A bunch of studies have been published in various formats of books and papers about Hafiz status and art in the field of Persian literature. Due to the large amount and the continuous process of such studies and in order to recognize their strengths and weaknesses, it is necessary for them to be reviewed especially considering the authors’ pen. The results of such reviews can be applied to address the lacks of this field. This study examines the historical process of Hafiz studies and their subjects as well. Since the beginning of the process (1919) up to 2010 about 2068 studies have been conducted. This study reviews the historical trend of Hafiz studies first in the format of papers, then checks the reasons of their ups and downs due to their quantity and quality. The stories are categorized under five historical periods and eight headings of: description of verses, critical review of books and studies about Hafiz, introduction of various Divan corrections, and the introduction of new versions, character analysis, Hafiz’s life and thoughts, Hafiz and the others, aesthetics (of Hafiz’s poetry). This study shows the rising process of the production of the studies since the beginning up to the third historical period due to the holding of two Hafiz’s memorial conferences. In the fourth period, this process quantitatively falls down but qualitatively rises till the fifth period when both quantity and quality of the papers escalate due to the introduction of new literary topics and the advance of criticisms.

theme and thematic structure of the clause and text plays a fundamental role in producing the same SL discourse in TL. theme as the point of departure of the message plays a pivotal part not only in text interpretation but also in implications derived from the text ipso facto.Modification in theme or thematic structure from SL into TL falls the text foul of futile translation at the expense of losing some aspects of SL discourse, and hence produdng a distorted translation. It is, hereby, necessary to embody knowledge based on thematic structure of SL.

The term mazmoun [theme] is one of the main keywords in the Indian Style [Sabk-e Hendi] of Persian poetry. This word, also used as a literary term since the fifteenth century in Persian poetry, is not synonymous with meaning, content, concept, intent, context, and diction in the literary terminology of Persian poetry. In the following paper, I try to examine the nature of “theme” as the Indian Style’s main literary element, its mechanisms, and how Persian poets and tazkirah writers of the fifteenth century employed the term. To this aim, the frequency of the early usages of this literary term from the late-fifteenth century to the early-seventeenth century has been considered. I have identified eight different characteristics of the term “theme” based on the Indian-Style poetry and the critical writings on this school at the time. Furthermore, I have differentiated three processes of constructing the “theme” based on three frequent verbs: to find, to reach, and to close. I will further point out the rising complexity of the structure of “theme” from Saib Tabrizi to Nasir Ali Sirhindi in the late-seventeenth century

No doubt the poet to writea poem on each of the fields of human agents, and has an inherent tendency to create the world, religion, nature and ... Has changed. In the poem more than anything else, a poet in abstract concepts for the audience to feel that the process has benefited a lot of functions. Functions such as color or new interpretations and expressions of cultural interactions that are emerging in to poetry. In this regard, the use of imagery with educational theme-the moral one of the most important poets of the period was wet. In this paper, the structural transformation imagery (in this analogy) in Poetry Islamic Revolution, as it will be discussed by examining motif. Educational theme elements such as beliefs and imagery in poetry, revolution, revolutionary elements, certain elements of the culture of martyrdom.

Literature has played an important rule in transferring, conceptualizing and conception of the issue more rapidly thought imitation and recreation of the universe facts and life image and conceptualization and human world in a sensible form. Despite the fact that literature and language enjoy the same subject, each face the various images and approaches of various basis, namely in approaching language, the language itself is a tool for understanding the universe as it is, while in literarily approach language is a raw material for universe recreation as we want to it to be.This study is an attempt to put forward the commitments by the writers and his main responsibility and writing importance when the various view points are studied based on the "Literature" real meaning.Meanwhile, some approving evidence, mostly from the contemporary literature, factor for human similarity and differences and other literature and human similarities, the criteria for beauty in literary works and also the rules and standards ruling the literary works have been also considered.

The research at hand discusses about the notion of the theme in Persian scientific and literary genres from the point of view of Halliday’s Systemic Functional Grammar (SFG) and explains and determines the similarities and differences of the two genres in Persian language. In this research, after mentioning the obvious differences of the two genres from the point of view of theme type and its frequency, types of clauses and their relationship with the theme have also been studied and structural features of clauses are compared regarding the two genres. During data analysis, theme position in the clauses and its overlap in the form of intertwined layers, have led to the introduction of the of Layer theme for the first time. This specialized term, is important and remarkable in functional researches. Layer theme exists when themes of the complex clauses have simultaneous overlap in terms of constitutive levels or layers.

theme -rheme is based on functional sentences perspective dealing with how information is distributed in sentences, and the effect of this distribution in discoures. Linguists have used different terms to refer to theme - rheme including background - focus, given - new, and topic - comment,but Halliday (1985) enumerates some fundamental distinctions between them and scrutinizes each category separately. In this paper we follow hallidays model of theme-rheme organization and try to apply it in some literary and scientific texts. theme - rheme has a great importance in terms of socio - linguistics and psycholinguistics so that any change in the organization of theme - rheme affects the message and its degree of comprehensibility. Since thematisation is one of the textual strategies for creating a common world between the addressor and his addressees we mix up the text without resorting to this strategy. Weissberg (1984) concludes that comprehensibility and recallability of text is to some extent a function of the way in which information is distributed, i.e. in unmarked sense, recall and comprehension is faster and more accurate. In this research some texts have been analyzed in terms of seven patterns of theme development including linear, constant, miscellaneous, marked,. multiple, implicit and absent themes presented by Weissberg.

No doubt the poet to write a poem on each of the fields of human agents, and has an inherent tendency to create the world, religion, nature and... Has changed. In the poem more than anything else, a poet in abstract concepts for the audience to feel that the process has benefited a lot of functions. Functions such as color or new interpretations and expressions of cultural interactions that are emerging into poetry. In this regard, the use of imagery with educational theme - the moral one of the most important poets of the period was wet. In this paper, the structural transformation imagery (in this analogy) in Poetry Islamic Revolution, as it will be discussed by examining motif. Educational theme elements such as beliefs and imagery in poetry, revolution, revolutionary elements, certain elements of the culture of martyrdom.

First, I investigate the Fundamental tenets in gnosticism with regard to dualism of spirit and body and its captivity in the body. I mention that Orphic-Pythagorean and Plato's stance and Alexandrian attitudes testify the history of such thoughts. Also, two Gnostic schools, Syria-Egyptian and Iranian, are introduced. In the second part, significant verses of Ghasideh-ye Einieah are explained by the means of Rasail-e Ikhwanalsafa (Epistles of the Brethren of purity), and by comparing Ghasideh-ye Einieah with a Gnostic text, It becomes evident that the Former has a Gnostic theme. Finally, by emphasizing the role that Ikhwanalsafa played in Familiarizing Muslim sages and mystic, with Gnostic and Hermetic thought, I demonstrate the history of the introduction of such thoughts to Islamic civilization.