Communication skill - A four-fold analysis of Communication skills - Skill of Listening, Speaking, Reading and writing.

A four-fold analysis of Communication skills - Skill of Listening, Speaking, Reading and writing.

1. Communication Skill A four-fold analysis of Communication skills - Skill of Listening , Speaking , Reading and writing M.Vijayalakshmi Assistant Professor

2. Unit – 1 : Principles of Communication

3. Unit – 1 : Principles of Communication 1.1 Communication - Definition and concept - Theories of communication - communication cycle. 1.2 Barriers to communication - causes of barriers to communication and ways of overcoming them. 1.3 A four-fold analysis of Communication skills - Skill of Listening, Speaking , Reading and writing. 1.4 Values of Communication skills in the modern context - Visual and Multimedia Communication . 1.5 Importance of Communication skills for teachers - Communication in the classroom - Teaching as communication .

4. Unit – 1 : Principles of Communication 1.3 A four-fold analysis of Communication skills - Skill of Listening , Speaking , Reading and writing .

5. COMMUNICATION 7% WORDS Words are only labels and the listeners put their own interpretation on speakers words 38% PARALINGUISTIC The way in which something is said - the accent, tone and voice modulation is important to the listener. 55% BODY LANGUAGE What a speaker looks like while delivering a message affects the listener’s understanding most.

6. TYPES OF BODY LANGUAGE Remember that you are dealing with “PEOPLE” (P)OSTURES & GESTURES How do you use hand gestures? Stance? (E)YE CONTACT How’s your “Lighthouse”? (O)RIENTATION How do you position yourself? (P)RESENTATION How do you deliver your message? (L)OOKS Are your looks, appearance, dress important? (E)PRESSIONS OF EMOTION Are you using facial expressions to express emotion?

7. Components of Communication Listening Skill Speaking Skill Reading Skill Writing Skill

8. For communication process - one should recognize and understand the various sounds of a language Then he/she should learn to discriminate between the different sounds This is possible only if the learner gets an opportunity to listen speeches made by adults Then only one can acquire the ability to speak After speaking comes reading Last of all comes writing

9. The listening and reading skills are called Receptive Skills (Passive Skills) While listening and reading the communicator is at the receiving end Speaking and writing are called Productive Skills (Active Skills) While speaking and writing the communicator is at the transmitting end

10. TOTAL COMMUNICATION PROCESS

11. Listening T he process of receiving, constructing meaning from and responding to a spoken and/ or non-verbal message ( International Reading Association)

12. Listening Listening is the most important communication skill We probably spend more time using our Listening Skills than any other kind of skill Like other skills, Listening takes practice Real Listening is an active process Listening requires attention

13. Effective Listening Effective Listening is the process of analyzing sounds, organizing them into recognizable patterns, interpreting the patterns and understanding the message by inferring the meaning Many of the problems we experience with people in our daily lives are primarily attributable to ineffective listening or lack of listening

14. Listening Comes First The First and the foremost communication skill that we learn in our lives is nothing but “ LISTENING ” LISTENING SPEAKING WRITING READING

15. Listening is not Hearing Listening and hearing are not the same. Hearing is the first stage of listening. Hearing occurs when our ears pick up sound waves which are then transported to our brain. This stage is our sense of hearing .

16. Listening is a communication process and, to be successful, is an active process. In other words, we must be an active participant in this communication process. In active listening, meaning and evaluation of a message must take place before a listener can respond to a speaker. Therefore, the listener is actively working while the speaker is talking. How can this happen? It is simple. Our thought speed is much faster than our speech speed. But be careful! Don't allow the thought speed to race into daydreaming. This habit will defeat our attempt to become an active listener.

17. Listening Skill The skill of listening is the ability to receive and understand different speech sounds of a language It is the training of one’s ears to understand and discriminate the meaningful messages communicated by the sounds of a language

18. Skill of Listening Radio, TV, public speeches, parents, friends, relatives and so on We spend 50% more time listening than we do talking Listening is as natural as breathing (automatic) Listening is critical to effective communication Effective communication is the lifeline of all good relationships Poor listening may lead to misunderstanding and arguments among people

19. Basic Communication Skills Profile ________________________________________________ Communication Order Learnt Extent Used Extent Taught ____________________________________________ Listening First First Fourth Speaking Second Second Third Reading Third Third Second Writing Fourth Fourth First

20. Fallacies about Listening Listening is not my problem! Listening and hearing are the same Good readers are good listeners Smarter people are better listeners Listening improves with age Listening skills are difficult to learn

21. Objectives of Listening To learn To increase one’s understanding To advise or counsel To relieve one’s boredom (listening to music)

22. Importance of Listening Communication is not complete without effective listening An attentive listener stimulates better speaking by the speaker A good listener learns more than an indifferent listener A good listener can restructure vague speaking in a way that produces clearer meaning A good listener learns to detect prejudices, assumptions and attitudes

23. Real Listening Real listening has three basic steps : Hearing Hearing just means listening enough to catch what the speaker is saying.

