AECS LAB MANUAL-
- RESUME
The purpose of a resume is to disclose your accomplishments and qualifications to the admissions/interview committee. Think of your resume as a promotional brochure about you. You need to show the committee what you have accomplished and where your experience lies. Your strategy should be to emphasize the experience and skills that a particular school is looking for. Your resume is also an example of your communication and organizational skills.
How to get started:
The following outlines explains how can get started to write resume format.
First, take notes on your work experience - both paid and unpaid, full time and part time. Write down your responsibilities, job title and company information. Include everything!
Take notes on your education. Include degree or certificates, major or course emphasis, school names and courses relevant to career objectives.
Take notes on other accomplishments. Include membership in organizations, military service and any other special accomplishments.
From the notes, choose which skills are transferable (skills that are similar) to the job you are applying for - these are the most important points for your resume.
Begin resume by writing your full name, address, telephone number, fax and email at the top of the resume.
Write an objective. The objective is a short sentence describing what type of work you hope to obtain.
Begin work experience with your most recent job. Include the company specifics and your responsibilities - focus on the skills you have identified as transferable.
Continue to list all of your work experience job by job progressing backwards in time. Remember to focus on skills that are transferable.
Summarize your education, including important facts (degree type, specific courses studied) that are applicable to the job you are applying for.
Include other relevant information such as languages spoken, computer programming knowledge etc. under the heading: Additional Skills
Finish with the phrase: REFERENCES Available upon request
Your entire resume should ideally not be any longer than one page. If you have had a number of years of experience specific to the job you are applying for, two pages are also acceptable.
Spacing: ADDRESS (center of page in bold) OBJECTIVE double space EXPERIENCE double space EDUCATION double space ADDITIONAL SKILLS double space REFERENCES. Left align everything except name/address.
Here are some headings included in the resume:
Identification data: name, address (or two addresses--present and permanent), and phone number(s) (including area code).
Objective: a single phrase expressing the specific type of employment you are seeking and/or the principal skills you want to use on the job. Some people prepare two or more resumes with different objectives. Once you formulate a clear objective, you can use it almost as a thesis for the remainder of your resume; only information that supports your career objective should be included on the resume.
Education: Basic details about your education, including college location (city and state), degree, date of graduation (or expected graduation), major, related course work and (possibly) G.P.A. Most college students do not need to include information about secondary school, but it is important to summarize education attained through community colleges, other colleges (i.e., transfer credits), and specialized training programs.
Employment: Brief summaries of principle employment to date. Start with your current (or most recent) position and work backward. Include all employment relevant to your career objective in any way. Internships and cooperative experience can be listed either under employment or under education.
Provide the name of the employer, the employer's location, your job title, dates of employment, and simple verb phrases to summarize your main activities on the job (see "action verb" list). When ever possible quantify and qualify data with specific details and statistics that illustrate your potential.
Activities/Honors/Special Skills: Additional areas that may be included on the resume if space allows. List all major activities and awards as well as any skills that are relevant to your career objective. These can show leadership, organization, critical thinking, teamwork, self management, initiative and influencing others.
Personal Data: Such as height, weight, sex, and marital status should not be listed on the resume. Such factors are irrelevant and cannot legally be considered in employment decisions.
References: and, in some cases, portfolios or transcripts can be listed as "available upon request" if you have enough room at the bottom of the resume. Have references, phone numbers, and business addresses ready on a separate sheet whenever you go to an interview.
Selecting the right format:
There are several acceptable formats for a resume. Based on the amount of your work experience, you can use one of the following formats:
Chronological: This is the most common resume style for people with significant work experience. In the Chronological format, the emphasis is placed on employment experience. The applicant's job history is presented in reverse chronological order, with the most recent jobs placed at the top of the list.
Functional: In this non-linear format, your skills and achievements are emphasized. Your employment history is summarized and linked to your skills and achievements. Your skills and previous relevant experience (including educational experience) are presented at the beginning of your resume. The Functional resume can be particularly effective if you've held a number of similar positions; it will allow you to highlight your skills rather than itemize what might be a redundant looking job history.
Combination: The Combination resume is simply a Functional resume with a brief employment history added. Educational qualifications are listed first, skills and accomplishments are still listed next; the employment history follows. You need to reveal where you worked, when you worked, and what your job position was. Emphasize your talents and show how you used them at the job.
School Specific: Some schools specify the format for the resume. In most cases, you will be asked to include all part-time and full time work experiences, research and project activities, extracurricular interests and community/civil activities.
Resume Writing Tips:
- Keep it concise
- Resumes should be one page, if possible, and two if absolutely necessary to describe relevant work experience.
- Make your words count:
- Your use of language is extremely important; you need to sell yourself to a committee quickly and efficiently.
- Avoid large paragraphs (over six or seven lines).
- Use action verbs such as "developed," "managed," and "designed" to emphasize your accomplishments.
- Don't use declarative sentences like "I developed the..."or "I assisted in...";leave out "I."
- Avoid passive constructions, such as "was responsible for managing." It's not only more efficient to say "Managed," it's stronger and more active.
- Make the most of your experience: The admissions committee is looking for future business managers and leaders. They need to know what you have accomplished to have an idea of what you can add to the program
- Don't be vague: Describe things that can be measured objectively. Telling someone that you "improved warehouse efficiency" doesn't say much. Telling them that you "cut requisition costs by 20%, saving the company $3800 for the fiscal year" does. Employers will feel more comfortable hiring you if they can verify your accomplishments.
- Be honest: There is a difference between making the most of your experience and exaggerating or falsifying it.
- Don't neglect appearance: Your resume is the first impression you'll make on the committee, and a successful resume depends on more than what you say; how you say it counts as well
- Check your resume for proper grammar and correct spelling: It is evidence of good communication skills and attention to detail. Nothing can ruin your chances of getting an admission more than submitting a resume filled with (easily preventable) mistakes.
- Make your resume easy on the eyes: Use normal margins (1" on the top and bottom, 1.25" on the sides) and don't cram your text onto the page. Allow for some breathing room between the different sections. Avoid unusual or exotic font styles; use simple fonts with a professional look.
- Eliminate superfluous details: Unnecessary details can take up a lot of valuable space on your résumé. Don’t mention personal characteristics such as age, height, and marital status on your resume. This information is either irrelevant or is taken care of in other parts of the application. List your hobbies and interests and extracurricular activities if these are not covered elsewhere.
- Remember to keep all information on the resume concise and clear.
- A one-page resume is best, although people with extensive experience or advanced degrees may have to use two pages. Be scrupulously careful when you proofread; some employers will refuse to consider candidates who submit resumes with spelling or typographical errors.
Sample Resume
Chandra sekhar Sarikonda
H-num: 31-7-22
Gogineni vari street
Maruthinagar
Career objective : To become a Lab- Programmer in a reputed
Engineering College.
Educational Qualifications:
Degree | College Name | Year | Percentage |
B-Tech | SRKIT | 2010 | 68% |
Inter | Sri Chaluvadi Ratnavathi Jr College | 2005 | 84.3% |
SSC | Sri Kakatiya High School | 2003 | 77% |
Hobbies : Philately.
Achievements : Paper presented in TECHLON 2010 in SRKIT.
Name : Chandra sekhar Sarikonda
Father’s Name : Gandhi Raju
Gender : Male
Marital Status : single
Nationality : Indian
Hobbies : Philately
Languages Known : Telugu, English, and Hindi
Permanent Address : H-no: 31-7-22
Gogineni vari street, Maruthinagar
Vijayawada -520004.
Ph-num : 91- 9052802633
DOB : 07-09-1990
Declaration
I hereby declare that the above information is true to the best of my knowledge.
Signature
- Cover Letter
From
S.Chandra sekhar
S/o Gandhi Raju
D-num: 31-7-22
Gogineni Vari Street
Maruthinagar
Vijayawada-4.
