English 2nd semester BSN notes, Educational Platform.pdf
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Oct 04, 2024
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About This Presentation
Bsn 2nd semester English slide paragraph
Slide Content
Paragraphs
BY: ARIF MAHMOOD
ASSISTANT PROFESSOR (ENGLISH)
ISLAMIA COLLEGE PESHAWAR
BY: ARIF MAHMOOD
ASSISTANT PROFESSOR (ENGLISH)
ISLAMIA COLLEGE PESHAWAR
Paragraph
Definition:
A paragraph is a subdivision of a written composition that
consists of one or more sentences, deals with one point or gives the
words of one speaker, and begins on a new usually indented line.
Definition:
A paragraph is a subdivision of a written composition that
consists of one or more sentences, deals with one point or gives the
words of one speaker, and begins on a new usually indented line.
Elements/Components of a
Paragraph
1.Topic Sentence
2.Unity in a paragraph means that the entire paragraph should
focus on one single idea. The supporting details should explain
the main idea. The concluding sentence should end
the paragraph with the same idea.
3.Coherence means establishing a relationship between the ideas
presented in a paragraph.
4.Thematic Bridges between Sentences/Paragraphs
5.Structural Bridges between Sentences/Paragraphs
Paragraph
1.Topic Sentence
2.Unity in a paragraph means that the entire paragraph should
focus on one single idea. The supporting details should explain
the main idea. The concluding sentence should end
the paragraph with the same idea.
3.Coherence means establishing a relationship between the ideas
presented in a paragraph.
4.Thematic Bridges between Sentences/Paragraphs
5.Structural Bridges between Sentences/Paragraphs
Types
There are four basic types of essays/paragraphs. Each has a specific
focus.
1.Descriptive: The purpose of a descriptive essay/paragraph is to
describe something. The object of definition can be a person, a
place, a thing, or an idea.
2.Expository: The purpose of this type of essay/paragraph is to
explain something. It may have description, narration, and
persuasion in it, but the main purpose of the essay is to explain.
3.Narrative: The purpose of a narrative essay/paragraph is to tell a
story. It will have a beginning, a middle, and an end. It may have
description and exposition (explanation), but basically, it will tell a
story.
4.Persuasive: The purpose of a persuasive essay/paragraph is to
convince the reader to agree with the writer.
There are four basic types of essays/paragraphs. Each has a specific
focus.
1.Descriptive: The purpose of a descriptive essay/paragraph is to
describe something. The object of definition can be a person, a
place, a thing, or an idea.
2.Expository: The purpose of this type of essay/paragraph is to
explain something. It may have description, narration, and
persuasion in it, but the main purpose of the essay is to explain.
3.Narrative: The purpose of a narrative essay/paragraph is to tell a
story. It will have a beginning, a middle, and an end. It may have
description and exposition (explanation), but basically, it will tell a
story.
4.Persuasive: The purpose of a persuasive essay/paragraph is to
convince the reader to agree with the writer.
TOPIC SENTENCES
▶ A well-organized paragraph supports or develops a single controlling idea, which is
expressed in a sentence called the topic sentence. A topic sentence has several
important functions: it substantiates or supports an essay’s thesis statement; it unifies
the content of a paragraph and directs the order of the sentences; and it advises the
reader of the subject to be discussed and how the paragraph will discuss it. Readers
generally look to the first few sentences in a paragraph to determine the subject and
perspective of the paragraph. That’s why it’s often best to put the topic sentence at
the very beginning of the paragraph. In some cases, however, it’s more effective to
place another sentence before the topic sentence—for example, a sentence linking
the current paragraph to the previous one, or one providing background
information.
▶ Although most paragraphs should have a topic sentence, there are a few situations
when a paragraph might not need a topic sentence. For example, you might be
able to omit a topic sentence in a paragraph that narrates a series of events, if a
paragraph continues developing an idea that you introduced (with a topic
sentence) in the previous paragraph, or if all the sentences and details in a
paragraph clearly refer—perhaps indirectly—to a main point. The vast majority of
your paragraphs, however, should have a topic sentence.
▶ A well-organized paragraph supports or develops a single controlling idea, which is
expressed in a sentence called the topic sentence. A topic sentence has several
important functions: it substantiates or supports an essay’s thesis statement; it unifies
the content of a paragraph and directs the order of the sentences; and it advises the
reader of the subject to be discussed and how the paragraph will discuss it. Readers
generally look to the first few sentences in a paragraph to determine the subject and
perspective of the paragraph. That’s why it’s often best to put the topic sentence at
the very beginning of the paragraph. In some cases, however, it’s more effective to
place another sentence before the topic sentence—for example, a sentence linking
the current paragraph to the previous one, or one providing background
information.
▶ Although most paragraphs should have a topic sentence, there are a few situations
when a paragraph might not need a topic sentence. For example, you might be
able to omit a topic sentence in a paragraph that narrates a series of events, if a
paragraph continues developing an idea that you introduced (with a topic
sentence) in the previous paragraph, or if all the sentences and details in a
paragraph clearly refer—perhaps indirectly—to a main point. The vast majority of
your paragraphs, however, should have a topic sentence.
Sample Paragraphs for
Discussion
1.Scientists' research has revealed that viruses are by far the
most abundant life forms on Earth. There are a million times
more viruses on the planet than stars in the universe. Viruses
also harbor the majority of genetic diversity on Earth. Scientists
are finding evidence of viruses as a planetary force, influencing
the global climate and geochemical cycles. They have also
profoundly shaped the evolution of their hosts. The human
genome, for example, contains 100,000 segments of virus DNA.
2.Are you tired of seeing your paychecks slashed by unjust tax
deductions? We work hard to provide for our families and then
wind up only being able to live paycheck to paycheck. If you vote
for me, I'll make sure your taxes are lowered and you get the
government services that you depend on. Imagine everything
you'll be able to do with more wiggle room in your monthly
income. Cast your vote today.
Discussion
1.Scientists' research has revealed that viruses are by far the
most abundant life forms on Earth. There are a million times
more viruses on the planet than stars in the universe. Viruses
also harbor the majority of genetic diversity on Earth. Scientists
are finding evidence of viruses as a planetary force, influencing
the global climate and geochemical cycles. They have also
profoundly shaped the evolution of their hosts. The human
genome, for example, contains 100,000 segments of virus DNA.
2.Are you tired of seeing your paychecks slashed by unjust tax
deductions? We work hard to provide for our families and then
wind up only being able to live paycheck to paycheck. If you vote
for me, I'll make sure your taxes are lowered and you get the
government services that you depend on. Imagine everything
you'll be able to do with more wiggle room in your monthly
income. Cast your vote today.
Some Common Questions & Errors
▶ Choice of Tense
▶ To Start with a Quote
▶ Quote from another Language
▶ Repetition of Words/Sentences
▶ Sweeping Statements
▶ Incorrect Data
▶ Informal Language…slangs….archaic words…verbiage
▶ Didacticism
▶ Choice of Tense
▶ To Start with a Quote
▶ Quote from another Language
▶ Repetition of Words/Sentences
▶ Sweeping Statements
▶ Incorrect Data
▶ Informal Language…slangs….archaic words…verbiage
▶ Didacticism
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Abdullah Danish Educational Platform Abdullah Danish
Descriptive Paragraph
1. Describe: I am going to DESCRIBE a sunset!
Sunset is the time of day when our sky meets the outer space
solar winds. There are blue, pink, and purple swirls, spinning
and twisting, like clouds of balloons caught in a whirlwind. The
sun moves slowly to hide behind the line of horizon, while the
moon races to take its place in prominence atop the night sky.
People slow to a crawl, entranced, fully forgetting the deeds that
must still be done. There is a coolness, a calmness, when the sun
does set.
Informational Paragraph and a Narrative Paragraph
2. Inform: I am going to INFORM you about the Apollo 11
space mission.
On July 16, 1969, the Apollo 11 spacecraft launched from the
Kennedy Space Center in Florida. Its mission was to go where
no human being had gone before—the moon! The crew
consisted of Neil Armstrong, Michael Collins, and Buzz Aldrin.
The spacecraft landed on the moon in the Sea of Tranquility, a
basaltic flood plain, on July 20, 1969. The moonwalk took place
the following day. On July 21, 1969, at precisely 10:56 EDT,
Commander Neil Armstrong emerged from the Lunar Module
and took his famous first step onto the moon’s surface. He
declared, “That’s one small step for man, one giant leap for
mankind.” It was a monumental moment in human history!
Narrate: I am going to NARRATE a story about the Apollo
11 space mission.
It was July 21, 1969, and Neil Armstrong awoke with a start. It
was the day he would become the first human being to ever walk
on the moon. The journey had begun several days earlier, when
on July 16th, the Apollo 11 launched from Earth headed into
outer space. On board with Neil Armstrong were Michael
Abdullah Danish Educational Platform Abdullah Danish
Descriptive Paragraph
1. Describe: I am going to DESCRIBE a sunset!
Sunset is the time of day when our sky meets the outer space
solar winds. There are blue, pink, and purple swirls, spinning
and twisting, like clouds of balloons caught in a whirlwind. The
sun moves slowly to hide behind the line of horizon, while the
moon races to take its place in prominence atop the night sky.
People slow to a crawl, entranced, fully forgetting the deeds that
must still be done. There is a coolness, a calmness, when the sun
does set.
Informational Paragraph and a Narrative Paragraph
2. Inform: I am going to INFORM you about the Apollo 11
space mission.
On July 16, 1969, the Apollo 11 spacecraft launched from the
Kennedy Space Center in Florida. Its mission was to go where
no human being had gone before—the moon! The crew
consisted of Neil Armstrong, Michael Collins, and Buzz Aldrin.
The spacecraft landed on the moon in the Sea of Tranquility, a
basaltic flood plain, on July 20, 1969. The moonwalk took place
the following day. On July 21, 1969, at precisely 10:56 EDT,
Commander Neil Armstrong emerged from the Lunar Module
and took his famous first step onto the moon’s surface. He
declared, “That’s one small step for man, one giant leap for
mankind.” It was a monumental moment in human history!
Narrate: I am going to NARRATE a story about the Apollo
11 space mission.
It was July 21, 1969, and Neil Armstrong awoke with a start. It
was the day he would become the first human being to ever walk
on the moon. The journey had begun several days earlier, when
on July 16th, the Apollo 11 launched from Earth headed into
outer space. On board with Neil Armstrong were Michael
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Abdullah Danish Educational Platform Abdullah Danish
Collins and Buzz Aldrin. The crew landed on the moon in the
Sea of Tranquility a day before the actual walk. Upon Neil’s
first step onto the moon’s surface, he declared, “That’s one
small step for man, one giant leap for mankind.” It sure was!
Process or How-to Paragraph
3. Process: I am going to explain the PROCESS of cleaning
and organizing your room.
OR
How-to: I am going to describe HOW-TO clean and
organize your room.
Here is the perfect system for cleaning your room. First, move
all of the items that do not have a proper place to the center of
the room. Get rid of at least five things that you have not used
within the last year. Take out all of the trash, and place all of the
dirty dishes in the kitchen sink. Now find a location for each of
the items you had placed in the center of the room. For any
remaining items, see if you can squeeze them in under your bed
or stuff them into the back of your closet. See, that was easy!
Compare and Contrast Paragraph
4. Compare/Contrast: I am going to COMPARE and
CONTRAST an ocean and a lake.
Oceans and lakes have much in common, but they are also quite
different. Both are bodies of water, but oceans are very large
bodies of salt water, while lakes are much smaller bodies of
fresh water. Lakes are usually surrounded by land, while oceans
are what surround continents. Both have plants and animals
living in them. The ocean is home to the largest animals on the
planet, whereas lakes support much smaller forms of life. When
it is time for a vacation, both will make a great place to visit and
enjoy.
Critical Paragraph
Abdullah Danish Educational Platform Abdullah Danish
Collins and Buzz Aldrin. The crew landed on the moon in the
Sea of Tranquility a day before the actual walk. Upon Neil’s
first step onto the moon’s surface, he declared, “That’s one
small step for man, one giant leap for mankind.” It sure was!
Process or How-to Paragraph
3. Process: I am going to explain the PROCESS of cleaning
and organizing your room.
OR
How-to: I am going to describe HOW-TO clean and
organize your room.
Here is the perfect system for cleaning your room. First, move
all of the items that do not have a proper place to the center of
the room. Get rid of at least five things that you have not used
within the last year. Take out all of the trash, and place all of the
dirty dishes in the kitchen sink. Now find a location for each of
the items you had placed in the center of the room. For any
remaining items, see if you can squeeze them in under your bed
or stuff them into the back of your closet. See, that was easy!
Compare and Contrast Paragraph
4. Compare/Contrast: I am going to COMPARE and
CONTRAST an ocean and a lake.
Oceans and lakes have much in common, but they are also quite
different. Both are bodies of water, but oceans are very large
bodies of salt water, while lakes are much smaller bodies of
fresh water. Lakes are usually surrounded by land, while oceans
are what surround continents. Both have plants and animals
living in them. The ocean is home to the largest animals on the
planet, whereas lakes support much smaller forms of life. When
it is time for a vacation, both will make a great place to visit and
enjoy.
Critical Paragraph
3
Abdullah Danish Educational Platform Abdullah Danish
5. Critique: I am going to CRITIQUE the Blue Whales’
first baseball game of the new season.
The Blue Whales just played their first baseball game of the new
season; I believe there is much to be excited about. Although
they lost, it was against an excellent team that had won the
championship last year. The Blue Whales fell behind early but
showed excellent teamwork and came back to tie the game. The
team had 15 hits and scored 8 runs. That’s excellent!
Unfortunately, they had 5 fielding errors, which kept the other
team in the lead the entire game. The game ended with the
umpire making a bad call, and if the call had gone the other way,
the Blue Whales might have actually won the game. It wasn’t a
victory, but I say the Blue Whales look like they have a shot at
the championship, especially if they continue to improve.
Persuasive Paragraph and Argumentative Paragraph
6. Persuade: I am going to PERSUADE my neighbors to
buy tickets to the school fair.
The school fair is right around the corner, and tickets have just
gone on sale. We are selling a limited number of tickets at a
discount, so move fast and get yours while they are still
available. This is going to be an event you will not want to miss!
First off, the school fair is a great value when compared with
other forms of entertainment. Also, your ticket purchase will
help our school, and when you help the school, it helps the entire
community. But that’s not all! Every ticket you purchase enters
you in a drawing to win fabulous prizes. And don’t forget, you
will have mountains of fun because there are acres and acres of
great rides, fun games, and entertaining attractions! Spend time
with your family and friends at our school fair. Buy your tickets
now!
Abdullah Danish Educational Platform Abdullah Danish
5. Critique: I am going to CRITIQUE the Blue Whales’
first baseball game of the new season.
The Blue Whales just played their first baseball game of the new
season; I believe there is much to be excited about. Although
they lost, it was against an excellent team that had won the
championship last year. The Blue Whales fell behind early but
showed excellent teamwork and came back to tie the game. The
team had 15 hits and scored 8 runs. That’s excellent!
Unfortunately, they had 5 fielding errors, which kept the other
team in the lead the entire game. The game ended with the
umpire making a bad call, and if the call had gone the other way,
the Blue Whales might have actually won the game. It wasn’t a
victory, but I say the Blue Whales look like they have a shot at
the championship, especially if they continue to improve.
Persuasive Paragraph and Argumentative Paragraph
6. Persuade: I am going to PERSUADE my neighbors to
buy tickets to the school fair.
The school fair is right around the corner, and tickets have just
gone on sale. We are selling a limited number of tickets at a
discount, so move fast and get yours while they are still
available. This is going to be an event you will not want to miss!
First off, the school fair is a great value when compared with
other forms of entertainment. Also, your ticket purchase will
help our school, and when you help the school, it helps the entire
community. But that’s not all! Every ticket you purchase enters
you in a drawing to win fabulous prizes. And don’t forget, you
will have mountains of fun because there are acres and acres of
great rides, fun games, and entertaining attractions! Spend time
with your family and friends at our school fair. Buy your tickets
now!
4
Abdullah Danish Educational Platform Abdullah Danish
Argue: I am going to present a logical ARGUMENT as to
why my neighbor should attend the school fair.
The school fair is right around the corner, and tickets have just
gone on sale. Even though you may be busy, you will still want
to reserve just one day out of an entire year to relax and have fun
with us. Even if you don’t have much money, you don’t have to
worry. A school fair is a community event, and therefore prices
are kept low. Perhaps, you are still not convinced. Maybe you
feel you are too old for fairs, or you just don’t like them. Well,
that’s what my grandfather thought, but he came to last year’s
school fair and had this to say about it: “I had the best time of
my life!” While it’s true that you may be able to think of a
reason not to come, I’m also sure that you can think of several
reasons why you must come. We look forward to seeing you at
the school fair!
Problem and Solution Paragraph (Narrative Version and
Informational Version)
7. Problem/Solution: I am going to describe a kitty door
PROBLEM and then explain the kitty door SOLUTION.
Narrative Version (1st person)
Last week we installed a kitty door so that our cat could come
and go as she pleases. Unfortunately, we ran into a problem. Our
cat was afraid to use the kitty door. We tried pushing her
through, and that caused her to be even more afraid. The kitty
door was dark, and she couldn’t see what was on the other side.
The first step we took in solving this problem was taping the
kitty door open. After a couple of days, she was confidently
coming and going through the open door. However, when we
removed the tape and closed the door, once again, she would not
go through. They say you catch more bees with honey, so we
decided to use food as bait. We would sit next to the kitty door
Abdullah Danish Educational Platform Abdullah Danish
Argue: I am going to present a logical ARGUMENT as to
why my neighbor should attend the school fair.
The school fair is right around the corner, and tickets have just
gone on sale. Even though you may be busy, you will still want
to reserve just one day out of an entire year to relax and have fun
with us. Even if you don’t have much money, you don’t have to
worry. A school fair is a community event, and therefore prices
are kept low. Perhaps, you are still not convinced. Maybe you
feel you are too old for fairs, or you just don’t like them. Well,
that’s what my grandfather thought, but he came to last year’s
school fair and had this to say about it: “I had the best time of
my life!” While it’s true that you may be able to think of a
reason not to come, I’m also sure that you can think of several
reasons why you must come. We look forward to seeing you at
the school fair!
Problem and Solution Paragraph (Narrative Version and
Informational Version)
7. Problem/Solution: I am going to describe a kitty door
PROBLEM and then explain the kitty door SOLUTION.
Narrative Version (1st person)
Last week we installed a kitty door so that our cat could come
and go as she pleases. Unfortunately, we ran into a problem. Our
cat was afraid to use the kitty door. We tried pushing her
through, and that caused her to be even more afraid. The kitty
door was dark, and she couldn’t see what was on the other side.
The first step we took in solving this problem was taping the
kitty door open. After a couple of days, she was confidently
coming and going through the open door. However, when we
removed the tape and closed the door, once again, she would not
go through. They say you catch more bees with honey, so we
decided to use food as bait. We would sit next to the kitty door
5
Abdullah Danish Educational Platform Abdullah Danish
with a can of wet food and click the top of the can. When kitty
came through the closed door, we would open the can and feed
her. It took five days of doing this to make her unafraid of using
the kitty door. Now we have just one last problem: our kitty
controls our lives!
Expository/Informational Article Version – This began as one
paragraph, but needed two—one for the problem and one for the
solution. Also, notice that the second paragraph is a process
paragraph. It would be very easy to add an introduction and
conclusion to these two paragraphs and have a complete essay!
People often install a kitty door, only to discover that they have
a problem. The problem is their cat will not use the kitty door.
There are several common reasons why cats won’t use kitty
doors. First, they may not understand how a kitty door works.
They may not understand that it is a little doorway just for them.
Second, many kitty doors are dark, and cats cannot see to the
other side. As such, they can’t be sure of what is on the other
side of the door, so they won’t take the risk. One last reason cats
won’t use kitty doors is because some cats don’t like the feeling
of pushing through the door and having the door drag across
their back. But don’t worry—there is a solution for this kitty-
door problem.
The first step in solving the problem is to prop the door open
with tape. This means your cat will now be able to see through
to the other side; your cat will likely begin using the kitty door
immediately. Once your cat has gotten used to using the kitty
door, remove the tape. Sometimes cats will continue to use the
kitty door without any more prompting. If this does not happen,
you will want to use food to bribe your cat. When it’s feeding
time, sit on the opposite side of the door from your cat and either
click the top of the can or crinkle the cat food bag. Open the
Abdullah Danish Educational Platform Abdullah Danish
with a can of wet food and click the top of the can. When kitty
came through the closed door, we would open the can and feed
her. It took five days of doing this to make her unafraid of using
the kitty door. Now we have just one last problem: our kitty
controls our lives!
Expository/Informational Article Version – This began as one
paragraph, but needed two—one for the problem and one for the
solution. Also, notice that the second paragraph is a process
paragraph. It would be very easy to add an introduction and
conclusion to these two paragraphs and have a complete essay!
People often install a kitty door, only to discover that they have
a problem. The problem is their cat will not use the kitty door.
There are several common reasons why cats won’t use kitty
doors. First, they may not understand how a kitty door works.
They may not understand that it is a little doorway just for them.
Second, many kitty doors are dark, and cats cannot see to the
other side. As such, they can’t be sure of what is on the other
side of the door, so they won’t take the risk. One last reason cats
won’t use kitty doors is because some cats don’t like the feeling
of pushing through the door and having the door drag across
their back. But don’t worry—there is a solution for this kitty-
door problem.
The first step in solving the problem is to prop the door open
with tape. This means your cat will now be able to see through
to the other side; your cat will likely begin using the kitty door
immediately. Once your cat has gotten used to using the kitty
door, remove the tape. Sometimes cats will continue to use the
kitty door without any more prompting. If this does not happen,
you will want to use food to bribe your cat. When it’s feeding
time, sit on the opposite side of the door from your cat and either
click the top of the can or crinkle the cat food bag. Open the
6
Abdullah Danish Educational Platform Abdullah Danish
door to show your cat that it is both you and the food waiting on
the other side of the door. Repeat this a couple times, and then
feed your cat. After a couple days of this, your kitty-door
problem will be solved.
Cause and Effect Paragraph
8. Cause/Effect: I am going to explain the CAUSES that had
the EFFECT of making me a high achieving student.
(Note: This is also a first-person narrative.)
I do well in school, and people think I am smart because of it.
But it’s not true. In fact, three years ago I struggled in school.
However, two years ago I decided to get serious about school
and made a few changes. First, I decided I would become
interested in whatever was being taught, regardless of what other
people thought. I also decided I would work hard every day and
never give up on any assignment. I decided to never, never fall
behind. Finally, I decided to make school a priority over friends
and fun. After implementing these changes, I became an active
participant in classroom discussions. Then my test scores began
to rise. I still remember the first time that someone made fun of
me because “I was smart.” How exciting! It seems to me that
being smart is simply a matter of working hard and being
interested. After all, learning a new video game is hard work
even when you are interested. Unfortunately, learning a new
video game doesn’t help you get into college or get a good job.
Personal Narrative Paragraph
9. Personal Narrative: I am going to give a PERSONAL
NARRATION of an event that changed my life.
Last year was the first time I had ever been the new kid at
school. For the first four days, I was completely alone. I don’t
think I even spoke to a single person. Finally, at lunch on the
fifth day, Karen Watson walked past her usual table and sat
Abdullah Danish Educational Platform Abdullah Danish
door to show your cat that it is both you and the food waiting on
the other side of the door. Repeat this a couple times, and then
feed your cat. After a couple days of this, your kitty-door
problem will be solved.
Cause and Effect Paragraph
8. Cause/Effect: I am going to explain the CAUSES that had
the EFFECT of making me a high achieving student.
(Note: This is also a first-person narrative.)
I do well in school, and people think I am smart because of it.
But it’s not true. In fact, three years ago I struggled in school.
However, two years ago I decided to get serious about school
and made a few changes. First, I decided I would become
interested in whatever was being taught, regardless of what other
people thought. I also decided I would work hard every day and
never give up on any assignment. I decided to never, never fall
behind. Finally, I decided to make school a priority over friends
and fun. After implementing these changes, I became an active
participant in classroom discussions. Then my test scores began
to rise. I still remember the first time that someone made fun of
me because “I was smart.” How exciting! It seems to me that
being smart is simply a matter of working hard and being
interested. After all, learning a new video game is hard work
even when you are interested. Unfortunately, learning a new
video game doesn’t help you get into college or get a good job.
Personal Narrative Paragraph
9. Personal Narrative: I am going to give a PERSONAL
NARRATION of an event that changed my life.
Last year was the first time I had ever been the new kid at
school. For the first four days, I was completely alone. I don’t
think I even spoke to a single person. Finally, at lunch on the
fifth day, Karen Watson walked past her usual table and sat
7
Abdullah Danish Educational Platform Abdullah Danish
down right next to me. Even though I was new, I had already
figured out who Karen Watson was. She was popular. Pretty
soon, all of Karen’s friends were sitting there right next to me. I
never became great friends with Karen, but after lunch that day,
it seemed like all sorts of people were happy to be my friend.
You cannot convince me that Karen did not know what she was
doing. I have a great respect for her, and I learned a great deal
about what it means to be a true leader.
Abdullah Danish Educational Platform Abdullah Danish
down right next to me. Even though I was new, I had already
figured out who Karen Watson was. She was popular. Pretty
soon, all of Karen’s friends were sitting there right next to me. I
never became great friends with Karen, but after lunch that day,
it seemed like all sorts of people were happy to be my friend.
You cannot convince me that Karen did not know what she was
doing. I have a great respect for her, and I learned a great deal
about what it means to be a true leader.
Essay Writing
BY
ARIF MAHMOOD
BY
ARIF MAHMOOD
Definition
▶ An essay is usually written in prose, in a discursive (involving
discussion) way that brings together your ideas, arguments, and
evidence to answer the said question or solve a problem. This will
often mean writing in the formal third-person, but some particular
types of essay may require the use of the first person, such as
reflective pieces of work.
▶ An essay is usually written in prose, in a discursive (involving
discussion) way that brings together your ideas, arguments, and
evidence to answer the said question or solve a problem. This will
often mean writing in the formal third-person, but some particular
types of essay may require the use of the first person, such as
reflective pieces of work.
Writing Process
▶ Selection of the Topic
▶ Brainstorming
▶ Selection of the Relevant Information
▶ Thesis Statement
▶ Model Thesis Statement: School Uniforms School uniforms may
be an upfront cost for families, but they eradicate the visual
differences in income between students and provide a more
egalitarian atmosphere at school.
▶ Outline
▶ Conclusion
▶ Editing
▶ Selection of the Topic
▶ Brainstorming
▶ Selection of the Relevant Information
▶ Thesis Statement
▶ Model Thesis Statement: School Uniforms School uniforms may
be an upfront cost for families, but they eradicate the visual
differences in income between students and provide a more
egalitarian atmosphere at school.
▶ Outline
▶ Conclusion
▶ Editing
Descriptive Essay Example
An Analysis of Cultural Diversity and Why Does it Matter
Today, most people recognize cultural diversity and contend it
as an intrinsic good. Cultural diversity can be defined as the
difference among individuals as well as groups involving the
place of origin, age, culture, languages and physical abilities.
Moreover, factors such as gender, class, religion, professional
occupation and academic knowledge can also be considered.
Notably, organizations should not only pay attention to the
definition of diversity in the workplace only because of its
scope. Therefore, the issue of cultural diversity should be
addressed from various angles to ensure that it is understood
by everyone.
