Studdy of ba' ooza's expository hadis in Qomi's interpretation and Pathology of it. In time lapse, some hadises effected by many damages like: paraphrasing without mentioning its qualifications, sophistication and inaccurate adjustment to the verses of Quran. these damages are prohibiting the true intellection and cause without enquire acceptance of some hadises. Therefore it is required to acceptance or rejection of the credit of it or if a hadis accepted, to get logical understanding, must research about it source and credit of it. among the hadises that some interpreters claimed that they' re fake, is the hadis of ba' ooza in qomi's interpretation that say the purpose of ba' ooza in verse (Bagharah/26) is Imam Ali. another hadis which is said in Imam Askari's interpretation, some people define it as the sign of ba' ooza's fiction. in opposition, some people has been efforted to discover a relationship between these two hadises. In this article we seek for taking reasons or possibility of these hadises preferences with logical and practical documentary and the text of ba' ooza with its technical research among that creation of hadises group and textual analysis of related hadises and it is clarified that ba' ooza's hadis has been harmed from paraphrasing without mentioning its qualifications, and it caused false understanding from explanation of verse. in addition, destroying sophistication in text and dissemble in ba' ooza hadis's document are traceable and it is agumented that "ba' ooza" word adjustment to Imam as the heart of 26th verse of bagharah is incorrect and true hadis is accessible.

Purpose: The science of interpretation, as the most important science responsible for understanding the Qur'an, needs to be methodized and updated so that the teachings of the Qur'an can be used easily for all classes of people. In the present study, the meaning of "future research in interpretation" is the ability to create desirable models for more efficient interpretation in the future, by using scientific tools, creativity and relying on the foundations and rules of interpretation and compensating the damages of interpretation in the past.Method: This research, with descriptive analytical method, answers the question, what are the fields and requirements of future research in interpretation? Findings: The results of the current research are based on the fact that special attention to the Qur'an, as the most important source of interpretation, rationality and methodical consideration in interpretation, attention to the prerequisites of interpretation, interpretation based on the requirements of the time, the need to pay attention to thematic interpretation, studying on the history of interpretation and observing the manners and conditions of interpretation are one of the most important requirements of interpretation in the future. Results: Considering the developments that will take place in the field of knowledge, methods and expectations from science in the future, the interpretation will also change. For this reason, in order not to cause various damages to the interpretation of the Qur'an, it is necessary to pay attention to the various contexts, principles and requirements of the interpretation of the Qur'anic commentators and scholars.

Although grammatical range and accuracy have been widely explored in EFL learners’ expository essays, texture, which is realized through linguistic resources related to cohesion, has remained relatively unexplored. Guided by Halliday and Hassan’s (1976) model, this study aimed at exploring the frequency and use of these resources by analyzing a random sample of essays written by MA TEFL students at Shahrood University of Technology. Analyses revealed that the participants overused common forms of lexical cohesion, such as repetition and synonymy, but rarely did they use grammatical cohesive ties such as ellipsis and comparative references, hence, the analyzed essays were found to be underdeveloped as far as texture is concerned. The findings of this study have clear implications for materials developers, language teachers, and educators who are involved in second language writing instruction.

This study investigated if different response formats (test methods) measure reading comprehension of expository text differently. The study was conducted with 48 semester 6 TESL students at a university in Selangor, Malaysia. These students received an expository passage having descriptive rhetorical structure followed by three response formats, namely, incomplete outline, graphic organizer, and summary writing. Results from Repeated Measures two-way ANOVA indicated that high-achievers outperformed intermediate- and low-achievers across the three response formats. Moreover, the three groups achieved higher scores on incomplete outline and summary writing, respectively. However, graphic organizer appeared as the most difficult task as the respondents achieved the lowest score in this task.

Although grammatical range and accuracy have been widely explored in EFL learners’,expository essays, texture, which is realized through linguistic resources related to cohesion, has remained relatively unexplored. Guided by Halliday and Hassan’, s (1976) model, this study aimed at exploring the frequency and use of these resources by analyzing a random sample of essays written by MA TEFL students at Shahrood University of Technology. Analyses revealed that the participants overused common forms of lexical cohesion, such as repetition and synonymy, but rarely did they use grammatical cohesive ties such as ellipsis and comparative references,hence, the analyzed essays were found to be underdeveloped as far as texture is concerned. The findings of this study have clear implications for materials developers, language teachers, and educators who are involved in second language writing instruction.