Acs Lab
Acs Lab
Acs Lab
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Inter-personal Communication and Building Vocabulary
The term "functional" should be considered in the broad sense of providing learners with the skills and
abilities they need to take an active and responsible role in their communities, everyday life, the workplace and
educational settings. Functional English requires learners to communicate in ways that make them effective and
involved as citizens, to operate confidently and to convey their ideas and opinions clearly.
One of the chief reasons why people want to learn a foreign language is this: They want to be able to “do
things” in that language. That is, they want to “agree or disagree with someone”, “accept or reject an offer”,
“deny something”, “express likes/dislikes”, “offer food and drink”, “compliment someone” and do a lot of things
like these. In other words, they want to use that language and perform a number of “everyday communicative
functions”.
Functions like these are everyday functions, because you’ll have to perform these functions whenever
you deal with people. In fact, you’ll have to perform each of these functions not once, but several times, every
day.
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Form opinions about things, and be prepared to articulate them in an interesting way.
If there is a specific person you are planning to talk to, do a little research into things you know they're
interested in.
Even knowing a few interesting details about their favorite sports team or TV show could give you
something to talk about.
If you are very shy, you can even make a list of possible conversational topics.
Try to think of unusual subjects and questions that should be interesting to anyone. For example, which is
a better superpower: flight or invisibility?
Don't be ashamed of making a list. Think of it as something to fall back on.
You might feel silly, but it can be helpful to use a mirror to practice conversation.
This gives you a more objective idea of how you sound and helps you practice your body language.
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Don't compliment the person for something unless you really mean it. If you give them a false
compliment and they see through it, you'll look like you're trying to scam them for some reason.
Don't go into the conversation trying to sound clever. Be ready to listen.
Focus on questions to get things going. Ask about the person, and if a certain subject seems to bring
them to life, follow up on it.
If you want to have an interesting conversation, ask interesting questions. If the other person is just
answering "yes" or "no" a lot, your questions probably aren't open-ended enough.
If you're paying attention to the other person, you won't be focused on yourself, so you're less likely to be
nervous.
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This will probably just make you sound insecure. Besides, the person you're talking to could turn out to
be a close friend of the person you're tearing down!
Avoid complaining.
Even if you're going through some bad things in your life, don't share your problems with somebody you
just met.
If you're trying to interest somebody, you don't want to seem negative or depressing.
Conclusion
Perhaps the most important tip we can offer is that old cliche: be yourself. it became a cliche for a reason.
By letting your true self show when you meet somebody, you're going to be a lot more interesting than
you would be if you tried to impress them with some fake persona.
You've lived a lifetime full of experiences, and there is a whole Earth around you full of fascinating
things. You've got a lot to talk about!
So, don't be shy. Get out there and mingle.
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15. Keep a good attitude – last but not least, keep a positive, open and relaxed attitude. How you feel will
come through in your body language and can make a major difference. For information on how make
yourself feel better read 10 ways to change how you feel and for relaxation try, A very simple way to feel
relaxed for 24 hours.
16. Don’t stand too close –one of the things we learned from Seinfeld is that everybody gets weirder out by
a close-talker. Let people have their personal space, don’t invade it.
Vocabulary Building
Directions:
In this section, a word or a group of words are underlined in each sentence. For each underlined
part, Four words/phrases are listed below. Choose the word nearest in meaning to the underlined
part.
Example:
His style is quite transparent .
(a) verbose (b) involved
(c) lucid (d) witty
Explanation: the word “lucid” is nearest in meaning to the word “transparent”. So (c) is the
correct answer.
Now attempt the following
1. Few teachers have been spared the problem of an obstreperous pupil in the class.
(a) sullen (b) unruly (c) lazy (d) awkward
2. His visit to foreign countries brought about a seachange in his outlook and his attitude to
people.
(a) complete change (b) partial change
(c) favourable change (d) unfavourable change
Directions:
In this section, each sentence consists of a word or a phrase which is underlined, followed by four
words or phrases. Select the word or phrase which is opposite in meaning to the underlined word
or phrase.
Example:
Rani is a smart girl.
(a) lazy (b) active
(c) indecent (d) casual
The word which is nearest opposite in meaning to the underlined word “smart” is “lazy”.
Now attempt the following:
4. The actor is well known both for his humility and courage.
(a) pride (b) determination (c) honesty (d) gentleness
8. His health appeared to have further deteriorated because of his exasperating outing at
college.
(a) augmented (b) thrived
(c) improved (d) enhanced
9. The remarks made by the advocate in the court were effectively concise.
(a) obscure (b) verbose
(c) perspicuous (d) piquant
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10. We have carefully read your explanation and it sounds plausible .
(a) incoherent (b) unconvincing
(c) undesirable (d) impertinent
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Human
Word Roots
auricular
o aur + ic + ul + ar
o The auricular ability of the cat is well-known.
anim
animal (noun): a living creature
o anim + al
o A dog is an animal.
bene
benevolent (adjective): marked by goodwill
o bene + vol + ent
o The "Salvation Army" is known as a benevolent society for its acts of charity.
biblio
bibliography (noun): a list of written works
o biblio + graph + y
o Olaf listed a brief bibliography at the end of his paper.
bio, bi
biology (noun): the study of life
o bio + log + y
o In biology class the students learned about how the human body works.
chron
chronic (adjective): marked by a long period of time, recurrence
o chron + ic
o Gabrielle has a chronic back disorder and cannot lift heavy objects.
cogn, gnos
cognizant (adjective): aware
o cogniz + ant
o The man was cognizant of the danger of walking through the park at night.
agnostic (noun): one who believes that any ultimate reality is unknowable
o ag + gnost + ic
o John is unsure of the reality of god and considers himself to be an agnostic.
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recognize (verb): to know, to identify
o re + cogn + ize
o I thought I recognized your face from somewhere.
corp
corpse (noun): a dead body
o corpse
o A corpse was found floating in the river.
cred
credible (adjective): can be believed, reasonable
o cred + ible
o The witness gave a credible account of the accident.
o The salesperson deducted five dollars off the purchase price of the radio.
doc, doct
doctor (noun): a person who has received the highest degree a university offers, a physician
o doct + or
o Andre is going to medical school so that he can be a doctor like his mother.
dog, dox
orthodox (adjective): holding conventional beliefs
o ortho + dox
o I don't know if my interpretation of that book is orthodox or not.
paradox (noun): a statement that seems to contradict itself but contains some truth
o para + dox
o The paradox of the matter is that I want to see the opera but I also want to stay home.
dec, dign
decorate (verb): to make something look attractive or suitable
o dec + or + ate
o Linda decorated her apartment with paintings and plants.
duc, duct
conduct (verb, noun): v. to lead or guide, n. a person's behavior
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o con + duct
o Jared was conducted into the doctor's office by the nurse.
o Arnelle's conduct was inexcusable and she should apologize to the class.
o I deduced from the trail of crumbs and the empty milk carton that the children were home.
produce (verb, noun): to bring forward, to make to bear or yield; something made or grown
o pro + duce
o The lawyer produced new evidence at the trial.
o The produce from the farm will go to the market next week.
fict, feign
feign (verb): to pretend
o feign
o The child feigned illness in an attempt to avoid the test.
ge
geography (noun): a science that describes the earth's surface
o geo + graph + y
o The geography of New York varies from the sandy shores to rocky mountains.
graph, graf
graphic (adjective): written, drawn, vividly shown
o graph + ic
o Dominic is planning to study graphic art.