Cultural difference can be contended as a basic component that
emerges from the intercultural interaction. Therefore, cultural
identity can be described as the identification for
communications of a shared system of symbolic verbal
behavior that are significant to the group members who have a
sense of belonging as well as common traditions, heritage,
language as well as similar norms of behavior. For instance,
during communication, different messages ranging from eye
contact to turn taking are sometimes factors that lead to
intercultural conflict. Therefore, feelings such as conflict,
frustration, confusion as well as embarrassment are feelings
An Analysis of Cultural Diversity and Why Does it Matter
Today, most people recognize cultural diversity and contend it
as an intrinsic good. Cultural diversity can be defined as the
difference among individuals as well as groups involving the
place of origin, age, culture, languages and physical abilities.
Moreover, factors such as gender, class, religion, professional
occupation and academic knowledge can also be considered.
Notably, organizations should not only pay attention to the
definition of diversity in the workplace only because of its
scope. Therefore, the issue of cultural diversity should be
addressed from various angles to ensure that it is understood
by everyone.
Cultural difference can be contended as a basic component that
emerges from the intercultural interaction. Therefore, cultural
identity can be described as the identification for
communications of a shared system of symbolic verbal
behavior that are significant to the group members who have a
sense of belonging as well as common traditions, heritage,
language as well as similar norms of behavior. For instance,
during communication, different messages ranging from eye
contact to turn taking are sometimes factors that lead to
intercultural conflict. Therefore, feelings such as conflict,
frustration, confusion as well as embarrassment are feelings
displayed during rigid cultural communication. Ethnic identity,
on the other hand, is a set of self-ideas regarding one’s ethnic
membership. Ethnic identity has to do with components such
as self-identification, knowledge concerning ethnic culture such
as traditions, customs, values as well as behaviors; moreover,
ethnic identity involves the feelings of belonging to a group.
Pros and Cons of Cultural Diversity
Cultural diversity has displayed extensive the complex
consequences. Concerning the positive effects, it is possible for
one to generate arguments about its valuable contribution to
the society. Firstly, about the long-term perspective, it is
evident that all the positive impacts contribute to sustainable
differentiation by developing higher creativity, innovation, as
well as productivity. At the same time, cultural diversity has its
shortcomings. The negative effects of cultural diversity can be
classified into various levels in an organization. Adverse impacts
on the cognitive as well as behavioral level can be associated
with individuals. While at team levels, the negative effects may
manifest themselves into the problems of communication.
Cultural Diversity in the USA
According to the U.S. Census Bureau, in 2009 the American
population was 80% white, 16% Hispanic 13% African-
American, 5% Asian, 1% American Indian and 0.2% Native
Hawaiian. It is important to note that each race contains
on the other hand, is a set of self-ideas regarding one’s ethnic
membership. Ethnic identity has to do with components such
as self-identification, knowledge concerning ethnic culture such
as traditions, customs, values as well as behaviors; moreover,
ethnic identity involves the feelings of belonging to a group.
Pros and Cons of Cultural Diversity
Cultural diversity has displayed extensive the complex
consequences. Concerning the positive effects, it is possible for
one to generate arguments about its valuable contribution to
the society. Firstly, about the long-term perspective, it is
evident that all the positive impacts contribute to sustainable
differentiation by developing higher creativity, innovation, as
well as productivity. At the same time, cultural diversity has its
shortcomings. The negative effects of cultural diversity can be
classified into various levels in an organization. Adverse impacts
on the cognitive as well as behavioral level can be associated
with individuals. While at team levels, the negative effects may
manifest themselves into the problems of communication.
Cultural Diversity in the USA
According to the U.S. Census Bureau, in 2009 the American
population was 80% white, 16% Hispanic 13% African-
American, 5% Asian, 1% American Indian and 0.2% Native
Hawaiian. It is important to note that each race contains
various ethnic groups. The large numbers of the ethnic
population can be credited to the significant immigrant
population. Geographically, in the South as well as West, there
are specific areas that have large portions of the total
population that are a minority. Notably, close to half of the
people in the West was a minority in 2010. California emerges
as the state that contains the largest minority population at
22.3 million. Additionally, the years between 2000 and 2010,
Texas joined California, the District of Columbia, Hawaii as well
as New Mexico in having the largest population of the minority.
Here, more than 50% of the population was part of the minority
group. Additionally, the examination of racial as well as ethnic
group distributions countrywide, assert that while the non-
Hispanic white alone population is still the largest major race as
well as an ethnic group in the United States, however, it is
growing at the slowest rate. On the other hand, the Hispanic
and Asian populations have grown extensively in part because
of moderately higher levels of immigration.
Cultural Diversity Does Matter
Culture is the lens with which individuals in a society assess
everything around them, therefore. Cultural diversity matters.
Culture enables people to analyze what is proper or improper,
what is viewed as normal or insane. Notably, when one
encounters or associates himself with a culture that is not his,
population can be credited to the significant immigrant
population. Geographically, in the South as well as West, there
are specific areas that have large portions of the total
population that are a minority. Notably, close to half of the
people in the West was a minority in 2010. California emerges
as the state that contains the largest minority population at
22.3 million. Additionally, the years between 2000 and 2010,
Texas joined California, the District of Columbia, Hawaii as well
as New Mexico in having the largest population of the minority.
Here, more than 50% of the population was part of the minority
group. Additionally, the examination of racial as well as ethnic
group distributions countrywide, assert that while the non-
Hispanic white alone population is still the largest major race as
well as an ethnic group in the United States, however, it is
growing at the slowest rate. On the other hand, the Hispanic
and Asian populations have grown extensively in part because
of moderately higher levels of immigration.
Cultural Diversity Does Matter
Culture is the lens with which individuals in a society assess
everything around them, therefore. Cultural diversity matters.
Culture enables people to analyze what is proper or improper,
what is viewed as normal or insane. Notably, when one
encounters or associates himself with a culture that is not his,
he may get a shock or get disoriented due to the different
culture. Therefore, most individuals employ their culture as a
basis to judge other cultures, thus the risk of people beginning
to discriminate other’s way of life. Thus the need for cultural
diversity, America as a country, workplaces as well as well as
schools gradually consisting of people of various cultural, racial
as well as ethnic groups (Belfield). Therefore, as a diverse
society, we can learn from one another and acknowledge
different perspectives within the world in which we live.
Moreover, it aids in eliminating negative stereotypes as well as
personal biases regarding different groups.
Conclusively, any society should support cultural diversity to
make it a more interesting place to stay. As people interact with
one another, bridges are built of respect as well as trust. Thus
understanding across cultures. Values should not be imposed
open people from different cultures, and people should
emulate proactive listening and accepting people with ideas
that are not different from their own. Ultimately, each should
support the idea that each person can make a distinct
contribution to a diverse society.
culture. Therefore, most individuals employ their culture as a
basis to judge other cultures, thus the risk of people beginning
to discriminate other’s way of life. Thus the need for cultural
diversity, America as a country, workplaces as well as well as
schools gradually consisting of people of various cultural, racial
as well as ethnic groups (Belfield). Therefore, as a diverse
society, we can learn from one another and acknowledge
different perspectives within the world in which we live.
Moreover, it aids in eliminating negative stereotypes as well as
personal biases regarding different groups.
Conclusively, any society should support cultural diversity to
make it a more interesting place to stay. As people interact with
one another, bridges are built of respect as well as trust. Thus
understanding across cultures. Values should not be imposed
open people from different cultures, and people should
emulate proactive listening and accepting people with ideas
that are not different from their own. Ultimately, each should
support the idea that each person can make a distinct
contribution to a diverse society.
1
Expository Essay
When you write an expository essay, you are explaining something to
your audience. It is different from technical writing (also known as
process essays), which explains how to do or use a product. Expository
writing is also different from argumentative writing, which is meant to
convince the audience to agree with the writer’s perspective. News
articles are good examples of expository writing, as are any pieces that
focus on the 5 Ws (who, what, where, when, and why).
Types of Expository Essays
Even though expository essays are meant to inform, they can serve
different purposes depending on the writer’s objective. Here are the four
different kinds of expository essays.
Cause and Effect: The writer details the reasons for an event or situation
before discussing the effect(s). These essays are common in literary
essays or social studies reports.
Problem and Solution: After identifying a problem in today’s world, the
writer poses a possible solution. The problem/solution essay is similar to
the cause/effect essay. It can become an argumentative essay depending
on the writer’s tone.
Descriptive: A descriptive essay requires the writer to describe
something in their own words. The topic can be an event from the
writer’s own life, a relationship in a book, or a significant moment in
history. Though the essay can be from the writer’s perspective, it does
not tell a story like in narrative writing.
Compare and Contrast: How is this different than that? A compare and
contrast essay takes two subjects and explains how they are similar and
different. It is a more analytical version of a descriptive essay.
Expository Essay
When you write an expository essay, you are explaining something to
your audience. It is different from technical writing (also known as
process essays), which explains how to do or use a product. Expository
writing is also different from argumentative writing, which is meant to
convince the audience to agree with the writer’s perspective. News
articles are good examples of expository writing, as are any pieces that
focus on the 5 Ws (who, what, where, when, and why).
Types of Expository Essays
Even though expository essays are meant to inform, they can serve
different purposes depending on the writer’s objective. Here are the four
different kinds of expository essays.
Cause and Effect: The writer details the reasons for an event or situation
before discussing the effect(s). These essays are common in literary
essays or social studies reports.
Problem and Solution: After identifying a problem in today’s world, the
writer poses a possible solution. The problem/solution essay is similar to
the cause/effect essay. It can become an argumentative essay depending
on the writer’s tone.
Descriptive: A descriptive essay requires the writer to describe
something in their own words. The topic can be an event from the
writer’s own life, a relationship in a book, or a significant moment in
history. Though the essay can be from the writer’s perspective, it does
not tell a story like in narrative writing.
Compare and Contrast: How is this different than that? A compare and
contrast essay takes two subjects and explains how they are similar and
different. It is a more analytical version of a descriptive essay.
2
Expository Essay Format
Expository essays typically follow the standard five-paragraph format.
After you outline the three main points of your essay, you’re ready to
start writing. Your essay should include these sections:
Introduction: Start with a ―hook‖ to get your reader’s attention. In one or
two sentences, transition to a strong thesis statement to tell your reader
what the essay will be about (but don’t start with ―My essay will be
about….‖).
Body: Each of body paragraphs typically start with a topic sentence that
directly links to the thesis statement. Discuss different information in
each paragraph, leading up to your most compelling or relevant point.
Be sure to include quotes from credible sources along with insightful
commentary. End with transition sentences that introduce your next
topic sentence.
Conclusion: Restate your thesis statement before making a broader
statement about your topic. Do not introduce new information here; if
you didn’t cover a point in your body paragraphs, you may not need it in
the essay.
The Cause and Lasting Effects of World War I
It’s almost impossible to imagine a war that involved 32 countries, 40
million fatalities, and 186 billion dollars. But World War I, also known
as The Great War or The War to End All Wars, ended up being one of
the costliest global conflicts in terms of both funds and human lives.
While it’s difficult to understand the magnitude of World War I, it’s
even harder to comprehend how the actions of Gavrilo Princip, a
Bosnian assassin, could trigger such an international chain event.
Though there were many underlying causes to World War I, the events
of June 28, 1914 are considered the inciting incident. Princip’s
assassination of Archduke Franz Ferdinand and his wife Sophie in
Expository Essay Format
Expository essays typically follow the standard five-paragraph format.
After you outline the three main points of your essay, you’re ready to
start writing. Your essay should include these sections:
Introduction: Start with a ―hook‖ to get your reader’s attention. In one or
two sentences, transition to a strong thesis statement to tell your reader
what the essay will be about (but don’t start with ―My essay will be
about….‖).
Body: Each of body paragraphs typically start with a topic sentence that
directly links to the thesis statement. Discuss different information in
each paragraph, leading up to your most compelling or relevant point.
Be sure to include quotes from credible sources along with insightful
commentary. End with transition sentences that introduce your next
topic sentence.
Conclusion: Restate your thesis statement before making a broader
statement about your topic. Do not introduce new information here; if
you didn’t cover a point in your body paragraphs, you may not need it in
the essay.
The Cause and Lasting Effects of World War I
It’s almost impossible to imagine a war that involved 32 countries, 40
million fatalities, and 186 billion dollars. But World War I, also known
as The Great War or The War to End All Wars, ended up being one of
the costliest global conflicts in terms of both funds and human lives.
While it’s difficult to understand the magnitude of World War I, it’s
even harder to comprehend how the actions of Gavrilo Princip, a
Bosnian assassin, could trigger such an international chain event.
Though there were many underlying causes to World War I, the events
of June 28, 1914 are considered the inciting incident. Princip’s
assassination of Archduke Franz Ferdinand and his wife Sophie in
3
Sarajevo was designed to influence the creation of Yugoslavia. As a
result, Austria-Hungary declared war on Serbia one month later during
the July Crisis.
Though Serbia effectively accepted all of Austria’s demands except for
one, the Austrian government broke diplomatic relations with the other
country on July 25 and went ahead with military preparedness measures.
(―Austria-Hungary declares war on Serbia,‖ History.com)
When Austria-Hungary entered the war, Germany was immediately
involved. Serbia’s ally, Russia, posed a significant threat to Austria-
Hungary’s objective. What could have been a small-scale skirmish
turned into a larger operation when Germany then declared war on
Russia.
His Majesty the Emperor, my august Sovereign, in the name of the
German Empire, accepts the challenge, and considers himself at war
with Russia.‖ (―The German Declaration of War on
Russia,‖ wwi.lib.byu.edu/)
By bringing Russia to the war, Germany found itself at war with
Russia’s ally, France. Soon after, Germany began ―The Rape of
Belgium,‖ in which it illegally invaded Belgium in an attempt to bring
its troops to Paris. The atrocity quickly attracted international attention,
including that of Britain, who declared war on Germany on August 4,
1914. Britain’s declaration of war is considered the true beginning of
World War I. The assassination that caused the initial conflict was left
behind long ago, as its effects were rapidly escalating long past that
fateful day.
The effects of Princip’s actions quickly ricocheted around the world.
The Ottoman Empire entered the war after making a secret alliance with
Germany, and Montenegro and France declared war against Austria-
Hungary. The Battle of the Marne in 1914 between Germany, France,
Russia, and Britain began four years of constant trench warfare. Soldiers
Sarajevo was designed to influence the creation of Yugoslavia. As a
result, Austria-Hungary declared war on Serbia one month later during
the July Crisis.
Though Serbia effectively accepted all of Austria’s demands except for
one, the Austrian government broke diplomatic relations with the other
country on July 25 and went ahead with military preparedness measures.
(―Austria-Hungary declares war on Serbia,‖ History.com)
When Austria-Hungary entered the war, Germany was immediately
involved. Serbia’s ally, Russia, posed a significant threat to Austria-
Hungary’s objective. What could have been a small-scale skirmish
turned into a larger operation when Germany then declared war on
Russia.
His Majesty the Emperor, my august Sovereign, in the name of the
German Empire, accepts the challenge, and considers himself at war
with Russia.‖ (―The German Declaration of War on
Russia,‖ wwi.lib.byu.edu/)
By bringing Russia to the war, Germany found itself at war with
Russia’s ally, France. Soon after, Germany began ―The Rape of
Belgium,‖ in which it illegally invaded Belgium in an attempt to bring
its troops to Paris. The atrocity quickly attracted international attention,
including that of Britain, who declared war on Germany on August 4,
1914. Britain’s declaration of war is considered the true beginning of
World War I. The assassination that caused the initial conflict was left
behind long ago, as its effects were rapidly escalating long past that
fateful day.
The effects of Princip’s actions quickly ricocheted around the world.
The Ottoman Empire entered the war after making a secret alliance with
Germany, and Montenegro and France declared war against Austria-
Hungary. The Battle of the Marne in 1914 between Germany, France,
Russia, and Britain began four years of constant trench warfare. Soldiers
4
suffered from the advances of chemical warfare, as detailed by nurse
Vera Brittain in her 1933 memoir Testament of Youth.
―I wish those people who talk about going on with this war whatever it
costs could see the soldiers suffering from mustard gas poisoning. Great
mustard-coloured blisters, blind eyes, all sticky and stuck together,
always fighting for breath, with voices a mere whisper, saying that their
throats are closing and they know they will choke.‖ (Brittain)
Operations continued in the Pacific as Japan, New Zealand, and South
Africa declared war against Germany. Italy, having already proclaimed
their neutrality, declared war on Germany after the Treaty of London. In
1917, Germany tried to coerce Mexico to declare war against America,
leading President Woodrow Wilson to finally bring the United States
into the strife.
But the right is more precious than peace, and we shall fight for the
things which we have always carried nearest our hearts—democracy. . . .
.‖ (Wilson)
Immediately following the United States’ entrance into the war was
Cuba and Panama, who declared war on Germany the next day. Greece
followed suit in June 1917, followed closely by Liberia and China. Over
the next year, countless battles and operations pushed boundaries and
lost hundreds of thousands of soldiers to the cause. The final offensive
of World War I, the Hundred Days Offensive, led Germany to the brink
of defeat. After Germany signed the Armistice of Compiègne on
November 11, 1918, the fighting was officially over – but the effects of
the war were just beginning.
World War I may seem like it took place over four very busy years, but
the effects of the international strife would come to define the 21st
century. By the time the Paris Peace Conference began in January 1919,
Germany’s economy and morale had plummeted. They had fought
suffered from the advances of chemical warfare, as detailed by nurse
Vera Brittain in her 1933 memoir Testament of Youth.
―I wish those people who talk about going on with this war whatever it
costs could see the soldiers suffering from mustard gas poisoning. Great
mustard-coloured blisters, blind eyes, all sticky and stuck together,
always fighting for breath, with voices a mere whisper, saying that their
throats are closing and they know they will choke.‖ (Brittain)
Operations continued in the Pacific as Japan, New Zealand, and South
Africa declared war against Germany. Italy, having already proclaimed
their neutrality, declared war on Germany after the Treaty of London. In
1917, Germany tried to coerce Mexico to declare war against America,
leading President Woodrow Wilson to finally bring the United States
into the strife.
But the right is more precious than peace, and we shall fight for the
things which we have always carried nearest our hearts—democracy. . . .
.‖ (Wilson)
Immediately following the United States’ entrance into the war was
Cuba and Panama, who declared war on Germany the next day. Greece
followed suit in June 1917, followed closely by Liberia and China. Over
the next year, countless battles and operations pushed boundaries and
lost hundreds of thousands of soldiers to the cause. The final offensive
of World War I, the Hundred Days Offensive, led Germany to the brink
of defeat. After Germany signed the Armistice of Compiègne on
November 11, 1918, the fighting was officially over – but the effects of
the war were just beginning.
World War I may seem like it took place over four very busy years, but
the effects of the international strife would come to define the 21st
century. By the time the Paris Peace Conference began in January 1919,
Germany’s economy and morale had plummeted. They had fought
5
against nearly 30 countries and had come close to complete destruction,
only to feel cheated by the Versailles Treaty.
The social and economic upheaval that followed World War I gave rise
to many radical right wing parties in Weimar Germany. The harsh
provisions of the Treaty of Versailles led many in the general population
to believe that Germany had been "stabbed in the back" by the
"November criminals." (―WWI: Aftermath,‖ encyclopedia.ushmm.org/).
The discouraged nation was resistant to the provisions of the treaty and
to their new democratic rule. Many German citizens longed for more
authoritarian rule as they’d had prior to World War I. A ruined economy
led to hyperinflation, which made Germany fearful of Communism as
well. Adolf Hitler, an Austrian extremist and leader of the Nazi Party,
became a welcome voice in right-wing nationalist politics.
Beyond Marxism he believed the greatest enemy of all to be the Jew,
who was for Hitler the incarnation of evil. (―Rise To Power,‖
britannica.com)
Hitler’s leadership in the years following World War I was a direct
result of the war’s events. The next global crisis, World War II, would
result in atrocities far beyond the scope of its predecessor. The world
would spend the second half of the 20th century recovering from the
enormous costs of both of these wars.
One assassin on an ordinary day in 1914 ended up starting an
unfathomable chain of events. The wars that resulted would define an
entire century, several generations, and countless government actions.
It’s important to consider the effects of any action, political or not, to
decide whether it’s the best path to take.
against nearly 30 countries and had come close to complete destruction,
only to feel cheated by the Versailles Treaty.
The social and economic upheaval that followed World War I gave rise
to many radical right wing parties in Weimar Germany. The harsh
provisions of the Treaty of Versailles led many in the general population
to believe that Germany had been "stabbed in the back" by the
"November criminals." (―WWI: Aftermath,‖ encyclopedia.ushmm.org/).
The discouraged nation was resistant to the provisions of the treaty and
to their new democratic rule. Many German citizens longed for more
authoritarian rule as they’d had prior to World War I. A ruined economy
led to hyperinflation, which made Germany fearful of Communism as
well. Adolf Hitler, an Austrian extremist and leader of the Nazi Party,
became a welcome voice in right-wing nationalist politics.
Beyond Marxism he believed the greatest enemy of all to be the Jew,
who was for Hitler the incarnation of evil. (―Rise To Power,‖
britannica.com)
Hitler’s leadership in the years following World War I was a direct
result of the war’s events. The next global crisis, World War II, would
result in atrocities far beyond the scope of its predecessor. The world
would spend the second half of the 20th century recovering from the
enormous costs of both of these wars.
One assassin on an ordinary day in 1914 ended up starting an
unfathomable chain of events. The wars that resulted would define an
entire century, several generations, and countless government actions.
It’s important to consider the effects of any action, political or not, to
decide whether it’s the best path to take.
Persuasive Essay Example
High School Sports
High school sports can influence every student in a different
way. I am influenced greatly by high school sports because they
have helped me achieve a verity of things in a short period of
time. Athletes like me are able to get the most out of their high
school years because we can make memories without doing bad
things. Most of all students learn how to manage school work,
how to be a role model and build character for a life time.
Grades are important no matter if students are in sports or not.
Students have to realize in order to play a sport they have to
keep their grades up. This helps the kids stay on task in class and
keep them out of trouble. With more pressure on the students to
do good kids have to learn how to manage their time. For
instance if they have seminar they learn to stay busy and not do
unproductive things. Students out for sports may have a better
chance at getting help. Like if their practice doesn’t start right
after school they can get help after school or if their friend is in
the sport they can get help from them also. I have learned with
being in basketball that staying after school can help me
accomplish the homework that I am having trouble with.
All kids look up to their high school sports teams. When they go
to a Friday night football game they are there playing with their
friends discussing how cool it’s going to be when they get that
old. Young kids watch their older bothers and sisters and see
High School Sports
High school sports can influence every student in a different
way. I am influenced greatly by high school sports because they
have helped me achieve a verity of things in a short period of
time. Athletes like me are able to get the most out of their high
school years because we can make memories without doing bad
things. Most of all students learn how to manage school work,
how to be a role model and build character for a life time.
Grades are important no matter if students are in sports or not.
Students have to realize in order to play a sport they have to
keep their grades up. This helps the kids stay on task in class and
keep them out of trouble. With more pressure on the students to
do good kids have to learn how to manage their time. For
instance if they have seminar they learn to stay busy and not do
unproductive things. Students out for sports may have a better
chance at getting help. Like if their practice doesn’t start right
after school they can get help after school or if their friend is in
the sport they can get help from them also. I have learned with
being in basketball that staying after school can help me
accomplish the homework that I am having trouble with.
All kids look up to their high school sports teams. When they go
to a Friday night football game they are there playing with their
friends discussing how cool it’s going to be when they get that
old. Young kids watch their older bothers and sisters and see
that they are having fun makes them want to go out for it. That
is why it is important for students to try their hardest in sports. I
know when I was young I liked to see how fast the players
would run up and down the floor. Teamwork is one thing that
will help keeps the team together and hopefully leads to
winning. This can also help the players from blaming losing just
on just one person. Showing dedication can help the kids work
harder in the things they enjoy too. Getting involved with school
is important. Students represent our school by showing school
pride. Cheering on the team is sometimes just as important as
being on the team.
Getting involved in high school sports helps build character.
Building character takes some time and effort. Every athlete on
the team is going to mess up once in a while but they have to use
that to learn how to improve whatever they did wrong. This may
involve using some skills you never use in normal day life.
Athletes also get to know people they would never meet up with.
In every sport I am in I have become connected with coaches
and that helps me when I am looking for references to put on
applications. Getting to know these people is good because it
helps with social skills and now these people can help with
future planning, even if the students’ future isn’t guided in the
athletic direction. When kids are trying to decide what to do
with the ball or where to run next they learn how to take
chances. With the right attitude all these will shape high school
students well.
is why it is important for students to try their hardest in sports. I
know when I was young I liked to see how fast the players
would run up and down the floor. Teamwork is one thing that
will help keeps the team together and hopefully leads to
winning. This can also help the players from blaming losing just
on just one person. Showing dedication can help the kids work
harder in the things they enjoy too. Getting involved with school
is important. Students represent our school by showing school
pride. Cheering on the team is sometimes just as important as
being on the team.
Getting involved in high school sports helps build character.
Building character takes some time and effort. Every athlete on
the team is going to mess up once in a while but they have to use
that to learn how to improve whatever they did wrong. This may
involve using some skills you never use in normal day life.
Athletes also get to know people they would never meet up with.
In every sport I am in I have become connected with coaches
and that helps me when I am looking for references to put on
applications. Getting to know these people is good because it
helps with social skills and now these people can help with
future planning, even if the students’ future isn’t guided in the
athletic direction. When kids are trying to decide what to do
with the ball or where to run next they learn how to take
chances. With the right attitude all these will shape high school
students well.
Growing up playing sports can help these young high school
boys and girls. It doesn’t only create lasting memories it also
helps them bond with their friends in all different ways. Sports
are a good way to learn and help kids take who they are and
improve it. But overall it teaches them the importance of grades,
how to be role model and how to build character. Most parents
are able to see this in their kids and enjoy seeing them improve.
boys and girls. It doesn’t only create lasting memories it also
helps them bond with their friends in all different ways. Sports
are a good way to learn and help kids take who they are and
improve it. But overall it teaches them the importance of grades,
how to be role model and how to build character. Most parents
are able to see this in their kids and enjoy seeing them improve.
1
Abdullah Danish Educational Platform Abdullah Danish
Shooting an Elephant George Orwell (c. 1936)
IN MOULMEIN, IN LOWER BURMA, I was hated by large numbers
of people--the only time in my life that I have been important enough for
this to happen to me. I was sub-divisional police officer of the town, and
in an aimless, petty kind of way anti-European feeling was very bitter.
No one had the guts to raise a riot, but if a European woman went
through the bazaars alone somebody would probably spit betel juice
over her dress. As a police officer I was an obvious target and was baited
whenever it seemed safe to do so. When a nimble Burman tripped me up
on the football field and the referee (another Burman) looked the other
way, the crowd yelled with hideous laughter. This happened more than
once. In the end the sneering yellow faces of young men that met me
everywhere, the insults hooted after me when I was at a safe distance,
got badly on my nerves. The young Buddhist priests were the worst of
all. There were several thousands of them in the town and none of them
seemed to have anything to do except stand on street corners and jeer at
Europeans.
All this was perplexing and upsetting. For at that time I had already
made up my mind that imperialism was an evil thing and the sooner I
chucked up my job and got out of it the better. Theoretically--and
secretly, of course--I was all for the Burmese and all against their
oppressors, the British. As for the job I was doing, I hated it more
bitterly than I can perhaps make clear. In a job like that you see the dirty
work of Empire at close quarters. The wretched prisoners huddling in
the stinking cages of the lock-ups, the grey, cowed faces of the long-
term convicts, the scarred buttocks of the men who had been Bogged
with bamboos--all these oppressed me with an intolerable sense of guilt.
