Thus, everyone has mother tongue influence MTI to begin with. With more and more listening to those fluent in the second language, practicing speaking yourself and correcting mistakes, you slowly learn to replace your mother tongue sounds with the original sounds of English.
Heavy mother tongue influence happens because your native language sounds have not yet been replaced with the second language sounds. This, in turn may happen due to one or more of the following reasons: 1. You have not heard enough English 2. You have not spoken enough English 3. You have not been corrected enough Mother Tongue Influence: Some items are directly related to characteristics of Indian languages.
Indians will often ask, "What is your good name? Also, Indians commonly use you people when they want to address more than one person.
They do not realize the belittling, racial connotations that it carries with it -- for them it is a simple translation of aap log or tum log. Some expressions such as general mai in general , awesome mausum, yaar, masala, array, achchaa, lakh, ek minute one minute etc, are prevalent in general usage. Sit sit! Such usage is common in spoken Hindi. Keep is used for put. One of the most indicative signs of Indian English grammar is the use of the progressive aspect with habitual actions, completed actions, and stative verbs.
This produces sentences such as "I am doing it often" rather than "I do it often"; "Where are you coming from? This is influence of Hindi grammar.
It is common in Northern States. By inculcating certain practices in our daily lifestyle, we will get closer to sounding like a native English speaker and equip with a global accent. When you are watching television, observe the mouth movements of the speakers. Repeat what they are saying, while imitating the intonation and rhythm of their speech. If you speak too quickly, and with the wrong intonation and rhythm, native speakers will have a hard time understanding you.
Don't worry about your listener getting impatient with your slow speech -- it is more important that everything you say be understood. Do not use the 'music' of your native language when you speak English. Each language has its own way of 'singing'. Try and familiarise yourself with the phonetic symbols of your dictionary. Look up the correct pronunciation of words that are hard for you to say. Record these words, listen to them and practice saying them.
Listen and read at the same time. Compare the sound of your English with that of the person reading the book on the tape. Pay special attention to 'S' and 'ED' endings. This will help you strengthen the mouth muscles that you use when you speak English. Research has shown it takes about three months of daily practice to develop strong mouth muscles for speaking a new language.
Many people hate to hear the sound of their voice and avoid listening to themselves speak. However, this is a very important exercise because doing it will help you become conscious of the mistakes you are making. You can change the way you speak but it won't happen overnight. There are a few tricks to making a vernacular accent more globally understandable. Do not read local newspapers. Focus on national newspapers. Look them up in the dictionary.
Describing: Describing is something which involves recreating your experiences and impressions. It includes perceiving the subject of your description accurately. Use a flowchart to identify the flow of events in the process you are examining. Collect the data for describing the situation. This data can be collected from existing sources.
Noun Adjective Square square rectangle rectangular triangle triangular ellipse elliptical semicircle semicircular circle circular cube cubic pyramid pyramidal cone conical hemisphere hemispherical cylinder cylindrical Describing a Person: Height He is tall.
He is short. He is normal height. He is quite short. He is relatively normal height. Build She is skinny. She has short hair. He has no hair. She has medium length hair.
She has short, black hair. She has medium length, red hair. She has short, blonde hair. Type of complexion He is Asian. He has light-brown skin. She is black.
She has dark skin. He is white. He has fair skin. She is white. She has lightly tanned skin. She has very pale skin. Other features moustache beard chin forehead nostrils eyebrows cheeks lips teeth bald, black, blonde, blue, brown, curly, fat, grey, long , medium, overweight, pale, plump, red, short, skinny, slim, stocky, straight, tall, tanned, thin, wavy and white are all adjectives — they describe things very, quite and slightly are all modifiers — they change modify the adjectives Giving Directions Giving and receiving directions in English is a great because it is useful, easy, and can be modified to suit different levels and abilities.
In addition students practice movement, speaking, listening, and critical thinking skills. Because of this, the students tend to remember these things pretty well.
Not everyone knows where they are going and may need help with directions from time to time. Where ever you are going the expression below can be used when asking for directions.
