FYBA Communication Skills Semester I 1
FYBA Communication Skills Semester I 1
FYBA Communication Skills Semester I 1
FYBA
ENGLISH (COMP. ENGLISH)
COMMUNICATION SKILLS IN
ENGLISH
SEMESTER I
SUBJECT CODE : UBA 1.2
© UNIVERSITY OF MUMBAI
Dr. Suhas Pednekar
Vice-Chancellor
Universityof Mumbai,
Mumbai
SEMESTER - I
1. Basic Langage Skills Part - I 1
2. Basic Langage Skills Part - II 31
3. Comprehension of an unseen passage 43
4. Official Correspondence 58
5. Interpreting Technical Data 71
6. Essay Writing 80
i
SEMESTER I
Communication Skills in English –Paper I
(2Credits) 45 lectures
a) Expository
b) Persuasive
c) Analytical
d) Reflective/Descriptive
Q.1. Grammar:
a) Articles, prepositions, conjunctions (to be tested in the form of a
paragraph, not individual sentences) (Unit 1:a) 10marks
b) Do as Directed: (Unit1: b-g) 10marks
Q.2 Comprehension of an unseen passage (Unit2) 20marks
Q.3 Letters (2 out of 3) (Unit3) 20marks
Q.4 Interpretation of technical data based on the model given
(Unit4) 20marks
Q.5 Essay (250-350 words) (1 out of 3)(Unit5) 20marks
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Recommended Resources:
1. Bellare,Nirmala.ReadingStrategies.Vols.1and2.NewDelhi.OxfordU
niversityPress, 1998.
2. Bhasker,W.W.S&Prabhu,N.S.:EnglishthroughReading,Vols.1and2.
Macmillan, 1975.
3. Blass, Laurie, Kathy Block and Hannah Friesan. Creating Meaning.
Oxford: OUP,2007.
4. Brown, Ralph: Making Business Writing Happen: A Simple and
Effective Guide to Writing Well. Sydney: Allen and Unwin,2004.
5. Buscemi, Santi and Charlotte Smith, 75 Readings Plus. Second
Edition New York: McGraw-Hill,1994.
6. Doff, Adrian and Christopher Jones. Language in Use
(Intermediate and Upper Intermediate). Cambridge: CUP, 2004.
7. Doughty, P. P., Thornton, J. G, Language in Use. London: Edward
Arrold,1973.
8. Freeman, Sarah: Written Communication. New Delhi: Orient
Longman,1977.
9. Glendinning, Eric H. and Beverley Holmstrom. Second edition. Study
Reading: A Course in Reading Skills for Academic Purposes.
Cambridge: CUP,2004
10. Grellet, F. Developing Reading Skills, Cambridge:
CambridgeUniversityPress,1981.
11. Hamp-Lyons, Lizand Ben Heasiey. Second edition. Study Writing: A
Course in Writing Skills for Academic Purposes. Cambridge:
CUP,2006
12. Jakeman, Vanessa and Clare McDowell. Cambridge Practice Test
for IELTS 1. Cambridge: CUP,1996.
13. Maley, Alan and Alan Duff.Second Edition. DramaTechniquesin
Language Learning.
14. Cambridge: CUP, 1983.
15. Mohan Krishna & Banerji, Meera: Developing Communication
Skills. New Delhi: Macmillan India,1990.
16. Mohan Krishna &Singh, N. P. Speaking English Effectively. New
Delhi: Macmillan India, 1995.
17. Narayanaswami, V. R. Organised Writing, Book 2. New Delhi:
Orient Longman.
18. Reading & Thinkingin English, Fourvolumes, (vol.1 for the lowest
level, vol. 4 for the highest level). The British Council Oxford
University Press, 1979-1981.
19. Sasikumar, V., Kiranmai Dutt and Geetha Rajeevan. A Course in
Listening and Speaking I & II. New Delhi: Foundation Books,
Cambridge House, 2006.
20. Savage, Alice, et al. Effective Academic Writing. Oxford:
OUP,2005.
21. Widdowson, H. G.: English in Focus. English for Social Sciences.
Oxford University Press.
iv
Webliography:
1) http://www.onestopenglish.com
2) www.britishcouncil.org/learning-learn-english.htm
3) http://www.teachingeng1ish.org.uk
4) http://www.usingenglish.com?
5) Technical writing PDF (DavidMcMurrey)
6) http://www.bbc.co.uk/
7) http://www.pearsoned.co.uk/AboutUs/ELT/
8) http://www.howisay.com/
9) http://www.thefreedictionary.com/
Syllabus Sub-Committee:
1. Dr.MahendraKamat : Convener,
S.H.KelkarCollege,Devgad
2. Ms.MichellePhilip : Member, WilsonCollege,Mumbai
3. Dr.LaxmiMuthukumar : Member, SIESCollege,Mumbai
4. Ms.SaradhaB. : Member, K.C.College,Mumbai
5. Ms.JuneDias : Member, JaiHindCollege,Mumbai
1
Unit - 1
BASIC LANGUAGE SKILLS- PART - ONE
(Articles, Preposition, Conjunction, Transformation of
Sentences (Simple Compound, Compound,) and Tenses
Unit Structure
1.1 Objectives
1.2 Introduction
1.3 Articles
1.4 Preposition
1.5 Conjunction
1.6 Transformation of Sentences (Simple, Compound and
Complex)
1.7 Tenses
1.8 Let us sum up
1.9 Keywords
1.10 Assignment
1.1 OBJECTIVES
1.2 INTRODUCTION
1.3 ARTICLES
Uses of Articles:
Now we will study uses of articles. Alice Maclin in Reference
Guide to English: A Handbook of English as a Second
Language1 presents the uses of articles as follows:
Use a(n):
1. Before an unidentified singular countable noun that is one
example of its class, but the number one is not being
emphasized.