But I could get nothing into perspective. I was young and illeducated
and I had had to think out my problems in the utter silence that is
imposed on every Englishman in the East. I did not even know that the
British Empire is dying, still less did I know that it is a great deal better
Abdullah Danish Educational Platform Abdullah Danish
Shooting an Elephant George Orwell (c. 1936)
IN MOULMEIN, IN LOWER BURMA, I was hated by large numbers
of people--the only time in my life that I have been important enough for
this to happen to me. I was sub-divisional police officer of the town, and
in an aimless, petty kind of way anti-European feeling was very bitter.
No one had the guts to raise a riot, but if a European woman went
through the bazaars alone somebody would probably spit betel juice
over her dress. As a police officer I was an obvious target and was baited
whenever it seemed safe to do so. When a nimble Burman tripped me up
on the football field and the referee (another Burman) looked the other
way, the crowd yelled with hideous laughter. This happened more than
once. In the end the sneering yellow faces of young men that met me
everywhere, the insults hooted after me when I was at a safe distance,
got badly on my nerves. The young Buddhist priests were the worst of
all. There were several thousands of them in the town and none of them
seemed to have anything to do except stand on street corners and jeer at
Europeans.
All this was perplexing and upsetting. For at that time I had already
made up my mind that imperialism was an evil thing and the sooner I
chucked up my job and got out of it the better. Theoretically--and
secretly, of course--I was all for the Burmese and all against their
oppressors, the British. As for the job I was doing, I hated it more
bitterly than I can perhaps make clear. In a job like that you see the dirty
work of Empire at close quarters. The wretched prisoners huddling in
the stinking cages of the lock-ups, the grey, cowed faces of the long-
term convicts, the scarred buttocks of the men who had been Bogged
with bamboos--all these oppressed me with an intolerable sense of guilt.
But I could get nothing into perspective. I was young and illeducated
and I had had to think out my problems in the utter silence that is
imposed on every Englishman in the East. I did not even know that the
British Empire is dying, still less did I know that it is a great deal better
2
Abdullah Danish Educational Platform Abdullah Danish
than the younger empires that are going to supplant it. All I knew was
that I was stuck between my hatred of the empire I served and my rage
against the evilspirited little beasts who tried to make my job impossible.
With one part of my mind I thought of the British Raj as an unbreakable
tyranny, as something clamped down, in saecula saeculorum, upon the
will of prostrate peoples; with another part I thought that the greatest joy
in the world would be to drive a bayonet into a Buddhist priest's guts.
Feelings like these are the normal byproducts of imperialism; ask any
Anglo-Indian official, if you can catch him off duty.
One day something happened which in a roundabout way was
enlightening. It was a tiny incident in itself, but it gave me a better
glimpse than I had had before of the real nature of imperialism--the real
motives for which despotic governments act. Early one morning the
subinspector at a police station the other end of the town rang me up on
the phone and said that an elephant was ravaging the bazaar. Would I
please come and do something about it? I did not know what I could do,
but I wanted to see what was happening and I got on to a pony and
started out. I took my rifle, an old .44 Winchester and much too small to
kill an elephant, but I thought the noise might be useful in terrorem.
Various Burmans stopped me on the way and told me about the
elephant's doings. It was not, of course, a wild elephant, but a tame one
which had gone "must." It had been chained up, as tame elephants
always are when their attack of "must" is due, but on the previous night
it had broken its chain and escaped. Its mahout, the only person who
could manage it when it was in that state, had set out in pursuit, but had
taken the wrong direction and was now twelve hours' journey away, and
in the morning the elephant had suddenly reappeared in the town. The
Burmese population had no weapons and were quite helpless against it.
It had already destroyed somebody's bamboo hut, killed a cow and
raided some fruit-stalls and devoured the stock; also it had met the
municipal rubbish van and, when the driver jumped out and took to his
heels, had turned the van over and inflicted violences upon it.
Abdullah Danish Educational Platform Abdullah Danish
than the younger empires that are going to supplant it. All I knew was
that I was stuck between my hatred of the empire I served and my rage
against the evilspirited little beasts who tried to make my job impossible.
With one part of my mind I thought of the British Raj as an unbreakable
tyranny, as something clamped down, in saecula saeculorum, upon the
will of prostrate peoples; with another part I thought that the greatest joy
in the world would be to drive a bayonet into a Buddhist priest's guts.
Feelings like these are the normal byproducts of imperialism; ask any
Anglo-Indian official, if you can catch him off duty.
One day something happened which in a roundabout way was
enlightening. It was a tiny incident in itself, but it gave me a better
glimpse than I had had before of the real nature of imperialism--the real
motives for which despotic governments act. Early one morning the
subinspector at a police station the other end of the town rang me up on
the phone and said that an elephant was ravaging the bazaar. Would I
please come and do something about it? I did not know what I could do,
but I wanted to see what was happening and I got on to a pony and
started out. I took my rifle, an old .44 Winchester and much too small to
kill an elephant, but I thought the noise might be useful in terrorem.
Various Burmans stopped me on the way and told me about the
elephant's doings. It was not, of course, a wild elephant, but a tame one
which had gone "must." It had been chained up, as tame elephants
always are when their attack of "must" is due, but on the previous night
it had broken its chain and escaped. Its mahout, the only person who
could manage it when it was in that state, had set out in pursuit, but had
taken the wrong direction and was now twelve hours' journey away, and
in the morning the elephant had suddenly reappeared in the town. The
Burmese population had no weapons and were quite helpless against it.
It had already destroyed somebody's bamboo hut, killed a cow and
raided some fruit-stalls and devoured the stock; also it had met the
municipal rubbish van and, when the driver jumped out and took to his
heels, had turned the van over and inflicted violences upon it.
3
Abdullah Danish Educational Platform Abdullah Danish
2
The Burmese sub-inspector and some Indian constables were waiting for
me in the quarter where the elephant had been seen. It was a very poor
quarter, a labyrinth of squalid bamboo huts, thatched with palmleaf,
winding all over a steep hillside. I remember that it was a cloudy, stuffy
morning at the beginning of the rains. We began questioning the people
as to where the elephant had gone and, as usual, failed to get any definite
information. That is invariably the case in the East; a story always
sounds clear enough at a distance, but the nearer you get to the scene of
events the vaguer it becomes. Some of the people said that the elephant
had gone in one direction, some said that he had gone in another, some
professed not even to have heard of any elephant. I had almost made up
my mind that the whole story was a pack of lies, when we heard yells a
little distance away. There was a loud, scandalized cry of "Go away,
child! Go away this instant!" and an old woman with a switch in her
hand came round the corner of a hut, violently shooing away a crowd of
naked children. Some more women followed, clicking their tongues and
exclaiming; evidently there was something that the children ought not to
have seen. I rounded the hut and saw a man's dead body sprawling in the
mud. He was an Indian, a black Dravidian coolie, almost naked, and he
could not have been dead many minutes. The people said that the
elephant had come suddenly upon him round the corner of the hut,
caught him with its trunk, put its foot on his back and ground him into
the earth. This was the rainy season and the ground was soft, and his
face had scored a trench a foot deep and a couple of yards long. He was
lying on his belly with arms crucified and head sharply twisted to one
side. His face was coated with mud, the eyes wide open, the teeth bared
and grinning with an expression of unendurable agony. (Never tell me,
by the way, that the dead look peaceful. Most of the corpses I have seen
looked devilish.) The friction of the great beast's foot had stripped the
skin from his back as neatly as one skins a rabbit. As soon as I saw the
dead man I sent an orderly to a friend's house nearby to borrow an
Abdullah Danish Educational Platform Abdullah Danish
2
The Burmese sub-inspector and some Indian constables were waiting for
me in the quarter where the elephant had been seen. It was a very poor
quarter, a labyrinth of squalid bamboo huts, thatched with palmleaf,
winding all over a steep hillside. I remember that it was a cloudy, stuffy
morning at the beginning of the rains. We began questioning the people
as to where the elephant had gone and, as usual, failed to get any definite
information. That is invariably the case in the East; a story always
sounds clear enough at a distance, but the nearer you get to the scene of
events the vaguer it becomes. Some of the people said that the elephant
had gone in one direction, some said that he had gone in another, some
professed not even to have heard of any elephant. I had almost made up
my mind that the whole story was a pack of lies, when we heard yells a
little distance away. There was a loud, scandalized cry of "Go away,
child! Go away this instant!" and an old woman with a switch in her
hand came round the corner of a hut, violently shooing away a crowd of
naked children. Some more women followed, clicking their tongues and
exclaiming; evidently there was something that the children ought not to
have seen. I rounded the hut and saw a man's dead body sprawling in the
mud. He was an Indian, a black Dravidian coolie, almost naked, and he
could not have been dead many minutes. The people said that the
elephant had come suddenly upon him round the corner of the hut,
caught him with its trunk, put its foot on his back and ground him into
the earth. This was the rainy season and the ground was soft, and his
face had scored a trench a foot deep and a couple of yards long. He was
lying on his belly with arms crucified and head sharply twisted to one
side. His face was coated with mud, the eyes wide open, the teeth bared
and grinning with an expression of unendurable agony. (Never tell me,
by the way, that the dead look peaceful. Most of the corpses I have seen
looked devilish.) The friction of the great beast's foot had stripped the
skin from his back as neatly as one skins a rabbit. As soon as I saw the
dead man I sent an orderly to a friend's house nearby to borrow an
4
Abdullah Danish Educational Platform Abdullah Danish
elephant rifle. I had already sent back the pony, not wanting it to go mad
with fright and throw me if it smelt the elephant.
The orderly came back in a few minutes with a rifle and five cartridges,
and meanwhile some Burmans had arrived and told us that the elephant
was in the paddy fields below, only a few hundred yards away. As I
started forward practically the whole population of the quarter flocked
out of the houses and followed me. They had seen the rifle and were all
shouting excitedly that I was going to shoot the elephant. They had not
shown much interest in the elephant when he was merely ravaging their
homes, but it was different now that he was going to be shot. It was a bit
of fun to them, as it would be to an English crowd; besides they wanted
the meat. It made me vaguely uneasy. I had no intention of shooting the
elephant--I had merely sent for the rifle to defend myself if necessary--
and it is always unnerving to have a crowd following you. I marched
down the hill, looking and feeling a fool, with the rifle over my shoulder
and an ever-growing army of people jostling at my heels. At the bottom,
when you got away from the huts, there was a metalled road and beyond
that a miry waste of paddy fields a thousand yards across, not yet
ploughed but soggy from the first rains and dotted with coarse grass. The
elephant was standing eight yards from the road, his left side towards us.
He took not the slightest notice of the crowd's approach. He was tearing
up bunches of grass, beating them against his knees to clean them and
stuffing them into his mouth.
I had halted on the road. As soon as I saw the elephant I knew with
perfect certainty that I ought not to shoot him. It is a serious matter to
shoot a working elephant--it is comparable to destroying a huge and
costly piece of machinery--and obviously one ought not to do it if it can
possibly be avoided. And at that distance, peacefully eating, the elephant
looked no more dangerous than a cow. I thought then and I think now
that his attack of "must" was already passing off; in which case he would
merely wander harmlessly about until the mahout came back and caught
Abdullah Danish Educational Platform Abdullah Danish
elephant rifle. I had already sent back the pony, not wanting it to go mad
with fright and throw me if it smelt the elephant.
The orderly came back in a few minutes with a rifle and five cartridges,
and meanwhile some Burmans had arrived and told us that the elephant
was in the paddy fields below, only a few hundred yards away. As I
started forward practically the whole population of the quarter flocked
out of the houses and followed me. They had seen the rifle and were all
shouting excitedly that I was going to shoot the elephant. They had not
shown much interest in the elephant when he was merely ravaging their
homes, but it was different now that he was going to be shot. It was a bit
of fun to them, as it would be to an English crowd; besides they wanted
the meat. It made me vaguely uneasy. I had no intention of shooting the
elephant--I had merely sent for the rifle to defend myself if necessary--
and it is always unnerving to have a crowd following you. I marched
down the hill, looking and feeling a fool, with the rifle over my shoulder
and an ever-growing army of people jostling at my heels. At the bottom,
when you got away from the huts, there was a metalled road and beyond
that a miry waste of paddy fields a thousand yards across, not yet
ploughed but soggy from the first rains and dotted with coarse grass. The
elephant was standing eight yards from the road, his left side towards us.
He took not the slightest notice of the crowd's approach. He was tearing
up bunches of grass, beating them against his knees to clean them and
stuffing them into his mouth.
I had halted on the road. As soon as I saw the elephant I knew with
perfect certainty that I ought not to shoot him. It is a serious matter to
shoot a working elephant--it is comparable to destroying a huge and
costly piece of machinery--and obviously one ought not to do it if it can
possibly be avoided. And at that distance, peacefully eating, the elephant
looked no more dangerous than a cow. I thought then and I think now
that his attack of "must" was already passing off; in which case he would
merely wander harmlessly about until the mahout came back and caught
5
Abdullah Danish Educational Platform Abdullah Danish
him. Moreover, I did not in the least want to shoot him. I decided that I
would watch him for a little while to make sure that he did not turn
savage again, and then go home.
3
But at that moment I glanced round at the crowd that had followed me. It
was an immense crowd, two thousand at the least and growing every
minute. It blocked the road for a long distance on either side. I looked at
the sea of yellow faces above the garish clothes-faces all happy and
excited over this bit of fun, all certain that the elephant was going to be
shot. They were watching me as they would watch a conjurer about to
perform a trick. They did not like me, but with the magical rifle in my
hands I was momentarily worth watching. And suddenly I realized that I
should have to shoot the elephant after all. The people expected it of me
and I had got to do it; I could feel their two thousand wills pressing me
forward, irresistibly. And it was at this moment, as I stood there with the
rifle in my hands, that I first grasped the hollowness, the futility of the
white man's dominion in the East. Here was I, the white man with his
gun, standing in front of the unarmed native crowd--seemingly the
leading actor of the piece; but in reality I was only an absurd puppet
pushed to and fro by the will of those yellow faces behind. I perceived in
this moment that when the white man turns tyrant it is his own freedom
that he destroys. He becomes a sort of hollow, posing dummy, the
conventionalized figure of a sahib. For it is the condition of his rule that
he shall spend his life in trying to impress the "natives," and so in every
crisis he has got to do what the "natives" expect of him. He wears a
mask, and his face grows to fit it. I had got to shoot the elephant. I had
committed myself to doing it when I sent for the rifle. A sahib has got to
act like a sahib; he has got to appear resolute, to know his own mind and
do definite things. To come all that way, rifle in hand, with two thousand
people marching at my heels, and then to trail feebly away, having done
nothing--no, that was impossible. The crowd would laugh at me. And
Abdullah Danish Educational Platform Abdullah Danish
him. Moreover, I did not in the least want to shoot him. I decided that I
would watch him for a little while to make sure that he did not turn
savage again, and then go home.
3
But at that moment I glanced round at the crowd that had followed me. It
was an immense crowd, two thousand at the least and growing every
minute. It blocked the road for a long distance on either side. I looked at
the sea of yellow faces above the garish clothes-faces all happy and
excited over this bit of fun, all certain that the elephant was going to be
shot. They were watching me as they would watch a conjurer about to
perform a trick. They did not like me, but with the magical rifle in my
hands I was momentarily worth watching. And suddenly I realized that I
should have to shoot the elephant after all. The people expected it of me
and I had got to do it; I could feel their two thousand wills pressing me
forward, irresistibly. And it was at this moment, as I stood there with the
rifle in my hands, that I first grasped the hollowness, the futility of the
white man's dominion in the East. Here was I, the white man with his
gun, standing in front of the unarmed native crowd--seemingly the
leading actor of the piece; but in reality I was only an absurd puppet
pushed to and fro by the will of those yellow faces behind. I perceived in
this moment that when the white man turns tyrant it is his own freedom
that he destroys. He becomes a sort of hollow, posing dummy, the
conventionalized figure of a sahib. For it is the condition of his rule that
he shall spend his life in trying to impress the "natives," and so in every
crisis he has got to do what the "natives" expect of him. He wears a
mask, and his face grows to fit it. I had got to shoot the elephant. I had
committed myself to doing it when I sent for the rifle. A sahib has got to
act like a sahib; he has got to appear resolute, to know his own mind and
do definite things. To come all that way, rifle in hand, with two thousand
people marching at my heels, and then to trail feebly away, having done
nothing--no, that was impossible. The crowd would laugh at me. And
6
Abdullah Danish Educational Platform Abdullah Danish
my whole life, every white man's life in the East, was one long struggle
not to be laughed at.
But I did not want to shoot the elephant. I watched him beating his
bunch of grass against his knees, with that preoccupied grandmotherly
air that elephants have. It seemed to me that it would be murder to shoot
him. At that age I was not squeamish about killing animals, but I had
never shot an elephant and never wanted to. (Somehow it always seems
worse to kill a large animal.) Besides, there was the beast's owner to be
considered. Alive, the elephant was worth at least a hundred pounds;
dead, he would only be worth the value of his tusks, five pounds,
possibly. But I had got to act quickly. I turned to some experienced-
looking Burmans who had been there when we arrived, and asked them
how the elephant had been behaving. They all said the same thing: he
took no notice of you if you left him alone, but he might charge if you
went too close to him.
It was perfectly clear to me what I ought to do. I ought to walk up to
within, say, twenty-five yards of the elephant and test his behavior. If he
charged, I could shoot; if he took no notice of me, it would be safe to
leave him until the mahout came back. But also I knew that I was going
to do no such thing. I was a poor shot with a rifle and the ground was
soft mud into which one would sink at every step. If the elephant
charged and I missed him, I should have about as much chance as a toad
under a steam-roller. But even then I was not thinking particularly of my
own skin, only of the watchful yellow faces behind. For at that moment,
with the crowd watching me, I was not afraid in the ordinary sense, as I
would have been if I had been alone. A white man mustn't be frightened
in front of "natives"; and so, in general, he isn't frightened. The sole
thought in my mind was that if anything went wrong those two thousand
Burmans would see me pursued, caught, trampled on and reduced to a
grinning corpse like that Indian up the hill. And if that happened it was
quite probable that some of them would laugh. That would never do.
Abdullah Danish Educational Platform Abdullah Danish
my whole life, every white man's life in the East, was one long struggle
not to be laughed at.
But I did not want to shoot the elephant. I watched him beating his
bunch of grass against his knees, with that preoccupied grandmotherly
air that elephants have. It seemed to me that it would be murder to shoot
him. At that age I was not squeamish about killing animals, but I had
never shot an elephant and never wanted to. (Somehow it always seems
worse to kill a large animal.) Besides, there was the beast's owner to be
considered. Alive, the elephant was worth at least a hundred pounds;
dead, he would only be worth the value of his tusks, five pounds,
possibly. But I had got to act quickly. I turned to some experienced-
looking Burmans who had been there when we arrived, and asked them
how the elephant had been behaving. They all said the same thing: he
took no notice of you if you left him alone, but he might charge if you
went too close to him.
It was perfectly clear to me what I ought to do. I ought to walk up to
within, say, twenty-five yards of the elephant and test his behavior. If he
charged, I could shoot; if he took no notice of me, it would be safe to
leave him until the mahout came back. But also I knew that I was going
to do no such thing. I was a poor shot with a rifle and the ground was
soft mud into which one would sink at every step. If the elephant
charged and I missed him, I should have about as much chance as a toad
under a steam-roller. But even then I was not thinking particularly of my
own skin, only of the watchful yellow faces behind. For at that moment,
with the crowd watching me, I was not afraid in the ordinary sense, as I
would have been if I had been alone. A white man mustn't be frightened
in front of "natives"; and so, in general, he isn't frightened. The sole
thought in my mind was that if anything went wrong those two thousand
Burmans would see me pursued, caught, trampled on and reduced to a
grinning corpse like that Indian up the hill. And if that happened it was
quite probable that some of them would laugh. That would never do.
7
Abdullah Danish Educational Platform Abdullah Danish
There was only one alternative. I shoved the cartridges into the
magazine and lay down on the road to get a better aim. The crowd grew
very still, and a deep, low, happy sigh, as of people who see the theatre
curtain go up at last, breathed from innumerable throats. They were
going to have their bit of fun after all. The rifle was a beautiful German
thing with cross-hair sights. I
4
did not then know that in shooting an elephant one would shoot to cut an
imaginary bar running from ear-hole to ear-hole. I ought, therefore, as
the elephant was sideways on, to have aimed straight at his ear-hole,
actually I aimed several inches in front of this, thinking the brain would
be further forward.
When I pulled the trigger I did not hear the bang or feel the kick--one
never does when a shot goes home--but I heard the devilish roar of glee
that went up from the crowd. In that instant, in too short a time, one
would have thought, even for the bullet to get there, a mysterious,
terrible change had come over the elephant. He neither stirred nor fell,
but every line of his body had altered. He looked suddenly stricken,
shrunken, immensely old, as though the frighfful impact of the bullet
had paralysed him without knocking him down. At last, after what
seemed a long time-it might have been five seconds, I dare say--he
sagged flabbily to his knees. His mouth slobbered. An enormous senility
seemed to have settled upon him. One could have imagined him
thousands of years old. I fired again into the same spot. At the second
shot he did not collapse but climbed with desperate slowness to his feet
and stood weakly upright, with legs sagging and head drooping. I fired a
third time. That was the shot that did for him. You could see the agony
of it jolt his whole body and knock the last remnant of strength from his
legs. But in falling he seemed for a moment to rise, for as his hind legs
collapsed beneath him he seemed to tower upward like a huge rock
toppling, his trunk reaching skyward like a tree. He trumpeted, for the
Abdullah Danish Educational Platform Abdullah Danish
There was only one alternative. I shoved the cartridges into the
magazine and lay down on the road to get a better aim. The crowd grew
very still, and a deep, low, happy sigh, as of people who see the theatre
curtain go up at last, breathed from innumerable throats. They were
going to have their bit of fun after all. The rifle was a beautiful German
thing with cross-hair sights. I
4
did not then know that in shooting an elephant one would shoot to cut an
imaginary bar running from ear-hole to ear-hole. I ought, therefore, as
the elephant was sideways on, to have aimed straight at his ear-hole,
actually I aimed several inches in front of this, thinking the brain would
be further forward.
When I pulled the trigger I did not hear the bang or feel the kick--one
never does when a shot goes home--but I heard the devilish roar of glee
that went up from the crowd. In that instant, in too short a time, one
would have thought, even for the bullet to get there, a mysterious,
terrible change had come over the elephant. He neither stirred nor fell,
but every line of his body had altered. He looked suddenly stricken,
shrunken, immensely old, as though the frighfful impact of the bullet
had paralysed him without knocking him down. At last, after what
seemed a long time-it might have been five seconds, I dare say--he
sagged flabbily to his knees. His mouth slobbered. An enormous senility
seemed to have settled upon him. One could have imagined him
thousands of years old. I fired again into the same spot. At the second
shot he did not collapse but climbed with desperate slowness to his feet
and stood weakly upright, with legs sagging and head drooping. I fired a
third time. That was the shot that did for him. You could see the agony
of it jolt his whole body and knock the last remnant of strength from his
legs. But in falling he seemed for a moment to rise, for as his hind legs
collapsed beneath him he seemed to tower upward like a huge rock
toppling, his trunk reaching skyward like a tree. He trumpeted, for the
8
Abdullah Danish Educational Platform Abdullah Danish
first and only time. And then down he came, his belly towards me, with
a crash that seemed to shake the ground even where I lay.
I got up. The Burmans were already racing past me across the mud. It
was obvious that the elephant would never rise again, but he was not
dead. He was breathing very rhythmically with long rattling gasps, his
great mound of a side painfully rising and falling. His mouth was wide
open--I could see far down into caverns of pale pink throat. I waited a
long time for him to die, but his breathing did not weaken. Finally I fired
my two remaining shots into the spot where I thought his heart must be.
The thick blood welled out of him like red velvet, but still he did not die.
His body did not even jerk when the shots hit him, the tortured breathing
continued without a pause. He was dying, very slowly and in great
agony, but in some world remote from me where not even a bullet could
damage him further. I felt that I had got to put an end to that dreadful
noise. It seemed dreadful to see the great beast Lying there, powerless to
move and yet powerless to die, and not even to be able to finish him. I
sent back for my small rifle and poured shot after shot into his heart and
down his throat. They seemed to make no impression. The tortured
gasps continued as steadily as the ticking of a clock.
In the end I could not stand it any longer and went away. I heard later
that it took him half an hour to die. Burmans were bringing dahs and
baskets even before I left, and I was told they had stripped his body
almost to the bones by the afternoon.
Afterwards, of course, there were endless discussions about the shooting
of the elephant. The owner was furious, but he was only an Indian and
could do nothing. Besides, legally I had done the right thing, for a mad
elephant has to be killed, like a mad dog, if its owner fails to control it.
Among the Europeans opinion was divided. The older men said I was
right, the younger men said it was a damn shame to shoot an elephant for
killing a coolie, because an elephant was worth more than any damn
Coringhee coolie. And afterwards I was very glad that the coolie had
Abdullah Danish Educational Platform Abdullah Danish
first and only time. And then down he came, his belly towards me, with
a crash that seemed to shake the ground even where I lay.
I got up. The Burmans were already racing past me across the mud. It
was obvious that the elephant would never rise again, but he was not
dead. He was breathing very rhythmically with long rattling gasps, his
great mound of a side painfully rising and falling. His mouth was wide
open--I could see far down into caverns of pale pink throat. I waited a
long time for him to die, but his breathing did not weaken. Finally I fired
my two remaining shots into the spot where I thought his heart must be.
The thick blood welled out of him like red velvet, but still he did not die.
His body did not even jerk when the shots hit him, the tortured breathing
continued without a pause. He was dying, very slowly and in great
agony, but in some world remote from me where not even a bullet could
damage him further. I felt that I had got to put an end to that dreadful
noise. It seemed dreadful to see the great beast Lying there, powerless to
move and yet powerless to die, and not even to be able to finish him. I
sent back for my small rifle and poured shot after shot into his heart and
down his throat. They seemed to make no impression. The tortured
gasps continued as steadily as the ticking of a clock.
In the end I could not stand it any longer and went away. I heard later
that it took him half an hour to die. Burmans were bringing dahs and
baskets even before I left, and I was told they had stripped his body
almost to the bones by the afternoon.
Afterwards, of course, there were endless discussions about the shooting
of the elephant. The owner was furious, but he was only an Indian and
could do nothing. Besides, legally I had done the right thing, for a mad
elephant has to be killed, like a mad dog, if its owner fails to control it.
Among the Europeans opinion was divided. The older men said I was
right, the younger men said it was a damn shame to shoot an elephant for
killing a coolie, because an elephant was worth more than any damn
Coringhee coolie. And afterwards I was very glad that the coolie had
9
Abdullah Danish Educational Platform Abdullah Danish
been killed; it put me legally in the right and it gave me a sufficient
pretext for shooting the elephant. I often wondered whether any of the
others grasped that I had done it solely to avoid looking a fool.
Abdullah Danish Educational Platform Abdullah Danish
been killed; it put me legally in the right and it gave me a sufficient
pretext for shooting the elephant. I often wondered whether any of the
others grasped that I had done it solely to avoid looking a fool.
Résumé Or CV - What's The Difference?
Résumé
Short: 1-2 pages
Provides a summary of your skills and work experience
CV (curriculum vitae)
Longer: 2-3 pages
Provides the details of you and your experience like a photo or date of birth
What's Included In A Résumé Or CV?
There are no set rules about what exactly to include on either a résumé or CV. The information will vary by country and industry.