Suggestions for giving directions Giving street directions is really very easy when you remember to follow these points. When giving directions you are actually giving two sets of instructions. Giving even very complicated directions is just a repetition of these two basic steps.
Another good idea is to use easily identifiable landmarks; instead of the amount of time to get someplace time is relative, after all. Easily identifiable landmarks are street lights, stop signs, parks, tall building standing alone, etc. Prepositions of location most commonly used when giving directions: go straight go to turn right turn left cross on your right on your left beside next to behind across from in front of caddy corner on the corner of to be very specific NE, SE, NW, SW corners Asking for directions "How do I get to your office?
Check that the other person has understood. Use "please" when you ask someone to give you directions. It's polite, and will normally get you what you want! When children hear a story, for instance, good listening comprehension enables them to understand it, remember it, discuss it, and even retell it in their own words. This is an important skill to develop even at an early age, because good listeners grow up to become good communicators. Basic listening skills are critical to any teaching or tutoring situation.
They are the skills that build the relationship and allow other things to happen. Listening comprehension can also involve the prosody with which utterances are spoken which can, e.
For longer stretches of language or discourse, listening comprehension also involves significant memory demands to keep track of causal relationships expressed within the discourse. Attending and good listening: Attention is shown by eye contact, the way in which you sit in your chair, the way in which you are patient with the student, and show that the time within boundaries is theirs.
Active listening: When someone comes to you to talk something over, you can help first of all by really listening to what they have to say. By giving your full attention to that person, and concentrating on what they are saying, you help them to feel accepted and understood.
This way of listening also stops you from taking on the burden of trying to find answers for them. Active Listening is very different from normal social conversation, where we are often waiting for someone else to finish talking whilst planning what we are going to say next — and are mostly failing to hear what is being said in the meantime! This is quite often acceptable in everyday circumstances, but when someone is worried or unhappy, it can leave them feeling frustrated, left out, or even rejected.
Really listening carefully to another person needs a great deal of concentration, and if you are thinking hard about your responses, only part of what they are saying can be taken in. So you need to try to hold back your own thoughts and judgements while listening, which is not always easy. It is important to show the other person in some way that you are listening carefully to them, and that you are trying to understand what they are saying.
One way of doing this is to reflect back what you hear which helps them to feel understood, and gives them a chance to check if that was what they really meant. This is NOT a good or bad thing. Blocks simply get in the way of effective listening. Mine is better, worse, the same as yours. If they did it my way…! Boy if they think that is tough, let me tell you how tough it can be. It is hard to listen to their experience if you are constantly comparing.
Stops compassion. Constantly drawing conclusions based on vague misgivings, hunches or projections. We are more concerned about OUE feelings than they are!
You have a point to make, a story to tell, or an objection to interject. You spend your time ready to rebut, defend or manoeuvre your ideas. The object here is to avoid problems. You listen enough to see if a particular problem is coming, if not you fog out. Quick judgements based on our own prejudice or opinion allow us to write off someone as stupid, uninformed, a pinko, a hippie, or whatever. Judgement is best done after knowing background.
Their words trigger your own private thoughts and associations and away you go! Everything they say triggers your experiences about a similar incident and, unrestrained, you launch happily into your own story about you. Another all-time favourite. They are alone in their joy or pain. Often starts with looking for things with which to be disagreeable. Continues with put-downs and discounts. You may override others with a loud voice, insults, twisting facts, rigidity and other tactics.
Of course, yes really, terrific, incredible, right, wow. You want to liked at almost any price — agree with everything — feed them mush. Introduction: Successful presentations are designed to meet the needs and expectations of the audience. The information and delivery should be relevant and presented in a way so that the audience will listen and keep listening.
Many presenters get caught up in the details of the topic and what they want to say, and lose sight of the audience and what they need to gain. The emphasis should be on the listener, not the presenter. You will have determined what information will appeal to them and this will increase your persuasiveness. There is no question about the importance of content. A presentation without good content will always fall flat. However there are many skills that must be applied to bring good content to life.