5. Before few and little to mean some but not many. Plural forms
for a(n) are the zero article and some.
The:
The can be used with all nouns. Use the to identify a noun
that shows
Note: Ordinal numbers used alone may have the zero article.
She was first in her class.
Our team is third in standings.
4
Followed by an adjective.
The elderly are often lonely.
PRISONER FREED
ENTERANCE TO PARKING
BEWARE OF DOG
Some
Use some for an indefinite amount with uncountable nouns.
He wants some rice.
6
Any
Use any in place of some in questions and negatives.
He doesn’t want any rice.
She isn’t taking any instruction in music now.
Mrs. Johnson didn’t give us any good advice.
You cannot find any information about television shows in
today’s newspapers.
Note: Any may be used in the sense of “it doesn’t matter which.”
Any of the suits on this rack will fit you.
He has enough money to buy any car he wants.
Any doctor can tell you what long hours he works.
Use a(n)
1. When using a proper noun to indicate the characteristics of the
person named.
He is a Hercules. (very strong.)
She is a Florence Nightingale. (a kind of nurse.)
2. To mean “a certain person whose name is”
A Dr. Jones called this morning.
A Mr. Johnson is looking for you.
Use the
1. For a family name in the plural.
The Hendersons have moved.
The Smiths came this evening.
Note: Do not use an apostrophe in plural family names that are not
possessive.
MOUNTAIN RANGES:
the Alps the Andes
the Rockies or the Rocky Mountains,
the Himalayas or the Himalaya Mountains
Most individual peaks do not have the in their name, but the
Matterhorn does.
SHIPS:
the Arizona the GrofSpee
the Queen Elizabeth II the Norway
NEWSPAPERS:
The Times The Times of India
The New York Times but Time (magazine)
Exercise
Try this exercise, putting a/an/the in the blanks.
If there should be no article, then place a * in the blank. The
answers and explanations follow. Mr. Coleman was (1) ___ very
fastidious person. He lived three (2) ___ streets away from us, in
(3) ___ small house with (4) ___ beautiful garden. Having taken
early retirement from his (5) ___ job as (6) ___ button counter, he
now had plenty of time to worry, and this he did very successfully.
He often spent sleepless nights trying to figure out how he could
successfully cook both sides of (7) ___ omelet without it breaking,
or how he might achieve better access to (8) ___ tins at (9) ___
back of his cupboard. (10) ___ most of his home was exceptionally
neat and tidy, but several loose cables behind (11) ___ television
set bothered him, and he never quite knew what to do with (12) ___
empty plastic bags.
Then, one day, his life changed, and he began to experience some
relief from his anguish. It seemed that other people underwent
similar mental trials, for (13) ___ new catalogue appeared on his
doorstep. (14) ___ catalogue contained solutions for many of his
problems, and for others which had not yet given him any cause for
concern. There was (15) ___ set of three egg timers, for example,
shaped like (16) ___ chickens and designed to emit (17) ___
clucking sound at (18) ___ end of three, four and five minutes
respectively. In this way he could cook (19) ___ eggs to suit each of
his friends individually, and then keep them warm with (20) ___
specially designed covers which went with the timer, marked ‘3’, ‘4’
and ‘5’ for identification purposes. And (21) ___ catalogue
contained many other wonderful ideas, such as (22) ___ toaster
which could be adjusted to produce different degrees of brownness
on (23) ___ four slices toasted simultaneously, and (24) ___ photo
frame that rotated pictures at (25) ___ touch of (26) ___ invisible
button, so that visiting relatives would never be offended by not
seeing their pictures on display, unless, of course, they all turned
up together – Mr Coleman eventually solved this problem too by
ordering four frames.
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Answers:
Mr. Coleman was (1) a very fastidious person. He lived three (2) *
streets away from us, in (3) a small house with (4) a beautiful
garden. Having taken early retirement from his (5) * job as (6) a
button counter, he now had plenty of time to worry, and this he did
very successfully. He often 4 spent sleepless nights trying to figure
out how he could successfully cook both sides of (7) an omelet
without it breaking, or how he might achieve better access to (8) the
tins at (9) the back of his cupboard. (10) * Most of his home was
exceptionally neat and tidy, but several loose cables behind (11)
the television set bothered him, and he never quite knew what to do
with (12) * empty plastic bags.
Then, one day, his life changed, and he began to experience some
relief from his anguish. It seemed that other people underwent
similar mental trials, for (13) a new catalogue appeared on his
doorstep. (14) The catalogue contained solutions for many of his
problems, and for others which had not yet given him any cause for
concern. There was (15) a set of three egg timers, for example,
shaped like (16) * chickens and designed to emit (17) a clucking
sound at (18) the end of three, four and five minutes respectively. In
this way he could cook (19) * eggs to suit each of his friends
individually, and then keep them warm with (20) the specially
designed covers which went with the timer, marked ‘3’, ‘4’ and ‘5’
for identification purposes. And (21) the catalogue contained many
other wonderful ideas, such as (22) a toaster which could be
adjusted to produce different degrees of brownness on (23) * four
slices toasted simultaneously, and (24) a photo frame that rotated
pictures at (25) the touch of (26) an invisible button, so that visiting
relatives would never be offended by not seeing their pictures on
display, unless, of course, they all turned up together – Mr Coleman
eventually solved this problem too by ordering four frames.
