English ESE Combined

Catalog
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Unit 5.pdf ··························································································································································································· 57
Vocabulary Building
Welcome
MISSION VISION CORE VALUES

CHRIST is a nurturing ground for an individual’s Excellence and Service Faith in God | Moral Uprightness
holistic development to make effective contribution to Love of Fellow Beings
the society in a dynamic environment Social Responsibility | Pursuit of Excellence
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Deemed to be University
Importance / need / role of vocabulary
- Vocabulary helps for effective communication.
- Essential for academic / professional success.
- A person may be judged based on his or her vocabulary.
- Wilkins (1972) once said; "Without grammar, very little can be conveyed;
without vocabulary, nothing can be conveyed.
Excellence and Service

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What is vocabulary?
Treasure of words
- Synonyms, antonyms,
- Homonyms, homographs, homophones,
- One word substitutes
- Idioms & Phrasal verbs

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Roots and word formation

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Vocabulary Building
 Is it easy or difficult to build vocabulary?
 Why is it difficult to build vocabulary?

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How to build vocabulary?

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Synonyms & Antonyms
• Choice or words
• Avoid monotony
• No two words are exactly with same meaning
• Synonym of the same part of speech
• Complete knowledge of meaning & categorization
Ex:
 entertainment - amusement (noun)
 broaden - widen (verb)
 slowly - leisurely (adverb)
 enticing - tempting (adjective)
 wash – clean (noun/verb)
 beautiful – attractive (adjective)
 quickly – rapidly (adverb)

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Synonyms & Antonyms
Old English Modern English
thy you
haling holy
gan go
ban bone
fot foot
hlaf loaf
Contextual origin:
Manu (Latin) : by hand Scriptus: Written
Manuscript: hand written, material written on computer
Etymology:
the study of the origin of words and the way in which their
meanings have changed throughout history:

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Synonyms & Antonyms

Good:
excellent, superb, outstanding, magnificent, of the highest quality, of the highest
standard, exceptional, marvellous, wonderful, first-rate, first-
class, superlative, splendid, admirable, worthy, sterling
enjoyable, pleasant, agreeable, pleasing, pleasurable, delightful, great, nice, lovely, a

musing, diverting, jolly, merry, lively, festive, cheerful, convivial, congenial, sociable.
informal super, fantastic, fabulous, fab, terrific, glorious, grand, magic, out of this
world, cool.

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Synonyms & Antonyms

In figurative sense:
Dark – gloomy
Merry – happy
Synonyms are a source of euphemism
(indirect word or expression substituted for one considered to be too harsh or blunt when
referring to something unpleasant or embarrassing.
Ex: he died – he passed away, he expired
Antonyms are the words opposite in meaning

Short: long - tall
Prefixes to from antonyms: dis – un
Respect – disrespect
Comfortable - uncomfortable

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Synonyms & Antonyms
Monotony: from a Latin root Monotonia which means sameness of tone
Mono – single Tone - sound
Other forms: Monotony (n) Monotonous (adj) monotonously (adv)
Synonyms: sameness, routine
Antonyms: Variety, excitement
Usage: It is a good idea to use synonyms to avoid monotony in communication.

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Misused or Confused Words
The term confusable or confusible is a semi technical word for two or more words
that are commonly or easily confused with one another.
E.g. there (adv) – their (pn)
I saw their book there on the table
dominating (v) – domineering (adj)
She is dominating others in the team, I hate her domineering attitude.

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Homonyms/Homophones/Homographs
Homonyms: Homonym is a word that has both the same pronunciation and spelling
but etymologically unrelated to:
E.g. bill (statement of charges) - bill (beak of a bird)
pulse (throbbing) - pulse (edible seeds)
Homophones: Homophone is a word that pronounced same as other but different in
meaning and spelling:
E.g. feat (bold activity) - feet (plural form of foot)
stare (look fixedly) - stair (series of steps)
Homographs: Homograph is a word that has same spelling but not necessarily same
pronunciation but meaning is different:
E.g. address (details of a place) - address (speech)
read (V1) - read (V2/V3)

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Idioms & Phrasal Verbs
1. Idioms
 An idiom is a phrase whose meaning is difficult or sometimes impossible to guess by

looking at the meanings of the individual words it contains.
 Idioms are fixed expressions with meanings that are not obvious. The meaning of idiom is
usually different from the meaning of the individual words. Idioms are usually used in
informal language.
 An idiomatic expression is a combination of words that has a particular meaning when
used together that may not be an exact translation of individual words.
For instance;
- a man of letters
- in the same boat
- too many cooks spoil the broth
Match the idioms on the first column with their meanings in the second column.
1) As cool as a cucumber - nervous
2) Rain cats and dogs - calm or relaxed
4) One’s cup of tea - rain heavily
3) Have butterflies in one’s stomach - thing or activity that one likes

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2. Phrasal Verbs:
 Phrasal Verbs consist of a verb plus a particle (preposition or adverb).

 The particle can change the meaning of the verb completely.
E.g.:
• look up – consult a reference book (look a word up in a dictionary)
• look for – seek (look for a missing file)
• look forward – anticipate with pleasure (look forward to meeting someone)
call off - to cancel or postpone
break up - Break in to many pieces , scatter
get across - communicate successfully, to make understandable

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Idioms & Phrasal Verbs Deemed to be University
 A titanic struggle:
[A difficult work]
Eradication of corruption is a titanic struggle.
Trojan horse:
[A hidden danger in one’s own camp]
Present politicians are the Trojan horses in the Indian democracy.
A Good Samaritan.
[A person who extends selfless service to people in trouble]
Mother Teresa was A Good Samaritan.
Wild goose chase:
[A vain attempt, unnecessary risk]
Teaching moral values to the politicians is a wild goose chase.
An itching palm:
[Greed for money]
A person of an itching palm cannot live a peaceful life.
 Well tailored:
[Well prepared or composed]
A well tailored Resume can help to grab a job.
 Ins and outs:
[All secrets and strategies of a business]
He knows the ins and outs of that business so he is successful.
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 Shake a leg with:
[Dance with someone]
She dreamt to shake a leg with Bollywood stars.
 To rub shoulders with:
[Desire to move with rich &famous]
It is meaningless to rub shoulders with Aristocrats.
 Grab the eyeball:
[Attractive / impressive]
The resume should grab the eyeball of the HRM to get a job.
 Run-of-the mill:
[Just got a certificate / ordinary without any improvement]
The recruiters are not searching for the run-of-the mill candidates.
 A man of letters:
[ A well educated person or a scholar]
The chief guest of the function is a man of letters.

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References:
Wilkins, David A. (1972). Linguistics in Language Teaching. Cambridge, MA: MIT Press, 111.
Meenakshi Raman & Sangeeta Sharma. (2013) Technical Communication Principles and Practice. New Delhi:
Oxford University Press.
Reddi Sekhar Reddy, G. (2012) . Effective Communication Skills to Win the World. Tirupati: Indian Institute of
Training and Inspiration (IITI).
https://www.google.com/search?q=vocabulary+building+pictures

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Welcome
Basic Writing Skills
MISSION VISION CORE VALUES

CHRIST is a nurturing ground for an individual’s Excellence and Service Faith in God | Moral Uprightness
holistic development to make effective contribution to Love of Fellow Beings
the society in a dynamic environment Social Responsibility | Pursuit of Excellence
CHRIST
Basic Writing Skills
 Sentence structure
 Parts of speech
 Fragments
 Run-on errors
 Phrases and clauses
 Misplaced and Dangling modifiers
 Structure of paragraphs
 Techniques of writing precisely

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Sentence Structure
Sentence:
Sentence is a systematic arrangement of words, which must be meaningful. It has two
main parts; they are a subject and a predicate.
Eg: Rose is a beautiful flower.
Subject:
The part of a sentence which contains a noun or a pronoun or a gerund is called the
subject part. The part which names the person, animal or thing we are speaking about
in the sentence is called the subject part.
Eg: Ashoka was a great emperor.
Subject
Predicate:
The sentence except the subject, which contains a verb or a verb along with some
other words, is called predicate. It describes something about the subject.
Eg: Ashoka was a great emperor.
Predicate

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Phrase & Clause

The Phrase:
A group of words which give some sense but not complete sense is a phrase.
Eg: on the table in the corner of the room
(it makes some sense but not complete sense)
a global pandemic.
The Clause:
A clause is a group of words which has a subject and a predicate of its own, gives
complete sense and forms part of a sentence.
Eg: The book is on the table in a corner of the room.
COVID19 is a global pandemic

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Kinds of Sentences
According to the nature of the sentences they are divided into four kinds, they are:
1. Assertive or Declarative Sentence.
2. Imperative Sentence.
3. Interrogative Sentence.
4. Exclamatory Sentence.