To
Center Of Development Of Advanced Computing
Tiruvanatapuram
Kerala
India.
Sir,
Sub: Recruitment of Programmers.
Your advertisement for the post of programmers in Hindu has caught my attention. I’m a fresher who finished B-Tech from JNTU and I had a good knowledge in various computer languages like C, C++, JAVA and posses good analytical skills. As I have worked in a team for my project in B-Tech. I have learnt to be a team player and honed my interpersonal skills. Working in a multi-cultural environment gave me an opportunity to develop excellent cross-cultural and communication skills. I’m also very effective in problem solving techniques as I’ve hands on experience as the president of my student community. If selected for the post. I would like to serve your esteemed Institution faithfully.
The details of my education & training are outlined in the enclosed Resume and I look forward to having an opportunity to be interviewed. You can reach me at
sekhar.srkit08@gmail.com and +91 9052802633.
Yours sincerely
Chandra sekhar
Enclosure: Resume.
TECHNICAL REPORT WRITING
INTRODUCTION
The ability to write clear, concise reports are an asset to almost any professional the guide lines to report writing is given below.
FUNDAMENTALS
The main purpose of a technical report is to convey information. A secondary function is to stimulate and entertain. Giving information is of utmost importance in report writing. A good report needs careful planning. as part of the planning stage you should try to answer the following questions. For technical reports required as part of assessments the following the following presentation guide lines are recommended.
Script | The report must be single sided on white all paper. Hand written and dot. Matrix reports are not acceptable. |
Margins | All four margins must be at least 2.54cm |
Page papers | Do not number the title, summary or contents pages. Number all other pages seductively starting at 1 |
Binding | A single staple in the top left corner or 3 staples spaced down the left hand margin. Longer reports (example, year 3 project) binders may be used. |
The Standard Model:
It is the way that most professional scientists and engineers choose to write. The main features of a report that follows the ‘standard mode’ are as follows.
1. The first major section is an introduction, the last is a conclusion. The conclusion answers questions posed- explicitly or other wise- in the introduction.
2. Factual material and measurement are kept completely separate from opinion and interpretation, often in different chapters or reactions.
3. Formal, and rather impersonal, language is used.
4. The repot usually refers quite extensively to the work of other individuals.
5. The sections of the report are numbered.
Most ‘standard model’ reports will contain some or all of the following sections, usually in this order. A standard report will probably also contain a table of contents, a list of abbreviations and technical terms, and perhaps an index if the document is long.
Abstract or summary: An abstract or summary (thy mean essentially the same thing) should contain a brief over view of the report, concluding its conclusions and recommendations if there are any. A good length for an abstract is 300 words. The heading ‘abstract ‘in a report is usually not numbered. Numbering usually starts with the introduction.
Introduction: The introduction sets out what the report is about, and what its role is in relation to other work in the field…. In Most technical reports, the introduction will say something about the content of the report, that is how the work it describes forms part of the over all body of work in that subject area. When describing an investigation set out to find.
Objectives (optional): This section, if present, states what the work being reported was expected to achieve, why it was undertaken and at where investigation.
Acknowledgement (optional): It is polite to give a brief note of thanks to those people or other bodies who have helped directly in the work the report describes.
Theory (optional): The theory section, if used, describes any back ground theory needed for the reader to understand the report. If usually found in reports that we mathematics.
Method (optional): In this method section you should describe the way the work carried out, what equipment you used, and any particular problems that had to be overcome. If the report is describing a survey, you should say how you choose you’re subjected how you checked for bias, and how you analyzed the results.
Results: In the standard model, results are usually given as plainly as possible, and without any comment ….they should be summarized. Tables and graphs can also be included.
Discussion: The conclusion gives the overall finding of the study. It is important to realize that ‘conclusion’ does not just mean the last bit of the report. a conclusion is not a summary.
Recommendations: In this section the author normally includes any advice he or she wishes the offer the reader. if the report is about making some sort of business decision the appropriate coarse of action will usually be recommended here. Some people use the recommendations sections for suggestions of further work.
References and Bibliography: The bibliography is the set of publications that authors referred to in a general sense in writing the reports or carrying out the work it describes these publications will not usually be cited explicitly in the text. References on the other hand are given in supports of some specific assertion and are always mentioned explicitly in the text.
Appendices: The appendices are where the author will usually place any material that is not directly relevant to the report, and will only be read by small number of people.
PRECAUTIONS WHILE WRITING A REPORT:
Numbering and Structure: It is common to number each section and sub- sections as well.
Language, Style, and Presentation: If your message is of profound importance, it will be communicated rapidly on the whole, how ever few scientific and technical reports contain ground. Breaking findings. In this case the author must pay more attention to issues of communication to encourage people to read the report.
Grammar and Spelling: If your grammar and spelling are not particularly good, it is vital that you have your work read by someone else before you decide that it’s finished. Get a printed copy of your document (not on a computer screen) and check it very thoroughly yourself.
Style: Most technical documents are written in a rather formal style.
Presentation: With modern computer software, it is relatively easy to prepare well- presented documents. The same type face should be having same spacing and all pictures should be centered on the page. It is better to print the document and have it checked by an impartial critical person.
Virtual material: Usually technical reports consists not only text but also graphs, photographs, or charts. Here are a few hints on including such material.
Label everything: All charts and graphs should have a caption and perhaps a number (figure: 1 :)
THINGS TO AVOID:
- Avoid clichés and stock phrases.
- Avoid giving too much data. It makes a different statement. Avoid poems and other non technical materials.
- Avoid computer program listings and long mathematical proofs.
- It is probably a bad idea to include statements about how different the work was, and how the report would have been better had the author had more time.
General guidelines:
- Decide what you want to say, and then say it.
- Before you write very much, cheek whether there are standards you are required to confirm to.
- You don’t have to write the report in the same order you expect is to read.
- A shorter report is a better report.
- It is better to make other capable persons to read the report.
- Make all important style and authorship decisions before you start having made their decisions, stick to them.
- It’s usually better not to edit your document at all unit you have written the whole thing, at least to first - draft standard.
- Writing good reports is difficult, and usually takes longer than the author anticipator.
3. Attach your corrected reports here.
5.Vocabulary building: Synonyms
Word | synonyms |
Abandon | Leave , for sake |
Auxiliary | Subsidiary, accessory |
Adequate | Enough, sufficient |
Assist | Help, support |
Audacious | Brave, courageous |
Abbreviate | Abridge, shorten |
Adept | Skilled ,expert |
Admire | Praise, esteem |
Amaze | Surprise, astonish |
Bold | Daring, violent |
Candid | Frank, straight forward |
Crazy | Insane, mad |
Commence | Start, begin |
Debase | Degrade, defame |
Deliberate | Intentional, considered |
Devoid | Vacant, empty |
Distinguish | Differentiate, discern, vague , unclear, remove, discard |
Deadly | Dangerous, fatal |
Defer | Postpone, adjourn |
Delicate | Soft, slender |
Diminish | Decrease, reduce |
Deviate | Divert, deflect,dublous |
Endorse | Approve, back |
Efficient | Effective, able |
Eliminate | Remove |
Evidence | Proof, testimony |
Fabricate | Forge, construct |
Flimsy | Trivial, ordinary |
Forbid | Prohibit, disallow |
Flexible | Changeable, variable |
Fluctuate | Change, waver |
Hamper | Block, disturb |
Humorous | Amusing, laughable |
Generous | Liberal, kind |
Ignorant | Ill-informed, unaware, childish |
Indicate | Show, hint |
Initiate | Start, begin |
Innate | Inherent, inborn |
Intricate | Complex, difficult |
Illegal | Unlawful, illicit |
Immature | Improper, unfit, inappropriate |
Infer | Conclude, deduce |
Invent | Create, originate |
Inhuman | Brutal, barbarous |
Jovial | Merry, hearty |
Majestic | Dignified, imposing |
Opulent | Rich, wealthy |
Antonyms
Word | synonyms |
Accept | Reject |
Abundant | Inadequate |
Annihilate | Restore |
Ability | Inability |
Absurd | Sensible |
Acquit | Charge |
Brutal | Humane |
Cheerful | Sluggish |
Encourage | Discourage |
Establish | Demolish |
Flexible | Rigid |
Partial | Impartial |
Organize | Disorganize |
Pleasant | Unpleasant |
Remarkable | Ordinary |
Scanty | Profuse |
Absent | Present |
Skilful | Inexpert |
Arrogant | Humble |
Abridge | Enlarge |
Abundance | Shortage |
Backward | Forward |
Careful | Careless |
Competent | Incompetent |
Endanger | Defend |
Feeble | Strong |
Generous | Miserly |
Cautious | Impulsive |
Pacify | Provoke |
Prolong | Decrease |
Reverence | Scorn |
Thoughtful | careless |
6. Group Discussions
‘Groups discussion is a systematic and purposeful interactive oral process’
In this form of group communication, a particular number of people (approximately three to eight) meet face to face and through oral interaction originate, share, and discuss ideas to arrive at a decision or solution to a problem.
