SPEAKING AND WRITING exercise

1.       Discuss in small groups

·         If you want to give away something of your onto the needy, would it be better to ask your elders first?

·         Is there someone of your age in the family who is very talkative? Do you find her / him interesting and impressive or otherwise? Share your ideas with others in the group.

·         Has Rukku Manni done exactly the same as the children? In your opinion, then, is it right for one party to blame the other?

2.       Read the following.

·         A group of children in your class are going toliv in a hostel.

·         They have been asked to choose a person in the group to share a room with.

·         They are asking each other questions to decide who they would like to share a room with.

Ask one another questions about likes? Dislikes? Preferences / hobbies / personal characteristics. Use the following questions and sentence openings.

(1)    What do you enjoy doing after school?

                   E enjoy…….

(2)    What do you like in general?

I like ……

(3)    Do you play any game?

I don’t like

(4)    Would you mind if  I listened to music after dinner?

I wouldn’t…

(5)    Will it be all right if i…?

Hit’s fine with me…

(6)    Is there anything you dislike, particularly?

Well, I can’t share…

(7)    Do you like to attend parties?

Oh,i…..

(8)    Would you say you are…?

I think……… 

Writing Skill exercise

Test your knowledge of idioms:

1. Drag up a child – brign up a child whitout proper traning
2. Done to a turn –extremely well done
3. Drop out –cease to complete
4. Drop-outs –those who withdraw
5. Exact from –demand and get from
6. Feather in one’s cap –something  one may feel pround of
7. Follow something up- pursue
8. Heart and soul –completely, with utter dedication

Advertisement writing:

You have already practsed writing an advertisement in Std. IX.
Advertisements are techniques used to promote business and trade. The more attractive they
are the more popular the product becomes.
Look at the advertisement given below:

Prepare advertisements  for the following products using the appropriate language:
(a) Long lasting pens for examinations
(b) Newly invented vehicle
(c) Latest model electronic gadget

Writing Skill improvement: Idioms to know

Are you idiomatic? Here are some idioms associated with music:

1. To  face the music – to answer for the consequences of one’s  actions
2. To harp on the same string – to make the same point over and over again
3. To strike a chord – to remind one of something ; a feeling of instant rapport with others
4. To sing someone’s praises- to speak very highly of someone
5. To make a song and dance about- to make an unnecessary fuss about
6. To beat the drum- to spread the news, support enthusiastically
7. To play second fiddle- to be treated low/ hold a position of less importance

Complete the following sentence with these idioms: 
1. If you do something really good for the world, future generations will ____.
2. I don’t agree with you on this matter. So don’t______
3. If we don’t complete the work by tomorrow we will have _____
4. The president’s frank speech _____with the audience.
5. Most of the students’ _______for the Student Leader’s college campus reforms.
6. He left the company as he did not want ______ to the new manager.
7.  It’s natural to feel uncomfortable when there is a power- cut during a storm. So don’t_____.

Model concept to write a poem

Task 1:Write a brief image of your own for each month of the year. Follow this form:

(Month) is (colour) -
(an idea for the colour and season)

When you have images for all twelve months, use them to make a poetry calendar. Or, as a group, combine images about the same months or seasons.

Task 2: Write a poem on any three of the following. A model is given below.


Things

If I were a toaster
I’d heat up like a brainstorm.
My mind would pop ideas up
like golden toast.
I’d have …………………… etc.

Animals

If I were a(n) ……..(animal)
I’d ………………… (sound)
I’d ………………… (slither, hop, creep, etc.)
like ………………..
I’d ………… and ………… and ……………..

Habitats

If I were a …………(desert, ocean, rainforest, etc.)
I’d be …………………………..
I’d have ………………………..
I’d ……………………………...

If people were

Another way to use the ‘If’ format is to shift the focus from the writer to someone else. This shift allows for a more objective kind of observation.

If people were weather
their hair would be clouds.
Their breath would be great winds.
Their ………… would be ……………. etc.
or more particularised:
If people were buildings
Uncle Zack would be a skyscraper
with steel girders for bones
and big windows for eyes.
But mom would be a tepee
in a field of goldenrod
with deer skin flaps for
her soft ears and the
smoke of a cookie baking fire
swirling upward towards
the stars.

Tasks:
1.Pick a topic for comparison (weather, buildings, trees)

2.Brainstorm parts of the chosen topic.

3.Compare each part to its human counterpart.

Poems as Stories

Some activities lend themselves more easily to a story format, for example, “If I Were from Outer Space”, “Music Poems” and “Kingdoms”. “Writing a poem as a ‘story’ does
not compromise the nature of a poem. Words sometimes need to spill out as stories before they can be constructed into poems.But poems often tell stories in their own right. It’s the careful
choice of words and use of language (similes, metaphors) that sets a poem apart from prose. In fact, many small stories are often structured to look like poems.

How to write a book review - sample book review

II. Writing a book review

Why a book report?

Before you decide to spend your hard-earned money on a movie, you most likely check your local newspaper to see what the movie reviewer had to say. You know that you can rely on his
ratings – so, you are selective. The same holds true for the book review.We expect the professional reviewers give us their reactions before we decide whether or not to read the book.

Ideally, the function of the reviewer is to let you know if it will be worth your while to read the book. Of course, the reviewer, in order for his judgments to have validity, must have certain
qualifications much as the sports writer must know all there is to know about the sport he is reporting on.

What is a Book Review?

The review is basically a statement of opinion about a piece of writing (or any other work of art, such as dance, sculpture, or music)which is substantiated with specific facts and incidents from the work itself. Its primary purpose is to let the reader know whether it would be worth their while to read the work under discussion. Though you will have to include some information about the content of the work, never forget that the object of the review is the presentation of the reviewer’s opinion.
Thus the primary concern is to make the reader aware of what you think and/or feel about the work of art. When the work is being analysed is literature, the critical essay is called literary
criticism. It is this type of essay that encompasses the book review, and, hence, the primary concern of this section.
In the book review, you as the critic can concern yourself with any one or several of the following:

1. Impressions – What are your reactions to the work? Did you like it? Did it appeal to your emotions, to your intellect, or to both?
2. Analysis – How does the author accomplish his/her avowed objective? Is the style effective? Is the genre appropriate for the subject matter? How effective is his/ her diction? The
character delineation? The choice of setting? Is the work too long or too short? How extensive is the author’s knowledge of the subject matter?
3. Interpretation – What does the work mean? What is the author trying to tell us? Can the work be understood without relying on such extrinsic factors as the author’s background?
4. Orientation – Where does the work fit within the history of literary development? How does it relate - to other works written by the same author? to works on the same subject by
other authors? to comparable works of different time periods?
5. Valuation – Does the work have some general value - some unique value? Is its appeal limited to any special group or would it appeal to most readers? Is its appeal limited in time
or is it universal?
6. Generalisation – What broad, general statements can be made about the work?

Authoritative vs Impressionistic reviews

Book Reviews can be either authoritative or impressionistic.The kinds of reviews you will find in scholarly journals and in literary magazines will generally be authoritative. Here, the writer is extremely well qualified by nature of his/her education, training, extensive reading, and scholarly background to discuss the work with great authority. Such a critic can readily cite other works, critical theories, and literary history to substantiate the views.Needless to say, this is not the kind of review that you are expected to write.

You will be expected to write impressionistic reviews, which are honest reactions to the work you have read. That, of course, is not to say that your review can be superficial; any expression of taste must be substantiated with ample proof. But your review should be an expression of your personal reaction bounded by your experience, your knowledge, and backed up by sound
reasoning and logic. Such reviews, when effectively organised, logically thought out, and cogently presented, are perfectly valid forms of literary criticism.

Subjectivity vs Objectivity

A good review should incorporate both a subjective and an objective view of the work. Although the impressionistic review is essentially a subjective reaction, if the review lacks any kind of
objectivity, it lacks validity. As a reviewer you should be fair to the author, judging his work on how successfully he has attained his objective.