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Kinds of Sentences
1. Assertive or Declarative Sentence: A sentence that has a general statement is an Assertive Sentence; it
states, asserts or declares something. It begins with a capital letter and ends with a full-stop.
Eg: He went to buy text books, note books, pens, pencils and a calculator.
Birds fly.
2. Imperative Sentence: A sentence which expresses a command, a request or a wish is an Imperative
sentence. It begins with a capital letter and ends with a full stop.
Eg: Shut the door.
Please get me a glass of water.
May God bless you.
3. Interrogative Sentence: A sentence used to ask a question is an Interrogative sentence. It begins with a
wh-word or a helping verb and ends with a question mark.
Eg: What did you lean from COVID19 lockdown?
Are you comfortable with online classes?
4. Exclamatory Sentence: A sentence that expresses sudden feelings of happiness, sadness or surprise.
It begins with a capital letter and ends with an exclamatory mark or a full stop.
Eg: How beautiful the Tajmahal is!
What a pleasant surprise it is!
Alas! He died in the accident.
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Kinds of Sentences
In grammar, sentence and clause structure, commonly known as sentence composition,

classification of sentences based on the number and kind of clauses in their syntactic structure.
There are two types of clauses: Main Clause & Sub-Ordinate Clause.
Main Clause: The clause which provides complete sense with a subject and a verb existing on its
own is called a Main Clause.
Eg: If we listen carefully, we can understand the concept easily.
M.C
I read a drama which was written by Shakespeare.
M.C
Sub-Ordinate Clause: The clause which has a subject and a verb but unable to provide complete
sense on its own and depends on the Main Clause to give complete sense is a Sub-Ordinate Clause.
Eg: If we listen carefully, we can understand the concept easily.
S.C
I read a drama which was written by Shakespeare.
S.C

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Sentence Structure
According to the clause analysis, the sentences can be divided into four kinds.
They are: simple, compound, complex, and compound-complex sentences.
Each sentence is defined by the use of independent and dependent clauses, conjunctions, and
subordinators.
1. Simple Sentence: A sentence with one main clause or one main clause with a phrase.
Eg: 1. In spite of poverty, he is happy. (Phrase + MC)
2. We watched an interesting cinema on T.V. last night. (MC)
2. Compound Sentence: A sentence with two or more main clauses connected by a

suitable conjunction.
Eg: 1. He is poor but he is happy.
3. We watched a cinema on T.V. last night and it was interesting.
3. Complex Sentence: A sentence with one main clause and one or more sub-ordinate
clauses.
Eg: 1. Though he is poor, he is happy.
3. We watched a cinema on T.V. last night, which was interesting.
4. Compound Complex Sentence: A sentence with multiple main clauses and at least one
sub-ordinate clause.
Eg: 1. Though he is poor, he is living a contented life so he is happy.
3. We watched a cinema on T.V. last night and it was interesting though it has fights.
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Sentence Fragment
A sentence fragment is a clause that falls short of true sentencehood because it is

missing one of three critical components:
a subject
a verb
a complete thought
A sentence to be truly complete, it must contain an independent clause, which tells the
whole thought even when isolated from its context.
Eg: Because of COVID19
Because of COVID19, We are engaged in online classes
Avoiding sentence fragments not only makes your writing easier to read, but it can also
make you sound more polished in polite correspondence.
Looking forward to seeing you.
That sentence lacks a subject. Adding the subject will build a stronger, more confident-
sounding sentence:
I’m looking forward to seeing you.

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Mending Sentence Fragment
Eg: There are many ways to acquire knowledge. For example, by self study and
listening to the scholarly lectures.
A sentence fragment can be fixed either by giving it the components it lacks or changing
it onto an independent clause.
A sentence to be truly complete, it must contain an independent clause, which tells the
whole thought even when isolated from its context.
Eg: There are many ways to acquire knowledge; for example, by self study and
listen to the scholarly lectures.
If that seems too formal for our purposes, we can strengthen the fragment with a
subject (we) and verbs for the subject to act on.
Eg: There are many ways to acquire knowledge. For example, we can self study
and listen to the scholarly lectures.

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Run-On Errors
Hang him not leave him.
Hang him not, leave him.
Hang him, not leave him.
A run-on error is a common writing mistake caused by using inappropriate punctuation

at the end of a sentence.
Please don’t disturb the candidates, they are writing the examinations sincerely.
Please don’t disturb the candidates. They are writing the examinations sincerely.
Most run-on errors involve writers putting a comma at the end of a sentence where a full
stop is required and then writing another closely related sentence.
Eg:
COVID19 taught many lessons, It might be a pandemic
COVID19 taught many lessons. It might be a pandemic.
COVID19 taught many lessons. It might be a pandemic though.
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Misplaced and Dangling Modifiers
Misplaced Modifiers
 A misplaced modifier is a word, phrase, or clause that is improperly separated from
the word it modifies / describes.
 Because of the separation, sentences with this error often sound awkward, ridiculous,
or confusing. Furthermore, they can be downright illogical.
Ex: On his way to college, Tom found a gold man’s watch.

On his way to college, Tom found a gold man’s watch.
On his way to college, Tom found a man’s gold watch.
She brought a beautiful bouquet of flowers.
She brought a beautiful bouquet of flowers.
She brought a bouquet of beautiful flowers.
Ex: Just Tom has started writing the examination.
Tom has just started writing the examination.
Tom has started writing just the examination.

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Misplaced and Dangling Modifiers
A Dangling Modifier: A phrase or clause that is not clearly and logically related to the word
or words it modifies (i.e. is placed next to).
 Unlike a misplaced modifier, a dangling modifier cannot be corrected by simply

moving it to a different place in a sentence.
 In most cases, the dangling modifier appears at the beginning of the sentence,
although it can also come at the end.
Ex: When eleven years old, my family shifted to Bangalore.

When I was eleven years old, my family shifted to Bangalore.
Having been finished the exams, Tom can find free time to do an online course.
Since the exams have been finished, Tom can find free time to do an online course.

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How to Correct a Dangling Modifier
1. Revise the main clause
One method of fixing a dangling modifier is to leave the modifier as it is and rewrite the
main clause so that it begins with the subject being modified.
Ex: To become an effective communicator, many books must be read.

To become an effective communicator, you must read many books.
While driving to office, a car accident was witnessed on the highway.
While driving to office, Tom witnessed a car accident on the highway.
2. Revise the modifier phrase
Another method of fixing a dangling modifier is to include the subject in the introductory
phrase, leaving the main clause as it is.
Ex: Having injured his left hand, it was difficult to drive car.
Because Tom had injured his left hand, it was difficult to drive car.

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Structure of Paragraphs
It’s far more difficult to be simple than complicated.
- John Ruskin, English art critic and social thinker
Try reading the following text.
NON-NATIVE SPEAKERSTYPICALLYSAYTHATENGLISH ISASIMPLE LANGUAGE
BECAUSE IT FAVORS SHORT CLEAR SENTENCES SuCh NoN-nAtiVe spEAkeRS thEn
saythattheirownlanguageisnotlikeEnglishbecauseitfavorslong complex sentences
To write well, you need to know exactly how people read.

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To Start with:
 Every word you write needs to be understood by the reader.
 The style should be specific, emphatic, concise and relevant.
 Readers are generally lazy and in a hurry.
 They need to be able to understand everything in the first time they read.
 Don’t force your reader to wait till the end of a sentence, paragraph or section in
order to be able to put all the pieces of the jigsaw together.
 Instead of a jigsaw, a good writer of English has a chain as a writing model.
 Within a sentence, each word forms a chain to make the meaning of the sentence clear.
 And each sentence forms a chain with the next, so that the reader is guided link-by-link and
step-by-step towards the writer’s conclusions.

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General structure of a paragraph
1. A topic sentence that tells the reader what the paragraph is about and in some way
connects with the previous paragraph.
2. From one to eight sentences in a logical sequence that develop the topic.
3. A concluding sentence, possibly referring back to the first sentence or forward to the next
paragraph.
4. Only one specific idea should be covered in each sentence, and only one general idea in
each paragraph.

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Characteristics for Clarity in Expression:
1. Original approach to writing
2. Clarity in subjects and intention
3. Logical sequence in the text
4. Well developed ideas
5. Variety in sentence structure
6. Appropriate vocabulary to the thoughts
7. Correct spelling, punctuation and grammar
8. Logically linked / coherence in sentences

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Important Aspect in Written Communication:
1. Think before Writing
2. Know the topic / subject
3. Brainstorm/Make notes
4. Keep brain active by learning new words
5. Do not try to be perfect in the first draft.

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How to structure a paragraph: an example
Sam Katzoff; “Clarity in Technical Reporting” Organization of a Technical Report

(S1) Different writers have different methods of organizing their reports, and some seem to
have no discernible method at all. (S2) Most of the better writers, however, appear to be in
remarkably close agreement as to the general approach to organization. (S3) This approach
consists of stating the problem, describing the method of attack, developing the results,
discussing the results, and summarizing the conclusions. (S4) You may feel that this type of
organization is obvious, logical, and natural. (S5) Nevertheless, it is not universally accepted.
(S6) For example, many writers present results and conclusions near the beginning, and
describe the derivation of these results in subsequent sections.
Link each sentence by moving from general concepts to increasingly more specific
concepts

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First paragraph of a new section - begin with a mini summary plus an indication of the
structure
An analysis of the number of words used in English with respect to Italian, showed that the
average sentence in English was 25 words long, whereas in Italian was 32 words long.
First paragraph of a new section - go directly to the point
A much more direct approach is to say:
Italian tends to use more words per sentence than English.

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 Use a consistent numbering system to list phases, states, parts etc.
 Begin a new paragraph when you talk about your study and your key findings
 Break up long paragraphs
 Concluding a paragraph: avoid redundancy

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To Sum up
 Always think about your readers – order the information you give them in the most logical
way and in the simplest form.
 Begin each paragraph with a topic sentence, then use the rest of the paragraph to develop
this topic. If appropriate have a short concluding sentence at the end of the paragraph.
 Decide whether to begin a new section with a short summary, or whether to go directly to the
main points.
 Put the topic as the subject of the paragraph or sentence, then give known information
(context, background) followed by new information. Consider not giving the known
information if it will be obvious for your readers.
 Move from the general to the increasingly specific, do not mix the two.
 Always progress in the most logical and consistent order, do not go backwards and forwards.
 Don’t force readers to change their perspective
 Break up long paragraphs and begin a new paragraph when you talk about your study and
your key findings
 Avoid redundancy in the final paragraph of a section.
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Techniques of Writing Precisely
 Use active voice:
This wonderful picture has been drawn by her.
She has drawn this wonderful picture.
 Avoid vague nouns:
He is an expert in the area of cyber laws.
He is an expert in cyber laws.
 Use words instead of definitions:
The crops also needed to be marketable so that families would be able to sell any
yields that exceeded what they personally required.
The crops also needed to be marketable so that families would be able to sell any surplus.
 Convert nouns to verbs:
They will collaborate in the creation of new guidelines.
They will collaborate to create new guidelines.
 Reduce verb phrases to simple verbs:
The results are suggestive of the fact that tampering has occurred.
The results suggest that tampering has occurred.

