UNIT 5 STUDY SKILLS AND WRITING
LEARNING AREA: ORAL AND WRITTEN COMMUNICATION
Key Unit Competence:To use language learnt in the context of study skills and writing.
Text: Giving Instructions
The way teachers talk to students, the manner in which they interact is crucial
to both successful learning and teaching. Perhaps the most important point
that determines how successfully students will learn is the way instructions are
formulated, and sometimes it is this point which distinguishes good teachers
from bad ones. It is important, therefore, that teachers’ directions relating to
academic activity and behaviour are clear, precise and effective. It goes without
saying that the best activity in the world will turn into a disappointing failure if
students don’t understand the instructions.
Amazingly, while some students may remain focused on tasks, others may
appear to be distracted or confused. That’s why, if directions or instructions
are not effectively and clearly formulated, there will be a number of students
who will simply not have assimilated what is to be done or have only caught part
of the information. Any failure to hear or understand teachers’ directions will
undoubtedly result in many unwanted behaviour. For example, both students
and teachers will feel frustration, a deadly feeling for any learning and teaching
process when instructions are not well delivered.
The success of any activity relies on instructions. First of all, the formulations
should be short, easy to understand and precise. To attract the attention of a
group, try clapping your hands or knocking on a desk. Make sure that students
understand that by doing this, you want them to put everything down, stop
talking, look at you and listen.
Secondly, instructions should be given before the students start to work,
otherwise they can be absolutely perfect but nobody pays attention to them.
The spoken instructions are not everything. The body language counts as well,
the gestures, miming, etc.
Thirdly, instructions should always be followed by demonstration. The best way
to tell students how to do something is to actually do it yourself. For example
with role-play, take a more confident/gifted student and pair up with them and
do a practice-run in front of the class. Talking and talking for minutes can be
counter-productive and time-wasting when a quick demo can illustrate the
activity not only linguistically but visually.
Fourthly, teachers should establish routines by giving instructions in a consistent
way. By doing this, students will almost always know what they are expected to
do. Again, they should prepare everything carefully beforehand. Task types can
be grouped and therefore a teacher can find out what should be said in order
to deliver one specific type of task, and so on. In the end, he/she will have a
repertoire of instructions for different tasks and everything will be much simpler.
Indeed, teachers should not forget that wordy instructions do not work effectively,
particularly with learners of low English proficiency. Instructions should be cut
up in small pieces according to different phases of the task that learners have
to perform. When an activity is introduced for the first time, words might not
be enough for low-level students. In some cases, visuals can support learners’
understanding even for instructions.
Then, if you are aware of particular pupils who have difficulty in listening to and
following instructions, it is also worthwhile considering where you are standing
when giving the directions to the group. Close proximity to the target pupil and
using his or her name will give more opportunities for engagement in the activity.
Once the instructions have been given, questions have been answered and the
activity practiced, scan the room and circulate, look for the pupil who is complying
and make a positive comment about those who are following the instructions.
All in all, being clear with your instructions and expectations will reduce the
likelihood of ongoing disruption and interruptions. With better ways to direct
students, teachers will help not only attentive students but also those seemingly
low achievers who cannot do a task because they may have trouble understanding
what is asked from them
(Adapted from (the title of the book/article is missing), by Mohammed Rhalmi, published March
19, 2010 · updated may 15, 2017).
•• Comprehension questions :
1. Examine the role of classroom interaction and teacher talk.
2. At what extent a classroom without clear instructions/direction will result
to positive/negative behaviour. Explain
3. How would you describe some classroom instructions mentioned in the
passage?4. After reading this text, how would you conclude?
Text: Great Expectations
The extract tells us about Pip, an orphan who is about seven years old. While
visiting the graves of his parents and siblings, the boy encounters an escaped
convict in the village churchyard.
‘Hold your noise !’ cried a terrible voice, as a man started up from among the
graves at the side of the church porch. ‘Keep still, you little devil, or I’ll cut your
throat!’ A fearful man, all in coarse grey, with a great iron on his leg. A man with
no hat, and with broken shoes, and with an old rag tied round his head. A man
who had been soaked in water, and smothered in mud, and lamed by stones,
and cut by flints, and stung by nettles, and torn by briars; who limped, and
shivered, and glared, and growled; and whose teeth chattered in his head as he
seized me by the chin.
