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Notes/Urdu/Migration and multicultural society (تیسرا موضوع)
Notes · UrduUK · A-Levels

Migration and multicultural society (تیسرا موضوع)

This topic carries Edexcel's third theme, تیسرا موضوع: ہجرت (ترکِ وطن) اور کثیر الثقافتی معاشرہ, the second of the two society themes and, like Theme 1, set in the context of Pakistan only. Its two sub-themes are ایک متنوع معاشرے کے مثبت پہلو, the positive aspects of a diverse society, with aspects on community cohesion in Pakistan, the effects of a diverse society on culture, and the role of migrants in economic development; and ہجرت کی جانب رجحانات و طرزِ فکر, attitudes and outlooks towards migration, with aspects on community activities that bring society together, public attitudes to migration, and the migrants' own point of view. Its research subject is پاکستان سے ہجرت, emigration from Pakistan. This is the theme where the vocabulary itself is contested — مہاجر, تارکِ وطن and پناہ گزین are not synonyms, and one of them is a political identity as well as a description — so the notes teach the naming as part of the subject, keep every interpretation attached to whoever holds it, and write about people rather than about flows.

5 sections·~35 min reading time·4 competencies·Level Standard 2 · Advanced 3

T·0222 / 12
Exam profile
AO1 · Understand and respond in writing to spoken Urdu about migration, community and diversityAO2 · Understand and respond in writing to written Urdu including reportage and opinionAO3 · Manipulate Urdu accurately, choosing between near-synonyms with care and using complex structuresAO4 · Show knowledge and understanding of, and respond critically to, migration and diversity in Pakistan
Operators:بیان کیجیےتجزیہ کیجیےموازنہ کیجیےوضاحت کیجیےدلیل دیجیےتنقیدی جائزہ لیجیےترجمہ کیجیےخلاصہ لکھیے

basic level

At first-year standard the expectation is that a student can describe the kinds of movement Pakistan has seen, name the main languages and communities of the country, explain what remittances are and why they matter, and give a reasoned personal view about how a society should receive newcomers — in accurate Urdu with correct oblique plurals and secure agreement.

higher level

The full A-Level expects the vocabulary to be handled as evidence. Why does the choice between مہاجر and اردو بولنے والے carry a political charge? Whose account of a migration is being given, and what does that speaker gain or lose by the account? Which claims about the economic effect of migration are measured, by whom, and which are asserted? Answers must stay inside Pakistan, must set positions against each other before concluding, and must deploy the passive, the subjunctive and subordination deliberately.

Depth

Reading depth: In depth

Text

Text size: Standard

Contents · 5 sections▾
  1. Migration and multicultural society (تیسرا موضوع)
    • 01The theme, and the words that are not synonyms◐
    • 02Cohesion inside Pakistan, and what diversity does to culture◐
    • 03The part migrants play in economic development●
    • 04Attitudes, community activity, and the migrants' own point of view●
    • 05Emigration from Pakistan: the Theme 3 research subject (پاکستان سے ہجرت)●
§ 01

The theme, and the words that are not synonyms#

●●○StandardLPPearson Edexcel 9UR0 Theme 3 — ہجرت (ترکِ وطن) اور کثیر الثقافتی معاشرہLPPearson Edexcel 9UR0 Paper 2 Section A (translation into Urdu)

Seven words for movement, and what each one commits you to

Seven words for movementTable with 3 columns and 7 rows, Data: Urdu term, romanised · English sense · What choosing it asserts; hijrat · Migration · Movement, with no claim about legality; tark-e-watan · Emigration · Leaving the home country, perhaps for good; naql-e-makani · Relocation · A change of residence, often internal; muhajir · Migrant · In Pakistan, also a named community; panah guzin · Refugee · A protection claim recognised in law; be-ghar afrad · Displaced people · Moved by disaster, no border crossed; urdu bolne wale · Urdu-speakers · A description chosen instead of an identity, highlighted cell: In Pakistan, also a named communityURDU TERM, ROMANISEDENGLISH SENSEWHAT CHOOSING ITASSERTSHIJRATMigrationMovement, with no claimabout legalityTARK-E-WATANEmigrationLeaving the home country,perhaps for goodNAQL-E-MAKANIRelocationA change of residence, ofteninternalMUHAJIRMigrantIn Pakistan, also a namedcommunityPANAH GUZINRefugeeA protection claimrecognised in lawBE-GHAR AFRADDisplaced peopleMoved by disaster, no bordercrossedURDU BOLNE WALEUrdu-speakersA description chosen insteadof an identity
Fig. 1Near-synonyms are the commonest source of quiet inaccuracy in this theme. Each row states the legal or factual condition the word carries with it: choose it and you have asserted that condition. The emphasised cell is muhajir, because in Pakistan the word is simultaneously a description and the name of a community, which is why an answer that uses it without noticing is making a claim it did not intend. Romanised throughout — the Urdu is in the prose, since the figure engine has no bidi handling and would misorder a mixed label.