One-word Substitutes:
Give one word substitutes to the following:
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A box or cage for keeping rabbits
Differentiate the meaning between the following pairs of words and use them in your own
affect – effect
object (N) -- object (V)
eminent – imminent
stationary -- stationery
verbal -- verbose
moral -- morale
judicious -- judicial
accept -- except
1. Prefixes
A prefix is a group of letters at the beginning of a word which changes the word’s meaning. Here is a list
of the most common prefixes and examples of how those prefixes are used.
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ante- before or in front of antedate • antenatal • anteroom
auto- 1 operating without being controlled by humans autopilot (= a computer that directs an aircraft)
2 self an autobiography (= a book that someone writes about their own life)
bi- two bilingual (= speaking two languages) • bimonthly (= happening twice in a month or once every two
months)
contra- against or opposite to contradict (= say the opposite) • contraception (= something that is used to
prevent pregnancy)
counter- opposing or as a reaction to a counter-attack (= an attack on someone who has attacked you)
de- to take something away deforestation (= when the trees in an area are cut down)
dis- not or the opposite of dishonest • disbelief • to disagree
e- electronic, usually relating to the Internet email • e-commerce. Note: ‘e-’ is usally joined onto a word with a
hyphen (as in e-commerce) but email is usually written without a hyphen.
eco- relating to the environment eco-friendly tourism (= tourism which does not damage the environment)
en- 1 used to form verbs which mean to put into or onto something encase • encircle • endanger
2 used to form verbs which mean to cause to be something enable • endear • enrich
Euro- relating to Europe Europop (= modern, young people’s music from Europe)
extra- outside of or in addition to extracurricular activities (= activities that are in addition to the usual school
work)
hyper- having a lot of or too much of a quality hyperactive • hypersensitive (= more than normally sensitive)
out- more than or better than to outgrow• to outnumber • to outdo someone (= to show that you are better than
someone)
poly- many polygamy (= having more than one husband or wife at the same time) • a polygon (= shape with
many sides)
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retro- looking at or copying the past retrograde • retrospective
tele- over a long distance, done by telephone, or on or for television He worked in the telecommunications
industry
thermo- relating to heat or temperature a thermostat (= piece of equipment that controls temperature) • a
thermometer
trans- 1 across transatlantic flights
2 showing a change to transform• to translate
2. Suffixes
A suffix is a group of letters at the end of a word which changes the word’s meaning and often its part of
speech. Here is a list of the most common suffixes and examples of how those suffixes are used.
-age changes a verb into a noun meaning ‘the action described by the verb or the result of that action’
marry ➔ marriage • break ➔ breakage • spill ➔ spillage
-aholic, -oholic makes a noun meaning ‘a person who is unable to stop doing or taking something’
a workaholic • an alcoholic
-an, -ian 1 makes a noun meaning ‘a person who does something’ historian • politician
2 makes an adjective meaning ‘belonging somewhere’ American
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-ance, -ence, -ancy, -ency makes a noun meaning ‘an action, state, or quality’
performance • independence • preference
-ation, -ion changes a verb into a noun meaning ‘the process of the action described by the verb, or the result of
that action’ educate ➔ education • explain ➔ explanation • connect ➔ connection
-centric makes an adjective meaning ‘having the stated thing as your main interest’ Eurocentric
-ed makes an adjective meaning, ‘having this thing or quality’ bearded • coloured • surprised
-ee changes a verb into a noun meaning ‘someone that something is done to’
employ ➔ employee • interview➔ interviewee • train ➔ trainee
-en changes an adjective into a verb meaning ‘to become or make something become’
thick ➔ thicken • fat ➔ fatten • soft ➔ soften
-ence, -ency See –ance -er, -or changes a verb into a noun meaning ‘the person or thing that does the activity’
dance ➔ dancer • employ ➔ employer • act ➔ actor • cook ➔ cooker (= a machine for cooking) •time ➔
timer
-esque makes an adjective meaning ‘like or in the style of someone or their work’
a Dali-esque painting • a Kafka-esque nightmare
-hood makes a noun meaning ‘the state of being something and the time when someone is something’
childhood • motherhood
-ian See –an -ible See –able
-ical changes a noun ending in -y or -ics into an adjective meaning ‘relating to’
history ➔ historical • politics ➔ political
-ist 1 makes a noun meaning ‘a person who does a particular activity’ artist • novelist • scientist
2 makes a noun and an adjective meaning ‘someone with a particular set of beliefs’ communist • feminist
-ive changes a verb into an adjective meaning ‘having a particular quality or effect’
attract ➔ attractive • create ➔ creative • explode ➔ explosive
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-ize, -ise changes an adjective into a verb meaning ‘to make something become’
modern ➔ modernize • commercial ➔ commercialize
-less changes a noun into an adjective meaning ‘without’ homeless people • a meaningless statement• a hopeless
Situation
-like changes a noun into an adjective meaning ‘typical of or similar to’ childlike trust • a cabbagelike vegetable
-ly 1 changes an adjective into an adverb describing the way that something is done She spoke slowly
• Drive safely.
2 makes an adjective and an adverb meaning ‘happening every day, night, week, etc.,’ a daily newspaper
• We hold the meeting weekly.
3 changes a noun into an adjective meaning ‘like that person or thing’ mother ➔ motherly • coward ➔
Cowardly
-ment changes a verb into a noun meaning ‘ the action or process described by a verb, or its result’
develop ➔ development • disappoint ➔ disappointment
-monger makes a noun meaning ‘a person who encourages a particular activity, especially one which causes
trouble’ a war-monger
-ness changes an adjective into a noun meaning the quality or condition described by the adjective
sweet ➔ sweetness • happy ➔ happiness • dark ➔ darkness • ill ➔ illness
-ology makes a noun meaning ‘the study of something’ psychology (= the study of the mind) • sociology (= the
study of society)
-ous changes a noun into an adjective meaning ‘having that quality’ danger ➔ dangerous • ambition ➔
ambitious
-phile makes a noun meaning ‘enjoying or liking something’ a Francophile (= someone who loves France) • a
bibliophile (= someone who loves books)
-proof makes an adjective meaning ‘protecting against, or not damaged by, a particular thing’ a bullet-proof vest
• a waterproof jacket
-ridden makes an adjective meaning ‘full of something unpleasant or bad’ a guilt-ridden mother
-ship makes a noun showing involvement between people • friendship • a relationship • partnership
-speak used to form nouns to mean the special language used in a particular subject area or business
Computer speak • marketing speak
-ward, -wards makes an adverb meaning ‘towards a direction or place’ inward • forward • homeward
-wise changes a noun into an adverb meaning ‘relating to this subject’Weather-wise, the holiday was great. •
How are we doing time-wise?