‘O! Don’t cut my throat, sir,’ I pleaded in terror. ‘Pray don’t do it, sir.’
‘Tell us your name!’ said the man. ‘Quick!’
‘Pip, sir.’
‘Once more,’ said the man, staring at me. ‘Give it mouth!’
‘Pip. Pip, sir.’
‘Show us where you live,’ said the man. ‘Point out the place!’
I pointed to where our village lay, on the flat in-shore among the alder-trees and
pollards, a mile or more from the church.
The man, after looking at me for a moment, turned me upside down, and emptied
my pockets. There was nothing in them but a piece of bread. When the church
came to itself, — for he was so sudden and strong that he made it go head
over heels before me, and I saw the steeple under my feet, — when the church
came to itself, I say, I was seated on a high tombstone, trembling while he ate
the bread ravenously.
‘You young dog,’ said the man, licking his lips, ‘what fat cheeks you ha’ got.’
I believe they were fat, though I was at that time undersized for my years, and
not strong.
‘Darn Me if I couldn’t eat em,’ said the man, with a threatening shake of his head,
‘and if I hadn’t half a mind to ’t!’
I earnestly expressed my hope that he wouldn’t, and held tighter to the tombstone
on which he had put me; partly, to keep myself upon it; partly, to keep myself
from crying.
‘Now look here!’ said the man. ‘Where’s your mother?’
‘There, sir!’ said I.
He started, made a short run, and stopped and looked over his shoulder.
‘There, sir!’ I timidly explained. ‘Also Georgiana. That’s my mother.’
‘Oh!’ said he, coming back. ‘And is that your father along your mother?’
‘Yes, sir,’ said I; ‘him too; late of this parish.’
‘Ha!’ he muttered then, considering. ‘Who d’ye live with, - supposing’ you’re
kindly let to live, which I han’t made up my mind about?’
‘My sister, sir, — Mrs Joe Gargery, — wife of Joe Gargery, the blacksmith, sir.’
‘Blacksmith, eh?’ said he. And looked down at his leg.
After darkly looking at his leg and me several times, he came closer to my
tombstone, took me by both arms, and tilted me back as far as he could hold
me; so that his eyes looked most powerfully down into mine, and mine looked
most helplessly up into his.
‘Now looked here,’ he said, ‘the question being whether you’re to be let to live.
You know what a file is?’
‘Yes, sir.’
‘And you know what wittles is?’
‘Yes, sir.’
After each question he tilted me over a little more, so as to give me a greater
sense of helplessness and danger.
‘You get me a file.’ He tilted me again. ‘And you get me wittles.’ He tilted me
again.
‘You bring ‘em both to me.’ He tilted me again. ‘Or I’ll have your heart and liver
out.’
He tilted me again.
I was dreadfully frightened, and so giddy that I clung to him with both hands, and
said, ‘If you would kindly please to let me keep upright, sir, perhaps I shouldn’t
be sick, and perhaps I could attend more.’
He gave me a most tremendous dip and roll, so that the church jumped over its
own weathercock. Then, he held me by the arms, in an upright position on the
top of the stone, and went on in these fearful terms:
‘You bring me, to-morrow morning early, that file and them whittles. You bring
the lot to me, at that old Battery over yonder. You do it, and you never dare to
say a word or dare to make a sign concerning your having seen such a person
as me, or any person sumever, and you shall be left to live. You fail, or you go
from my words in any partickler, no matter how small it is, and your heart and
your liver shall be tore out, roasted, and ate. Now, I ain’t alone, as you may think
I am. There’s a young man hid with me, in comparison with which young man I
am an Angel.
That young man hears the words I speak. That young man has a secret way
peculiar to himself, of getting at a boy, and at his heart, and at his liver. It is in
vain for a boy to attempt to hide himself from that young man. A boy may lock
his door, may be warm in bed, may tuck himself up, may draw the clothes over
his head, may think himself comfortable and safe, but that young man will softly
creep and creep his way to him and tear him open. I am keeping that young man
from harming you at the present moment, with great difficulty. I find it very hard
to hold that young man off of your inside. Now, what do you say?’
