This study tries to identify the effect of assessment for learning on a group of Sudanese pre-medical students’ performance in English for Specific Purposes (ESP). The study also attempts to identify students’ perception and attitudes towards this type of assessment. The sample of the study is composed of 53 subjects from the Pre -medical students at Khartoum University in Sudan. These students are placed into two groups; an experimental and a control group. The experimental group students are taught their ESP material in accordance with assessment for learning principles and techniques, the control group; however, is taught the same material using the traditional summative assessment procedures. The experiment lasts for one term, i.e., 16 weeks. The experimental group instructor is subjected to an intensive training course on how to implement assessment for learning strategies in classroom setting. At the end of the term, the two groups sit for a final exam which is intended for all Pre-medical students. Comparison of the scores of the students reveals a significant difference between the two groups in favor of the experimental group. Students’ attitudes towards assessment for learning are checked through a questionnaire and interviews. Qualitative and quantitative analysis of the students’ responses show their positive attitudes towards this type of assessment. The study ends up with a set of recommendations and suggestions to improve assessment for learning practice and to make it more effective in a Sudanese setting.

Linguistic parallelism, the tendency of using similar forms together within a continuous discourse, is a very strong linguistic phenomenon in literature. Linguistic parallelism means the repetition of a syntactic construction in successive sentences for rhetorical effect. In Linguistics parallelism means the use of parallel or similar syntactical structure in a text. Parallelism can be practiced at different levels, i.e. from word to the sentence level. It is common in many languages around the globe. This research work demonstrates that "La Belle Dam Sans Merci" by John Keats and "Husan ki Divy" by Shevan Rizvi exhibit more similarities than differences with regard to this constraint. These two products of literary genius exhibit thematic affinity and formal congruity despite their production in regions separated by miles of land and water, in cultures lacking any shared values, and in languages having no common ancestry. This paper presents linguistic analysis of the two poems in terms of intra textual analysis of the English poem, intra textual analysis of the Urdu poem, and a comparative analysis of both the poems.