-y changes a noun into an adjective meaning ‘having a lot of something (often something bad)’
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noise ➔ noisy • dirt ➔ dirty • smell ➔ smelly
Analogy:
An analogy is a comparison showing resemblance between two or more entities; calling attention to these
likenesses is to draw an analogy.
Analogies help people to relate known things to unknown things. They are also argumentative tools used
in debate that are useful in creating perspectives by relating to similar, possibly unrelated things.
There are four kinds of analogies
Descriptive Analogies
The descriptive analogies is often used to create a lively description.
"Ants never make their way to an empty granary: no friends will visit departed wealth"
Ovid
This analogy allows the reader to form a picture, it does not establish or prove a conclusion.
Explanatory Analogies
This analogy creates understanding between something unknown by relating it to something known. It provides
insight by edifying, understanding by relating what you don't know with what you do know. Not to persuade, but
to understand.
Argumentative Analogies
Argumentative analogies help us to form an inference by making a comparison between things that are familiar
to us and things that are not so familiar.
Deductive Analogies
Treating like cases alike; being consistent with our comparisons. Irrelevant reasons should be kept out. Often
deductive analogies use hypothetical or made-up comparisons in order to make a point. The idea then is whether
or not the "unknown" and the "known" are actually similar.
Eg: "We would think it wrong for creatures from outer space, vastly more intelligent than humans, to inflict pain
on us in raising humans for their meat counters. So analogously, it is wrong for us to inflict pain on animals, just
because we are more intelligent than they are" (M. Daniel).
For this analogy, you would have to consider: is an alien from outer space similar to us? (Treat like-as-like). If
we disagree that aliens and humans are similar than this analogy is not effective.
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Inductive Analogies
These analogies are more for basis of predictions rather than decisions/persuasion. This type of analogy
draws comparison between cases and suggests that since the analogy hold some respects, it is likely to hold in
other respects as well.
Eg: A certain type of medication was tested on a rat. The rat developed a serious side effect and therefore a
human being would.
This is a prediction based on the fact that human beings and rats have certain similarities that may cause us to
react similarly.
Ex: A certain type of medication was tested on a house fly. The house fly died; therefore a human being would
die.
This analogy is not a good one. We are more similar to rats than to house flies. Rats and human beings are
both mammals, whereas a housefly is an insect. In deductive analogies the "known" and the "unknown" must
both be real things, neither are allowed to be hypothetical.
An example is:
COW : CALF :
The answer is B, because just as a cow is the mother of a calf, a mare is the mother of a foal. None of the other
choices show a mother/offspring relationship.
To be in the air
- It's already the beginning of August, and our holiday is still in the air.
To mean business
- He wants to show you he means business, and he will go to any lengths to make his point.
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To foot the bill
- Come on, Jeff, you promised to foot the bill! Don't lose your balance now.
All of a sudden
- All of a sudden the telephone rang. And it startled Janet who was engrossed in watching in the climax of the
movie.
To take on board
- The jury has taken his suggestion on board. They are considering it seriously.
Cold comfort
- Being rich is cold comfort, if you have no family. Money can't buy you affection.
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A drop in the ocean
- Whatever help we give will just be a drop in the ocean. But still something has to be done.
To make a go of something
- Don't be afraid to make a go of it. Put it your best effort.
Acid test
- The project is an acid test of his leadership. It has to be seen whether he will prove his stuff.
To walk on air
- Since her honeymoon she has been walking on air.
On cloud nine
- When I won the competition, I was on cloud nine. It was pure delight after so much struggle and hardship.
A dead end
- This argument is hopeless. Can't you see that we've come to a dead end.
To play ball
- He was in a very tricky situation, he had no choice, he had to play ball. The whole group had voted his
proposal down.
At all costs
- It's a very difficult exam but I have to pass it at all costs. My whole career is at stake.
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To come clean
- Everybody thinks she should come clean. It's obvious that she is guilty.
To go by the book
- You have no choice - you'll just have to go by the book. If not, you'll be in a pickle.
To make ends meet - I can hardly make ends meet on my salary. I am just managing to eke out a living.
At the expense of
- Sylvia would never go to work, she prefers to be on the dole - and live at the expense of other people.
To bear in mind
- We must bear in mind her last words. She definitely wanted to leave all her money to a Charity Home.
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In any case
- I had very little time to prepare. In any case, I'll try to pass the exam.
With a vengeance
- When he realized his vices, he set himself on the path of virtue with a vengeance. Now he is determined to
make his mark as a saint.
Use the following idioms / phrases in your own sentences
Bolt from the blue
By hook or crook
To be abreast of
Be all and end all
In the air
Bell the cat
Blow one’s own trumpet
A burning question
At sixes and sevens
A cat and dog’s life
To beat about the bush
A fish out of water
Call a spade a spade
Crocodile tears
In the air
Group Discussion
Introduction:
In these days of intense competition, employers are not satisfied with mere interviews for employees to
assess their behaviour in a group. Human beings are gregarious animals and they interact in several groups in
every-day social, academic, professional and political. Hence, discussion has now become an indispensable
criterion for choosing candidates for higher positions in professional life.
What is a group discussion?
A Group Discussion is a forum where people sit together; discuss a topic with the common objective of
finding a solution for a problem or discussing an issue that is given to them.
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OBJECTIVES OF GROUP DISCUSSION:
A Group Discussion has three main objectives. They are to test
1. The candidate’s knowledge of the subject.
2. His ability to communicate with others.
3. His behaviour in the group, which may reflect his personal traits, leadership qualities, attitudes, spirit of
accommodation, tolerance, self-confidence etc.
Most of the management institutes (as a part of their admission process) as well as most organizations
(as a part of their campus recruitment process) use Topic- based Group Discussions. There are a few institutes
or organizations that use Case studies in the Group Discussions in their selection process.
Knowledge-based:
These are such that you need to have some knowledge about the topic to be able to speak on the topic. An
example for this type of topics is “India should withdraw from WTO.” Here, unless you have some knowledge
about WTO, what other countries have done, what India’s views are on the matter, etc., you will not be able to
speak effectively on the topic. Knowledge- based topics mostly cover current economic issues. It is mainly
focused on the following topics:
a) Economic topics
b) Social topics
c) Political topics
d) Sports/Films related topics
e) IT based, etc.
f) Legal topics
Non-knowledge-based:
These do not require a knowledge base in any specific area for you to be able to talk about them.
Common, day- to- day knowledge is sufficient to do a good job of talking about such topics. Your worldly
knowledge and common sense will help you in speaking on the topic. It is sub-divided into two categories:
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MODERATOR:
The moderator stands in the background and observes the participants’ confidence, tact, temperament,
alertness ability to convince others with their line of thinking and argument.