If a presenter does not have a confident, enthusiastic delivery style, the audience quickly loses interest and becomes bored. Presentation Style: Presenters need to use their own personality while focusing on their delivery skills to project the professional and confident style needed to create a successful presentation. Utilizing an interactive and lively presentation style uses nervous energy in a positive way instead of as an inhibitor.
Delivery skills are comprised of effective eye contact, volume, pacing, tone, body language, word choice, and appearance. When possible, check your physical appearance in a full-length mirror prior to your presentation. Good visuals help support and organize a presentation.
Use of Visual Aids: People depend on what they see visually as their primary source of information. Adding visual aids to your presentation has a dramatic impact on how much your audience takes away. Research shows that information seen and heard has a much better chance of being remembered than information just heard.
Visuals enable you to get more content across in a shorter period of time, simplify complex information, and eliminate misunderstanding. Research a topic — Good speakers stick to what they know. Great speakers research what they need to convey their message. Focus — Help your audience grasp your message by focusing on your message.
Organize ideas logically — A well-organized presentation can be absorbed with minimal mental strain. Bridging is key. Master metaphors — Metaphors enhance the understandability of the message in a way that direct language often can not. Tell a story — Everyone loves a story. Points wrapped up in a story are more memorable, too!
Start strong and close stronger — The body of your presentation should be strong too, but your audience will remember your first and last words if, indeed, they remember anything at all. Incorporate humour — Knowing when to use humour is essential.
So is developing the comedic timing to deliver it with greatest effect. Vary vocal pace, tone, and volume — A monotone voice is like fingernails on the chalkboard. Punctuate words with gestures — Gestures should complement your words in harmony. Tell them how big the fish was, and show them with your arms.
Utilize 3-dimensional space — Chaining yourself to the lectern limits the energy and passion you can exhibit. Lose the notes, and lose the chain. Heavy highlighting is a procrastination tool because usually you're marking what you should learn instead of focusing on learning it.
Identifying Topics, Main Ideas and Supporting Details: Understanding the topic, the gist, or the larger conceptual framework of a textbook chapter, an article, a paragraph, a sentence or a passage is a sophisticated reading task. Being able to draw conclusions, evaluate, and critically interpret articles or chapters is important for overall comprehension in college reading. Textbook chapters, articles, paragraphs, sentences, or passages all have topics and main ideas.
It is what some call the subject. The main idea is the "key concept" being expressed. Details, major and minor, support the main idea by telling how, what, when, where, why, how much, or how many. Locating the topic, main idea, and supporting details helps you understand the point s the writer is attempting to express. Identifying the relationship between these will increase your comprehension.
Grasping the Main Idea: A paragraph is a group of sentences related to a particular topic, or central theme. Every paragraph has a key concept or main idea. The main idea is the most important piece of information the author wants you to know about the concept of that paragraph.
When authors write they have an idea in mind that they are trying to get across. This is especially true as authors compose paragraphs. An author organizes each paragraph's main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it. That main idea may be stated at the beginning of the paragraph, in the middle, or at the end. The sentence in which the main idea is stated is the topic sentence of that paragraph.
Identifying the Topic: The first thing you must be able to do to get at the main idea of a paragraph is to identify the topic - the subject of the paragraph. Think of the paragraph as a wheel with the topic being the hub - the central core around which the whole wheel or paragraph spins.
Your strategy for topic identification is simply to ask yourself the question, "What is this about? Sometimes you can spot the topic by looking for a word or two that repeat.
Usually you can state the topic in a few words. The bulk of an expository paragraph is made up of supporting sentences major and minor details , which help to explain or prove the main idea.
These sentences present facts, reasons, examples, definitions, comparison, contrasts, and other pertinent details. They are most important because they sell the main idea. Introductory paragraphs tell you, in advance, such things as 1 the main ideas of the chapter or section; 2 the extent or limits of the coverage; 3 how the topic is developed; and 4 the writer's attitude toward the topic. Transitional paragraphs are usually short; their sole function is to tie together what you have read so far and what is to come - to set the stage for succeeding ideas of the chapter or section.