I said that I would get him the file, and I would get him those broken bits of food
I could, and I would come to him at the Battery, early in the morning.
‘Say Lord strike you dead if you don’t!’ said the man.
I said so, and he took me down.
(Adapted from Charles Dickens’ (1861), Great Expectations, London : Chapman and Hall).
•• Comprehension questions :
Carefully read this extract from Charles Dickens’s Great Expectations and
answer the questions that follow:
1. Describe the man who is talked about in this extract.
2. Characterize the narrator in this extract.
3. Where does the conversation between Pip and the escapee take place?
4. How does the escapee end up snatching Pip’s loaf of bread?
5. The man told Pip that he was with a young man who was more awesomethan him. Do you think he was telling the truth? Explain.
Identify different study skills from the figure and explain how they can be applied
to the classroom activities.
Text: Effective study skills
Study is the devotion of time and attention to acquiring knowledge on an
academic subject and the skills are the ability and capacity acquired through
deliberate systematic and sustained effort. For some students, the motivation
and ability to study comes easily. However, for those students for whom it does
not, it is necessary to develop effective study skills.
The aims are to provide the sole foundation of a sound education. These are
necessary for the student to realize their full potential and acquire good grades.
Without these skills, the students would not be aware of their ability to learn in
the best way and to maximize this. She/ Cottrell states :
First, it is essential to be rested (sleep affects performance) and to sit comfortably.
A change of scenery stimulates the brain and helps creative thinking.
Second, to be hydrated : drinking water helps the electrical connections of the
brain.
Third, to be unstressed : when stressed, the brain only concentrates on ‘escape’,
and not on tasks in hand.
Fourth, to learn to see something several times and often, works better than
trying to understand something in one sitting.
She points out that effective study skills are needed to facilitate time management
and to meet deadlines. She states spare time must be used effectively to give
relaxation time, to rest and enjoy oneself as well as independent study time.
According to Cottrell, it is essential to learn from one’s own mistakes and
feedback which give a way to improve performance and above all else, not to
give up. Time management is essential, not giving excessive time to favoured
topics rather than those necessary.
It is essential to stay on target, stay motivated and not to let things get on top of
you, to stay in control and maintain the correct direction of the studies.
General tips are: to identify the task in hand and work out exactly what is being
asked for, setting clear goals and staying focused towards them, develop the
meaning of the task or how things work makes taking in material, reading and
retaining the subject matter easier and find links with the wider world such as
the internet and journals. Working with others can also help by sharing ideas
and getting mutual help.
Adapted from: Frank Cottrell-Boyce. (2017, Feb 04), Effective Study Skills. Also found at
https://studymoose.com/effective-study-skills-essay, by Frank Cottrell-Boyce, an English
screenwriter and novelist.
•• Comprehension questions
1. Referring to the passage, how would you define the term, “study?”
2. With examples, give reasons that support the necessity of study skills.
3. According to the author, identify the skills which should improve the
ability of students to learn in the best way.4. Describe the general tips of study skills discussed in the passage.
Text: Note-taking and Note-making
Every student won’t be able to remember everything that the teacher says
in the class; even though the student has a great memory. Note-taking and
note-making is a great way of helping student to identify important concepts or
information delivered by teachers in class. It is a good idea to have a record of
what students have covered so far in the class. Therefore, it is very important
for the student, as there are large amounts of reading and lengthy lesson. Notetaking
and note-making is the best way to cover the whole lesson effectively.
What is note-taking and note-making? Actually, there is significant difference in
quality between these two. Note-taking is when you write down whatever you
hear or read from teacher without thinking about the topics or subject. It could
be described that/as copying from the original source and re-written in a similar
format, covering most or all of the information given in the source materials.
Therefore, it is called a passive study technique.
However, note-making is an active study technique. The student makes notes on
selective facts, finding one or two learning points rather than noting everything
what the teacher says. Therefore note-making technique requires concentration
in order to select, analyse and summarise what you hear or read. Applying SQ3R
method is the best active approach to lessons. The SQ3R strategy is comprised
of Surveying the topic, Questioning the topic, Reading the topic, Reciting the
answers to their questions and Reviewing their questions and answers after
class. Francis Pleasant Robinson mentioned this method in his book, Effective
Study. There are different types of note-taking and note-making methods. The
most popular methods are: the Outlying Method, the Diagrammatic Method,
Spider Diagram Method, the Mapping Method, Sequential or Linear Method.
