UNIT 5 STUDY SKILLS AND WRITING
Key Unit Competence:
To use language learnt in the context of study skills and writing.
1. Do you think experienced teachers can have difficulties giving
instructions in classroom? Justify your answer.
2. What should students do when they have not understood an
instruction in class?
3. How can one make notes for revision?4. Outline at least 4 study skills you know.
5.1 Instructions for working in class.
• Text: Good instruction-giving in the second-language classroom
Imagine you are attending a seminar. The facilitator gives instructions, and you
have a vague notion of what you are supposed to do, but you do not want to ask
the facilitator to clarify because you are sure you are the only one who has not
understood. After the facilitator tells you to start working, you turn to the person
next to you and ask, “What are we supposed to do?” That person says, “I’m not
sure. I thought you would know.” Soon you realize that almost everyone in the
room is confused, while the facilitator is standing behind the lectern wondering
why no one has started engaging in the activity she just explained.
Most of us can recall an experience where the facilitator delivered instructions,
but we were unclear about what we were expected to do. And, as student
teachers, most of you may have had experiences of giving instructions that
were misunderstood or incomprehensible to your learners. While occasional
foibles in giving instructions are understandable, mastering instruction-giving
is a fundamental aspect of good classroom teaching practice. Instructions and
their delivery can be the determining factors as to whether a lesson succeeds or
fails. Learners see the ability to explain things well as one of the most importantqualities of a good teacher.
Instruction-giving has a direct effect on learning; a lesson or activity becomes
chaotic and fails when students do not understand what they are supposed
to do. Nonetheless, good instruction-giving is a challenge for both native
and non-native language teachers, as well as for both seasoned and novice
teachers. However, instruction-giving is a skill that is sometimes neglected for
pre-service and in-service teachers in teacher-training programs. New teachers
might assume that it is a skill that will be naturally mastered; more experienced
teachers might assume that it is a skill they have already mastered. For all
teachers, however, instruction-giving is an area that deserves attention and
practice, as it has a major impact on how well students are able to carry out
activities and, as a result, how well they learn.
After year 3, you may be hired to teach in upper primary and thus be obliged
to teach in English. In this case, Total Physical Response (TPR) can help you.
TPR is a method of language teaching developed by James Asher where the
teacher gives a command and the students perform the action. In short, TPR is
based on the coordination of language and physical movement. To apply it, you
can first give students a hand-out with a list of common instructional commands
used throughout the course, such as take out a pen or pencil, Turn to page…,
take out a pen or pencil, take out a piece of paper, write your name on the paper,
open your books, close your books, put your books away, stand up, sit down,
find a partner, put your desks face-to-face, repeat after me, raise your hand,
work in groups, choose a group leader, you have 5 minutes, get ready to report
in English etc.
After demonstrating the actions and going over the list with students, you should
give commands and have the students perform them. Starting the course with
TPR for common instructions helps students understand typical classroom
language, which has a positive impact on classroom management. Remember,
good instruction-giving begins in the preparation stage. Although teachers
may feel they can easily improvise, instructions are often not as clear to their
students as they are to themselves. A good way to make sure your instructions
for an activity are clear and concise is to write them out as you develop your
lesson plan.
(Adapted from Good Instruction-Giving in the Second-Language Classroom by JIMALEE
Sowell- 2017)
• Comprehension questions
1. What do you understand by “you have a vague notion of what you are
supposed to do”?
2. Referring to paragraph one, explain why some students don’t ask when
they have not understood instructions.
3. How do you think students would judge a teacher whose instructions are
not easily understandable?
4. Discuss effects of instruction-giving on a lesson or activity.
5. Can good instruction-giving be a challenge to native language teachers?
Explain.
6. What do you understand by “Total Physical Response”?
7. List eighteen common instructional commands mentioned in the fourthparagraph.
Vocabulary, paragraph and composition writing.
I. Vocabulary
Use a dictionary and thesaurus to look up the missing meanings of the
words/phrases in the table below. Copy the table into your book and fill inthe blank spaces.
II. Paragraph writing.
In one paragraph, detail characteristics of a good classroom instruction.