As in a football game, where you play like a team, passing the ball to each team member and aim for a common goal. Group discussion is also based on team work, incorporating views of different team members to reach a common goal.
Personality Traits Necessary For A Group Discussion
- Team player
- Reasoning ability
- Leadership
- Flexibility
- Assertiveness / aggressiveness
- Initiative
- Creativity/ thinking out of the box
- Inspiring ability
- Listening
- Awareness
Team player:
At the beginning of his carrier a manager works as a team member. And , later as a team leader. Managers always work in teams. Management aspirations who lack team skills can’t be good managers.
Reasoning ability
Reasoning ability plays an important role while expressing your opinions or ideas at a group discussion
for example: an opinion like ’Reduction in IIMs’ fees will affect quality’ can be better stated by demonstrating your reasoning ability and completing the missing links between fees and quality
Leadership: ‘leadership is action, not position’
The success of a team work depends, to a large extent, on its leader. A group cannot carry on its assigned work effectively without a leader. Though there is no appointed leader in a group discussion for selection, a leader will emerge as the discussion proceeds. The candidate who possesses both functional and coordinating ability will emerge as the leader.
Flexibility:
You must be open to other ideas as well as to the evaluation of your ideas. That is what flexibility is all about.
Assertiveness / aggressiveness: You must be forth your point to the group in a very emphatic, positive and confident manner.
Participants often confuse assertiveness with aggressiveness
Assertiveness is all abut forcing your point on the other person, and can be a threat to the group. An aggressive person can also demonstrate negative body language, where as the assertive person displays positive body language.
Initiative:
Initiator should ear mark his points at the beginning itself. But Initiator should be careful because he takes the first few minutes of the discussion and so gains total attention of judges so if he performs well he can make a good impression but if he fumbles he will be a miserable failure.
Creativity: The Participant’s ideas should be original and supported by good examples.
Inspiring Ability
: A G.D. should incorporate the views of all Participants. All the participants should allow others to talk and express their views freely and clearly.
Listening: Maintain proper balance in expressing and imbibing ideas.
Awareness: The Participants should be clearly aware of the topic at macro and micro level. Awareness constitutes 40-50% of G.D. marks.
.
Phases of G.D.
- Initiation /introduction
- Body of the group discussion
- Summarization/ conclusion
Initiation /introduction
Initiating a group discussion is a high profit-high loss strategy
When you initiate group discussion you not only grab the opportunity to speak, you also grab the attention of the examiner and your fellow candidates.
Body Of The Group Discussion
Speak on the topic fluently.
Summarization/ Conclusion
Most group discussions do not really have conclusions a conclusion is where the whole group decides in favor or against the topic. Summarization can be done in two methods.
1. The group can approve or disapprove the topic
2. Different views taken can be summarized in a nutshell. Avoid stating only your view or raising new points in a conclusion always conclude on time seamlessly.
Types Of Group Discussions
GDs can be topic-based or case-based.
Topic based Gds can be classified into three types:-
1. Factual Topics
2. Controversial Topics
3. Abstract Topics
Factual Topics:-
Factual topics are about practical things, which an ordinary person is aware of in his day-to-day life. Typically these are about socio-economic topics. These can be current, i.e. they may have been in the news lately, or could be unbound by time. A factual topic for discussion gives a candidate a chance to prove that he is aware of and sensitive to his environment.
E.g. The education policy of India, Tourism in India, State of the aged in the nation.
Controversial Topics:-
Controversial topics are the ones that are argumentative in nature. They are meant to generate controversy. In GDs where these topics are given for discussion, the noise level is usually high, there may be tempers flying. The idea behind giving a topic like this is to see how much maturity the candidate is displaying by keeping his temper in check, by rationally and logically arguing his point of view without getting personal and emotional.
E.g. Reservations should be removed, Women make better managers
Abstract Topics:-
Abstract topics are about intangible things. These topics are not given often for discussion, but their possibility cannot be ruled out. These topics test your lateral thinking and creativity.
E.g. A is an alphabet, Twinkle twinkle little star, the number 10
Case-based Gd:-
Another variation is the use of a case instead of a topic.
The case study tries to simulate a real-life situation. Information about the situation will be given to you and you would be asked as a group to resolve the situation. In the case study there are no incorrect answers or perfect solutions. The objective in the case study is to get you to think about the situation from various angles.
IM A, IIM Indoor and IIT SOM Mumbai have a case-based discussion rather than topic-based discussion in their selection procedures.
GD TIPS
- Be as natural as possible. Do not try and be someone you are not. Be yourself.
- A group discussion is your chance to be more vocal. The evaluator wants to hear you speak.
- Take time to organize your thoughts. Think of what you are going to say.
- Don’t start speaking until you have clearly understood and analyzed the subject.
- Work out various strategies to help you make an entry: initiate the discussion or agree with someone else’s point and then move onto express your views.
- Opening the discussion is not the only way of gaining attention and recognition. If you do not give valuable insights during the discussion, all your efforts of initiating the discussion will be in vain.
- Your body language says a lot about you – your gestures and mannerisms are more likely to reflect your attitude than what you say.
- Be assertive not dominating; try to maintain a balanced tone in your discussion and analysis.
- Always be polite: Try to avoid using extreme phrases like: `I strongly object’ or `I disagree’. Instead try phrases like: `I would like to share my views on…’ or `One difference between your point and mine…’ or “I beg to differ with you”
- Apart from the above points, the panel will also judge team members for their alertness and presence of mind, problem-solving abilities, ability to work as a team without alienating certain members, and creativity.
- Vocabulary Building: Verbal Analogies
Methods to answer verbal analogy questions:
I. Cause and effect relationship:
Poverty: illetracy theft: imprisonment
II. Part and whole relationship:
Mouse: computer Chapters: book
III. Part and Part relationship:
Hands: legs leaves: roots
IV. Object and usage relationship
Bricks: building wood: furniture
V. Tool and worker relationship:
Saw: carpenter typewriter: typist
VI. Subject and study relationship:
Computer science: software weather: metrology
VII. Worker and product relationship:
Author: book welder: grill
VIII. Worker and workplace relationship:
Lawyer: bar bell boy: hotel.
IX. Word and antonym relationship:
Exclude: include blend: separate
X. word and synonym relationship:
Extract: remove bright: shining
XI. Degree relationship:
Drizzle: downpour happy: ecstasy
XII. Sequence relationship:
Pregnancy: childbirth trial: judgment
XIII. Product and raw material relationship:
Television: semi-conductor cake: sugar
XIV. Gender relationship:
Duck: drake goose: gander.