24. Understanding The next part of listening happens when you take what you have heard and understand it in your own way. Judging After you are sure that you have understood what the speaker has said, think about whether it makes sense. Do you believe what you have heard?

25. Active Listening Process STEPS: Hearing Filtering Comprehending Remembering Responding

26. HEARING Hearing is the first essential step in the listening process and relates to the sensory perception of sound. The listener further processes the perceived sound. For learning to be effective, hearing needs to be done with attentiveness and concentration.

27. FILTERING The next step involves sensing and filtering of heard sounds. The heard message is categorized as wanted or unwanted. The unwanted message is discarded. The sense of judgement of the individual comes into play, that is, the filtering process is subjective and a person chooses to retain what makes sense to him.

28. COMPREHENDING The listener understands what the speaker has tried to convey. This activity can be described as absorbing, grasping or assimilating. The listener uses his knowledge, experience, perception and cognitive power .

29. REMEMBERING Responding to a message takes place at the end of the communication, immediately after or later, to show that the message is being received and comprehended. RESPONDING The assimilated message is stored in memory to facilitate future recall.

30. 4 Levels of Listening The Non-Listener The Marginal Listener The Evaluative Listener The Active Listener

31. Types of Listening DISCRIMINATIVE LISTENING – It involves identifying the difference between various sounds. It also enables one to differentiate between familiar and unfamiliar language.

32. COMPREHENSION LISTENING – It involves attaching meaning to what is being listened to. It may also include comprehending the non verbal messages being conveyed by the speaker. EVALUATIVE LISTENING – It involves evaluating and analyzing the message being received. It involves judging the acceptability of what is said depending on how logical one finds it to be.

33. ATTENTIVE LISTENING – It involves paying attention to the words that are being spoken . PRETENCE LISTENING – It involves more hearing than listening. It means pretending through facial expressions that one is listening when actually one is not .

34. SELECTIVE LISTENING – It involves selecting the desired part of the message and ignoring the undesired part of the message. INTUITIVE LISTENING – It means listening through the intuitive mind by silencing the other forms of internal dialogues going on simultaneously.

35. 5 Basic reasons we Do Not Listen Listening is Hard Work Competition The Rush for Action Speed differences (120 wpm v/s 360 wpm) Lack of Training

36. Barriers to Effective Listening Physical Barriers People – Related Barriers Physiological Barriers Psychological Barriers

37. Physical Barriers Noise Poor acoustics Defective mechanical devices Frequent interruptions Uncomfortable seating arrangements Uncomfortable environment Message overload

38. Physiological Barriers State of Health – State of health of the listener and the speaker affects the listening ability. Fever, pain or any other form of bodily discomfort makes it difficult for a person to listen or speak comfortably .

39. Disability – Hearing deficiencies may lead to poor listening. Similarly, speech disorders of the speaker may make a speech incoherent to the listener. Speaker’s accent may also make it difficult for the listener to comprehend. Wandering attention – Human mind can process words at the rate of about 500 per minute, whereas a speaker speaks at the rate of about 150 per minute. The difference between the two leaves the listener with sufficient time to let his mind wander.

40. Being unsure of the speaker’s ability – Based on past experience or inputs from sources, the listener may have a preconceived notion of the speaker’s ability. He may perceive the speaker to not be well informed, or to be lacking in depth and ability. Hence the listener will not listen to what the speaker has to say . Psychological Barriers

41. Personal anxiety – Sometimes the listener is preoccupied with personal concerns and anxieties. This makes it difficult to perceive what is being said by the speaker. Attitude – The listener may be highly egocentric with a “know it all attitude” and may not listen as he feels that he already knows what the listener has to say.

42. Impatience – The listener may not have patience to wait for the other person to finish what he has to say. He may be intolerant or may be eager to add his own points to the discussion. As a result, his desire to speak overcomes his desire to listen, thus acting as a barrier. Emotional blocks – Our deep seated beliefs in certain ideas may make it difficult for us to listen to ideas which go against our belief. We may hear such an idea wrongly or it may get distorted in our mind to match our perception or we may completely block it off by not listening to it. Many a time, we block something off completely because of painful memories associated with it.