The only thing worse than a totally subjective review is an objective review. Actually, an objective review is not a review at all. At best, it is a report, for the term review strongly implies and demands the reviewer’s statement of opinion.

Remember, then, that a good review is the proper blending of the subjective with the objective; the writer’s opinion of the work, his critical judgment substantiated with details from and about
the book, and the factual density that lends credence to the review. The review should never be only one or the other.

Substantiation

Any expression of opinion – or taste - not backed up with facts or sound reasoning is not very acceptable. You want more than someone’s statement that “that’s a great little car”. You want to know why and you want proof. This is substantiation. Telling someone that ‘The Lord of the Rings’ was the greatest movie you’ve ever seen is not very convincing unless you can also explain why. This is substantiation.

The same holds true when reviewing literature. Reviewing demands a careful thinking and analysis of the work under discussion; it demands that you keep asking yourself why you
reacted the way you did; it demands that you present ample proof to your reader to substantiate your views. This does not mean that your reader will automatically agree with you, but at least she will know on what you based your judgment. It is the substantiation, the citing of specific details and incidents from the work, which lends credence to your impressions and judgments.

Preparing to write the review

Now that you have some understanding and awareness of what constitutes a book review and what qualifications you will need as a reviewer, you are ready for the next step – preparation for the writing. This does not mean that you sit down and jot down whatever comes to mind, making your first draft your last draft. The emphasis here is on preparation, which is getting ready to
write. Good writing requires preparation, organisation, writing, revision and rewriting.

Reading the work to be reviewed

Here is a checklist you can use for your reading:

1. Avoid reading blurbs, summaries, and commentaries prior to the reading of the work.
2. Read only when you are fresh and alert.
3. Read with proper lighting and with a minimum of disturbances and interruptions.
4. Give careful thought to the title of the work and its significance and implication.
5. Read the preface to familiarise yourself with the author’s intent.
6. Look over the table of contents (if there is one) so that you will be aware of the book’s basic organisation.
7. Know the genre to which the book belongs so that you may judge the work accordingly.
8. Get your own copy of the work, if possible, so that you can read actively.
9. If you use somebody else’s book, then keep slips of paper available for jotting down your reactions. Insert these slips within the book.
10. Read the entire book: Get a general impression and think about the work. Let it lie fallow in your mind until you see it in proper perspective.
11. Read the work again, this time for details to substantiate your initial impression or to modify that impression.
12. Be thorough and perceptive in your reading so that you can be fair to the author.

Taking notes

No doubt your normal pattern is to avoid taking notes at all costs, especially if you are reading aesthetic literature. After all, you argue, why destroy the pleasure of reading by stopping to jot down notes. Besides, you feel that your reaction to what you have just read is so firmly implanted in your mind that you will never forget it, certainly not within the next few days. but as experience has probably taught you by now, you know that this isn’t true; that
although you may recall that you had a reaction, by the time you finish reading the work you are no longer quite certain what that reaction was. The only logical solution, then, is to take notes. You will find that the time spent doing so will be very worthwhile in helping you to organise the review when the time comes to write.

Do not begin by taking copious notes on long sheets of paper.Rather, as has been suggested before, try to get a personal copy of the work so that you can underline and make marginal notes. If not, put in slips of paper to mark those pages that you want to refer to later. In
this way, there will be a minimum of interference with your reading pleasure, but do keep that pencil by your side and read actively, much as you would if you were involved in a
direct discussion with the author. Don’t be passive: react, agree, argue, debate and rebut!

Here are some of the items that you should concern yourself with as you read:

1. Point of view – From what point of view is the work written? This is especially important in the realm of fiction writing. Does the writer write in the first person (referring to herself as “I”)? Is the “I” of the work (the person) actually the writer speaking or is it a literary device where the “I” is one of the characters in the work? Would the work be more effective if we could see the story through the eyes of another character? Is the omniscient point of view used?
2. Title and preface – How accurate and effective is the title? Having read the work, do you feel that the title effectively created the tone and mood? Did the title become increasingly meaningful as you continued reading? Was the title mainly a means of capturing the reader’s attention?
Was it too broad or too narrow in scope? How much does the effectiveness of the title depend on the reader’s outside knowledge? Does the title perhaps appeal to only one segment of the reading public and is it the same segment that the work is aimed at? If the author stated her purpose in the preface, how effectively did she accomplish that purpose in the work? Did she adhere to her stated thesis? To what extent did she introduce tangential material? Is the reading of the preface necessary for an understanding of the work?
3. Organisation – How well is the work organised? If the work is fiction, then is the story told chronologically or in medias res (beginning in the middle and relating events through a series of flashbacks as in Homer’s ‘The Iliad’)? If the work is nonfiction, does one chapter logically lead
to the next? Is there ample substantiation? Are chapter titles clear and concise? If the work is a collection, how sound is the rationale for the selection of the shorter works? Are they logically organised? Is it necessary to read the selections in order? If so, is this a weakness in the organisation?
4. Style – What style of writing does the author utilise? Is it formal or informal? Is it apropos to her subject and to the tone? What about her diction? Is it too difficult for the average reader? Does the style tend to appeal to only a select audience, for example, one ethnic group? How effective is the style in furthering the theme, that is, is how the author is saying it an aid or a hindrance to what she is saying? How much effort is required on the reader’s part in comprehending the work (e.g. Joyce’s stream-ofconsciousness)?
5. Theme – What is the theme of the work? How readily apparent is that theme? How effectively does the writer make the reader aware of the theme? Is it logically and/or cogently presented? If the work is fiction or poetry, then how much symbolism does the writer employ and is the symbolism apparent to the astute reader? How convincing is the writer?
6. The ending – The ending of any work should be a logical outgrowth of what has been p esented to that point. How effectively has the writer achieved this goal? Does the ending seem contrived,or deus ex machina? Does the work just sort of stop? Is the main character’s conflict resolved satisfactorily, albeit not necessarily happily? Should the work have been ended before it did? After you have finished reading the work, how do you feel? Do you forget about it almost immediately or does it stay with you for a while?Were you able to guess the ending long before the end of the work?
7. Accuracy of information – Assuming that you are qualified to make such judgments, how accurate was the information in the work? Were the facts distorted in any way? Were the author’s prejudices apparent? Did she omit some significant events, thus affecting her accuracy? Does she document her sources? Are they reliable sources? In works of fiction, does she make ample use of factual density and supply enough facts to make the work credible?
8. Literary devices – What kinds of literary devices does the author employ, if any? Does she use symbolism? Allusion? Figurative language? Are the devices recognisable? Are they effective? If they seem obscure, could it be your misunderstanding?
9. Typography - What about the layout of the book? Is the type too small? If pictures and/or illustrations and graphs are used, do they add anything to the work as a whole or are they simply there to fill out the book? Are the illustrations and graphs clear and readily understandable? Does the work contain an overabundance of footnotes?Are any textual notes clearly and concisely presented on the same page, or must one constantly turn to the back of the book? Is the overall layout attractive? How relevant is the book jacket to the book’s content?

Of course, you will not be able to incorporate all of the foregoing into any one review, nor should you. But even though some of these items may not even be applicable to the work you
are about to review, it is good to keep them in mind as you read. Which of these you will use will depend on the work and on your reaction to the work.

Once you determine which of these items you will utilise, look the book over again (better yet, reread it) and begin marshalling the details, incidents, examples, quotations, and paraphrases to help you substantiate your viewpoint. Choose your documentary evidence carefully.Avoid citing or quoting portions out of context so that the author’s meaning is distorted. Do not focus on minute points. In quoting, quote accurately, and be sure to punctuate the quotation correctly; but do not over-quote. Avoid lengthy quoted passages.