Summarizing paragraphs are used to restate briefly the main ideas of the chapter or section. All three types should alert you: the introductory paragraph of things to come; the transitional paragraph of a new topic; and the summarizing paragraph of main ideas that you should have gotten.
Making Inferences and Drawing Conclusions Read with purpose and meaning: Drawing conclusions refers to information that is implied or inferred. This means that the information is never clearly stated. Writers often tell you more than they say directly. They give you hints or clues that help you "read between the lines. When you infer, you go beyond the surface details to see other meanings that the details suggest or imply not stated.
When the meanings of words are not stated clearly in the context of the text, they may be implied - that is, suggested or hinted at. When meanings are implied, you may infer them. Inference is just a big word that means a conclusion or judgement. Example: you are sitting in your car stopped at a red signal light. You hear screeching tires, then a loud crash and breaking glass.
You see nothing, but you infer that there has been a car accident. We all know the sounds of screeching tires and a crash. But there could be some other reason, and therefore another explanation, for the sounds.
Perhaps it was not an accident involving two moving vehicles. Maybe an angry driver rammed a parked car. Or maybe someone played the sound of a car crash from a recording.
Making inferences means choosing the most likely explanation from the facts at hand. There are several ways to help you draw conclusions from what an author may be implying.
The following are descriptions of the various ways to aid you in reaching a conclusion. Antonyms and Contrasts: When the meaning of a word is not implied by the general sense of its context or by examples, it may be implied by an antonym or by a contrasting thought in a context.
Antonyms are words that have opposite meanings, such as happy and sad. For instance, Ben is fearless, but his brother is timorous. You may infer the meaning of timorous by answering the question "If Ben is fearless and Jim is very different from Ben with regard to fear, then what word describes Jim?
If you wrote a word such as timid, or afraid, or fearful, you inferred the meaning of timorous. Reading Rate: Good readers are flexible readers. Once they determine their purpose for reading, they adjust their rate to fit the type of material they are reading. Five Categories of Reading Rates Careful - used to master content including details, evaluate material, outline, summarize, paraphrase, analyze, solve problems, memorize, evaluate literary value or read poetry.
Normal - used to answer a specific question, note details, solve problems, read material of average difficulty, understand relationship of details to main ideas, appreciate beauty or literary style, keep up with current events, or read with the intention of later retelling what you have read. Rapid - used to review familiar material, get the main idea or central thought, retrieve information for short-term use, read light material for relaxation or pleasure or comprehend the basic plot.
Skimming - done a little more quickly. It is what you do when you are searching for something particular in the text - the way you might read a phone book or dictionary.
Used to find a specific reference, locate new material, locate the answer to a specific question, get the main idea of a selection, or review. Knowing how to use all five reading styles is a great advantage to you because it gives you a wide variety of ways to handle your reading.
It also gives you choices, and the more choices you have, the more power you have to arrange your life in satisfying ways Strengthening Reading Comprehension: 1. Analyze the time and place in which you are reading - If you've been reading or studying for several hours, mental fatigue may be the source of the problem. If you are reading in a place with distractions or interruptions, you may not be able to understand what you're reading. Rephrase each paragraph in your own words - You might need to approach complicated material sentence by sentence, expressing each in your own words.
Read aloud sentences or sections that are particularly difficult - Reading out loud sometimes makes complicated material easier to understand. Reread difficult or complicated sections - At times, in fact, several readings are appropriate and necessary. Slow down your reading rate - On occasion, simply reading more slowly and carefully will provide you with the needed boost in comprehension. Turn headings into questions - Refer to these questions frequently and jot down or underline answers.
Write a brief outline of major points - This will help you see the overall organization and progression of ideas. Highlight key ideas - After you've read a section, go back and think about and highlight what is important. Highlighting forces you to sort out what is important, and this sorting process builds comprehension and recall. Write notes in the margins - Explain or rephrase difficult or complicated ideas or sections.
Determine whether you lack background knowledge - Comprehension is difficult, at times, and it is impossible, if you lack essential information that the writer assumes you have. Levels of Comprehension The three levels of comprehension. Common questions used to illicit this type of thinking are who, what, when, and where questions. Level Two Interpretive - what is implied or meant, rather than what is actually stated. Tests in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how.