Key points

Theme 3 sits opposite Theme 1 in the specification's architecture: both are society themes, both are set in Pakistan only, and together they fill the two social-issues-and-trends slots in these notes. Its subject is movement and what movement makes of a society. The first sub-theme asks what is good about a diverse society and answers in three aspects — cohesion inside Pakistan, the effect of diversity on culture, and the part migrants play in economic development. The second asks how people think about migration, again in three aspects — the community activities that hold a society together, what the public thinks, and what migrants themselves say. The research subject, examinable for 40 marks in Paper 1 Section C, is emigration from Pakistan, and it is treated in the last section of this topic.
Before any content, settle the words, because in this theme the wrong word makes a false claim. ہجرت is migration, with a resonance from religious history that gives it a certain dignity in Urdu; ترکِ وطن, literally leaving the homeland, is the phrase the specification itself pairs with it and is the natural word for emigration; نقلِ مکانی is relocation, useful for internal movement; مہاجر is a migrant; تارکِ وطن is an emigrant, one who has left; پناہ گزین is a refugee, someone seeking protection; and بے گھر افراد, displaced people, covers those moved by flood or earthquake without crossing a border. اندرونِ ملک نقلِ مکانی is internal migration and بیرونِ ملک روزگار overseas employment. Choose the one that matches the legal and factual situation, and you have already said something true.
One of these words is also a name, and that is a fact about Pakistan that a good answer states rather than avoids. After 1947 a large population of Urdu-speakers moved from northern India into the new state, settling heavily in Sindh and above all in Karachi and Hyderabad, and they came to be described, and to describe themselves, as مہاجر. By the 1980s the term had become an ethnic and political identity: a party founded in 1984 as the Muhajir Qaumi Movement was renamed the Muttahida Qaumi Movement in 1997, a renaming that was itself an argument about whether the community should be defined by its origin. Some people in the same community prefer the plain descriptive اردو بولنے والے, Urdu-speakers. The dispute over what to call the group is part of the history of the group, and teaching it that way is more accurate than choosing a side quietly.
The last piece of framing is that Pakistan's diversity is not only a story about 1947. The country's languages include Punjabi, Sindhi, Pashto, Balochi, Saraiki, Brahui, Shina, Balti, Khowar and many more, with Urdu named as the national language by Article 251 of the 1973 Constitution and functioning as the lingua franca between them; English remains in official use. Internal movement to the cities has been continuous; the earthquake of 2005 and the floods of 2010 and 2022 displaced very large numbers of people inside the country; and Pakistan has hosted one of the world's largest refugee populations since 1979, with the legal categories — registered refugee, holder of a citizen card, undocumented — meaning different things and being frequently conflated in public argument. Get the category right and the sentence is worth having; get it wrong and no amount of fluency saves it.
Worked example

Paper 2 Section A: an English passage into Urdu, where the whole task is the choice of noun

Translate into Urdu, and justify the noun you choose in every sentence. 'After 1947 a large number of Urdu-speaking families settled in Karachi. Later arrivals came for work rather than for safety, and they were not called by the same name. Researchers say that the difference between the two groups is often forgotten in public debate.'

  1. 01Sentence one: the historical movement, named as the sources name it

    سنہ 1947 کے بعد اردو بولنے والے بہت سے خاندان کراچی میں آباد ہوئے۔ Two decisions. First, اردو بولنے والے rather than مہاجر: the English says Urdu-speaking, which is a description, and translating it as مہاجر would import an identity the source did not use. Second, آباد ہوئے rather than a bare آئے: settled is a change of state, and آباد ہونا carries it. خاندان is masculine plural without a change of form, so the verb is masculine plural ہوئے, and بہت سے agrees with it.

  2. 02Sentence two: two motives, two nouns, one contrast

    بعد میں آنے والے روزگار کے لیے آئے تھے، تحفظ کے لیے نہیں، اور اُنہیں اُسی نام سے نہیں پکارا جاتا تھا۔ بعد میں آنے والے, later arrivals, is a participial noun phrase — the present participle آنے والا used substantivally, which Appendix 2 lists. آئے تھے is the pluperfect, correct because the sentence looks back from a later vantage point, and the AO3 guidance names the pluperfect as complex language. اُنہیں … پکارا جاتا تھا is a habitual passive in the past, precisely the impersonal construction English's they were not called requires; a learner who writes an active here has changed the meaning by supplying an agent.

  3. 03Sentence three: the attribution, and the passive that keeps the agent vague on purpose

    محققین کا کہنا ہے کہ عوامی بحث میں اِن دونوں گروہوں کا فرق اکثر بھلا دیا جاتا ہے۔ محققین is the plural of محقق, researchers. کا کہنا ہے کہ attributes the claim. بھلا دیا جاتا ہے is a passive of the intensive compound بھلا دینا — is forgotten, with no one named as forgetting, which is exactly what the English asserts. اِن دونوں گروہوں is an oblique plural after دونوں and before کا: getting that right is a small AO3 mark that is very often dropped.

  4. 04Reread only for the naming, then only for agreement

    Two separate passes. In the first, check every noun that names a person or a group: does the Urdu word assert something the English did not? Here the risk was مہاجر, پناہ گزین and تارکِ وطن, none of which the source licensed. In the second, check gender and number on every adjective, participle and verb, and check that every noun before a postposition is in the oblique. Doing these as two passes rather than one is faster and catches more.