Explanations(Source:
https://www.adelaide.edu.au/writingcentre/docs/learningguide-
articlesinenglishgrammar.pdf)
1.4 PREPOSITION
Example:
1. They are playing in the garden.
2. She puts the book on the table.
3. He went with her.
Examples of preposition:
At, by, down, for, from, in near, of off, on out, up,
to, above, before, behind, beneath, between, beyond,
over, toward(s), under, underneath, in back of, in front of,
on the other side of, on top of, aboard, on board, between/betwixt,
as, except, like, minus, plus, than worth, barring, following,
including, pending, concerning, regarding, alongside, away from,
as(far)as, in front of , in back of, inside, inside of, in the middle of ,
into, near, next to, off, on, opposite, out, out of, outside, over, past,
round, through, throughout,, to, towards, under, underneath, up
a) Simple preposition(s):
Examples:
on, of, at, by, for, out, from, above,
across, against, along, , among, around,
before, behind, below, beneath, beside,
between, beyond, by, down, far, from
b) Compound preposition(s):
Examples:
inside, outside, beside,
beyond, underneath,
within, without
c) Prepositional phrase(s)
Examples:
According to,
in place of
Example :
On, off, by, across,
above, alongside, down,
far, out, out of, outside,
beyond, between, near,
under, towards.
Prepositions of Time:
Following prepositions can be used for time.
Example: after, prior to,
, upon, on, till,
until, before
After this, we will study the list of prepositions that show
logical relationship.
Prepositions that show logical Relationships
Following prepositions shows logical relationship in a
sentence.
but, of, it, out of,
besides, together with,
as well as, with, beside, besides, as,
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Example:
The students in the class were dancing.
In this sentence, ‘in the class’ is the post modifier of the noun
students in the sentence. .
Adverbial :
Example:
The students were dancing in the class.
In the evening, they went to play.
From his perspective, this is the perfect way to reach there.
In all fairness, she tried to convince her teacher.
We should note that ‘in the class’ in the first sentence, ‘In the
evening’ in the second sentence, ‘From his perspective,’ in the
third sentence and ‘In all fairness,’ in the last sentence are the
prepositional phrases. These are used as adverbials in these
sentences.
Example:
Subject of a sentence:
Example:
Exercise
1.5 CONJUNCTION
Subordinating conjunction
Subordinating conjunctions or subordinators are used to link
independent and dependent clauses and describe the relationship
between the dependent and independent clause in the sentence.
Examples:
as, as far as, as if, as long as, as if , as soon as, as
though, after, although, because, before, even if, even though,
every time, if, in order that, provided since, so, so that,
than, though, unless, until, when, where, whereas, wherever,
while, whenever while, no matter how, whether until, how, in
that, once, supposing, unless, in case, now that, so that,
Example:
I came as you were too late.
He will be a leader as far as his career is concerned.
Examples:
So… as, not only… but also, as much…as,
either … or, neither….nor, both... and, just as… sono sooner…
than, rather … than
Examples:
You are neither a student nor a teacher.
You either prepare your notes or get ready to face
difficulties.
Example:
I am coming.
You are playing cricket.
She is dancing.
They are coming tomorrow with their friends.
She played when her father return from America.
Her father discussed with her teacher.
They claimed that their partnership was not legal, moral and
rational.
Good afternoon.
Shut up.
Be sure you begin with a capital letter.
Put your main idea of your sentence in an independent clause.
Try to mix the kinds of sentences.
Simple Sentence
A sentence has one subject and one predicate is called simple
sentence. Simple sentences are independent clause.
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Example:
She is coming. (She= Subject, is coming= Predicate)
You are studying. ( You= subject, are studying=predicate)
He is playing. (He= Subject, is playing= predicate)
He is a sincere student. ((He= Subject, a sincere student =
predicate)
Tukaram has opened a bank account. (Tukaram= Subject, has
opened a bank account= predicate)
There are certain simple sentences where two subjects are used.
They are known as compound subject.
He and she will be playing today. (He and she= Subject)
Manoj and Suresh are coming next week. (Manoj and Suresh =
Subject)
Students and parent were informed in advance. (Students and
parent= subject)
Yash and Anil are good friends. ( Yash and Anil= Subject).
Pundarikji and Mrudulkrisnaji narrate story. (Pundarikji and
Mrudulkrisnaji= Subject)
Compound Sentence
A compound sentence consists of two or more independent
clauses that are joined by coordinating conjunctions, correlative
conjunctions or transitional expressions.
Examples:
He came and she went.
They will come and he will cry.
He and she will dance but they will remain at home.
She studied philosophy for she wanted to update her knowledge.
They didn’t read the letter nor did they read report.
I will come or go to Delhi.
He was angry so he went back.
We have invited them yet they didn’t attend the meeting.
Example:
Although he scored less marks yet he is an excellent students.
He is not only a good student but also an excellent orator.
She is neither reader nor a good writer.
Complex Sentences
A complex sentence always has an independent clause
joined by one or more dependent clauses or subordinate clauses.
You must note that a dependent or subordinate clause begins with
a subordinating conjunction or pronoun. In brief, a complex
sentence has a subordinating conjunction or a relative pronoun. In
a complex sentence, independent and dependent clauses express
related ideas/thought but these clauses are structurally different.
You should also note that independent and dependent clauses are
not of same importance. The subordinators or pronouns in
subordinate clauses connect these clauses and show their specific
relationship. The subordinators or relative pronouns show which
clause is independent clause and which is dependent clause.
Subordinating conjunctions:
(Reason/ Cause): Because, as, considering that, in order that, so
that, why
(Comparison) As much as, rather than, whereas, whether, rather
than
(Concession/ concern) Although, as even though, while, except
(Condition) that, assuming that, if, even if, in case, unless, until,
whether or not
(Result/ Consequence) that
(Manner) How, as, as if, though,
(Place) Where, wherever, Whence
(Purpose) So that, in order that
(Time) After, before, as soon as, since, still, while
Subordinating conjunction
Wherein, whereby, whereas, wherefore
Example:
After completing his training, he applied for the job. Or
He applied for job after completing his training.
He was sorry when he left early.
She said that she was very pleased.
Punctuation Rules
1. Use comma (,) before a coordinating conjunction to connect
independent clauses. (Independent Clause +comma+ coordinator +
Independent Clause)
Example:
They won the match, but they were not happy with their
performance.
2. You may omit comma before conjunction in formal writing.
Example
They won the match, but they were not happy with their
performance.
