suffering [in this world and in the life to come]?

(11)      You are to believe in God and His Apostle, and to strive hard in God’s cause with your possessions and your lives: this is for your own good – if you but knew it!

(12)      [If you do so,] He will forgive you  your  sin and [in the life to come] will admit you into gardens through which running waters flow, and into goodly mansions in [those] gardens of perpetual bliss : that [will be] the triumph supreme!

(13)      )And [withal, He will grant you] yet another thing that you dearly love: succour from God [in this world], and a victory soon to come: and [thereof, O Prophet,] give thou a glad tiding to all who believe.

(14)      O YOU who have attained to faith! Be helpers [in the cause of God - even as Jesus, the son of Mary, said unto the white-garbed ones, “Who will be my helpers in God’s cause?” - whereupon the white-garbed [disciples] replied, “We shall be [thy] helpers [in the cause] of God!” And so [it happened that] some of the children of Israel came to believe [in the apostleship of Jesus], whereas others denied the truth.  But [now] We have given strength against their foes unto those who have [truly] attained to faith: and they have become the ones that shall prevail (Asad, 1980:860).

THE STYLISTIC ANALYSIS OF THE SIXTY-FIRST SURAH, AS-SAFF  BY MUHAMMAD ASAD

IN THE NAME OF GOD, THE MOST GRACIOUS, THE DISPENSER OF GRACE:

Analysis: The Muslims recite the above (in Arabic) before the recitation of any revelation in the Quran.  The Muslims are encouraged to recite the above (in Arabic) before the beginning of anything they say or do. The above is stating two other names or attributes of God (Allah).  Allah has 99 names which describe His attributes.

 “The Most Gracious” (Ar-Rahman) denotes the type of tenderness which stimulates in one the urge to show kindness to others. Its connotation is wide enough to cover the qualities of love, compassion, benevolence and generosity. Ar-Rahman means the Being overflowing with the quality of mercy and always ready to pour it out on His creation. “The Dispenser of Grace” (Ar-Rahim) touches upon grace again.  God’s grace is the grace which is ever watchful over His creatures, protecting them, preserving them, guiding them, and leading them to clearer light and higher life.

Dispenser is one who distributes. “The Most Gracious” is having that quality of grace.  “The Dispenser of Grace” is distributing, giving or extending that quality of grace. Looking at “In the name of God, the most gracious, the dispenser of grace” linguistically, one can see a /g/ alliteration in God, gracious, grace which binds the concepts of the attributes and description of God.

“The” (definite article) is repeated three times, IN THE NAME OF GOD, THE MOST GRACIOUS, THE DISPENSER OF GRACE. All the words appear in capital letters and these words are repeated before each surah which defines its importance. Between the above and the first verse is a large line gap.  The first few words of the first verse are also capitalized as if to indicate a new section.

IN THE NAME OF GOD, THE MOST GRACIOUS, THE DISPENSER OF GRACE: 

(1)      ALL THAT IS in the heavens and all that is on earth extols God’s limitless glory: for He alone is almighty, truly wise!

Analysis: “All that is in the heavens and all that is on earth ……”. There is repetition and parallelism in this (partial) sentence.  The two clauses are joined by the junction “and”.  “All that is” is repeated.  “…. In the heavens” and “… on earth” are viewed as equivalent in some way.  They are both God’s creations.  They can also be viewed as opposites in that “in the heavens” is what one will see after death and “on earth” is what one is seeing now while living.  “On” and “in” are the prepositions used in “in the heavens” and “on earth”.  A definite article “the” is used in “the heavens” to mean Paradise. As one goes on further to complete this first sentence of the surah: “All that is in the heavens and all that is on earth extols God’s limitless glory…”.  There is /g/ alliteration in “God’s glory” which binds the concept of the whole verse in that everything “in the heavens” and “on earth” is due to God’s glory.  “Limitless” further describes unending in time and God’s everlasting existence.

(1)     ALL THAT IS in the heavens and all that is on earth extols God’s limitless glory: for He alone is almighty, truly wise!