Level Three Applied - taking what was said literal and then what was meant by what was said interpretive and then extend apply the concepts or ideas beyond the situation.
Activities on Reading Comprehension: Passage 1 Bacteria are extremely small living things. While we measure our own sizes in inches or centimeters, bacterial size is measured in microns. One micron is a thousandth of a millimeter a pinhead is about a millimeter across. Rod shaped bacteria are usually from two to tour microns long, while rounded ones are generally one micron in diameter Thus if you enlarged a founded bacterium a thousand times, it would be just about the size of a pinhead.
An adult human magnified by the same amount would be over a mile 1. Even with an ordinary microscope, you must look closely to see bacteria. Using a magnification of times, one finds that bacteria are barely visible as tiny rods or dots One cannot make out anything of their structure. Using special stains, one can see that some bacteria have attached to them wavy - looking "hairs" called flagella. Others have only one flagellum.
The flagella rotate, pushing the bacteria though the water. Many bacteria lack flagella and cannot move about by their own power while others can glide along over surfaces by some little understood mechanism. Bacteria are so small that they are influenced by the movements of the chemical molecules around them. Bacteria under the microscope, even those with no flagella, often bounce about in the water. This is because they collide with the water molecules and are pushed this way and that.
Molecules move so rapidly that within a tenth of a second the molecules around a bacterium have all been replaced by new ones even bacteria without flagella are thus constantly exposed to a changing environment. Which of the following is the main topic of the passage? Bacteria are measured in A inches B centimeters C microns D millimeters 3. Which of the following is the smallest?
According to the passage, someone who examines bacteria using only a microscope that magnifies times would see A tiny dots B small "hairs" C large rods D detailed structures 5. The relationship between a bacterium and its flagella is most nearly analogous to which of the following? In line 16, the author compares water to molasses, in order to introduce which of the following topics?
A The bacterial content of different liquids B What happens when bacteria are added to molasses C The molecular structures of different chemicals D How difficult it is for bacteria to move through water Passage 2 One of the most popular literary figures in American literature is a woman who spent almost half of her long life in China, a country on a continent thousands of miles from the United States.
Pearl S. Buck was almost a household word throughout much of her lifetime because of her prolific literary output, which consisted of some eighty - five published works, including several dozen novels, six collections of short stories, fourteen books for children, and more than a dozen works of nonfiction. When she was eighty years old, some twenty - five volumes were awaiting publication. Many of those books were set in China, the land in which she spent so much of her life.
Her books and her life served as a bridge between the cultures of the East and the West. As the product of those two cultures she became as the described herself, "mentally bifocal. As we examine the life of Pearl Buck, we cannot help but be aware that we are in fact meeting three separate people: a wife and mother, an internationally famous writer and a humanitarian and philanthropist.
One cannot really get to know Pearl Buck without learning about each of the three. Pearl Buck as a total human being, not only a famous author.
What is the author's main purpose in the passage? A To offer a criticism of the works of Pearl Buck. According to the passage, Pearl Buck was an unusual figure in American literature in that she A wrote extensively about a very different culture B published half of her books abroad C won more awards than any other woman of her time D achieved her first success very late in life 5. The author's attitude toward Pearl Buck could best be described as A indifferent B admiring C sympathetic D tolerant Passage 3 When we accept the evidence of our unaided eyes and describe the Sun as a yellow star, we have summed up the most important single fact about it-at this moment in time.
It appears probable, however, that sunlight will be the color we know for only a negligibly small part of the Sun's history. Stars, like individuals, age and change. As we look out into space, We see around us stars at all stages of evolution.
There are faint blood-red dwarfs so cool that their surface temperature is a mere 4, degrees Fahrenheit, there are searing ghosts blazing at , degrees Fahrenheit and almost too hot to be seen, for the great part of their radiation is in the invisible ultraviolet range. Obviously, the "daylight" produced by any star depends on its temperature; today and for ages to come our Sun is at about 10, degrees Fahrenheit, and this means that most of the Sun's light is concentrated in the yellow band of the spectrum, falling slowly in intensity toward both the longer and shorter light waves.