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 Replace complex words with simple ones:

The department will disseminate the forms soon.
The department will circulate the forms soon.
 Avoid Expletives : (Don’t start sentences with “There is,” “There are,” or “It is.”)
There are many factors in the product’s failure.
Many factors contributed to the product’s failure.
 Eliminate prepositional phrases:
The decision of the committee is final.
The committee’s decision is final.
 Reduce wordy phrases to single words:
Replace phrases that signal a transition with simple conjunctions, verbs, or other linking words.
Due to the fact that the project is behind schedule, today’s meeting has been postponed.
Because the project is behind schedule, today’s meeting has been postponed.

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 Choose the shortest expressions:
X is large in comparison with Y. (26 characters)

X is larger than Y. (15 characters)
The following link words could be replaced by since:
considering that, given that, due to the fact that, on the basis of the fact that, notwithstanding the
fact that, in view of the fact that, in consequence of the fact that.
 Avoid impersonal expressions:
It is necessary / mandatory to use masks in the public.

Masks must be used in the public.
 Use Adverbs effectively:
It is surprising that no research has been carried out in this area so far.
Surprisingly, no research has been carried out in this area so far.
It is regretted that no sufficient vaccine is available for the public.
Unfortunately, no sufficient vaccine is available for public .

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References:
Adrian Wallwork. (2011). English for Writing Research Papers. London: Springer New York Dordrecht Heidelberg.
Reddi Sekhar Reddy, G. (2012) . Effective Communication Skills to Win the World. Tirupati: Indian Institute of
Training and Inspiration (IITI).
https://www.google.com/search?q=vocabulary+building+pictures

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English Grammar for Effective Communication Skills
12. ARTICLES
‘A’, ‘An’, and ‘The’ are called Articles in English. ‘A’ and ‘An’ are called Indefinite
Articles. ‘The’ is called Definite Article.
Use of ‘A’ and ‘An’
 A or An is used before every singular, countable common noun, ‘a’ before consonant
sound and ‘an’ before vowel sound.
Eg: He is a boy of rare knowledge.
She is a girl of abnormal intelligence.
There is a book on the table.
I saw an elephant in the zoo yesterday.
Who takes an ink bottle is an Indian.
 A or An is used before the names of professions.
Eg: My brother is a doctor.
The woman in pink sari is a teacher.
My only brother is an engineer in A.P.S.P.D.C.L.
 A or An is used before the names of minor diseases.
Eg: I have a head ache please leave me alone.
She is taking rest as she has a stomach ache.
 A or An is used to mention the name of a person never seen or heard before.
Eg: A Mr. Aravinda Kumar came for her yesterday.
Indefinite Article ‘A’ is used:
 Before the words begin with a consonant letter and sound.
Eg: a boy, a girl, a country, a river, a teacher, a book, a table, etc.
 Before the words begin with a vowel letter and consonant sound.
Eg: a union, a university, a European, a one rupee coin, etc.
 Before the adjectives ‘few and little’
Eg: There are a few students in the class.
There is a little water in the bottle.
 Before numerical expressions.
Eg: I am in need of a hundred rupees.
My father bought a dozen oranges.
 To express speed.
Eg: The train is going at a speed of 120 Kmph.
 Before the singular nouns in exclamatory sentences.
Eg: What a wonderful picture it is!The Indefinite Article ‘An’ is used:
 Before the words begin with a vowel letter and sound.
Eg: Aravind is an Indian and Bush is an American.
I ate an apple and an orange yesterday.
He takes an egg daily in his lunch.
She is an orphan so they adopted her.
Dr Reddi Sekhar Reddy G 1

Rakesh is an idiot so he doesn’t use an umbrella in the rain.
 Before the words begin with a consonant letter and but sound.
Eg: He has been waiting for an hour in the canteen.
Mahathma Gandhi was an honest person.
 Before the abbreviations begin with vowel sound.
Eg: He is an M.L.A. but she is an M.P.
My sister is an M.B.A. student.
Prabhakar is an L.I.C. agent.
She is an S.P. but her husband is an S.I.
Prakash Babu is an N.G.O.
Use of Article ‘The’:
The Definite Article ‘The’ is used:
 Before the name of a particular person, place or thing one already referred to:
Eg: Ashoka was an emperor, the emperor took the Buddhism.
I met the soldier who participated in the Kargil war.
 Before an adjective in superlative degree:
Eg: This is the best material to prepare for all kinds of competitive tests.
The most important model questions were given in the material.
India is one of the greatest countries in the world.
 Before the names of direction:
Eg: The east, The west, The south, The north, the south west, the north east, etc,
 Before the names of unique things in the universe:
Eg: The sun, The moon, The sky, The earth, The world.
 Before the common nouns refer to the whole race:
Eg: The dog is a faithful animal but the tiger is a cruel animal
 Before the names of musical instruments:
Eg: The Piano, The Veena, The Guitar, The Violin, The Harmonium, The Drums, etc.
 Before the names of sacred religious books:
Eg: The Ramayana, The Gita, The Bible, The Quran, The Adigrandh, etc.
 Before the names of government Offices and Departments:
Eg: The Collectorate, The Head Post Office, The Treasury, The Education Department,
 Before the names of designations:
Eg: The Principal, The President, The Prime Minister, etc.
 Before the names of human body:
Eg: The head, The shoulder, The heart, etc.
 Before the family names to refer to all the members:
Eg: The Tatas, The Birlas, The Ambanis, The Gandhis, The Tagores, etc.
 Before the names of historical constructions:
Eg: The Taj Mahal, The Charminar, The Red fort, The Golkonda Fort, etc.
 Before the names of historical events:

Eg: The Panipat, The Jaliyanwallabagh, the Bosten Tea Party, etc.
 Before the names of historical ages:
Eg: The Golden Age of Gupthas, The Stone Age, etc.
 Before the names of revolutions and movements:
Eg: The Indian Freedom Struggle, The French Revolution, The Quit India Movement,
 Before the names of news-papers, magazines:
Eg: The Hindu, The Indian Express, The Deccan Chronicle, The Vaartha, The Eenadu,
The India Today, The Frontline, The Week, The Sports Star, etc.
 Before the names of trains, ships, aero planes:
Eg: The Dadar express, The Egmore express, The Titanic, The Victoria, The Vayudut.
 Before the names of nationality in plural sense:
Eg: The Indians, the Americans, the Chinese, the Arabs, the Italians, etc.
 Before the ordinal numbers:
Eg: The first prize, The second prize, The 21st, The 99th Rank, etc.
 Before the names of unions, societies, associations and federations:
Eg: The workers Union, The Farmers Co-operative Society, The Employees Welfare
Association, The United Teachers’ Federation, etc.
 Before the names of boards, corporations and commissions:
Eg: The Board of Intermediate Education, The Indian Cricket Board,
The Muncipal Corporation of Kadapa, The Union Public Service Commission,
 Before proper nouns when they are used as common nouns:
Eg: Kalidasa is the Shakespeare of India.
Mumbai is the Manchester of India..
 Before an adjective when used as a noun:
Eg: The rich, The poor, The middle class, The lazy, The dull, The innocent, etc.
 Before the names of countries in small units or plural:
Eg: The U.S.A., The U.K., The West Indies, etc.
 Before the names of the part of a day (except noon, night):
Eg: In the morning, in the afternoon, in the evening, etc.
 Before common nouns while they are repeating:
Eg: I saw a girl in the auditorium, the girl was dancing.
We met a stranger in the library, the stranger was an American.
 Before both the adjectives in comparative construction:
Eg: The higher you go, the colder you feel.
The faster we run, the quicker we reach.
The more you work, the more you gain.
 After the adjectives ‘both’ and ‘all’:
Ex: Both the books, Both the boys, Both the lessons, All the girls, All the shops, etc.
 Before the names of national festivals, it should be omitted before Regional festivals:
Ex: The Republic Day, The Independence Day, the Teachers’ Day, the Children’s Day.

 Before the names of places when they are used for secondary purpose:
Ex: The school, The College, The hospital, The temple, The church, The prison, etc.
 Before the names of Geographical factors like:
- Rivers: The Godavari, The Krishna, The Yamuna, The Ganges, etc.
- Seas: The Arabian Sea, The Red Sea, The Black Sea, etc.
- Oceans: The Indian Ocean, The Pacific Ocean, The Atlantic Ocean, etc.
- Bays: The Bay Of Bengal, etc.
- Canals: The Suez Canal, The Panama Canal, The Kurnool Cuddapah Canal,etc.
- Deserts: The Thar Desert, The Sahara Desert, etc.
- Valleys: The Kashmir Valley, The Araku Valley, etc.
- Plateaus: The Deccan Plateau, The Tibet Plateau, etc.
- Plains: The Ganges-Indus Plain,
- Waterfalls: The Nayagara, The Jog, etc.
- Mountain ranges: The Himalayas, The Alps, The Nilgiris, etc.
- Group of islands: The Andaman and Nicobar Islands, The Maldives, etc.
Omission of Articles:
◙ Articles should not be used:
♦ Before Proper nouns:
Ex: The Ashoka The Rajiv Gandhi The India The Tirupati
♦ Before Material nouns:
Ex: The Gold The Silver The Iron The Steel
♦ Before Abstract nouns:
Ex: The Air The Wisdom The Knowledge A Love The Honesty
♦ Before names of Days and Months:
Ex: The Monday The Tuesday The January The December
♦ Before names of Languages, Colors and Games:
Ex: The English A Hindi A White A Black The Cricket
♦ Before names of Meals, Diseases and Relations:
Ex: A Lunch A Supper A Cancer A Aids A Fever, The Daughter
♦ Before the names of Regional festivals:
Ex: The Ugadi, The Siva Rathri, The Naga Panchami
♦ Before the names of individual islands and mountains:
Ex: The Sri Lanka The Kanchana Ganga, The Everest
♦ Before these nouns when they used for their Primary Purpose:
Ex: The School, The College, The Hospital, The Temple, The Church

Practice Sentences
1) She has an automatic camera.