At this point, do not be overly concerned with the relevance of your notes. You should be taking many more notes than you will actually use in the writing of your report. The main purpose at this time is to collect all information that might have some potential value for you and that will help you later on in formulating your thesis and in outlining your paper. Where possible, avoid
taking notes on separate sheets of paper, but utilise the margins of your copy of the work. Or insert slips of paper with such comments as “Quote from ‘Humble to language’ in last para”, or “good example of humour” or “ridiculous argument”. Don’t hesitate to use abbreviations, since these notes are there only to serve as reminders to you.

Sample review

The following is a sample review. In reading this sample, concentrate on how the reviewer presents his/her thoughts.

Sample review – novel

The Adventures of Huckleberry Finn. By Mark Twain. Edited by Henry Nash Smith. Boston: Houghton Mifflin Company, 1972.

Those who have been attacking Mark Twain’s ‘Adventures ofHuckleberry Finn’ for almost fifty years for its racism and anti-Negro stance are totally wrong: they have missed the essence of
Twain’s work – the humanism of Jim, the runaway slave. The book, written in 1885, a mere twenty years after the end of theCivil War, is a strong indictment of slavery – certainly stronger
than Stowe’s ‘Uncle Tom’s Cabin’ – and of society’s view ofBlacks. Jim is the only character in the book who does not change; he is a good person throughout. It is Huck’s perception – and ours along with his – that changes, making us realise that Jim is a kind, compassionate human being, more so than any Caucasian in the book. Through the characters of Huck and Jim as they travel down the Mississippi, Twain, with humour and pathos, makes us aware of the conflict between the individual mores and society’s mores.

It is to Twain’s credit that through deft characterisation of Jim we become fully cognizant of Jim’s humanity. At first, we perceive him as the stereotypical slave – lazy, superstitious, and subservient. But Jim is like this because these are society’s expectations. Once on the raft with Huck, however, he seemingly takes on a new personality, much to Huck’s amazement. The raft, symbolising freedom from society’s restrictions, enables Jim to be himself. He selflessly shields Huck from knowing that the body in the house floating down the river is that of Huck’s Pap by throwing some rags over it. He teaches Huck about human dignity by making him aware that “…. Trash is what people is datputs dirt on de head er dey fren’s en makes ‘em ashamed” (73), so ashamed that Huck humbled himself to a “nigger”, and he “… warn’t ever sorry for it afterwards, neither” (74). We are truly touched when Jim recounts how bad he felt after punishing his daughter for not listening to him only to realise that she was deaf. Then there is Jim’s native intelligence in pointing out that the famous story of Solomon’s wisdom in resolving the conflict of the rightful mother wasn’t so wise. After all, Jim points out, it is in the way Solomon was raised: “…….. a man dat’s got ‘bout five million chillen runnin’ roun’ de house …….. as soon chop a chile in two as a cat” (67). A careful reader of the book will realise that Jim is innately good.

It is through Jim that Huck unconsciously learns about Jim’s humanity and counteracts society’s attitude that Blacks are unfeeling property. Huck’s limited education was not sufficient to
instil society’s corrupt values in him, but enough to make him think that when he did something good in our eyes that it was bad. For example, in the most powerful moment in the book he has to decide between returning Jim to his owner or go to Hell for “…… people that acts as ………[he’d] been acting about that nigger foes to everlasting fire” (178). After thinking about all that he and Jim had been through together and how good and kind Jim had been to him, Huck makes the most difficult decision of his life: he would rather go to Hell than return Jim to slavery. This is all the more significant when contrasted with how the “good” people looked upon Blacks. Aunt Sally is a good, kind, woman; she’s no Simon Legree. But when she hears that a Black was killed in a boat accident, she responds, “Well, it’s lucky; because sometimes people (emphasis added) do get hurt” (185). Here, again, Twain has managed to capture society’s mores, emphatically emphasising Huck’s heroic decision.

There can be no doubt that Mark Twain has written a sharp, clear indictment of slavery and society’s attitude towards Blacks as well as the corrupting influence that society can have. No other character in the book exemplifies natural goodness, as does Jim for he rises to heights of natural dignity. This is especially noteworthy, for most of the other characters tend to be cruel,
wittingly or unwittingly. As Huck so often observes, “Human beings can be awful cruel to one another” (194). Through Huck we can see that man’s natural mores are superior to those of society. By all means, read ‘Adventures of Huckleberry Finn’; it is, as considered by many,Twain’s finest work.

Task 1: Read the book reviews in English dailies.


Task 2: Read at least two books of your choice from your school/ local library and write reviews keeping in mind the points dealt with in this section.

writing invitation letter - sample letter - writing tips

INVITATIONS

An invitation should contain specific information about a planned event, such as the occasion, the time and place, and any other special details guests might need to know.


The text of the invitation should be short, and should mention:

(i) the name of the person sending out the invitation
(ii) the name of the person to whom the invitation is sent
(iii) the object of the invitation, i.e., School Day,Inauguration, Farewell, Conference, etc.
(iv) the exact time and date when the guest is expected to attend
(v) the place where the function is to be held

Sample Letter of Invitation

From
D. Ravi Kumar
School Pupil Leader
WISDOM Vidyashram
K.K. Nagar
Trichy

To
Dr. R. Ganapathy
Professor of English
Bharathidasan University
Trichy

Sir,
I am happy to invite you to be the Chief Guest at the inauguration of ‘Literary Club’ to be held at our school auditorium at 3 p.m. onMonday, 13th Sep. 2005.

We request you to confirm your availability on that date, so that we can proceed further.

Thank you,

Yours sincerely,
………………..

LETTERS OFACCEPTANCE OR REGRET

If you have been invited to a function and will be able to attend the function it is good to send your acceptance or, if you will be unable to attend, it’s polite to send a letter of regret. A written reply is especially appropriate if you were sent a written invitation.


Task: Using the model given above, write a letter of invitation to the Chief Education Officer of your District, inviting him to be the Chief Guest at your School Day Celebrations.

THANK-YOU LETTERS

The purpose of a thank-you letter is to express appreciation for a gift or a favour someone gave you. Try to say more than just “thank you”; Give details about how the person’s gift or how his efforts were helpful or appreciated.

LETTER TO GET PERMISSION


Example:

Write a letter to the Manager - HR, TI Cycles of India Ltd.,Ambattur, Chennai 600 053, seeking permission to visit the factory. Give the number of students and the date on which you propose to visit.

Chennai Public School
R. A Puram
Chennai.

The Manager - HR
TI Cycles of India Ltd.,
Ambattur
Chennai 600 053.

Sir,
This year, visiting some factories to see the actual working of their plants is a part of our science curriculum. In this connection, the members of the Science Club of our school wish to visit your
factory during August 2005. Being the Secretary of this Club, I have been deputed to make all necessary arrangements.

We are a group of thirty students and two teachers. I hope you will grant us permission and encourage us.

We are looking forward to hearing from you soon.

Yours faithfully,
Raman Lamba
Secretary, Science Club

LETTERS TO THE EDITOR

Read the following letters to the editor published in a leading English daily:


Sir, - Veerappan is no martyr who lost his life fighting for the nation or a cause. The undue hype in the media over him and his family is unwanted.

B K Moorthy,
Chennai

Sir, - Veerappan was a nightmare for many people and a RobinHood for some. Our social structure needs to be revamped to prevent Veerappans, Phoolan Devis, naxalites and others from challenging the existing order. They are manifestations of social imbalance.

K Singh,
Gopalganj, Bihar

Sir, - All praise to the STF for ending the menace afflicting TamilNadu and Karnataka for almost two decades….

V. Ravi,
Chennai

Task 1: Which of the above letters -

(a) appreciates?
(b) criticises?
(c) looks at a social problem?

Here is an example of a letter, a type which is seen often:

Sir, - In the 5th lane of Subramanian Garden Cross Street in Perambur, sewage mixed with rainwater has been stagnating for the last one year.We have requested the Corporation to clean the street, but nothing has been done.