Result: سنہ 1947 کے بعد اردو بولنے والے بہت سے خاندان کراچی میں آباد ہوئے۔ بعد میں آنے والے روزگار کے لیے آئے تھے، تحفظ کے لیے نہیں، اور اُنہیں اُسی نام سے نہیں پکارا جاتا تھا۔ محققین کا کہنا ہے کہ عوامی بحث میں اِن دونوں گروہوں کا فرق اکثر بھلا دیا جاتا ہے۔

Exam focus

  • Learn ہجرت, ترکِ وطن, نقلِ مکانی, مہاجر, تارکِ وطن, پناہ گزین and بے گھر افراد as seven different words, and use the one the situation licenses (AO3, AO4).
  • Treat the naming of the مہاجر community as itself part of the history — a renaming in 1997 was an argument about identity, and saying so is analysis (AO4).
  • Remember Article 251 and the multilingual reality it sits on top of: Urdu is the national language and the link language, not the only language.

Typical mistakes

  • Using مہاجر and پناہ گزین interchangeably. A refugee has a legal status a migrant does not, and in Pakistan مہاجر additionally names a specific community.
  • Writing about Pakistanis in Britain. Theme 3 is set in Pakistan; the diaspora enters only where the specification's own research aspect on returnees puts it.
  • Treating all Afghans in Pakistan as one legal category. Registered refugees, card-holders and undocumented people are distinct in law, and conflating them makes any claim about them unreliable.
  • Forgetting the oblique plural before a postposition: مہاجروں کے مسائل, not مہاجر کے مسائل.

Active revision

ڈیڑھ سو الفاظ میں ان سات اصطلاحات میں سے کم از کم پانچ کی درست وضاحت کیجیے: ہجرت، ترکِ وطن، نقلِ مکانی، مہاجر، تارکِ وطن، پناہ گزین، بے گھر افراد۔ ہر ایک کے ساتھ ایک ٹھوس صورتِ حال بتائیے جس میں وہی لفظ درست ہو

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Urdu (9UR0) specification (Pearson Edexcel)

§ 02

Cohesion inside Pakistan, and what diversity does to culture#

●●○StandardLPPearson Edexcel 9UR0 Theme 3 — ایک متنوع معاشرے کے مثبت پہلو: پاکستان میں کمیونٹی سے پیوستگیLPPearson Edexcel 9UR0 Theme 3 — ایک متنوع معاشرے کے مثبت پہلو: ایک متنوع معاشرے کے کلچر پر اثرات

Key points

The specification's first aspect here is cohesion — پیوستگی, connectedness — inside Pakistan, and the useful move is to ask what actually holds a diverse society together rather than to assert that it is held. Four mechanisms are concrete enough to write about. Language: Urdu functions as a link language between speakers of Punjabi, Sindhi, Pashto, Balochi, Saraiki and the rest, which is why Article 251 matters practically and not only symbolically. Institutions: the army, the civil service, the school system and the courts recruit and operate across provinces. Shared observances: the festivals of the religious calendar and the national days are marked across the country. And ordinary neighbourhood life: the محلہ, with its mosque, its shops and its committees, is where cohesion is actually manufactured. مشترکہ زبان، مشترکہ ادارے اور مشترکہ تہوار معاشرے کو جوڑنے والے تین بڑے عوامل ہیں.
Diversity in Pakistan is regional, linguistic and religious at once, and an answer should be specific about each. Regionally, the four provinces plus Islamabad, Gilgit-Baltistan and Azad Jammu and Kashmir have distinct histories and cultural repertoires. Linguistically, the census records dozens of mother tongues. Religiously, alongside the Muslim majority Pakistan has Christian, Hindu, Sikh, Parsi, Baháʼí and Kalash communities, and the Constitution reserves seats for non-Muslims in the National Assembly and the provincial assemblies. Two dated institutional facts frame the political side of that: separate electorates operated for non-Muslim voters from 1985 until joint electorates were restored in 2002, and the constitutional position of the Ahmadi community was altered by the Second Amendment in 1974 and by further provisions in 1984. State those flatly, and attribute every judgement about them to whoever makes it.
The second aspect asks what diversity does to culture, and here the evidence is pleasingly concrete. Food, music, dress, festival and language all show it. Karachi's food is a compound of Sindhi, Punjabi, Pashtun, Balochi, Gujarati, Bohra, Memon and north Indian cooking; Urdu itself absorbs vocabulary from Punjabi and Sindhi and, in the cities, from English; qawwali is heard at shrines from Sindh to Punjab and is sung to audiences of several religious backgrounds; and the wedding, that most conservative of institutions, borrows freely between communities. Say ثقافتی اختلاط کھانے، موسیقی اور رسوم میں سب سے واضح ہے, cultural mixing is clearest in food, music and customs, and then give one instance of each rather than a list of adjectives.
The intellectually serious version of this aspect names the counter-argument. Not everyone in Pakistan regards cultural mixing as a gain: there are people who argue that regional languages lose ground where Urdu and English dominate, that a national culture built around one language flattens others, and that the school curriculum has historically underweighted regional histories. Those are real positions held by identifiable people — writers in Sindhi and Pashto, provincial language movements, educationists — and an answer that reports them is stronger than one that celebrates diversity uniformly. کچھ اہلِ قلم کا مؤقف ہے کہ قومی زبان کے فروغ سے علاقائی زبانوں کو نقصان پہنچا ہے، جبکہ دوسروں کے نزدیک اردو نے ہی مختلف علاقوں کو ایک دوسرے سے جوڑا ہے.
Worked example

Paper 1 Section A: a cultural paragraph out of Urdu into English

Translate the following into English and account for the joints. کراچی کا کھانا کسی ایک روایت کی پیداوار نہیں۔ جو لوگ الگ الگ علاقوں سے آ کر یہاں بسے، وہ اپنے ساتھ اپنی ترکیبیں بھی لائے، اور رفتہ رفتہ یہ ترکیبیں ایک دوسرے میں گھل مل گئیں۔ اب یہ کہنا مشکل ہے کہ کون سی ڈش کہاں سے آئی تھی۔

  1. 01Sentence one: a nominal negation, which English turns into a verb

    کراچی کا کھانا کسی ایک روایت کی پیداوار نہیں۔ There is no verb: Urdu allows an equational sentence whose copula is simply dropped in the negative. پیداوار, product, is feminine and takes کی after روایت. کسی ایک is any one, stronger than a plain ایک: the sentence denies that a single tradition produced it. English: Karachi's food is not the product of any one tradition.