PROCEDURE:
There are generally five to ten people in a group discussion. The candidates who assemble for a
discussion are assigned serial numbers such as 1, 2, 3 and so on. Clear instructions are given that they should not
disclose their names. They bear the number tags during the course of discussion and numbers addresses each.
STRATEGIES:
Once the topic for discussion is chosen, the candidate has to decide either to speak in favour of the topic
or against the topic.
The candidate should have sufficient facts either to contradict or to support the issue. The language should be
simple and lucid. The candidate should be tactful while contradicting the views of other participants. Blunt
statement such as ‘Your arguments are baseless’, or ‘You are absolutely wrong’, is not in good taste. The
candidate has to disagree without sounding rude by saying things such as ‘I beg to differ’.
Time allotted:
Normally, each group is given 15 to 20 minutes for discussing the topic. However there can be variations
in the time that is allowed for the discussion. In some cases, the Group Discussion may be terminated much
earlier or it can be extended to 30 minutes or more. One point that you should bear in mind is that the time
required for the discussion does not depend on the group size. Whatever the size of the group, 15 to 25 minutes
is what is normally required (and is normally given) for a Group Discussion. Sometimes the moderator may not
pre – specify the duration of the GD.
Here, we provide you with a number of prompts for a topic. You should use these prompts and generate points
for all the topics.
Interview Skills
Interview Process
There are many different types of interviews designed to serve different purposes or situations.
Regardless of the type of interview, most will incorporate the following stages: establishing rapport, exchanging
information, and closing the interview. Pay attention to the job titles of the interviewer(s). This can help you
decide how much technical detail to provide in your responses.
Establishing Rapport
This is a very important part of the interview because while establishing rapport, first impressions are made,
and the tone of the interview is set. Some people suggest that the decision to hire is greatly influenced by the first
five minutes of the interview. A good interviewer will introduce him/herself, and take the lead. Follow his or her
lead - if they are chatty, be chatty; if they are formal, be formal. Some employers use what seems to be casual
conversation to get to know you on a more personal level - this may be crucial to a hiring decision!
Smile and maintain eye contact. This is one way of communicating confidence, even if you don't feel
it.
If the interviewer offers his or her hand, shake it firmly. If they don't, it is appropriate to offer yours.
Wait until the interviewer sits or offers you a seat before sitting down.
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If the interviewer is making small talk, participate. Keep your answers short and positive.
Exchange of Information
This is the bulk of the interview. It is your opportunity to let the interviewer know what you have to offer,
and your chance to learn more about the organization.
Be aware of the interviewer's reactions. If he or she looks confused, ask if you can clarify anything.
Be aware of what your body is saying. Avoid closed postures. Sit upright, but not stiffly. Try to find a
comfortable position as that will make you feel more relaxed.
Control your nervous habits. Don't swing your foot, talk with your hands (to an extreme), or fiddle
with jewellery, buttons, pens, etc.
If it is not known when a decision will be reached, ask if you can phone in a week's time to inquire
about the progress.
If the interviewer offers his/her hand, shake it firmly. Otherwise, it is fine to offer yours first.
If not already discussed, you can offer to leave a sample of your work, or portfolio if you have one.
Types of Interview
Panel/Board Interviews
Candidates are interviewed by two or more individuals. This process is commonly used by governments
and large organizations. It is important to maintain eye contact with the person asking the question and give an
answer with an example to support it. Always acknowledge the other interviewers' presence by making eye
contact while answering rotating questions. Direct your attention at the beginning and end of your response to
the person who asked you that question. The questions asked in the interview are often set out in advance. The
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board may already have decided which answers they will accept/prefer for the questions. Ignore note-taking by
board members. Obtain employers' names prior to the interview and use them during the conversation.
One-On-One Interviews
Candidates are interviewed by one person. These interviews tend to be more informal, however, it always
depends on the employer's style. The interviewer will often have a series of prepared questions, but may have
some flexibility in their choices. It is important to maintain eye contact with the person interviewing you.
Impromptu Interviews
This interview commonly occurs when employers are approached directly and tends to be very informal
and unstructured. Applicants should be prepared at all times for on-the-spot interviews, especially in situations
such as a job fair or a cold call. It is an ideal time for employers to ask the candidate some basic questions to
determine whether he/she may be interested in formally interviewing the candidate.
Telephone Interviews
Have a copy of your resume and any points you want to remember to say nearby. If you are on your
home telephone, make sure that all roommates or family members are aware of the interview (avoids loud
stereos, etc.). Speak a bit slower than usual. It is crucial that you convey your enthusiasm verbally, since the
interviewer cannot see your face. If there are pauses, don't worry, the interviewer is likely just making some
notes.
Group Interviews
Employers bringing several candidates together in a group situation to solve a problem are testing your
ability to work in a team environment. They want to know how you will present information to other people,
offer suggestions, relate to other ideas, and work to solve a problem. In short, they are testing your interpersonal
skills. It is difficult to prepare for this type of interview except to remember what is being testing and to use the
skills you have to be the best team player and/or leader you can be. Some employers will take you to meet the
staff who would be your co-workers if hired. This is a very casual type of interview, but leaving a positive and
friendly impression is no less critical.
Interview Preparation
Research is a critical part of preparing for an interview. If you haven't done your homework, it is going to
be obvious. Spend time researching and thinking about yourself, the occupation, the organization, and questions
you might ask at the end of the interview.
Know Yourself
The first step in preparing for an interview is to do a thorough self-assessment so that you will know what
you have to offer an employer. It is very important to develop a complete inventory of skills, experience, and
personal attributes that you can use to market yourself to employers at any time during the interview process.
In developing this inventory, it is easiest to start with experience. Once you have a detailed list of
activities that you have done (past jobs, extra-curricular involvements, volunteer work, school projects, etc.), it is
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fairly easy to identify your skills. Simply go through the list, and for each item ask yourself "What could I have
learned by doing this?" "What skills did I develop?" "What issues/circumstances have I learned to deal with?"
Keep in mind that skills fall into two categories - technical and generic. Technical skills are the skills
required to do a specific job. For a laboratory assistant, technical skills might include knowledge of sterilization
procedures, slide preparation, and scientific report writing. For an outreach worker, technical skills might include
counselling skills, case management skills, or program design and evaluation skills. Generic skills are those
which are transferable to many work settings. Following is a list of the ten most marketable skills. You will
notice that they are all generic.
Analytical/Problem Solving
Flexibility/Versatility
Interpersonal
Oral/Written Communication
Organization/Planning
Time Management
Motivation
Leadership
Self-Starter/Initiative
Team Player
Often when people think of skills, they tend to think of those they have developed in the workplace.
However, skills are developed in a variety of settings. If you have ever researched and written a paper for a
course, you probably have written communication skills. Team sports or group projects are a good way to
develop the skills required of a team player and leader. Don't overlook any abilities you may have.
When doing the research on yourself, identifying your experience and skills is important, but it is not all that you
need to know. Consider the answers to other questions such as:
How have I demonstrated the skills required in this position?