3. You may omit comma before conjunction if independent
clauses are short.
Example
They studied but he danced.
4. Skip using coordinating conjunction and use semicolon (;)
instead comma (,) .
Example:
She qualified for finals; she was not satisfied with her performance.
Although they won the competition, yet they were not satisfied with
their performance.
Assignments
1. Write fifteen examples of simple sentences.
2. Write twenty examples of compound sentences.
3. Write ten examples of complex sentences.
4. Identify whether the sentence is simple, compound or complex
sentences .
She was dancing.
They were singing.
I was playing.
He gave her fifteen thousand dollars.
They walked down the street yesterday.
Her friend likes banana.
Dog barks.
The child made her brother unhappy.
The committee elected Manoj secretary.
Feeling the disappointment of their friends at their late arrival, they
were sorry to leave before watching the movie with guests.
Ram, Shaym and Laxman were good friends.
He ate mangoes and drank water.
He visits Mumbai often.
1.8 TENSES
PRESNT TENSE:
EXAMPLE:-
1. He plays cricket well.
2. I play.
3. We play in the garden.
4. Sugar is sweet.
5. I walk.
6. You walk.
USAGE: -
1. To show present condition
(Adverbs: Now, at this moment, today, tonight, this minute/
morning/ noon/ evening/ week/ fortnight/ month/ year/ century)
EXAMPLE:-
She is hungry.
He arrives.
Do you know what are you saying?
Yash lives in Vasai now.
Mrudula attends college in New York.
EXAMPLE:-
Sun rises in the east.
Practice makes man perfect.
Penguins are birds but never fly.
Hungry baby cries.
Man is mortal.
Example:-
He drinks milk every morning.
They always celebrate their father’s birthday with farmers.
He does not go to temple every Sunday.
We plant tomatoes every year.
Sometimes they go to a soccer games on Thursday night.
Usage:
1. To Show an action that began in the past and is still
going on.
(Adverbs: for, since, in or during, the last minute, hour, day, week,
month, year, decade, century yet, so for, up to now.)
He has lived in Mumbai for fourteen years.
During last decade, many people have moved to metropolitan city.
(Adverbs: Already, not yet early, late, just this minute, today, this
week, fortnight, month, year, recently, yearly)
He has already finished his project.
You have been absent for last fortnight.
The students have just arrived.
They have recently announced their plan of marriage.
Example
I am playing.
You are playing.
We are playing.
He/she/it is playing.
They are walking.
Many verbs do not occur in the continuous forms in their usual
meaning. It can be formed by the use ‘to be’, ‘-ing form’, of the
verb.
Usage:
1. To show an ongoing action or a process
(Today, now, this minute/hour/week/fortnight/year, at this moment)
Dogs are chasing cat.
Students are learning.
She is singing.
Usage:
(Adverbs: Just, just now, recently)
1. To show incompleteness or indefiniteness very close to the
present time, often contrasted with now. (It shows that activity is
recent.)
She has been singing, but she isn’t now.
He has been feeling ill, but he feels better now.
He has just been asking about his future plans.
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Past Tense:
(Simple) Past Tense
Examples:
I played.
You played.
He/she played.
We played.
Usage:
To show about events that are not true or that might not
happen. (Use: after if)
If you loved him, you would not leave now.
If she ran, she would have won.
To show the implied time
She learnt dancing at a classical dance institute.
She didn’t eat. (In the afternoon.)
He defeated him.
Usage:
Example
I was playing.
You were playing.
He was playing.
We were playing.
They were playing.
Usage:
Usage:
To show an action that was going on in the remote past and
continued up to that time.
He had been trying to meet his parents for three months
before he finally succeeded.
Example
I will play cricket next year.
She will play cricket next month.
You will play cricket next week.
Usage
To present schedule(s) and upcoming events
The practice will begin on 18th August 2017.
Your classes will commence from 7th June 2018.
Usage
Usage
Keywords:
31
Unit - 2
BASIC LANGUAGE SKILLS- PART - TWO
(Subject Verb Agreement, Question Tag,
Direct and Indirect Speech, Voice)
UNIT STRUCTURE
2.0. Objectives
2.1. Subject-Verb Agreement
2.2. Question Tag
2.3. Direct and Indirect Speech
2.4. Voice
2.5. Let’s Sum Up
2.6. Suggested Reading
2.0 OBJECTIVES
Rule 1: If the subject is singular, the verb must also conjugate with
singular; and if plural, it must agree with plural form of verb.
Example:
1. Ramesh is a student of Institute of Distance and Open Learning.
2. Ramesh and Rahim are good friends.
Example:
3. Karan and Arjun are coming to Mumbai University today.
4. Both his commitment and hard-work have been appreciated.
Example:
5. My cousin Laxmi always calls in the morning.
In example 5, ‘my cousin’ and ‘Laxmi’ refer to the same person
hence verb is ‘calls’.
33
Example:
6. Neither he nor his children have arrived yet.
7. Either students or teacher is to be blamed.
Example:
8. Ten years is the maximum sentence for that crime.
OR
BUT
Example:
9. Most of the jury is here.
OR
Most of the jury are here.
If the verb is in the past simple the question tag is formed with did.
They went to the movie, didn't they?
She studied in Australia, didn't she?
Ago -- before
Thus – so
Today -- that day
Tomorrow -- the next day
This -- that
Yesterday -- the day before
These -- those
Hither—thither
Come -- go
Hence – thence
Next week/month -- following week/month
a) Direct: She said, “My father came yesterday.”
b) Indirect: She said that her father had come the day before.
c) Direct: She says/will say, “My father came yesterday.”
Indirect: She says/will say that her father had come yesterday.
(Here the reporting verb ‘says’ is in the present tense OR ‘will say’
is in future tense; hence the time expression ‘yesterday’ won’t
change.)