  2. 02Sentence two: the correlative relative, which is the mark here

    جو لوگ الگ الگ علاقوں سے آ کر یہاں بسے، وہ اپنے ساتھ اپنی ترکیبیں بھی لائے۔ Urdu builds relatives with a correlative pair: جو … وہ …. English collapses that into one clause, so the translation must not leave a stranded they. آ کر is a conjunctive participle, having come, and the natural English is who came from different regions and settled here. اپنے ساتھ اپنی ترکیبیں — the reflexive possessive اپنا twice — is with them their own recipes; using their for both is correct English but note that Urdu marked the reflexivity twice. English: The people who came from different regions and settled here brought their own recipes with them.

  3. 03Sentence three: an intensive compound doing idiomatic work

    اور رفتہ رفتہ یہ ترکیبیں ایک دوسرے میں گھل مل گئیں۔ رفتہ رفتہ is a Persian reduplication meaning gradually. گھل مل جانا is a compound verb — literally to dissolve and mix — whose English is to blend or to become mixed together, and it is feminine plural to agree with ترکیبیں. Translating it as dissolved would be too literal and would lose a mark; translating it as changed would be too loose. English: and gradually these recipes blended into one another.

  4. 04Sentence four: an embedded question and a pluperfect

    اب یہ کہنا مشکل ہے کہ کون سی ڈش کہاں سے آئی تھی۔ یہ کہنا مشکل ہے کہ is the frame it is difficult to say that, with کہنا an infinitive used as a noun. آئی تھی is a pluperfect, feminine singular for ڈش, and the tense matters: the question is about an origin further back than the blending just described. English: It is now difficult to say which dish came from where.

Result: Karachi's food is not the product of any one tradition. The people who came from different regions and settled here brought their own recipes with them, and gradually these recipes blended into one another. It is now difficult to say which dish came from where.

Exam focus

  • Answer 'what holds it together' with mechanisms — language, institutions, shared observance, neighbourhood life — not with adjectives (AO4).
  • Date the institutional facts: reserved seats, separate electorates 1985 to 2002, the constitutional changes of 1974 and 1984. Facts carry dates; judgements carry owners.
  • Give one concrete instance per cultural domain. A named dish, a named musical form and a named custom outperform a paragraph of praise.

Typical mistakes

  • Writing that Pakistan is a diverse society and stopping. The aspect asks what diversity does, which requires a mechanism and an example.
  • Treating cultural mixing as uncontested. Naming those who resist it is part of describing the society accurately.
  • Calling a regional language a dialect of Urdu. Punjabi, Sindhi, Pashto and Balochi are separate languages, and getting this wrong undermines everything after it.
  • Attributing a constitutional provision to the wrong decade. If you cannot place it, describe the effect and say that the date should be checked.

Active revision

دو سو الفاظ میں وضاحت کیجیے کہ پاکستان جیسے متنوع معاشرے کو کون سی چیزیں جوڑے رکھتی ہیں۔ کم از کم تین الگ الگ عوامل بتائیے، ہر ایک کی ایک ٹھوس مثال دیجیے، اور ایک ایسا نقطۂ نظر بھی پیش کیجیے جو اِس تصویر سے اختلاف کرتا ہو

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Urdu (9UR0) specification (Pearson Edexcel)

§ 03

The part migrants play in economic development#

●●●AdvancedLPPearson Edexcel 9UR0 Theme 3 — ایک متنوع معاشرے کے مثبت پہلو: معاشی ترقی میں مہاجرین کا کردارLPPearson Edexcel 9UR0 Paper 3 Section B

Where the two Theme 3 sub-themes meet

Theme 3: two sub-themes, one overlapVenn diagram with 2 sets, Positive aspects, Attitudes, outlooksPositive aspectsAttitudes, outlooksCulture andeconomyThe migrant'sviewCommunityactivity
Fig. 2The specification puts community activities that bring society together under the second sub-theme, attitudes and outlooks, but they are just as plainly a positive aspect of a diverse society. Noticing the overlap is useful in the examination: an unseen text about a neighbourhood committee or a community sports league can be used for either sub-theme, and knowing that lets you answer a question you might otherwise think was outside your preparation. Set names are in English because the engine has no bidi handling.