What are my strong points and weak points?
What are my short term and long term goals?
What can I offer this particular employer?
What kind of environment do I like? (i.e. How do I like to be supervised? Do I like a fast pace?)
What do I like doing?
Apart from my skills and experience, what can I bring to this job?
What are the trends are in the area. Is technology changing the job?
It is also in your best interest to identify the approximate starting salary for that position, or those similar.
There are several ways to find out about an occupation:
Acquire a copy of the job description from the employer (Human Resources/Personnel) or check with
Student Employment Services. If you are responding to an advertisement, this may also supply some details.
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If you belong to a professional association related to the occupation, use its resources. These associations
often publish informative newsletters and sponsor seminars. It is also a good way to meet people working in
the field.
Conduct information interviews with people working in the field.
Read articles about people in the occupation, and articles written by people in the occupation. Sources
include newspapers, magazines and the internet.
Find out what the future trends are in the area. Is technology changing the job?
The more you know about an organization, the better prepared you will be to discuss how you can meet its
needs. Some of the characteristics that you should know about an organization are:
Where is it located?
How big is it?
What are its products and who does it serve?
How is the organization structured?
What is its history?
There are a number of ways in which you can access this information. Most medium- to large-sized
organizations publish information about themselves. You can access this a number of ways:
On campus at the Student Employment Services (company literature and business directories) or at the Drake
Centre Library
The Winnipeg Centennial Library has a business microfiche with information on over 5000 Canadian
companies and business directories
Many companies have internet home pages which you can locate by searching by industry and company
name
Finally, you can visit or phone the organization and request some information on their products, services or
areas of research
If the organization is fairly small, or fairly new, there may not be much information published. In this case, it
will be necessary to do an information interview. Contact someone within the organization, introduce yourself,
explain that you are considering moving into the field, and ask if it would be possible to meet with him/her to
inquire about the company/organization and about what exactly the position would involve.
Prepare Questions
If the organization is fairly small, or fairly new, there may not be much information published. In this case, it
will be necessary to do an information interview. Contact someone within the organization, introduce yourself,
explain that you are considering moving into the field, and ask if it would be possible to meet with him/her to
inquire about the company/organization and about what exactly the position would involve.
Having completed your background research, you are now ready to prepare questions to ask the interviewer(s).
Try to think of questions for which the answer was not readily available in company literature. Intelligent well
thought-out questions will demonstrate your genuine interest in the position. Be careful how many questions you
ask, however, as too many can imply you feel the interview was not successfully run. Pick your questions with
care - this is your chance to gather information, so ask about what you really want to know. Avoid sounding
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critical by mentioning negative information you may have discovered. This is one of the most effective ways to
compare different employers, so for issues of particular importance to you (for example, whether they support
staff upgrading), you should ask the same questions of each employer. Some sample questions are:
What are the most significant factors affecting your business today?
How have changes in technology most affected your business today?
How has your business/industry been affected by the recession?
How has your company grown or changed in the last couple of years?
What future direction do you see the company taking?
Where is the greatest demand for your services or product?
Where is most of the pressure from increased business felt in this company?
Which department feels it the most?
How do you differ from your competitors?
How much responsibility will I be given in this position?
What do you like about working with this organization?
Can you tell me more about the training program?
Have any new product lines been introduced recently?
How much travel is normally expected?
What criteria will be used to evaluate my performance?
Will I work independently or as part of a team?
How did you advance to your position?
What are the career paths available in this organization?
When can I expect to hear from you regarding this position?
It is very important to ask the last question because employers want to hire individuals who are interested in the
position - and asking this question definitely helps to demonstrate interest on your part. Exercise judgment when
asking questions to an employer. When being interviewed by a large company that has a high profile, one would
not ask the question "What is the history of your company and how was your company started?" You can find
the answer to this question in the company's annual report or articles in magazines/newspapers. However, small-
and medium-sized companies do not always produce publicly available annual reports and it may be difficult to
access information on the company and its role in the industry. This question is appropriate if you have exercised
all other ways to find out the answer.
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Q. How did you cope with the pressure?
A. I turned the pressure into challenge. A good challenge makes me determined, and determination gives me the
energy to meet the challenge.
Q. Can you give me an example to help me better understand what you mean?
A. Sure. It's like when I challenge myself to jog a little further than I have before. I'm determined to do it, which
in turn, gives me the energy to do it. The same thing happened on the project.
Maybe it's a little too perfect for a "normal" job applicant during a nerve-racking behavioral interview, but you
get the idea.
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Q. Why should I hire you?
A. Point out your positive attributes related to the job, and the good job you've done in the past. Include any
compliments you've received from management.
Q. Where do you see yourself five (ten or fifteen) years from now?
A. Explain your career-advancement goals that are in line with the job for which you are interviewing. Your
interviewer is likely more interested in how he, she or the company will benefit from you achieving your goals
than what you'll get from it, but it goes hand in hand to a large degree. It's not a good idea to tell your potential
new boss that you'll be going after his or her job, but it's okay to mention that you'd like to earn a senior or
management position.
Undersell Failing to emphasize the fact that you have related skills; discussing
experience using negative qualifiers (i.e. "I have a little experience...").
Body Language It is easy to create a negative impression without even realizing that you are
doing it. Are you staring at your feet, or talking to the interviewer's shoulder?
Be aware of what your actions say about you.
Lack of Honesty The slightest stretching of the truth may result in you being screened out.
Negative Attitude The interview is not an opportunity for you to complain about your current
supervisor or co-workers (or even about 'little' things, such as the weather).
Lack of Preparation You have to know about the organization and the occupation. If you don't, it
will appear as though you are not interested in the position.
Lack of Enthusiasm If you are not excited about the work at the interview, the employer will not
assume that your attitude will improve when hired.
Rejection
Keep in mind that rejection is a normal part of every job search. For every position, if 100 people apply, 99
will be rejected. If you are rejected, it does not mean that you are not a good applicant. It simply means that you
were not the best applicant for that particular job at that particular time. Don't get discouraged. Rejection
happens to everyone and is not a reflection of you. Consider each new application a new opportunity.
Walt Disney's idea for Disneyland was rejected by six major banks before being accepted. They said
no one would come.
A record company which had the opportunity to sign the Beatles rejected them. They felt that electric
guitar music was only a phase
Rèsumè writing
What is a Rèsumè?
Rèsumès are what people use to get jobs, right?
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Wrong!
A résumé is a one or two page summary of your education, skills, accomplishments, and experience.
Your résumé’s purpose is to get your foot in the door. A resume does its job successfully if it does not exclude
you from consideration.
To prepare a successful résumé, you need to know how to review, summarize, and present your
experiences and achievements on one page. Unless you have considerable experience, you don't need two pages.
Outline your achievements briefly and concisely.
Your résumé is your ticket to an interview where you can sell yourself!