III. Composition writing.
Suppose you are going to teach English in primary one. Step by step
explain how you would give instructions to primary one learners.
5.2 Reading extracts from literature.
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 heseized 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, - supposin’ 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 lookee 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 let 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 softlycreep 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
1. Describe the man who is talked about in this extract.
2. Describe the character of 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
Vocabulary, paragraph and composition writing.
I. Vocabulary
In full sentences, explain the following words as used in the above passage.
a. ... soaked...
b. ...smothered...
c. ...rag...
d. ...briar.../ (brier)
e. ...steeple...
f. ...tombstone...
g. ... tilted...
h. ...clung...
i. ...tremendous...
j. ...peculiar...
II. Paragraph writing
In two paragraphs, explain what Pip’s reaction towards the escapee in the
above extract reveal about his character.III. Composition writing.
a. Write a 6 paragraph composition, describing the character of the
escapee in this extract.
b. Pip almost got killed as he visited the graveyard where his parents and
relatives are buried. Write a short composition explaining whether visiting
our ancestor’s graveyard is or it is not a worthwhile practice.
c. Step by step, explain how you would have reacted if you were in Pip’s
situation.
5.3 Describing different study skills
Text: Basic study skills
Acquiring good study habits can make you a more effective learner in school
and at work. The key to becoming an effective student is learning how to study
smarter, not harder. This becomes more and more important as you advance in
your education. An hour or two of studying a day is usually sufficient to make it
through in high school with satisfactory grades, but you can’t make it if you don’t
know how to study smarter. Basic study skills include: elaborative interrogation,
self-Explanation, practice testing, distributed practice and Interleaved Practice.
Elaborative interrogation is a great way to learn. In elaborative interrogation
you ask yourself questions. Little kids know this intuitively, as they run around
asking “Why, why, why?” Asking yourself questions like “why is this fact true?”
aids learning. The main reason asking why questions seems to work is that it
encourages you to integrate the new fact with things you already know. Doingso improves your memory for the new fact by giving you more eagerness to find
The idea behind self-explanation as a reading strategy is to pause from reading
your textbook periodically and explain to yourself what it means to you. You can
do this after a section of text, or when studying an example problem. When
trying to self-explain, you may find that you need to look back over parts of the
text to fully understand what’s being said. Self-explanation encourages you to
make inferences based on what you are reading. You don’t just summarize the
text, but say a little more than what was in it. As you try to explain, you also
identify problems and so revise your explanation. These serve to enrich and
repair your understanding.
Actively testing your memory improves learning far more than passively reviewing
material. Tests are not just for evaluation. Testing improves learning by exercising
memory retrieval. When you answer a test question, you have to actively search
your long-term memory. Doing so creates more and better pathways to the
answer. This makes the answer easier to find the next time around. Scientists
sometimes call it, “retrieval practice.” Practice testing is easy to do. You can do
it by answering questions from your textbook or past papers.
Distributed practice helps you do better since it allows you to space your
studying out over the time you have. Do a little at a time over several study
sessions. If you have a test coming up tomorrow, you should not try to cram
everything in one session. Successful students typically space their work out
over shorter periods of time and rarely try to cram all of their studying into just
one night. One reason distributed practice aids learning is that you have to restart your memory for the topic during each study session. This technique is
best when combined with practice testing.
The idea behind interleaved practice is that you are better off mixing some area
problems with some perimeter problems when you study. When studying math,
for instance, you need to learn a few different kinds of formulas. You may learn
one equation to compute the area of a circle and learn another to figure out the
perimeter. Interleaving is a process where students mix, or interleave multiple
subjects or topics to improve learning.
In a nutshell, the above mentioned five study skills all work quite well. There are
many other study skills but these five ones are more strongly recommended
than others. These techniques will not be a panacea for improving achievement
for all students, and perhaps obviously, they will benefit only students who are
motivated and capable of using them. Nevertheless, when used properly, they
may produce meaningful gains in performance in the classroom, on achievement
tests, and on many other tasks encountered across the life span.Adapted from Five Study Skills to Accelerate Your Learning by WINSTON SIECK
• Comprehension questions
1. What is the key to becoming an effective student as described in the first
paragraph?