2) He is a doctor in this hospital.
3) He always holds a stick in his hand.
4) She has a long hair.
5) I received a telegram yesterday.
6) India is a great country.
7) Suresh wrote a letter to me last month.
8) He is an idiot.
9) He is an experienced lecturer in English.
10) We own a large house.
11) There is an ancient temple in our town.
12) Chithra is an innocent girl in this class.
13) Rahul is the best boy in our class.
14) My brother lives in the United Kingdom.
15) An honest man is the noblest work of God.
16) She will come here by the Pinakini express tomorrow.
17) The Italians love music.
18) The Ganges is a long river.
19) All the boys are present to the class today.
20) The rich should help the poor.
21) They went to the church to see its architecture.
22) He is a university student.
23) This book costs more than a hundred rupees.
24) I have been waiting for him for an hour and a half.
25) This is the same book I saw in the shop last week.
26) This is a useful exercise in grammar.
27) A Mr. Sureh Krishna came for you this morning.
28) The government passed an order.
29) Mr. Phillips is a European.
30) He met with an accident.
31) We celebrated the Independence Day yesterday.
32) Kashmir is the most beautiful place in India.
33) The more you work the more you gain.
34) They visited the Tajmahal last year.

35) My father reads the Ramayana regularly.
36) Cylone is the nearest island to India.
37) Agra is on the Yamuna.
38) I met a one eyed man at the bank.
39) George is an American and Smith is a European.
40) Iron is a useful metal.
41) Please give me a ticket.
42) What a lovely painting it is!
43) The U.S.A. is the strongest nation in the world.
44) The farmer bought an ox, a cow and a buffalo.
45) Rabindranath Tagore is one of the greatest Indian poets.
46) The earth revolves round the sun.
47) Miss Iswarya is an important person.
48) Mount Everest is the highest peak in the world.
49) Kalidas was the Shakespeare of India.
50) Copper is a useful metal.
51) She is not an honourable woman.
52) Rustum is a young parsee.
53) Banaras is a holy city.
54) Aladdin had a wonderful lamp.
55) He returned after an hour.
56) I first met her a year ago.
57) Cylone is an island.
58) Last week a European came to my office.
59) Sanskrit is a difficult language.
60) He is a fool to say that.
Self Practice Sentences
1) French is ………. easy language to learn.

2) Bheema has come without ………… umbrella.
3) Mumbai is ……….. very dear place to live in.
4) He looks as stupid as ………. owl.
5) She is ……… untidy girl in ………. class.
6) He found ……… egg in ………. nest.
7) Where there is ……. will, there is ………. way.
8) She wrote …….. letter to her father yesterday.

9) He is ……… Indian but his wife is ………. Italian.
10) Twelve inches make ……… foot.
11) Please give me ……… orange.
12) She eats ……… banana daily after supper.
13) He bought ………… suitcase yesterday.
14) ……….. honest man is always respected.
15) Rushitha is ……… orphan girl.
16) This is …….. ancient custom.
17) He is ……… strict officer in ……….. Education department.
18) There is ……….. insect on your cap.
19) ……… living ass is better than ………. dead lion.
20) ……… fool goes into the rain without ……… umbrella.
21) My uncle is ……….. M.L.A.
22) Mrs Radhika is …….. member of the Legislative Assembly
23) They bought ………. colour T.V. set yesterday.
24) ……… old man is holding ………. stick at the entrance.
25) His father went to …………school to pay fee.
26) Socrates was ……….wisest of all Greek Philosophers.
27) …………… first chapter in this material is very important.
28) They live in an old house near ……….. head post office.
29) ………….Sun is a familiar part of life.
30) You are ……...unimportant person for them.
31) Lakshmi is ………….honest girl.
32) …………Amazon is …………..longest river in the world.
33) She is leading …………simple life.
34) Mr. Prasanth plays …………guitar skillfully.
35) She is ……….humble person.
36) Are you ……….outstation candidate?
37) I wrote ………..article for ………….Hindu last month.
38) He is ………S.I. but his wife is ………..N.G.O.
39) He died without ………….heir.
40) It is ……….one month course.
41) I have …………Laptop at home.
42) He is ……….. best batsman of ………. team.
43) She is ………. excellent painter in this city.
44) Mrs Sarada is …….. good teacher.
45) Mr Ramakanth bought ……… race horse.
46) ……….. rich should share their wealth with ………. poor.
47) Smoking is …….. dirty habit.
48) Kishore bought ……… pair of trousers for his brother.
49) Rakshitha gave Harshitha ……………….new hundred rupee note.
50) Jyothi bought ……………..gift for her husband.
51) He is …………big officer and he is also ……………..honest person.
52) He is …………right person to be made …………Chief Minister of ………….state.
53) She wants to buy …………..medical insurance policy.
54) ………… President issued ………….ordinance regarding the places of worship.
55) Abraham Lincoln abolished ………..system of slavery in ……………. U.S.A.
56) Where ever you go, be …...........good citizen.
57) There is ………..lion in …………..zoo.
58) I advise you not to offer ………….bribe to …………..officer.
59) There is …………ox under …………….tree.
60) There is …………orange in …………….basket.
61) ……………..Mahabharatha is ……………epic.
62) ……………..Pacific is ……………..ocean.
63) Asia is ……………continent.
64) ……………earth is ………….planet.
65) ……….....Moon is ………….satellite.
66) Ravindra Bharathi is …………..auditorium.
67) Hyderabad is …………city.
68) Men should learn …………cooking.
69) Gold is ………..precious metal.
70) ………….earth moves round …………sun.
71) She goes to ……….school every day.
72) ………….higher you go ………..colder it gets.
73) What kind of …………….friend are you?
74) His father will come to ………..college to meet …………….Principal.
75) Her pet dog is sleeping under …………….bed.
76) It is ten-thirty, let us go to ………….bed.
77) Today is Sunday. Stephen is going to …………church.
78) Krishna went to …………rescue of Arjuna.
79) John is ………… European.
80) The boy is …………orphan.
81) She has been writing …………. exam for ……….hour and ……….half.
82) This is …………unfortunate incident.
83) This is ………….. University.
84) She will return to ………… Hyderabad next Monday.
85) ……..eclipse is caused when ……Earth comes between ……Sun and …….. Moon.
86) Eat ……………apple every day in …………….morning.
87) She went to ………..hospital to consult …………… dermatologist.
88) There is.…..red book and a green book on ……table, will you bring me……red one.
89) The girl is …….orphan. She has known neither mother’s love nor ……father’s love.
90) ……………honesty is ……………best policy.
91) How blue …………….sky looks!
92) In …………park, I saw ……….one eyed beggar.
93) I can’t remember …………..story that he told me.
94) Brown is ……………. European.
95) It is …………one rupee note.
96) This is ……………..book that I was looking for.
97) …………Cancer is ………..dangerous disease.
98) She speaks …………. English fluently.
99) Sunitha goes to ………… college by bus.
100) This table is made of ………….wood.
ANSWERS
1. an 2. an 3. A 4. an 5. an-the 6. an-the
7. a-a 8. a 9. an-an 10. a 11. An 12. a
13. a 14. an 15. an 16. an. 17. a-the 18. an
19. a-a 20. a-an 21. an 22. a 23. a 24. the-a
25. the 26. the 27. the 28. the 29. the 30. an
31. an 32. the-the 33. a 34. the 35. an 36. an
37. an-the 38. an-an 39. an 40. A 41. a 42. the-the
43. an 44. a 45. a 46. the-the 47. a 48. a
49. a 50. a 51. a-an 52. the-the-the 53. a 54. the-an
55. the-the 56. A 57. a-the 58. the-an 59. an-the 60. an-the
61. the-an 62. the-an 63. a 64. the-a 65. the-a 66. an
67. A 68. x 69. a 70. the-the 71. x 72. the-the
73. a 74. the-the 75. the 76. x 77. x 78. the
79. a 80. An 81. x-an-a 82. an 83. a 84. x
85. an-the-the-the 86. an-the 87. x-the 88. a-the-the 89. an-x
90. x-the 91. the 92. the-a 93. the 94. a 95. a
96. the 97. x-a 98. x 99. x 100. x

TECHNICAL
COMMUNICATION
REVISED 2ND EDITION

es
Pr
FOR GUJARAT TECHNOLOGICAL UNIVERSITY
s ity
er
Meenakshi Raman
iv
Professor and Head

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Department of Humanities and Social Sciences

BITS, Pilani (K.K. Birla Goa Campus)
d
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Sangeeta Sharma
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Associate Professor
Department of Humanities and Social Sciences
BITS, Pilani (Pilani Campus)
© Oxford University Press. All rights reserved.
Prelims.indd i 12/07/17 1:21 PM

Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trademark of
Oxford University Press in the UK and in certain other countries.
Published in India by
Oxford University Press
Ground Floor, 2/11, Ansari Road, Daryaganj, New Delhi 110002, India
© Oxford University Press 2008, 2014, 2017
The moral rights of the author/s have been asserted.
First Edition published in 2008

Revised Second Edition published in 2017
All rights reserved. No part of this publication may be reproduced, stored in
s
a retrieval system, or transmitted, in any form or by any means, without the
es
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by licence, or under terms agreed with the appropriate reprographics
Pr
rights organization. Enquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.
ity
You must not circulate this work in any other form
and you must impose this same condition on any acquirer.
s
er
ISBN-13: 978-0-19-948296-2
ISBN-10: 0-19-948296-9
iv
Typeset in Baskerville
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by Ideal Publishing Solutions, Delhi

Printed in India by Magic International (P) Ltd., Greater Noida
Cover image: DiamondGraphics / Shutterstock