43. Improving Listening Skills By not being Preoccupied Being Open Minded & Non Defensive Minimizing Interruptions Effective Listening is: Hearing, interpreting when necessary, understanding the message and relating to it. By Asking Questions

44. Tips for being a Good Listener Give your full attention on the person who is speaking. Don't look out the window or at what else is going on in the room. Make sure your mind is focused . It can be easy to let your mind wander if you think you know what the person is going to say next, but you might be wrong! If you feel your mind wandering, change the position of your body and try to concentrate on the speaker's words.

45. Let the speaker finish before you begin to talk . Speakers appreciate having the chance to say everything they would like to say without being interrupted. When you interrupt, it looks like you aren't listening, even if you really are. Let yourself finish listening before you begin to speak ! You can't really listen if you are busy thinking about what you want to say next.

46. Listen for main ideas . The main ideas are the most important points the speaker wants to get across. They may be mentioned at the start or end of a talk, and repeated a number of times. Pay special attention to statements that begin with phrases such as "My point is..." or "The thing to remember is..." Ask questions . If you are not sure you understood what the speaker has said, just ask. For example, you might say, "When you said that no two zebras are alike, did you mean that the stripes are different on each one?"

47. Give feedback . Sit up straight and look directly at the speaker. Now and then, nod to show that you understand. At appropriate points you may also smile, frown, laugh, or be silent. These are all ways to let the speaker know that you are really listening. Remember, you listen with your face as well as your ears!

48. S peaking Skills

49. Speech is primary, original, underived and the only one of the skills that can be self-sufficient in practice

50. ‘ To speak’ and ‘To speak well’ are two things. A fool may talk but, a wise man SPEAKS

51. 7% 38% 55% What Are Speaking Skills? Verbal (words spoken) Vocal (tone, range, appeal, credibility of voice) Visual (physical appearance, gestures, eye contact)

52. T o Speak T o Speak. To Speak Speaking consist of 3 parts

53. “ The man who can think and does not know how to express what he thinks is at the level of him who cannot think.” WHY

54. The Origin Point (Where the audience was ) Why to Speak Persuasion The Key Point (Where you took them ) Not just “presentation”, but also “ persuasion” Get people’s “mindshare”

55. What to Speak Brain storming: Individual Brainstorming is the process of you getting your ideas out on paper 2. Speaking with the format: IBC : - I- Introduction, B- Body, C- Conclusion, Aiming to persuasion : Being Confident and passionate is the key for persuasion 4. Perfect Clarity of thoughts:

56. Speak like a STAR S = Situation T = Task A = Attitude R = Result How to Speak

57. Three E’s of speaking Entertainingly Effectively Enthusiastically

58. Commanding yet friendly voice Perfect clarity of language, thoughts and ideas. Listener Friendly Comprising of anecdotes, wit and humour Avoiding Monotony Creating a bond between speaker and listener Salient Features of Speaking

59. Speed Clarity Punctuation Pronunciation Familiarity Fluency Expressions Guidelines

60. The Speaking Skills A person who can speak English can: Produce the characteristic English speech sounds and sound patterns both in isolation and combination. Use appropriate stress and intonation patterns . Use appropriate words and structures to express the intended meanings. Recall words and structures. Organize thoughts and ideas into logical sequence. Adjust speech according to audience.

61. Techniques of teaching speech skill STAGE ONE : IMITATIVE PRACTICE ORAL EXERCISES AND GAMES Matching games. Oral guessing games. Simple repetition drill. Substitution drill. Question answer drill. Situational.

62. Stage 2: C ommunicative practice EXERCISES ROLE-PLAY-EXERCISES. DIALOGUES. DISCUSSIONS. CHAIN STORIES. TELLING JOKES. TALKS/LECTURES

63. Exercise

64. Suggestions for developing S poken English Practice in early stages of learning should be limited. Practice in isolated periods, or of meaninglessness words or sounds deadens the interest in the new language learning. By hearing teacher’s sentences, pupil can get initial contact with the flow of speech.

65. Key activities to learn correct pronunciation and intonation are: H earing Imitation Repetition Sound differences could be carefully handled.

66. Teacher needs to keep control over learning process by correcting pupil’s mistake and needs to arrange correct practice exercise indirectly. Use the words in right place at the right moment. It helps in acquiring a sound language habit.