But no matter what, you should include your:
Name and contact information
Education section
Work experience
Skills
Remember:
Résumés or CVs should be tailored to the specific job requirements and country norms
No one résumé or CV can work across different industries or countries
Résumé
Short: 1-2 pages
Provides a summary of your skills and work experience
CV (curriculum vitae)
Longer: 2-3 pages
Provides the details of you and your experience like a photo or date of birth
What's Included In A Résumé Or CV?
There are no set rules about what exactly to include on either a résumé or CV. The information will vary by country and industry.
But no matter what, you should include your:
Name and contact information
Education section
Work experience
Skills
Remember:
Résumés or CVs should be tailored to the specific job requirements and country norms
No one résumé or CV can work across different industries or countries
Components of a Good CV
Your CV and cover letter are often the first impression that a company gets of you, which makes them daunting for new
graduates. You have to know how to make your achievements shine!
CVs should provide basic information about your education, work experience, skills and achievements. The following is a guide to
what should be included:
Use a clear, easy to read letter font like Arial or Times New Roman.
Don't try to put everything about yourself into the CV. Stick to two pages of the most relevant and important info: potential
bosses don't want to know about the Irish dancing medal you won when you were six!
Start with your name and contact details at the top so that they're easy to see.
Make sure to include your date of birth, education, qualifications, relevant jobs and work experience, achievements and
interests that help prove you've got the right skills for the job.
Don't include gender (unless you're asked), info on your children, a photo, if you're married or not, state of health, nationality
or reasons why you left other jobs.
Change your CV for each job you apply for. Look carefully at the job description and emphasise the skills or experience
mentioned.
If you're asked for referees, include a past employer or teacher. Make sure to ask that person if they will give you a reference.
If you're not asked write 'References available on request' at the end of your CV.
Always proof read and check for spelling mistakes
CV Language
Keep sentences short, sharp and positive, for example: “Developed training manual for new employees” or “Gained valuable
experience in team-leading and problem solving”.
Make sure your CV is up-to-date. There‟s no need to include information that‟s more than five years old, unless it‟s relevant
to the job you‟re applying for.
Your CV and cover letter are often the first impression that a company gets of you, which makes them daunting for new
graduates. You have to know how to make your achievements shine!
CVs should provide basic information about your education, work experience, skills and achievements. The following is a guide to
what should be included:
Use a clear, easy to read letter font like Arial or Times New Roman.
Don't try to put everything about yourself into the CV. Stick to two pages of the most relevant and important info: potential
bosses don't want to know about the Irish dancing medal you won when you were six!
Start with your name and contact details at the top so that they're easy to see.
Make sure to include your date of birth, education, qualifications, relevant jobs and work experience, achievements and
interests that help prove you've got the right skills for the job.
Don't include gender (unless you're asked), info on your children, a photo, if you're married or not, state of health, nationality
or reasons why you left other jobs.
Change your CV for each job you apply for. Look carefully at the job description and emphasise the skills or experience
mentioned.
If you're asked for referees, include a past employer or teacher. Make sure to ask that person if they will give you a reference.
If you're not asked write 'References available on request' at the end of your CV.
Always proof read and check for spelling mistakes
CV Language
Keep sentences short, sharp and positive, for example: “Developed training manual for new employees” or “Gained valuable
experience in team-leading and problem solving”.
Make sure your CV is up-to-date. There‟s no need to include information that‟s more than five years old, unless it‟s relevant
to the job you‟re applying for.
Use bullet points to list your duties, skills and achievements in recent jobs.
Don‟t include useless information just to fill space.
Keep your CV positive and make sure to highlight your achievements.
Don't lie about your experience and skills: you‟ll get caught out eventually!
Components of a CV
PERSONAL DETAILS
Name, address, telephone, DOB, e-mail. Make sure name is big and bold and stands out from page.
EDUCATION AND QUALIFICATIONS
State Years of Study and Qualifications Gained (most recent first) eg:
2008-2012: University College Dublin.
BSc(Hons) Physiotherapy
Grade Achieved
Thesis Title
Don‟t get carried away writing exam results. Just state what exams you did, especially when talking about school. State
school and „Leaving Cert‟ / A-level, no need to list every subject and grade.
Don‟t go back any further in time than secondary school, no need to list primary school.
Don‟t include useless information just to fill space.
Keep your CV positive and make sure to highlight your achievements.
Don't lie about your experience and skills: you‟ll get caught out eventually!
Components of a CV
PERSONAL DETAILS
Name, address, telephone, DOB, e-mail. Make sure name is big and bold and stands out from page.
EDUCATION AND QUALIFICATIONS
State Years of Study and Qualifications Gained (most recent first) eg:
2008-2012: University College Dublin.
BSc(Hons) Physiotherapy
Grade Achieved
Thesis Title
Don‟t get carried away writing exam results. Just state what exams you did, especially when talking about school. State
school and „Leaving Cert‟ / A-level, no need to list every subject and grade.
Don‟t go back any further in time than secondary school, no need to list primary school.
EMPLOYMENT HISTORY
State dates and relevant places on employment. No room on CV for things like bar work when applying for a physio job.
State things like health care assistant, nursing home work, team physio, previous physio posts eg:
Jan10th – 15th 2012: Irish Junior Volleyball Squad
Irish team physiotherapist for the European Qualifiers in the Faroe Islands
June – Oct 2011: Physiofusion, 16 Warner‟s Lane, Dublin 6
Physiotherapy assistant and instructed a weekly osteoporosis class
CLINICAL EXPERIENCE
State clinical area, clinical site, dates of placement, experience gained – keep brief ie only a line or two.
Use a table format to save space while allowing for adequate delivery of information.
Remember CV should only be approx 3 pages MAX so you don‟t want to use up too much space, important to keep brief.
[1]
CERTIFICATION
Any classes or workshops you have gained a certificate for eg
2011: Neurology Workshop with Grainne McKeown
Sports Traumatology including CPR/AED with Santry Sports Clinic
Again state in chronological order: most recent first.
Sports Coaching course.
State dates and relevant places on employment. No room on CV for things like bar work when applying for a physio job.
State things like health care assistant, nursing home work, team physio, previous physio posts eg:
Jan10th – 15th 2012: Irish Junior Volleyball Squad
Irish team physiotherapist for the European Qualifiers in the Faroe Islands
June – Oct 2011: Physiofusion, 16 Warner‟s Lane, Dublin 6
Physiotherapy assistant and instructed a weekly osteoporosis class
CLINICAL EXPERIENCE
State clinical area, clinical site, dates of placement, experience gained – keep brief ie only a line or two.
Use a table format to save space while allowing for adequate delivery of information.
Remember CV should only be approx 3 pages MAX so you don‟t want to use up too much space, important to keep brief.
[1]
CERTIFICATION
Any classes or workshops you have gained a certificate for eg
2011: Neurology Workshop with Grainne McKeown
Sports Traumatology including CPR/AED with Santry Sports Clinic
Again state in chronological order: most recent first.
Sports Coaching course.
ACHIEVEMENTS
Scholarships
Academic awards
Head boy/ head girl at school, senior prefect
Sporting achievements eg cups won, international/ provincial / county honours
Music grades
HOBBIES
REFERENCES
Always give 2 referees and state „further references available on request‟
NB: CV should be no longer than 3 pages, MAX. You want it to be as short and concise as you can. It should be as relevant as
possible to the job you are applying for ie take out irrelevant info and talk up relevant info for each job. Page layout is very
important; it should look neat and tidy and look good on the page. It should appear organised and flow well, while getting your
point across clearly.
Sign and date CV.
Scholarships
Academic awards
Head boy/ head girl at school, senior prefect
Sporting achievements eg cups won, international/ provincial / county honours
Music grades
HOBBIES
REFERENCES
Always give 2 referees and state „further references available on request‟
NB: CV should be no longer than 3 pages, MAX. You want it to be as short and concise as you can. It should be as relevant as
possible to the job you are applying for ie take out irrelevant info and talk up relevant info for each job. Page layout is very
important; it should look neat and tidy and look good on the page. It should appear organised and flow well, while getting your
point across clearly.
Sign and date CV.
What makes this CV effective?
It has a great format and layout, making it easier to read.
Bullet points and short sentences and appropriately used.
The CV is fully tailored to the job the candidate is applying for.
A minimal amount of colour and design is used to improve the CV‟s presentation and visual appeal.
It includes all the information a standard CV should contain.
The same format for dates is used throughout the sections.
It has a great format and layout, making it easier to read.
Bullet points and short sentences and appropriately used.
The CV is fully tailored to the job the candidate is applying for.
A minimal amount of colour and design is used to improve the CV‟s presentation and visual appeal.
It includes all the information a standard CV should contain.
The same format for dates is used throughout the sections.
What makes this CV ineffective?
At first glance, this CV example looks very generic, dull and boring.
It is poorly written and badly structured.
The CV contains vague statements which are not supported by real-world examples.
The CV contains too much irrelevant and/or outdated information.
The layout and presentation of information are unsatisfactory.
The font is inappropriate and difficult to read.
At first glance, this CV example looks very generic, dull and boring.
It is poorly written and badly structured.
The CV contains vague statements which are not supported by real-world examples.
The CV contains too much irrelevant and/or outdated information.
The layout and presentation of information are unsatisfactory.
The font is inappropriate and difficult to read.
1
Educational Platform
The Seven Parts of a Job Application
A job application is the most comprehensive tool used by employers
when evaluating potential employees. Unlike resumes and cover letters –
which can be cleverly crafted and skillfully structured to the applicant’s
advantage – a job application minimizes any chances for fluff and
embellishment, focusing instead on fundamental and factual information
to provide a transparent picture of the job applicant. Consider each of the
seven parts of a job application thoughtfully and accurately to present a
thorough and honest composite to potential employers.
Personal
The personal information on a job application includes your name,
address, phone numbers (home, work, cell) and email address. This
section also includes your date of birth and social security number.
Although it is illegal for employers to discriminate on the basis of age,
many applicants leave the birth date information blank believing it could
be used to disqualify them. However, it’s worth noting that the school
attendance dates (listed in the education section) can also reveal an
applicant’s age.
Position
The position section refers to your desired job or position. In addition to
the position title, list the desired salary requirements, the earliest date
you could begin working for the company and any qualifications you
have for the position in question. Some employers also ask if you have
ever worked at the company before or are related to anyone employed
there.
Educational Platform
The Seven Parts of a Job Application
A job application is the most comprehensive tool used by employers
when evaluating potential employees. Unlike resumes and cover letters –
which can be cleverly crafted and skillfully structured to the applicant’s
advantage – a job application minimizes any chances for fluff and
embellishment, focusing instead on fundamental and factual information
to provide a transparent picture of the job applicant. Consider each of the
seven parts of a job application thoughtfully and accurately to present a
thorough and honest composite to potential employers.
Personal
The personal information on a job application includes your name,
address, phone numbers (home, work, cell) and email address. This
section also includes your date of birth and social security number.
Although it is illegal for employers to discriminate on the basis of age,
many applicants leave the birth date information blank believing it could
be used to disqualify them. However, it’s worth noting that the school
attendance dates (listed in the education section) can also reveal an
applicant’s age.
Position
The position section refers to your desired job or position. In addition to
the position title, list the desired salary requirements, the earliest date
you could begin working for the company and any qualifications you
have for the position in question. Some employers also ask if you have
ever worked at the company before or are related to anyone employed
there.
2
Educational Platform
Education
The education section asks you to provide the names, addresses, years
attended, graduation dates and areas of study for colleges and
universities, trade schools and high schools attended. There is also a
subsection for listing school accomplishments, activities and honors.
Some employers also request your grade point average.
Work Experience
Applicants chronicle their employment history in this section which
includes each employer’s name, address, phone number and supervisor’s
name (some employers also request permission to contact supervisors).
In addition, the work history chronicles how long you worked for each
company, starting and ending salaries and the reason you left each
employer.
References
In the references section, you provide the names, addresses and phone
numbers of people who can vouch for your character and work
performance. Some applicants list personal friends with whom they have
no working relationship, but since friends can be biased, you should list
only people who can credibly attest to work skills, performance and
other job-related information.
Miscellaneous
Educational Platform
Education
The education section asks you to provide the names, addresses, years
attended, graduation dates and areas of study for colleges and
universities, trade schools and high schools attended. There is also a
subsection for listing school accomplishments, activities and honors.
Some employers also request your grade point average.
Work Experience
Applicants chronicle their employment history in this section which
includes each employer’s name, address, phone number and supervisor’s
name (some employers also request permission to contact supervisors).
In addition, the work history chronicles how long you worked for each
company, starting and ending salaries and the reason you left each
employer.
References
In the references section, you provide the names, addresses and phone
numbers of people who can vouch for your character and work
performance. Some applicants list personal friends with whom they have
no working relationship, but since friends can be biased, you should list
only people who can credibly attest to work skills, performance and
other job-related information.
Miscellaneous
3
Educational Platform
Most job applications include a miscellaneous section that covers a
range of subjects which may include questions about your military
status; queries about your citizenship status and documentation; arrests,
conviction and other criminal information; and driver’s license data. The
miscellaneous section also requests voluntary information like your race,
ethnicity and gender.
Certification
The final part of the job application is the certification. In this section,
you attest to the truthfulness of the information provided in the
application and acknowledge that, if you are hired, falsifying
information is grounds for termination. You also consent to a
background check. The final step is to sign and date the application.
Job Application Letter Format
Are you a person who has completed their degree and is looking for a
job? Have you been sending out job applications but have not heard
back from the employer? If so, going through this article on job
application letter writing format is what you should do now. Read
through the following topics to understand the areas you are missing out
on and what recruiters are looking for in a job application.
Table of Contents
Writing a Job Application Letter – What Recruiters Expect?
Sample Job Application Letters for You
Formal Letter for Job Application for the Position of
Cryptographer
Sample Job Application Letter for the Post of High School
English Teacher
Educational Platform
Most job applications include a miscellaneous section that covers a
range of subjects which may include questions about your military
status; queries about your citizenship status and documentation; arrests,
conviction and other criminal information; and driver’s license data. The
miscellaneous section also requests voluntary information like your race,
ethnicity and gender.
Certification
The final part of the job application is the certification. In this section,
you attest to the truthfulness of the information provided in the
application and acknowledge that, if you are hired, falsifying
information is grounds for termination. You also consent to a
background check. The final step is to sign and date the application.
Job Application Letter Format
Are you a person who has completed their degree and is looking for a
job? Have you been sending out job applications but have not heard
back from the employer? If so, going through this article on job
application letter writing format is what you should do now. Read
through the following topics to understand the areas you are missing out
on and what recruiters are looking for in a job application.
Table of Contents
Writing a Job Application Letter – What Recruiters Expect?
Sample Job Application Letters for You
Formal Letter for Job Application for the Position of
Cryptographer
Sample Job Application Letter for the Post of High School
English Teacher
4
Educational Platform
Sample Job Application Mail Template
FAQs on Job Application Letter Format
Writing a Job Application Letter – What Recruiters Expect?
Every individual needs a job that pays them well so as to be able to live
a comfortable life. In this competitive world, people find it really hard to
get themselves placed in a good company due to the little things they
thought were not that important and did not take into consideration.
According to many, how you perform at the interview is all that matters,
but that is not true. The employer builds an opinion about you from the
very beginning. From the time you send in your job application, or your
profile gets noticed on an online platform, the employer notices each and
every little detail. Your job application letter is one of the first things
that creates an impression about you in the eyes of the recruiter, so it is
vital that you understand how to write a job application letter and draft a
good one.
There are a few main aspects that recruiters look for when going through
a job application letter. They try to analyse how passionate you are about
taking up the particular job. Being genuine is one of the qualities that
they look for in a potential candidate. How your skills and experience
would add value to the company or organisation is one of the most
important pointers they would be interested to know. You have got to
convince the recruiter that you are the right person for the job in the way
you present the job application letter.
Sample Job Application Letters for You
When you start writing your job application letter, keep in mind that a
job application letter is not something casual. It has to be written in the
format of a formal letter. Know how exactly you should write a job
application letter by going through the sample job application letters
given below.
Formal Letter of Job Application for the Position of Cryptographer
Educational Platform
Sample Job Application Mail Template
FAQs on Job Application Letter Format
Writing a Job Application Letter – What Recruiters Expect?
Every individual needs a job that pays them well so as to be able to live
a comfortable life. In this competitive world, people find it really hard to
get themselves placed in a good company due to the little things they
thought were not that important and did not take into consideration.
According to many, how you perform at the interview is all that matters,
but that is not true. The employer builds an opinion about you from the
very beginning. From the time you send in your job application, or your
profile gets noticed on an online platform, the employer notices each and
every little detail. Your job application letter is one of the first things
that creates an impression about you in the eyes of the recruiter, so it is
vital that you understand how to write a job application letter and draft a
good one.
There are a few main aspects that recruiters look for when going through
a job application letter. They try to analyse how passionate you are about
taking up the particular job. Being genuine is one of the qualities that
they look for in a potential candidate. How your skills and experience
would add value to the company or organisation is one of the most
important pointers they would be interested to know. You have got to
convince the recruiter that you are the right person for the job in the way
you present the job application letter.
Sample Job Application Letters for You
When you start writing your job application letter, keep in mind that a
job application letter is not something casual. It has to be written in the
format of a formal letter. Know how exactly you should write a job
application letter by going through the sample job application letters
given below.
Formal Letter of Job Application for the Position of Cryptographer
5
Educational Platform
589/22, Srilakshmi Nagar Block 3
Subbanna Palya Extension
Banaswadi, Bangalore North
560023
January 7, 2022
The HR Manager
Anton Technologies
Electronic City
Bangalore – 560012
Subject: Job application letter for the position of Cryptographer
Respected Sir,
This is with reference to the job posting on LinkedIn for the position of
Cryptographer in your esteemed organisation. I have carefully read the
job description. I have also browsed through your official website to
understand the kind of work you do, and I am interested in working with
you.
I am an MSc Electronics graduate, and I have completed multiple
diploma courses in Cyber Security. I have hands-on experience of
working in the field of cyber security for five years. Planning and
executing various security means, analysing and documenting security
systems, rebuilding and making arrangements for the safety of the
security system, writing and developing security codes are some of the
areas I have good experience with. I believe that I will be a good fit for
the role in your company and that I can do justice to the responsibilities I
will have to take up.
I have enclosed my resume and work samples for your kind review.
Educational Platform
589/22, Srilakshmi Nagar Block 3
Subbanna Palya Extension
Banaswadi, Bangalore North
560023
January 7, 2022
The HR Manager
Anton Technologies
Electronic City
Bangalore – 560012
Subject: Job application letter for the position of Cryptographer
Respected Sir,
This is with reference to the job posting on LinkedIn for the position of
Cryptographer in your esteemed organisation. I have carefully read the
job description. I have also browsed through your official website to
understand the kind of work you do, and I am interested in working with
you.
I am an MSc Electronics graduate, and I have completed multiple
diploma courses in Cyber Security. I have hands-on experience of
working in the field of cyber security for five years. Planning and
executing various security means, analysing and documenting security
systems, rebuilding and making arrangements for the safety of the
security system, writing and developing security codes are some of the
areas I have good experience with. I believe that I will be a good fit for
the role in your company and that I can do justice to the responsibilities I
will have to take up.
I have enclosed my resume and work samples for your kind review.
6
Educational Platform
Thank you for your time and consideration. Hoping to hear from you.
Yours sincerely,
Signature
BIPIN DAS
Sample Job Application Letter for the Post of High School English
Teacher
28 C, K K Nagar
Avarampalayam
Coimbatore – 641045
12
th
January, 2022
The Principal
D A V Matriculation Higher Secondary School
Ambattur
Chennai – 600012
Subject: Job application letter for the post of High School English
Teacher
Dear Mr. Sishir Kumar,
I am writing to you to express my interest in the job opening for the post
of High School English Teacher in your prestigious institution. I have
reviewed the roles and responsibilities in the job description you have
posted on the Naukri employment portal dated 09/01/2022.
I am an MA English graduate. I have also completed my Masters in
Education. I have a teaching experience of three years at the Indian
Public School, Coimbatore. I have handled students from Class VI to X.
Educational Platform
Thank you for your time and consideration. Hoping to hear from you.
Yours sincerely,
Signature
BIPIN DAS
Sample Job Application Letter for the Post of High School English
Teacher
28 C, K K Nagar
Avarampalayam
Coimbatore – 641045
12
th
January, 2022
The Principal
D A V Matriculation Higher Secondary School
Ambattur
Chennai – 600012
Subject: Job application letter for the post of High School English
Teacher
Dear Mr. Sishir Kumar,
I am writing to you to express my interest in the job opening for the post
of High School English Teacher in your prestigious institution. I have
reviewed the roles and responsibilities in the job description you have
posted on the Naukri employment portal dated 09/01/2022.
I am an MA English graduate. I have also completed my Masters in
Education. I have a teaching experience of three years at the Indian
Public School, Coimbatore. I have handled students from Class VI to X.
7
Educational Platform
I have experience in teaching the IGCSE syllabus. I have also been a
part of the curriculum development team. I am looking for better
opportunities where I can use my skills and expertise to help and mould
students and their communication skills. I believe that I can do well and
play a good role in providing quality education.
I have attached my resume and experience certificate for your kind
perusal. Looking forward to hearing from you.
Thank you for taking the time to review my application.
Yours sincerely,
Signature
LINDA RODRIGUES
Sample Job Application Mail Template
Receiver’s mail id: [email protected]
Subject: Job Application for the Role of (Mention the job role you are
applying for)
Respected Sir/Ma’am,
I am (Mention your full name) and I would like to apply for the role of
(Job role) at your prestigious company.
I have completed my (Mention your degree) in (Mention the
subject/specialisation). I have (Mention the years of experience) years of
experience in the field of (Mention the field of work) at (Mention the
name of your previous company). I have an in depth knowledge of the
duties that I will have to perform and expertise in the particular field of
work that would help me accomplish all the assigned tasks in the event
of me being placed in your company.
I have enclosed herewith my resume, my detailed profile and a
certificate of experience for your reference and review. I have also
provided my contact information. Please feel free to contact me in case
Educational Platform
I have experience in teaching the IGCSE syllabus. I have also been a
part of the curriculum development team. I am looking for better
opportunities where I can use my skills and expertise to help and mould
students and their communication skills. I believe that I can do well and
play a good role in providing quality education.
I have attached my resume and experience certificate for your kind
perusal. Looking forward to hearing from you.
Thank you for taking the time to review my application.
Yours sincerely,
Signature
LINDA RODRIGUES
Sample Job Application Mail Template
Receiver’s mail id: [email protected]
Subject: Job Application for the Role of (Mention the job role you are
applying for)
Respected Sir/Ma’am,
I am (Mention your full name) and I would like to apply for the role of
(Job role) at your prestigious company.
I have completed my (Mention your degree) in (Mention the
subject/specialisation). I have (Mention the years of experience) years of
experience in the field of (Mention the field of work) at (Mention the
name of your previous company). I have an in depth knowledge of the
duties that I will have to perform and expertise in the particular field of
work that would help me accomplish all the assigned tasks in the event
of me being placed in your company.
I have enclosed herewith my resume, my detailed profile and a
certificate of experience for your reference and review. I have also
provided my contact information. Please feel free to contact me in case
8
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of any questions. I am looking forward to meeting with you in person for
an interview.
Thank you for your time and consideration.
Yours sincerely,
Your full name
Contact number : 123456
Email id: [email protected]
Frequently Asked Questions on Job Application Letter Format
How do I write an application letter for a job?
Tips to write a job application letter:
Mention the job position you are applying for and where you found
the information about the job opening.
Introduce yourself and highlight your skills and qualifications.
State strongly why you would be right for the job.
Use a polite tone throughout your letter.
Stay genuine and professional.
End the letter on a positive note.
Proofread the letter before you send it to the concerned hiring
manager/employer.
What is a job application letter?
A job application letter is a cover letter that is written to the potential
employer to provide them with information about your qualifications,
skills and experience. It is sent along with your resume and other
necessary documents.
How do you end a job application letter?
Educational Platform
of any questions. I am looking forward to meeting with you in person for
an interview.
Thank you for your time and consideration.
Yours sincerely,
Your full name
Contact number : 123456
Email id: [email protected]
Frequently Asked Questions on Job Application Letter Format
How do I write an application letter for a job?
Tips to write a job application letter:
Mention the job position you are applying for and where you found
the information about the job opening.
Introduce yourself and highlight your skills and qualifications.
State strongly why you would be right for the job.
Use a polite tone throughout your letter.
Stay genuine and professional.
End the letter on a positive note.
Proofread the letter before you send it to the concerned hiring
manager/employer.
What is a job application letter?
A job application letter is a cover letter that is written to the potential
employer to provide them with information about your qualifications,
skills and experience. It is sent along with your resume and other
necessary documents.
How do you end a job application letter?
9
Educational Platform
You can end your job application letter by thanking the employer for the
time and consideration in going through your job application. You can
use a complimentary closing such as ‘Yours sincerely’, ‘Sincerely’,
‘Best regards’, etc.
Educational Platform
You can end your job application letter by thanking the employer for the
time and consideration in going through your job application. You can
use a complimentary closing such as ‘Yours sincerely’, ‘Sincerely’,
‘Best regards’, etc.
1
Abdullah Danish Educational Platform Abdullah Danish
Parts of a Memorandum
Standard memos are divided into segments to organize the information
and to help achieve the writer's purpose.
Heading Segment
The heading segment follows this general format:
TO: (readers' names and job titles)
FROM: (your name and job title)
DATE: (complete and current date)
SUBJECT: (what the memo is about, highlighted in some way)
Make sure you address the reader by his or her correct name and job
title. You might call the company president "Maxi" on the golf course or
in an informal note, but "Rita Maxwell, President" would be more
appropriate for a formal memo. Be specific and concise in your subject
line. For example, "Clothes" as a subject line could mean anything from
a dress code update to a production issue. Instead use something like,
"Fall Clothes Line Promotion."
Opening Segment
The purpose of a memo is usually found in the opening paragraph and
includes: the purpose of the memo, the context and problem, and the
specific assignment or task. Before indulging the reader with details and
the context, give the reader a brief overview of what the memo will be
about. Choosing how specific your introduction will be depends on your
memo plan style. The more direct the memo plan, the more explicit the
introduction should be. Including the purpose of the memo will help
clarify the reason the audience should read this document. The
Abdullah Danish Educational Platform Abdullah Danish
Parts of a Memorandum
Standard memos are divided into segments to organize the information
and to help achieve the writer's purpose.
Heading Segment
The heading segment follows this general format:
TO: (readers' names and job titles)
FROM: (your name and job title)
DATE: (complete and current date)
SUBJECT: (what the memo is about, highlighted in some way)
Make sure you address the reader by his or her correct name and job
title. You might call the company president "Maxi" on the golf course or
in an informal note, but "Rita Maxwell, President" would be more
appropriate for a formal memo. Be specific and concise in your subject
line. For example, "Clothes" as a subject line could mean anything from
a dress code update to a production issue. Instead use something like,
"Fall Clothes Line Promotion."
Opening Segment
The purpose of a memo is usually found in the opening paragraph and
includes: the purpose of the memo, the context and problem, and the
specific assignment or task. Before indulging the reader with details and
the context, give the reader a brief overview of what the memo will be
about. Choosing how specific your introduction will be depends on your
memo plan style. The more direct the memo plan, the more explicit the
introduction should be. Including the purpose of the memo will help
clarify the reason the audience should read this document. The
2
Abdullah Danish Educational Platform Abdullah Danish
introduction should be brief: approximately the length of a short
paragraph.
Context
The context is the event, circumstance, or background of the problem
you are solving. You may use a paragraph or a few sentences to
establish the background and state the problem. Oftentimes it is
sufficient to use the opening of a sentence to completely explain the
context, such as,
"Through market research and analysis..."