2. What do you understand by “to study smarter, not harder”?
3. Outline the five study skills as mentioned in the passage.
4. To what extent is elaborative interrogation as a study skill is important?
5. Appreciate the role of self-explanation in studying.
6. If you have a test coming up tomorrow, should you try to cram everythingin one session? Justify your answer
Vocabulary and composition writing.
I. Vocabulary
Explain the following words as used in the above passage.
a. Satisfactory
b. Eagerness
c. Inferences
d. Repair
e. Retrieval
f. Long-term memory
g. Pathways
h. Cram
i. Panacea
j. Encountered
II. Composition writing
Write a short composition explaining how you use distributed practice as
a study skill.
5.4 Writing compositions
• Text: Aspects of a Composition
When we write, our objective is to communicate with the reader. Your
composition should therefore convey a clear message to the readers. Any piece
of composition is made of three main parts:
a. Introduction
An introduction is always intended to draw the reader’s attention to the whole
composition. It could begin with a general statement or question, sometimes
called the thesis statement or thesis question. This should be followed by a
summarised presentation of the main point with which to develop the body of
the composition. The introduction should also set the stage for the writer to
guide the reader into the gist of the topic. An introduction should be concluded
with a transition sentence that leads the reader into the body of the composition.
b. Body (Argument)
The body of a written piece is where one elaborates, defends, and expands
the main points stated in the introduction. The body should support the main
argument with supporting evidence or examples to illustrate the point.
The body of the composition is always made of different paragraphs based on the
number of points making the topic. Each point takes an independent paragraph.
As one makes or argues a case, it is better to ensure that the strongest point is
presented as early as possible.
c. Conclusion
A conclusion is normally a single and concise paragraph in which a final appeal
to the reader is made. It is a finishing, all-encompassing statement that wraps
up the whole presentation in a powerful statement. The writer is expected to
express his or her final opinion on the matter discussed. The purpose of the
conclusion is to leave the reader with an idea or thought that captures the
essence of the body while provoking further reflection and consideration.
• Comprehension questions
1. What are the characteristics of a good composition?
2. Outline the parts of a composition.
3. How should one start his/her composition?
4. In which part should the writer support his/her main argument with
supporting evidence or examples?5. How should one conclude his/her composition?
Writing a composition.
I. Write a 300 word composition explaining how a student should
prepare his/her exam.
II. Suppose that you are going to teach in a second language and you
expect learners not to be able to decode instructions. Write a 250
word composition detailing how you would help them.
III. Write a 300 word composition explaining whether failing an exammeans that a student is not intelligent.
5.5. Making notes
Note making is not just about writing down everything you hear or read. It is a
process of reviewing, connecting and synthesising ideas from your lessons or
readings. In secondary schools, students are expected to become proficient
note-takers, and those notes are essential study tools that they use to review
material for quizzes and tests. Note-taking should augment student learning and
help students recall difficult concepts more easily and remember what teachers
teach. Good note-taking strategies that will help you retain what you learn and
study smarter include: Recording meaningful facts, grouping ideas, thinking
quality over quantity, following along in the book if appropriate, indicating date
and title notes, highlighting the clues and saying it another way.
Recording meaningful facts is very useful while taking notes. The goal of notetaking should be to summarize the most important parts of what a teacher
shares during a lesson: dates, names, places, formulas or anything else that is
emphasized. It’s good to write lots of notes, but you should focus on recording
points that seem important, recurring themes or other details that are critical to
their overall understanding.
Grouping ideas is equally a good strategy since lots of raw notes may not make
studying easier for a student. It’s a good idea to leave space on the left- or righthand side of the notebook for condensing and recapping concepts. During
class or while reading a book, you can write down any main ideas on the side of
notes, or at a minimum, subtitles of what was discussed or read
.
Apart from grouping ideas, another strategy you need to think of is thinking
quality over quantity. New secondary school students tend to think good notetaking means recording everything the teacher says. It’s a common challenge
for students: focusing so intently on taking notes that they forget to listen and
process information enough to be thoughtful about what they record in their
notebooks. While taking notes you should concentrate on what the teacher
wants the class to know. That may very well mean students’ pencils should not
be moving during the entire class period, and that’s perfectly fine.