Punctuation
1. Use the reporting verb, "say" or "said to" in its correct tense.
2. Remove the conjunctions "that, to, if or whether etc" wherever
necessary.
3. Insert quotation marks, question mark, exclamation and full
stop, as per the mood of the sentence.
4. Put a comma before the statement.
5. Write the first word of the statement with capital letter.
6. Change the past tense into present tense wherever the
reporting verb is in the past tense.
7. Convert the past perfect either into past tense or present
perfect as found necessary.
Example
2.4. VOICE
In the active voice, the subject of the sentence Does the action:
Example: John painted the house last week.
Subject / verb / object
Example: The pyramids were built nearly 5,000 years ago by the
ancient Egyptians.
(we want to emphasize “pyramids” more than “ancient Egyptians”)
41
1. Make the object of the active sentence into the subject of the
passive sentence.
2. Use the verb “to be” in the same tense as the main verb of the
active sentence.
3. Use the past participle of the main verb of the active sentence.
Active: The teachers informed the students that the class had been
cancelled.
Passive: The students were informed that the class had been
cancelled.
Processes
First the apples are picked, then they are cleaned, and finally
they’re packed and shipped to the market.
General thoughts, opinions, and beliefs
New York is considered the most diverse city in the U.S.
It is believed that Amelia Earhart’s plane crashed in Pacific
Ocean.
Hungarian is seen as one of the world’s most difficult languages
to learn.
Skin cancers are thought to be caused by excessive exposure
to the sun.
Events in history
George Washington was elected president in 1788.
Crimes / Accidents
Two people were killed in a drive-by shooting on Friday night.
Ten children were injured when part of the school roof
collapsed.
…as well as in many other situations when the person who did the
action is unknown or unimportant.
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Unit - 3
COMPREHENSION OF AN UNSEEN
PASSAGE
UNIT STRUCTURE
3.0 Objectives
3.1 Introduction
3.2 Concept of Comprehension
3.3 Understanding Ideas, Facts, Arguments, Tone, Vocabulary
in context
3.4 Strategies to answer
3.5 Sample Passages from journalism, management and
commerce
3.6 Let us sum up
3.7 Glossary
3.8 Exercises
3.0 OBJECTIVES
3.1 INTRODUCTION
Now let’s move towards the approach that one should follow
while attempting a reading comprehension in the exam.
For e.g.
Continuity words: The author would support his point of
view further.
Skim & Scan through the passage and keep going back and
forth with questions and passage
Read the first two paragraphs, scan all the questions and
see what you can answer, then read Para three & four,
scan the questions and see what you can answer, then
read Para five and six.
2. QP approach (questions first, then the passage)
Read all the questions with their answer options first and
then the passage
Read question one with all the options, then go through the
entire passage to answer it. Then read question two, go
through the entire passage. Then question three.
Just read all the question stems, without reading the
answer options. Then read the passage and try answering
the questions by reading them with the options.
1. Read the question first. Why you have to read the question
before the going through the passage? Because it saves
time to know what you are reading for!
Unseen Passage
The election hullabaloo has meant that economic issues
have taken a back seat, and open public discussion about future
economic policies has been relatively absent. This is surprising,
because even the (admittedly problematic) opinion polls brought
out by various media organizations regularly describe economic
issues such as price rise and lack of employment opportunities as
major concerns at least in voters’ minds. Very few of the major
parties have come out with clear programs about what exactly they
plan to do to address the complex set of problems currently faced
by the Indian economy, and those that have done so (such as the
Left parties) have got minimal press coverage. But, in fact,
whatever new government is formed is going to face quite
formidable challenges, both immediately and in the medium term.
And these complex challenges are, unfortunately, ignored by both
the misleadingly wishful and vague “ache din ayenge” slogan of the
major opposition party and the defensive posturing of the ruling
party.
4) Which among the following option (s) is/are true in regard to the
strategies used by RBI to control Inflation as per the passage?
5) Which among the following option (s) is/are true regarding the
employment generation in India as per the passage?
a. Horrible
√ b. Feeble
c. Alarming
d. Impregnable
e. Appalling
√ a. Robust
b. Tenuous
c. Fatal
d. Liberal
e. Insignificant
a. Baleful
b. Jeopardizing
√ c. Favorable
d. Pernicious
e. Noxious
a. Concealed
b. Apparent
√ c. Obvious
d. Ambiguous
e. Disguised
a. Customary
b. Abject
√ c. Terrifying
d. Ridiculing
e. Favourable
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(c) Of the many qualities that cartoonists should have, which of the
following is not referred to directly but can be inferred from the
passage?
(i) knowledge of current
(ii) knowledge of educational technologies. institutions.
(iii) knowledge of news and
(iv) knowledge of different current affairs. languages.
(e) "Don't take it for granted that you will become a cartoonist."
Choose the option that is closest in meaning to the sentence.
(i) Don't assume that you will
(ii) Don't hope that you will become a cartoonist. become a
cartoonist.
(iii) Don't believe that you will
(iv) Don't imagine that you will become a cartoonist. become a
cartoonist.
The man fell at Mandlik's feet and offered him some money
as a reward. Refusing the cash, Mandlik took Hariya and his family
to a nearby eatery and offered them steaming tea to warm them up.
Several organisations have honoured Mandlik for his bravery and
presence of mind on that wet day three years ago. "I am happy I
was at the right place at the right time," he says," and was able to
return a little boy to his family."
Read the questions given below and write the option you
consider the most appropriate in your answer sheet.
(a) What first drew Ulhas and his mother to the well?
(b) What were Ulhas' mother's fears really associated with?
(c) Which of the following could be a learning from the report?
(i) it is best not to involve oneself
(ii) one should not take shelter even in situations involving
others. beneath a bridge in the rain.
(iii) one cannot predict when an
(iv) metal rungs alongside the wall of accident may befall any
person. a well may not always be useful.