I always take notes in the class, which provides me a record of summary of
important information on the lesson. It helps my concentration and stimulates
my own ideas and creativity. More importantly, it is a very powerful tool to store
and retrieve information efficiently. After class, it is easy to test my knowledge
of course material by reading the cue words and trying to remember as much
information as possible.
I prefer to use Sequential or linear notes techniques in the class. Good
sequential notes include key words, headings and sub-headings to express
the connections between key concepts, accompanied by extra information in
brief. In addition to that, inclusion of diagrams and flow charts at the place
where necessary, enhances sequential notes and usually reduces the number
of words. Furthermore, underlying and highlighting also enable me to find the
important points quickly. It is very good for understanding, but there is big time
consuming to write and read. After class, this set of notes helps me to review
the whole lesson and enables to scan quickly the main points.
In some cases, a combination of two or more methods is very good for me.
In anatomy class, I used linear methods together with spider diagram or
diagrammatic method. Either Spider Diagram method or Diagrammatic method
is good for showing structure and organizing the ideas and labelling. It is actually
a mind-map and is good for making connection clear and visual. It is a good
method to use for the subject with complex information. There are a number of
advantages to using spider diagram method or Diagrammatic Method: It helps
me not to ramble. It shows the main point straight away. It keeps the main
point grouped together and it clearly shows the ambiguity which needs more
research. In order to make a Spider Diagram or Diagrammatic Method, put the
main topic in the centre of A4 paper then radiating one branch per main point
from the main topic to outwards. Further smaller branches could be radiated
from the branch for details and examples.
There can be problems regarding notes-taking in the class. Note-taking can
distract student from listening to teacher. Note-taking could put additional
stress on student who does not write naturally. However, this problem could
be overcome by taking more effective note-taking practices. Effective notetaking
or note-making is an important practice to master the subjects at school.
Note-taking is also a learning process in itself, helping student to process and
understand the information received. It enables student to avoid unintentional
plagiarism and could avoid using references and bibliographies. Before exam
or assessment, it helps student to focus on what is important in what we are
reading or hearing in the class. Moreover it provides a personal record of what
we have learnt and records of our questions and ideas.
In summary, effective note-taking and note-making is quite important for the
student, as it helps him/her to retrieve all the information delivered by teachers
in the class. Furthermore, it could be records or storing notes which would be
used as an effective tool in reviewing the subjects when the exam comes.
In conclusion, it is very important to make notes in the class rather than taking
notes. Amongst different kinds of note-taking and note-making method, choosing
the right method for right subject is crucial. It is suggested that a combination of
one or two methods of note-making and note-taking is an effective way of study
in the class.
(Adapted from Tutor Nixton Charles’s Notes, Sociology, Access to Radiography
Course, Chelsea and Kensington College, from 12th Sept 2012 to 21st September 2012).
•• Comprehension questions :
1. With examples from the text, differentiate note taking and note making.
2. What do you understand by SQ3R strategy?
3. Justify the importance of using words, headings and sub-headings while
taking notes.
4. Which value can a mind-map technique add to a lesson while studying?
5. Why do we need to avoid plagiarism in academic life?
6. Evaluate the effect of note making to academic performances of thestudents.
Text 1 : Summary writing
A summary is a brief statement, in your own words, of the main ideas in a
passage that you are reading. When you are summarizing your focus usually is
on the main points in which you may not include supporting ideas such as facts,
reasons, etc. The main goal in summarizing a passage is to give your reader an
accurate idea of the content and the emphasis of the original.
Reid, J. M. (1994 : 299) defined the summary as a brief description of the main
ideas or actions. The author went further to say that we summarize for someone
who has not read (or seen or experienced) the book, article, film, or terrible
vacation, that we have read. The general purpose of a summary, then, is to give
a limited amount of information to a specific reader/audience.
To begin with, the main feature of a summary essay is that you have to repeat
the ideas of the source text by paraphrasing them in your own words. You
should never add any extra information from your side, neither provide your own
examples in the summary. Moreover, a summary essay should be an organized
content that is it/which should follow a proper format.