Following along in the book if appropriate is another advantageous strategy.
When the teacher focuses on a particular chapter or topic, it can be helpful
later on to have page numbers to refer to for clarification or more information.
Secondary school students should ask at the beginning of the period if the
teacher is referencing textbook material.
The strategy of indicating date and title notes is a minor thing but it can make a
huge difference: labelling notes will prove helpful when it comes time to study
for a test. Teens should always put the date, class topic(s) discussed at the top
of their notes.
In addition to the above mentioned strategies, highlighting the clues is a strategy
that can help you retain the most important information. Teachers usually point
out information that students need to know and it is a smart idea to call out
these cues in notes. Secondary school students should listen for phrases like
the most important part, for example, in summary, as a review and the only
exception to this is. These should trigger careful note-taking and you should
notate these important points with an asterisk or other symbol.
The last strategy but not the least is saying it another way. One of the most
important parts of note-taking is not the note-taking itself is the reflection
process. Secondary school students should write down complex points in their
own words so they are easier to understand later. This helps information click
and reinforces long-term retention.
In conclusion, students should know that taking notes is not a natural skill. It
must be taught and practiced. Organized students tend to take cleaner notes, of
course, but note-taking is meant to solidify knowledge and make studying easier
and more effective, and that doesn’t come easily to many students. Secondary
school students should know note taking strategies in order for their revision to
be successful.
(Adapted from Seven note-taking strategies for high school students by Huntington
Learning Centre)
• Comprehension questions
1. What do you understand by “note making”?
2. Discuss the role of taking notes.
3. State seven note-taking strategies as mentioned in the above passage.
4. What should a student focus on while taking notes?
5. Why is it import to group ideas while taking notes?
6. What do you understand by “thinking quality over quantity”?
7. How can a student identify the clues to highlight?
vocabulary, note taking and paragraph writing.
I. Vocabulary
Explain the following words as used in the text above.
a. Synthesising
b. Augment
c. Raw notes
d. Recapping
e. Intently
f. Thoughtfulg. Trigger
II. Note taking
Visit the school library and read a section of a book of your choice. Take
notes on the important information and be ready to present it in class.
III. Paragraph writing
Write a paragraph explaining why students need to be guided on how to
take notes.5.6 Writing a summary
• Text: How to Write a Summary
A summary is a brief statement or account that presents the essential information
or main idea of a reading or lecture. Proficient students understand that
summarizing, identifying what is most important and restating the text (or other
media) in your own words, is an important tool for success.
If you really understand a subject or a chapter, you will be able to summarize it.
If you cannot summarize what you read, even if you have memorized all the facts
about it, you can be absolutely sure that you have not learned it. If you truly learn
the subject, you will still be able to summarize it months or years from now.
Talented students may monitor their understanding of a text by summarizing
as they read. They understand that if they can write a one- or two-sentence
summary of each paragraph after reading it, then that is a good sign that they
have correctly understood it. If they cannot summarize the main idea of the
paragraph, they know that comprehension has broken down and they need to
use fix-up strategies to repair understanding. Below are tips on how to write a
summary:
- Write main ideas in your own words.
- Shape these ideas into sentences that express the purpose and point of
view of the writer or speaker.
- Remember that a summary is written in paragraph form.
- A summary begins with an introductory sentence that states the text’s title,
author and main point of the text.
- A summary is written in your own words.
- A summary contains only the ideas of the original text. Do not insert any
of your own opinions, interpretations, deductions or comments into a
summary.
- Write a last sentence that wraps up your summary; often a simple
rephrasing of the main point.
- The final material should be not more than one third of its original length.
• Comprehension questions:
1. In your own word define the term “summary”.
2. Does memorising a section of a book prove that you understand it?
Explain.
3. How should one introduce a summary?
4. How should one conclude a summary?5. Appreciate the contribution of a summary to studying.
Vocabulary and summary writing.
I. Vocabulary
Explain the following words as used in the above text.
a. Proficient
b. Monitor
c. Fix-up strategies
d. Deductions
e. Wraps up
II. Summary writing.
Go back to unit 1 and read the text on Components of communication.