(d) Which of these expressions best describes Ulhas in view of this
incident?
(i) disregard for an elder's
(ii) disbelief in one's own abilities. warnings.
(iii) faith only in prayers for
(iv) concern for others with no success. expectations.
(e) Which of these did Hariya's father express on receiving his son?
(i) gratitude.
(ii) relief.
(iii) anxiety.
(iv) peace.
3) New Delhi: Atithi Devo Bhavah. To make visitors to the city feel
welcome during the Commonwealth Games, India Tourism
Development Corporation (ITDC) is set to train taxi and auto
drivers, CISF personnel posted at monuments, dhaba owners, hotel
staff etc. Participants will be taught English as well as courtesy and
ways to communicate with tourists. At present, there is a shortage
of trained guides in the city and with Commonwealth Games
drawing close, the issue has to be addressed promptly.
53
Read the questions given below and write the option you
consider the most appropriate in your answer sheet.
(iii) offering tourists all sources of comfort for their stay and visits
to historical sites.
(iv) providing owners of bed and breakfast homes information
about Delhi, Agra and Jaipur.
(e) _________________ are to be provided to residents who offer
rooms to foreigners under ITDC's plan.
(i) comfortable stay, friendly and hospitable treatment
(ii) etiquette training, hospitality treatment
(iii) better tourist guides and interpretation centres
(iv) visits to the golden triangle cities.
Shobha John/TNN
Write the option that you consider the most appropriate in your
answer sheets
(a) Why have some Indian doctors created their own surgical tools?
(b) What has Dr Burjor P Banaji created?
55
(a) The advice the narrator received from his friends was
NOT.......................
(i) well-meaning
(ii) uncalled for
(iii) sought after
(iv) given by friends
(b) When was the narrator offered the advice?
(i) when he was leaving for England
(ii) when he was in Aden
(iii) when he had started eating meat
(iv) when he was on the steamer
(c) Why did the narrator's friends advise him to take meat?
(i) everyone in England ate meat
(ii) meat would cause consumption
(iii) meat-eating would keep him healthy
(iv) he would find it tasty
(d) The narrator was reluctant to eat flesh as ……………………….
(i) he had never eaten it before
(ii) he did not like the taste
(iii) it was not available on the steamer
(iv) he had promised his mother he would not do so
(e) What does the term consumption here refer to?
(i) eat
(ii) give up
(iii) a disease
(iv) cold
58
Unit - 4
OFFICIAL CORRESPONDENCE
UNIT STRUCTURE
4.0 Objectives
4.1 Introduction
4.2 Basic Principals of Business Communication
4.3 Parts of a Letter
4.4 Layouts of Letter
4.5 Types of Letter
4.6 Lets Sum Up
4.7 Unit End Exercises
4.0 OBJECTIVES
4.1 INTRODUCTION
1) Clarity
It means that the message should be clear and easy to
understand. The language used should be simple and
unambiguous. There should be clarity in thoughts and ideas. Too
many ideas crowded together dilute the message and may make it
ambiguous. The message needs to come out clearly from the
communication rather than the recipient having to assume things
and coming back to you for more information. It saves cost and the
time of both, the sender and reader.
2) Completeness
A complete message contains all the information the reader
needs in order to know and respond to sender or take the action.
The message must be complete and prepared as per to the
receiver’s requirements. Having all desired and crucial information,
helps in better decision-making. The sender should give additional
information since the receiver may need it. It saves the time and
efforts of receiver to communicate with sender in order to ask for it.
3) Correctness
Correctness implies correctness of information and its presentation.
Information presented should be factually correct, and supported by
proof. It should be grammatically correct as minor errors like
spelling mistakes and incorrect grammar can ruin the credibility of
the sender. It is important to get the structure of the presentation
correct as it helps the reader to understand it with ease.A correct
use of language increases trustworthiness and the receiver will feel
that they are taken seriously.
4) Conciseness
The principle of conciseness implies economical use of
words. A business correspondence is differentiated from the
personal one by its objective nature and short length. The message
should be conveyed in least possible words. Lengthy sentences,
unnecessary explanations, repetitions, and irrelevant data should
be avoided. Conciseness is a necessity for effective
communication. It is both time-saving as well as cost-saving. Since
60
5) Courtesy
Courtesy implies being aware not only of the perspective of
others, but also their feelings. It is not mere superficial politeness
through socially accepted manners, but one that grows out of
respect and concern for others. Courteous communication is
friendly, open, and honest without flattery, hidden insults or
passive-aggressive tones. You keep your reader's viewpoint in
mind, and you're empathetic to their needs. Courtesy keeps the
message positive and focused at the audience.
6) Concreteness
Concreteness means being specific, definite, and avoid
being vague and general. Concreteness reduces the possibility for
misinterpretation and substantiates sender’s stand.
7) Consideration
Consideration also known as “you principle” means having
regard for the receiver’s opinions, knowledge, mindset,
background, etc. in order to have an effective communication. In
order to communicate, the sender must relate to the target recipient
and be involved.
2) Date line
Date is an important element of a business letter. Date
enables quick references in future and helps in prompt action and
orderly filing. The date consists of day, month and year on which
the letter is signed. Place of date in a letter depends upon the style
of the letter used. Following are two ways of writing date in a letter.
01 December 2017 (day, Month, Year format)
Note that comma is not used anywhere in this format
December 01, 2017 (Month, day, Year format)
Note that, a comma is used to separate day and year.
3) Inside Address
This is receiver’s address. It includes name, designation and
full address of the receiver. It is written one space below the
dateline, on the left margin. The use of punctuation, in the inside
address depends upon the style of the letter used. Below are few
examples of inside address
4) Salutation
Salutation is the way sender greets the receiver or the
addressee. It is the complementary greeting with which the writer
begins his letters. It shows the respect, affection or politeness, and
sets the tone of the letter. The choice of salutation depends upon
the relationship between the writer and the reader. It begins with,
‘Dear’. Below are given few samples of salutations in various
cases.