Introduction
The summary essay starts with an introductory paragraph. This paragraph
focuses on the main ideas that are presented by the author in the text. You are
also required to provide a thesis statement which summarizes the main point of
the source.
The introduction begins with the title of the story written as per the referencing
format guidelines such as APA or MLA. The first sentence of the introduction
begins with an author tag in which you tell the name of the author. You may also
include little background details about the author here.
Remember that the introductory paragraph should not provide how you
evaluated the text. You do not need to mention your own opinions anywhere in
the summary essay introduction.
Body Paragraphs
The body paragraphs of a summary essay consist of all the main points that the
author has mentioned in the text. These main points should be backed up by
presenting any incident, illustrations or examples that the author has mentioned.
You may also include any important data that the author mentions. You should
include different points in different paragraphs to provide your summary essay
with a good structure.
When you are done summarizing the article, your summary essay is complete.
Finally, there are no conclusions in the summary essay because it is not about
your interpretations and opinions. It is about the author’s opinions and ideas. In
certain cases, your instructors might ask you to provide a concluding paragraph.
But, unless it is mentioned in your guidelines, do not write any conclusion on
your own.
Adapted from: Reid J.M. (1994). The Process of Paragraph Writing, New Jersey: Prentice Hall
Regent), https://www.goassignmenthelp.com.au/blog/write-summary-essay-example/.
•• Comprehension questions
1. Referring to the passage, what is the meaning of the term summary?
2. Explain how a passage should be summarized according to the text.
3. Give reasons why conclusion is not necessary when summarizing a
passage or anything written.4. How can you describe the main goal of summarizing a passage?
A speech is a spoken statement that presents a position and tries to convince
an audience to accept to take action. An effective speech addresses an issue
of concern or important to the audience, clearly states the speaker’s position
and goal, supports the position with clearly organized facts, examples and
statistics, addresses the knowledge level, experiences, needs, and concerns of
intended audience,. When preparing to write a speech, start with a topic that
truly interests or concerns the audience.
After selecting a hot topic, focus a specific of it that you can fully and completely
support. If, for example you choose a topic such as “health care”, you would
need many hours to identify very important issue. A narrower related topic, such
as “the importance of preventive care” would be a more suitable topic for a
short persuasive speech. To effectively do this, you need to creative an outline.
Creating an outline helps to divide your topic into smaller parts. Begin by writing
your broad topic as the main level of an outline. Divide the topic into lettered
heads such as A, B, C and so on.
As you plan your speech, it is important that you consider both your audience
and your purpose. Your audience might be a crowd such as a school assembly,
the community meeting or any other gathering of people. Putting yourself in
your audience is a good way to make sure that you have gathered enough
information about a topic. Imagine that you are an audience member, and make
a list of the things you would like to find out when listening to a speech on your
topic. As you gather ideas and organise the list of your major points, make sure
that you are tailoring your speech to your audience’s specific concerns and
expectations.
The strength of your speech will depend on the quality of your analysis and
evidence. You won’t convince anyone unless you have facts, details, anecdotes,
and personal experiences to support your statements. Unless you are already
an expert on your topic, explore reliable sources to collect facts, statistics and
examples you can use to support your argument.
Consult books articles, respected magazines and influential periodicals, visit
internet sites that are sponsored by well-known organizations or prominent
individuals.
Once you have finished gathering evidence to include in your speech, write
out a first draft. In preparing your draft, keep in mind that your argument will be
presented orally. Pay attention to the sound of the language, as well as to its
meaning.
Once you have finished your first draft, revise it by focusing on its overall structure,
paragraphs, sentences, and words. Your speech should leave listeners with a
strong lasting impression. To achieve this goal, you need to present a unified
argument- one that focuses on single important or main idea. Each paragraph
in your speech should contribute to its main idea. Likewise, each sentence in
within each paragraph should support the main idea of the paragraph.
Before you present your speech aloud, check your grammar, usage, and spelling
carefully. Deliver your speech to your classmates or to another audience. While
making your presentation, make frequent eye contact with your audience and
use hand gestures to emphasize your key points. Speak slowly and clearly, and
vary the tone and volume of your voice to match the content of your speech. If
possible, record your delivery so that you can evaluate your own presentation
A text from, Joyce A, et al (2003). Writing and grammar, Massachusetts : Pearson education.