B. Abdullah,
Perambur


Task 2: Write letters to the editor –

(a) appreciating
(b) criticising
(c) highlighting a social problem

WRITING FORMAL LETTERS - request for information

WRITING FORMAL LETTERS 2


Here is a sample “letter of request for information”. The writer is asking a college to send information and an admission form.

The Principal
The City College of Engineering and Technology
13, College Road,
Chennai – 31.

Sir,
Sub: Requisition for catalogue of courses and application form for admission

Please send me a catalogue of courses as well as an application form for admission to your College. I am now in Class XII, and beginning to consider my choices among colleges.

Along with the catalogue and application, please also send a list of the admission requirements for both the School of ComputerScience, and the School of Engineering.

Yours sincerely,
………………..

Encl. A self-addressed stamped envelope

When you are writing a request or order letter, follow these guidelines.

1. State your request clearly.
2. If you’re asking for information, enclose a self-addressed, stamped envelope.
3. If you’re asking an individual for a special request, make sure your request is reasonable and that you have allowed enough time for the person to answer you well in advance of the time you must have the information.
4. If you’re ordering something, include all important details, such as the size, colour, style and price. You might include information about the magazine or newspaper in which you saw the item advertised. Compute correctly if there are costs involved, including any necessary sales tax or transport charges.


Task: Write a letter to the Manager, Land Mark Books, Spencer Plaza, Mount Road, Chennai, ordering books for your classroom Library.

Task: You are the Secretary of the Sports Club of your school.Write a letter to a sports dealer requesting him to supply you some sports material for the coming Sports Meet of your school. (A model is given below.)

St. George School
Model Town
Ooty, The Nilgiris

The Manager
Modern Sports Company
R.S. Puram, Coimbatore

Dear Sir,
I am pleased to place the following order with you in view of the Annual Sports Meet to be held in the first week of August.Kindly send the goods latest by the 28th of this month. Please also
see that the goods supplied by you are of good quality and in accordance with the specifications quoted by you earlier.

The goods should be neatly packed and the parcel should be addressed to the Principal of the School. Payment will be made immediately after the parcel is received.Yours faithfully,
Ravi Shankar
Secretary, Sports Club

You should be familiar with two types of letters of request:
from an individual to an individual and from an individual to an organisation.

Letter from an individual to an individual:
When you want to invite/thank someone formally, respond to an invitation extended to you, or congratulate someone on an accomplishment, you should write letters that are formal in style
and language.

How to write a poem, getting started, lyrics, feelings and concepts

B. Writing

I. Writing a Poem

This section offers step-by-step strategies for helping students to write poetry.


Getting Started

Before the process of writing can begin, it’s important tobrainstorm as to what a poem is. Some possible responses could be:

• A poem tells a story
• A poem can rhyme, but it doesn’t have to
• A poem is suggestive in meaning
• A poem can be about anything

Some people say that poems are feelings or experiences set to words. Share with your neighbours what comes to mind when you think about poetry.Write a response to each question below to help you clarify your ideas.

1. Are poems harder to understand than stories? Why?
2. Are the best poems the ones that are funny or silly?
What other kinds of poems can you think of?
3. Should poetry always rhyme?
4. Why is reading poems aloud a good way to appreciate
them?
5. Can poems be about anything? List some things you
might like to write poems about.

Poets’Word Box

In poetry, more than almost any other form of writing, every
word counts!

The glossary given below on this page provides definitions of some key words used to discuss elements of poetry. alliteration the repetition of beginning consonant sounds (jingle, jangle, jamboree)
assonance the repetition of vowel sounds (same, rain, makes, pavement)
consonance the repetition of consonant sounds anywhere in the words (Carlos wore a black jacket)
end rhyme the rhyming of words at the ends of two or more lines of poetry
free verse poetry that does not include patterned rhyme or rhythm
haiku a three-line Japanese poem about nature; the first line has five syllables; the second, seven; and the third, five imagery pictures that are created with words
limerick a funny verse in five lines; lines one, two and five rhyme, as do two and four
metaphor a comparison without using the words like or as
narrative a poem that tells a story
onomatopoeia words whose sounds make you think of their meanings
personification a comparison in which something that is not human is described with human characteristics
repetition the repeating of a word or phrase to add rhythm
rhythm the pattern of accented and unaccented syllables in a line of poetry
simile a comparison that uses the words like or as

Task 1: Annotate the above list of terms with examples drawn from the poems you will explore during this section. For example, “Packing Up” is a good example of
personification, and Poe’s poem “The Bells” illustrates onomatopoeia:


Packing Up
Winter,
Put your things away!
Into your store-box
Let there go
The myriad flakes of whirling snow.
Pack up the winds
That sway the trees
And fold them neatly.
Over there,
Pile the layers
Of ice and frost
One by one, stack on stack,
Put the crystal icicles back—
Let none be lost!
When all are in, shut the box,
And turn the key, and snap the locks.
Then, leave a note for all to read:
WINTER HAS GONE TO SPRING AND SEED

From The Bells

Hear the sledges with the bells—
Silver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle
In the icy air of night!
While the stars that oversprinkle
All the heavens seem to twinkle
With a crystalline delight;
Keeping time, time, time,
In a sort of Runic rhyme,
To the tintinnabulation that so musically wells
From the bells, bells, bells, bells,
Bells, bells, bells –
From the jingling and the tinkling of the bells.

Scrap book Journals

A poem begins long before it’s written down. It often begins with sudden sights and other sensory impressions. No wonder so many poets keep a small journal handy in which to capture those fleeting, vivid impressions. By setting up and keeping scrapbook journals, you will build your sensory awareness and learn to value it as a source of poems that are yet to be.A scrapbook journal is a way to “bank” sights, sounds, and other sensory impressions so they won’t be forgotten. Head each page with the day’s date. Ideally, these pages will record an example of each of the senses and show objects or pictures as well as written phrases. Record your most vivid sensory impressions.

Your journal pages will be private, to share or not to share as you wish. You should use your scrapbook journals at least three times a week.

Poets move from impressions and sensations to words. As you build your scrapbook journal pages, you can begin to add to them phrases and sentences that represent the three special characteristics of poetry: imagery, feelings and insight.

Imagery Words, phrases, or sentences that are interesting in themselves because of the way they sound or because of the
mental pictures they conjure up. Examples:

.I heard someone say blue poodle.
.I saw floating feathers on a silent pond.
.My dad said, “I need a dollar”, but I thought he said, “I need a collar”.

Feelings Statements or questions based on emotional reactions to what was sensed. Examples:

.I felt angry that someone would dye a poodle blue.
.Why do I feel sad when I see those floating feathers?
.I felt giggly picturing my dad with a collar.

Insights Ideas or beliefs that pop into the mind. Examples:

.Pets have to put up with a lot of nonsense from their owners.
.The natural world is like a mirror for my mind.
.You have to listen closely to hear the message.

Moving into Poems

You will now realise that the images, feelings, and insights you noted in the scrapbook journals are the stuff of which poems are made. To affirm this, use the modelling strategy to know to
juggle and play with, add to and subtract from, written phrases and sentences to create a poem. Example:
Floating feathers, silent pond…..
Why am I sad to see them?
May be I am sad already,
And the pond is my mirror.

Task:Work with your partners or independently to write poems that emanate from journal notes; share your poems with the class.

Note: Poetry is a thoughtful way to explore everyday environments through the use of their senses and feelings. It provides a vehicle that is so versatile; it can offer insight into those odd, funny moments we encounter every day. Poetry assists you to make eloquent, daily commentaries about the joys and sorrows happening in your lives, but it doesn’t stop there. It can also suggest worlds of subject for you to explore, such as the life cycles of plants, animal habitats, newspaper headlines, imaginative kingdoms, biography and autobiography, or the personification of kites, toasters, dwellings, blades of grass, sunsets, snow, etc., etc. The list of possible subjects for poetry goes on and on. Poetry, ultimately, is a language of the heart.