Summarise it in not more than 80 words.
• Text1: A business letter
A business letter, as the name suggests, is a letter which has a formal tone
and is used for business purposes. Apart from this, business letters are also
written for conveying messages to people whom we do not know personally.
This makes the business letter different from the usual casual or informal letter.
While writing a business letter, a person has to follow certain rules. One of the
most important rules is that it should be short and concise. Businessmen do not
have the time to read long letters and hence, the letter should not be more than
a page. Apart from this, you have to follow a unique format for business letters,
which differs to a large extent from informal letters.
A business letter is a formal letter like other formal letters. It is a good idea to
gather some crucial information on the things that you have to keep in mind while
writing a business letter. Below are some important tips for a good businessletter
- Margin: To start with, leave a margin from all the four sides of the paper.
- Sender’s address and date: According to the rules, it is important to begin
the letter with the address and other contact details of the sender. However,
this can be avoided, if the letter is typed on the letterhead. Followed by
this, one has to mention the date on which the letter is written.
- Recipient’s name and address: After you have written the date, you have
to mention the recipient’s name and full address. This should come some
lines after the date
- Salutation: Once you are done with the address of the recipient, you have
to begin the letter with a salutation. The salutation should have a greeting
word or phrase followed by a personal title - Mr./Ms. – and sometimes the
full name of the person. Some of the letter salutations that you can use for
business letters include Dear (full name), Dear Sir/Madam, etc.
- Subject: After the salutation comes the subject line where you have to
mention the purpose of the letter in short. In some letters it is called
Request.
- Body: The body of the letter can have 2-3 paragraphs. In the introduction,
talk about the reason for writing the letter and in the following paragraphs,
you can give the necessary details.
- Complimentary closing: Once you finish writing the letter, you have to end
it with a complimentary closing. Some of the closings include Respectfully
Yours, Sincerely yours, Yours faithfully, etc. if you are using a computer,
leave four blank spaces after the complimentary closing and then, write
your full name. The blank space should be used to sign your name.
- Enclosure: If you have enclosed some document with your letter, it is
important for you to mention it just below your name. Leave two spaces and
write ‘Enclosure’ or ‘Enclosures’ below it. If you have attached more than
one enclosure, do not forget to mention the correct number in brackets.
- CC: If you are sending the same letter to more than one person write “cc”
below the enclosure and write the name of the other person to whom you
are sending the same letter.
Types of Formats
Although the information given below can help you in understanding the
business letter format correctly, looking at a sample will make it very clear. Types
of formats include: Block Letter Format, Semi-block Format and Modified Block
Format.
a) Block Letter Format
In this type, all the text in the letter is left-aligned. Indent is also not required if
you are using a block letter format for writing a letter. The paragraphs are spaced
either using double or triple paragraph spacing, but there is no indention for theparagraphs.
Address
Telephone Number
Email Address
Date
Recipient’s
Address
Dear Mr./Ms.
Subject/Re: (PURPOSE OF THE LETTER)
In the first paragraph, you can introduce yourself, if the recipient does not
know you. After this, mention the purpose of the letter.
In the second paragraph, give out the details i.e., the facts that support
the statement you made in the first paragraph. You can end the letter
with this paragraph or you can have another one, if the information
you want to convey does not fit in this paragraph. Complete the
letter by thanking the recipient for taking out time to read the letter.
Respectfully Yours,
(Your Signature)
(Your Name)
Enclosure(s) (mention the number)cc:
b) Semi-block Format
This type of format follows the same arrangement as the block format (i.e., left
alignment) except for paragraphs where indention is applied.
c) Modified Block Format
In this type also all the text is left-aligned with the exception of the sender’s
address, business date and closing signature, which are placed toward the
right hand side. In this format also, there is no indention of paragraphs.
N.B: Apart from the above mentioned formats, there are other formats of formal
letters. For example, a letter in which the sender’s address is put in the top rightcorner of the paper.
• Comprehension question
1. What is a business letter?
2. Give at least one reason why a business letter should be short and
concise.