Include only what your reader needs, but be sure it is clear.
Task Segment
One essential portion of a memo is the task statement where you should
describe what you are doing to help solve the problem. If the action was
requested, your task may be indicated by a sentence opening like,
"You asked that I look at...."
If you want to explain your intentions, you might say,
"To determine the best method of promoting the new fall line, I will...."
Include only as much information as is needed by the decision-makers in
the context, but be convincing that a real problem exists. Do not ramble
on with insignificant details. If you are having trouble putting the task
into words, consider whether you have clarified the situation. You may
need to do more planning before you're ready to write your memo. Make
Abdullah Danish Educational Platform Abdullah Danish
introduction should be brief: approximately the length of a short
paragraph.
Context
The context is the event, circumstance, or background of the problem
you are solving. You may use a paragraph or a few sentences to
establish the background and state the problem. Oftentimes it is
sufficient to use the opening of a sentence to completely explain the
context, such as,
"Through market research and analysis..."
Include only what your reader needs, but be sure it is clear.
Task Segment
One essential portion of a memo is the task statement where you should
describe what you are doing to help solve the problem. If the action was
requested, your task may be indicated by a sentence opening like,
"You asked that I look at...."
If you want to explain your intentions, you might say,
"To determine the best method of promoting the new fall line, I will...."
Include only as much information as is needed by the decision-makers in
the context, but be convincing that a real problem exists. Do not ramble
on with insignificant details. If you are having trouble putting the task
into words, consider whether you have clarified the situation. You may
need to do more planning before you're ready to write your memo. Make
3
Abdullah Danish Educational Platform Abdullah Danish
sure your purpose-statement forecast divides your subject into the most
important topics that the decision-maker needs.
Summary Segment
If your memo is longer than a page, you may want to include a separate
summary segment. However, this section is not necessary for short
memos and should not take up a significant amount of space. This
segment provides a brief statement of the key recommendations you
have reached. These will help your reader understand the key points of
the memo immediately. This segment may also include references to
methods and sources you have used in your research.
Discussion Segments
The discussion segments are the longest portions of the memo, and are
the parts in which you include all the details that support your ideas.
Begin with the information that is most important. This may mean that
you will start with key findings or recommendations. Start with your
most general information and move to your specific or supporting facts.
(Be sure to use the same format when including details: strongest to
weakest.) The discussion segments include the supporting ideas, facts,
and research that back up your argument in the memo. Include strong
points and evidence to persuade the reader to follow your recommended
actions. If this section is inadequate, the memo will not be as effective as
it could be.
Closing Segment
After the reader has absorbed all of your information, you want to close
with a courteous ending that states what action you want your reader to
Abdullah Danish Educational Platform Abdullah Danish
sure your purpose-statement forecast divides your subject into the most
important topics that the decision-maker needs.
Summary Segment
If your memo is longer than a page, you may want to include a separate
summary segment. However, this section is not necessary for short
memos and should not take up a significant amount of space. This
segment provides a brief statement of the key recommendations you
have reached. These will help your reader understand the key points of
the memo immediately. This segment may also include references to
methods and sources you have used in your research.
Discussion Segments
The discussion segments are the longest portions of the memo, and are
the parts in which you include all the details that support your ideas.
Begin with the information that is most important. This may mean that
you will start with key findings or recommendations. Start with your
most general information and move to your specific or supporting facts.
(Be sure to use the same format when including details: strongest to
weakest.) The discussion segments include the supporting ideas, facts,
and research that back up your argument in the memo. Include strong
points and evidence to persuade the reader to follow your recommended
actions. If this section is inadequate, the memo will not be as effective as
it could be.
Closing Segment
After the reader has absorbed all of your information, you want to close
with a courteous ending that states what action you want your reader to
4
Abdullah Danish Educational Platform Abdullah Danish
take. Make sure you consider how the reader will benefit from the
desired actions and how you can make those actions easier. For example,
you might say,
"I will be glad to discuss this recommendation with you during our
Tuesday trip to the spa and follow through on any decisions you make."
Necessary Attachments
Make sure you document your findings or provide detailed information
whenever necessary. You can do this by attaching lists, graphs, tables,
etc. at the end of your memo. Be sure to refer to your attachments in
your memo and add a notation about what is attached below your
closing, like this:
Attached: Focus Group Results, January- May 2007
Abdullah Danish Educational Platform Abdullah Danish
take. Make sure you consider how the reader will benefit from the
desired actions and how you can make those actions easier. For example,
you might say,
"I will be glad to discuss this recommendation with you during our
Tuesday trip to the spa and follow through on any decisions you make."
Necessary Attachments
Make sure you document your findings or provide detailed information
whenever necessary. You can do this by attaching lists, graphs, tables,
etc. at the end of your memo. Be sure to refer to your attachments in
your memo and add a notation about what is attached below your
closing, like this:
Attached: Focus Group Results, January- May 2007
5
Abdullah Danish Educational Platform Abdullah Danish
Student Memo
dtkshow.com
Details
Abdullah Danish Educational Platform Abdullah Danish
Student Memo
dtkshow.com
Details
6
Abdullah Danish Educational Platform Abdullah Danish
File Format
PDF
Size: 53 KB
Download
Importance or Functions of Memorandum
Memos are considered the most important tools used for internal
communication, especially when it is trying to communicate to all
personnel concerned within the organization using the most efficient
and time-saving method as possible. It contains information on
routine activities of an organization and is used for different
purposes. The functions of memorandum is discussed below from
different perspectives. You may also see what do you mean by
writing skills?
1. Presenting Informal Report
Since memos are designed to be short and simple, there are times
wherein an informal report would have to be presented in case all
concerned personnel’s attention are needed.
2. Providing Suggestions and Instruction:
There are days that some employees will be absent and that the HR or
supervisor could not call everyone to a staff meeting. Memos are
there to provide instructions and suggestions from the top office to
their managers or supervisors that gives them insight on what they
could do to make their work more systematic. You may also
like essay writing examples & samples.
Abdullah Danish Educational Platform Abdullah Danish
File Format
Size: 53 KB
Download
Importance or Functions of Memorandum
Memos are considered the most important tools used for internal
communication, especially when it is trying to communicate to all
personnel concerned within the organization using the most efficient
and time-saving method as possible. It contains information on
routine activities of an organization and is used for different
purposes. The functions of memorandum is discussed below from
different perspectives. You may also see what do you mean by
writing skills?
1. Presenting Informal Report
Since memos are designed to be short and simple, there are times
wherein an informal report would have to be presented in case all
concerned personnel’s attention are needed.
2. Providing Suggestions and Instruction:
There are days that some employees will be absent and that the HR or
supervisor could not call everyone to a staff meeting. Memos are
there to provide instructions and suggestions from the top office to
their managers or supervisors that gives them insight on what they
could do to make their work more systematic. You may also
like essay writing examples & samples.
7
Abdullah Danish Educational Platform Abdullah Danish
3. Providing Response
Should there be any general concerns or issues that are raised,
another function of memos would be to provide a certain response to
that said issue or query.
4. Seeking Explanation
Misunderstandings happen all the time. It’s only natural. Person A
and Person B may have similar misunderstandings. That’s why
memos are there to help address those specific queries. Remember
that the responses made are meant to be short and simple. No matter
how long the query is, there should always be a brief and detailed
response to cover all the aspects of that query. You may also check
out writing examples in pdf.
5. Making Request
Although this does not happen a lot, but sometimes memos are used
to make requests. Supervisors make requests to their subordinates to
a certain task.
6. Conveying Information
This is perhaps the main and most important function of a memo- to
convey information. This information be refer to anything in
particular really- from holidays changes to rice subsidiaries to to new
management to newly implemented simple policies.
7. Solving Problems
As mentioned before, disputes or problems can actually happen. If
ever it does, it is best to address the said issue collectively and not
just towards one person so that the others may be aware of what
actually transpired and what they can do to avoid it the next time.
You might be interested in script writing examples & samples.
Abdullah Danish Educational Platform Abdullah Danish
3. Providing Response
Should there be any general concerns or issues that are raised,
another function of memos would be to provide a certain response to
that said issue or query.
4. Seeking Explanation
Misunderstandings happen all the time. It’s only natural. Person A
and Person B may have similar misunderstandings. That’s why
memos are there to help address those specific queries. Remember
that the responses made are meant to be short and simple. No matter
how long the query is, there should always be a brief and detailed
response to cover all the aspects of that query. You may also check
out writing examples in pdf.
5. Making Request
Although this does not happen a lot, but sometimes memos are used
to make requests. Supervisors make requests to their subordinates to
a certain task.
6. Conveying Information
This is perhaps the main and most important function of a memo- to
convey information. This information be refer to anything in
particular really- from holidays changes to rice subsidiaries to to new
management to newly implemented simple policies.
7. Solving Problems
As mentioned before, disputes or problems can actually happen. If
ever it does, it is best to address the said issue collectively and not
just towards one person so that the others may be aware of what
actually transpired and what they can do to avoid it the next time.
You might be interested in script writing examples & samples.
8
Abdullah Danish Educational Platform Abdullah Danish
Abdullah Danish Educational Platform Abdullah Danish
1
Abdullah Danish Educational Platform Abdullah Danish
What are Meeting Minutes?
Meeting minutes are notes that are recorded during a meeting. They
highlight the key issues that are discussed, motions proposed or voted
on, and activities to be undertaken. The minutes of a meeting are usually
taken by a designated member of the group. Their task is to provide an
accurate record of what transpired during the meeting.
Steps Involved in Recording Meeting Minutes
There are five main steps involved in recording the minutes of a
meeting. They are:
Pre-planning
Record-taking
Writing or transcribing the minutes
Sharing meeting minutes
Filing or storage of minutes for referencing in the future
Pre-Planning
If a meeting is well-planned in advance, taking minutes will be a lot
easier. That said, the chairperson and the secretary or minutes-recorder
should work together to determine the agenda of the meeting
beforehand. For example, the person recording minutes could work with
the chair to draft a document that will serve as an agenda and provide
the format for the meeting.
Meeting Agenda
If it’s not possible for the chair and secretary to meet and come up with a
draft, then it’s up to the secretary to get a copy of the agenda before the
meeting starts. The meeting agenda will serve as a guide for how to take
notes and prepare the minutes. In addition, the agenda also includes
other details, which need to be incorporated in the minutes. They
include:
Abdullah Danish Educational Platform Abdullah Danish
What are Meeting Minutes?
Meeting minutes are notes that are recorded during a meeting. They
highlight the key issues that are discussed, motions proposed or voted
on, and activities to be undertaken. The minutes of a meeting are usually
taken by a designated member of the group. Their task is to provide an
accurate record of what transpired during the meeting.
Steps Involved in Recording Meeting Minutes
There are five main steps involved in recording the minutes of a
meeting. They are:
Pre-planning
Record-taking
Writing or transcribing the minutes
Sharing meeting minutes
Filing or storage of minutes for referencing in the future
Pre-Planning
If a meeting is well-planned in advance, taking minutes will be a lot
easier. That said, the chairperson and the secretary or minutes-recorder
should work together to determine the agenda of the meeting
beforehand. For example, the person recording minutes could work with
the chair to draft a document that will serve as an agenda and provide
the format for the meeting.
Meeting Agenda
If it’s not possible for the chair and secretary to meet and come up with a
draft, then it’s up to the secretary to get a copy of the agenda before the
meeting starts. The meeting agenda will serve as a guide for how to take
notes and prepare the minutes. In addition, the agenda also includes
other details, which need to be incorporated in the minutes. They
include:
2
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Names of all the members present – includes guests and speakers
Documents that may be handed out as the meeting progresses, such
as copies of a list of proposals to be voted on
Expectations
When an individual is chosen as the minutes recorder, it’s important for
them to know what is expected of them. Therefore, the individual should
approach the chair of the committee and ask what their role in the
meeting will be. For example, if the meeting will involve
proposing motions, the designated member should inquire as to whether
he should include the names of those proposing motions and those
seconding.
What to Include in Meeting Minutes
Before recording any details, a designated minutes recorder should
familiarize themselves with the type of information that they should
record. A group may be using a specific format to record notes but,
overall, the minutes of a meeting typically include the following details:
Date and time the meeting happened
Names of attendees, as well as absent participants
Acceptance of, or amendments made to, the previous meeting’s
minutes
Decisions made regarding each item on the agenda, such as:
o Activities undertaken or agreed upon
o Next steps
o Outcomes of elections
o Motions accepted or rejected
o New business
o Date and time of the next meeting
The Process of Writing Meeting Minutes
Abdullah Danish Educational Platform Abdullah Danish
Names of all the members present – includes guests and speakers
Documents that may be handed out as the meeting progresses, such
as copies of a list of proposals to be voted on
Expectations
When an individual is chosen as the minutes recorder, it’s important for
them to know what is expected of them. Therefore, the individual should
approach the chair of the committee and ask what their role in the
meeting will be. For example, if the meeting will involve
proposing motions, the designated member should inquire as to whether
he should include the names of those proposing motions and those
seconding.
What to Include in Meeting Minutes
Before recording any details, a designated minutes recorder should
familiarize themselves with the type of information that they should
record. A group may be using a specific format to record notes but,
overall, the minutes of a meeting typically include the following details:
Date and time the meeting happened
Names of attendees, as well as absent participants
Acceptance of, or amendments made to, the previous meeting’s
minutes
Decisions made regarding each item on the agenda, such as:
o Activities undertaken or agreed upon
o Next steps
o Outcomes of elections
o Motions accepted or rejected
o New business
o Date and time of the next meeting
The Process of Writing Meeting Minutes
3
Abdullah Danish Educational Platform Abdullah Danish
When the meeting ends, the individual tasked with writing minutes
should get all the resources he needs to write up the minutes in a clear,
presentable way. Here are some tips to consider:
Once the meeting ends, don’t take too long to write the minutes.
This way, everything that took place in the meeting is still fresh in
your mind.
Review the outline that had been created earlier and make
adjustments where necessary. This might include adding extra
information or clarifying some of the issues raised. Also, check to
see that all verdicts, activities, and motions were clearly recorded.
Revise the minutes and ensure they’re brief but clear.
Distributing the Meeting Minutes
Once the secretary completes writing the minutes, he’s supposed to
share them with the group members. They can be shared online or
through the cloud. Considering that minutes and other types of
documents can entail a lot of paperwork, it may be preferable to use a
paperless sharing approach.
For example, if the minutes recorder was documenting the minutes using
Microsoft Word, which does not offer online sharing, then they might
consider using Google docs, which offers a way of sharing documents
online with other users.
The recorder is also supposed to save a copy of the meeting minutes for
future reference. Most companies store their minutes online – either
in Google Docs or OneDrive.
Key Takeaway
Meeting minutes are important because they are used to document the
key issues raised during a meeting. For example, effective minutes can
state the approaches that were proposed to solve a particular problem
and the main reason why members choose one method over the other.
Abdullah Danish Educational Platform Abdullah Danish
When the meeting ends, the individual tasked with writing minutes
should get all the resources he needs to write up the minutes in a clear,
presentable way. Here are some tips to consider:
Once the meeting ends, don’t take too long to write the minutes.
This way, everything that took place in the meeting is still fresh in
your mind.
Review the outline that had been created earlier and make
adjustments where necessary. This might include adding extra
information or clarifying some of the issues raised. Also, check to
see that all verdicts, activities, and motions were clearly recorded.
Revise the minutes and ensure they’re brief but clear.
Distributing the Meeting Minutes
Once the secretary completes writing the minutes, he’s supposed to
share them with the group members. They can be shared online or
through the cloud. Considering that minutes and other types of
documents can entail a lot of paperwork, it may be preferable to use a
paperless sharing approach.
For example, if the minutes recorder was documenting the minutes using
Microsoft Word, which does not offer online sharing, then they might
consider using Google docs, which offers a way of sharing documents
online with other users.
The recorder is also supposed to save a copy of the meeting minutes for
future reference. Most companies store their minutes online – either
in Google Docs or OneDrive.
Key Takeaway
Meeting minutes are important because they are used to document the
key issues raised during a meeting. For example, effective minutes can
state the approaches that were proposed to solve a particular problem
and the main reason why members choose one method over the other.
4
Abdullah Danish Educational Platform Abdullah Danish
The minutes of the meeting can be recorded manually or on an
electronic device such as a laptop or iPad. After the meeting, the
recorder reviews the minutes and makes edits where necessary. The
meeting minutes are then shared with the group participants. Apart from
distribution, the minutes are also saved for future reference.
How to Take Meeting Minutes
Meeting minutes are the notes that serve as the official record of what
happened at a meeting. It's important not only as the record to look back
at what happened, but also as a communication tool to help those present
stay up to date. Good meeting minutes will communicate not only what
was decided but also what they need to achieve by when. The person in
charge of taking minutes is responsible for preparing for the meeting,
accurately documenting what happened, and distributing the notes
afterward.
In some instances, meeting minutes may be required for legal reasons. A
common example of this is board meetings, where the meeting minutes
serve as the legal record of what took place. Getting into the habit of
taking meeting minutes is good practice.
Preparing for the meeting
Select your meeting minutes tool. This could be in Notejoy, a
physical notebook, or an audio recorder Think about your tool in
the context not only of how you'll take down the notes, but how
you plan to share out the information later on. For instance, it
might be difficult to take it down with pen and paper if you'll need
to retype the notes later on to share with others.
Choose a format for your meeting minutes. Here are meeting
minute templates and examples to consider. Depending on the
nature of the meeting, you may require a more formal style of
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The minutes of the meeting can be recorded manually or on an
electronic device such as a laptop or iPad. After the meeting, the
recorder reviews the minutes and makes edits where necessary. The
meeting minutes are then shared with the group participants. Apart from
distribution, the minutes are also saved for future reference.
How to Take Meeting Minutes
Meeting minutes are the notes that serve as the official record of what
happened at a meeting. It's important not only as the record to look back
at what happened, but also as a communication tool to help those present
stay up to date. Good meeting minutes will communicate not only what
was decided but also what they need to achieve by when. The person in
charge of taking minutes is responsible for preparing for the meeting,
accurately documenting what happened, and distributing the notes
afterward.
In some instances, meeting minutes may be required for legal reasons. A
common example of this is board meetings, where the meeting minutes
serve as the legal record of what took place. Getting into the habit of
taking meeting minutes is good practice.
Preparing for the meeting
Select your meeting minutes tool. This could be in Notejoy, a
physical notebook, or an audio recorder Think about your tool in
the context not only of how you'll take down the notes, but how
you plan to share out the information later on. For instance, it
might be difficult to take it down with pen and paper if you'll need
to retype the notes later on to share with others.
Choose a format for your meeting minutes. Here are meeting
minute templates and examples to consider. Depending on the
nature of the meeting, you may require a more formal style of
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board room minutes or choosing a more simple style of recording
notes.
Review the meeting agenda. Determine who is supposed to be at
the meeting, and what topics are on deck for discussion at the
meeting. If there are previous meetings that have taken place,
review those and see if there are any follow-ups to action items
that need to be revisited at this meeting.
During the meeting
Record who's in attendance of the meeting. If it's a large
meeting, you may choose to pass around an attendance sheet in
order for everyone to sign in. In some cases, you may also want to
include who was absent from the invitees as a detail for the
meeting.
Make sure you're aware of who everyone is. That way you can
be accurate about recording who said what if there's a discussion or
idea.
Write down any relevant discussions or ideas, and who said
them. If there are decisions made or action items identified, make
sure you write down the content of the decision or task and who is
responsible for them.
Ask for clarification as necessary. As the person taking the
meeting minutes, it may also be necessary to prompt the group to
add more detail to their decisions. For example if they identify an
action item and are about to move on without designating someone
responsible, you can ask the group to clarify on who's responsible.
Don't try to write everything down, just the most important
items. It's ok to just include the main ideas rather than the detailed
discussion. Or if the discussion is moving quickly, make a note
that will jog your memory and fill out the details later.
Abdullah Danish Educational Platform Abdullah Danish
board room minutes or choosing a more simple style of recording
notes.
Review the meeting agenda. Determine who is supposed to be at
the meeting, and what topics are on deck for discussion at the
meeting. If there are previous meetings that have taken place,
review those and see if there are any follow-ups to action items
that need to be revisited at this meeting.
During the meeting
Record who's in attendance of the meeting. If it's a large
meeting, you may choose to pass around an attendance sheet in
order for everyone to sign in. In some cases, you may also want to
include who was absent from the invitees as a detail for the
meeting.
Make sure you're aware of who everyone is. That way you can
be accurate about recording who said what if there's a discussion or
idea.
Write down any relevant discussions or ideas, and who said
them. If there are decisions made or action items identified, make
sure you write down the content of the decision or task and who is
responsible for them.
Ask for clarification as necessary. As the person taking the
meeting minutes, it may also be necessary to prompt the group to
add more detail to their decisions. For example if they identify an
action item and are about to move on without designating someone
responsible, you can ask the group to clarify on who's responsible.
Don't try to write everything down, just the most important
items. It's ok to just include the main ideas rather than the detailed
discussion. Or if the discussion is moving quickly, make a note
that will jog your memory and fill out the details later.
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Make sure that your meeting minutes are impartial and
factual. Even if you have an opinion or there is inflammatory
commentary stick to the facts. Don't leave out what happened but
ensure it's an objective, factual account.
After the meeting
Review and clean up the details fo the minutes as soon as you
can. Now is an opportunity to proofread and add any relevant
details while the meeting is fresh on your mind. Sometimes during
a meeting the discussion is progressing so fast you may make a
quick note without time to add detail. You can also add details like
meeting topic, where and when it was, type of meeting, etc. to
make it easier on refer to in the future.
Share the meeting minutes to the relevant team
members. Often the scope of distribution extends far beyond just
the attendees, so you'll want to make sure you know who to
include.
Store the meeting minutes somewhere where they can be
accessed by others. While email is great, often emails get lost in
the mix or are only as good as the immediate recipients and their
memory. If someone joins the team next month, these meeting
minutes won't be accessible to them. Tools like Notejoy can be a
helpful place to store meeting minutes where they are searchable in
the future.
Formal board meeting minutes template
DATE: Date of the meeting
PRESENT: First and last names of all those present at the meeting
ABSENT: First and last names of Committee members who are unable
to attend the meeting.
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Make sure that your meeting minutes are impartial and
factual. Even if you have an opinion or there is inflammatory
commentary stick to the facts. Don't leave out what happened but
ensure it's an objective, factual account.
After the meeting
Review and clean up the details fo the minutes as soon as you
can. Now is an opportunity to proofread and add any relevant
details while the meeting is fresh on your mind. Sometimes during
a meeting the discussion is progressing so fast you may make a
quick note without time to add detail. You can also add details like
meeting topic, where and when it was, type of meeting, etc. to
make it easier on refer to in the future.
Share the meeting minutes to the relevant team
members. Often the scope of distribution extends far beyond just
the attendees, so you'll want to make sure you know who to
include.
Store the meeting minutes somewhere where they can be
accessed by others. While email is great, often emails get lost in
the mix or are only as good as the immediate recipients and their
memory. If someone joins the team next month, these meeting
minutes won't be accessible to them. Tools like Notejoy can be a
helpful place to store meeting minutes where they are searchable in
the future.
Formal board meeting minutes template
DATE: Date of the meeting
PRESENT: First and last names of all those present at the meeting
ABSENT: First and last names of Committee members who are unable
to attend the meeting.
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1. CALL TO ORDER/OPENING REMARKS
The time that the meeting was called to order and by whom.
Any opening remarks summarized here.
2. APPROVAL OF THE MINUTES FROM (DATE)
You need a motion to approve the prior meeting's minutes.
Motion: To approve the minutes of (DATE) as circulated (or
AMENDED) Motion By: Name of person (FIRST & LAST) who
made the motion
Seconded By: Name of the person (FIRST & LAST)) who
seconded the motion Carried or Defeated
3. ADDITIONS TO THE AGENDA
If there are additions to the agenda or requests for the next
meeting's agenda, these would be bulleted here.
4. APPROVAL OF THE AGENDA
Motion: to approve the agenda as circulated (or AMENDED)
Motion By: name of person (FIRST & LAST) who made the
motion
Seconded By: name of person (FIRST & LAST) who made the
motion Carried or Defeated
5. BUSINESS FROM THE PREVIOUS MEETING
Any items from the previous meeting that need to be discussed
further
6. ITEM # 1 TO BE DISCUSSED
Put a summary of the discussion around the topic
If any motions were made, put the information here
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1. CALL TO ORDER/OPENING REMARKS
The time that the meeting was called to order and by whom.
Any opening remarks summarized here.
2. APPROVAL OF THE MINUTES FROM (DATE)
You need a motion to approve the prior meeting's minutes.
Motion: To approve the minutes of (DATE) as circulated (or
AMENDED) Motion By: Name of person (FIRST & LAST) who
made the motion
Seconded By: Name of the person (FIRST & LAST)) who
seconded the motion Carried or Defeated
3. ADDITIONS TO THE AGENDA
If there are additions to the agenda or requests for the next
meeting's agenda, these would be bulleted here.
4. APPROVAL OF THE AGENDA
Motion: to approve the agenda as circulated (or AMENDED)
Motion By: name of person (FIRST & LAST) who made the
motion
Seconded By: name of person (FIRST & LAST) who made the
motion Carried or Defeated
5. BUSINESS FROM THE PREVIOUS MEETING
Any items from the previous meeting that need to be discussed
further
6. ITEM # 1 TO BE DISCUSSED
Put a summary of the discussion around the topic
If any motions were made, put the information here
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If further information is needed, put follow-ups, names, and a
target date here
7. ITEM # 2 TO BE DISCUSSED
Any other items
8. ADDITIONS TO THE AGENDA
Any added agenda Item, including a summary of the discussions
around this item
If any motions were made, put information here
If further information is needed, put follow-ups, names, and a
target date here
9. ADJOURNMENT
Record the time the meeting was adjourned
10. NEXT MEETING (DATE)
The next meeting date should be decided at the end of the meeting
before everyone leaves. It's a handy reminder to include it at the
bottom of the minutes template so it isn't missed.
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If further information is needed, put follow-ups, names, and a
target date here
7. ITEM # 2 TO BE DISCUSSED
Any other items
8. ADDITIONS TO THE AGENDA
Any added agenda Item, including a summary of the discussions
around this item
If any motions were made, put information here
If further information is needed, put follow-ups, names, and a
target date here
9. ADJOURNMENT
Record the time the meeting was adjourned
10. NEXT MEETING (DATE)
The next meeting date should be decided at the end of the meeting
before everyone leaves. It's a handy reminder to include it at the
bottom of the minutes template so it isn't missed.
Skimming and Scanning
Skimming and scanning are reading techniques that
use rapid eye movement and keywords to move
quickly through text for slightly different
purposes. Skimming is reading rapidly in order to get a
general overview of the material. Scanning is reading
rapidly in order to find specific facts.
Skimming and scanning are reading techniques that
use rapid eye movement and keywords to move
quickly through text for slightly different
purposes. Skimming is reading rapidly in order to get a
general overview of the material. Scanning is reading
rapidly in order to find specific facts.
Some Skimming Techniques
•Always think about the title, headings, and
topic sentences of reading passages, as they
are the main ideas.
•Reading either the first sentence, or the first
and last sentence of a paragraph is another
great skimming technique.
•Always think about the title, headings, and
topic sentences of reading passages, as they
are the main ideas.
•Reading either the first sentence, or the first
and last sentence of a paragraph is another
great skimming technique.
Example Skimming
•Get the main idea of the paragraphs by
reading the first and last sentence:
There are now over 700 million motor vehicles in
the world - and the number is rising by more
than 40 million each year…
…This dependence on motor vehicles has given
rise to major problems, including environmental
pollution, depletion of oil resources, traffic
congestion and safety.