Analysis: “For” (conjunction) provides a cohesive link between the two clauses.  “He” (pronoun) is used to refer to God in “for He alone …..”  There is internal rhyme in “almighty” and “truly”.  This whole verse is in the present tense but the present tense of this verse is universal and timeless. There is an extra space in between the last line of the first verse and the first line of the second verse as if to indicate a different section.  The first two words of the second verse are capitalized.

(2)          O YOU who have attained to faith !  Why do you say one thing and do another? (3)  Most loathsome is it in the sight of God that you say what you do not do!

Analysis: The second verse addresses the believers who claim that they are willing to live up to anything for the sake of Islam and yet they fall short of this determination. In another broad sense, verse two is addressing all those who claim that they are willing to live up to anything that God declares to be desirable and then fall short of this determination. The third verse is a reminder that God is watching and how He dislikes those who do not perform corresponding to their assertions of faith. The pronoun “you” is repeated four times to refer to the believers in verses two and three. The verbs “say” is repeated twice and “do” is repeated four times.  Wh-words appear-who, why, what-three times.

(4)   Verily,  God  loves [only] those  who  fight in His cause in [solid] ranks, as though they were a building firm and compact.

Analysis: After pointing out in the third verse who God loathes, the fourth verse talks about who God loves.  This verse stresses on the importance of practising what one preaches or “to say and do the same thing” and not as the second verse puts it – “say one thing and do another”. The fourth verse describes the unity of deeds and assertions of faith as “solid ranks” and describing it further, as “a building firm and compact” as if to denote an altitude of strength. Two words in this verse appear in parentheses – [only] and [solid]. Both these words have the function of explaining the word after it more explicitly.

“[only] those”

“[solid] ranks”

Analysis: The word [only] explains that God loves only those and not others. The word [solid] explains the quality of strength that the ranks hold. In this verse, the conjunction “as though” is used.  The tense of this verse is the present tense which is timeless and universal. This verse is saying that God loves those who are in unison with their deeds corresponding to their assertions of faith.

(5)   Now when Moses spoke to his people, [it was this same truth that he had in mind:] “O my people! Why do you cause me grief, the while you know that I am an apostle of God sent unto you?”     

Analysis: The fifth verse of this surah carries two paragraphs. The first paragraph of this verse further illustrates the moral necessity in the reference to Prophet Moses.  The children of Israel caused Prophet Moses grief when their actions are contrary to their assertions of faith. The words, [it was this same truth that he had in mind] provides coherence in that it helps to link and explain this fifth verse in relation to the previous verses. The conjunction “while” is used.  However, there is a linguistic deviation when “the” definite article appears before “while” – “the while…”.  “The” does not normally appear before a conjunction. This verse relates about Prophet Moses in the form of speech.  Prophet Moses asked his people a question. The first paragraph of this verse is in the past tense. The question is put across to the children of Israel by Prophet Moses in other words, “By admitting that I speak in the name of God, you (the children of Israel) must not act contrary to this assertion.”

 And so, when they swerved from the right way, God let their hearts swerve from the truth: for God does not bestow His guidance upon iniquitous folk.

Analysis: The above is the second paragraph of the fifth verse.  The conjunction “And” links the first and second paragraphs.  The pronoun “they” refers to the children of Israel from the preceding paragraph.

And so, when they swerved from the right way, God let their hearts swerve from the truth:

Analysis: There is repetition and parallelism in the word “swerve” in these lines.  The one in the first line is in the past tense and in the second line, the word “swerve” is in the present tense. Where meaning is concerned, “swerve” means to turn away. There is parallelism in meanings of “from the right way” and “from the truth”. These are viewed as equivalents.

And so, when they swerved from the right way, God let their hearts swerve from the truth: for God does not bestow His guidance upon iniquitous folk.

Analysis: The conjunction “for” provides a cohesive link to explain why “God let their hearts swerve from the truth.” This second paragraph of verse five tells us that persistence in wrong actions is bound to react on man’s beliefs as well.

(6)    And [this happened, too,] when Jesus the son of Mary, said: “O children of Israel! Behold, I  am  an  apostle of  God unto you, [sent] to confirm the  truth of  whatever  there  still  remains  of  the Torah,  and  to  give  [you]  the  glad tiding  of  an apostle  who  shall  come  after  me,  whose name shall be Ahmad.”