3. Is there any difference between business letters and other formal letters?
4. Give two examples of letter closing terms.
5. Mention at least 3 types of business letter format.
• Text 2: Curriculum vitae (CV)
A CV is an abbreviation of curriculum vitae. It is a document used to present
personal life details to prospective employers. In the case of a job application,
it should tell about professional history and skills, abilities and achievements.Ultimately, it should highlight why you’re the best person for the job.
What to include in a CV:
While the structure of a CV is flexible, there are particular sections that employers
expect to see on a CV. Here below are the sections that must be included in a
CV:
Name, professional title and contact details: The first part of a CV, positioned
at the top of the page, should contain the name, professional title and contact
details. The title of your CV should be ‘curriculum vitae’. When it comes to
contact details, email address and phone number(s) are essential.
Experience and employment history: Employment history section provides
opportunity to outline previous occupations, internships and work experience.
Experience starts with the most recent. When writing about experience, for
each position held, it is important to state the job title, employer, the period of
that employment and a one-line summary of the duties assigned, including key
responsibilities, skills and achievements. Bolster each point with active verbs
and figures to support each claim to show impact on the organisations served.
Education and qualifications: Like experience section, the education background
should start with the highest qualification towards the lowest. The name of the
institutions and the period of study are required too.
Hobbies and interests: Depending on the type of job applied for, one can boost
his or her CV by inserting hobbies and interests section at the end, focusing on
interests that make them stand out or are relevant to the job.
References: Referees are needed to confirm the information given in the CV.
• Comprehension questions
1. Appreciate the importance of CV.
2. List five particular sections that employers expect to see on a CV.
3. Using an example, explain how hobbies and interests in the CV canincrease the chance of getting a job.
Letter and CV writing.
I. Letter writing.
a. Suppose that you are head of Human Resource Department of a
large bank. Write a letter to the governor of the National bank
recommending a job applicant for a position.
b. Suppose that you have finished TTC studies. Write a letter to the
District Education Officer (DEO), requesting a teaching job in primary
school.
II. CV writing.
Write a CV that will accompany the application letter mentioned above inquestion b
5.8. Language structure: Connectors of contrast, explaining
and listing
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 very 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)
- to conclude ...
- last but not least ...
- to summarise , to sum up
III. Connectors of example
Connectors of example include:
- for example (e.g.), for instance
- that is (i.e.)
- that is to say
- ... such as ...
- namely ...
Exercise
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)
5.9. Spelling and pronunciation
A. Spelling
Correct spelling mistakes in the following paragraph.
Iffective revision is not something that can be rushed. So start well in advanse of
the exam date. This will lesseen the chance of having to do last minute craming
and spending the whole night in the library. It’s a good idea to have a rautine
with your revision where you aim to start and finish at roufly the same time eachday
B. Phonetic transcription
Give phonetic transcriptions of the following words
a. Synthesising
b. Augment
c. Raw notes
d. Recapping
e. Intently
f. Thoughtful
g. Trigger
5.10.End unit Assessmen
I. Write a letter to the Director General of REB asking him to address the
problem of book scarcity in your school. Use connectors of example
and other connectors in your composition.
II. Choose the best alternative from the brackets to fill in the blank space.
1. ………………… (Even if/whereas) you saved a lot, you wouldn’t be
able to afford that house.
2. He eats only healthy food………………. (because of/ whereas )his
sister gorges herself with junk food.
3. You should learn more,……………….. (although/otherwise) you might
fail your exams.
4. Martha wanted to work in England, …………… (therefore/despite) ,
she studied English very hard.
5. ………………….. (Otherwise/ Even) if your chances are small, you
should try to do it.
6. ………………….. (Although/Unless) he was very tired, he worked
very hard.
7. Slice this meat and ……………… (because of/ afterwards) you can
boil it for thirty minutes.
8. I cooked dinner……………….(so that/then) my friends wouldn’t have
to eat out.
9. This street is slippery …………….. (otherwise/because of) the snow.
10. Something must be wrong; …………… (otherwise/unless ) Keza
would be at school.
11. ……………….(In spite of /Although) he is very rich, he doesn’t help
his parents.