67. Teaching E nglish P ronunciation Those illiterate people who mispronounce their words should make an effort to learn the correct pronunciation. Educationists who holds that absolutely correct pronunciation should not demanded in the beginning because it is difficult for the young learners . There are two types of pronunciation : STANDARD PRONUNCIATION RECEIVED PRONUNCIATION

68. Problems of English Pronunciation Sometimes the words pronounced are alike but they are spelled differently and vise versa. There are difficulties with : New vowel and consonant sounds : English has certain vowels and consonants sounds which do not occur in the mother or national tongue. these sounds presents difficulty for students. Stress :T he stress system in is different in English than mother language. The stress in English carries meaning e.g. ‘rebel, re’bel. If we stress 1 st syllable, it is noun, but if we tress 2 nd syllable it becomes a verb.

69. Intonation : T he intonation of English is also different than that of mother language. It is rightly said that it is easy to master sounds but it is very difficult to master the stress, rhythm and intonation pattern. Rhythm : It is very difficult for the learners to master the rhythms of English as his own language is syllable-timed. Orthography : English is not a phonetic language, that is, the pronunciation of a word is not a combination of various letters. For ex: the words knife, enough. the spellings are not a sure guide to its pronunciation.

70. M ethods to remove difficulties Importance of teacher’s model Model of pronunciation to be followed Emphasis on pronunciation Using audio-visual aids

71. 5.Teaching difficult sounds The difficult sounds for students are those that do not occur in his mother language e.g. vowels, diphthong and consonant sounds. Step 1-Production of the new sound by the teacher : The teacher speaks a number of words containing the new sound. The sounds are also told the position of various speech organs in producing the sounds e.g. in producing /w/, lips are closely rounded as in whistling in producing /v/, the lower lip is pressed against the upper teeth. Step 2-Production of the new sound by the students : Students are asked to speak the words containing the new sounds after the teacher.

72. Step 3-Presentation of minimal pair : As some sounds are confusing they should be presented in minimal pairs . MINIMAL PAIR- a pair of words which differ from each other in one sound only, the position of the sound remaining the same, e.g. bed, bad, good, god. Step 4-Testing: The teacher speaks a word from one column and asks the students to speak out the corresponding word from the column .

73. Conclusion : Speech is one of primary skills. Modern educationists are of the view that because of speaking skills we can learn reading and writing skills easily .

74. Reading Skill

75. TYPES OF READING

76. Vocabulary Enrichment Books are valuable to good readers; conversely, they are anathema to poor readers. (cheap, likeable, not likeable, costly)

77. Vocabulary Enrichment The avid fans excitedly screamed and clapped upon seeing the movie idol. (ill-mannered, bad-tempered, extra-eager, violent)

78. Vocabulary Enrichment In color, the orange pants are analogous to the red shirt; the sky to the sea. (contradictory, similar, acceptable, suitable) Don’t preoccupy your mind with negative thoughts. (fill, always supply, uplift, always empty)

79. Vocabulary Enrichment 5. Based on your scoreboard, Benjie is lagging behind Roger, but many are hoping that in a minute, he will surpass or exceed Roger’s score. (scoring, hiding, writing speedily, going slowly)

80. Vocabulary Enrichment Your frowning face manifests your impatience. (shows, hides, overcomes, symbolizes) One indicates little reading improvement; ten shows optimum reading progress. (continuous, complete, the best, the least)

81. Vocabulary Enrichment 8. Composed of only one tribe, the group members have many similarities; of many tribes, a number of diversified traits. (unusual, confusing, unique, varying)

82. Vocabulary Enrichment Ode, elegy, sonnet, haiku, novel, biography, ballad, history, etc. are literary genre . (models, types, records, evidence) Embodied in the introduction is the purpose. (illustrated, strengthened, included, excluded)

83. READING TYPES

84. Several types of reading may occur in a language classroom:   Oral Silent   Intensive   a. linguistic   b. content   Extensive   a. skimming b. scanning                                    TYPES OF READING

85. A. READING ACCORDING TO PURPOSE

86. Reading According to Purpose 1. Skimming General understanding of the whole text Fastest type of reading based on purpose Also called rapid-survey reading

87. Reading According to Purpose 2. Scanning Look for specific information in the text It makes you “skip more than you read.” Also called search reading

88. Reading According to Purpose 3. Intensive/Functional Reading Also called word-for-word type of reading Requires one to read materials related to his/her field of specialization The object of intensive reading demands a great deal of content-area reading.