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Third-party website addresses mentioned in this book are provided

by Oxford University Press in good faith and for information only.
Oxford University Press disclaims any responsibility for the material contained therein.
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Prelims.indd ii 12/07/17 1:21 PM

Preface to the Revised
Second Edition
Today’s professional world demands effective transfer of technical information in the form of correspondence,
talks, discussions, and documents more than ever before. Such forms of communication not only reflect
the knowledge and achievements of engineers, scientists, and other professionals but also act as the public
s
es
face for organizations, reflecting their policies and achievements.
Technical communication is essentially formal, and hence requires a standard format for disseminating
Pr
technical messages. Apart from general oral communication, the written aspect holds a lot of importance.
About the Book

s ity
The latest edition of this textbook has been updated as per the latest communication skills course at
er
Gujarat Technological University (GTU). Accordingly, the book has now been divided into 11 chapters
that provide a comprehensive coverage of all the topics included in the GTU syllabus. The contents have
iv
been reorganized keeping in mind the role of the four communication skills—listening, speaking, reading,
Un
and writing (LSRW). In addition to the LSRW skills, this book also aims to introduce the fundamental
components of English grammar to the reader, which is essential for effective communication in the
academic and professional environment.
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Various audio and video exercises, to help the students acquire the necessary linguistic and soft skills, have
or
been included in the CD accompanying the text. These activities are designed to fulfil the requirements
xf
of the university.
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New to the Revised Second Edition

• Latest GTU solved question papers at the end of the book
About the CD
The CD content is closely linked to the main text and includes the following modules:
Videos This module contains videos that can be used to train the readers for group discussions and
professional presentations.
Listening and speaking practice This module contains various types of audio clips related to
telephonic conversation, negotiation skills, role play, and phonetics.
Text supplements This module contains supplementary material to the main text, including samples
of various formal written documents as well as additional topics of interest.
Prelims.indd iii 12/07/17 1:21 PM

iv Preface to the Revised Second Edition
The videos on group discussion and professional presentations can be viewed with VLC Media Player
or Windows Media Player.
The file ‘Text Supplements’ is a PDF (Portable Document Format) document. The reader will need
either Adobe Acrobat or its Reader to view it.
Coverage and Structure

The text has been divided into 11 chapters.
Chapter 1 emphasizes and elaborates the basics of technical communication, such as its importance, process,
levels, and flow of communication. Chapter 2 explains the importance of developing effective listening skills.
Chapter 3 presents effective presentation strategies for various kinds of audience. It also touches upon the
nuances of oral communication and body language.
Chapter 4 highlights all the important aspects of reading, including skimming and scanning, and presents
s
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reading strategies that help improve comprehension skills. Chapter 5 covers paragraph development including
discussions on topic and supporting sentences.
Pr
Chapter 6 analyses technical letter writing and gives examples of various types of business letters, including
claim, adjustment, and sales letters. It also discusses email writing as also the etiquettes to be followed while
ity
communicating through it.
s
Chapter 7 introduces report writing, including its objectives, types, importance, formats, and structure. Chapter 8
er
covers the structure and content of a book review. Chapter 9 explains the guidelines for completing a story.
iv
Chapter 10 covers the essentials of grammar and vocabulary including tenses, impersonal passive voice, and
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concord, and listings of idioms, homophones, homonyms, one-word substitutes, and confusables.
Chapter 11 on enriching language through literature includes poems and short stories, with detailed
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explanations and questions.

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Online Resources
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The following resources are available to support the faculty and students using this text.
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For Faculty
• PowerPoint Slides
For Students
• Multiple Choice Questions
• Additional Text Material
Acknowledgements
We are grateful to Professor B.N. Jain, Vice Chancellor, BITS, Pilani, Professor L.K. Maheshwari, former
Vice Chancellor, BITS, Pilani, Professors G. Raghurama and K.E. Raman, Directors of Pilani and Goa
campuses, respectively, under whose aegis we were provided an environment conducive to complete this
edition.
Prelims.indd iv 12/07/17 1:21 PM

Preface to the Revised Second Edition v
The staff at the Oxford University Press deserves our special thanks for the tremendous effort put forth
to constantly update us on all the review matters throughout the making of this edition.
We appreciate the constructive suggestions given by the reviewers to add new topics and update the first
edition so as to suit the needs of the students.
We gratefully acknowledge Ruskin Bond, Random House UK, and Sahni Brothers, Agra for the
permissions granted to reproduce their copyright material in this book.
Every effort has been made to trace copyright holders and to obtain their permission for the use of
copyright material. We apologize for any error or omission and would be grateful if notified of any correction
that should be incorporated in future reprints or editions of this book.
At the home front, we sincerely acknowledge the support and encouragement we got from our family
members. Meenakshi Raman is running short of words to express her gratitude to her family members for
the unstinting cooperation and affectionate concern extended during the course of the project. Sangeeta
Sharma would like to acknowledge her husband Suresh Sharma for being a pillar of support at all times
and her children Amrit and Anuj for innocently enquiring about the progress of the book and reminding
s
es
her to complete the task. Her parents-in-law also need a special mention for never complaining about her
deep involvement in the work and taking away their time.
Pr
We sincerely hope that this revised edition, with its updated, comprehensive coverage of all aspects
and types of technical communication, will prove to be highly useful to the readers. Any suggestions for
ity
improvement are welcome.
s
er
MEENAKSHI RAMAN
(mraman@goa.bits-pilani.ac.in)
iv
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SANGEETA SHARMA
(sang@pilani.bits-pilani.ac.in)
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or
xf
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Prelims.indd v 12/07/17 1:21 PM

Preface to the First Edition
The word communication has its roots in the Latin word communicare, meaning ‘to impart’. The reference here
is to the sharing of information. Effective communication thus involves effective exchange of information.
As an integral part of one’s academic and professional life, this requires a thorough grasp of the language
being used as the medium of communication. Even though the majority of tasks performed by an engineer
or a scientist are of technical nature, their success to a great extent depends on the effectiveness with which
s
they assimilate or disseminate technical or formal information. It therefore becomes all the more essential
es
for students of science and technology who are instrumental in bringing about significant developments
in the society to master English for their technical communication. Technical communication is mostly
Pr
formal and hence very often requires the use of set formats to get the required technical message across.
ity
As compared to general communication which is mostly oral, technical communication necessitates a lot
of documentation, which brings into major focus the written aspect. The other major feature of technical
s
communication to be kept in mind is audience specificity. Unlike ordinary day-to-day communication,
er
formal communication is prepared for specific target segments of the society. Accordingly, the language
used in such communication involves specific jargon, illustrations, etc. Hence, it is essential for the people
iv
preparing these correspondences to understand clearly the intricacies of listening, speaking, reading, and
Un
writing in the chosen medium. This book aims to facilitate this understanding, in addition to familiarizing
the reader with the fundamental components of English grammar. It has been designed to enable students
and professionals to disseminate technical and formal information effectively.
d
This book meets the requirements of the first semester course on communication skills at Gujarat
or
Technological University (GTU). The text has been developed based on two decades of teaching experience
xf
in the area of communication. Realizing the need to improve the communication skills of engineering students
and technologists, the book discusses both oral and written forms of communication in depth. A key feature
O
of this beginner-level book is its user-friendly approach. The language is simple and easy to understand.
The technical aspects of communication have been explained through lively and relevant examples
and illustrations. A number of strategies have been suggested throughout the book to enhance the
efficiency and effectiveness of communication in various settings. Important definitions as well as related
interesting information have been presented in sidebars and textboxes. Numerous exhibits specific to
technical applications have been provided, including presentation styles, formats, and layouts for written
communication. The worked-out exercises reinforce the concepts discussed in the book, correlating theory
and practice.
The text has been divided into 14 chapters.
We sincerely hope that this book, with its comprehensive coverage of all aspects and types of technical
communication, will prove to be highly useful to readers. Any suggestions for improvement are welcome.
MEENAKSHI RAMAN
SANGEETA SHARMA
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viii Technical Communication
Features of
7
Technical Reports
Chapter Outline
Introduction All chapters in the
IMPORTANCE OF REPORTS
s
OBJECTIVES OF REPORTS book begin with a
es
Characteristics of a Report chapter outline, which
INTRODUCTION gives an overview of
Categories of Reports
Pr
INFORMATIVE REPORTS We see many examples of reporting in daily life. A nurse at the contents covered
ANALYTICAL REPORTS the hospital reports to the doctor in the inpatient ward about in the chapter.
PERIODIC AND SPECIAL REPORTS
ity
the condition of each patient. A supervisor, at the end of the
day, reports to the manager the progress of the work carried
ORAL AND WRITTEN REPORTS
i hi /h ii Si il l h f b k
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er
iv
it is equally essential to see that no relevant information is

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Illustrations
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of relevant facts renders it incomplete and is likely to mislead.