Analysis: Verse six has two paragraphs. The first paragraph contains the speech of Prophet Jesus to the children of Israel. Prophet Jesus’ speech carries several points:

i)    That Prophet Jesus is an apostle of God

ii)   that Prophet Jesus was sent to confirm the truth in the Torah which was revealed to Prophet Moses and

iii)  that another apostle shall come after Prophet Jesus whose name was Ahmad which is another name for Prophet Muhammad.

But when he [whose coming Jesus had foretold] came unto them with all evidence of the truth, they said: “This [alleged message of his] is [nothing but] spellbinding eloquence!”

Analysis: The first paragraph of verse six begins with the conjunction “and”.  The second paragraph of verse six begins with the conjunction “but”. The first paragraph contains the speech of Prophet Jesus and the second paragraph contains the speech of the children of Israel. The children of Israel considered Prophet Jesus’ message as “[nothing but] spellbinding eloquence! They did not believe Prophet Jesus. The tense of these paragraphs is the future tense because this message is a message that Prophet Jesus had predicted and foretold to the children of Israel.

(7)    And who could be more wicked than one who invents [such]a lie about [a message from] God, seeing that he is [but] being called to self-surrender unto Him?

Analysis: Verse seven begins with the conjunction “and”. This verse seven comments on what the children of Israel said about God’s message through Prophet Jesus. It describes the children of Israel to be wicked.

But God does not bestow His guidance upon evil-doing folk. (8) They aim to extinguish God’s light with their utterances: but God has willed to spread His light in all its fullness, however hateful this may be to all who deny the truth.

Analysis: The last sentence of verse seven appears in the next paragraph beginning with the conjunction “but”.  This line is a repetition of the last line of verse five.

For God does not bestow His guidance upon iniquitous folk.

Analysis: The above is the last line of verse five.  The conjunction “for” is used here whereas the conjunction “but” is used in the last line of verse seven. Different expressions are used to describe the children of Israel.  “Evil-doing folk” and “iniquitous folk” – both these expressions are synonyms. They describe the disbelieving children of Israel. “With their utterances” means “with their mouths”, that is, by describing God’s message as “nothing but spellbinding eloquence”, on the part about the prediction of the coming of Prophet Muhammad. Verse eight begins as the second sentence in the paragraph.

(8)    They aim to extinguish God’s light with their utterances:

Analysis: “They” refers to the evil-doing folk. “Extinguish” usually refers to putting out a big fire. Here, it describes putting out or diminishing God’s light – intense light.  However, this intense light is not like the fire that destroys instead it is a light that helps one to see the right way.  The children of Israel plan to extinguish God’s light with their utterances of disbelief towards God’s messages.

(8)   They aim to extinguish God’s light with their utterances: but God has willed to spread His light in all its fullness, however hateful this may be to all who deny the truth.

Analysis: Verse eight contains two clauses.  “But” conjunction cohesively links the first and second clauses of verse eight. Another conjunction “however” is used in the second clause of verse eight to provide further cohesive treatment.  The second clause of verse eight is a relief for all believers that their (children of Israel) false utterances are to no avail. God’s light continues to shine as bright as ever. The tense of verse eight is  the timeless and universal present tense. It is such that non-believers will not prevail in their disbelief.

(9)   He it is who has sent forth His Apostle with [the task of]  spreading guidance and the religion of truth, to the end that He make it prevail over all [false] religion, however hateful this may be to those who ascribe divinity to aught but God.

Analysis: There is deviation via inversion in the first few words of verse nine.  “He it is” is normally written as “It is he”. The word [false] clarifies that the only religion in the sight of God is man’s self-surrender unto Him. There is parallelism and repetition in “spread His light” in verse eight and “spreading guidance”. The word “spread” is repeated but in different forms-“spread” and “spreading”.  “His light” and “guidance” are to be viewed the same way with the same meaning. In verse eight, “however hateful this may be to all who deny the truth” and in verse nine, “however hateful this may be to those who ascribe divinity to aught but God.”  There is parallelism and repetition here as well. The words “however hateful this may be to” are repeated and the words that come after these words in verses eight and nine are to be viewed as parallel in meaning – “all who deny the truth” in verse eight and “those who ascribe divinity to aught but God” in verse nine. The tense is the timeless and universal present tense in verse nine.