XV. Simile relationship:
Dog: faithful bee: hard work
XVI. Creature and living place relationship:
Lion: den rat: hole
XVII. Creature – offspring relationship:
Whale: calf bird: chick
XVIII. Creature and sound relationship:
Goose: cackle elephant: trumpet.
XIX. Grammatical relationship:
He: his you: yours
XX. Single and group relationship:
Lion: pride Dog: pack
- Reading Comprehension
Reading comprehension is understanding a text that is read or the process of “constructing meaning” from a text .comprehension is a “ construction process” because it involves all of the elements of the reading process working together as a text is read to create a representation of the text in the readers mind.
Reading
Decoding | Comprehending | Text Analysis | Response |
Message is processed into information | Identifying central theme or idea | Conclusions drawn from information | Reaction to the message |
Depends on socio cultural and economic factors |
| Explicit and implicit information |
|
Purpose of Reading:-
Reading is done for the following reasons.
- To gain information.
- To get a broad understanding.
- To understand theories and principles.
- To broaden one’s outlook.
- To seek evidence.
- An efficient reader can read fast, comprehend fully and can utilize the information for any purpose.
Kinds of Reading
Entertainment | Awareness | Reference | Business | Academic |
Gossip columns Movie news | News articles , encyclopedia | Specific information for research and professional purpose | Reports, letters& documents | Exams |
No concentration required | Brood and extensive concentration required | Focused and target reading | Concentration , involvement interaction | Critical thinking, vocabulary visual skills |
Reading speed | Casual reading | Academic &professional |
Very fast Fast Average Slow | +400 wpm 300-400 wpm (words per minute) 200-300 wpm Less than 200 wpm | +350 wpm 250-350 wpm 150-250 wpm Less than 150 wpm+ |
An active reader has these qualities:
- Pays attention to both control and style.
- Tries to understand explicit and implicit meaning.
- Predicts and responds to the content.
- Differentiates between ideas opinions and feelings.
- Infers the meaning of unfamiliar words from contents.
- Understands the writer’s attitude.
- Interprets graphic information and draws conclusion.
- Extensive reading is for in- depth knowledge.
Reading Skills
Vocabulary Visual Rapid Intensive Reading
Skills Perception reading
Prediction Skimming Scanning
Detailed Critical Inferential
Vocabulary | Recognizing the definition, Guessing the meaning of words | Sight recognition, recalling meanings, understanding Prefixes &Suffixes |
Visual Perception | Accurate visual perception, Quick eye fixations | Faster Eye Fixations, No Vocalizations Word groups, |
Prediction Techniques | Using index &chapter headings, scanning graphs and diagrams | Rapid glancing, recalling related information |
Scanning | Locating specific information | Finding specific information,formulae,words&schedules |
Skimming | Identifying a theme | Understand title, sub-headings, opening &last paragraphs |
Intensive Reading | Critical Reading | Distinguish between useful- useless info,Explicit&implicit meanings and drawing inferences |
Purpose of Reading Comprehension
Reading comprehension questions test your ability to understand a passage and answer question on the basis of what is stated and implied in the passage. You need to read the passage first so that you can identify the main idea of the passage and appreciate features such as the author's tone and attitude as well as the organization of the passage. Scroll back to the relevant point in the text as you do each question.
You will find five types of reading comprehension questions to answer:
- The main point of the passage
- Information explicitly stated in the passage
- Information or ideas implied or suggested by the author
- Possible applications of the author's ideas to other situations, including the identification of situations or processes analogous to those described in the passage
- The author's logic, reasoning, or persuasive techniques
TIPS
Reading passages are drawn from many different disciplines and sources, so they may not be familiar. Do not be discouraged. Questions are to be answered on the basis of the information provided in the passage, and you are not expected to rely on outside knowledge of a particular topic.
- You should analyze each passage carefully before answering the accompanying questions. As with any kind of close and thoughtful reading, look for clues that will help you understand less explicit aspects of the passage. Try to separate main ideas from supporting ideas or evidence. Try also to separate the author's own ideas or attitudes from information he or she is presenting.
- Note transitions from one idea to the next, and examine the relationships among the different ideas or parts of the passage. For example, are they contrasting? Are they complementary? Consider the points the author makes, the conclusions drawn, and how and why those points are made or conclusions are drawn.
- Read each question carefully and be certain that you understand exactly what is being asked.
- Always read all the answer choices before selecting the best answer.
- The best answer is the one that most accurately and most completely answers the questions being posed. Be careful not to pick an answer choice simply because it is a true statement. Be careful also not to be misled by answer choices that are only partially true or only partially satisfy the problem posed in the question.
- Answer the questions on the basis of the information provided in the passage. Do not rely on outside knowledge. Your own views or opinions may sometimes conflict with the views expressed or the information provided in the passage. Be sure that you work within the context of the passage. You should not expect to agree with everything you encounter in reading passages.
- Functional English
Oral Communication Speech Pattern
I) Greeting
Informal | Any time/Any where | Formal |
Hello! | Morning/Afternoon/Evening/ | Good morning! |
Hi (every body/ everyone/) | `Good to see you (again)! How (very) nice to see you (again)! | Good after noon (sir/madam)! (from 12 noon to end of the day) |
Hi there (everybody/ everyone/) | What a pleasant to see you! | Good evening gentlemen! ( 6pm onwards) |
Long time no see! |
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II) Responses
Informal | Any time/Any where | Formal |
Hi! | Morning/after noon/evening | Good morning/after noon/evening (sir/madam) |
Hello Yes, long time no see |
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III) Asking After
Informal | Any time/Any where | Formal |
How’s life (treating you)? | How are you? | I trust you are keeping well |
What’s new the latest? | How are you keeping? | I hope all goes well with you |
How are things? | Ah, Mr. Anand is you well? |
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How are things with you? | Are you better now? ( after someone has been ill) |
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How are you doing? How will going? |
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IV) Responses
Informal | Any time/Any where | Formal |
Ok, thanks | Fine, thanks | (I’m ) very well, thank you |
So, thanks | I’m fine, thank you And how are you? | (I’m) very well indeed, thank you. |
Nothing much | Quite well, thank you | I’m in excellent health, thank you. |
Not (too) bad Fine, how about you Fine and you? | All right thanks |
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V) Introducing yourself
Informal | Any time/Any where | Formal |
Hi I’m mukul ray | Hello, I’m mukul ray | Good morning I’m mukul ray |
Hell, you must be kiran. I’m mukul | How do you do? (shaking hands) my name is mukul
| May I introduce my self? I’m mukul ray, regional sales manager vishal enterprises |
Excuse me, you’re kiran aren’t you? I’m mukul | Excuse me ,my name is mukul
| I’d like to introduce my self I’m mukul ray |
Aren’t you mukul? I’m kiran. Remember me? | Excuse me. I don’t think we‘ve met before. my name is mukul. I’m afraid I don’t know / remember your name. I’m mukul. Good morning this is/ I’m mukul speaking ( on phone) |
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Kiran , meet mukul | This is mukul I’d like you to meet mukul. | Good morning Mr. Sahani. May I introduce mr.lal, Our new marketing manager? |
Kiran, this is mukul, | Have you met / do you know mukul Kiran, mukul
| Let me introduce our new manager, Mr. Lal It gives me great pleasure to introduce (to you) this evening’s guest / speakers mr.lal.