Illustrations,
Reader-orientation
interspersed with the
A good report is always reader oriented. While drafting a
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text in the chapters, report, it is necessary to keep in mind the person(s) who is (are) going to
make the book a more
or
read it. A report meant for the layperson will be different from
lively and interesting one meant for technical experts.
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read. Objectivity of recommendations

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‘The report is done, but who am I to give it to?’ If recommendations are made at the end of a report, they
must be impartial and objective. They should come as a logical
in the main text part of the memorandum, the other parts being the same as the
QV\MZWNÅKMUMUWZIVL]U
A specimen memo report is given in the CD.
CD Links
The chapters include
Letter format While sending short reports of a few pages to outsiders, one can
opt for a letter format. Besides all the routine parts of a letter, these reports may
CD links that aid in
include headings, illustrations, and footnotes. better understanding
Refer to the CD for a sample letter report. of the concepts
Pre-printed form Reports containing routine matter and which are periodical discussed in the
in nature may be written in a form prescribed by the organization. All one needs book. A CD icon in
\WLWQ[\WÅTTQV\PMJTIVS[QVIXZMXZQV\MLNWZU;MM\PM[IUXTMQV[XMK\QWVZMXWZ\ the left margin of the
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WN IVMUXTWaMMIVQV\MZQUZMXWZ\ZMÆMK\QVO\PMXZWOZM[[WN IXZWRMK\WZIZMXWZ\ support.
infor ming the condition of equipment in a laboratory may be presented in a
Q LN P Q P L ÅTT Q Q L QT Q P L QT
Prelims.indd viii 12/07/17 1:21 PM

Prelims ix
the Book
Exercises EXERCISES
A series of practice 1. Indicate the difference between the following Animals I Have Had As Pets
exercises highlight the reports: I. Members of the cat family
(a) Oral and written (a) Baby lion
major topics covered in J .WZUITIVLQVNWZUIT 1. Three days old
the chapter. The questions (c) Individual and group 2. Mother died at local zoo
(d) Long and short (b) House kittens
enhance learning and can 2. Discuss the various types of reports. Give an .Q^MWN \PM[M
be used for review and example of each. II. Members of the dog family
3. What is a project report? Write a project report (a) Two young dogs, mixed breed
classroom discussion. on the recent project you have done in your college. (b) A poodle
4. A company is considering a proposal to establish a (c) German shepherd
new factory in your town. The Managing Director has (d) Other dogs
s
asked you to write a report on suitability of the place III. Canaries
es
NWZ\PMM[\IJTQ[PUMV\WN \PQ[NIK\WZa.WZ\PQ[ZMXWZ\IV (a) Two males
outline is provided below. Study it carefully and rewrite (b) Three females
it in accordance with the principles of coordination, (c) Parakeet
Pr
subordination, phrasing, numbering, ordering, etc. IV. Guppies
V. Members of the reptile family
Establishment of a New Factory Outline
(a) Young grass snake
1. Introduction ity (b) Green lizard
.QZMÅOP\QVOIVL+WUU]VQKI\QWVNIKQTQ\QM[
(c) Two snails
(a) Telephone
>1 /WTLÅ[P
J .I`
s
6. »<PM,Q[\ZQK\+WTTMK\WZ2P]VRP]V]Q[KWVKMZVML
K .QTU[
about the rapid increase in the number of road
er
(d) Games
accidents in Pilani. The Chairman, Municipal
3. Education and Entertainment facilities
Corporation, Pilani, has been asked to submit a report
4. How is the market
iv
investigating the causes and suggesting measures to

A. Potential
improve the situation.’ Prepare an outline for the
B. General
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above report.
5. Labour from Local and other plants 7. You, as the Collector of Bhuj District, have been
5.0 Raw materials asked by the Secretary, Home Department, Gujarat, to
1 C
d
or
xf
O
Companion CD
The CD contains the following:
Videos on group discussion and
professional presentations
Audio clips comprising listening
and speaking practice, phonetics,
telephonic conversations, role
play, and negotiation skills
Text supplements including
samples of various formal written
documents as well as additional
topics of interest
Prelims.indd ix 12/07/17 1:21 PM

Brief Contents
Preface to the Revised Second Edition iii

Preface to the First Edition vii
Features of the Book viii
Detailed Contents xi
s
GTU Syllabus xiv
es
1. Communication Skills 1
Pr
2. Listening Skills 16
3. Effective Presentation Strategies
ity 25
4. Effective Reading Skills 42
s
er
5. Paragraph Development 67
iv
6. Letter Writing and Email 80

Un
7. Technical Reports 119

8. Writing a Book Review 154
d
9. Story Writing 162

or
10. Grammar and Vocabulary 172

xf
11. Enriching Language through Literature 209

O
Appendix I 221
Appendix II 245
Index 248
About the Authors 250
Prelims.indd x 12/07/17 1:21 PM

Detailed Contents
Preface to the Revised Second Edition iii

Preface to the First Edition vii
Features of the Book viii
Brief Contents x
GTU Syllabus xiv
s
es
Traits of a Good Listener 18
1. Communication Skills 1
Pr
Being Non-evaluative 18
Introduction 1 Paraphrasing 18
The Process of Communication 2
ity Reflecting Implications 19
The Communication Cycle 2 Reflecting Hidden Feelings 19
s
Noise 3 Inviting Further Contributions 20
er
General and Technical Responding Non-verbally 20

Barriers to Effective Listening 20
iv
Communication 4
Language as a Tool of Communication 5 Content 21
Un
Characteristics of Language 5 Speaker 21

Levels of Communication 9 Medium 21
d
Extrapersonal Communication 9 Distractions 21

or
Intrapersonal Communication 9 Mindset 22

Interpersonal Communication 10 Language 22
xf
Organizational Communication 10 Listening Speed 22

O
Mass Communication 11 Feedback 23

The Flow of Communication 11 Cultural Barriers 23
Downward Communication 12
Upward Communication 12 3. Effective Presentation Strategies 25
Lateral or Horizontal
Introduction 25
Communication 13
Defining Purpose 26
Diagonal or Crosswise
Analysing Audience and Locale 26
Communication 13
Organizing Contents 28
The Importance of Technical
Introduction 28
Communication 14
Main Body 29
Conclusions 30
2. Listening Skills 16 Preparing an Outline 31
Introduction 16 Kinesics 32
Types of Listening 17 Personal Appearance 33
Prelims.indd xi 12/07/17 1:21 PM

xii Detailed Contents
Posture 33 Techniques for Paragraph

Gesture 34 Development 75
Facial Expression 34
Eye Contact 35 6. Letter Writing and Email 80
Proxemics 35
Paralinguistics 37 Business Letters 80
Quality 37 Significance 80
Volume 37 Purpose 81
Pace/Rate 38 Structure 81
Pitch 38 Layout 88
Articulation 38 Principles 92
Pronunciation 39 Types and Samples 100
Voice Modulation 39 Email 109
Pauses 39 Advantages and Limitations 110
s
Style, Structure, and Content 111
es
Chronemics 40
Email Etiquette 112
Pr
4. Effective Reading Skills 42
7. Technical Reports
ity 119
Introduction 42
What is Reading Comprehension? 43 Introduction 119
s
Reading Strategies 43 Importance of Reports 120
er
Reading General Articles 43 Objectives of Reports 121

Characteristics of a Report 121
iv
Reading Essays 44
Reading Journal Articles 48 Categories of Reports 123
Un
Techniques for Good Comprehension 48 Informative Reports 123

Skimming and Scanning 49 Analytical Reports 123
d
Non-verbal Signals 49 Periodic and Special Reports 124

or
Structure of the Text 50 Oral and Written Reports 124

Structure of Paragraphs 50 Long and Short Reports 124
xf
Punctuation 50 Formal and Informal Reports 125

O
Author’s Viewpoint (Inference) 50 Individual and Group Reports 125

Reader Anticipation: Determining the Formats 126
Meaning of Words 51 Prewriting 127
Summarizing 51 Purpose and Scope 127
Typical Reading Comprehension Audience 127
Questions 52 Sources of Information 129
Organizing the Material 129
5. Paragraph Development 67 Interpreting Information 130
Making an Outline 130
Introduction 67 Structure of Reports (Manuscript
Central Components of a Paragraph 68 Format) 134
Topic Sentence 69 Prefatory Parts 134
Coherence 69 Main Text 142
Unity 72 Supplementary Parts 145
Adequate Development 72 Types of Reports 146
Prelims.indd xii 12/07/17 1:21 PM

Detailed Contents xiii
Writing the Report 148 Tenses 175

First Draft 148 Present Tense 175
Revising, Editing, and Proofreading 149 Past Tense 178
Future Tense 179
8. Writing a Book Review 154 Impersonal Passive Voice 182
Conditional Sentences 184
Introduction 154 Conjunctions and Prepositions 188
Different Types of Book Reviews 155 Conjuctions 188
The Art of Book Reviewing 156 Prepositions 190
Important Attributes 156 Idioms 191
Steps 156 Confusables 198
Samples 158 One-word Substitutes 199
Homonyms 203
9. Story Writing 162 Homophones 203
s
es
Eponyms 204
Introduction 162
Pr
The Resources 162
How to Begin 163 11. Enriching Language through Literature 209
Catchy Bait 163
ity The Road Not Taken 209
Draw from Experience 163 About the Poet 209
s
Choose a Point of View 164 Explanation 210
er
Guidelines for Completing a Given Goodbye Party for Miss Pushpa T.S. 211
Story 164
iv
About the Poet 211

Samples 165 Explanation 212
Un
Sample 1 165 The Eyes are Not Here 213

Sample 2 166 About the Author 213
d
Sample 3 168 Summary 216

or
The Romance of a Busy Broker 217

10. Grammar and Vocabulary 172 About the Author 217
xf
Summary 219
Concord (Subject–Verb Agreement) 172
O
Appendix I 221
Appendix II 245
Index 248
About the Authors 250
Prelims.indd xiii 12/07/17 1:21 PM

GTU Syllabus
The following table is a guide to the coverage of the syllabus topics, specifying the chapters that cover the
various units.
Syllabus Chapter(s)
1. Basics of Communication
• Definition and process of communication 1
s
• Kinesics 3
es
• Paralinguistics
• Proxemics
Pr
• Chronemics
2. Presentation Strategies ity
• Defining the purpose of presentation 3
• How to make an effective presentation
s
(i) Analysing audience and locale
er
(ii) Organizing content and preparing an outline

3. Listening Ability
iv
• Hearing and listening 2

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• Types of listening
• Barriers to effective listening
4. Reading Fluency
d
• Introduction 4
or
• Reading strategies
• Techniques of reading
xf
• Developing reading comprehension