Key points

This aspect is about economics, and economics is where invented numbers do the most damage — so begin by fixing where the real numbers live. Remittances sent home by Pakistanis working abroad are recorded and published monthly by the State Bank of Pakistan; the numbers of workers registering for overseas employment are published by the Bureau of Emigration and Overseas Employment; the wider aggregates appear in the annual Pakistan Economic Survey. Naming the source is a complete answer to the question of how you know. ترسیلاتِ زر پاکستان کے لیے زرِ مبادلہ کا ایک بڑا ذریعہ ہیں, remittances are a major source of foreign exchange for Pakistan, is a defensible sentence; a figure recalled from memory is not, and an examiner has no way to credit it.
The mechanisms are more interesting than the totals, and they are what an AO4 grid rewards. Money sent home is spent, and where it is spent decides what it does: on consumption, which supports local shops and raises living standards without building capacity; on housing, which is visible in whole neighbourhoods of migrant-sending districts; on education and health for the household's children, which is investment by any definition; or on land and small businesses. Remittances are also, in the aggregate, less volatile than investment flows, which is why economists write about them as a stabiliser. Set the mechanism out and then say what follows: ترسیلات کا اثر اِس پر منحصر ہے کہ وہ خرچ کہاں ہوتی ہیں.
Internal migration deserves its own paragraph, because the specification's word is migrants and not emigrants. People moving from rural districts to Karachi, Lahore and the industrial belt supply the labour for construction, transport, textiles and domestic service, and they do it disproportionately through the informal sector, which means their contribution is real and their protection is thin. Movement is also seasonal: agricultural labour follows the harvest calendar. And communities that arrived as refugees have built businesses over decades — transport, trade and small manufacturing in Karachi, Peshawar and Quetta are the standard examples. Being specific about which movement you mean is what keeps this paragraph from turning into a generality.
Finally, the aspect is phrased positively — the role of migrants in economic development — and honest treatment means saying that the positive framing is itself argued about. Some economists argue that heavy dependence on remittances can raise consumption and property prices without raising productive capacity, and others argue that the same flows finance the schooling that produces the next generation's skills. Neither is a fringe position. کچھ ماہرینِ معاشیات کا کہنا ہے کہ ترسیلات پیداواری صلاحیت میں اضافہ نہیں کرتیں، جبکہ دوسروں کے نزدیک یہی رقم تعلیم اور صحت پر خرچ ہو کر طویل مدت میں سرمایہ کاری بن جاتی ہے. Present both, then judge, and mark the judgement as yours.
Worked example

Paper 3 Section B: two sources on remittances, summarised so the disagreement is visible

The heard source is a phone-in contribution from a man whose brother works in the Gulf: he says the money pays school fees and built a room on the family house, and that without it the household would be poorer but the brother would be at home. The read source is a short economic commentary arguing that remittance-funded consumption raises prices in sending districts and does not by itself create jobs. Write 5(a) and 5(b).

  1. 01Separate the two things a phone-in gives you

    A personal contribution carries facts about one household and a viewpoint about migration. The question asks for the point of view, so the facts are evidence for it, not the answer to it. Note the second half of his sentence, which is the real position: he weighs a material gain against an absence, and that trade-off is his viewpoint. Missing it and reporting only the school fees is the standard way to lose marks on 5(a).

  2. 025(a): report the position, with the trade-off in it

    فون کرنے والے کا نقطۂ نظر یہ ہے کہ ترسیلات نے اُس کے گھرانے کی حالت بہتر بنائی ہے — بچوں کی فیس اور مکان کی توسیع اِسی رقم سے ممکن ہوئی — لیکن اُس کے نزدیک اِس کی قیمت بھائی کی غیر موجودگی ہے۔ Notice ممکن ہوئی, feminine to agree with توسیع, and اُس کے نزدیک for in his view. The dash carries the evidence without letting it become the main clause.

  3. 035(b): report the second position as a position about mechanism

    تحریری متن کا مؤقف مختلف ہے: مصنف کے مطابق ترسیلات سے پیدا ہونے والی خریداری علاقے میں قیمتیں بڑھا دیتی ہے اور بذاتِ خود روزگار پیدا نہیں کرتی۔ بذاتِ خود, in itself, is the word that keeps this accurate: the commentator is not denying that remittances help households, only that they build capacity. Reporting the qualifier is what makes the summary faithful.

  4. 04Test the pair for the object of the disagreement

    The caller talks about a household; the commentator talks about a district. That is not a contradiction, and saying so is the observation that will carry your 5(c) evaluation: the two sources are answering different questions with the same word. Sources that do not quite meet are common in Paper 3, and noticing the mismatch is worth more than picking a winner.

Result: 5(a) فون کرنے والے کا نقطۂ نظر یہ ہے کہ ترسیلات نے اُس کے گھرانے کی حالت بہتر بنائی ہے — بچوں کی فیس اور مکان کی توسیع اِسی رقم سے ممکن ہوئی — لیکن اُس کے نزدیک اِس کی قیمت بھائی کی غیر موجودگی ہے۔ 5(b) تحریری متن کا مؤقف مختلف ہے: مصنف کے مطابق ترسیلات سے پیدا ہونے والی خریداری علاقے میں قیمتیں بڑھا دیتی ہے اور بذاتِ خود روزگار پیدا نہیں کرتی۔

Exam focus

  • Name the State Bank, the Bureau of Emigration and Overseas Employment and the Pakistan Economic Survey. Sourcing beats quantity of numbers (AO4).
  • Explain remittances through what the money is spent on. Mechanism is analysis; totals are description.
  • Keep internal migration and emigration apart in your paragraph structure — the specification's aspect covers both, and conflating them muddles the argument.