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VI) Responding to Introduction
Informal | Any time/Any where | Formal |
Hi hello | How do you do? | Its great pleasure to meet you |
Hello, How do you do? | Nice meeting you | Delighted to meet you |
Hi hell, I’m kiran Nice meeting you. I’m not kiran , I’m kavita I’m meena, good to meet you | Pleased to meet you | I’m very glad to meet you |
Yes, I’m / it is. | I’ve been eager to meet you |
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VII) Thanking
Informal | Any time/Any where | Formal |
Thanks | Thank you (very much/ indeed) | You ‘ve been so/very kind |
Many thanks | You ‘re most kind | I’m most / extremely grateful to you |
Thanks a lot (For………) | It’s very good of you | I’m much /extremely obliged to you. |
That was /it’s really nice of you | It’ s most kind of you I’m obliged (to you) I’m really obliged to you for …. | I really can’t thank you enough. I really don’t know how to thank you. I should like to express my gratitude for……
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VIII) Responding to thanks
Informal | Any time/Any where | Formal |
( you ‘re welcome) | Not at all | Delighted to help |
It’s ok | It’ s a pleasure | Glad to be of (some) service. |
That’s all right | ( it was) my pleasure | It was the least I would do |
Any time | (Pleasure) don’t mention it. It’s no trouble at all. Thank you. | The pleasure was mine |
IX) Response to apologies
Informal | Any time/Any where | Formal |
It’s / that’s ok | That’s (quite)all right | It’s / that’s perfectly all right. |
Forget it | Not all | There’s no reason/ need to |
Asking permission
Informal | Any time/Any where | Formal |
Is it all right To /if….? | Can / could I … please? | Do I have your permission to…? |
All right if…? | Do you mind if …? | Do/ will you have any objection to if….? |
Let me ….? Mind if I ….? | Might / may I ….? | With /by your leave….? With your permission…. |
X) Giving and refusing permission
Informal | Any time/Any where | Formal |
Sure | Of course | Feel free to….. |
Ok / fine/ all right | Yes, certainly | There seems to be no reason. Why you can’t….. |
Yes,/ ( that’s) all right | You’re welcome | Sorry. That’s out of question |
Yes , that’s fine sorry | Not at all sorry, you can’t no. I am afraid not no way. ( I’m afraid) | Sorry that’s not possible |
XI) Asking for agreement
Informal | Any time/Any where | Formal |
Yes/ ok / right? | Don’t you feel think…? | Do would you agree with / that…? |
Isn’t that so? | Don’t you agree? | I wonder if you would agree. |
All right | Don’t you think so? | You wouldn’t / don’t disagree with that …. |
Is it/ isn’t It/ isn’t / he/ aren’t they | Wouldn’t you say so? |
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XII) Agreeing
Informal | Any time/Any where | Formal |
Yes / sure | Yes, I agree | Oh, I agree totally/ entirely/ absolutely |
Exactly/ certainly / precisely | That’s right / true | I couldn’t agree more |
You’re right | How true that’s just what I was think | I’m exactly of same opinion. |
XIII) Disagreeing
Informal | Any time/Any where | Formal |
Yes, but….. | (Oh) I don’t agree | I may be wrong but…. |
Oh surely not | Not really | I’m sorry |
You cant mean that | I disagree | I just can’t agree with that |
You must be joking | I can’t / wouldn’t agree with that | I beg to differ |
You cant be serious rubbish/ nonsense | That’s quite true, but…. That’s wring / not right surely |
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XIV) Response to apologies
Informal | Any time/Any where | Formal |
It’s / that’s ok | That’s (quite)all right | It’s / that’s perfectly all right. |
Forget it | Not all | There’s no reason/ need to |
No problem | Please don’t worry |
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What for | It really doesn’t matter (at all) | It’s really not necessary |
Lets forget it It’s not your fault |
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XV) Excusing one self
Informal | Any time/Any where | Formal |
Sorry | (Please) excuse me. | Pardon me |
I’m sorry | Excuse me. Could I …? Will you excuse me for a minute please | I beg your pardon May I be excused for /from…. |
XVI) Responses to excuses
Informal | Any time/Any where | Formal |
That’s ok | Of course | You’re excused |
It’s all right |
| You may be excused |
XVII) Asking for Information
Informal | Any time/Any where | Formal |
Could anyone tell me….? | Can/ could you tell me please,….? | Sorry to trouble you, but…? |
Know (any thing about)…? | Excuse me. D’ you know if/when / where/ what / anything about…? | Would you be kind enough to please…? |
Have you (got) any idea about …? (Got) any idea. | D’ you happen to know if/when / where / what / anything about…? | I hope you don’t mind my asking….? |
Any clue (to / about) ….? | I’d like to know ….please | I wonder if you please tell me….? Could you please give me any information about…? |
XVIII) Responding to queries about information
Informal | Any time/Any where | Formal |
Yeah sure…. | Yes/ of course | Definitely/certainly/ gladly |
Er, yes / a bit | Sure | I shall be delighted to. |
Why not...? | I’m not sure, but…. | I’m afraid I don’t have that information. |
Sorry, I don’t know | I’m sorry I don’t know |
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Sorry, no idea | I’m afraid. I don’t know anything / much about….I’ve no idea. |
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Good luck | Best of luck | Let me wish you good luck/all the best |
Enjoy yourself/yourselves | All the best | May you do well/ succeed/prosper |
Have fun | I hope you have a good journey, i) wish you all the best | I wish you success (in ….) |
Hope things go well | I wish you good luck |
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XIX) Responding to good wishes
Informal | Any time/Any where | Formal |
Thanks | Thank you | It’s very kind of you |
Many thanks | Thank you very much | It’s very nice of you to wish me so. |
Same to you. And you. | Good luck to you too. |
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XX) Apologizing
Informal | Any time/Any where | Formal |
Sorry about that, my fault | Sorry / very sorry I’m sorry to/ to be to have... I’m really very /terrible / awfully sorry | I beg your pardon (for…) I (do/ must) apologize (for….) Please give me (for…)
please (do)accept my apologies ( for…) I’ m sorry, it was entirely my fault. |
XXI) Offers
Informal | Any time/Any where | Formal |
Here, have (some/ another)… | Can I …..? | May I help you? |
Here, take (some / another a bit of) | Shall I …? | Perhaps I could help? |
Do you want…? | Let me help you | Would you care for …? |
Like a … | Would you like a…? | May I be assistance? |
Please have/ take/ Sit down…
| Is there anything I can do for you? | Could I be of any help /do something for you. |
Need (some) help? | What will you have? | Do have…. |
I’ll do it/ carry it /for you. What a hand? How about…. | Is there any thing you want / you‘d like? |
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XXII) Responding to offers: accepting and refusing
Informal | Any time/Any where | Formal |
Yes, thanks | Yes, please | I’d be delighted |
I’d love it/that | Thank you( very much) | If you don’t mind |
Just what I needed | No, thank you (very much) | That’s very / extremely kind of you. |
Lovely/ great/ terrific | No don’t bother / worry (really) | I’ d like that very much |
No , its ok , thanks | Thank you very much but… | Please don’t trouble yourself. |
XXIII) Requests
Informal | Any time/Any where | Formal |
Yes, sure | Yes, of course | Certainly |
Yes, all right | Of course , not | definitely |
Why not? | By all means | I’ would be delighted to |
Here (you are) Sorry | I’ m sorry I don’t cant … | I’m afraid you can’t / it’s not possible / it’s not allowed |
XXIV) Getting things done
Informal | Any time/Any where | Formal |
Give/ open / sit / get | Could you please…? | Would you be as kind as to…? |
Do…., please | Would you / will you …., please? Would you mind…? | I’d like you to…. please |
XXV) Responding to orders
Informal | Any time/Any where | Formal |
Yeah/ sure | Yes, of course | Yes, sir |
Right away | Of course not | Certainly, sir / madam |
In a minute | I’m afraid that’s not possible | No, sir that may not be possible |
Sorry…… |
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XXVI) Warning
Informal | Any time/Any where | Formal |
Watch out! | Look out! | I would be extremely careful of/ to/ not to….. |
Mind | Make sure you ……. |
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Hey! | Be careful! | On no account to should you /we/ our…… |