•Get the main idea of the paragraphs by
reading the first and last sentence:
There are now over 700 million motor vehicles in
the world - and the number is rising by more
than 40 million each year…
…This dependence on motor vehicles has given
rise to major problems, including environmental
pollution, depletion of oil resources, traffic
congestion and safety.
Some Scanning Techniques
•Key words are most important when scanning.
When scanning a text, vocabulary such are
proper nouns, dates, numbers, and times is what
you are looking for. Specific details can also be
found when using scanning techniques.
•You can follow your finger or a pen/pencil in
order to create better scanning techniques.
Circling or underlining the key words within the
reading passage is another good option to
consider.
•Key words are most important when scanning.
When scanning a text, vocabulary such are
proper nouns, dates, numbers, and times is what
you are looking for. Specific details can also be
found when using scanning techniques.
•You can follow your finger or a pen/pencil in
order to create better scanning techniques.
Circling or underlining the key words within the
reading passage is another good option to
consider.
Some Scanning Techniques
•Highlight all of the key words in the paragraph:
•There are now over 700 million motor vehicles in
the world - and the number is rising by more
than 40 million each year. The average distance
driven by car users is growing too - from 8 km a
day per person in western Europe in 1965 to 25
km a day in 1995. This dependence on motor
vehicles has given rise to major problems,
including environmental pollution, depletion of oil
resources, traffic congestion and safety.
•Highlight all of the key words in the paragraph:
•There are now over 700 million motor vehicles in
the world - and the number is rising by more
than 40 million each year. The average distance
driven by car users is growing too - from 8 km a
day per person in western Europe in 1965 to 25
km a day in 1995. This dependence on motor
vehicles has given rise to major problems,
including environmental pollution, depletion of oil
resources, traffic congestion and safety.
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Intensive and extensive
Reading
Intensive reading involves learners reading in detail with specific learning aims
and tasks. It can be compared with extensive reading, which involves learners
reading texts for enjoyment and to develop general reading skills.
Example
The learners read a short text and put events from it into chronological order.
In the classroom
Intensive reading activities include skimming a text for specific information to
answer true or false statements or filling gaps in a summary, scanning a text to
match headings to paragraphs, and scanning jumbled paragraphs and then reading
them carefully to put them into the correct order.
Tips and guidelines for implementing a theory of reading to develop the learners'
abilities
Text characteristics
Pre-reading tips
During-reading tips
After-reading tips
These tips can be viewed in three consecutive stages: before reading, during
reading, and after reading. For instance, before starting to read a text it is natural to
think of the purpose of reading the text. As an example of the during-reading
techniques, re-reading for better comprehension can be mentioned. And filling out
forms and charts can be referred to as an after-reading activity. These tasks and
ideas can be used to enhance reading comprehension.
Text characteristics
Good readers expect to understand what they are reading. Therefore, texts should
Abdullah Danish Educational Platform Abdullah Danish
Intensive and extensive
Reading
Intensive reading involves learners reading in detail with specific learning aims
and tasks. It can be compared with extensive reading, which involves learners
reading texts for enjoyment and to develop general reading skills.
Example
The learners read a short text and put events from it into chronological order.
In the classroom
Intensive reading activities include skimming a text for specific information to
answer true or false statements or filling gaps in a summary, scanning a text to
match headings to paragraphs, and scanning jumbled paragraphs and then reading
them carefully to put them into the correct order.
Tips and guidelines for implementing a theory of reading to develop the learners'
abilities
Text characteristics
Pre-reading tips
During-reading tips
After-reading tips
These tips can be viewed in three consecutive stages: before reading, during
reading, and after reading. For instance, before starting to read a text it is natural to
think of the purpose of reading the text. As an example of the during-reading
techniques, re-reading for better comprehension can be mentioned. And filling out
forms and charts can be referred to as an after-reading activity. These tasks and
ideas can be used to enhance reading comprehension.
Text characteristics
Good readers expect to understand what they are reading. Therefore, texts should
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contain words and grammatical structures familiar to the learners (Van Duzer,
1999). In texts where vocabulary is not familiar, teachers can introduce key
vocabulary in pre-reading activities that focus on language awareness, such as
finding synonyms, antonyms, derivatives, or associated words (Hood et al., 1996;
cited in Van Duzer, 1999). The topics of texts chosen should be in accordance with
the age range, interests, sex, and background culture of the students for whom they
are intended. Pre-reading activities that introduce the text should encourage
learners to use their background knowledge (Eskey, 1997; cited in Van Duzer,
1999). Class members can brainstorm ideas about the meaning of a title or an
illustration and discuss what they know.
Pre-reading tips
Before the actual act of reading a text begins, some points should be regarded in
order to make the process of reading more comprehensible. It is necessary to
provide the necessary background information to the reader to facilitate
comprehension. In addition, as stated by Lebauer (1998), pre-reading activities can
lighten students' cognitive burden while reading because prior discussions will
have been incorporated.
Teacher-directed pre-reading (Estes, 1999)
Some key vocabulary and ideas in the text are explained. In this approach
the teacher directly explains the information the students will need,
including key concepts, important vocabulary, and appropriate conceptual
framework.
Interactive approach (Estes, 1999)
In this method, the teacher leads a discussion in which he/she draws out the
information students already have and interjects additional information
deemed necessary to an understanding of the text to be read. Moreover, the
teacher can make explicit links between prior knowledge and important
information in the text.
Purpose of reading
It is also necessary for students to become aware of the purpose and goal for
reading a certain piece of written material. At the beginning stages this can
be done by the teacher, but as the reader becomes more mature this purpose,
i.e. awareness-raising strategy, can be left to the readers. For instance, the
students may be guided to ask themselves, "Why am I reading this text?
What do I want to know or do after reading?"
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contain words and grammatical structures familiar to the learners (Van Duzer,
1999). In texts where vocabulary is not familiar, teachers can introduce key
vocabulary in pre-reading activities that focus on language awareness, such as
finding synonyms, antonyms, derivatives, or associated words (Hood et al., 1996;
cited in Van Duzer, 1999). The topics of texts chosen should be in accordance with
the age range, interests, sex, and background culture of the students for whom they
are intended. Pre-reading activities that introduce the text should encourage
learners to use their background knowledge (Eskey, 1997; cited in Van Duzer,
1999). Class members can brainstorm ideas about the meaning of a title or an
illustration and discuss what they know.
Pre-reading tips
Before the actual act of reading a text begins, some points should be regarded in
order to make the process of reading more comprehensible. It is necessary to
provide the necessary background information to the reader to facilitate
comprehension. In addition, as stated by Lebauer (1998), pre-reading activities can
lighten students' cognitive burden while reading because prior discussions will
have been incorporated.
Teacher-directed pre-reading (Estes, 1999)
Some key vocabulary and ideas in the text are explained. In this approach
the teacher directly explains the information the students will need,
including key concepts, important vocabulary, and appropriate conceptual
framework.
Interactive approach (Estes, 1999)
In this method, the teacher leads a discussion in which he/she draws out the
information students already have and interjects additional information
deemed necessary to an understanding of the text to be read. Moreover, the
teacher can make explicit links between prior knowledge and important
information in the text.
Purpose of reading
It is also necessary for students to become aware of the purpose and goal for
reading a certain piece of written material. At the beginning stages this can
be done by the teacher, but as the reader becomes more mature this purpose,
i.e. awareness-raising strategy, can be left to the readers. For instance, the
students may be guided to ask themselves, "Why am I reading this text?
What do I want to know or do after reading?"
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One of the most obvious, but unnoticed, points related to reading purpose is
the consideration of the different types of reading skills.
o Skimming: Reading rapidly for the main points
o Scanning: Reading rapidly to find a specific piece of information
o Extensive reading: Reading a longer text, often for pleasure with
emphasis on overall meaning
o Intensive reading: Reading a short text for detailed information
The most frequently encountered reason as to why the four skills are all
subsumed into one – intensive reading – is that students studying a foreign
language feel the urge to look up every word they don't understand and to
pinpoint on every structural point they see unfamiliar. To make students
aware of the different types of reading, ask them about the types of reading
they do in their first language.
The type of text
The reader must become familiar with the fact that texts may take on
different forms and hold certain pieces of information in different places.
Thus, it is necessary to understand the layout of the material being read in
order to focus more deeply on the parts that are more densely compacted
with information. Even paying attention to the year of publication of a text,
if applicable, may aid the reader in presuppositions about the text as can
glancing at the name of the author.
Steinhofer (1996) stated that the tips mentioned in pre-reading will not take a very
long time to carry out. The purpose is to overcome the common urge to start
reading a text closely right away from the beginning.
During-reading tips
What follows are tips that encourage active reading. They consist of summarizing,
reacting, questioning, arguing, evaluating, and placing a text within one's own
experience. These processes may be the most complex to develop in a classroom
setting, the reason being that in English reading classes most attention is often paid
to dictionaries, the text, and the teacher. Interrupting this routine and encouraging
students to dialogue with what they are reading without coming between them and
the text presents a challenge to the EFL teacher. Duke and Pearson (2001) have
stated that good readers are active readers. According to Ur (1996), Vaezi (2001),
and Fitzgerald (1995), they use the following strategies.
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One of the most obvious, but unnoticed, points related to reading purpose is
the consideration of the different types of reading skills.
o Skimming: Reading rapidly for the main points
o Scanning: Reading rapidly to find a specific piece of information
o Extensive reading: Reading a longer text, often for pleasure with
emphasis on overall meaning
o Intensive reading: Reading a short text for detailed information
The most frequently encountered reason as to why the four skills are all
subsumed into one – intensive reading – is that students studying a foreign
language feel the urge to look up every word they don't understand and to
pinpoint on every structural point they see unfamiliar. To make students
aware of the different types of reading, ask them about the types of reading
they do in their first language.
The type of text
The reader must become familiar with the fact that texts may take on
different forms and hold certain pieces of information in different places.
Thus, it is necessary to understand the layout of the material being read in
order to focus more deeply on the parts that are more densely compacted
with information. Even paying attention to the year of publication of a text,
if applicable, may aid the reader in presuppositions about the text as can
glancing at the name of the author.
Steinhofer (1996) stated that the tips mentioned in pre-reading will not take a very
long time to carry out. The purpose is to overcome the common urge to start
reading a text closely right away from the beginning.
During-reading tips
What follows are tips that encourage active reading. They consist of summarizing,
reacting, questioning, arguing, evaluating, and placing a text within one's own
experience. These processes may be the most complex to develop in a classroom
setting, the reason being that in English reading classes most attention is often paid
to dictionaries, the text, and the teacher. Interrupting this routine and encouraging
students to dialogue with what they are reading without coming between them and
the text presents a challenge to the EFL teacher. Duke and Pearson (2001) have
stated that good readers are active readers. According to Ur (1996), Vaezi (2001),
and Fitzgerald (1995), they use the following strategies.
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Making predictions: The readers should be taught to be on the watch to
predict what is going to happen next in the text to be able to integrate and
combine what has come with what is to come.
Making selections: Readers who are more proficient read selectively,
continually making decisions about their reading.
Integrating prior knowledge: The schemata that have been activated in the
pre-reading section should be called upon to facilitate comprehension.
Skipping insignificant parts: A good reader will concentrate on significant
pieces of information while skipping insignificant pieces.
Re-reading: Readers should be encouraged to become sensitive to the effect
of reading on their comprehension.
Making use of context or guessing: Readers should not be encouraged to
define and understand every single unknown word in a text. Instead they
should learn to make use of context to guess the meaning of unknown
words.
Breaking words into their component parts: To keep the process of
comprehension ongoing, efficient readers break words into their affixes or
bases. These parts can help readers guess the meaning of a word.
Reading in chunks: To ensure reading speed, readers should get used to
reading groups of words together. This act will also enhance comprehension
by focusing on groups of meaning-conveying symbols simultaneously.
Pausing: Good readers will pause at certain places while reading a text to
absorb and internalize the material being read and sort out information.
Paraphrasing: While reading texts it may be necessary to paraphrase and
interpret texts subvocally in order to verify what was comprehended.
Monitoring: Good readers monitor their understanding to evaluate whether
the text, or the reading of it, is meeting their goals.
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Making predictions: The readers should be taught to be on the watch to
predict what is going to happen next in the text to be able to integrate and
combine what has come with what is to come.
Making selections: Readers who are more proficient read selectively,
continually making decisions about their reading.
Integrating prior knowledge: The schemata that have been activated in the
pre-reading section should be called upon to facilitate comprehension.
Skipping insignificant parts: A good reader will concentrate on significant
pieces of information while skipping insignificant pieces.
Re-reading: Readers should be encouraged to become sensitive to the effect
of reading on their comprehension.
Making use of context or guessing: Readers should not be encouraged to
define and understand every single unknown word in a text. Instead they
should learn to make use of context to guess the meaning of unknown
words.
Breaking words into their component parts: To keep the process of
comprehension ongoing, efficient readers break words into their affixes or
bases. These parts can help readers guess the meaning of a word.
Reading in chunks: To ensure reading speed, readers should get used to
reading groups of words together. This act will also enhance comprehension
by focusing on groups of meaning-conveying symbols simultaneously.
Pausing: Good readers will pause at certain places while reading a text to
absorb and internalize the material being read and sort out information.
Paraphrasing: While reading texts it may be necessary to paraphrase and
interpret texts subvocally in order to verify what was comprehended.
Monitoring: Good readers monitor their understanding to evaluate whether
the text, or the reading of it, is meeting their goals.
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After-reading tips
It is necessary to state that post-reading activities almost always depend on the
purpose of reading and the type of information extracted from the text. Barnett
(1988) has stated that post-reading exercises first check students' comprehension
and then lead students to a deeper analysis of the text. In the real world the purpose
of reading is not to memorize an author's point of view or to summarize text
content, but rather to see into another mind, or to mesh new information into what
one already knows. Group discussion will help students focus on information they
did not comprehend, or did comprehend correctly. Accordingly, attention will be
focused on processes that lead to comprehension or miscomprehension. Generally
speaking, post-reading can take the form of various activities as presented below:
Discussing the text: Written/Oral
Summarizing: Written/Oral
Making questions: Written/Oral
Answering questions: Written/Oral
Filling in forms and charts
Writing reading logs
Completing a text
Listening to or reading other related materials
Role-playing
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After-reading tips
It is necessary to state that post-reading activities almost always depend on the
purpose of reading and the type of information extracted from the text. Barnett
(1988) has stated that post-reading exercises first check students' comprehension
and then lead students to a deeper analysis of the text. In the real world the purpose
of reading is not to memorize an author's point of view or to summarize text
content, but rather to see into another mind, or to mesh new information into what
one already knows. Group discussion will help students focus on information they
did not comprehend, or did comprehend correctly. Accordingly, attention will be
focused on processes that lead to comprehension or miscomprehension. Generally
speaking, post-reading can take the form of various activities as presented below:
Discussing the text: Written/Oral
Summarizing: Written/Oral
Making questions: Written/Oral
Answering questions: Written/Oral
Filling in forms and charts
Writing reading logs
Completing a text
Listening to or reading other related materials
Role-playing
Summary
Summarizing means giving a concise overview of a text‘s main points in
your own words. A summary is always much shorter than the original
text.
Writing a summary does not involve critiquing or analyzing the
source—you should simply provide a clear, objective, accurate account
of the most important information and ideas, without copying any text
from the original and without missing any of the key points.
Step 1: Read the text
You should read the article more than once to make sure you‘ve
thoroughly understood it. It‘s often effective to read in three stages:
1. Scan the article quickly to get a sense of its topic and overall
shape.
2. Read the article carefully, highlighting important points and taking
notes as you read.
3. Skim the article again to confirm you‘ve understood the key
points, and re-read any particularly important or difficult passages.
There are some easy tricks you can use to identify the key points as you
read:
Start by reading the abstract—this already contains the author‘s
own summary of their work, and it tells you what to expect from
the article.
Pay attention to headings and subheadings—these should give you
a good sense of what each part is about.
Read the introduction and the conclusion together and compare
them: what did the author set out to do, and what was the outcome?
Step 2: Break the text down into sections
To make the text more manageable and understand its sub-points, break
it down into smaller parts.
Summarizing means giving a concise overview of a text‘s main points in
your own words. A summary is always much shorter than the original
text.
Writing a summary does not involve critiquing or analyzing the
source—you should simply provide a clear, objective, accurate account
of the most important information and ideas, without copying any text
from the original and without missing any of the key points.
Step 1: Read the text
You should read the article more than once to make sure you‘ve
thoroughly understood it. It‘s often effective to read in three stages:
1. Scan the article quickly to get a sense of its topic and overall
shape.
2. Read the article carefully, highlighting important points and taking
notes as you read.
3. Skim the article again to confirm you‘ve understood the key
points, and re-read any particularly important or difficult passages.
There are some easy tricks you can use to identify the key points as you
read:
Start by reading the abstract—this already contains the author‘s
own summary of their work, and it tells you what to expect from
the article.
Pay attention to headings and subheadings—these should give you
a good sense of what each part is about.
Read the introduction and the conclusion together and compare
them: what did the author set out to do, and what was the outcome?
Step 2: Break the text down into sections
To make the text more manageable and understand its sub-points, break
it down into smaller parts.
If the text is a scientific paper that follows a standard empirical structure,
it is probably already organized into clearly marked sections, usually
including an introduction, methods, results, and discussion.
Other types of articles may not be explicitly divided into sections. But
most articles and essays will be structured around a series of sub-points
or themes.
Try writing a word or phrase in the margin next to each paragraph that
describes the paragraph‘s content. Then you can see at a glance what
each part of the article focuses on. If several paragraphs cover similar or
related topics, you may group them together in sections.
Precision Words
A good teacher‘s most essential quality is her ability to understand what
her students are feeling and to help them overcome difficulties.
A good teacher‘s most essential quality is her ability to empathize with
her students and help them overcome difficulties.
A government‘s duty is to recognize and make the best use of its
resources to help its citizens.
A government‘s duty is to recognize and exploit its resources to help its
citizens.
Not only does alcohol harm one‘s liver, it also makes one lose one‘s
ability to think clearly.
Not only does alcohol harm one‘s liver, it also impairs one‘s cognition.
If a friend helps you through difficult times, you should do the same for
him or her when they face difficulties.
If a friend helps you through difficult times, you should reciprocate.
it is probably already organized into clearly marked sections, usually
including an introduction, methods, results, and discussion.
Other types of articles may not be explicitly divided into sections. But
most articles and essays will be structured around a series of sub-points
or themes.
Try writing a word or phrase in the margin next to each paragraph that
describes the paragraph‘s content. Then you can see at a glance what
each part of the article focuses on. If several paragraphs cover similar or
related topics, you may group them together in sections.
Precision Words
A good teacher‘s most essential quality is her ability to understand what
her students are feeling and to help them overcome difficulties.
A good teacher‘s most essential quality is her ability to empathize with
her students and help them overcome difficulties.
A government‘s duty is to recognize and make the best use of its
resources to help its citizens.
A government‘s duty is to recognize and exploit its resources to help its
citizens.
Not only does alcohol harm one‘s liver, it also makes one lose one‘s
ability to think clearly.
Not only does alcohol harm one‘s liver, it also impairs one‘s cognition.
If a friend helps you through difficult times, you should do the same for
him or her when they face difficulties.
If a friend helps you through difficult times, you should reciprocate.
Step 3: Write the summary
Now that you know the key points that the article aims to communicate,
you need to put them in your own words.
To avoid plagiarism and show you‘ve understood the article, it‘s
essential to properly paraphrase the author‘s ideas. Do not copy and
paste parts of the article, not even just a sentence or two.
The best way to do this is to put the article aside and write out your own
understanding of the author‘s key points.
Let‘s take a look at an example. Below, we summarize this article,
which scientifically investigates the old saying ―an apple a day keeps the
doctor away.‖
Example of a full article summary
Davis et al. (2015) set out to empirically (by means of observation or
experience rather than theory or pure logic.) test the popular saying ―an
apple a day keeps the doctor away.‖ Apples are often used to represent a
healthy lifestyle, and research has shown their nutritional properties
could be beneficial for various aspects of health. The authors‘ unique
approach is to take the saying literally and ask: do people who eat apples
use healthcare services less frequently? If there is indeed such a
relationship, they suggest, promoting apple consumption could help
reduce healthcare costs.
The study used publicly available cross-sectional data from the National
Health and Nutrition Examination Survey. Participants were categorized
as either apple eaters or non-apple eaters based on their self-reported
apple consumption in an average 24-hour period. They were also
Now that you know the key points that the article aims to communicate,
you need to put them in your own words.
To avoid plagiarism and show you‘ve understood the article, it‘s
essential to properly paraphrase the author‘s ideas. Do not copy and
paste parts of the article, not even just a sentence or two.
The best way to do this is to put the article aside and write out your own
understanding of the author‘s key points.
Let‘s take a look at an example. Below, we summarize this article,
which scientifically investigates the old saying ―an apple a day keeps the
doctor away.‖
Example of a full article summary
Davis et al. (2015) set out to empirically (by means of observation or
experience rather than theory or pure logic.) test the popular saying ―an
apple a day keeps the doctor away.‖ Apples are often used to represent a
healthy lifestyle, and research has shown their nutritional properties
could be beneficial for various aspects of health. The authors‘ unique
approach is to take the saying literally and ask: do people who eat apples
use healthcare services less frequently? If there is indeed such a
relationship, they suggest, promoting apple consumption could help
reduce healthcare costs.
The study used publicly available cross-sectional data from the National
Health and Nutrition Examination Survey. Participants were categorized
as either apple eaters or non-apple eaters based on their self-reported
apple consumption in an average 24-hour period. They were also
categorized as either avoiding or not avoiding the use of healthcare
services in the past year. The data was statistically analyzed to test
whether there was an association between apple consumption and
several dependent variables: physician visits, hospital stays, use of
mental health services, and use of prescription medication.
Although apple eaters were slightly more likely to have avoided
physician visits, this relationship was not statistically significant after
adjusting for various relevant factors. No association was found between
apple consumption and hospital stays or mental health service use.
However, apple eaters were found to be slightly more likely to have
avoided using prescription medication. Based on these results, the
authors conclude that an apple a day does not keep the doctor away, but
it may keep the pharmacist away. They suggest that this finding could
have implications for reducing healthcare costs, considering the high
annual costs of prescription medication and the inexpensiveness of
apples.
However, the authors also note several limitations of the study: most
importantly, that apple eaters are likely to differ from non-apple eaters in
ways that may have confounded the results (for example, apple eaters
may be more likely to be health-conscious). To establish any causal
relationship between apple consumption and avoidance of medication,
they recommend experimental research.
Using national survey data, Davis et al. (2015) tested the assertion that
―an apple a day keeps the doctor away‖ and did not find statistically
significant evidence in support of this hypothesis. While people who
consumed apples were slightly less likely to use prescription
medications, the study was unable to demonstrate a causal relationship
between these variables.
Step 5: Check the summary against the article
Finally, read through the article once more to ensure that:
services in the past year. The data was statistically analyzed to test
whether there was an association between apple consumption and
several dependent variables: physician visits, hospital stays, use of
mental health services, and use of prescription medication.
Although apple eaters were slightly more likely to have avoided
physician visits, this relationship was not statistically significant after
adjusting for various relevant factors. No association was found between
apple consumption and hospital stays or mental health service use.
However, apple eaters were found to be slightly more likely to have
avoided using prescription medication. Based on these results, the
authors conclude that an apple a day does not keep the doctor away, but
it may keep the pharmacist away. They suggest that this finding could
have implications for reducing healthcare costs, considering the high
annual costs of prescription medication and the inexpensiveness of
apples.
However, the authors also note several limitations of the study: most
importantly, that apple eaters are likely to differ from non-apple eaters in
ways that may have confounded the results (for example, apple eaters
may be more likely to be health-conscious). To establish any causal
relationship between apple consumption and avoidance of medication,
they recommend experimental research.
Using national survey data, Davis et al. (2015) tested the assertion that
―an apple a day keeps the doctor away‖ and did not find statistically
significant evidence in support of this hypothesis. While people who
consumed apples were slightly less likely to use prescription
medications, the study was unable to demonstrate a causal relationship
between these variables.
Step 5: Check the summary against the article
Finally, read through the article once more to ensure that:
You‘ve accurately represented the author‘s work
You haven‘t missed any essential information
The phrasing is not too similar to any sentences in the original.
If you‘re summarizing lots of articles as part of your own work, it‘s
often a good idea to use a plagiarism checker to double-check that your
text is completely original and properly cited. Just be sure to use one
that‘s safe and reliable.
ORIGINAL TEXT
―For nearly 1,400 years Islam, though diverse in sectarian practice and
ethnic tradition, has provided a unifying faith for peoples stretching from
the Atlantic to the Indian Ocean and beyond. Starting in the 1500s,
Western ascendancy, which culminated in colonization, eroded once
glorious Muslim empires and reduced the influence of Islam. After the
breakup of the Ottoman Empire following World War I and the decline
of European colonial empires following World War II, Muslim nations
adopted Western ideologies–communism, socialism, secular
nationalism, and capitalism. Yet most Muslims remained poor and
powerless. Their governments, secular regimes often backed by the
West, were corrupt and repressive‖ (Belt 78).
Belt, Don. ―The World of Islam.‖ National Geographic. January 2002:
76-85. Print.
POORLY-WRITTEN SUMMARY
Despite Western-style governments, Muslim countries are mired in deep
poverty and radical governments. This despite the fact that the religion
has existed for several centuries. European colonization ruined the
Islamic religion for a long time. You would find it hard to imagine how
many Muslims there really are out there.
Analysis
This summary
does not follow the order of information found in the original
You haven‘t missed any essential information
The phrasing is not too similar to any sentences in the original.
If you‘re summarizing lots of articles as part of your own work, it‘s
often a good idea to use a plagiarism checker to double-check that your
text is completely original and properly cited. Just be sure to use one
that‘s safe and reliable.
ORIGINAL TEXT
―For nearly 1,400 years Islam, though diverse in sectarian practice and
ethnic tradition, has provided a unifying faith for peoples stretching from
the Atlantic to the Indian Ocean and beyond. Starting in the 1500s,
Western ascendancy, which culminated in colonization, eroded once
glorious Muslim empires and reduced the influence of Islam. After the
breakup of the Ottoman Empire following World War I and the decline
of European colonial empires following World War II, Muslim nations
adopted Western ideologies–communism, socialism, secular
nationalism, and capitalism. Yet most Muslims remained poor and
powerless. Their governments, secular regimes often backed by the
West, were corrupt and repressive‖ (Belt 78).
Belt, Don. ―The World of Islam.‖ National Geographic. January 2002:
76-85. Print.
POORLY-WRITTEN SUMMARY
Despite Western-style governments, Muslim countries are mired in deep
poverty and radical governments. This despite the fact that the religion
has existed for several centuries. European colonization ruined the
Islamic religion for a long time. You would find it hard to imagine how
many Muslims there really are out there.
Analysis
This summary
does not follow the order of information found in the original
the phrase ―several centuries‖ minimizes the historic significance of
the religion
sentence-level problems like ―mired,‖ ―you would,‖ and ―out there‖
change the formal tone of the original to a biased, informal
representation
it is approximately half the length of the original, which is too long
no credit is given to the original source
WELL-WRITTEN SUMMARY
For almost 1,500 years, Islam has united people globally. Western
interference, through colonization and political ideologies, has not
improved Muslims‘ lives (Belt 78).