That yellow "hump" will shift as the Sun evolves, and the light of day will change accordingly. It is natural to assume that as the Sun grows older, and uses up its hydrogen fuel-which it is now doing at the spanking rate of half a billion tons a second- it will become steadily colder and redder. What is the passage mainly about?
What does the author say is especially important about the Sun at the present time? Why are very hot stars referred to as "ghosts"? A They are short- lived. B They are mysterious. C They are frightening. D They are nearly invisible. According to the passage as the Sun continues to age, it is likely to become what color? In line 15, to which of the following does "it" refer? A yellow "hump" B day C Sun D hydrogen fuel Passage 4 If by "suburb" is meant an urban margin that grows more rapidly than its already developed interior, the process of suburbanization began during the emergence of the industrial city in the second quarter of the nineteenth century.
Before that period the city was a small highly compact cluster in which people moved about on foot and goods were conveyed by horse and cart. But the early factories built in the 's and 's were located along waterways and near railheads at the edges of cities, and housing was needed for the thousands of people drawn by the prospect of employment.
In time, the factories were surrounded by proliferating mill towns of apartments and row houses that abutted the older, main cities. As a defense against this encroachment and to enlarge their tax bases, the cities appropriated their industrial neighbors. In , for example, the city of Philadelphia annexed most of Philadelphia County.
Similar municipal maneuvers took place in Chicago and in New York Indeed, most great cities of the United States achieved such status only by incorporating the communities along their borders.
With the acceleration of industrial growth came acute urban crowding and accompanying social stress conditions that began to approach disastrous proportions when, in , the first commercially successful electric traction line was developed. Within a few years the horse - drawn trolleys were retired and electric streetcar networks crisscrossed and connected every major urban area, fostering a wave of suburbanization that transformed the compact industrial city into a dispersed metropolis. This first phase of mass - scale suburbanization was reinforced by the simultaneous emergence of the urban Middle class whose desires for homeownership In neighborhoods far from the aging inner city were satisfied by the developers of single-family housing tracts.
Which of the following is the best title for the passage? The author mentions that areas bordering the cities have grown during periods of A industrialization B inflation C revitalization D unionization 3.
In line 10 the word "encroachment" refers to which of the following? Which of the following was NOT mentioned in the passage as a factor in nineteenth-century suburbanization? It can be inferred from the passage that after most people traveled around cities by A automobile B cart C horse-draw trolley D electric streetcar 6.
Where in the passage does the author describe the cities as they were prior to suburbanization. His initial expedition, which sailed in with a patent granted by Queen Elizabeth was defeated by the Spanish. A second attempt ended in disaster in , when Gilbert and his ship were lost in a storm.
In the following year, Gilbert's half brother, Sir Water Raleigh, having obtained a renewal of the patent, sponsored an expedition that explored the coast of the region that he named "Virginia. The survivors of the first settlement on Roanoke returned to England in , but the second group of colonists disappeared without leaving a trace. The failure of the Gilbert and Raleigh ventures made it clear that the tasks they had undertaken were too big for any one colonizer.
Within a short time the trading company had supplanted the individual promoter of colonization. Which of the following would be the most appropriate title for the passage? The passage states which of the following about the first English people to be involved in establishing colonies in North America? B They were members of large trading companies.
C They were immediately successful. D They were acting on their own. According to the passage, which of the following statements about Sir Humphrey Gilbert is true? A He never settled in North America.
B His trading company was given a patent by the queen. C He fought the Spanish twice. D He died in A B C D 5. Which of the following can be inferred from the passage about members of the first Roanoke settlement? A They explored the entire coastal region.
B Some did not survive. C They named the area "Virginia". D Most were not experienced sailors. According to the passage, which of; the following statements about the second settlement on Roanoke Island is true? A Its settlers all gave up and returned to England. B It lasted for several years. C The fate of its inhabitants is unknown. D It was conquered by the Spanish. A written message may be printed or hand written. In written communication message can be transmitted via email, letter, report, memo etc.