Sh-hh! | Take care (not) to…. |
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XXVII) Persuading
Informal | Any time/Any where | Formal |
(One on (now)….. | Won’t you….please? | Are you quite sure you won’t reconsider …..? |
Go on! | Why don’t you… please? | (Surely) the most sensible thing would be to…. |
Please! Just this once. (for my sake) | Do…….. |
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XXVIII) Asking permission
Informal | Any time/Any where | Formal |
Is it all right To /if….? | Can / could I … please? | Do I have your permission to…? |
All right if…? | Do you mind if …? | Do/ will you have any objection to if….? |
Let me ….? Mind if I ….? | Might / may I ….? | With /by your leave….? With your permission…. |
XXIX) Giving and refusing permission
Informal | Any time/Any where | Formal |
Sure | Of course | Feel free to….. |
Ok / fine/ all right | Yes, certainly | There seems to be no reason why you can’t….. |
Yes,/ ( that’s) all right | You’re welcome | Sorry. That’s out of question |
Yes , that’s fine sorry | Not at all sorry, you can’t no. I am afraid not no way. ( I’m afraid) | Sorry that’s not possible |
XXX) Asking for agreement
Informal | Any time/Any where | Formal |
Yes/ ok / right? | Don’t you feel /think…? | Do would you agree with / that…? |
Isn’t that so? | Don’t you agree? | I wonder if you would agree. |
All right | Don’t you think so? | You wouldn’t / don’t disagree with that …. |
Is it/ isn’t It/ isn’t / he/ aren’t they | Wouldn’t you say so? |
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XXXI) Agreeing
Informal | Any time/Any where | Formal |
Yes / sure | Yes, I agree | Oh, I agree totally/ entirely/ absolutely |
Exactly/ certainly / precisely | That’s right / true | I couldn’t agree more |
You’re right | How true that’s just what I was think | I’m exactly of same opinion. |
XXXII) Disagreeing
Informal | Any time/Any where | Formal |
Yes, but….. | (Oh) I don’t agree | I may be wrong but…. |
Oh surely not | Not really | I’m sorry |
You can’t mean that | I disagree | I just can’t agree with that |
You must be joking | I can’t / wouldn’t agree with that | I beg to differ |
You can’t be serious rubbish/ nonsense | That’s quire true , but…. That’s wring / not right surely |
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XXXIII) Inviting
Informal | Any time/Any where | Formal |
Let’s …………… | Shall we………….? | We would be very pleased if you could ………. |
Like to………….? | Would you like to……….? | I’d like you to………….. |
Why don’t you……..? | Would you care to ………? | We should be delighted if you could …………. |
What about………..? | Do……….. | I was /We were wondering if you ‘d like to ……….. |
You must…………. | Won’t you…………..? | It would be nice if………. |
Come and …………. | I’d like to invite you to…. |
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XXXIV) Suggesting
Informal | Any time/Any where | Formal |
Let’s …………. | Shall we………..? | Can/could /might I suggest |
Fancy………….?. | You could………..? | I’d like to suggest |
What about ………..? | I suggest that ….. | You may /might like to…. |
How about………? | We might as well……. | Have you considered…..? |
Why don’t we ……….? | Would you care to |
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We’ll………Shall we..? |
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Surely he/they could .. |
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XXXXV) Accepting an Invitation or a Suggestion
Informal | Any time/Any where | Formal |
Thanks .I’d love to. | That would be wonderful/ Very nice | We’d be delighted to.. |
Sounds great./Fine | Thanks. I like that. | That’s really nice/kind of you |
O.K. /Alright | That sounds like a nice idea. | It would give me great pleasure to…… |
Yes, fine. Thanks. | Yes. I will. With pleasure. |
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I won’t say no. |
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XXXVI) Refusing an Invitation
Informal | Any time/Any where | Formal |
That would be great but…. | Thank you very much but.. | That’s very kind of you but… |
I’d love to but…. | I’d like to but…. | I’m awfully sorry but… |
Sorry I can’t | I wish I could but … | Unfortunately… |
Oh, I am sorry .I won’t be | Thank you very much for asking me but….. |
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XXXXVII) Expressing Likes
Informal | Any time/Any where | Formal |
I’m crazy/mad about | I like/love/enjoy | I have special/ particular fondness for |
You can’t beat | I’m very keen on … | … is one of my favourites. |
….. is really terrific. | … is wonderful/really good. | What I particularly enjoy is.. |
Wow/ lovely1 | I have always loved /enjoyed | I’m very fond of |
| There’s nothing I like/enjoy more than … |
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XXXVIII) Expressing Dislikes
Informal | Any time/Any where | Formal |
I can’t stand/ bear/ tolerate.. | I hate/dislike/don’t like | I have to admit I rather dislike |
Oh no! | I’m afraid I dislike | I specially dislike |
Oh God! | I am sorry but I don’t like it at all | I don’t think it ..particularly good/pleasant /enjoyable. |
It’s absolutely/ terribly/ dreadful. | I’m not very keen on |
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I never could put up with | I find it difficult to get on with……. |
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XXXIX) Asking about the likes
Informal | Any time/Any where | Formal |
Don’t you like/love/enjoy..? | What do you think of | Don’t you find…very enjoyable..? |
Isn’t/ Aren’t.. great /terrific | Do you like/love | May I ask if you like/are fond of |
Don’t you think … is nice/pleasant | How do you like..? |
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| Are you keen on |
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XL) Drawing attention and interrupting
Informal | Any time/Any where | Formal |
Sorry to but in ,… but | Sorry to interrupt … but | May I have your attention please? |
Look/Listen | Excuse me. | Pardon me.. |
Sorry … but | Ma’m/Sir | Could I just mention/ make a point..? |
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| Pardon the interruption |
XLI) Pre-Closings
Informal | Any time/Any where | Formal |
Thanks for a lovely….. | Well. I’d better be going | Thank you very much for your attention/support. |
Well, it was really nice talking to you | I’m sorry but I’ve got to go | Well, I think that’s all. Thank you for seeing me. |
Well. I must be off. Great seeing you. | Thank you very much for… | I hope you will excuse me but…… |
We must get together again soon. | I’m sorry .I can’t stay any longer. |
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Sorry. I got to go now. Drop in some time. | It’s been very nice talking to you, but… |
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Okay then… | It’s been a pleasure. |
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XLII) Closings
Informal | Any time/Any where | Formal |
Bye. | Bye-bye. | Good bye |
See you soon/later/tomorrow. | Good night | Hope to see you again sometime. Bye. |
Look after yourself. Until next time then. |
| I look forward to seeing you soon/again soon. Bye. |
So long. |
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Take care. |
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- Vocabulary Building: Prefixes
Prefix | Meaning | Example |
Poly | Many | Polyglot- speaking or writing several languages |
Post | After | Postwar- after the war |
Pro | Forward, going, ahead of supporting | Proceed- to go forward Proboscis- a snout Prewar- supporting war |
Re- | Again, back | Retell – to tell again Retroactive- applying to things that have already taken place. |
Se- | Apart | Secede-to withdraw |
Semi- | Half, partly | Semicircle- half a circle Semiliterate- able to read and write a little. |
Sub- | Under , less than | Sub marine- under water Sub conscious- beneath the consciousness. |
Super- | Over, above | Superimpose- to put something greater over something else. |
Tele- | Far | Telepathy-communication by through alone. |
Trans- | Across | Transcontinental- across the continent. |
Un- | Not | Unhelpful- not helpful |
Ab-, a-, abs- | Away from | Abhor – withdrawing from in fear or disgust. Abscond- to run away |
Ambi- | Both | Ambivalent- having two feelings. |
Ante- | Before | Antebellum- before the way |
Circum- | Around | Circumscribe- to draw around. |
De- | Away from , down | Depart- to go away from |
Dia- | Across, through | Diagonal- across or through a figure. |
Dis- | Apart, not | Disperse- to scatter widely Dishonest- not honest |
Dys- | Bad, ill | Dysfunction- a poor functioning |