(10)   O YOU who have attained to faith ! Shall I point out to you a bargain that will save you from grievous suffering [in this world and in the life to come]?

Analysis: Verse ten marks a new section. The first few letters of verse ten are capitalized. “O YOU who have attained to faith!” addresses the believers.  The same way of address is a repetition in verse two.  Verse ten carries and tells one of a bargain and what one must do for everlasting happiness and to save oneself from any kind of suffering.

(11)   You are to believe in God and His Apostle, and to strive hard in God’s cause with your possessions and your lives: this is for your own good – if you but knew it!

Analysis: Verse eleven tells one several things one must do to save oneself from grievous suffering:

i)        to believe in God and His Apostle,

ii)      to strive hard in God’s cause with one’s possessions and one’s life.

The tense in verses ten and eleven is the present tense which is timeless and universal. The bargain mentioned in verse ten is a metaphor. God has bought from the believers their lives and possessions promising them paradise in return.

(12)   [If you do so,] He will forgive you for your sins, and [in the life to come] will admit you into gardens through which running waters flow, and into goodly mansions in [those] gardens of perpetual bliss: that [will be] the triumph supreme!

Analysis: The conjunction “If” cohesively links what was told in verse eleven to the reward one gets after death if one does what is stated in verse twelve. Verse twelve gives one a picture of Paradise. The tense of verse twelve is the future tense. Paradise is described in verse twelve as a promise of spiritual victory of the Quranic message.

(13)  And [withal, He will grant you] yet another thing that you dearly love: succour from God [in this world], and a victory soon to come: and [therefore, O Prophet,] give thou a glad tiding to all who believe.

Analysis: The conjunction “and” links verse twelve to verse thirteen. Verse thirteen tells one of another thing one can get if one does what is stated in verse eleven, that is, one can get help and relief (succour) from God in time of need in this life. The tense of verse thirteen is in the present tense which is timeless and universal.

(14)       O YOU who have attained to faith!  Be helpers [in the cause of God - even as Jesus, the son of Mary, said unto the white-garbed ones, “Who will be my helpers in God’s cause? – whereupon the white-garbed [disciples] replied, “We  shall be [thy] helpers [in the cause] of God!”

Analysis: Verse fourteen marks a new section and the first few letters are capitalized. It carries two paragraphs and this verse is the last verse in this surah. “O YOU who have attained to faith!” is an address to the believers which is repeated for the third time in this surah.  The first and second times were in verses two and ten which also marked new sections. This verse contains the speeches of Prophet Jesus and his disciples (also called the white-garbed ones). The last line of verse thirteen uses “thou” to address Prophet Jesus – God is addressing Prophet Jesus.  In verse fourteen, the disciples use “thy” to address Prophet Jesus.

And so [it happened that] some of the children of Israel came to believe [in the apostleship of Jesus], whereas others denied the truth.  But [now] we have given strength against their foes unto those who have [truly] attained to faith: and they have become the ones that shall prevail.

Analysis: The conjunction “And” links the first and second paragraphs of verse fourteen. The second paragraph tells one of Prophet Jesus’ semi success in convincing the children of Israel – some believed and others denied the truth. “But” conjunction helps to hold the paragraph together cohesively when “[now]” it is clear that Prophet Jesus was telling the truth, and those who did believe Prophet Jesus are the ones that shall prevail. The tenses of verse fourteen are:

i)        Past tense when recalling about Prophet Jesus. The children of Israel had   

      disbelieved him in the prediction of the coming of Prophet Muhammad.

ii)      “But [now] we have …….” marks the present tense and

iii)    “they have become the ones that shall prevail”  marks the future tense.

ii) and iii) tell that all who truly believe in Prophet Jesus as God’s Apostle and thus, as a Prophet who came before Prophet Muhammad. Prophet Muhammad’s  message confirms and expands the true message of Prophet Jesus.