Analysis
This summary
follows the order of the original
maintains the original tone
is approximately 20% of the original‘s length
is properly documented and punctuated
Practice Summarizing
Knowing how to argue is a useful skill. We use it on ourselves in order
to arrive at decisions; we use it with others as we discuss business
strategies or policy changes on committees. As members of an
environmental action group, we use it in drafting a letter to the editor of
our hometown paper. Moreover, we use it when we discuss tax cuts, and
university investment policies. Our ability to express opinions
persuasively will allow us to make differences in public life. If we lack
the necessary skills, we are condemned to sit on the sidelines. Instead of
doing the moving, we will be among the moved.
the religion
sentence-level problems like ―mired,‖ ―you would,‖ and ―out there‖
change the formal tone of the original to a biased, informal
representation
it is approximately half the length of the original, which is too long
no credit is given to the original source
WELL-WRITTEN SUMMARY
For almost 1,500 years, Islam has united people globally. Western
interference, through colonization and political ideologies, has not
improved Muslims‘ lives (Belt 78).
Analysis
This summary
follows the order of the original
maintains the original tone
is approximately 20% of the original‘s length
is properly documented and punctuated
Practice Summarizing
Knowing how to argue is a useful skill. We use it on ourselves in order
to arrive at decisions; we use it with others as we discuss business
strategies or policy changes on committees. As members of an
environmental action group, we use it in drafting a letter to the editor of
our hometown paper. Moreover, we use it when we discuss tax cuts, and
university investment policies. Our ability to express opinions
persuasively will allow us to make differences in public life. If we lack
the necessary skills, we are condemned to sit on the sidelines. Instead of
doing the moving, we will be among the moved.
Ans
The ability to argue is valuable because we use it for many reasons. We
need it to make choices for ourselves and to persuade others. It allows us
to make some difference in public life. Without this ability to argue, we
lose our power to affect change.
PRACTICE PARAGRAPH 1
―In 1925 the land aristocracy of Germany owned most of the large
estates which occupied 20.2 per cent of the arable land of the country.
They had 40 per cent of the land east of the Elbe River. All told, these
large estates constituted but 0.4 per cent of the total number of
landholdings in Germany. At the base of the pyramid were those who
occupied small holdings: 59.4 per cent of the total holdings of Germany
accounted for only 6.2 per cent of the arable land‖ (Lasswell 17).
Lasswell, Harold. Politics: Who Gets What, When, How. New York:
Meridian Books, Inc. 1960. Print.
PRACTICE PARAGRAPH 2
―The Indian tribes of North and South America do not contain all the
blood groups that are found in populations elsewhere. A fascinating
glimpse into their ancestry is opened by this unexpected biological
quirk. For the blood groups are inherited in such a way that, over a
whole population, they provide some genetic record of the past. The
total absence of blood group A from a population implies, with virtual
certainty, that there was no blood group A in its ancestry; and similarly
with blood group B. And this is in fact the state of affairs in America‖
(Bronowski 92).
Bronowski, J. The Ascent of Man. Boston: Little Brown and Company,
1973. Print.
The ability to argue is valuable because we use it for many reasons. We
need it to make choices for ourselves and to persuade others. It allows us
to make some difference in public life. Without this ability to argue, we
lose our power to affect change.
PRACTICE PARAGRAPH 1
―In 1925 the land aristocracy of Germany owned most of the large
estates which occupied 20.2 per cent of the arable land of the country.
They had 40 per cent of the land east of the Elbe River. All told, these
large estates constituted but 0.4 per cent of the total number of
landholdings in Germany. At the base of the pyramid were those who
occupied small holdings: 59.4 per cent of the total holdings of Germany
accounted for only 6.2 per cent of the arable land‖ (Lasswell 17).
Lasswell, Harold. Politics: Who Gets What, When, How. New York:
Meridian Books, Inc. 1960. Print.
PRACTICE PARAGRAPH 2
―The Indian tribes of North and South America do not contain all the
blood groups that are found in populations elsewhere. A fascinating
glimpse into their ancestry is opened by this unexpected biological
quirk. For the blood groups are inherited in such a way that, over a
whole population, they provide some genetic record of the past. The
total absence of blood group A from a population implies, with virtual
certainty, that there was no blood group A in its ancestry; and similarly
with blood group B. And this is in fact the state of affairs in America‖
(Bronowski 92).
Bronowski, J. The Ascent of Man. Boston: Little Brown and Company,
1973. Print.
PRACTICE PARAGRAPH 3
―A solenoid is an electrically energized coil that forms an electromagnet
capable of performing mechanical functions. The term ‗solenoid‘ is
derived from the word ‗sole‘ which in reference to electrical equipment
means ‗a part of,‘ or ‗contained inside, or with, other electrical
equipment.‘ The Greek word solenoides means ‗Channel,‘ or ‗shaped
like a pipe.‘ A simple plunger-type solenoid consists of a coil of wire
attached to an electrical source, and an iron rod, or plunger, that passes
in and out of the coil along the axis of the spiral. A return spring holds
the rod outside the coil when the current is deenergized, as shown in
figure 1‖ (Lannon 432).
Lannon, John. Technical Communication. New York: Longman, 2000.
Print.
―A solenoid is an electrically energized coil that forms an electromagnet
capable of performing mechanical functions. The term ‗solenoid‘ is
derived from the word ‗sole‘ which in reference to electrical equipment
means ‗a part of,‘ or ‗contained inside, or with, other electrical
equipment.‘ The Greek word solenoides means ‗Channel,‘ or ‗shaped
like a pipe.‘ A simple plunger-type solenoid consists of a coil of wire
attached to an electrical source, and an iron rod, or plunger, that passes
in and out of the coil along the axis of the spiral. A return spring holds
the rod outside the coil when the current is deenergized, as shown in
figure 1‖ (Lannon 432).
Lannon, John. Technical Communication. New York: Longman, 2000.
Print.
1
12 elements of a successful presentation
Here are 12 elements of a successful presentation that you may consider
when creating your own:
1. Thorough preparation
One important element of a successful presentation is thorough
preparation and ensuring that you tailor your presentation toward your
audience and its needs. A presentation for a group of financial
executives, for example, is likely to differ from one for a community
environmental group. Research and preparation can help you create a
presentation that appeals to the right audience. Also, if you're pitching a
product or service, it's important to study your product and its
competitors, which allows you to display expertise on your topic.
2. Rehearsal material
Rehearsing your material is an important step for any presentation and
has several benefits:
Allows you to eliminate unnecessary information that may distract
your audience
Uncovers issues with your content or equipment before presenting
in front of others
Reduces stress
Increases confidence
Consider practicing your presentation in front of a mirror, recording
yourself with a video camera or voice recorder or asking friends or
family members to listen. This allows you to receive immediate
feedback and eliminate unnecessary information. If possible, practice
your presentation with the equipment you plan on using in front of your
audience to familiarize yourself with the technology you want to use.
12 elements of a successful presentation
Here are 12 elements of a successful presentation that you may consider
when creating your own:
1. Thorough preparation
One important element of a successful presentation is thorough
preparation and ensuring that you tailor your presentation toward your
audience and its needs. A presentation for a group of financial
executives, for example, is likely to differ from one for a community
environmental group. Research and preparation can help you create a
presentation that appeals to the right audience. Also, if you're pitching a
product or service, it's important to study your product and its
competitors, which allows you to display expertise on your topic.
2. Rehearsal material
Rehearsing your material is an important step for any presentation and
has several benefits:
Allows you to eliminate unnecessary information that may distract
your audience
Uncovers issues with your content or equipment before presenting
in front of others
Reduces stress
Increases confidence
Consider practicing your presentation in front of a mirror, recording
yourself with a video camera or voice recorder or asking friends or
family members to listen. This allows you to receive immediate
feedback and eliminate unnecessary information. If possible, practice
your presentation with the equipment you plan on using in front of your
audience to familiarize yourself with the technology you want to use.
2
3. An effective hook
An engaging start to your presentation helps you quickly build rapport
and connect with your audience's emotions. A hook to begin your
presentation may include a surprising statistic or fact, interesting
quotation, relevant question, joke or story. Whatever hook you choose,
it's important to ensure that it clearly connects to your content.
4. Clear objective and agenda
A clear objective and agenda help you effectively outline your
presentation and avoid any unnecessary information. Some presenters
may choose to share their objective and agenda with their audience,
which allows them to easily follow a presentation's narrative arc and
understand how each section relates to the main topic. Consider
determining your objective and agenda early in your preparation
process.
5. Story-like structure
Most effective presentations have a clear beginning, middle and end. It's
important to maintain a simple structure in your presentation but vary
the technical language of your information according to your audience.
Tailoring statistics, stories and product demonstrations to the experience
level of your audience allows your information to remain understandable
and relevant.
6. Audience engagement
Whenever possible, it's important to involve your audience members in
your presentation. Here are a few of the most common audience
engagement strategies for a presentation:
Use audience polls: Whether you are presenting online or in
person, a poll is a great way to determine audience interest and
receive feedback on your topic.
3. An effective hook
An engaging start to your presentation helps you quickly build rapport
and connect with your audience's emotions. A hook to begin your
presentation may include a surprising statistic or fact, interesting
quotation, relevant question, joke or story. Whatever hook you choose,
it's important to ensure that it clearly connects to your content.
4. Clear objective and agenda
A clear objective and agenda help you effectively outline your
presentation and avoid any unnecessary information. Some presenters
may choose to share their objective and agenda with their audience,
which allows them to easily follow a presentation's narrative arc and
understand how each section relates to the main topic. Consider
determining your objective and agenda early in your preparation
process.
5. Story-like structure
Most effective presentations have a clear beginning, middle and end. It's
important to maintain a simple structure in your presentation but vary
the technical language of your information according to your audience.
Tailoring statistics, stories and product demonstrations to the experience
level of your audience allows your information to remain understandable
and relevant.
6. Audience engagement
Whenever possible, it's important to involve your audience members in
your presentation. Here are a few of the most common audience
engagement strategies for a presentation:
Use audience polls: Whether you are presenting online or in
person, a poll is a great way to determine audience interest and
receive feedback on your topic.
3
Ask direct questions: Asking direct questions helps build rapport
with your audience and naturally builds interest in your subject
matter.
Make eye contact: Direct eye contact creates a bond between you
and your audience. This also fosters a more conversational format
that an audience might appreciate.
Interactive activities: Activities, such as trivia or other team-
based games, allow audience members to use your information to
solve problems and collaborate. This can create a fun environment
that makes your presentation memorable.
7. Effective delivery
An effective presentation delivery can keep your audience engaged.
Some effective delivery techniques you can practice include:
Slowing down: Consider speaking more slowly or adding pauses
into your presentation if your material is new to an audience. This
technique allows an audience to absorb and understand the
information you present without getting overwhelmed.
Avoiding monotone: Another effective presentation technique is
varying the pitch and volume of your voice to emphasize keywords
and main ideas.
Pacing yourself: It's important to maintain a proper pace when
presenting to avoid either overwhelming your audience with a fast
pace or boring your audience with a slow pace. Practicing in front
of other prior to your presentation can help ensure proper pacing.
Using positive language: Positive language and phrasing can help
maintain audience engagement and participation. This also helps to
create a more enjoyable atmosphere for an audience.
Simplifying your material: A presentation that is straightforward,
focused and avoids using complicated sentences or excessive
statistics helps keep your audience engaged.
Adding humor: A humorous story, comment or joke can help
foster a positive mood and relax your audience.
Ask direct questions: Asking direct questions helps build rapport
with your audience and naturally builds interest in your subject
matter.
Make eye contact: Direct eye contact creates a bond between you
and your audience. This also fosters a more conversational format
that an audience might appreciate.
Interactive activities: Activities, such as trivia or other team-
based games, allow audience members to use your information to
solve problems and collaborate. This can create a fun environment
that makes your presentation memorable.
7. Effective delivery
An effective presentation delivery can keep your audience engaged.
Some effective delivery techniques you can practice include:
Slowing down: Consider speaking more slowly or adding pauses
into your presentation if your material is new to an audience. This
technique allows an audience to absorb and understand the
information you present without getting overwhelmed.
Avoiding monotone: Another effective presentation technique is
varying the pitch and volume of your voice to emphasize keywords
and main ideas.
Pacing yourself: It's important to maintain a proper pace when
presenting to avoid either overwhelming your audience with a fast
pace or boring your audience with a slow pace. Practicing in front
of other prior to your presentation can help ensure proper pacing.
Using positive language: Positive language and phrasing can help
maintain audience engagement and participation. This also helps to
create a more enjoyable atmosphere for an audience.
Simplifying your material: A presentation that is straightforward,
focused and avoids using complicated sentences or excessive
statistics helps keep your audience engaged.
Adding humor: A humorous story, comment or joke can help
foster a positive mood and relax your audience.
4
Using notes, not scripts: Reading from a script may feel
impersonal, so simple notes are a great way to maintain pacing and
focus throughout your presentation.
8. Multimedia tools
Slideshows or video presentations can be effective formats that maintain
audience engagement, but it's important to follow certain tips to
optimize your presentation. Here are some tips you can follow to create
effective slideshows or videos:
Write short, simple lines of text rather than large paragraphs.
Include large text font that's easy to read for all members of an
audience.
Use visual aids, such as pictures, whenever relevant to your topic.
Incorporate animation sparingly, as it may distract from your
presentation if used too much.
Allocate a certain amount of time for each slide you present so
your audience has time to read each one.
9. Contact information
Consider including your contact information, such as your phone
number or email address, at the end of your presentation so audience
members can request further information or ask questions after your
presentation's conclusion. Prominently displaying your contact
information is especially important when you're presenting at a
conference or other professional event, as you can develop professional
networks from these types of events.
10. Call to action
A clear call to action can help an audience engage with your
presentation even after it ends. Effective calls to action often motivate
your audience to act upon the information you presented or invite your
audience into the next step of the process. Common calls to action
Using notes, not scripts: Reading from a script may feel
impersonal, so simple notes are a great way to maintain pacing and
focus throughout your presentation.
8. Multimedia tools
Slideshows or video presentations can be effective formats that maintain
audience engagement, but it's important to follow certain tips to
optimize your presentation. Here are some tips you can follow to create
effective slideshows or videos:
Write short, simple lines of text rather than large paragraphs.
Include large text font that's easy to read for all members of an
audience.
Use visual aids, such as pictures, whenever relevant to your topic.
Incorporate animation sparingly, as it may distract from your
presentation if used too much.
Allocate a certain amount of time for each slide you present so
your audience has time to read each one.
9. Contact information
Consider including your contact information, such as your phone
number or email address, at the end of your presentation so audience
members can request further information or ask questions after your
presentation's conclusion. Prominently displaying your contact
information is especially important when you're presenting at a
conference or other professional event, as you can develop professional
networks from these types of events.
10. Call to action
A clear call to action can help an audience engage with your
presentation even after it ends. Effective calls to action often motivate
your audience to act upon the information you presented or invite your
audience into the next step of the process. Common calls to action
5
include inviting audience members to buy a product, subscribe to a
newsletter, learn more about a topic or join a group.
11. Comfortable setting
If you are conducting an in-person event, ensure that your presentation
space has comfortable seating for your audience. When your audience is
comfortable, they can focus on you and your material. If you're
presenting in an unfamiliar place, consider requesting to see the
presentation space beforehand and brainstorming ways to optimize its
layout.
12. Question-and-answer session
A question-and-answer session with your audience can occur repeatedly
throughout your presentation or as a separate session at the end of your
presentation. Whichever method you choose, consider following these
tips to optimize your question-and-answer session:
Inform your audience about the time in which they can ask
questions at the beginning of your presentation.
Repeat questions for the benefit of all audience members.
Involve the audience by asking for their opinions on certain
questions.
Spend time prior to your presentation preparing answers to
commonly asked questions.
Remain updated on current issues related to your topic.
include inviting audience members to buy a product, subscribe to a
newsletter, learn more about a topic or join a group.
11. Comfortable setting
If you are conducting an in-person event, ensure that your presentation
space has comfortable seating for your audience. When your audience is
comfortable, they can focus on you and your material. If you're
presenting in an unfamiliar place, consider requesting to see the
presentation space beforehand and brainstorming ways to optimize its
layout.
12. Question-and-answer session
A question-and-answer session with your audience can occur repeatedly
throughout your presentation or as a separate session at the end of your
presentation. Whichever method you choose, consider following these
tips to optimize your question-and-answer session:
Inform your audience about the time in which they can ask
questions at the beginning of your presentation.
Repeat questions for the benefit of all audience members.
Involve the audience by asking for their opinions on certain
questions.
Spend time prior to your presentation preparing answers to
commonly asked questions.
Remain updated on current issues related to your topic.
Paraphrasing
Paraphrasing is restating something. It is very similar to a summary; the
most obvious difference between them is length. You typically use
summaries for text that is too long to paraphrase. A paraphrase will
usually be approximately the same length as the original source text. The
page number is not required in the in-text citation for a paraphrase, but it
is encouraged.
An effective paraphrase—
is written in your own words.
keeps the original meaning (does not add or take away important
ideas or relationships).
does not keep the structure of the original while only changing
some words for synonyms.
is approximately the same length as the original.
Below is an excerpt from a website article that describes how technology
is influencing our language. It was written by Jeffery Van Camp in
December 2016.
Example Source
You can reach anyone, anywhere, instantly, and you can communicate
with them in ways we didn't imagine even a decade ago.
http://www.digitaltrends.com/features/dt10-language-and-tech/
Example: Paraphrase
Communication today is very different from communication ten years
ago and it is not limited by person, place, or time (Van Camp, 2016).
Here are some general steps for writing a paraphrase.
Paraphrasing is restating something. It is very similar to a summary; the
most obvious difference between them is length. You typically use
summaries for text that is too long to paraphrase. A paraphrase will
usually be approximately the same length as the original source text. The
page number is not required in the in-text citation for a paraphrase, but it
is encouraged.
An effective paraphrase—
is written in your own words.
keeps the original meaning (does not add or take away important
ideas or relationships).
does not keep the structure of the original while only changing
some words for synonyms.
is approximately the same length as the original.
Below is an excerpt from a website article that describes how technology
is influencing our language. It was written by Jeffery Van Camp in
December 2016.
Example Source
You can reach anyone, anywhere, instantly, and you can communicate
with them in ways we didn't imagine even a decade ago.
http://www.digitaltrends.com/features/dt10-language-and-tech/
Example: Paraphrase
Communication today is very different from communication ten years
ago and it is not limited by person, place, or time (Van Camp, 2016).
Here are some general steps for writing a paraphrase.
1. Read or listen to what you will paraphrase.
2. Divide the sentence into parts and make sure you understand what
each part means.
3. Identify any logical connectors (e.g., because, and, while, in
contrast, etc.).
4. Rephrase each of the parts of the sentence (using synonyms, word
forms, etc.).
5. Put the sentence back together.
6. Compare the paraphrase to the original.
Read/Listen to source
As with a summary, before you can write an effective paraphrase, you
need to have a solid understanding of the source text. You should look
up any new words in the original text if possible.
Divide the sentence
Many English sentences combine clauses and phrases together, and you
will need to understand each of the clauses before you can paraphrase a
sentence. Start by dividing the sentence into clauses (a clause has a
subject and a verb).
Example: Sentence to Paraphrase
You can reach anyone, anywhere, instantly, and you can communicate
with them in ways we didn't imagine even a decade ago" (Van Camp,
2016).
Example: Sentence Divided into Clauses
"You can reach anyone, anywhere, instantly / and / you can
communicate with them in ways [we didn't imagine even a decade ago]"
(Van Camp, 2016).
2. Divide the sentence into parts and make sure you understand what
each part means.
3. Identify any logical connectors (e.g., because, and, while, in
contrast, etc.).
4. Rephrase each of the parts of the sentence (using synonyms, word
forms, etc.).
5. Put the sentence back together.
6. Compare the paraphrase to the original.
Read/Listen to source
As with a summary, before you can write an effective paraphrase, you
need to have a solid understanding of the source text. You should look
up any new words in the original text if possible.
Divide the sentence
Many English sentences combine clauses and phrases together, and you
will need to understand each of the clauses before you can paraphrase a
sentence. Start by dividing the sentence into clauses (a clause has a
subject and a verb).
Example: Sentence to Paraphrase
You can reach anyone, anywhere, instantly, and you can communicate
with them in ways we didn't imagine even a decade ago" (Van Camp,
2016).
Example: Sentence Divided into Clauses
"You can reach anyone, anywhere, instantly / and / you can
communicate with them in ways [we didn't imagine even a decade ago]"
(Van Camp, 2016).
Now you can clearly see that this sentence has two main parts. The
second part has an embedded relative clause (it describes which ways we
communicate now). You need to make sure you understand each part of
the sentence (e.g., new words, the pronoun references, etc.).
This step becomes more important (and more difficult) when the
sentence is more complicated. Consider this more complex example:
Example Source
Every new mode of communication — be it Facebook, Twitter, or new
visual sharing apps like Instagram, Periscope, Reddit, or Snapchat —
has its own rules and style, and we're creating sophisticated new
language rules for each of them.
http://www.digitaltrends.com/features/dt10-language-and-tech/
How many main parts are there in this example? Can you identify the
clauses? Start by identifying the main verb(s). Every clause has to have a
verb, so this can help you locate the clauses.
If you can't look at the sentence and find the main verbs quickly, you
can try crossing out or simplifying phrases that don't have verbs or that
you can identify as adjective clauses. Remember that your goal is to find
the verbs so you can find the clauses.
Here are some examples of phrases you could cross out if you are
trying to identify the main verb:
1. An appositive (words that rename or give extra, grammatically
unnecessary information)
Example: My teacher, a recent college graduate, loves grammar.
2. Phrases that show when, where, and how
Examples: A few years ago, I took a class.
second part has an embedded relative clause (it describes which ways we
communicate now). You need to make sure you understand each part of
the sentence (e.g., new words, the pronoun references, etc.).
This step becomes more important (and more difficult) when the
sentence is more complicated. Consider this more complex example:
Example Source
Every new mode of communication — be it Facebook, Twitter, or new
visual sharing apps like Instagram, Periscope, Reddit, or Snapchat —
has its own rules and style, and we're creating sophisticated new
language rules for each of them.
http://www.digitaltrends.com/features/dt10-language-and-tech/
How many main parts are there in this example? Can you identify the
clauses? Start by identifying the main verb(s). Every clause has to have a
verb, so this can help you locate the clauses.
If you can't look at the sentence and find the main verbs quickly, you
can try crossing out or simplifying phrases that don't have verbs or that
you can identify as adjective clauses. Remember that your goal is to find
the verbs so you can find the clauses.
Here are some examples of phrases you could cross out if you are
trying to identify the main verb:
1. An appositive (words that rename or give extra, grammatically
unnecessary information)
Example: My teacher, a recent college graduate, loves grammar.
2. Phrases that show when, where, and how
Examples: A few years ago, I took a class.
Throughout the history of the country, the United States has fought for
freedom.
The scientist studied the dangerous animal with extreme caution.
We can use this approach with the more complicated quote we looked at
before.
Every new mode of communication — be it Facebook, Twitter, or new
visual sharing apps like Instagram, Periscope, Reddit, or Snapchat —
has its own rules and style, and we're creating sophisticated new
language rules for each of them.
The verbs are has and are creating. Now it is easier to see that there are
two clauses:
Every new mode of communication has its own rules and style.
We're creating sophisticated new language rules for each of them.
Dividing the sentence into clauses will be easier now.
Example: Sentence Divided into Clauses
Every new mode of communication...has its own rules and style / and
/ we're creating sophisticated new language rules for each of them.
Identify any logical connectors
The way that two clauses are joined shows you the relationship that they
have. For example, if two clauses are joined with because, you know
that there is a cause/ effect relationship. This step is usually simple if
you are familiar with some of these relationships.
Here are some common connectors and their general relationships.
freedom.
The scientist studied the dangerous animal with extreme caution.
We can use this approach with the more complicated quote we looked at
before.
Every new mode of communication — be it Facebook, Twitter, or new
visual sharing apps like Instagram, Periscope, Reddit, or Snapchat —
has its own rules and style, and we're creating sophisticated new
language rules for each of them.
The verbs are has and are creating. Now it is easier to see that there are
two clauses:
Every new mode of communication has its own rules and style.
We're creating sophisticated new language rules for each of them.
Dividing the sentence into clauses will be easier now.
Example: Sentence Divided into Clauses
Every new mode of communication...has its own rules and style / and
/ we're creating sophisticated new language rules for each of them.
Identify any logical connectors
The way that two clauses are joined shows you the relationship that they
have. For example, if two clauses are joined with because, you know
that there is a cause/ effect relationship. This step is usually simple if
you are familiar with some of these relationships.
Here are some common connectors and their general relationships.
cause/effect: because, since, due to, as a result, consequently,
thus, therefore
contrast: however, but, in contrast, on the other hand,
whereas, although
example: for example, for instance
time: when, before, after, while, during, since, until
sequence: then, next, last, first, second, third
possibility: if
alternative: or
addition: and
Rephrase each part
Here are some strategies for rephrasing clauses and phrases. Most para-
phrases combine several strategies.
1. Use synonyms
o EX: the linguistic impact > the influence of language
2. Use equal transition words/conjunctions (if possible)
o EX: because > since
3. Change from active to passive voice
o EX: Nearly everyone uses phones. > Phones are used by
almost everyone.
4. Change word forms
o EX: Communication is easy. > Communication
happens easily.
5. Change the subject
thus, therefore
contrast: however, but, in contrast, on the other hand,
whereas, although
example: for example, for instance
time: when, before, after, while, during, since, until
sequence: then, next, last, first, second, third
possibility: if
alternative: or
addition: and
Rephrase each part
Here are some strategies for rephrasing clauses and phrases. Most para-
phrases combine several strategies.
1. Use synonyms
o EX: the linguistic impact > the influence of language
2. Use equal transition words/conjunctions (if possible)
o EX: because > since
3. Change from active to passive voice
o EX: Nearly everyone uses phones. > Phones are used by
almost everyone.
4. Change word forms
o EX: Communication is easy. > Communication
happens easily.
5. Change the subject
o EX: You can be misunderstood.
> Misunderstandings happen.
6. Change an adjective into an adjective clause
o EX: new types of communication > types of
communication that are new
Returning to the first example given, look at how each part of the
sentence was changed.
you can reach anyone, anywhere,
instantly
it is not limited by person, place, or
time
you can communicate with them in
ways we didn't imagine even a
decade ago
communication today is very
different from communication ten
years ago
These clauses changed in several ways. For example, the first clause
changed from active to passive voice, and in the second clause, the
subject was changed.
Put the sentence back together.
After you have changed the sentence parts, you can put it back together.
Many people change the order of the clauses at this point. Make sure
that the structure of the paraphrase is different than the original
structure.
Example: Paraphrase
Communication today is very different from communication ten years
ago and it is not limited by person, place, or time (Van Camp, 2016).
Compare to the original.
Make sure you changed the structure, but not the meaning.
> Misunderstandings happen.
6. Change an adjective into an adjective clause
o EX: new types of communication > types of
communication that are new
Returning to the first example given, look at how each part of the
sentence was changed.
you can reach anyone, anywhere,
instantly
it is not limited by person, place, or
time
you can communicate with them in
ways we didn't imagine even a
decade ago
communication today is very
different from communication ten
years ago
These clauses changed in several ways. For example, the first clause
changed from active to passive voice, and in the second clause, the
subject was changed.
Put the sentence back together.
After you have changed the sentence parts, you can put it back together.
Many people change the order of the clauses at this point. Make sure
that the structure of the paraphrase is different than the original
structure.
Example: Paraphrase
Communication today is very different from communication ten years
ago and it is not limited by person, place, or time (Van Camp, 2016).
Compare to the original.
Make sure you changed the structure, but not the meaning.