6) Complimentary Close
It is a short, polite way of ending a letter. It is written two spaces
below the last line of the body of the letter. It is in line with the
salutation. Complimentary close can be Witten as follows
Yours Faithfully / Yours Truly - most formal
Yours Sincerely- Moderately formal
Yours Cordially- Moderately informal
63
7) Signature Block
Signature is the assent of the writer to the letter and therefore
carries authenticity. It plays important role in legal matters of a
business. It contains signature, name and designation of the
sender. Without the signature of the authentic person the letter is
considered neither complete nor legal. The signature is done two or
four spaces below the last line of the complimentary close. The
specimen of signature block is given below.
Signature
(Name of The sender)
Designation
2) Addressee Notation
Addressee notation is written to make the readership of the letter
restricted. It is written two lines aboveinside address, two lines
below the date. It is written in capital letter. It should be used
sparingly, and only in case of sensitive matters. Following words
can be used as addressee notation.
3) Attention Line
Attention line is used to forward the letter to concerned person, or
title (for example accounts manager) or department (for example
sales department) in the organization. It saves the time of sender
as well as reader. It is paced one space below the inside address
and one space above the salutation.
4) Subject Line
It contains the purpose of writing the letter, and helps the reader to
quickly understand the main topic of the letter. Normally the subject
sentence is preceded with the word ‘subject’. It is placed double
space below the salutation line, and one space above the body of
the letter, beginning at the left margin or at the center.
64
5) Identification Mark
Identification mark or reference initials are initials of names of
persons who drafted and typed the letter. It is written down for the
identification of the people in future reference. It is written below the
last line of signature block.
6) Enclosure Notation
Enclosures are documents related to the subject matter of the
letter, and mentioned in the letter, for example brochures, price
lists, bills, cheques and other such documents. They are sent along
with the letter as attachments. Enclosure notation lists all such
documents to be sent with the letter; hence it does not appear
when no documents are sent. It is placed below the identification
mark if present, otherwise below signature block.
7) Copy Notation
Usually written as abbreviation ‘C.C’, carbon copies contain the list
of people to whom copies of the letter are sent, along with the
addressee. It is written below enclosure if present, otherwise below
the last entry of the letter.
8) Post Script
Commonly known as the abbreviation ‘PS’, a post script is written
after the letter is closed. It is usually done when the writer forgets to
put in some information or message in the main part. However it
can be used to mention the information that is unrelated to the
subject matter of the letter, but might of some importance. It should
be very precise, to the point, and short. Post script is placed as last
entry in a letter.
9) Mailing Notation
The mail notation is used to record the method of delivery such as
special hand delivery, courier, air mail, registered mail, speed post
or some other special way. Mail notation can be typed on the
carbon copy to be kept by the sender. It is placed either above the
inside address or below the reference initials.
1) Enquiry Letters
Enquiry letter is a type of business letter that is written to
individuals or companies asking about product or service. Enquiry
letters ask questions or elicit information from the recipient. It can
be of two types, solicited and unsolicited. Enquiry letters written in
response to advertisements of business or agencies regarding their
products or services are called solicited letters. The letter of enquiry
is unsolicited when the sender writes it without being prompted in
any way. Enquiry letter should make all requests and inquiries clear
and succinct and list the exact information needed by sender.
Proper contact information of the sender should be provided, to
make it easy for the reader to respond. An enquiry letter typically
asks following questions.
Modern Traders
Opera Heights, J.B road, (Bandra West)
Mumbai- 400052
Phone- 9986574332, 022-26654329
Fax- 022-28765409
Email- [email protected]
Website- www.moderntraders.com
------------------------------------------------------------------------------------------
22 November 2017
Mr. R S. Joshi
Joshi Furniture
L.T Road, Evershine Nagar
Malad (West)
Mumbai 400064
Dear Sir
We had heard favorable review about your goods and services
from your customers, and hence are interested in knowing the
range of products you sell. We require cutting edge furniture for our
new branch at colaba, which is ready to open in a month.
67
Yours Sincerely
D. P. Bhat
(Purchase Officer)
Mr. M. C. Shah
Shah Stationeries
Station Road, Orchid Shopping Market
Andheri (West)
Mumbai 400058
Dear Sir
I thank you for promptly delivering the consignment, as per above
sited reference numbers. However I regret to inform you that there
have been many problems with the delivered goods.
I had ordered 3 boxes of our regular letterheads, hundred red ball
point pens, hundred and fifty blue ball point pens, twenty boxes of
chalks, of red, white and green colour each, hundred marker pens,
ten white board dusters, and ten regular dusters. However you
have delivered two boxes of regular and one box of special
letterheads. More than half of pens are faulty, and white board
dusters are not delivered at all. The school and Junior college both
are staring from fifteen June which is less than fifteen days period.
Considering the fact we are your regular customers for more than
last ten years, I hope that you will look into the matter personally,
and deliver the correct goods within the week.
We hope to hear from you soon.
Yours Sincerely
Father Pereira
Principal
Sameer S. Rao
A/10, Kailas Darshan,
Kandivali (w)
Mumbai- 400067
10 August 2017
The Human Recourses Manager
Ambuja Steels
Navrang Industrial Estate,
Goregaon (E)
Mumbai- 400063
Dear Sir/ Madam
I Mr. Sameer S. Rao, came across the advertisement appeared in
Times of India (5 August 2017), regarding the requirement of a
hardworking and skilled sales executive. I am applying for the said
post of sales executive.
Apart from having the required educational qualifications, I possess
excellent communication and interpersonal skills. I have worked on
a few important marketing projects with my previous employers,
and am presently working as chief marking officer with ‘Esther
Cement’. I have completed my BCom from Sydenham College of
commerce and Economics, and have done my MBA from IGNOU. I
have flair in communication and have won state level intercollegiate
debate competition. My detailed bio-data is attached with this
application, along with photocopies of my educational qualifications
and relevant testimonials. I hope to be shortlisted for written and
oral interviews, and look forward to meet you soon.