89. Reading According to Purpose 4. Extensive/Recreational Reading Also called light-type of reading Reading for leisure You love what you read.

90. Reading According to Purpose 5. Literature Reading Not mainly for pleasure… but Intends to familiarize readers with different genres of literature pieces: novels, short stories, biographies, dramas, epics, etc…

91. Reading According to Purpose 6. Detailed Study Reading Requires serious reading and proper note taking Uses the method of reading called SQ3R (Survey, Question, Reading, Recall, Review) This reading works well in research projects and academic study.

92. Intensive reading "calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy .  Intensive Reading

93. R eader is intensely involved in looking  inside the text  Focus on linguistic or semantic details of a reading  Focus on surface structure details such as grammar and discourse markers I dentify key vocabulary D raw pictures to aid them (such as in problem solving) R ead carefully Aim is to build more language knowledge rather than simply practice the skill of reading  Intensive Reading Characteristics

94. Identify main ideas and details Making inferences Looking at the order of information and how it effects the message Identifying words that  connect one idea to another Identifying words that indicate change from one section to another . Intensive Reading Activities

95. When it is used when the objective of reading is to achieve full understanding of:             - logical argument            - rhetorical pattern of text            - emotional, symbolic or social attitudes and purposes of the author            - linguistic means to an end  for study of content material that are difficult 

96.  Role of the teacher The teacher chooses suitable text. The teacher chooses tasks and activities to develop skills. The teacher gives direction before, during and after reading. The teacher prepares students to work on their own . Often the most difficult part is for the teacher to "get out of the way" . The teacher encourages students through prompts , without giving answers.

97. Advantages It provides a base to study structure, vocabulary and idioms. It provides a base for students to develop a greater control of language It provides for a check on the degree of comprehension for individual students

98. Disadvantages There is little actual practice of reading because of the small amount of text. In a class  with multi-reading abilities, students may not be able to read at their own level because everyone in the class is reading the same material. The text may or may not interest the reader because it was chosen by the teacher.

99. There is little chance to learn language patterns due to the small amount of text. Because exercises and assessment usually follow intensive reading, students may come to associate reading with testing and not pleasure.

100. Extensive reading is carried out "to achieve a general understanding of a text." extensive reading as "occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words." The aims of extensive reading  are to build reader confidence and enjoyment. Extensive Reading

101. The purposes of reading are usually related to pleasure, information and general understanding. Reading is its own reward. Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar. Reading is individual and silent. Reading speed  is usually faster than slower.  Teachers orient students to the goals of the program. The teacher is a role model of a reader for the students. Extensive Reading Characteristics

102. Interview each other about their reading. Reading may be combined with a writing component.  For example, after reading the newspaper, students may be asked to write a newspaper report.  Class time reading Students may set their own goals for their next session. A reading log (recording number of pages read and at what level)   A reflection on what they noticed about their own reading    A book report or summary  A  retelling of part of the text  Book project              Extensive Reading Activities

103. A quick reading, focusing on locating specific information. Scanning involves quick eye movements, not necessarily linear in fashion, in which the eyes wander until the reader finds the piece of information needed.  Scanning is used when a specific piece of information is required, such as a name, date, symbol,  formula, or phrase, is required. Scanning

104. Scanning is used often with technical, scientific or professional materials to locate specific information.  Scanning is a valuable skill for second language learners to develop because often they do not require a detailed read of a text. Scanning Characteristics

105. -  Make predictions and guesses -  Use titles and tables of contents to get an idea of what a passage is about -  activate prior knowledge -  anticipate what they want to learn about the topic -  Use titles, pictures, and prior knowledge to anticipate the contents of the text -  Use key words, that may have been given to them by the teacher, that do not appear in the text, that allude to the main idea Scanning Activities

106. Skimming is a quick reading to get:  To know the general meaning of a passage                  To know how the passage is organized,  that is, the structure of the text                                     To get the author´s purpose Skimming

107. Skimming is used to build student confidence and an understanding that it is possible to gain meaning without reading every word in a text. Skimming is used as part of the SQ3R method of reading, often for speed reading. This method  involves the student in s urveying, q uestioning, r eading, r eviewing and reciting. Skimming is used to review a topic. Skimming Characteristics

108. Locate facts and opinions Sets a time limit to the reading activity Skimming Activities

109. B. ACCORDING TO READING PERFORMANCE / RATE OF UNDERSTANDING

110. 1. Speed Reading Reading According to Reading Performance… Information tends to stay superficially in one’s mind. Not a good method if your objective is to gain a deeper understanding of the text

111. 2. Subvocalized Reading Reading According to Reading Performance… One recognizes the form of the word and internally sounds it in the mind the way one pronounces it as a spoken word. Focuses primarily on the form, stress, intonation, phrasing of the language This prevents one from quick reading and comprehension of the text.