Example Source
You can reach anyone, anywhere, instantly, and you can communicate
with them in ways we didn't imagine even a decade ago.
http://www.digitaltrends.com/features/dt10-language-and-tech/
1 Exercise: Choose the best paraphrase.
Choose the best paraphrase for each original quote:
1. ―In much the same way that we’re becoming bilingual, we’re also
learning to swap between other, new types of communication‖ (Van
Camp, 2016, para. 21).
A. Changing from one new type of communication to another is
becoming easier for us, as is changing between languages (Van
Camp, 2016).
B. We are learning to change languages and change communication
(Van Camp, 2016).
C. In the same way as we are learning multiple languages, we are
learning how to change between types of communication that are
new (Van Camp, 2016).
D. Because we can change types of languages, we can now similarly
also change between types of communication that are new (Van
Camp, 2016).
2. ―No social or political movement of the twentieth century has had as
profound an effect on the legal and political institutions of the United
States as the Civil Rights Movement did‖ (―Civil Rights Movement,
2005, para. 1).
A. No political or social effort in the 1900’s has had such a big impact
on the political and legal institutions of the United States (―Civil
Rights Movement,‖ 2005).
You can reach anyone, anywhere, instantly, and you can communicate
with them in ways we didn't imagine even a decade ago.
http://www.digitaltrends.com/features/dt10-language-and-tech/
1 Exercise: Choose the best paraphrase.
Choose the best paraphrase for each original quote:
1. ―In much the same way that we’re becoming bilingual, we’re also
learning to swap between other, new types of communication‖ (Van
Camp, 2016, para. 21).
A. Changing from one new type of communication to another is
becoming easier for us, as is changing between languages (Van
Camp, 2016).
B. We are learning to change languages and change communication
(Van Camp, 2016).
C. In the same way as we are learning multiple languages, we are
learning how to change between types of communication that are
new (Van Camp, 2016).
D. Because we can change types of languages, we can now similarly
also change between types of communication that are new (Van
Camp, 2016).
2. ―No social or political movement of the twentieth century has had as
profound an effect on the legal and political institutions of the United
States as the Civil Rights Movement did‖ (―Civil Rights Movement,
2005, para. 1).
A. No political or social effort in the 1900’s has had such a big impact
on the political and legal institutions of the United States (―Civil
Rights Movement,‖ 2005).
B. The Civil Rights movement had a more significant legal and
political influence than any other campaign for social or political
change in the twentieth century (―Civil Rights Movement,‖ 2005).
C. The Civil Rights movement was the biggest change in America in
the twentieth century (―Civil Rights Movement,‖ 2005).
D. The twentieth century didn’t change a lot socially (―Civil Rights
Movement,‖ 2005).
3. ―Since offense is easily avoided by remembering a few simple rules,
it’s worth your time making sure you’re up to date on modern U.S.
norms (Clark, 2012, para.3).
A. Norms change a lot in the U.S., especially in business (Clark,
2012).
B. Because you can easily avoid offense by remembering a few easy
rules, it’s very important to make sure you are current with U.S.
customs (Clark, 2012).
C. Learning current U.S. norms is worthwhile because if you know
some basic rules, you won’t offend people (Clark, 2012).
D. Your time is well spent if you learn the most current rules for
behavior because business can not be conducted well if you have
offended people (Clark, 2012).
2 Exercise: Write a paraphrase
Write a paraphrase for the original quote below.
"These days, an ordinary phone owner sends 65 texts every two days,
and more than half of all internet browsing takes place on a smartphone"
(Van Camp, 2016, para 4).
3 Exercise: Write a body paragraph with paraphrases
Use these two paraphrases to create a comparison paragraph.
political influence than any other campaign for social or political
change in the twentieth century (―Civil Rights Movement,‖ 2005).
C. The Civil Rights movement was the biggest change in America in
the twentieth century (―Civil Rights Movement,‖ 2005).
D. The twentieth century didn’t change a lot socially (―Civil Rights
Movement,‖ 2005).
3. ―Since offense is easily avoided by remembering a few simple rules,
it’s worth your time making sure you’re up to date on modern U.S.
norms (Clark, 2012, para.3).
A. Norms change a lot in the U.S., especially in business (Clark,
2012).
B. Because you can easily avoid offense by remembering a few easy
rules, it’s very important to make sure you are current with U.S.
customs (Clark, 2012).
C. Learning current U.S. norms is worthwhile because if you know
some basic rules, you won’t offend people (Clark, 2012).
D. Your time is well spent if you learn the most current rules for
behavior because business can not be conducted well if you have
offended people (Clark, 2012).
2 Exercise: Write a paraphrase
Write a paraphrase for the original quote below.
"These days, an ordinary phone owner sends 65 texts every two days,
and more than half of all internet browsing takes place on a smartphone"
(Van Camp, 2016, para 4).
3 Exercise: Write a body paragraph with paraphrases
Use these two paraphrases to create a comparison paragraph.
1. "According to the Oxford English Dictionary, many of the
common spelling differences are in the ends of words like center,
color, organize, and defense" ("British and American Spelling,"
2017).
*In British English, these words would be spelled centre, colour,
organise, and defence.
2. "These spelling differences were introduced into American English
by Noah Webster, who changed the traditional British spellings
when he created the Webster Dictionary" (Fogarty, 2009).
4 Exercise: Write a quote, summary, or paraphrase
Using each paragraph below, write a quotation, a summary, or a
paraphrase.
For the quotation and the paraphrase, choose one sentence. For the
summary, summarize the entire paragraph. Include the correct citation
for each.
Author: Reed
Year: 2014
Paragraph: 2
"The words that surround us every day influence the words we use.
Since so much of the written language we see is now on the screens of
our computers, tablets, and smartphones, language now evolves partly
through our interaction with technology. And because the language we
use to communicate with each other tends to be more malleable than
formal writing, the combination of informal, personal communication
and the mass audience afforded by social media is a recipe for rapid
change."
Author: NASA Year: 2017
common spelling differences are in the ends of words like center,
color, organize, and defense" ("British and American Spelling,"
2017).
*In British English, these words would be spelled centre, colour,
organise, and defence.
2. "These spelling differences were introduced into American English
by Noah Webster, who changed the traditional British spellings
when he created the Webster Dictionary" (Fogarty, 2009).
4 Exercise: Write a quote, summary, or paraphrase
Using each paragraph below, write a quotation, a summary, or a
paraphrase.
For the quotation and the paraphrase, choose one sentence. For the
summary, summarize the entire paragraph. Include the correct citation
for each.
Author: Reed
Year: 2014
Paragraph: 2
"The words that surround us every day influence the words we use.
Since so much of the written language we see is now on the screens of
our computers, tablets, and smartphones, language now evolves partly
through our interaction with technology. And because the language we
use to communicate with each other tends to be more malleable than
formal writing, the combination of informal, personal communication
and the mass audience afforded by social media is a recipe for rapid
change."
Author: NASA Year: 2017
Paragraph: 1-2
Original:
Most climate scientists agree the main cause of the current global
warming trend is human expansion of the "greenhouse effect"—warming
that results when the atmo- sphere traps heat radiating from Earth
toward space.
On Earth, human activities are changing the natural greenhouse. Over
the last century the burning of fossil fuels like coal and oil has increased
the concentration of atmospheric carbon dioxide (CO2)...To a lesser
extent, the clearing of land for agriculture, industry, and other human
activities has increased concentrations of greenhouse gasses
Exercise : Basic-level Paraphrase and Summary Writing
Paraphrase
Paraphrase the following sentences.
1. The student requested that the professor excuses her absence, but
the professor refused.
2. There will be a music concert next to Vienna coffee shop. Would
you like to go?
3. International Center is hosting English Conversation classes. They
help non-native speakers of English practice their English speaking
skills.
4. The office of International Students and Scholars at Purdue
University is located in Schleman Hall.
5. The car that was pulled over by the police officer yesterday just
had an accident. That driver is not careful.
Summary
Summarize the following text from the Voice of America website:
―Many thousands of Chinese are studying at schools in the United
States. And writer Liel Leibovitz says the students are following an
example that began in the eighteen seventies.
Original:
Most climate scientists agree the main cause of the current global
warming trend is human expansion of the "greenhouse effect"—warming
that results when the atmo- sphere traps heat radiating from Earth
toward space.
On Earth, human activities are changing the natural greenhouse. Over
the last century the burning of fossil fuels like coal and oil has increased
the concentration of atmospheric carbon dioxide (CO2)...To a lesser
extent, the clearing of land for agriculture, industry, and other human
activities has increased concentrations of greenhouse gasses
Exercise : Basic-level Paraphrase and Summary Writing
Paraphrase
Paraphrase the following sentences.
1. The student requested that the professor excuses her absence, but
the professor refused.
2. There will be a music concert next to Vienna coffee shop. Would
you like to go?
3. International Center is hosting English Conversation classes. They
help non-native speakers of English practice their English speaking
skills.
4. The office of International Students and Scholars at Purdue
University is located in Schleman Hall.
5. The car that was pulled over by the police officer yesterday just
had an accident. That driver is not careful.
Summary
Summarize the following text from the Voice of America website:
―Many thousands of Chinese are studying at schools in the United
States. And writer Liel Leibovitz says the students are following an
example that began in the eighteen seventies.
1. Mr. Leibovitz and writer Matthew Miller joined forces to tell the
story of the students in their book, ―Fortunate Sons.‖ The book
says China sent one hundred twenty boys to America to learn
about developments that could help modernize their country.‖
(American Documents the Country’s First Exchange Students from
China, Voice of America, learningenglish.voanews.com)
2. ―Illiteracy is a problem in many of the world’s poorest countries.
Even in wealthier nations like the United States, many children
struggle with reading and writing. But in 19 cities across the
country [United States], the volunteers of Experience Corps are
helping youngsters learn to read. The volunteers, all over 50, work
with students in low-income areas.‖ (Older Volunteers Help
Children Learn to Read, Voice of America, voanews.com)
3. ―Women entrepreneurs in the developing world often face
challenges that limit their chances for success and growth. They
often have less access to education than men and have difficulty
getting financing on their own. But with an understanding of the
essential aspects of doing business – such as planning, financing,
networking and marketing – they can overcome those obstacles.
That's where the 10,000 Women Initiative comes in. As Faiza
Elmasry tells us, it's an investment in education with dividends that
benefit the businesswomen, their local communities and their
national economies.‖ (Goldman Sachs invests in Educating
Women in Business, Voice of America, voanews.com)
1. The student requested that the professor excuses her absence,
but the professor refused.
Possible Solution: The professor denied the student’s request for
an excused absence.
2. There will be a music concert next to Vienna coffee shop.
Would you like to go?
Possible Solution: Are you coming to a music concert in Vienna?
3. International Center is hosting English Conversation classes.
They help non-native speakers of English practice their English
speaking skills.
story of the students in their book, ―Fortunate Sons.‖ The book
says China sent one hundred twenty boys to America to learn
about developments that could help modernize their country.‖
(American Documents the Country’s First Exchange Students from
China, Voice of America, learningenglish.voanews.com)
2. ―Illiteracy is a problem in many of the world’s poorest countries.
Even in wealthier nations like the United States, many children
struggle with reading and writing. But in 19 cities across the
country [United States], the volunteers of Experience Corps are
helping youngsters learn to read. The volunteers, all over 50, work
with students in low-income areas.‖ (Older Volunteers Help
Children Learn to Read, Voice of America, voanews.com)
3. ―Women entrepreneurs in the developing world often face
challenges that limit their chances for success and growth. They
often have less access to education than men and have difficulty
getting financing on their own. But with an understanding of the
essential aspects of doing business – such as planning, financing,
networking and marketing – they can overcome those obstacles.
That's where the 10,000 Women Initiative comes in. As Faiza
Elmasry tells us, it's an investment in education with dividends that
benefit the businesswomen, their local communities and their
national economies.‖ (Goldman Sachs invests in Educating
Women in Business, Voice of America, voanews.com)
1. The student requested that the professor excuses her absence,
but the professor refused.
Possible Solution: The professor denied the student’s request for
an excused absence.
2. There will be a music concert next to Vienna coffee shop.
Would you like to go?
Possible Solution: Are you coming to a music concert in Vienna?
3. International Center is hosting English Conversation classes.
They help non-native speakers of English practice their English
speaking skills.
Possible Solution: English non native speakers can improve their
English by taking classes at International Center.
4. The office of International Students and Scholars (ISS) at
Purdue University is located in Schleman Hall.
Possible Solution: Schleman Hall hosts the ISS office.
5. The car that was pulled over by the police officer yesterday just
had an accident. That driver is not careful.
Possible Solution: The driver who was pulled over yesterday is
not careful because he just had an accident.
Summary
1. "Mr. Leibovitz and writer Matthew Miller joined forces to tell
the story of the students in their book, ―Fortunate Sons.‖ The book
says China sent one hundred twenty boys to America to learn
about developments that could help modernize their country.‖
(American Documents the Country’s First Exchange Students from
China, Voice of America, learningenglish.voanews.com)
Possible Solution: ―Fortunate Sons‖ tells the story of Chinese
exchange students who came to the US in the 1870s to learn how
to help their home nation.
2. ―Illiteracy is a problem in many of the world’s poorest countries.
Even in wealthier nations like the United States, many children
struggle with reading and writing. But in 19 cities across the
country [United States], the volunteers of Experience Corps are
helping youngsters learn to read. The volunteers, all over 50, work
with students in low-income areas.‖ (Older Volunteers Help
Children Learn to Read, Voice of America, voanews.com)
Possible Solution: Older Experience Corps volunteers help poor
children from 19 US cities improve their literacy skills.
3. ―Women entrepreneurs in the developing world often face
challenges that limit their chances for success and growth. They
often have less access to education than men and have difficulty
getting financing on their own. But with an understanding of the
essential aspects of doing business – such as planning, financing,
networking and marketing – they can overcome those obstacles.
That's where the 10,000 Women Initiative comes in. As Faiza
English by taking classes at International Center.
4. The office of International Students and Scholars (ISS) at
Purdue University is located in Schleman Hall.
Possible Solution: Schleman Hall hosts the ISS office.
5. The car that was pulled over by the police officer yesterday just
had an accident. That driver is not careful.
Possible Solution: The driver who was pulled over yesterday is
not careful because he just had an accident.
Summary
1. "Mr. Leibovitz and writer Matthew Miller joined forces to tell
the story of the students in their book, ―Fortunate Sons.‖ The book
says China sent one hundred twenty boys to America to learn
about developments that could help modernize their country.‖
(American Documents the Country’s First Exchange Students from
China, Voice of America, learningenglish.voanews.com)
Possible Solution: ―Fortunate Sons‖ tells the story of Chinese
exchange students who came to the US in the 1870s to learn how
to help their home nation.
2. ―Illiteracy is a problem in many of the world’s poorest countries.
Even in wealthier nations like the United States, many children
struggle with reading and writing. But in 19 cities across the
country [United States], the volunteers of Experience Corps are
helping youngsters learn to read. The volunteers, all over 50, work
with students in low-income areas.‖ (Older Volunteers Help
Children Learn to Read, Voice of America, voanews.com)
Possible Solution: Older Experience Corps volunteers help poor
children from 19 US cities improve their literacy skills.
3. ―Women entrepreneurs in the developing world often face
challenges that limit their chances for success and growth. They
often have less access to education than men and have difficulty
getting financing on their own. But with an understanding of the
essential aspects of doing business – such as planning, financing,
networking and marketing – they can overcome those obstacles.
That's where the 10,000 Women Initiative comes in. As Faiza
Elmasry tells us, it's an investment in education with dividends that
benefit the businesswomen, their local communities and their
national economies.‖ (Goldman Sachs invests in Educating
Women in Business, Voice of America, voanews.com)
Possible Solution: The 10,000 Women Initiative helps women
entrepreneurs in developing nations to understand the cornerstones
of the business world, overcoming various challenges and helping
their communities and countries.
4. The office of International Students and Scholars (ISS) at
Purdue University is located in Schleman Hall.
Possible Solution: Schleman Hall hosts the ISS office.
5. The car that was pulled over by the police officer yesterday just
had an accident. That driver is not careful.
Possible Solution: The driver who was pulled over yesterday is
not careful because he just had an accident.
benefit the businesswomen, their local communities and their
national economies.‖ (Goldman Sachs invests in Educating
Women in Business, Voice of America, voanews.com)
Possible Solution: The 10,000 Women Initiative helps women
entrepreneurs in developing nations to understand the cornerstones
of the business world, overcoming various challenges and helping
their communities and countries.
4. The office of International Students and Scholars (ISS) at
Purdue University is located in Schleman Hall.
Possible Solution: Schleman Hall hosts the ISS office.
5. The car that was pulled over by the police officer yesterday just
had an accident. That driver is not careful.
Possible Solution: The driver who was pulled over yesterday is
not careful because he just had an accident.
Abdullah Danish Educational Platform Abdullah Danish
Phrases
Definition:
A small group of words standing together as a conceptual
unit, typically forming a component of a clause and
without subject-verb structure is called a phrase.
A noun phrase consists of a noun and all its modifiers.
The brave medics have been working tirelessly
to defeat the virus.
You should take something to read.
Saturday became a cool, wet afternoon.
An eight-year old boy with a gun who tried to
rob a sweet shop has been sent to correctional
center.
A verb phrase consists of a verb and all its modifiers.
He was waiting for the rain to stop.
You have been sleeping for a long time.
You might enjoy a massage.
He was eager to eat dinner.
Phrases
Definition:
A small group of words standing together as a conceptual
unit, typically forming a component of a clause and
without subject-verb structure is called a phrase.
A noun phrase consists of a noun and all its modifiers.
The brave medics have been working tirelessly
to defeat the virus.
You should take something to read.
Saturday became a cool, wet afternoon.
An eight-year old boy with a gun who tried to
rob a sweet shop has been sent to correctional
center.
A verb phrase consists of a verb and all its modifiers.
He was waiting for the rain to stop.
You have been sleeping for a long time.
You might enjoy a massage.
He was eager to eat dinner.
Abdullah Danish Educational Platform Abdullah Danish
A gerund phrase is simply a noun phrase that starts with
a gerund.
Taking my dog for a walk is fun.
He kept walking for a long time.
An infinitive phrase is a noun phrase that begins with
an infinitive verb.
To make lemonade, you have to start with lemons.
I tried to see the stage, but I was too short.
An appositive phrase restates and defines a noun. It’s a
type of adjective phrase.
A cheetah, the fastest land animal, can run 70 miles
an hour.
My idea, a recycling bin for the office, was accepted
by the boss.
A participial phrase begins with a past or
present participle. It’s also a type of adjective phrase.
Washed with my clothes, my cell phone no longer
worked.
Grinning from ear to ear, she accepted her award.
A gerund phrase is simply a noun phrase that starts with
a gerund.
Taking my dog for a walk is fun.
He kept walking for a long time.
An infinitive phrase is a noun phrase that begins with
an infinitive verb.
To make lemonade, you have to start with lemons.
I tried to see the stage, but I was too short.
An appositive phrase restates and defines a noun. It’s a
type of adjective phrase.
A cheetah, the fastest land animal, can run 70 miles
an hour.
My idea, a recycling bin for the office, was accepted
by the boss.
A participial phrase begins with a past or
present participle. It’s also a type of adjective phrase.
Washed with my clothes, my cell phone no longer
worked.
Grinning from ear to ear, she accepted her award.
Abdullah Danish Educational Platform Abdullah Danish
The lake, frozen over all winter, was finally thawing
A prepositional phrase begins with a preposition and can
act as a noun, an adjective or an adverb.
He was between the devil and deep blue sea.
I waited for a while.
The cake smelled of strawberries and cream.
Clauses
A clause is a unit of grammatical organization next below
the sentence in rank and in traditional grammar it is said
to consist of a subject and predicate.
Dependent/Subordinate and
Independent/Superordinate Clauses
If you avoid social distancing, you may fall prey to
Coronavirus.
Four Types Explained According to Function
The lake, frozen over all winter, was finally thawing
A prepositional phrase begins with a preposition and can
act as a noun, an adjective or an adverb.
He was between the devil and deep blue sea.
I waited for a while.
The cake smelled of strawberries and cream.
Clauses
A clause is a unit of grammatical organization next below
the sentence in rank and in traditional grammar it is said
to consist of a subject and predicate.
Dependent/Subordinate and
Independent/Superordinate Clauses
If you avoid social distancing, you may fall prey to
Coronavirus.
Four Types Explained According to Function
Abdullah Danish Educational Platform Abdullah Danish
Noun Clause, Adjective Clause (Relative), Adverb
Clause, That Clause
Noun Clause as Subject: What you do with your
parents today is the crop you will reap in future.
As Subject Complement: Tom isn’t what you’d call
friendly.
As Object: She said (that) she was sorry.
As Objects of Prepositions: I don’t worry about what
others think.
As Object of a Verb (not the main verb): I really want
to believe that tomorrow will be better.
Adjective Clause
Identifying/Restrictive ….Non-Identifying/ Non-
Restrictive…. Situational
A person who sells sweets is called a confectioner.
My school English teacher, who is 84 now, sent me a
letter.
I bought a gift for my brother, which made my boss
angry
Adverb Clause
Relationship: Contrast, condition, reason, time
Although he practiced every day, he didn’t win.
Noun Clause, Adjective Clause (Relative), Adverb
Clause, That Clause
Noun Clause as Subject: What you do with your
parents today is the crop you will reap in future.
As Subject Complement: Tom isn’t what you’d call
friendly.
As Object: She said (that) she was sorry.
As Objects of Prepositions: I don’t worry about what
others think.
As Object of a Verb (not the main verb): I really want
to believe that tomorrow will be better.
Adjective Clause
Identifying/Restrictive ….Non-Identifying/ Non-
Restrictive…. Situational
A person who sells sweets is called a confectioner.
My school English teacher, who is 84 now, sent me a
letter.
I bought a gift for my brother, which made my boss
angry
Adverb Clause
Relationship: Contrast, condition, reason, time
Although he practiced every day, he didn’t win.
Abdullah Danish Educational Platform Abdullah Danish
If you get up early, you will be in time for the class.
He scored high in IELTS because he prepared all
modules equally.
He called me on phone to wait for him until he got
back home.
That Clause
In English grammar, a " that"-clause is a subordinate
clause that usually begins with the word that. Also
known as a declarative content clause or a "that"-
complement clause. A nominal that-clause can
function as a subject, object, complement,
or appositive in a declarative sentence.
That both defendants were lying was obvious to
everyone in the courtroom.
He denied that we had come to the end of our
conversation.
Choose whether the underlined part is a phrase or a
clause.
1. Faced with so many problems, I decided to get
professional help.
2.She arrived to work on time in spite of leaving home
so late.
3.Before taking any medicine, I always speak to my
doctor.
If you get up early, you will be in time for the class.
He scored high in IELTS because he prepared all
modules equally.
He called me on phone to wait for him until he got
back home.
That Clause
In English grammar, a " that"-clause is a subordinate
clause that usually begins with the word that. Also
known as a declarative content clause or a "that"-
complement clause. A nominal that-clause can
function as a subject, object, complement,
or appositive in a declarative sentence.
That both defendants were lying was obvious to
everyone in the courtroom.
He denied that we had come to the end of our
conversation.
Choose whether the underlined part is a phrase or a
clause.
1. Faced with so many problems, I decided to get
professional help.
2.She arrived to work on time in spite of leaving home
so late.
3.Before taking any medicine, I always speak to my
doctor.
Abdullah Danish Educational Platform Abdullah Danish
4.Mark has lived outside of his country for 14 years.
5.In the morning it’s best to get up early.
6.Having always been keen on caring for people, Susan
decided to become a nurse.
7.They were annoyed by the baby crying so loudly.
8.Although injured, John managed to crawl to safety.
9.I will be running for President.
10.I like the guy with the green shirt.
A. Write P for phrase, IC for independent clause, and DC
for dependent clause. ______
1. By the person ______ 2. All fell ______ 3.
When the sun rose ______
4. Raking the leaves ______ 5. Into the long road ______
6. Holding my hand ______
7. For the brave woman ______ 8. It was ______ 9.
Whom she saw ______
10. Gone fishing ______ 11. Spoken in haste ______ 12.
Knowing the answer ______
13. Unless you pass ______ 14. When mowing the lawn
15. Poetry is interesting ______ 16. When living in Ohio
______ 17. Before she left ______
4.Mark has lived outside of his country for 14 years.
5.In the morning it’s best to get up early.
6.Having always been keen on caring for people, Susan
decided to become a nurse.
7.They were annoyed by the baby crying so loudly.
8.Although injured, John managed to crawl to safety.
9.I will be running for President.
10.I like the guy with the green shirt.
A. Write P for phrase, IC for independent clause, and DC
for dependent clause. ______
1. By the person ______ 2. All fell ______ 3.
When the sun rose ______
4. Raking the leaves ______ 5. Into the long road ______
6. Holding my hand ______
7. For the brave woman ______ 8. It was ______ 9.
Whom she saw ______
10. Gone fishing ______ 11. Spoken in haste ______ 12.
Knowing the answer ______
13. Unless you pass ______ 14. When mowing the lawn
15. Poetry is interesting ______ 16. When living in Ohio
______ 17. Before she left ______
Abdullah Danish Educational Platform Abdullah Danish
18. Crying for an hour ______ 19. To sing beautifully
______ 20. Working is hard ______
21. Until he comes ______22. Slow down ______23. If it
is a brown one ______
24. Living a lie ______25. Of the happy man ______26.
Giving to the poor ______
27. Though it is raining ______28. Friends share
______29. To the pupil ______
30. It seems ______31. Except her and me ______32. No
one won ______
33. To drive carefully ______34. Everything happened
______35. Living is fun ______
36. As I drove ______37. Screaming in the night
______38. Before noon ______
39. If it is ______40. Work
In the following exercises, underline the dependent clause
once. Put commas in where needed. Remember! If a
dependent clause comes before an independent clause, a
comma must separate the two clauses.
18. Crying for an hour ______ 19. To sing beautifully
______ 20. Working is hard ______
21. Until he comes ______22. Slow down ______23. If it
is a brown one ______
24. Living a lie ______25. Of the happy man ______26.
Giving to the poor ______
27. Though it is raining ______28. Friends share
______29. To the pupil ______
30. It seems ______31. Except her and me ______32. No
one won ______
33. To drive carefully ______34. Everything happened
______35. Living is fun ______
36. As I drove ______37. Screaming in the night
______38. Before noon ______
39. If it is ______40. Work
In the following exercises, underline the dependent clause
once. Put commas in where needed. Remember! If a
dependent clause comes before an independent clause, a
comma must separate the two clauses.
Abdullah Danish Educational Platform Abdullah Danish
1. The class that meets on Saturday is a popular one.
2. Since the actors were both women one had to portray a
man.
3. The person who called the meeting to order is George.
4. Although you passed this test the last examination
counts fifty percent of your final grade.
5. Sara did not like the photograph because she was not
smiling.
6. The letter that arrived yesterday had no stamp.
7. The dancer whom we met last night is from Alaska.
8. If the apprentice found the error why was he fired?
9. The reporter talked to the man whose store was
robbed.
10. The officers had important duties which they handled
very well.
1. The class that meets on Saturday is a popular one.
2. Since the actors were both women one had to portray a
man.
3. The person who called the meeting to order is George.
4. Although you passed this test the last examination
counts fifty percent of your final grade.
5. Sara did not like the photograph because she was not
smiling.
6. The letter that arrived yesterday had no stamp.
7. The dancer whom we met last night is from Alaska.
8. If the apprentice found the error why was he fired?
9. The reporter talked to the man whose store was
robbed.
10. The officers had important duties which they handled
very well.
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