1. Essentials of Rèsumè
Before you write, take time to do a self-assessment on paper. Outline your skills and abilities as well as
your work experience and extracurricular activities. This will make it easier to prepare a thorough resume.
Objective or Summary
An objective tells potential employers the sort of work you're hoping to do.
Be specific about the job you want. For example: To obtain an entry-level position within a financial institution
requiring strong analytical and organizational skills.
Tailor your objective to each employer you target/every job you seek.
Education
New graduates without a lot of work experience should list their educational information first. Alumni can list it
after the work experience section.
Your most recent educational information is listed first.
Include your degree (A.S., B.S., B.A., etc.), major, institution attended, minor/concentration.
Add your grade point average (GPA) if it is higher than 3.0.
Mention academic honors.
Work Experience
Briefly give the employer an overview of work that has taught you skills. Use action words to describe
your job duties. Include your work experience in reverse chronological order - that is, put your last job first and
work backward to your first, relevant job. Include:
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Title of position,
Name of organization
Location of work (town, state)
Dates of employment
Describe your work responsibilities with emphasis on specific skills and achievements.
Other information
A staff member at your career services office can advise you on other information to add to your resume.
You may want to add:
Key or special skills or competencies,
Leadership experience in volunteer organizations,
Participation in sports.
References
Ask people if they are willing to serve as references before you give their names to a potential employer.
Do not include your reference information on your resume. You may note at the bottom of your resume:
"References furnished on request."
3. Rèsumè Checkup
You've written your resume. It's time to have it reviewed and critiqued by a career counselor. You can
also take the following steps to ensure quality:
Content:
Run a spell check on your computer before anyone sees your resume.
Get a friend (an English major would do nicely) to do a grammar review.
Ask another friend to proofread. The more people who see your resume, the more likely that
misspelled words and awkward phrases will be seen (and corrected).
Design:
These tips will make your resume easier to read and/or scan into an employer's data base.
Use white or off-white paper.
Use 8-1/2- x 11-inch paper.
Print on one side of the paper.
Use a font size of 10 to 14 points.
Use non-decorative typefaces.
Choose one typeface and stick to it.
Avoid italics, script, and underlined words.
Do not use horizontal or vertical lines, graphics, or shading.
Do not fold or staple your resume.
If you must mail your resume, put it in a large envelope.
Action Words
Use action words to describe your experience and accomplishments. Here are some actions words to use:
achieved drafted originated
acquired edited oversaw
adapted eliminated performed
addressed enforced planned
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administered established prevented
analyzed evaluated produced
anticipated expanded programmed
assembled explained promoted
assisted forecasted provided
audited formed publicized
budgeted founded published
calculated generated recruited
centralized guided reorganized
changed hired reported
collaborated implemented researched
composed improved resolved
condensed informed reviewed
conducted insured selected
constructed interpreted separated
contracted interviewed set up
converted launched simplified
coordinated maintained solved
created managed surveyed
cultivated marketed staffed
demonstrated minimized supervise
designed motivated taught
developed negotiated tested
devised obtained trained
discovered operated
used
doubled organized
What Employers Want
Employers say they are impressed by job candidates who have excellent communication skills, good
grooming habits, and relevant work experience. Employers say they want trustworthy new hires who can move
right in, get along with their co-workers, and get the job done without having to be babied at each step.
Sample Rèsumè
Denise F. Moore
2657 Uphill Ave.
Somewhere, CT 06677
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800/555-1212
denisefmoore@jobweb.com
Career Objective:
To obtain an entry-level position requiring strong analytical and organizational skills in the engineering
department.
Education:
University of North Carolina at Charlotte
School of Engineering
B.S., Mechanical Engineering with focus in automotive engineering, May 2003
Honors: Daniel M. Joseph Prize in Mechanical Engineering, 2003
Phi Beta Kappa
Professional Experience
Co-op engineer, Ford Motor Corp., Detroit, MI, Spring 2002
Worked on advanced test project that involved mechanical design, CAD/CAM composites technology,
automobile structures, and coordination among project groups.
Assistant Mechanic, Dewey's Garage, Trumbull, CT, Summer 1999 and 2000.
Performed oil changes, tire rotations, radiator flushes, troubleshooting problems with customers' cars.
Computer Skills
CAD, AutoCAD, MathCAD, C++, Word, Access, Excel.
Activities
President, Society of Automotive Engineers, campus chapter, Fall 2000-present
Peer tutor
Intramural baseball, 1998-2001
Intramural basketball, 1998-2001
Letter Writing
Letters remain hugely important in our everyday lives. People still feel the need to have something
confirmed in writing and a letter can add the all important personal touch. But there are pitfalls to letter writing.
Below are our top tips for getting your letter right.
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1. Define your purpose
Before you begin writing a business letter, ask yourself:
The first paragraph of the letter should introduce the subject matter and either state or imply your purpose in
writing.
The body of the letter should consist of one or more paragraphs. It should develop clearly and logically the
argument and facts of the case. If there is more than one paragraph, each paragraph should focus on a separate
aspect of the subject matter and there should be clear links between paragraphs.
The final paragraph should leave the reader in no doubt about your attitude towards the subject of the letter. It
may, for example, spell out what you would like to see happen. It should be positive and unambiguous.
Although the reader of your letter may be unknown to you, it is important to achieve a suitable tone in your
writing and not to be too casual or too formal. So, as far as possible:
Avoid using the passive. For example write, ‘We sent you that letter by mistake’, rather than the more
pompous, ‘Our letter was sent in error’.
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6. Adopt a clear layout
Adopt a letter layout that is clear and consistent. For example, if you put a comma after the person’s name in the
greeting, include one after Yours faithfully/Yours sincerely; either indent the paragraphs or leave a space
between them, without indentation.
7. Sincerely or Faithfully?
If you are writing to someone whose name and title you do not know, use the greeting Dear Sir or Madam, and
the ending Yours faithfully, signing yourself with your initials and surname.
If you are writing to a named person, address them as Dear Mr/Mrs/Miss/Ms, and end Yours sincerely, followed
by your first name and surname.
If you have met them or spoken to them by phone, or otherwise feel that you have some acquaintance with them,
address them by their first name and sign yourself Yours sincerely, using your first name.
If you need some extra inspiration then we have sample letters for almost every occasion from letters of
resignation to letters of condolence, letters of complaint to letters booking a holiday.
We also have plenty of useful phrases to get your letter started, finished, and on the right track.
1. The Heading. This contains the return address (usually two or three lines) with the date on the last line.
Sometimes it may be necessary to include a line after the address and before the date for a phone number, fax
number, E-mail address, or something similar.
Often a line is skipped between the address and date. That should always be done if the heading is next to the left
margin. (See Business Letter Styles.)
It is not necessary to type the return address if you are using stationery with the return address already imprinted.
Always include the date.
2. The Inside Address. This is the address you are sending your letter to. Make it as complete as possible.
Include titles and names if you know them.
This is always on the left margin. If an 8½" x 11" paper is folded in thirds to fit in a standard 9" business
envelope, the inside address can appear through the window in the envelope.