Typical mistakes

  • Quoting a remittance figure in dollars from memory. Say who publishes it and, if you cannot, describe the direction instead.
  • Treating all migrants as emigrants. Much of the economic contribution in this aspect is made by people who never left Pakistan.
  • Assuming remittances are automatically development. That is precisely the argument, and reporting it as an argument earns more than asserting either side.
  • Writing ترسیلات as a masculine noun. It is a feminine plural, so ترسیلات آتی ہیں, not آتے ہیں.

Active revision

دو سو الفاظ میں اِس سوال کا جواب لکھیے: کیا بیرونِ ملک سے آنے والی ترسیلات پاکستان کی معاشی ترقی میں مددگار ہیں؟ کم از کم دو مختلف مؤقف پیش کیجیے، ہر ایک کو کسی گروہ سے منسوب کیجیے، اور کوئی عدد صرف اُس صورت میں لکھیے جب اُس کا ماخذ بھی بتا سکیں

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Urdu (9UR0) specification (Pearson Edexcel)

§ 04

Attitudes, community activity, and the migrants' own point of view#

●●●AdvancedLPPearson Edexcel 9UR0 Theme 3 — ہجرت کی جانب رجحانات و طرزِ فکر: معاشرے کو یکجا کرنے کے لیے کمیونٹی کی سرگرمیاںLPPearson Edexcel 9UR0 Theme 3 — ہجرت کی جانب رجحانات و طرزِ فکر: عوام کا طرزِ فکر؛ مہاجرین کا نکتۂ نظرLPPearson Edexcel 9UR0 Paper 1 Section B (reading)

Key points

The second sub-theme turns from what migration does to what people think about it, and its first aspect is the most practical: the community activities that bring a society together. In Pakistan these are nameable and observable — the مقامی کمیٹی or neighbourhood committee that organises a street's water and rubbish; the welfare trusts and ambulance services that operate across communal lines; مشترکہ افطار and community meals during Ramadan; the کمیونٹی سنٹر and the school open day; sports, above all cricket, which organises boys and increasingly girls across every kind of boundary; and the shrine, which historically draws visitors of several backgrounds. Write about the activity in the concrete — who organises it, who comes, what it costs — and the aspect answers itself.
Public attitudes, the second aspect, must be handled as a distribution, not as a single opinion. Pakistanis differ about migration by region, by generation, by class and by the kind of migration in question, and the honest sentence is عوامی رائے یکساں نہیں. Attitudes to a brother working in the Gulf are not attitudes to a family from another province moving into the neighbourhood, and neither is the same as attitudes to a refugee population that has been present for four decades. Where you can, describe the argument: those who emphasise pressure on jobs, housing and public services; those who emphasise the labour and the trade that newcomers bring; those who argue from religious duty towards those who seek refuge; and those who argue from the state's obligation to its own citizens first. Each of those is held by real people and can be reported without endorsement.
The third aspect, مہاجرین کا نکتۂ نظر, asks specifically for the migrants' own view, and it is the aspect candidates most often skip. Doing it properly means writing about people. A construction worker from a rural district living eight to a room in Karachi, a doctor who left for the Gulf and is unsure whether her children will ever live in Pakistan, a young man born in Peshawar to Afghan parents who has never been to Afghanistan and holds no Pakistani passport, a woman whose family arrived from India in 1947 and who has heard her grandmother's account of the journey all her life — these are the four or five human situations that this aspect is made of. Say what such a person would say, in Urdu, in their own frame, and attribute it as a reported perspective rather than a statistic.
One caution, and it applies to everything in Theme 3. The specification twice tells teachers to consider cultural sensitivities when guiding a student's choice of research subject, and this theme is where that instruction bites hardest. Migration in Pakistan touches Partition, ethnicity in Sindh, the status of a long-standing refugee population and relations with a neighbouring state, and every one of those is a live political argument with people on more than one side who are not being unreasonable. The house rule holds throughout: state dated institutional facts flatly, attach every interpretation to whoever holds it, name a debate as a debate, and mark your own judgement as your own. That discipline is not politeness; it is what the AO4 grid means by critical analysis.
Worked example

Paper 1 Section B: an inference question on a passage that reports two attitudes

Passage: محلے کی کمیٹی نے فیصلہ کیا کہ صفائی کا انتظام مل کر کیا جائے گا۔ کچھ پرانے رہائشیوں کو خدشہ تھا کہ نئے آنے والے خرچ میں حصہ نہیں ڈالیں گے، لیکن پہلے ہی مہینے میں چندہ توقع سے زیادہ جمع ہو گیا۔ ایک بزرگ نے کہا کہ ’ہمیں اندازہ نہیں تھا۔‘ Question: بزرگ کے جملے سے متن کے مصنف کیا ظاہر کرنا چاہتے ہیں؟

  1. 01Identify what kind of question this is before writing anything

    The stem asks what the author wants to show by including the quotation — that is inference about authorial purpose, not retrieval. The answer therefore cannot simply repeat what the elder said. It must say what the quotation does in the passage. Sorting Section B questions this way in the first read is the single most efficient reading habit for this paper.

  2. 02Locate the structural move the passage has already made

    The passage sets an expectation — کچھ پرانے رہائشیوں کو خدشہ تھا — and then contradicts it with an outcome: چندہ توقع سے زیادہ جمع ہو گیا. توقع سے زیادہ, more than expected, is the hinge. The quotation lands after the contradiction, so it functions as an admission from the person who held the expectation.