CONCLUSION  For surah As-Saff taken from the translated version by Muhammad Asad, the distinctive features that were discerned about this particular surah is that this surah is divided into four sections. The beginning of each section is characterized by the capitalizing of the first few letters or words of the verse and also the line gap between the last line of a verse of a section and the first line of a new section is larger.  For example, verse ten marks the beginning of a new section.  The first few letters of this verse are capitalized and the line gap between the last line of verse nine and the first line of verse ten is larger.

(9)   He it is who has sent forth His Apostle with [the task of] spreading guidance and the religion of truth, to the end that He make it prevail over all [false] religion, however hateful this may be to those who ascribe divinity to aught but God.

(10)           O YOU who have attained to faith! Shall I point out to you a bargain that will save you from grievous suffering [in this world and in the life to come]?

The four sections found in this surah are:

i)       Verse one

ii)     Verses two to nine

iii)   Verses ten to thirteen

iv)   Verse fourteen

Each of the four sections of this surah was examined closely to detect the linguistic features that were present through a stylistic analysis.  A variety of different linguistic features were found. Some examples of linguistic features found in this surah are as follows:

(1)     ALL THAT IS in the heavens and all that is on earth extols God’s limitless glory: ……….

In verse one, there is repetition and parallelism. The two clauses are joined  by the conjunction “and” “All that is” is repeated.“… In the heavens” and “…. On earth” are viewed as equivalents in some way. They are both God’s creations.

In verse five, there is a linguistic deviation when “the” definite article appears before “while” –“the while……”. “The” does not normally appear before a conjunction. For example, in verse five,

(5)   Now when Moses spoke to his people, [it was this same truth that he had in mind:] “O my people! Why do you cause me grief, the while you know that I am an apostle of God sent unto you?”

And so, when they swerved from the right  way,

God let their hearts swerve from the truth: for God does not bestow His guidance upon iniquitous folk.

Different expressions are used to describe the disbelieving children of Israel. “Evil-doing folk” and “iniquitous folk” – both these expressions are synonymous. For example, in verse five and seven,

(5)   Now when Moses spoke to his people, [it was this same truth that he had in mind:] “O my people! Why do you cause me grief, the while you know that I am an apostle of God sent unto you?”

And so, when they swerved from the right way, God let their hearts swerve from the truth: for God does not bestow His guidance upon iniquitous folk.

(7)   And who could be more wicked than one who invents [such] a lie about [a message from] God, seeing that he is [but] being called to self-surrender unto Him? But God does not bestow His guidance upon evil-doing folk.

(9)  He it is who has sent forth His Apostle with [the task of] spreading guidance and the religion of truth, …….

In verse nine, there is deviation via inversion. “He it is” – the first few words of verse nine – is normally written as “It is he”. In verse ten, the same way  of addressing the believers as in verse two is repeated.

(10)   O YOU who have attained to faith! ……..

In verse fourteen, the same way of addressing the believers as in verses two and ten is repeated for the third time.

The conjunction, “and”, links the first and second paragraphs of verse fourteen. The conjunction, “but”, helps to hold the second paragraph together cohesively when “[now]” it is clear that Prophet Jesus was telling the truth and those who did believe Prophet Jesus are the ones that prevailed. For example, in verse fourteen,

(14)   O YOU who have attained to faith! Be helpers [in the cause of God - even as Jesus, the son of Mary, said unto the white-garbed ones, “Who will be my helpers in God’s cause?” - whereupon the white-garbed [disciples] replied, “We shall be [thy] helpers [in the cause] of God!”

         And so [it happened that] some of the children of Israel came to believe [in the apostleship of Jesus], whereas others denied the truth.  But [now] We have given strength against their foes unto those who have [truly] attained to faith: and they have become the ones that shall prevail.

For the sixty-first surah, As-Saff, taken from the translated version by Muhammad Asad, it is noticeable in arrangement that the whole surah is broken into four sections or parts: a)verse1, b)verses 2-9, c) verses 10-13 and d)verse 14. Each part was analysed separately.

With regard to language and style variation of the first section (verse 1), the language is Modern English, adult, religious-class, educated language. The medium is written language. The tenor is formal. The domain is language of instruction telling readers to believe in God and His existence. For example, in verse one,

(1)     ALL THAT IS in the heavens and all that is on earth extols God’s limitless glory: for He alone is almighty, truly wise!