Epi- | Upon | Epitaph- an inscription upon a tombstone |
Geo- | Earth | Geology – study of earth |
Homo- | Same, equal, alike | Homonym- a word with the same |
Neo- | New | Neologism- a new word or a new meaning for an old word. |
Suffixes
Suffix | Meaning | Example |
-able, -ible, -ble | Able to, capable of being | Viable- able to live Edible- capable of being eaten |
-acious, - cious | Having the quality of |
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-al | Of, like | Nocturnal- of the right |
-ance, -ancy | The act of , a state of being | Performance- act of performing Truancy- act of being truant |
-ant, -ent | One who | Occupant- one who occupies Respondent- one who responds. |
-ar, -ary | Connected with, concerning | Ocular- pertaining the eye Beneficiary- one who receives benefits |
-fy | To make | Deity- to make into god |
-ic, -ac | Of, like, pertaining to | Cryptic-hidden Cardiac-pertaining to heart |
-ion | The act or condition of | Correction-the act of correcting |
-less | Without, lacking | Heart less- cruel, without a heart. |
-ment | The act of , the state of | Alignment- act of aligning Retirement- the state of being retired. |
Root words
Root | Meaning | Examples |
Acr | Sharp , bitter | Acrid- sharp , bitter |
Act, ag | To do , to act | Activity-action Agent- one who does |
Acu | Sharp, keen | Acuity- keenness |
Anim | Life, mind | Animate- to make alive |
Anthrop | Man, mankind | Misanthrope- one who hates people |
Apt | Fit | Adapt- to fit to |
Arch | To rule | Patriarch- a father & ruler |
Bas | Low | Debase- to make lower |
Belli | War | Bellicose- hostile, warlike |
Brev | Short | Abbreviate- to shorten |
Cad, cas | To fall | Cadence- the fall of the voice in speaking, movement in sound. |
Cap, capt | To take or hold | Captive- one who is caught and held |
cid, cis | To cut , to kill | Incisive- cutting into, sharp Homicide- the killing of a man by other. |
Doc,doct | To teach | Doctrine-something taught |
Domin | To rule , to master | Dominion- rule, a ruled territory |
Dorm | To sleep | Dormant- sleeping , inactive |
Dynamo | Power | Dynamite- a powerful explosive |
Ego | I | Egocentric-seeing every thing in relation to oneself. |
Fer, ferr, lat | To carry, to bring or bear | Reter- to carry to something or somebody else |
Fid | Faith, trust | Confide- to tell a trusted person |
Helio | Sun | Heliolatry- sun worship |
Junct | To join | Junction- a joining |
Jur | To swear | Perjure- to lie under oath |
Labor | To work | Elaborate-worked out carefully |
Loqu, locut | To talk | Loquacious- talkative |
Luc | Light | Elucidate- to clarity |
Mut | To change | Immutable- never changing |
Noctum | Right | Nocturnal- taking place at right |
Soph | Wise, wisdom | Sophisticate- a worldly- wise person. |
11. Vocabulary Building: Phrasal Verbs
Phrase | meaning |
Account for | To explain |
Ache for | Wanting something or someone a lot |
Act on | To take action because of something like information received. |
Act out | Perform something with actions and gestures express on emotion in your behavior. |
Add on | Include in a calculation |
Add up | To make a mathematical total-be a satisfactory explanation for something |
Act up | Behave boldly or strangely |
Add upto | Move a certain result |
Aim at | To target |
Allow for | Include something in a plan or calculation |
Angle for | Try to get something indirectly, by hinting or suggesting |
Answer back | To reply rudely to someone in authority |
Answer for | Be held responsible for a problem |
Argue out | Argue about a problem to find solution |
Ask after | Enquire about someone’s health how life is going |
Ask in | To invite somebody into your house |
Ask out | To invite someone for a date |
Ask over | Invite |
IDIOMS
The word phrase refers to a word group that to a word group that lacks a subject and / or a predicate and functions as a single part of speech. The etymology of all idioms is not known clearly; however, the etymology of some of these is obvious.
Idioms | Meaning |
A bad patch | A period of difficulty or unhappiness |
A big hit | Very popular |
A cats paw | A person who is used cunningly as a tool by another |
A curtain lecture | A rebuke in private given by wife to her husband |
A close shave | A narrow escape |
All and sundry | Everybody |
At one’s wit’s end | Disagreeing and disputing |
Bid fair | Seems like or probable |
Cheek by jowl | Close together |
Crocodile tears | Insincere tears only for an effect |
Cry for the moon | Demand something impossible |
For a song | Very cheap |
Drive home | To make a point effectively |
Get wind off | Hear a rumor of |
Go Dutch | Share expenses equally |
In a nut shell | In the fewest possible words |
Laughing stock | An object of ridicule |
Thin on top | Becoming bald |
The lion’s share | The largest and best part |
Slip one’s mind | To forget |
Take one to task | To punish |
To bait a trap | To tempt with a bad idea |
The red carpet | Special welcome or attention |
Rob Peter to pay Paul | Take from one person and give it to another person |
In the nick of time | Just in time |
Make both ends meet | Live within the income |
In a soup | In trouble |
Sum and substance | The essence |
Fit the bill | Be suitable |
Cry wolf | Raise a false alarm |
12. Vocabulary Building: One word substitutes
One word may be used in place of several word or phrases. This will help in being concise. The following list contains some one word substitutions.
Word /phrases | One word substitution |
That which cannot be expressed in words | Inexpressible |
That which cannot be avoided | Unavoidable |
That which cannot be believed | incredible |
That which cannot be burnt | incombustible |
That which cannot be divided | Indivisible |
That which cannot be recovered | Irrecoverable |
That which cannot be seen | Invisible |
That which cannot be read | Illegible |
That which cannot be heard | Inaudible |
That which cannot be conquered | Invincible |
That which cannot be dispensed with | Indispensable |
That which cannot be altered | Irrecoverable |
That which cannot be perceived by sense | Imperceptible |
That which cannot be excused | Inexcusable |
That which cannot be allowed | Inadmissible |
That which cannot be reached | inaccessible |
A person who knows many languages | Linguist |
One who is unable to pay one’s debts | Insolvent |
A person who leaves his country to settle in some other country | Emigrant |
Selected or elected under the existing rules | Ineligible |
A person who comes as a settler into a foreign country | Immigrant |
One who is able to make an eloquent speech | Orator |
One who always looks at the bright side of life | Optimist |
One who always looks at the dark side of life | pessimist |
13. Body Language
Bodily orientation (the degree to which one interactant’s shoulders and legs are turned toward, rather than away from, the other interactant):
· Standing individuals interact with more direct orientation with those of higher status than with those of lower status.
Open and closed bodily positions (with open positions consisting of knees apart, legs stretched out, elbows away from body, hands not touching, legs uncrossed, etc., and closed positions consisting of legs crossed at either knees or ankles, hands folded on lap, arms crossed, etc.):
· Individuals with open body positions are perceived more positively than those with closed body positions.
· Individuals with open body positions are more persuasive than those with closed body positions.
Trunk lean (the direction in which one interactant positions his or her trunk, forward / toward or backward / away from, in relation to the other interactant):
· Individuals who engage in forward trunk leans increase the verbal output of their interactional partner more than those who do not.
· Individuals tend to engage in more sideways-leans when interacting with lower-status than with higher-status individuals.
Postural positions:
· The adoption (or imitation) of common bodily postures (identified as posture matching) by interactants in pairs or groups tends to enhance rapport between/ among the interactants, because it signals that the interactants are open to and with one another. The adoption of noncongruent postures tends to indicate attitudinal and perceptual differences or relationship distance.
Gestures (hand and arm movements):
· Speakers engage in more manipulative gestures (such as touching self or surroundings) when they are responding to intimate questions and when they are interacting at a close interpersonal distance.
· Individuals’ hand movements – especially vertical one – can indicate a positive interpersonal relationship.