  3. 03Say what the admission is evidence of

    The three-word quotation ہمیں اندازہ نہیں تھا, we had no idea, is a pluperfect of ignorance. Its work in the passage is to show that the earlier fear was a preconception rather than a finding, and that direct experience revised it. The author is not saying the old residents were bad people; the author is showing an attitude changing through contact. That is the inference.

  4. 04Write the answer in Urdu, short, and in your own words

    مصنف اِس جملے کے ذریعے یہ دکھانا چاہتے ہیں کہ پرانے رہائشیوں کا خدشہ محض ایک پیشگی تصور تھا، اور عملی تجربے نے اُسے بدل دیا۔ Twenty-two words. It names the device, names what it shows, and does not lift. If you want one more clause, add جو یہ ثابت کرتا ہے کہ مشترکہ سرگرمی رویّے تبدیل کر سکتی ہے — but only if you have time; a Section B inference answer is not an essay.

Result: مصنف اِس جملے کے ذریعے یہ دکھانا چاہتے ہیں کہ پرانے رہائشیوں کا خدشہ محض ایک پیشگی تصور تھا، اور عملی تجربے نے اُسے بدل دیا۔

Exam focus

  • Do the third aspect. Writing what migrants themselves say, in their own frame, is the aspect that separates a complete answer from a competent one (AO4).
  • Say عوامی رائے یکساں نہیں and then distribute the opinions. A single 'people think' sentence is unmarkable.
  • Name the community activity concretely: the committee, the trust, the shared meal, the cricket ground. Abstraction is where this aspect goes to die.

Typical mistakes

  • Speaking for migrants without marking it as a reported perspective. Write مہاجرین کا کہنا ہے کہ, not a bare assertion in their voice.
  • Reducing public opinion to approval or disapproval. It varies by which migration is meant, and saying so is itself the analysis.
  • Turning a sensitive political question into a verdict. Report the argument and locate yourself in it at the end.
  • Writing نکتہ نظر without the izafat. The phrase is نکتۂ نظر, and the missing hamza is a visible accuracy error.

Active revision

ایک سو ستّر الفاظ میں ایک ایسے شخص کا نقطۂ نظر بیان کیجیے جو روزگار کے لیے اپنے ضلع سے کراچی آیا ہو۔ اُس کی بات کو منسوب کر کے لکھیے، کم از کم ایک شرطیہ جملہ استعمال کیجیے، اور آخر میں ایک جملے میں یہ بتائیے کہ اُس کا نقطۂ نظر عوامی رائے سے کہاں مختلف ہو سکتا ہے

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Urdu (9UR0) specification (Pearson Edexcel)

§ 05

Emigration from Pakistan: the Theme 3 research subject (پاکستان سے ہجرت)#

●●●AdvancedLPPearson Edexcel 9UR0 Theme 3 research subject — پاکستان سے ہجرت: ہجرت کی سیاسی اور معاشی وجوہات، اعلیٰ تعلیم یافتہ طبقے کا ترکِ وطن، وطن لوٹنے والوں کے مثبت اثراتLPPearson Edexcel 9UR0 Paper 1 Section C

Key points

Theme 3's research subject is emigration from Pakistan, and its three aspects are the political and economic reasons for migration, the emigration of the highly educated, and the positive effects of returnees on Pakistani society. All three must be covered, the research must be based on Pakistan alone, at least two authentic Urdu sources must be gathered independently, and neither of the works declared for Paper 2 may be used. Because the third aspect is phrased positively — the positive effects of those who return — a research answer that only laments a brain drain has missed a third of its own subject, which is one of the commonest and most expensive errors in Section C.
The reasons aspect divides cleanly into economic and political, and keeping them apart is analytically productive. Economic reasons include wage differentials, unemployment and underemployment, the demand for construction, transport and service labour in the Gulf states, and demand for professionals in Britain, North America and Australia. Political and security reasons include periods of instability, targeted violence against particular communities, and the perception of a lack of opportunity that is not the same thing as its absence. The routes are institutional: overseas employment is registered by the Bureau of Emigration and Overseas Employment through licensed promoters, and the Overseas Pakistanis Foundation exists to serve emigrant families. Naming the route is what makes the paragraph research rather than opinion.
The second aspect, اعلیٰ تعلیم یافتہ طبقے کا ترکِ وطن, is the emigration of the highly educated — doctors, engineers, academics and, increasingly, software developers. Here the argument is genuinely open. One position holds that the state educates a professional at public expense and then loses the return on that investment, and that the shortage is felt first in rural health facilities and in universities. Another holds that many of those professionals would not have found posts at home in any case, that they remit and invest, and that the qualifications and networks they acquire abroad flow back. اِس بحث میں دونوں فریق حقیقی شواہد پیش کرتے ہیں, both sides in this argument produce real evidence, and reporting that is stronger than choosing.
The third aspect asks for the positive effects of returnees, and it is best written about through mechanisms and people. Returning migrants bring capital, which appears as housing, shops, transport businesses and small factories in sending districts; they bring skills and professional practices learned elsewhere; they bring networks that connect a Pakistani business to a market abroad; and they sometimes bring changed expectations about schooling for daughters, about health care or about how a workplace should run — a change that is reported by researchers and is also, unsurprisingly, resisted in some households. The State Bank's Roshan Digital Account, opened in 2020 to let overseas Pakistanis bank and invest at home, is the sort of concrete instrument a researched answer can name, with the caveat that financial schemes change and current standing should be checked.
Worked example

Paper 1 Section C: reading the statement, then building the answer

The statement is ’پاکستان سے ہجرت کی اصل وجہ معاشی ہے، سیاسی نہیں‘ — the real reason for emigration from Pakistan is economic, not political. The unseen text is an interview with a nurse who has taken a post in the Gulf. Plan the 320-to-370-word answer.