•• Comprehension questions
1. What is a speech according to the above passage?
2. Discuss the main things that the speech addresses.
3. Why do you think you should consider the audience when preparing a
speech?
4. Discuss why the strength of your speech will depend on the quality of
your analysis and evidence.5. Discuss the main things you consider when it comes to speech delivery.
Text 1: Curriculum vitae
The terms “curriculum vitae” (CV) is derived from two Latin words: curriculum
and vita. The first means course, history or way, while the second means life.
The form “vitae” means “of life”. When combined therefore they mean “course
or history of life”.
Ngondo, G. (2005:10) defines “curriculum” as a sales document that highlights
your skills, achievements and experience in such a way that the reader will be
interested to meet you. It includes your name, contact information, education
(as well as research and teaching experience, publications), professional
associations and licenses, awards and other information relevant to the position
you are applying for.
KADEGHE, M. (2005: 35) shares views with Ngondo and added that a good
curriculum vitae is just like an advertisement except that it is an advertisement
for you. Therefore, it is the most advertisement you will ever write. If you think
of your CV as your sales document, then you need to search for the attributes
that you have to sell from within yourself and present them in a manner that will
interest the buyer (the reader / potential employer). Areas that can interest
employers are personal profile, your achievements, Education /Qualifications,
Trainings and skills, Personal details, Hobbies and interests and References.
Universally, there are three recognized formats you can choose from:
chronological, functional and hybrid /targeted formats. The chronological CV
format is the most frequently used. It is used when your career progression is
stable and your professional growth is consistent. The functional CV format
mainly highlights your key skills and strengths and does not emphasize who
you worked for and job titles. The hybrid CV or targeted CV format is the
combination of both chronological and functional styles. Use this format when
targeting a specific type of job
It is difficult to say how long a CV should be. Most people agree that a 2 or
3 page CV is enough. However, some people argue that a one page CV is
good enough. From the point of view of NGONDO, G. (2005:45), there is
very little that can go into a single page CV unless you have very little to “sell”
about yourself. Therefore it is what you want to advertise for the reader that will
determine the length of your CV.
(Adapted from Langan, J. (2003), College Writing Skills, Media Edition. Atlantic City: McGraw-
Hill Companies).
•• Comprehension questions:
1. How is Curriculum Vitae defined etymologically?
2. Why do authors state that a CV is someone’s advertisement?
3. Explain the three types of a CV format.4. Discuss some cases in which you may need to write a CV.
Text 2: Formal letters
Communication between human beings, organization and so on, is quite
indispensable. In this regard, letters bridge the gap between them. The purpose
of writing therefore is to communicate a thought, a fact, an idea, a sentiment,
a celebration or a happening. A well-constructed letter can help you to win a
business, improve and develop your relationship with clients.
Letter writing is essential to many tasks, related to business, commerce,
government and other important organizations. Every educated person should
have the art of writing letters for all occasions for practical reasons.
Letter writing is much different from other kind of writing. The context can be casual/
informal or formal. There are other essential elements to be noted as to whom the
letter is addressed, and if there is any tone required in the language you have to use.
In English, letters fall under two main classes’ namely informal and formal
letters. Informal letters are written to relatives, friends, classmates and equals.
They do not have a rigid structure to follow. On the other hand, formal letter
are addressed to people of higher authority. For this reason you have to pay
attention to the layout, formal language use and clarity of ideas.
In English, we distinguish the following formal letters: the Cover letter/ the
application letter, the complaint letter, the letter of interest, the apology letter,
the letter of appeal, the invitation letter, the resignation letter, and letter of
recommendation. The aforementioned letters are some of the most used.
A cover letter should always accompany your curriculum vitae when you contact
a potential employer. A good cover letter opens a window to your personality
and describes specific strengths and skills you are to offer the employer.
With a cover letter, you can further tailor your application to expand on certain
points from your curriculum vitae. A professionally presented cover letter adds
weight to your C.V. And taking time to write a cover letter further highlights your
interest in the position.
As far as its parts are concerned, a cover letter has three essential paragraphs.