112. 3. Proofreading Reading According to Reading Performance… To see typographical errors Proofreading vs. editing

113. 4. SPE (Structure Proposition Evaluation) Reading According to Reading Performance… Three stages Recognizing language structures Making inferences Evaluation of ideas, reasons, or conclusions Judgment is withheld until the text is fully understood.

114. 5. MI (Multiple Intelligences) Reading According to Reading Performance… Enhances not only analytical intelligence but practical intelligence as well Musical intelligence Bodily-kinesthetic intelligence Spatial intelligence Interpersonal intelligence Intrapersonal intelligence

115. ACCORDING TO READING-INSTRUCTION PROGRAM

116. 1. Read aloud Reading According to Reading-Instruction Program Many teachers use this in instruction. Students will learn good expressions, proper pacing, and correct pronunciation.

117. 2. Shared reading Reading According to Reading-Instruction Program Both the teacher and student take turns in reading portions of the text.

118. 3. Guided reading Reading According to Reading-Instruction Program Reader is left alone to do silent reading. But the reader is motivated by the teacher by various strategies: using contextual clues, examining illustrations, activating schemata Reader is not totally left alone.

119. 4. Fluency reading Reading According to Reading-Instruction Program Main objective: To gain mastery of the pronunciation, phrasing, pausing, intonation, or stress of the text Text is read several times. Ex: Choral reading, taped reading, timed reading Progress: measured by the number of words one can read aloud and comprehensions Qs answered correctly

120. 5. Independent reading Reading According to Reading-Instruction Program One chooses the material s/he wants to read. Still, the teacher helps you become an independent reader by surrounding your with interesting reading materials.

121. 6. Developmental reading Reading According to Reading-Instruction Program Aims to refine one’s reading comprehension skills by letting reader experience different reading stages: Reading readiness in the nursery and kindergarten level Beginning reading in Grades 1 and 2 Rapid growth in Grades 3 and 4 Refining and widening reading in the intermediate, HS, college level, and beyond the tertiary level

122. 7. Selective or key-word reading Reading According to Reading-Instruction Program Characterized by skimming and scanning Mainly focuses on a specific or principal portion of the text to have a general view or holistic understanding of the reading material

123. 8. Remedial Reading Reading According to Reading-Instruction Program If a reader lags behind with regard to his vocabulary knowledge, reading comprehension abilities, and reading attitudes, he must submit himself to a reading program that gives special reading sessions under the guidance of a reading specialist.

124. 9. Strategic Reading Reading According to Reading-Instruction Program Regarded by some as the latest type of reading Thinking aloud about what you reading or thinking of You read with your eyes, but you also verbalize what you think about the text, thus, letting your mind focus on the correct responses to the questions about the passage.

125. 9. Strategic Reading Reading According to Reading-Instruction Program Also called as meta-cognitive, meta-thinking, meta-reading, or meta-comprehension Requires a reader to be alert, awake, and active A reader uses or practices HOTS (higher-order thinking skills)

126. Reading types according to PISA (Program for Int’l Student Assessment) In determining the students’ reading literacy, the reading situations into which readers are immersed are considered. Grouping of students’ reading materials based on the author’s purpose in writing the text, the composition of the written materials, and the readers’ connection with the text. Reading According to Reading-Instruction Program

127. Reading types according to PISA Reading for private use Personal reasons (primary) Intellectual and social effects (secondary) Reading materials deal with people’s lives, fictitious happenings, and expository texts for learning purposes. Reading According to Reading-Instruction Program

128. Reading types according to PISA 2. Reading for public use For social consciousness, a person reads to update himself with current social events and to know his chance/s of active involvement into these happenings. Reading According to Reading-Instruction Program

129. Reading types according to PISA 3. Reading for work Work-related materials for a better job performance “Reading to do” (Stich, 1975; Stiggins, 1992) Reading According to Reading-Instruction Program

130. Reading types according to PISA Reading for education “Reading to learn” (Stich, 1975; Stiggins, 1992) to obtain knowledge for any learning task Instructive in nature Reading According to Reading-Instruction Program

131. Writing Skill

132. INTRODUCTION Writing skills are an important part of communication .   Good writing skills allow you to communicate your message with clarity and ease . The communication takes place to a far larger audience than through face-to-face or telephone conversations.