 With regard to language and style variation of the second section (verses2-9), the language is Modern English, adult, religious-class, educated language. The medium is written language but there is a representation of spoken language in the speeches between Prophet Moses and the children of Israel and also the speeches of Prophet Jesus and the children of Israel. For example in verse five,

(5)   Now when Moses spoke to his people, [it was this same truth that he had in mind:] “O my people! Why do you cause me grief, the while you know that I am an apostle of God sent unto you?”

 The tenor is informal and impolite in the speech of the children of Israel showing disbelief in the message brought by Prophet Jesus. For example in verse six,

…..But when he [whose coming Jesus had foretold] came unto them with all evidence of the truth, they said: “This [alleged message of his] is [nothing but] spellbinding eloquence!”

 The domain is the language of instruction telling readers to believe in God and His Messengers. For example in verses seven and eight,

…..But God does not bestow His guidance upon evil-doing folk. (8) They aim to extinguish God’s light with their utterances: but God has willed to spread His light in all its fullness, however hateful this may be to all who deny the truth.

With  regard to  language and style  variation  of the  third  section  (verses 10-13), the language is Modern English, adult, religious-class, educated language. The medium is written language but suggests a closer relationship when these verses address the readers with “you”. For example, in verse thirteen,

(13)  And [withal, He will grant you] yet another thing that you dearly love: succour from God…..

Verse thirteen suggests that God knows what I dearly love, that is, succour from Him. The Quranic message will spread among people who had not previously understood it which leads to the promise of victory in the conquest of the Muslims against the disbelievers. The tenor is formal. The domain is the language of instruction teaching the readers what to do to go to Paradise. For example, in verse eleven:

(11)  You are to believe in God and His Apostle, and to strive hard in God’s cause with your possessions  and your lives: this is for your own good- if you but knew it!

There is accessibility in the language used when describing Paradise in verse twelve- He will admit you into gardens through which running waters flow, and into goodly mansions in those gardens of perpetual bliss. The words used-running waters, mansions ,gardens are all familiar to readers to be able to imagine. For example, in verse twelve,

(12)  [If you do so,] He will forgive you your sin and [in the life to come] will admit you into gardens through which running waters flow, and into goodly mansions in [those] gardens of perpetual bliss: that [will be] the triumph supreme!

With regard to language and style variation of the last section (verse 14), the language is Modern English, adult, religious-class, educated language. The medium is written language but contains the speeches of Prophet Jesus and his disciples. His disciples used “thy” instead of “your” in their speech in verse fourteen-”We shall be [thy] helpers [in the cause] of God!”-which gives a Classical English effect. In Classical English, “thy” can be used to address someone who is respected and loved dearly. The believers loved and respected Prophet Jesus dearly. The tenor is formal. The domain is the language of instruction telling readers to believe in God and His Messengers. For example in verse fourteen,

…….And so [it happened that] some of the children of Israel came to believe [in the apostleship of Jesus], whereas others denied the truth.  But [now] We have given strength against their foes unto those who have [truly] attained to faith: and they have become the ones that shall prevail.

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Sanyo provides nickel-metal hydride batteries for hybrid cars made by Honda and Ford. Chinese regulators have recently been flexing their anti-monopoly muscles in deals by global firms, blocking Coca-Cola Co’s proposed purchase of China Huiyuan Juice in March and placing conditions on their approval of InBev’s acquisition of Anheuser-Busch.

However, many challenges remain including cost and performance below minus ten degrees centigrade. These will be overcome in the next few years. Indeed, for lithium um08a31 battery, cost of manufacture will drop to one tenth of the figure for 2009, reaching a mere $200 per kWh in 2020.

Another Mandeville Police officer, Randy Lambert, testified during the trial that Price’s call led police to abandon plans to charge Copp with aggravated battery. The charges were upgraded the next day, and in early 2008 Copp was convicted and sentenced to six months in jail and two years of home incarceration.

But that’s where the advantages end. With an underpowered single-horsepower Celeron, it can’t achieve most of what you’d like a big-screen laptop to do in the first place, such as play back high-quality full-screen streaming video. It also lacks a Webcam, something many Netbooks have, which is nice for students who use webchat or Skype (although a USB plug-in can also do the trick). Most importantly, however, its battery life ran at under two hours, which is worse than any Netbook.