Head movements:
· Listeners who engage in head nodding increase the speech duration of speakers.
· Listeners who engage in head nodding provide positive reinforcements for speakers.
Interpersonal Distances from Various Categories of Interaction
Proper Climates for Interactions
Distance | Type of Encounter | Voice Volume |
Close (8 in. to 12 in.) | Highly personal, seldom used in public. | Audible whisper, very confidential |
Near (12 in. to 36 in.) | Many dyadic social interactions occur. | Indoors, soft voice; |
Neutral (41/2 ft.to 5 ft.)
| Most social gatherings and business transactions. | Outdoors, full voice |
Public distance (51/2 ft. to 8 ft.) | Business and social discourse more formal. Desks in offices are placed to hold off visitors. | Full voice with slight over loudness |
Across the room (8 ft. to 20 ft.) | Used by teachers or speakers at public gatherings. | Loud voice talking to a group |
Far distance (20 ft. and more) | Public speaking by public figures. | Hailing distances, public-address systems |
Defensive Climates | Supportive Climates |
Leaning back (possibly with both hands supporting the head) or away | Leaning forward |
Positioning body to exclude partner, pointing feet or entire body toward the exit | Positioning body to include partner |
Turning face away from partner | Turning face toward partner nodding head vertically (affirmatively) |
Shaking head horizontally (negatively) | Nodding head vertically (affirmatively) |
Assuming incongruent (dissimilar) body posture | Assuming congruent (similar) body posture |
Making excessive postural shifts, fidgeting, tapping or jiggling a foot, maintaining a fixed or rigid body posture | Maintaining a relaxed/involved body posture |
Elevating one's self, "standing tall" | Maintaining same elevation as partner |
Holding head and/or body erect, tilting head back | Tilting head slightly to the side |
Increasing distance between self and partner or invading partner's personal space | Maintaining a close and comfortable distance from the partner |
Maintaining a closed body posture (crossing or locking arms/legs or camouflaging body crosses) | Maintaining an open body posture |
Crossing legs away from partner | Crossing legs toward partner touching partner |
Avoiding tactile contact with partner | Touching partner |
Engaging in highly expansive gestures | Engaging in natural gestures |
|
|
|
Gesture | Moderate | exaggerated |
Forward Lean | Friendly feelings | Hostile feelings |
Direct eye contact | Friendly feelings | Hostile feelings |
Unique dress and hair style | Creativity | Rebelliousness |
Upright posture | Expertise; self-confidence | Uprightness; hostility |
Variability in voice pitch, rate and loudness | Lively mind | Nervousness; anxiety; insecurity |
Smiling | Friendliness; relaxed and secure composure | Masking hostility; submissiveness |
Averting gaze | Shyness; modesty | Guilt; unreliability |
Knitted brow | Involvement | Hostility |
Nodding and reaching out the hands while talking | Self-confidence | Uncertainty |
Negative gesture | Interpretation |
Hair-twirling | Incompetence and uncertainty |
Placing your hand in front of your mouth | Anxiety about your competence |
Rubbing your arm or leg | Anxiety about your competence; uncertainty |
Wringing your hands; rubbing your fingers | Nervousness; anxiety; uncertainty |
Slumped posture | Boredom; alienation |
14. EFFECTIVE INTERVIEW SKILLS
Interview is a process through which candidates are hired for a job. Talents and Skills are the only tools, which could lead an individual towards the door of success in this challenging time. To qualify for a professional degree or a job, one should have strong past educational background along with integrated multi dimensional skills. It’s of no use acquiring higher degree without building character, confidence, and expressive personality.
You should have to be prepared in advance for an interview. You should be clearly able to show the skills and qualities you processes .If you can show your trust, your confidence, your commitment, and appropriate skills, then you can win a successful future. Interview is a form of oral communication. It’s one to one, or one to group interaction, where an applicant proves himself as a unique person to be the part of an organization. Remember that interview is always pre-planned and structured. It’s a formal presentation between an interviewer and an interviewee. Only those who are original and show their interest with confidence and who are presentable can pass it. .
Hiring/Entrance Interview is one of the best known and the most widely experienced type of interview, where an interviewer is hired by a Human Resource Manager/ Educational Expertise.
PREPARATION BEFORE INTERVIEW
First of all, prepare your mind in advance that you are going to have an interview next morning. Relax yourself and do not get nervous, tense or tired at any cost. Before going for an interview, plan a few things:
1. Learn about the company, organization or educational institution and do some research in advance. This is done to develop good answers and prove you unique.
2. You can gather information about organizational structure; type of their clients/ students; departments and its branches; past and present achievements etc. Simply search yellow pages or ask your friend or family member/relative who are familiar about organization or you can collect information through newspapers and websites.
Prepare answers to typical questions. Practice your answer and never rote learn it.
Some sample questions.
1. What do you feel about our organization?
2. What are your weaknesses?
3. Why do you want to become a part of our organization?
4. Tell me about your self and about your hobbies.
5. Who is your role model and why?
If you are lucky to know the name of a person, who will interview you, then memorizes his/her name properly.
- Decide what to wear. Remember to Dress simply but elegantly. Dress should be well ironed without crease.
- Wear comfortable shoes. Remember to wear basic hosiery. You can even check what management wears and dress similarly without over kill. Do not Dress casual or wear Athletic Shoes.
- Do not spray lots of cologne or wear lots of jewelry.
- Do not wear wrinkled attire or flashing tie.
- Prepare your file having your portfolio, educational degree copies and extra copies of your resume.
- Find proper address in advance, that where are you going in the morning.
- Last but not the least; get a good night sleep.
ON THE DAY OF INTERVIEW
- Take a bath.
- Do not apply heavy makeup.
- Always carry a purse or a small handy briefcase with you.
- Do carry your portfolio file.
- Dress effectively. Do not eat anything containing garlic or onion in your breakfast.
- Arrive 15 minutes earlier to show you’re prompt and serious.
DURING INTERVIEW
1. Enter the room confidently.
2. Offer your hand and give a firm shake, else greet them with your pleasant smile.
3. Take a permission to sit on a chair.
4. Show a positive confident attitude and introduce yourself.
5. Don’t get tense. Be comfortable and face the interviewer effectively. Listen to their questions completely and answer it genuinely. Answer every question with confidence.
6. Have a proper eye contact. Remember that the interviewer might be more than one, so keep your eye contact with every individual interviewer to make them feel unique.
7. Answer clearly with a normal voice. Do not shout. Show your confidence level at every moment of an interview.
8. Show your certificates or achievements only when they ask you to show. Always sit straight. It might help them to analyze your personality and your traits.
9. Use the medium of answer, in which you feel comfortable. Remember to use good grammar and strong vocabulary with neutral accent.
10. Never complain about your past organization or employers.
11. Do not argue and always give respect to your interviewer. Always try to mould your answer according to your interviewer’s personality.
12. Do not eat chewing gum, while answering questions.
13. If they give you a chance to ask any query or question ask relevant questions.
TRADITIONAL INTERVIEW QUESTIONS
- Tell me about yourself (in two minutes).
- Why do you feel that you will be successful in...?
- What do you feel about our organization?
- What are your weaknesses?
- Why do you want to become a part of our organization?
- Tell me about your self and about your hobbies.
- Who is your role model and why?
- Are you willing to relocate?
- Tell me about your scholastic record.
- Tell me about your extra-curricular activities and interests.
- What are your strengths and weaknesses?
- Why should we hire you?
- Why did you choose to become a teacher, nurse...?
- Where do you see yourself in 5 years? 10 years?
- Why do you want to leave your current job?
AFTER INTERVIEW
Ø With a pleasing smile, say thanks and ask about the next step in the process. Follow up.
Ø Call them if you do not get a call within a given time frame and don't forget to write a thank you letter to an organization for taking out their precious time for your interview skills.