  1. 01Read the statement for its structure, not its topic

    The statement is a comparative causal claim with an explicit denial attached: economic yes, political no. It therefore invites three possible responses — agree, deny, or complicate — and the third is almost always the strongest, because the two categories overlap in reality. A candidate who spends the whole answer proving that the economy matters has agreed with a claim nobody disputed and has never engaged the second half.

  2. 02Take from the unseen text the thing only it can supply

    The interview gives you a person, a decision and her stated reasons. Quote or paraphrase precisely one specific from it and argue with it: انٹرویو میں نرس کہتی ہیں کہ فیصلہ تنخواہ کی بنیاد پر ہوا، مگر وہ یہ بھی کہتی ہیں کہ ترقی کے مواقع اور کام کے حالات اہم تھے — اور یہی دوسری بات خالص معاشی وضاحت کو کمزور کرتی ہے۔ The AO2 grid, out of 10, rewards using the text as material for an argument, not summarising it.

  3. 03Build the middle out of the three aspects, with the categories tested

    Paragraph two: economic reasons, named and sourced — wage differentials, unemployment, and the licensed overseas-employment route. Paragraph three: political and security reasons, and the point that the distinction blurs, because instability produces economic conditions and economic exclusion is often experienced politically. Paragraph four: the highly educated, where the same blur appears in a sharper form — a doctor who leaves because of pay and a doctor who leaves because of the state of the hospital she works in are giving two descriptions of one situation.

  4. 04Use the returnee aspect to turn the argument, not to pad it

    The third aspect earns its place if it changes the question. If returnees bring capital, skills and expectations back, then the political-versus-economic framing is incomplete in a further way: emigration is not only an exit but a circuit, and what pulls people back is not the same as what pushed them out. اگر ہجرت ایک دائرہ ہے تو صرف روانگی کے اسباب گننا کافی نہیں — a conditional sentence, which the AO3 guidance names as complex language, doing genuine argumentative work.

  5. 05Conclude on the statement's own terms, in your own voice, at the right length

    میری رائے میں یہ بیان جزوی طور پر درست ہے: معاشی اسباب واقعی سب سے زیادہ عام ہیں، مگر ’سیاسی نہیں‘ کہنا اِس لیے غلط ہے کہ بہت سے لوگوں کے لیے یہ دونوں اسباب ایک ہی تجربے کے دو نام ہیں۔ Then check the count. In the room you have 85 recommended minutes for 320 to 370 words: roughly fifteen to read and plan, sixty to write, ten to check agreement, postpositions and the ergative.

Result: Conclusion: میری رائے میں یہ بیان جزوی طور پر درست ہے: معاشی اسباب واقعی سب سے زیادہ عام ہیں، مگر ’سیاسی نہیں‘ کہنا اِس لیے غلط ہے کہ بہت سے لوگوں کے لیے یہ دونوں اسباب ایک ہی تجربے کے دو نام ہیں۔

Exam focus

  • Cover all three aspects, and give the returnee aspect a full paragraph. It is the one most often thinned to a sentence (AO4).
  • Split reasons into political and economic explicitly. The specification names both, and the division structures the paragraph for you.
  • Report the brain-drain argument as an argument with evidence on both sides, then conclude. A one-sided lament caps the AO4 band.

Typical mistakes

  • Writing about the British Pakistani community as a diaspora study. The subject is emigration from Pakistan and its effects on Pakistan.
  • Treating brain drain as self-evidently a loss. That is the debate, and the grid rewards weighing it.
  • Inventing the number of Pakistanis abroad. Name the Bureau of Emigration and Overseas Employment or the State Bank, or describe the direction.
  • Using a Paper 2 film about migration as research evidence. The specification forbids referring to a declared work in the research, and teachers must check that you do not intend to.

Active revision

تین سو الفاظ میں اِس بیان کا تنقیدی جائزہ لیجیے: ’اعلیٰ تعلیم یافتہ افراد کا بیرونِ ملک جانا پاکستان کے لیے خالص نقصان ہے‘۔ تحقیق کے تینوں پہلوؤں کو شامل کیجیے، ہر تعبیر کو منسوب کیجیے، صرف پاکستان پر بات کیجیے، اور نتیجے کو واضح طور پر اپنی رائے کہہ کر پیش کیجیے

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Urdu (9UR0) specification (Pearson Edexcel) · GCE AS and A level subject content for modern foreign languages (Department for Education)

Contents

Section -- / 05

    • 01The theme, and the words that are not synonyms◐
    • 02Cohesion inside Pakistan, and what diversity does to culture◐
    • 03The part migrants play in economic development●
    • 04Attitudes, community activity, and the migrants' own point of view●
    • 05Emigration from Pakistan: the Theme 3 research subject (پاکستان سے ہجرت)●

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Migration and multicultural society (تیسرا موضوع)

Reinforce this topic with matching tasks from the question bank.

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References & sources

Sources

Pearson Edexcel

  • Pearson Edexcel Level 3 Advanced GCE in Urdu (9UR0) specification

Department for Education

  • GCE AS and A level subject content for modern foreign languages

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