O
5. Writing: Mastering the Final Skill

• Paragraph writing 5
• Business letters 6
• Report writing 7
• Completion of a given story 9
• Email etiquettes 6
6. Enriching Language through Literature
Poems 11
• The Road Not Taken by Robert Frost
• Goodbye Party for Miss Pushpa T.S. by Nissim Ezekiel
Short Stories
• The Eyes are Not Here by Robert Frost
• The Romance of a Busy Broker by O. Henry
Prelims.indd xiv 12/07/17 1:21 PM

Communication
1 Skills
Introduction
s
The Process of
es
Communication
Pr
THE COMMUNICATION CYCLE INTRODUCTION
NOISE ity
GENERAL AND TECHNICAL In your academic environment, you encounter various situ-
COMMUNICATION ations involving speech or writing: conversation with your
s
NZQMVL[XZWNM[[WZ[WZWNÅKM[\INN \WIKPQM^MÎZQW][X]ZXW[M[#
Language as a Tool of
er
[MUQVIZ[OZW]XLQ[K][[QWV[_ZQ\\MV\M[\[IVLMÌUQVI\QWV[#
Communication and laboratory or project report submissions on diverse topics.
iv
CHARACTERISTICS OF LANGUAGE Likewise, when you take up a profession after completing

Un
Levels of Communication your studies, you will have to interact with your superiors and
EXTRAPERSONAL COMMUNICATION subordinates, conversing with them face to face or over the
INTRAPERSONAL COMMUNICATION
d
telephone, and read and write e-mails, letters, reports, and

INTERPERSONAL COMMUNICATION
or
proposals.
ORGANIZATIONAL COMMUNICATION All these activities have a common denominator—the sharing
xf
MASS COMMUNICATION of information.WZMÌUXTM_PMVaW]ZMY]M[\aW]ZXZWNM[[WZ\W

The Flow of Communication
O
explain a concept which you could not understand very well in

DOWNWARD COMMUNICATION the class, you transmit the information to him that you need
UPWARD COMMUNICATION [WUMKTIZQÅKI\QWV6W_\PMXZWNM[[WZZMKMQ^M[\PQ[QVNWZUI\QWV
LATERAL OR HORIZONTAL understands it and responds by giving an explanation which
COMMUNICATION KTMIZ[aW]ZLW]J\1N aW]IZM[I\Q[ÅML_Q\P\PQ[M`XTIVI\QWV
DIAGONAL OR CROSSWISE you thank the professor and the communication comes to
COMMUNICATION an end. If you are still in doubt, you once again request
The Importance of Technical KTIZQÅKI\QWVIVL\PMXZWKM[[KWV\QV]M[<PQ[XZWKM[[QV^WT^QVO
the transmission and interchange of ideas, facts, feelings, or
Communication
courses of action is known as the process of communication. You
give, get, or share information with others during this process.
Whether you communicate orally or in writing, this process
essentially remains the same.
When you become a part of any organization, you need to
KWUU]VQKI\MIVLKWUU]VQKI\MMNNMK\Q^MTa6WWZOIVQbI\QWV
TC.indb 1 3/27/2014 4:31:59 PM

2 Technical Communication
can survive without communication. All the activities an organization undertakes

have communication at their hub. The better your communication skills, the greater
are your chances of quick progress. However skilful you may be in other aspects
of your work, knowledge, thoughts, and organization, sans communication are of
TQ\\TM][M.WZQV[\IVKM\PW]OPaW]UIaXW[[M[[IVM`KMTTMV\IKILMUQKZMKWZLaW]
may not emerge victorious in an interview if you are not able to express your ideas
clearly to those on the other side of the table. You may have observed that people at
the pinnacle of their profession generally have excellent communication skills, one
ZMI[WVNWZ\PMQZZIXQLZQ[M]X\PMTILLMZWN []KKM[[;WTM\][ÅVLW]\UWZMIJW]\
this communication process and what role it plays in an organization.
THE PROCESS OF COMMUNICATION
s
Communication The word communication has its root in the Latin word communicare, which means
es
ECPDGFGſPGFCU to shareIVL\PQ[[PIZQVOQ[WN QVNWZUI\QWVSVW_TMLOMIVL\PW]OP\[.WZ[PIZQVO
the exchange of
information, you require two parties, the sender and the receiver, without which
Pr
KPHQTOCVKQPKFGCU
and knowledge KWUU]VQKI\QWVKIVVW\\ISMXTIKM0W_M^MZQ\Q[VW\[]NÅKQMV\\WPI^M\_WXIZ\QM[#
DGVYGGPVJGUGPFGT there should also be cooperation and understanding between them. They should
ity
and the receiver have a mutually accepted code of signals making up a common language. So,
through an accepted KWUU]VQKI\QWVKIVJMLMÅVMLI[\PMM`KPIVOMWN QVNWZUI\QWVQLMI[IVLSVW_
s
EQFGQHU[ODQNU
er
ledge between the sender and the receiver through an accepted code of symbols.
It is termed effective only when the receiver receives the message intended by the
iv
sender in the same perspective. Otherwise, it is miscommunication.

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The Communication Cycle

d
+WV[QLMZ\PMKWUU]VQKI\QWVXZWKM[[I[[PW_VQV.QO]ZM
or
The sender encodes the message and sends it through a channel. This channel is nothing
but the language used—words, actions, signs, objects, or a combination of these. The
xf
receiver receives the message, decodes it, and acts on it. If the message received
O
Communication environment
Channel/media
Message Sent Received Message

Sender Receiver Response
encoded message Noise message decoded
(External/
internal)
Feedback
FIGURE 1.1 THE PROCESS OF COMMUNICATION
TC.indb 2 3/27/2014 4:31:59 PM

Communication Skills 3
Q[\PM[IUMI[\PMUM[[IOM[MV\\PMZM_QTTJMIZM[XWV[M#QN VW\\PMZMPI[JMMVI
JZMISLW_VWN KWUU]VQKI\QWV<PQ[UIaPIXXMVJMKI][MWN »VWQ[M¼<PMZMI[WV[
for noise production have been discussed in detail in the latter part of this section.
The transmission of the receiver’s response to the sender is called feedback.
.MMLJIKSQ[M[[MV\QITI[Q\Q[IJIZWUM\MZWN MNNMK\Q^MKWUU]VQKI\QWV1N aW]IZM
sending a message to somebody, your communication cycle is complete only
when you get a response from the recipient of your message. Otherwise, you
need to resend the message. Of course, even if you receive a response, it may or
may not be the one you had expected. But once you receive some response, you
know that you have communicated your message to the other party successfully.
.WZMÌUXTMaW]X]\]XIVW\QKMI[SQVO\PMUMUJMZ[WN aW]Z[\]LMV\KW]VKQT
\W I\\MVL I UMM\QVO WV I [XMKQÅML LI\M I\ I XIZ\QK]TIZ \QUM I\ \PM TWKI\QWV
UMV\QWVML7V\PMLIaWN \PMUMM\QVOaW]ÅVL\PI\[WUMWN \PMUPI^MKWUM
s
es
while the others have not turned up. In this case you have obtained both the
positive and negative responses to your message. But since you have got some
Pr
feedback, the communication process is complete. Also, it has been effective,
at least from your side. Hence, to understand whether you have communicated
ity
successfully or not, you must get feedback which is your observation of the
recipient’s response. Your communication is fully effective only when you get
s
er
the desired response from the receiver.

+WUU]VQKI\QWV\ISM[XTIKMQVI_MTTLMÅVML[M\]X<PQ[Q[KITTML\PMcommuni-
iv
cation environment. A classroom is the communication environment when a teacher

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delivers lectures to students. A teacher’s cubicle becomes the communication

environment when a student privately approaches the teacher.
d
Messages themselves are transferred through a medium, the channel. In oral

or
communication, the air or telephone wires are commonly used channels. Language
is the tool we use through these channels to exchange information.
xf
In brief, the essentials of effective communication are as follows:

O
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+WWXMZI\QWVJM\_MMV\PM[MVLMZIVL\PMZMKMQ^MZ
;MTMK\QWVWN IVIXXZWXZQI\MKPIVVMT
+WZZMK\MVKWLQVOIVLLMKWLQVOWN \PMUM[[IOM
:MKMQX\WN \PMLM[QZMLZM[XWV[MIVLNMMLJIKS
Noise
0QKUGKUFGſPGF When you communicate, you desire that the message received should be the same as
CUCP[WPRNCPPGF the message sent. But you might notice that this is not always the case. Sometimes,
interference in the
communication
this is due to the presence of VWQ[M6WQ[MQ[LMÅVMLI[IVa]VXTIVVMLQV\MZNMZMVKMQV\PM
environment, which communication environment, which causes hindrance in the transmission of the message6WQ[M
ECWUGUJKPFTCPEGKP distorts interpretation or the decoding part of the communication process.
VJGVTCPUOKUUKQPQH 6WQ[MKIVJMKTI[[QÅMLI[channel and semantic. Channel noise is any interference in the
VJGOGUUCIG
mechanics of the medium used to send a message.IUQTQIZMÌUXTM[WN KPIVVMTVWQ[MIZM
TC.indb 3 3/27/2014 4:31:59 PM

distortion due to faulty background, noise in telephone lines, or too high a volume
or pitch from loudspeakers. In written communication, illegible handwriting can
be termed as channel noise.
Whereas channel noise develops externally, semantic noise is generated internally,
resulting from errors in the message itself. It may be because of the connotative meaning
of a word allowing the meaning to be interpreted differently by the sender and the
ZMKMQ^MZ.WZMÌUXTM\PM_WZL»KWVLM[KMVL¼UIaJM][MLQVIXW[Q\Q^MUIVVMZ
implying graciousness or dignity of manner, but the receiver might interpret it in a
negative manner, related to a (baseless) assumption of superiority. Other examples of
semantic noise are ambiguous sentence structure, faulty grammar, misspellings,
and incorrect punctuation.
General and Technical Communication
s
es
Communication is important not only in an organization but also in daily
TQNM 1V M^MZaLIa TQNM aW] _QTT ÅVL \PI\ KWUU]VQKI\QWV WKK]Z[ M^MZa_PMZM
Pr
It is an integral part of daily activity. When your alarm clock goes off, it is
ity
communication through sound and urges you get out of bed. When you use a
particular brand of toothpaste while brushing your teeth, it is because of the
s
impact of the company’s persuasive advertising or its salesman’s spiel, both
er
being effective forms of communication. You watch the morning news on

TV—communication. You say goodbye to your family as you leave home—
iv
this is communication. You call for a cab and tell the driver to head for your
Un
WNÅKM¸\PQ[Q[KWUU]VQKI\QWV)\aW]Z_WZSXTIKMITTIK\Q^Q\QM[ZM^WT^MIZW]VL
communication, be it oral or written. Your boss calls to tell you about your
increment—this is communication again. At the end of the day, you return
d
PWUMIVLZMIL\PMVM_[XIXMZ¸\PQ[Q[KWUU]VQKI\QWVWVKMUWZM.QVITTaaW]
or
retire to bed and dream—this is also communication, this time with yourself.
xf
Messages that are non-technical or informal in nature are categorized as general

purpose communication, whereas messages pertaining to technical, industrial, or
O
business matters belong to the category of technical or business communication.