More Concepts
The ‘Like What’ List

The building blocks for all good poetry programmes are similes and metaphors, the most frequently used figures of speech. The following activities will help you recognise and even write them on your own.


Task 1: Using Similes to Write Self-Portraits -Touch your hair. “What does your hair feel like?” Possible answers might include -

“My hair feels like dry summer grass.”
“My hair feels like tangled thread.”

Besides the texture of your hair, you might consider its colour and shape. For instance, someone with long flowing hair might say:“My hair looks like a waterfall flowing down rocky mountain shoulders”

What is a Metaphor?

A metaphor is similar to a simile since it also compares two things.What makes a metaphor different is that it is a more powerful assertion of the comparison and doesn’t include like or as.

For example, removing the word like in the following simile transforms it into the stronger comparison of a metaphor.

“My hair is like a swirling black cloud” becomes
“My hair is a swirling black cloud”.

Imagery Colours

Images can create moods and impressions about the seasons. What senses do the following images stir in you?
May is lavender -
A spray of lilacs.
August is yellow -
Butter melting on sweet corn.




Read the following poem:

ALEXANDER THE GREAT

Alexander, you are like a gold lightening bolt.
Alexander, you have steel for arms and legs.
I am envious toward you, Alexander,
You have the strongness of an ox pulling a cart.
You are a vicious night in winter
You grab me into your time
When you conquered the world, a place
Where I can wonder about life as it was.

Task: Write a poem on each of the following personalities using the model given above.

Mahatma Gandhi
Gandhi, you are like a………………………………………
Your body……………………………………………………
But your spirit…………………….,your smile…………….

President Abdul Kalam

Mr. President, you are like a…………………………………
Your hair………………………………………………………
Your heart……………………………………………………..
Your love for children………………………………………..
Your vision of India…………………………………………..

Sachin Tendulkar

Sachin, you are like a……………………………………….
Your …………………………………………………………

Rhythmic Patterns

Recognising Rhythm

Rhythm is an important part of poetry. These activities can help you get a better idea about what rhythm is and how it works in poetry.

What is Rhythm?

Imagine the sound of a horse galloping. “Listen” for the strongest part of the hoof beats. Now say each of these words out loud: lion, elephant, kangaroo. Which word has that galloping feel?
Rhythm in poetry comes from the way words are chosen and combined.We feel accents (strong beats) in words.

Lyrics

Some songs are really poems set to music. Lyrics, or the words of a song, are written so that the rhythm of the tune and accents of the words fit together.

Task: Think of lyrics to a song you know. Write them out as if they were a poem. Then highlight the words (or syllables) that get accents. Draw vertical lines with a pencil to show where the main beats are, or the places where you might clap to keep time.

Rhyme Patterns

Cat - Hat, Mouse - House

Many poems rhyme, while others don’t. If you choose to use rhyme in a poem, here are some rhyme patterns you can play with.

Task: In the poem “The Dawn Wind,” find the ‘a’ rhymes and the ‘b’ rhymes. Write or say the rhyming words in the order they appear.

The Dawn Wind

At two o’clock in the morning, if you open your window and listen,You will hear the feet of the wind that is going to call the sun.And the trees in the shadow rustle and trees in the moonlight glisten,And though it is deep, dark night, you feel that the night is done.

The rhyme pattern in “The Dawn Wind” is called abab. This is -

Task:Make up a rhyme pattern. Jot down some lines for a poem.See if you can make your poem fit the pattern. If the pattern doesn’t fit your ideas and word pictures, change to a pattern that does fit them. Remember that ideas and images are the most important parts of poems. Rhyme is what you add later, if you want.

Post-writing Strategies

1. Listen to one another’s poems. Let each one come to the front of the room and read his or her poem.
2. Display your poems on notice boards for other classes to view.
3. Collaborate with the computer teacher and have your class take the poems to the computer lab where you can type them and possibly illustrate them with computer art.
4. Have a poetry reading for the entire school at an assembly, or have a series of mini-readings where students present their poems to selected groups from other classes.
5. Make a booklet of students’ poems and put it in the library on a designated shelf for all student publications.

SMS & WAP - Writing Example in English

English for Computers

Not long ago, mobile phones could just transmit voice andSMS messages. Now they can display Internet information thanks to Wireless Application Protocol or WAP. Some hybrid models
combine a phone with a PDA. They look like a regular phone with a dial-pad and a small screen on its front. But if you flip up the front cover you find a larger screen that is touch-sensitive.Some include a virtual keyboard, which pops up when you want to enter email text or a WAP address. But the future is called ‘Thirdgeneration’(3G) mobiles. They transmit a caller’s picture and voice simultaneously. UMTS mobile phones deliver users information,e-commerce, games and videoconferencing via fixed wireless and satellite networks.

Virtual reality lets people interact with artificial objects and environments through three – dimensional computer simulation.In a VR system, you are hooked to a computer through a controlling device, such as a glove, and head-mounted displays give you the feeling of being propelled into an artificial three – dimensional world. The computer brings to life events in a distant, virtual world using databases or real-time objects and sounds. Your senses are immersed in an illusionary yet sensate world. VR can be applied to anything from video games, testing motor vehicle, visiting a virtual exhibition, to checking out imaginary kitchen designs.

English for Business and Commerce


A. Listening

I. Banking shares suffered sharply on the Bombay Stock Exchange today due to heavy selling following the ReserveBank of India proposal regarding the maximum holding by a
group in a private bank.
II. Trading was in a narrow range for most part of the session.The 30-share BSE sensitive index ended with a gain of 35.88 points to close at 4993.76. The Sensex opened at 4973.88 and touched a high of 5041.19.
III. Reliance Industries and IT counters hogged the limelight even as the market ended fractionally lower in lacklustre activity amidst alternate bouts of buying and selling by foreign
institutional investors coupled with short-covering by operators a day ahead of expiry of July contract in derivatives.
IV. The Government’s decision to grant oil public sector undertakings freedom to fix fuel prices prompted a smart stocks rally helping the Sensex end higher by 45 points on
Monday. Oil PSUs rallied smartly and scored impressive gains as the decision to allow state-run oil companies to fix petrol and diesel prices within a narrow price band was in the interest of the sector.

WRITING FORMAL LETTERS in English - part of the letter

WRITING FORMAL LETTERS 1

You have already learnt (last year), the various kinds of letters and the essential features of a good letter. You have also learnt how to write letters for different occasions under ‘informal’ or
‘personal’ type, and a few sample situations under ‘formal’ type.

Let us now recall the layout, and the various parts of a formal letter.

The Parts of a Formal Letter

A formal letter contains seven parts:
1. the heading
2. the inside address
3. the salutation
4. the body
5. the closing
6. the signature
7. address on the envelope

There are two styles used frequently for formal letters. With the block form, every part of the letter begins at the left-hand margin, and paragraphs are not indented. In the modified block
form, the heading, the closing, and the signature are aligned along an imaginary line just to the right of the centre of the page. The other parts of the letter begin at the left-hand margin. All paragraphs are indented.


The Heading: The heading usually consists of three lines:
.your street address (or post office box number)
.your city, state, and PIN code
.the date of writing

The Inside Address: The inside address shows the name and address of the person or organisation you are writing to if you’re writing to a specific person, use a courtesy title (such as Mr.., Ms..,Mrs., or Miss) or a professional title (such as Dr. or Professor) in front of the person’s name. After the person’s name, include the person’s business or job title (such as Owner or Sales Manager),followed by the name of the company or organisation and the address. If you are writing to the organisation use ‘Messrs’.

The Salutation: The salutation is your greeting. If you are writing to a specific person, begin with Dear, followed by a courtesy title or a professional title and the person’s last name. End the salutation with a colon, or a comma (like Dear Mr. ……; or Dear Dr. ……..) If you don’t have the name of a specific person, you can use a general salutation, such as Dear Sir or Madam. You can also use a department or a position title, with or without the word Dear. To address the organisation use ‘Sirs’.