133. One of the best methods to communicate Writing is one of the oldest known forms of communication In today’s age of information and technology, writing has become a lost art

134. What Is WRITING?

135. The act or art of forming letters and characters on paper, wood, stone, or other material, for the purpose of recording the ideas which characters and words express, or of communicating them to others by visible signs

136. Why Written Communication? Creates a permanent record Allows you to store information for future reference Easily distributed All recipients receive the same information Necessary for legal and binding documentation

137. Writing Skills? A career requirement More than a “nice thing to have” – a necessity Your Writing = Your Personality As a professional, it is crucial to write well

138. Writing Skills? The ability to write does not require a unique talent or an outstanding mental ability Everyone has the basic skills necessary to write well A basic understanding of writing and a commitment to writing well in all situations is needed as a professional

139. Questions a writer asks How do I begin? What is my purpose? How do I make my point clear? How do I create a logical flow? How do I say what I mean? How do I avoid grammatical errors? How can I make my message brief? How can I create a visual effect?

140. Three-Step Writing Process Step 1 Step 3 Step 2 Planning Writing Quality controll

141. The Writing Process Planning Writing Quality Control

142. The Writing Process Planning Keep objectives in mind and research the topic Think about the audience Outlining helps organize thoughts

143. The Writing Process Writing Follow your outline, use your handbook Inspiration is acceptable but must be carefully reviewed Use the interview approach to supplement the outline (who, what, where, when, how)

144. The Writing Process Quality Control Reread your work Be critical of your own work

145. Considerations while writing Who? What? When? Why? Where? How?

146. Good Writing Completeness: all information needed is provided Correctness: relevant and precise information Credibility: support your argument Clarity: should not be vague, confusing, ambiguous Conciseness: to the point Consideration: anticipate the reader’s reaction Vitality: use the active voice rather than the passive voice

147. Types of Writing E-mails Letters and Memos Agendas Reports Promotional Material Academic Documents Research (scientific) manuscripts White Papers

148. The Writing Process is a series of steps to help you write a paper. It is like using a map to get to an unfamiliar place The Process of Writing A step-by-step process in which some mastery at one level is essential before the learner advances to the next level.

149. Process of Writing Prewriting is the stage in which you explore possible topics, choose a topic, and then gather details you can include in your writing.   Drafting involves putting ideas down on paper in a rough format .

150. Revising is the stage in which you rework your rough draft to improve both its form and its content. Editing and proofreading are the stages in which you pol­ish your writing, fixing errors in grammar, spelling, and mechanics. Publishing and presenting are the sharing of your writing.

151. DISADVANTAGES OF WRITTEN COMMUNICATION Written communication does not save upon the costs. It costs huge in terms of stationery and the manpower employed in writing/typing and delivering letters . Also, if the receivers of the written message are separated by distance and if they need to clear their doubts , the response is not spontaneous .

152. Written communication is time-consuming as the feedback is not immediate . The encoding and sending of message takes time. Effective written communication requires great skills and competencies in language and vocabulary use. Poor writing skills and quality have a negative impact on organization’s reputation. Too much paper work and e-mails burden is involved

153. COMMON ETIQUETTES IN WRITTEN COMMUNICATION While written communication affords greater flexibility, since it can be edited and both composed and read at leisure or at one's pace, a great deal of care needs to be taken, in order to ensure its effectiveness; as it can serve as a point of reference, which one can turn to time and again, thus creating a more lasting impact .

154. 1 . FOCUS ON FORMAT The various formal writing forms have a pre-determined, universally accepted format that accompanies them. This format, which is largely based on universal writing conventions, serves to facilitate communication, by eliminating miscommunication that may result through random writing styles .

155. Moreover, these formats are likely to change with time, due to the evolving nature of communication and/or technology. For example, the semi block format that was earlier the most relied upon format for letter writing has now given way to the full block format, after the wide spread use of computers .

156. 2 . STUCTURING OF THE CONTENT Introduction, Body and Conclusion : While writing one should ensure that the content is well organized, with the overview/basic details comprising the introduction; all major points with their explanation and exemplification constituting the body (preferably divided into a separate paragraph each for every new point, with titles and subtitles, if necessary ).