Written Communication is most common form of communication being used in business. So, it is considered core among business skills. Memos, reports, bulletins, job descriptions, employee manuals, and e-mail are the types of written communication used for internal communication. Advantages of written communication includes: Messages can be edited and revised many time before it is actually sent.
Written communication provides record for every message sent and can be saved for later study. A written message enables receiver to fully understand it and send appropriate feedback.
How to write a formal letter With the advent of email, it is becoming less and less common to write letters, but the few letters that you will write will probably be very important ones, such as covering letters for job applications, covering letters for questionnaires or surveys which are part of your research, or letters of complaint to your bank manager.
Letters should take seconds rather than minutes to read. Use a good dictionary. Get someone else to check it for you if necessary. Are the sentences complete? Allow plenty of time for checking, and if necessary, for rewriting. The letter may well help to decide your future.
Most letters you write will need to be formal, but not overly so. In fact, you should use similar language to that which you use in your academic writing. Its main task is to convince prospective employers to contact you for an interview. Resumes are used for most jobs and are generally pages. Curriculum vitae are used in academics and can be longer. Types of Resumes: 1. Chronological Resume 2. Functional Resume 3. Combination Resume 4. Targeted resume Chronological Resume: A chronological resume starts by listing your work history, with the most recent position listed first.
Functional Resume: A functional resume focuses on your skills and experience, rather than on your chronological work history. Combination Resume: A combination resume lists your skills and experience first. Your employment history is listed next. Targeted Resume: A targeted resume is a resume that is customized so that it specifically highlights the experience and skills you have that are relevant to the job you are applying for. Resume Structure: The resume structure is important in more than one way.
The ideal resume structure gives the resume a professional outlook while displaying a career- oriented attitude of the applicant. Also it influences the flow of the resume and thereby affecting its readability.
Each applicant decides on the structure of the resume as per his strengths, capacities and the expectations of his prospective employer and hence, every resume tends to differ from the other. A resume is divided in three sections: 1. Introduction 2. Primary Section 3. Secondary Section 1. Introduction: As the name suggests this section introduces the document to the employer.
It includes only two sub sections namely header and objectives. Header: This includes name and contact details of the applicants. The document opens up with these details. Highlight your name in bold form in an eye catching way. Do not use numbering or bullets to write information like address, email id or telephone number.
Objectives: The objective holds the ambitions and career plans of the applicant. The employer tries to figure out the candidate's potentials, his expectations from the job and how he plans to shape up his own career with this job. The objective should be so well written that it interests the employer in knowing more about your credentials.
Primary Section: This is the most important part of the resume. The employer spends maximum time reading this section and thus the contents, the look and the flow of this section has to be perfect.
Experience: This section includes your work history with details like your designation, where you worked, the total work duration and the responsibilities you handled during your working period.
Educational Qualifications: This includes the qualifications gained by you. This section should also include the name of the awarding body, year of passing and the grades scored so that the employer has better understanding of your qualifications. Certifications help you understand your area of work better by teaching you more whereas the licenses give you the authority to perform that particular work.
Achievements: This includes the awards and the accolades won by the applicant during his course of work or studies. Include a maximum of 4 achievements to avoid making it look immodest.
Secondary Section Personal Details: These details help the employer in knowing you better beyond your professional status. It includes family background, marital status, age, hobbies etc. In reality, these details do not matter to the employer. References: This includes the name and contact details of people you have worked with or studied under the guidance of. However, the practice of writing references is slowly thinning down and concluded in only one sentence, 'available upon request.
Resume Presentation General editing and proofreading: A fresh eye can spot any mistakes you may have missed, and another reviewer may also notice when there is a better way of saying something, a clearer way to make a point. Many a time resumes are rejected by employers for misspellings. Key words from the job posting: Since a Parsing Service may be utilized, it is useful to include actual wording from the job posting within your resume.
Titles are important: Be sure that the job titles on your resume match the job position for which you are applying.
Using a page header or footer on your resume is a good way not to get noticed. The font size for the content could be between 11 and 12 points, and for headers could be between 12 and Anything smaller is difficult for some people to read; anything larger is unnecessary.