The Body: The body, or main part, of your letter contains your message. If the body of your letter contains more than one paragraph, leave a space between paragraphs.

The Closing: In closing, you should end your letter in a courteous manner. Closings often used in formal letters include Sincerely,Yours truly, Respectfully yours, and Regards. Capitalise only the first word of the closing.

The Signature: Your signature should be written in ink, directly below the closing. Sign your full name. Do not use a title. If you type your letter, type your name neatly below your signature.

Address on the envelope: Give correct address with pin code here.

Guidelines for the contents of a formal letter

Formal letters usually follow a few simple guidelines:

.Use a courteous, positive and professional tone. Maintain a respectful, constructive tone – even if you’re angry. Rude or insulting letters are counterproductive.
.Use formal, standard English. Avoid slang, dialect, contractions or abbreviations. Formal letters are usually formal in tone and use of language.
.State your purpose clearly and quickly. Assume that the person reading your letter is busy. Tell why you are writing in the first or second sentence of the letter.
.Include all necessary information. Provide all the information your reader needs to understand and respond appropriately to your letter.

As in the case of personal letters, there are various types of formal letters, like: Request or Order letters, Complaint or Adjustment letters, Appreciation or Commendation letters.

In this unit, we shall learn how to write letters of request and order.

Request or order letters:

Often, you may require something that you can obtain by writing a request letter. For example, you might write to a college to request a catalogue of courses offered, or you might write to a
state’s tourism agency to request a brochure about a travel destination. An order letter is a special kind of request letter that is written to order merchandise by mail, especially when you do not have a printed order form.

Letter Writing - How to draft a Letter

Drafting a letter

Whether you are writing a letter of invitation to a friend or a letter of complaint to your Member of Parliament, it is important to start with a rough draft of what you want to say. This will make
for a more concise and effective end result. For some of us letter writing comes easily, but although words may flow when writing to a friend, stating a case or making a forceful complaint needs careful thought and exact expression.

First work out precisely what you want to say, the points you need to make, and the most telling way of putting them across.Always remember that it is vital to have these points clear in your mind before you even begin the rough drafting. A mind churning with words and phrases, but without any firm ideas to harness them to, will get you nowhere.

When preparing to write a letter, decide what the main point is. This should come first, followed by the ‘evidence’, or similar m aterial, and then a brief conclusion. If you think the result sounds
too abrupt and clinical, remember that a good letter writer could well follow the advice given to a public speaker: ‘Stand up, speak up. And shut up.’ In other words, say what is essential, but no more.
Language

Making a rough draft will also enable you to weed out from your letter certain phrases that are natural and acceptable when spoken but which can be damaging if they appear in a formal letter.When you read over your draft before writing or typing the final version, make sure you remove those phrases.

Be careful about phrases like ‘OK’, ‘haven’t a clue’, ‘couldn’t care less’ and ‘puts you off’. Cut out all the slang expressions and colloquialisms, which you might normally use in casual conversation. They can make easy reading in a newspaper or magazine article, where they are quite appropriate, but are out of place in a formal letter. Furthermore, they are a sign of the inexperienced letter-writer, and that is not the impression you want to create.

You must also avoid phrases that go to the other extreme and which are left over from a business age that is long dead.

You should not write of ‘your letter of the 10th inst.’, but ‘your letter dated the 10th of this month’. One should not ‘beg for the favour of an early reply’, but ask ‘for a reply as soon as possible’.‘I am desirous of’ is only a more pompous way of saying ‘I wish to’. Avoid saying ‘This is OK by us’, but also avoid saying that you ‘find the aforementioned entirely in accordance with our views’. It will be better if you just say ‘I approve of your idea’. People ‘die’ rather than ‘pass away’, and it is better to say that you ‘do not think’ rather than that you ‘are not of the opinion’. Another horror is ‘re’ when what you really mean is ‘about’.

There are also some words, which are quite suitable in one context and utterly unsuitable in another. For instance, it is correct to write of ‘per cent’ or ‘per capita’, but wrong to write as per my letter’ when what you really mean is ‘as I said in my letter’. The rule should always be to use short, simple phrases which are quite clear, rather than those which are complicated and ambiguous.

These are examples of the stilted English which try to give an air of importance to a simple statement and should be avoided at all costs. The rule of thumb is to use the plain, straightforward expression, the precise word in an economical sentence, so ask your self whether you have said what you wanted to say exactly and simply.You can get a lot of help in this very essential process from ‘A Dictionary of Modern English Usage’ by H.W. Fowler,
published by the Oxford University Press.

How to use Punctuation in Letter writting in English

Punctuation

Right punctuation should be used to make your meaning clear. Whether you are writing a complaint to a business concern, or an application for a job, making yourself clear is essential.

Every sentence requires a full stop at the end to show that it is completed, and long sentence may require one or more commas, a semi-colon or even a colon. Commas should not be scattered about; instead, each should indicate there is a pause in the sentence. In other words, there would be a physical pause to help make the meaning clear if the sentence were being read aloud. There should be a mental pause if the sentence is being read to oneself.

The purpose of the comma in bringing about a pause is the reason behind most of the ‘rules’ which have grown up about its usage. One of these rules is that when an adjective is immediately
followed by one or more adjectives, a comma is always placed after each except the last. For example, ‘I am selling a good car’,‘I am selling a good, economical car’, ‘I am selling a good,
economical, trustworthy car’. But if the succession of adjectives is interrupted by ‘and’, then this itself has the effect of creating a pause and you would write: ‘This is a good, economical and trustworthy car’.

Sometimes the use or non-use of a comma can affect the actual meaning of a sentence. If, for instance, you write: ‘I am returning your cheque, which lacks a signature’ you are really saying: ‘I am returning your cheque. It lacks a signature’. If, however, you leave out the comma and write: ‘I am returning your cheque which lacks a signature’, this means that you are returning one out of many cheques received, i.e., the one which lacks a signature.

In some cases the job done by commas can be carried out by brackets or by two dashes. These devices were more popular years ago, when sentences in most business letters, as well as some
private letters, tended to be longer than they are today. A long sentence spattered with commas can be confusing, however well they are used, and it was quite common to see such sentences as
‘Mr. Jones (who was not very co-operative at our last meeting) seemed most anxious to help, although it is still apparent, I am afraid, that he is not very much in favour of the scheme – if, in
fact, he is in favour of it at all – and that we may well face opposition in the future’.

Shorter sentences are less confusing, and the use of both brackets and dashes could be avoided. Do not use either, unless you feel that it is really necessary.

Other important marks of punctuation are the semi-colon and the colon. The semi-colon is used to break up a long sentence into more easily understood parts. The head of a firm might write, ‘We are going to give the staff an outing; we are going to take them to the Golden Beach for the day; and if the idea is a success we are going to repeat it next year’. The colon is used when you have to make a statement and then follow it up with an explanation. For example, ‘There were six of us present: Ram, John, Kumar, Mary, Mala and myself’.

If the colon is used before a number of words, phrases or even paragraphs, it shows that all these are governed by the preceding sentence, which does not have to be repeated. This is a way of setting it out:

Would you please note the following points?

1. Whatever dates are arranged, it is vital we are back in Chennai by the end of May.
2. The total cost of the trip must not exceed Rs.10,000/-
3. Train travel must be kept to a minimum.

A punctuation mark to avoid is the exclamation mark,particularly in business letters. In private correspondence it does not matter so much, but it should still be used with care. If you
feel that an exclamation mark is necessary and that the sentence is not sufficiently emphatic without it, try re-wording the sentence. There is no rule against writing: ‘You have done this entirely without my permission!’ but it is better to re-word the sentence as follows: ‘I want to protest strongly against this having been done without my permission’.