An inside address also helps the recipient route the letter properly and can help should the envelope be damaged
and the address become unreadable.
Skip a line after the heading before the inside address. Skip another line after the inside address before the
greeting.
3. The Greeting. Also called the salutation. The greeting in a business letter is always formal. It normally begins
with the word "Dear" and always includes the person's last name.
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It normally has a title. Use a first name only if the title is unclear--for example, you are writing to someone
named "Leslie," but do not know whether the person is male or female. For more on the form of titles, see Titles
with Names.
The greeting in a business letter always ends in a colon. (You know you are in trouble if you get a letter from a
boyfriend or girlfriend and the greeting ends in a colon--it is not going to be friendly.)
4. The Body. The body is written as text. A business letter is never hand written. Depending on the letter style
you choose, paragraphs may be indented. Regardless of format, skip a line between paragraphs.
Skip a line between the greeting and the body. Skip a line between the body and the close.
5. The Complimentary Close. This short, polite closing ends with a comma. It is either at the left margin or its
left edge is in the center, depending on the Business Letter Style that you use. It begins at the same column the
heading does.
The block style is becoming more widely used because there is no indenting to bother with in the whole letter.
6. The Signature Line. Skip two lines (unless you have unusually wide or narrow lines) and type out the name
to be signed. This customarily includes a middle initial, but does not have to. Women may indicate how they
wish to be addressed by placing Miss, Mrs., Ms. or similar title in parentheses before their name.
The signature line may include a second line for a title, if appropriate. The term "By direction" in the second line
means that a superior is authorizing the signer.
The signature should start directly above the first letter of the signature line in the space between the close and
the signature line. Use blue or black ink.
3. Stay simple. Keep your cover letter brief. Never send a letter that is more than a page in length; half a
page is ideal. Be sure to use clear, professional language while steering away from buzzwords, acronyms,
jargon, or anything overly personal.
4. Make it shine. The overall visual impression of your cover letter can be just as important as what’s
written upon it. Make sure to use crisp, quality stationery. Match the style of copy on your cover letter
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with the style of your résumé. Stick with one font and avoid solid walls of text that make the reader’s
eyes bounce right off the page. Break your text into digestible morsels with lots of white space.
5. Be an attention getter. Don’t waste your first paragraph by writing a dull introduction. Grab the
employer's attention from the start by pointing out how you can make a difference in a way no other
candidate can. Keep in mind that you have only about one to two seconds to get your initial point across
before the reader moves on to the next letter.
6. Sell yourself. Don’t expect to wow a prospective employer with a lengthy checklist of what you’ve done
in the past. Instead, position your accomplishments in terms of how you could bring the same benefits to
their company. Your cover letter needs to answer the question “What’s in it for my company?” Clarify
how your expertise will benefit them directly.
7. Hire a proofreader. Never underestimate the negative effect of bad writing, which can greatly hurt your
chances of landing a new position. Invest in your career by hiring a professional writer or editor to check
your cover letter for spelling, grammar, and overall readability.
8. Avoid exaggeration. There’s nowhere to hide when you finally land in an interview and the prospective
employer wants to know what you meant by “best in the world.” Avoid saying anything that sounds like
hyperbole, which can project the wrong image and damage your credibility. And remember never to
speak poorly of former employers or coworkers.
9. Close encounters. Don’t depend on the employer to take action. Request an interview and tell the
employer when you will follow up to arrange it.
10. Don’t forget the follow-up. After sending in your cover letter and résumé, it’s imperative that you
follow up. You’ll greatly increase your chances of getting an interview if you call the employer directly
after writing, rather than just sitting back and waiting for a call.
Reading Comprehension
Reading comprehension is intended to test the reader’s ability to understand, interpret and anlyze texts on
different topics and his/her own range of vocabulary. The questions in this section are based on the passage
containing difficult constructions and words. Knowledge of the roots, prefixes, suffixes will help in grasping the
meanings of words.
Approach to be adapted:
The following guidelines will help in answering the question.
1) All the questions are based on the given text, and the answers also must be based on the text.
2) Skim the questions first and note the key items in them.
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3) Read the first and last sentences of each paragraph for a possible clue to the theme of the text.
4) Read the whole passage making a note of the main points, important conclusions, names,
definitions, places and numbers.
5) In case, you cannot make out the meanings of given words, read the nearest sentences and try to
grasp the contextual meanings of the words.
6) Learn prefixes, suffixes and roots of words so that it will be easy to understand the meanings of
words.
7) Knowledge of grammatical functions of words helps in identifying the synonyms and antonyms
of words.
8) Do not read the answer choices before reading the questions.
9) Use an elimination strategy to arrive at the correct answers.
10) Try to read between the lines for implied meanings and views of the author.
11) Don’t get stuck over any one question or part of the passage.
12) Keep the answer brief and to the point.
Exercise 1 Find the meaning of the underlined word in each sentence. Choose the best answer for each question.
1. She had often come into conflict with her mother-in-law.
a) announcement b) attainment c) argument
2. The old woman’s blunt questions embarrassed her, making her momentarily tongue-tied.
a) emit b) ashamed c) loathe
5. Ladda does not like to eat papaya or carrots, which is high in vitamin A, so she lacks it. Her mother keeps
telling her that an inadequate supply of vitamin A can lead to blindness.
a) too big b) not enough c) full
There are many techniques that you can use to develop your reading style and the way you read should be
chosen to suit the task. Let’s take a look at some types of reading.
Types of reading
Reading for facts, guessing meanings from context, scanning, skimming, inferring meaning, critical reading.
RAPID SURVEY
This is also known as “previewing”. You begin by checking what you are reading - a rapid glance is all that it
entails. You give yourself quick answers to the following questions:
* Is it what I need?
* Is it up to date?
* Is it right for the task?
* Are all the contents relevant - or only some?
SAMPLING
Sampling requires you to examine the contents of what you are reading in slightly more depth than rapid
survey. So typically, you would look at the introduction and headings of the material, skim over the content of
each and establish in your mind the:
* Relevance of the content
* Usefulness of the content
* Suitability of the content
SKIMMING:
Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're
probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to
four times faster than normal reading. People often skim when they have lots of material to read in a limited
amount of time. Use skimming when you want to see if an article may be of interest in your research.
There are many strategies that can be used when skimming. Some people read the first and last
paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might
read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This
technique is useful when you're seeking specific information rather than reading for comprehension. Skimming
works well to find dates, names, and places. It might be used to review graphs, tables, and charts.
SCANNING:
Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You
search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on
finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words
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and phrases. Scanning is also used when you first find a resource to determine whether it will answer your
questions. Once you've scanned the document, you might go back and skim it.
When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first,
second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes
the author will put key ideas in the margin.
Reading off a computer screen has become a growing concern. Research shows that people have more
difficulty reading off a computer screen than off paper. Although they can read and comprehend at the same rate
as paper, skimming on the computer is much slower than on paper.