The first justifies why you are writing. So, be clear and concise regarding your
request. The middle paragraphs justify and support what you have to offer.
Convince therefore the readers so that they should grant you the interview or
appointment you requested in the first paragraph. Remember you are interpreting
your curriculum vitae. Try to support each statement you make with a piece of
evidence. Use shorter paragraphs rather than one large block of text. The last
or final paragraph may illustrate how you will follow up. Remember it is your
responsibility to follow up and this relates to your job search.
(Adapted from Hills, R. (2006). The Art of Effective Letter Writing, New Delhi: Lotus Press).
•• Comprehension questions :
1. What are the major types of letters?
2. Discuss the major purpose of writing a letter as discussed in the passage?
3. Why is it said that letter writing is different from other kind of writing?
4. How often in your class do you need to write a formal letter? Give
examples.
5. What are the main parts of a cover letter as discussed in the passage?
6. Examine the impact of professional writing on students’ academicperformances.
Note: One example is helpful to illustrate how the Curriculum vitae and formal
letters (cover letter, resignation, apology letter and memo) are written :
5.7. Language structure: Connectors of contrast, listing,
example and explaining
Notes: As their name itself suggests, sentence connectors are used to combine
sentences. They also express the relationship between ideas. We can add variety
and sophistication to our writing by using appropriate sentence connectors.
They can also be used to connect paragraphs to give them coherence.
I. Connectors of contrast
Connectors of contrast are sentence connectors that join two contrasting
ideas. They include: But, although, despite the fact that, however, nevertheless,
despite, in spite of, yet, etc.
Examples:
1. His rope was thin but it was strong.
2. He is fat but he runs fast.
3. Although the boy was injured, he didn’t give up.
4. We went out in spite of the rain.
5. In spite of having a headache, I enjoyed the film.
6. Despite working hard, she failed the exam.
7. She got good marks in spite of her teacher. (= She had a bad teacher.)
8. Her advice seems strange, yet I believe she’s right.
9. He says that he is a socialist. However, he owns three houses and four
luxury cars.
10. There was little chance of success. Nevertheless, we didn’t give up.
Nevertheless is formal. In a less formal style, we can use conjunctions
like but or yet. Nevertheless and however don’t combine two clauses. They
are used to emphasize the fact that the point expressed by the second clause
contrasts with the first. In writing, they are separated from the rest of the
sentence by a comma.
II. Connectors of listing
Connectors of listing include:
•• firstly, secondly ...
•• to begin / start with ..., to conclude with
•• in the first place, in the second place
•• next , then , finally, last(ly)
109
•• to conclude ...
•• last but not least ...
•• to summarise , to sum up
III. Connectors of examples
Connectors of example include:
•• for example (e.g.), for instance
•• that is (i.e.)
•• that is to say
•• ... such as ...•• namely ...
Exercise Complete the following sentences using the appropriate connector:
1. Some people believe in ghosts and supernatural phenomena…….others
are sceptical about all that. (however, in spite of, whereas)
2. GDP in developing countries………. Rwanda will continue growing at a
high rate. (such as, for example, although)
3. She didn’t get the job……….her brilliant qualifications. (despite, though,
yet)
4. They brought lunch, ………..sandwiches and soda.( namely, in spite of,
even though)
5. I’m not going to speak to her…………….she begs me pardon(but,
although, however)
6. …………….the risks thousands of people climb the Everest every year.(
in spite of, even though, nevertheless)
7. ……………….I went to the store, and………..I got gas. (then/first)
8. ……………..I learned so much, I didn’t manage to pass my exam. ( But/
Even though)
9. You’ll be nauseous ……………you stop eating so many sweets.
(whereas/ unless)
10. ………………we’re at the bus station by seven o’clock, we’ll miss our
bus. (Therefore/Unless)
5.8. Spelling and pronunciation
A. Spelling and pronunciation
One of the underlined sounds is pronounced differently from others. Choose
the word which has a sound pronounced differently from others.
1. a. skill b. Still c. fill d. file
2. a. design b. sign c. resign d. train
3. a. sight b. light c. right d. hate
B. Phonetic transcription
Give phonetic transcription of the following words :
a) study
b) plagiarism
c) paraphrasing
d) periodicals
e) reciting
f) resignationg) memorandum
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