157. 3 . ENSURING CONNECTIVITY The content that comprises a piece of writing should reflect fluency and should be connected through a logical flow of thought, in order to prevent misinterpretation and catch the attention of the reader. Moreover, care should be taken to ensure that the flow is not brought about through a forced /deliberate use of connectives , as this make the piece extremely uninteresting and artificial .

158. 4 . TEMPERING THE CONTENT AS PER THE LEVEL OF FORMALITY The level of formality that is shared between the sender and receiver should define the use of salutations, the vocabulary, the content, the format and even the medium. Though not integral to the matter communicated, this courtesy helps in creating a balanced impression about the communicator .

159. 5 . STEERING CLEAR OF SHORT FORM People may not be aware of the meaning of various short forms and may thus find it difficult to interpret them. Moreover, short forms can at time be culture specific or even organization specific and may thus unnecessarily complicate the communication .

160. 6. IMPORTANCE OF GRAMMER, SPELLING AND PUNCTUATION Improper grammar can at worst cause miscommunication and at least result in unwanted humour and should be thus avoided. So too, spellings can create the same effect or can even reflect a careless attitude on part of the sender. Finally, effective use of punctuations facilitates reading and interpretation and can in rare cases even prevent a completely different meaning, which can result in miscommunication.

161. 7. SENSITIVITY TO THE AUDIANCE One needs to be aware of and sensitive to the emotions, need and nature of the audience in choosing the vocabulary, content, illustrations, formats and medium of communication, as a discomfort in the audience would hamper rather than facilitate communication .

162. 8. IMPORTANCE OF CREATIVITY In order to hold the readers' attention one needs to be creative to break the tedium of writing and prevent monotony from creeping in. This is especially true in the case of all detailed writing that seeks to hold the readers' attention .

163. 9. AVOIDING EXCESSIVE USE OF JARGON Excessive use of jargon can put off a reader, who may not read further, as, unlike a captive audience, the choice of whether to participate in the communication rests considerably with the reader.

164. 10. AWARENESS OF THE AUDIENCE/MEDIUM The medium needs to be chosen , as per its suitability to the audience/content; while the content would need tempering as per the medium/audience. For example, while an elaborate message can be sent via a letter or an email, an sms, the same content may have to be heavily edited. Like all effective communication, good writing could be said to occur when the gap between 'what one desires to say and what one is constrained to mean' is negligible or almost non-existent.

165. DIFFERENT WRITING STYLES There are three types of writing styles: Colloquial Casual Formal

166. COLLOQUIAL Colloquial language  is an informal, conversational style of writing. It differs from standard English in that it often makes use of colourful expressions, slang, and regional phrases. As a result, it can be difficult to understand for an a person from a different region or country.

167. CASUAL Casual language  involves everyday words and expressions in a familiar group context, such as conversations with family or close friends. The emphasis is on the communication interaction itself, and less about the hierarchy, power, control, or social rank of the individuals communicating.

168. FORMAL Formal language   is communication that focuses on professional expression with attention to rules , protocol, and appearance. It is characterized by its vocabulary and  the grammatical arrangement of words in a sentence. That is, writers using a formal style tend to use a more sophisticated vocabulary.

169. Which style you use will depend on your audience, and often whether your communication is going to be read only by those in your organization ( internal communications ) or by those outside the organization, ( external communications ).

170. SOME DOs AND DO NOTs Be Specific: Just like a reporter, communicate the “who , what, where, why, when and how” of what needs to done. Stay objective and specific. Avoid the Passive Voice: Instead of writing “The program was planned by Dane,” write, “ Dane planned the program.” Be Concise : There’s no need to be long-winded. Get to the point. You’ll lose readers if you spout off too long !

171. Get Things Right : Take great care when spelling people’s names,, and other specifics. And also make sure that you do a careful proof of your work. Know When Formal Language is Required : If you’re writing an informal note to group members, it’s fine to use contractions (“don’t” instead of “ do not”).However , if you’re writing for a formal audience, like a proposal to the board of directors, be more formal with your language.

172. Read It Out Loud : One very effective way to self-proof your work is to read it out loud. This will help you determine if you’ve used incorrect words, if your sentences run on too long, if your tenses don’t match, and more.

173. CONCLUSION Utilize full potential of written communication What you write will ultimately define you as a professional to your colleagues and superiors Match the appropriate communication method to the recipient Eliminating excessive or unnecessary communication will improve your workflow Mastering these skills will improve your ability and enhance your career.

174. Sources are taken from Slideshare.net Web sources

175. THANK YOU.