12. ……………….( So that/ Even though) the weather was windy, we
went for a walk.
13. She is always helpful and friendly to me, ………………… (although/
therefore), I like her very much
14. He must be very clever; ………………….. (whereas /otherwise) he
wouldn’t have passed such a hard exam.
15. ……………..(Unless /Although) I have a bike, I don’t often ride it.
16. I like horror films ……………..(despite/ whereas) my friend prefers
comedies.
III. Write a short composition, narrating the difficulties you encountered
decoding instructions in any lesson.
IV. Write one paragraph, explaining the importance of note takingREFERENCES
Books
1. Berridge G.R. (2015) Economic and Commercial Diplomacy. In:
Diplomacy. Palgrave Macmillan, London
2. Amudavalli, A. (2016). Theories & Models Of Communication. Chennai:
University of Madras.
3. Kurbalija, E. J. (1998). Modern Diplomacy. DiploPublishing
4. Willkomm, A.C. (2018). Communications for Professionals: Five
Types Of Communication. Philadelphia: Drexel University. (Also
available at https://drexel.edu/goodwin/professional-studies-blog/
overview/2018/July/Five-types-of-communication/)
5. Kioko, A and Jepkirui, M. (2010). Spot on Grammar for Secondary
Schools. Nairobi: Oxford University Press.
6. Judith, L. F and Julia, M. D. (2019). Genetically modified organism (GMO).
Encyclopaedia Britannica (Available at https://www.britannica.com /
science/genetically-modified-organism accessed on 25th November
2019)
7. Braille Works. (2019). History of Braille. (Available at https://brailleworks.
com /braille-resources/history-of-braille/)
8. Donlosky et al. (2013). Improving Students’ Learning With Effective
Learning Techniques: Promising Directions From Cognitive and
Educational Psychology: Psychological science in the public interest 14
(1) 4-58.
9. Joyce A, et al. (2003). Writing and grammar. Massachusetts: Pearson
Education
10. Betty S.A. and Stacy A. H. (1941). Understanding and using English
grammar, fourth edition with answer key. United states of America, library
of congress: cataloging-in- publication data
11. Raymond M, (2012).English Grammar in use, fourth edition: Cambridge
. Cambridge university press
12. REB. (2019). History for Rwanda Schools senior six student’s book
second edition. Kigali: Rwanda Education Board
13. REB. (2019). History for Rwanda Schools senior five student’s book
second edition. Kigali: Rwanda Education Board
14. Allan V.C., et al. (2018) Reimagining the way humans, machines, and
data interact Deloite Insights.
15. Michael, B. (2019) Key Events in the Story of Technology. London:
Bonhill Group Plc,
16. Bill, J. (2000) “Why the Future Doesn’t Need Us”. California: Stanford
University
17. Gahima, A. (2007). The socio-economic impacts of the genocide and
current developments in Rwanda: Case studies of the towns of Butare
and Cyangugu (unipublished)
18. REB (2017). History for Rwanda schools, senior five learner’s Book
second edition. Kigali: Rwanda Education Board
19. Aegis trust, (2016). Education for sustainable peace in Rwanda:
Facilitators’ guide on sustainable peace: Kigali
20. REB (2017).General Studies and Communication Skills for Rwandan
Schools, senior six student book second edition. Kigali: Rwanda
Education Board
Reports and plans
1. S/RES/2150 (2014) on Threats to International Peace and Security.
2. UNESCO. (2017). Education about the Holocaust and preventing
genocide: policy guide. Pg.16.
3. The Office of the United Nations High Commissioner for Human Rights
has been implementing the World Program for Human Rights Education
since 2005.
Online resources
1. https://unictr.irmct.org/en/tribunal ;
2. https://www.hrw.org/news/2015/12/23/rwanda-international-tribunalclosing-its-doors (Accessed on 25th November 2019)
3. https://www.accord.org.za/ajcr-issues/%EF%BF%BCenvironmentalcauses-and-impacts-of-the-genocide-in-rwanda/
4. https://www.icc-cpi.int/NR/rdonlyres/ADD16852-AEE9-4757-ABE7 ;
9CDC7CF02886/283503/RomeStatutEng1.pdf