Critical Reading :
A method of reading for study is called critical reading the aim is to understand the material in some depth.
The method involves five simple steps; Survey, Question, Read, Recall and Review.
Critical reading is the ability to evaluate the credibility of a piece of writing. All writers have a purpose
when they write, and usually, a writer will choose or emphasize facts and details which support his or her
purpose, and ignore facts which don't. As a good reader, you need to be aware of that.
In this exercise, you will see a number of quotations from different "interest groups" or "lobbies". A lobby or
interest group is a group of people who have a common interest and who work together to publicize and promote
their point of view. In the exercise, you will read quotations from five lobbies:
The forestry industry: The forestry industry makes money from cutting
down trees. Therefore, they want to be able to continue to cut trees, and they
want to discourage any alternative ways of producing pulp and paper.
The environmentalists: The environmental lobby want to protect the
forests against logging companies, so they would like to show how
destructive logging is, and how valuable the forests are.
The hemp farming lobby: The hemp farmers would like the fibre hemp
plant to be legal so that they can grow it. They want to show how useful it is
for making paper and other products, and they would like people to
understand the difference between the marijuana plant and the fibre hemp
plant.
The marijuana legalization lobby: These people would like marijuana to
be legal. They are interested in linking the fibre hemp plant with marijuana,
because they think it may be possible to legalize BOTH kinds of plant. They
want to show how useful industrial hemp is, and at the same time, they want
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to convince people that marijuana is harmless.
The Canadian government: The Canadian government has just legalized
industrial hemp, but they want to keep marijuana illegal, so they want to
show that it is dangerous. They also get lots of taxes from the forestry
industry, so they do not want to restrict logging too much.
2. "Some have calculated that if Canada converted the entire pulp and
paper production in Canada to hemp, it would be necessary to plant
hemp over 18% of the country."
a) the forestry industry
b) the marijuana lobby
c) the environmentalists
d) the hemp farming lobby
4. "Each year, forest fires destroy more forests than are used for
making pulp and paper."
a) the environmentalists
b) the Canadian government
c) the hemp farming lobby
d) the forestry industry
7. "67% of the fibre used to make Canadian pulp and paper comes
from sawmill residue and recovered paper that used to be disposed of in
landfills."
a) the environmentalists
b) the hemp farming lobby
c) the forestry industry
d) the marijuana legalization lobby
10. "Logging is still the biggest employer and the single biggest
contributor to tax revenue in BC."
a) the hemp farming lobby
b) the forestry industry
c) the Canadian government
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d) the hemp farming lobby
In higher education and work, formal reports communicate information to others without the need for
meetings. If you are required to explain your work to others in this way, effective reports are vital. Effective
reports will give you a professional image and get others to take your work seriously.
Report writing in Higher Education: You may be required to produce written reports as part of your
course, so you will have opportunities to enhance your report writing skills. Reports can form a regular part of
assessed work and can be needed if you're involved in extra-curricular activities with societies or external
groups.
Report writing at work: Reports are a way of informing and persuading people as well as initiating
change. You might prepare or contribute to annual, project or progress reports. A well-structured report that has
clear objectives will get more attention and is more likely to produce the intended results.
Types of Report:
Accident Report a report describing how someone was hurt or something was damaged
Sales Report a report describing how many goods or services were sold, and the reasons
for any differences from the plan
Progress Report a report describing how close you are to completing something you planned
Site a report on what has happened in a place, and how close your organisation
is to finishing construction
Case Study an academic report on how and why something has changed over time
Reports have their own structure and this is distinct from the form of an essay. Essays are mainly used to
allow you to demonstrate your ideas and arguments to others. Written reports provide specific research-based
information which results in a course of action being decided and acted on. Reports are designed to give
information concisely and accurately. A formal report has an impersonal and objective "tone of voice". The main
argument is clear and uses a minimum of words. Accurately presented facts are in the main body of the report -
your evaluation of these is in the "conclusions" and "recommendations" sections.
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uses numbered headings and sub-headings
uses short, concise paragraphs and dot-points where applicable
uses graphics wherever possible (tables, graphs, illustrations)
may need an abstract (sometimes called an executive summary)
does not always need references and bibliography
is often followed by recommendations and/or appendices
Reports tend to follow a standard structure but much depends on the circumstances in which they are being
written. It helps to ask your lecturers, employers or mentors what they expect - there may be an accepted way of
writing a report appropriate to your course, employment or professional body.
(Sections marked with an asterisk (*) are essential: others are optional depending on the type, length and purpose
of the report.)
Letter of transmittal
Title page*
Table of contents
List of abbreviations and/or glossary
Executive summary/abstract
Introduction*
Body*
Conclusion*
Recommendations
Bibliography
Appendices
Letter of transmittal
This is a letter to the person who commissioned the report, in which you effectively hand over your work to
that person. Include:
the purpose of the letter (eg. Here is the final version of the report on ‘Underwater Welding’ which was
commissioned by your organisation.)
the main finding of the report
any important considerations
an acknowledgement of any significant help
an expression of pleasure or gratitude (eg. Thank you for giving us the opportunity to work on this
report.)
Title page
This must contain:
the report title which clearly states the purpose of the report
full details of the person(s) for whom the report was prepared
full details of the person(s) who prepared the report
the date of the presentation of the report
Table of Contents
(usually only if the report is longer than, say, ten pages)
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This is a list of the headings and appendices of the report. Depending on the complexity and length of the
report, you could list tables, figures and appendices separately. Make sure the correct page numbers are shown
opposite the contents. Up-to-date word processing packages can generate a table of contents for you.
If you have used a lot of technical terms, you should also provide a glossary (an alphabetical list of the terms,
with brief explanations of their meanings).
Introduction
Give enough background information to provide a context for the report.
State the purpose of the report.
Clarify key terms and indicate the scope of the report (ie what the report will cover).
Body
The content of the body depends on the purpose of the report, and whether it is a report of primary or secondary
research.
A report of primary research (based on your own observations and experiments) would include:
Literature review (what other people have written about this topic). The literature review should lead
towards your research question.
Method (summarizes what you did and why). Use the past tense.
Findings or results (describes what you discovered, observed, etc, in your observations and experiments).
Use the past tense.
Discussion (discusses and explains your findings and relates them to previous research). Use the present
tense to make generalizations.
Information organised under appropriate topics with sub-headings. It is unlikely that your report will
discuss each source separately. You need to synthesise material from different sources under topic
headings.
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Analysis/discussion of the sources you are reporting.
Conclusion
Sum up the main points of the report. The conclusion should clearly relate to the objectives of your report. No
surprises please! (that is, don’t include new information here.)
These are suggestions for future action. They must be logically derived from the body of your report.
Bibliography
(See our page on Using References for more information).
Appendices
An appendix contains material which is too detailed, technical, or complex to include in the body of the report
(for example, specifications, a questionnaire, or a long complex table of figures), but which is referred to in the
report. Appendices are put at the very end of the report, after everything else. Each appendix should contain
different material. Number each appendix clearly.
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