Another form of punctuation where caution should be taken is the inverted comma or quotation mark (either single or double), which is always used in pairs. There are three general uses for quotation marks:

1. To show the words between them are not the writer’s own, but someone else’s, and at the same time to emphasise their importance.
2. Another use of inverted commas is to show that a word or phrase is not used in its normal literal meaning. Thus you might write: ‘WhatI am most concerned about is the “atmosphere” of the meeting’.
3. The third use involves enclosing in inverted commas a phrase that is not normally used in a letter. You might write: ‘If we did this the younger members of the group would probably think that we were not “with it”.’

Writing Letter in English - Example Letter

WRITING LETTERS

COMPETENCIES

1. Writing Formal – Letters for various functions letters

(a) inviting
(b) accepting/declining an invitation
(c) asking for information
(d) asking for permission to visit
(e) asking for permission for projects
(f) requesting goods to be supplied(placing an order)

2. Writing letters to the Editor


(a) congratulating
(b) criticising
(c) discussing social problems

Although form and formalities in letter writing change with time, there are basic rules and methods of approach that should be followed in all kinds of letters, for all occasions, under all circumstances.
The general principles of letter writing are outlined in the first few pages of this unit, with advice on basic points. They are then applied to the writing of communications with the authorities, businesses and the media.

Thus, in this unit you will learn:

.how to lay out your letter
.the correct way to begin and end a letter
.the advantages of making a rough draft before you write or type the final version
.which punctuation is best to use, and which is best avoided

Whatever kind of letter you are writing, there are important rules to be observed. Whether you are making an application for a job, raising a query about a holiday booking, or writing a protest to the local authority, if these rules are followed you are more likely to achieve the results you are looking for.

You will want your letter to be read easily, and without too much effort by the reader.You will want the letter’s contents to be taken seriously and to create an impression that you are a person whose requests, complaints or views cannot be brushed aside.

Laying out your letter

In a semi-formal letter, if the paper has no printed heading, your address should be written in the top right-hand corner. Slightly below this goes the date on which you are writing. Opposite, on the left (or on the left at the bottom of the page, level with your signature) goes the name and address of the person to whom you are writing; this is necessary with business letters, but not with private letters.

Dear Mr.Vijay,

My wife and I have only recently moved to Nungambakkam.When we lived in Bombay we enjoyed playing tennis at our local club, and I would be most grateful if you could let me have membership details for the StarTennis Club.

Yours sincerely,
James

Sub: (subject) When writing a business letter it is sometimes useful to put a brief, underlined heading as an indication of what the letter is about just below the ‘Dear Mr. Brown’. It might be,
for instance, claim for cancelled hotel booking or Proposed Ending of a Bus Route.
Ref: (Reference) If you are replying to a business letter, this may have a reference number, in which case you can put this in place of the identifying words above – i.e.Your Ref. No. 123. This should at least prevent your letter from floating around various uninterested departments before finding its way to the right desk.

There is now the layout itself to be considered, and this will depend on the length of your letter. It will look at its best if it is well spaced on the page, with rather more white space below the
end of it than there is at the top, and with good margins at the sides. Two problems should be avoided. The first is writing a short letter with the lines close together, so that the final product has an immense area of white space filling the bottom two-thirds of the paper. The second is bringing the end of your letter so close to the bottom of the paper that there is hardly any room left for the conclusion and signature. The first mistake can be avoided by double - or even triple-spacing the letter if you are typing, or by giving enough space between the lines, an equal amount of ‘air’ if you are writing by hand. In the second case just leave an inch or
two of white at the foot of the page and continue on the other side.

How to write bibliography and reference with example

D. Writing


I. Writing Bibliography and References

A bibliography is a compilation of or a list of information of the works of a specific author or publisher. It could also be a list of writings relating to a given subject:e.g. a Bibliography of Latin American History. It is also a list of writings used or considered by an author in preparing a particular work.

The reader must be able to trace the works you have used. Therefore you should add a bibliography in which you provide as much information as possible about the books or articles. The books and articles must be presented in alphabetical order. The items marked * must always be mentioned.

1. Books

*Name of author (if more than 3, give the 1st + “et al.”)
*Title of book (italics or underlined)
Name of editor or translator, if any
Number of edition, if other than the first
*Place of publication (if no place is given, write “n.p.”)
*Name of publisher (if no publisher is given, write “n.p.”)
*Date of publication (if no date is given, write “n.d.”)


EXAMPLES:

Cannon, T., The World of Business, Chicago: University of Chicago
Press, 1989.

Wit, T., et al., A Study on Recession, edited by W. Roos, translated
by F. Baker, 2nd ed., London: Blackpool Press, 1998.

2. Articles

*Name of author (if unknown, start with the title)
*Title of article (in quotation marks)
*Name of magazine (italics or underlined)
*Volume number (if the magazine is issued weekly or monthly)
*Date of issue


EXAMPLES:

Simeonova, V., “The Bulgarian Solution?”, Time 152, 28
September 1998.
Bush, R., “Agriculture in Jeopardy”, The Middle East 211, May
1992.
“Getting General Motors Going Again”, The Economist 323, 2
May 1992.
The bibliographic entry for the example given will look like this:
Stewart, D. M. Bluff your way in publishing. Horsham: Ravette,
1987.


Task:Write a 300 word essay on “Blood Circulation” and make
a bibliography of 5 books you read or referred to as shown
in the example above.


II. Interpreting non-verbal data

In everyday life very often you will be confronted with information that is not written or is different from the conventional way of representing information, i.e. in writing or in speech. This
kind of information in the form of graphs, charts, maps, tables and even photographs is called non-verbal data. It is necessary to be able to interpret this kind of data and it calls for a different kind of orientation.


Task 1: Given below are a few examples of non-verbal data. Go
through the different diagrams and answer the questions
that follow.

The pie chart below is a diagrammatic representation of a study conducted to find out the opinion of children, both boys and girls, on censorship and its effectiveness.
The question asked was: Does censorship protect kids from
material that is inappropriate for them?
The total number of boys who took part in the survey was:1,931
The total number of ……. who took part in the survey was:1,716
The percentage of boys who agreed that censorship protects them
was: 35%
The percentage of girls who disagreed were: ………….
The percentage of …….. who agreed were: …………
The percentage of ………… who ………… were: 65%
The boys sample had ……….. more respondents than the girls.
Looking at the percentages what do you think is the final
outcome of the survey?

Task 2: Study the following graph and interpret the data
represented. Then write a short descriptive passage
stating all the relevant information.

Task 3: Study the graph below and write 6 statements on the
information represented.

Various study course - Example writing in English

D. Writing

The Murugappa Group is a well-known Indian conglomerate with diverse activities. The Murugappa Group’s varied business interests fall under the following broadly classified business
groups:

1. Agri and Allied Businesses
.Farm Inputs
. Plantations
. Sugar
2. Manufacturing
. Engineering
. Material Sciences
. Sanitaryware
3. Services

. Financial Services
. IT enabled Services
.Marketing Services

1. Agri and Allied Businesses


Farm Inputs: The Farm Inputs business group comprises Coromandel Fertilisers Ltd. and Godavari Fertilisers & Chemicals Ltd. Coromandel has many firsts to its credit and is rated among the top 10 green companies in India.

Plantations: The Plantations business group comprises Parry Agro Industries Ltd. (PAI), New Ambadi Estates Pvt. Ltd. (NAE), Kadamane Estates Company (KDM) and Parry Nutraceuticals
Ltd. (PNL). The main products are tea, coffee, natural rubber, vanilla and algae based nutritional supplements. PAI cultivates organic tea and vanilla apart from the regular cultivation of these crops. Parry Nutraceuticals brands of the nutritional supplements are Parry’s Spirulina and Parry’s Natural Beta Carotene. It has a very strong R & D team on algal research and has many exciting new algal products in the pipeline ready for launch.