The content should be in black, however for the sake of highlighting headers, one can used dark gray, and a deep navy blue color too. As for weight and size, with the computer you are able to call attention to words that highlight important elements — including your name and contact information — by sparingly using bold, italic and larger type for emphasis. Creative white space: Much as with effective print advertising, a relatively simple, uncluttered look best projects your message.
In most all cases there is elegance in simplicity, to make your unique qualities stand out on the printed page. Final formatting: Always check the job posting requirements to be sure you are submitting your resume in the preferred format.
Whether you submit your resume as an email attachment, inline in an email, or hard copy via postal mail or fax, it is important to send it in a format that is simple for the receiving end to use. Preferred file format for email attachments: Check to see what attachment format, if any, is listed. The most commonly preferred format is Microsoft Word. Summary: By conveying your truth in creating both the look and content of your resume, your unique skills will make it to the desk of the employer.
Hopefully the interview will be the next step. Cover Letter The cover letter will give splendid look to your resume. Cover letters are short and should have the post applied for, written clearly and also from where you have come to know of the vacant position in that particular organization. It is divided into sections which allow different readers to access different levels of information. This explains the commonly accepted format for a technical report; explains the purposes of the individual sections; and gives hints on how to go about drafting and refining a report in order to produce an accurate, professional document.
Technical Report Writing Laws Four general requirements must be met to produce good reports: clarity, conciseness, continuity and objectivity. Clarity The purpose of a technical report is to transmit conclusions and their supporting evidence. To do this, your report must convey your exact meaning to the reader. The text must be clear and unambiguous, mathematical symbols must be fully defined, and the figures and tables must be easily understood.
Conciseness Most of your intended readers are busy. Therefore your reports should be concisely written. That is, your story should be told with the fewest possible words and illustrations. Help your readers by omitting everything irrelevant to the results and conclusions. Do not be disappointed if a report that describes a lengthy program is only a few pages long: Report quality is often inversely related to report length.
Include all details needed to understand the current report. In short, make your reports brief but comprehensible. Continuity Reports should tell a complete story as logically and interestingly as possible. This requires continuity between succeeding sentences, paragraphs, and sections and between the written text and the figures and tables. Transitional words, phrases, sentences, or even paragraphs may be needed to lead your readers through the story.
But overusing transitions can slow the pace of your narrative. Carefully choose the places at which you refer to figures and tables to limit distraction. Making these references at the beginning or end of a discussion is usually preferable. Objectivity Technical reports should be objective and show restraint. They expect you to evaluate the data honestly. Do not try to hide deficiencies in your research. No technical report is better than the research on which it is based.
Tell your readers frankly what your assumptions were, what your probable errors are, and what you may not understand about the results. In addition to being honest, be tactful. Your readers will be persuaded by facts, but they may become irritated if you attempt to impress them with your cleverness or to claim credit for accomplishments. Write to express, not to impress. Reports for assessment, where the word length has been specified, will often also require the summary word count and the main text word count.
Summary: A summary of the whole report including important features, results and conclusions. Contents: Numbers and lists all section and subsection headings with page numbers Introduction: States the objectives of the report and comments on the way the topic of the report is to be treated. Leads straight into the report itself. Contents: Numbers and lists all section and subsection headings with page numbers This section which makes up the body of the report divided into numbered and headed sections.
These sections separate the different main ideas in a logical order Conclusions: A short, logical summing up of the theme s developed in the main text References: Details of published sources of material referred to or quoted in the text. Bibliography: Other published sources of material, including websites, not referred to in the text but useful for background or further reading. Acknowledgements: List of people who helped you research or prepare the report, including your proofreaders Appendices: Any further material which is essential for full understanding of your report e.
Table of contents Product information. Selection Process of Companies Chapter 2. Effective Communication Skills Chapter 4. Presentation Skills Chapter 5.
Public Speaking Chapter 6. Letter Writing Chapter 7. Group Discussion Chapter 8. Interview Skills Chapter 9. Application Writing Chapter
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