Yours Sincerely
Sameer s Rao
Encl: Bio data
Photocopies of S.S.C, H.S.C., BCom, and M.B.A mark sheets
Photocopies of S.S.C, H.S.C., BCom, and M.B.A Degree
certificates
70
71
Unit - 5
INTERPRETING TECHNICAL DATA
UNIT STRUCTURE
5.0 Objectives
5.1 Introduction
5.2 Types of Charts & Graphs
5.2.1 Table
5.2.2 Line Graph
5.2.3 Bar Chart
5.2.4 Flow Chart, Map, Diagram
5.3 Presenting the Data in a single Paragraph
5.4 Some solved questions
5.5 Lets Sum Up
5.6 Glossary
5.7 Unit End Exercises
5.0 OBJECTIVES
5.1 INTRODUCTION
Table
A table is a collection of figures, facts or other information
arranged in columns and rows. The readers locate the information
they need by reading across a row, and down a column. Because a
table displays its information in rows and columns, it can be useful
for juxtaposing data in two or more dimensions for easy comparison
and contrast.
Line Graph
A graph is usually straight or curved line/s drawn between a
vertical line and a horizontal line to connect a series of points
representing the varying values of two or more related things. It,
thus, primarily shows the relationship between two sets of figures or
two variables. The fixed lines — horizontal and vertical are used as
reference points known as axis, each representing one set of
figures or one variable.
Bar Chart
Bar charts consist of a series of horizontal or vertical bars
drawn parallel to each other along a scale of measurement. Each
bar can represent a different item or the same item at different
times, and the scale can be either a scale of percentage or one of
absolute quantities. Therefore, bar graphs are useful for showing
comparisons between the figures for the same item for different
periods of time or for different items for the same period of time.
F
low Chart, Map, Diagram.
73
Inference:
The topic sentence should be followed by the inference
drawn by the learner. Since this is actually the last part of the
interpretation, it would be preferable for the learner to have used
rough work or rough draft. The rough draft should firstly list the
observations and then reach the inference. In the fair answer,
however, the inference follows the topic sentence. The inference
should clearly mention the trend or trends as shown by the data.
For e.g. "The consumption of packaged milk increased sharply over
an ‘X’ period." If there are two or more factor involved the inference
can compare their individual trends. For e.g., “The consumption of
packaged milk has shown a sharper rise than loosely sold milk.”
Illustrations:
They are detailed observations about the factors, in
quantifiable terms i.e. in numbers should follow the inference. This
should clearly mention, maximum, minimum, average, range etc. as
applicable.
Concluding remark:
Model Answer
Model answer
Model answer
The first chart shows the reasons why some people in the
UK prefer to cycle to work. Conversely, the second chart gives
reasons for those who choose to go to work by car. The highest
percentage of those who favour cycling say that this is because
riding a bicycle to work is healthier than driving. 30% of them gave
this as a reason. The same amount of people, 30% say that they
cycle to work because it causes less pollution. 13% of people cycle
to work because it is cheaper than driving. Surprisingly, a similar
amount of people said that they cycled to work because it is faster
than travelling by car.In contrast to this, the percentage who prefer
to travel by car because it is more comfortable is 40%. The two
least important reasons for going to work by car, with 14% and 11%
respectively, is that people need to carry things to work and that it
77
is safer than cycling to work. Finally, 16% say they prefer driving
because it is faster than cycling. This contrasts with the cyclists
who ride to work because it is faster than driving.In general, it
seems that the majority of people who cycle to work do this for
health and environmental reasons. By contrast, those who travel by
car want to have a more comfortable journey over longer distances.
5.6 GLOSSARY
Source: https://www.ielts-exam.net/IELTS-Writing-Samples/ielts-
writing.htm
80
Unit - 6
ESSAY WRITING
UNIT STRUCTURE
6.0 Objectives
6.1 Introduction
6.2 Warm up exercises
6.3 Types of essays
6.4 Steps in writing an essay
6.5 Let us sum up
6.6 Keywords
6.7 Exercises
6.0 OBJECTIVE
Sentence Writing:
Let us start with the basics of writings. We already know
how to frame correct sentences. Frame one sentence for following
each word. Try to frame sentences by using different sentence
structure patterns such as simple, compound, complex, compound
and complex, sentence in active or passive voice, positive or
negative sentence, question, exclamatory, direct and indirect
sentence. Write good and clear sentences. Also try to frame
shorter as well as lengthy sentences.
82
Paragraph Writing:
In essay writing, paragraph writing is important. Essay is
written in paragraphs in minimum three paragraphs. Thus, we must
do the practice of writing the paragraphs. A standard paragraph
has approximately minimum three sentences. Considering the
need of the topic this number varies. We should avoid writing
lengthy paragraphs.
1. To select topic
Our essay depends on the topic under consideration. At
this, you are asked to write an essay on a topic with which you are
familiar. We need to be alert and read about all important events
and ideas. If we fail to understand the topic our essay will be
wrong. Thus, We must select the topic with which we are
comfortable and know certain judicious facts and data.
2. To formulate ideas
This step is important in essay writing. In this step we collect
major ideas related to the topic. A comprehensive thought process
is needed in this step. We have to select the best and most apt
ideas. We should not focus redundant or irrelevant ideas. It will
help to formulate best ideas related to the topic.
For example:
“I will discuss the need of reading for students.”(Declaration)
“Reading improves standard of students.” (Fact)
“Will reading improve standard of student?” (Question)
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Conclusion:
Concluding paragraph of an essay is a shorter paragraph of
minimum four substantial sentences. It must create desired impact
86
6.6 KEYWORDS
6. 7 EXERCISES