The display is bright and crisp, but the audio leaves something to be desired (primarily, a pair of headphones). Even if you turn the speakers all the way up, the sound is tinny and muted. The Aspire One AOD250 does, however, offer Dolby Headphone technology, which makes headset audio sound excellent. It also features a built-in 1.3-megapixel Acer Crystal Eye Webcam optimized for low-light situations, and the picture it captures isn’t half bad.

Manjoo got his advice from Isidor Buchmann, the CEO of Cadex Electronics (a company that makes battery-testing equipment) and proprietor of the Battery University Website for um08a51 battery enthusiasts and engineers. Buchman lets Manjoo know that when it comes to battery life, “There is not too much to discuss.”

The Toshiba Satellite L455-S5975, which we reviewed as part of our holiday retail laptop roundup, falls in the other camp. It has a bright, large 15.6-inch screen, a full-size tapered keyboard, and a DVD-burning drive. It also has a decent amount of hard drive space at 250GB.

eBay Motors began in 2000 and since that time has become the world’s largest used car marketplace. On an average day a Chevy sells every minute, a Mustang every 39 minutes, an SUV every 9 minutes. eBay has over 12 million unique visitors each month. How does that compare to your local paper or the street on which you are trying to sell your car?

Since eBay Motors has become such a robust marketplace for buying and selling vehicles it seems helpful to point out a few differences about selling in this portion of the site. Selling a pickup is different than selling a mixer or vintage Barbie. Here are some helpful tips for selling a vehicle.

Write a great sub-title. – When you enter the VIN (vehicle identification number) of your vehicle certain attributes will be automatically entered for your listing. Things such as the make, model, year, and body style will be included. Since eBay does this for you, you will not have to include these things in your title. If you search for a 2001 Chevrolet Malibu eBay’s search engine searches these attributes and pulls the proper results. Beyond those attributes however you’ll want to use the best keywords possible. When writing your sub-title include such things as color, options (leather, DVD, navigation, CD, heated seats), also include things such as Low Miles, Clean, No Reserve, 4X4, or other things that specifically describe the car. This sub-title is the most important piece of real estate on your listing. Use the words wisely, avoid words like WOW! or L@@K! No one searches for words like that.
Tell a story with your description. – People really want to know where the car’s been. Plus a story gives the vehicle a bit of a personality to the bidder. It makes them remember it. “This was my first car…; My wife and I had this car since we were married. Now we are expecting a baby so we have to part with it…” and so on.
Be detailed in your inspection of the vehicle. – If there is a light scratch on the front left corner of the bumper, mention it. If there is a chip in the windshield, mention it. Very rarely will we find a vehicle that is truly “Excellent”. Most are “Good” and should be rated accordingly. It shows you have a realistic view of the vehicle and gives you credibility with potential bidders.

Use a listing template. – A listing template from a third party such as CarAd (www.carad.com) will give your listing a professional look. They usually involve a small additional fee, however the added benefits are well worth it. They will allow you to add more photos that eBay Motors’ standard Sell Your Item form which only allows room for 12 photos. That brings us to another point…

Use from 30 to 35 photos in your vehicle listing. – It may seem like a lot of photos, but you’re asking someone to drop thousands of dollars here. You are their eyes in this transaction. A simple formula for most of the photos is just do what you’d do when buying a car. You’ll look at it from all angles, inside and out. You’d look at the dashboard, check the driver’s seat for tears, look in the trunk, and under the hood. You can take a photo straight on from each side, front and rear. Then take one from each corner of the vehicle. Show the tire tread, good or bad – show it. The buyer will not be pleased if they arrive after flying for hours and find you were not clear in your description. A picture is worth a thousand words. Thirty photos are worth thirty thousand words.

State your terms and conditions. – Even a private seller has terms and conditions. State clearly what you expect with regard to payment methods (a wire transfer is safest) and payment timing. Many dealers require a deposit, you may do so as well. If you want payment in full within 36 hours or will allow 72 hours that’s fine, just state it so the buyer knows what to expect.