Sugar: The Sugar business group comprises the sugar and bio products division of EID Parry (India) Ltd. The bio-products division is a pioneer in neem based organic pesticide, which is branded as Neemazal and has been approved by the USFDA. Apart from the domestic market it is exported to the USA, Europe and Australia. It also produces organic manure from the sugar factory press mud.

2. Manufacturing

Engineering: The companies under this business group are Tube
Investments of India Ltd. (TII) and TI Diamond Chain Ltd. (TIDC). Tube Investments of India Ltd., a leading Engineering company, is known for its wide variety of products. Tube Investments of India has three SBUs under its fold – TI Cycles of India, Tube Products
of India and TI Metal Forming.
TI Cycles manufactures cycles both in the Standard and specials segment and has recently made a foray into the exercisers segment. Hercules and BSA - some of its most popular brands have carved an exclusive niche for themselves, claiming 27% market share of the overall Indian cycles market. It has two manufacturing facilities in Chennai and Nasik which cater to all its needs across the country. Tube Products of India commands the largest market share in highfrequency welded (HFW) and precision cold drawn welded (CDW)
steel tubes in India and exports a substantial part of its production to countries in Europe, South East Asia and to the SAARC region. TI Metal Forming caters to the needs of the automobile sector and supplies door frames to Hyundai Motors and Maruti Udyog Ltd.
TI Diamond Chain manufactures industrial chains, agricultural chains, engineering class chains, silent chains, timing chains and automotive chains. TI Diamond Chain has a very strong and dedicated in-house R & D team.

Material Sciences: The Material Sciences business group comprises Carborundum Universal (CUMI). CUMI’s major business segments are the Abrasives Division and The Ceramics Division

Sanitaryware: The Sanitaryware business group comprises the sanitaryware division of EID Parry (India) Ltd. It has a very strong presence in the premium segment of the Indian Sanitaryware business.

3. Services

Financial Services: The financial services group comprises Cholamandalam Investment and Finance Company Ltd. Cholamandalam is a pan Indian, multi-product, multi-company
financial services provider. It offers solutions in general insurance, vehicle finance, mutual funds, investment advice, distribution services, stock broking and risk management services.


IT Enabled Services: The Murugappa Group’s recent foray into IT Enabled Products is through Net Access (India) Ltd. and Webword Holdings & Management Pvt. Ltd. Carborundum Universal (CUMI) has a controlling interest in both. Webwords provides IT enabled services for the book publishing industry through its two subsidiaries Laserwords and Apex. Net Access
provides Internet based business solutions including web-based mail and messaging solutions.


Marketing Services: Marketing services has Ambadi Enterprises, Parry Murray, and Parry & Co. under its fold. Ambadi and Parry Murray export furnishing fabrics and floor coverings mainly to Europe. Parry & Co. markets flavours, food colours, citric and acetic acid, processed food, industrial adhesives and provides travel
and tourism related services through its wing called Parry Travels. Netlon India, a division of Parry & Co. manufactures extruded polymer meshes, insect screens, agri-shading nets and garden fencing kits.
The Murugappa Group is today an industry leader in many fields and enjoys a high degree of credibility in the market place. The group is also one of the first Indian corporates to begin the
process of transformation from being a family owned business to a professionally run organisation.


Task: The above is a write-up of a Group of Companies. Form
groups and attempt a write-up of any business
establishment, factory or company. Highlight the main
areas of business, manpower, HR, functioning, policies,
marketing strategy, etc. You can either get information
directly from the business concerns or from the Internet.

English discussing about catering, Food items, dishes, how to write review about restaurent

Writing

Read the descriptions of three restaurants in your city.

‘Soul Spice’

Set up in January this year, Soul Spice has already made itsmark in the outside Catering Sector. The restaurant is run by Chef Divta and his team. According to Chef Divta, ‘traditional food worked in a modern way, (in other words, ‘fusion food’) is the secret of the restaurant’s success.’ Canapés are a speciality with smoked lamb; and Sushi made with special Malabar fish is proving
a big hit with clients. Says the Chef, ‘When customers dine at my restaurant, they do so because they trust my team to present them a tasty meal, served in pleasant surroundings and at a price they are comfortable with. Their trust extends to our choice and sourcing of ingredients. They return to us time and again because the dishes comprise the freshest and best raw materials in the market.’

‘LEAN and LOVELY’

Housed in an 18th century style heritage building with wooden panelling running through the thirty-seat dining area, ‘Lean and Lovely’ is the latest attraction in Siddhapuram Nagar. Says the owner and Chef Virina, ‘People come to us for the unusual fare that we serve. Fairly ordinary Indian recipes are ignited with a dash of sauce and spiced with colour. There is a harmony and balance between taste, lightness and tradition. Wholly organically grown vegetables and flour are used. We use the freshest of ingredients that are cut and cooked so as to display their colour and individual texture. Meat and Fish are marinated, then steamed, braised, broiled, or grilled with herbs and spices to bring out their flavours. Minimum oil is used.’ This means that our margins are very low as the ingredients we use are costly. Our desserts are the most popular; especially the apple purrée with cream; And lemonjelly, and the pastry filled with ‘mava’, nuts, and fruit.

‘QUICK and CHEESY’

Pat-a-cake, pat-a-cake, baker’s man
Bake me a pizza –the best that you can
Peppers, Tomato sauce, slices of cheese ….
All on a crust of whole meal, if you please.

……reads a brightly lit board at the entrance of this tiny restaurant which has been serving “fast –food” for a decade now. Located at the corner of the Island Road Junction, this recently refurbished restaurant is attracting a lot of customers. The reason ….? Its brand new menu that changes daily! Says Chef Biro, “Our menu includesa variety of ‘chaats’, and curries, besides salads, burgers, pizzas, and milk-shakes. The most popular items on the menu include the ones that bring back aromas of 25 years ago ….. the ‘bissi bela bhath, pepper chicken Chettinad, Indian fish curry and Nilgiri Korma with keema rice.’ A newly installed vending machine with fresh milk serves up to100 cups a day. And makes perfect espresso, cappucino, and latte, in addition to tea, from different parts of the globe, at the touch of a button. “However,” adds Chef B ruefully, “it hasn’t been easy and we’re still waiting to break even.”

Task:Work in pairs and decide which restaurant you would like
to visit. Imagine you visit the restaurant. Then write a report
for the newspaper about the restaurant. Remember to plan
your report and to write in paragraphs.
Here are some tips to help you:

1st para: name of restaurant and occasion
2nd para: description of restaurant - ambience, colour, decor, music,
etc. - description of people working there - whether pleasant, clean,
polite, quick to respond, etc. - description of food - presentation,
taste, quantity, variety, etc.
3rd para: Conclusion - the overall experience

E. Vocabulary

Task 1: Work in pairs. Think of all the words people generally use to describe food. Some may suggest positive qualities, like ‘fresh’ or ‘tasty’; others negative like ‘stale’ or ‘rancid’. Yet other describing words may suggest both, positive and negative, like ‘hot’ or ‘spicy’. Work together and make three lists a) Positive b) Negative c) Common words. Share your lists with another pair. If there are
words unfamiliar to you, consult a dictionary.

Task 2: Here are some words that we associate with food. Some are names of food items; others are ways of preparing food; and yet others are ways of cooking food. Put them in the categories given below.

Names of Food items:
Fish/Shellfish
Poultry
Herbs
Spices
Dairy products
Nuts
Desserts
Beverages

Ways of Preparing food:

Ways of Cooking food:

oysters, chicken, parsley, cinnamon, chocolate mousse, cheese, chop, lobster, deep-fry, yoghurt, almonds, halwa, microwave, slice, bay leaf, Espresso, walnuts, turkey, grille, beat, buttermilk, latte, pepper, mussels, knead, saute, Christmas cake, nutmeg, basil, cream, pine-nuts, whip, butter, payasam, prawn, rosemary, cloves, grate, roast, pancakes, parboil, duck, ginger, cappuccino, cashews, steam, shark, stir-fry.