Offer to help your buyer. – Approximately 70% of buyers will either drive or fly to your area to pick up the vehicle personally. The other 30% will have the vehicle shipped. You can help your buyer by offering directions, or a ride from the airport. If they are having the vehicle shipped, you can agree to work with their shipper when he arrives.

Let them choose the shipper. – If the winning bidder wants to ship the vehicle, you may be better off letting them choose the shipper. You can recommend sites like www.auto-transport-reviews.com to help them in their choice. If you have little experience with shippers this is the

best choice. Your Feedback is on the line with this transaction and if you choose the shipper, and that shipper is very slow or damages the vehicle, you may take the hit with negative feedback since you recommended the company. One company that eBay Motors has a close relationship with is DAS or Dependable Auto Shippers. They have a nationwide network of facilities and partners to deliver a vehicle right to a person’s door.

COMMUNICATE with your bidders. – One of the most common mistakes a new seller on eBay Motors makes is thinking eBay does all the selling for them. An automobile is different. Be responsive to emails answering them in a timely manner. Also, you may want to include a phone number in your listing. Most people who buy a vehicle on eBay will have had one or more conversations with the seller, unlike transactions on the rest of the site. When someone bids on your vehicle you become ‘involved in a transaction’ with that person. At that time according to eBay’s User Agreement you may exchange contact information with that user. Proactively contact your bidders to introduce yourself and offer to answer any questions or provide additional photos if they desire.

Use the Second Chance Offer. – If bidding on your vehicle does not reach your reserve price but comes close, consider using the Second Chance Offer. You may contact the bidder and see how close they’ll come to your asking price. If you can agree on a price go to the listing or to you’re My eBay page and click the Second Chance Offer link. You will be prompted to choose one of your bidders and enter a price. Enter the agreed price for your buyer and send the offer. He will then receive his own personal “Buy It Now” listing for your car and have the opportunity to close the deal. SOLD!!

One other important aspect to selling a vehicle on eBay Motors is having a sound pricing strategy. While most vehicles are listed with a reserve price it’s vital to set that price at the lowest price you’ll accept for the vehicle. Bidders get excited once the reserve price has been met and the bidding frenzy begins.

There is much to say about auction strategies and pricing strategies on eBay Motors. We will cover those topics in more detail in a future article. For the first time seller though, the tips above should prove very helpful and you will have much less stressful time selling ol’ Betsy.

Visit www.OnlineSalesIdeas.com for more information and eBay tips & news.

Hyundai Motor India Limited is a subsidiary of Hyundai Motor Company. Hyundai is the sixth largest car manufacturer in the world. Hyundai India ranks second in car manufacturing companies in India. Hyundai India has huge and reputed automotive companies as competitors. Companies like Honda, Maruthi, Tata Motors and Mahindra & Mahindra are well established auto companies to name a few.

Hyundai Cars India has covered manufacturing most of the car types in the industry. It manufactures sedan, SUVs and also Hatchback cars. This has proved useful for the Indian market. It also plays an important role in increasing Indian economy.

Some of the Hyundai cars in India are listed below:

1. Santro Xing
2. Hyundai Getz Prime
3. Hyundai i10
4. Ascent
5. Verna
6. Elantra
7. Sonata
8. Tucson

Hyundai India has two hatchback models: Santro Xing & Getz. Santro Xing has been popular selling car among middle class Indian consumer. It has been Hyundai India’s favorite and largest selling car. Hyundai Getz Prime is a great combination of looks and power. This model is equally popular among the middle class population in the country. The company has both petrol and diesel variants in Getz Prime.
Hyundai has four Sedan models – Ascent, Verna, Elantra and Sonata:

1. Ascent GLE looks wonderful and has got pleasing interiors.
2. Verna is spacious and looks compact from outside.
3. Elantra is perfect if you are looking for an executive vehicle. Its body is designed with European looks. The target consumers for this car would be upper middle class.
4. Sonata is again an elegant vehicle manufactured by Hyundai. Is has both petrol and diesel variants. This is again targeted the upper middle class consumers.

Off late, there have been many launches in the market by lot of companies. Hyundai India is also trying to make its mark in the market by launching new models.