Table 1.1 shows the differences between the two categories.
Communication in everyday life
TC.indb 4 3/27/2014 4:31:59 PM

TABLE 1.1 CHARACTERISTICS OF GENERAL AND TECHNICAL COMMUNICATION
General communication Technical communication

z
Contains a general message z
Contains a technical message
z
Informal in style and approach z
Mostly formal
z
No set pattern of communication z
(QNNQYUCUGVRCVVGTP
z
Mostly oral z
$QVJQTCNCPFYTKVVGP
z
0QVCNYC[UHQTCURGEKſECWFKGPEG z
#NYC[UHQTCURGEKſECWFKGPEG
z
Doesn’t involve the use of technical vocabulary or z
(TGSWGPVN[KPXQNXGULCTIQPITCRJKEUGVE
graphics, etc.
LANGUAGE AS A TOOL OF COMMUNICATION
s
.CPIWCIGGORNQ[UC It is a well-established fact that effective communication is made possible with
es
EQODKPCVKQPQHYQTFU the help of language. You do not have to be a linguist in order to acquire good
to communicate
language skills. However, a basic knowledge of the theory of language will
Pr
KFGCUKPCOGCPKPIHWN
YC[$[EJCPIKPI certainly help you to understand the intricacies of writing and speaking clearly.
the word order in a So, let us look at some of the basic features of language.
ity
UGPVGPEG[QWECP ?PMV aW] \Za \W LMÅVM TIVO]IOM \PM ÅZ[\ \PQVO \PI\ KWUM[ \W UQVL Q[
EJCPIGKVUOGCPKPI words. Language employs a combination of words to communicate ideas in a
s
and even make it
er
OGCPKPINGUU meaningful way. By changing the word order in a sentence, you can change its
meaning, and even make it meaningless.
iv
How did words acquire their meanings? What, for example, is the connection
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is that there is no obvious correlation between the symbol and its meaning, as
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d
XMWXTMIOZMML\WZMXZM[MV\IKMZ\IQVWJRMK\WZQLMIJaI[XMKQÅK[W]VLWZ[aUJWT
or
1V\PM^MZaÅZ[\_WZL[\PMZMUIaPI^MJMMV[WUMKWZZMTI\QWVJM\_MMV\PM[aUJWT
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and the sense—they may have been onomatopoeic. A few such words that still
persist in the English language are buzz, drizzle, and murmur. In fact most words
O
evoke certain meanings because people have agreed that the symbols (words)
ZMXZM[MV\ [XMKQÅK UMIVQVO[ <P][ TIVO]IOM Q[ LQZMK\Ta LMXMVLMV\ WV XMWXTM
and cannot exist in isolation. It arose out of the human need to communicate.
Primitive man communicated only with sign language and cries. Much later, as
human beings became more interdependent and complex, language came into
being. Of course, though it is accepted that language is universal, it cannot be
LMVQML\PI\Q\Q[IT[W[XMKQÅK\W\PMQVLQ^QL]IT?PMVaW]][MQ\aW]ZMÆMK\aW]Z
personality and your thoughts.
Characteristics of Language
Let us now consider how language operates. When you think of any event, in-
V]UMZIJTMXQK\]ZM[KWUM\WaW]ZUQVL.WZQV[\IVKM_PMVaW]\PQVSWN aW]ZÅZ[\
oral presentation, you recall the audience’s expressions, the dimly lit room, the
podium, and your own nervousness.
TC.indb 5 3/27/2014 4:31:59 PM

All of us carry such images in our minds. And these memories of our experiences
[PIXMW]ZQLMI[IVLQVÆ]MVKMW]Z\PW]OP\[IVLIK\QWV[1N aW]M`XMZQMVKM[WUM
thing new, you alter your viewpoint. Individuality is the sum of all these myriad
experiences. This is the reason people have varied viewpoints.
People use language to give shape to their experiences. Since language is
not exact, many a time it leads to misunderstandings. Being aware of the basic
characteristics of language can help us understand this better and communicate
more effectively.
)KKWZLQVO\W\PMQLMI[X]\NWZ_IZLJaMUQVMV\TQVO]Q[\[[]KPI[6WIU+PWU[Sa
IVL.MZLQVIVLLM;I][[]ZMTIVO]IOMQ[
)Z\QÅKQIT
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es
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Language is DUWLÀFLDO
ity
&Q[QWMPQYJQY Language is created by people. It does not exist in isolation or outside the minds of
s
the meaning of
er
people. It is created by human as they need it. Every symbol is attached to a particular
ŎPKEGŏJCUEJCPIGF
QXGTJWPFTGFUQH thought or thing, called a referent.
iv
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KUWUGFVQFGUETKDG this contagious disease. The process of how this word was created is easy to trace.
UQOGVJKPICUŎIQQFŏ *]\\PQ[Q[VW\IT_Ia[XW[[QJTM.WZQV[\IVKM\PM_WZL»VQKM¼PI[KPIVOMLQ\[[PILM[
KPCPCDUVTCEV
of meaning over a period of time. Irrespective of the etymology, more important is
d
YC[+VU.CVKPTQQV
the fact that we select a word for use in a particular way from the limitless choices
or
ŎPGUEKTGŏOGCPVŎVQ
be ignorant’, and in available. As noted before, there is no organic connection between a symbol and
xf
VJKTVGGPVJEGPVWT[ its meaning. Humans attach meanings to words as they need to and modify these
'PINKUJKVECOGVQ
UMIVQVO[IKKWZLQVO\WKPIVOQVOVMML[<PQ[Q[_Pa_M[IaTIVO]IOMQ[»IZ\QÅKQIT¼
O
OGCPŎHQQNKUJUVWRKFŏ
Language is restricted
When we think and translate our thoughts into language, some meaning is
TW[\QV\PMXZWKM[[6W[aUJWTWZ_WZLKIV\ZIV[UQ\\PMMÌK\ZMITQ\a<PI\Q[
WVMZMI[WVaW][WUM\QUM[ÅVLaW]Z[MTN [IaQVO\PI\aW]KIVVW\ÅVL_WZL[\W
express your feelings. This is because language is restricted. In other words, it
has limitations.
Think of your alma mater. When you were in school, the building was new and
UWLMZVAW]KITTMLQ\»aW]Z[KPWWT¼)N\MZUIVaaMIZ[Q\VW_TWWS[IV\MLQT]^QIV
IVLLQTIXQLI\MLAW][\QTTKITTQ\»aW]Z[KPWWT¼)ZMVW\\PM[IUM_WZL[JMQVO][ML
\WLM[KZQJM\PMJ]QTLQVOQVQ\[LQNNMZMV\[\I\M['1N aW]_IV\\WOQ^MIUWZM[XMKQÅK
description, you have to supplement your words with other kinds of symbols or
perhaps more words.
To overcome this limiting quality of language, people enliven their words with
non-verbal cues to explain things better.
TC.indb 6 3/27/2014 4:31:59 PM

Language is only a sketch of the apparent and obvious. While communicating,

we must keep two things in mind:
1. We must avoid mistaking a changed reality for an unaltered one because of
unchanged language.
2. We need to use language as accurately as possible. When required, we should
corroborate it with other available alternatives, such as non-verbal cues, graphical
elements, or audio-visual recordings.
Language is abstract
We say language is abstract because it represents generalized ideas of things or
\PW]OP\[<PMQLMI_PQKP\PM_WZLZMXZM[MV\[Q[LQNNMZMV\M^MZa\QUM.WZMÌUXTM
»LZM[[¼KIVZMXZM[MV\IVa\PQVONZWUINZWKS\WI[IZQ-^MVQN aW]IZMUWZM[XMKQÅK
IVL][M\PM_WZL»J][QVM[[[]Q\¼aW]IZM[\QTTMUXTWaQVOIVIJ[\ZIK\QWVI[IJ][QVM[[
suit can come in a variety of sizes and colours. To be abstract is to generalize, and
s
es
to generalize is to leave out many details.
Abstractness is an important feature of language. It is this that makes all
Pr
generalization possible. When we talk about a number of similar items, such as
paper clips, pins, staples, etc., we can group them through abstraction, labelling
ity
their common features. This makes it possible to categorize, so that we need not
KWV[\IV\Ta ZMLMÅVM \PM VM_ QVNWZUI\QWV _M ZMKMQ^M )[ _M ][M ITZMILa M`Q[\QVO
s
words, the task becomes easier. If this were not possible, we would never be able to
er
make sense of things we have not experienced.

iv
How does this happen? An existing word takes many similar ideas under its
Un
]UJZMTTI)»\IJTM¼KIVJMWN LQNNMZMV\[PIXM[IVL[QbM[IVL[\QTTJMKITTMLI\IJTM
Even if you have never seen a table with three legs, you can still identify it as a
table. This happens because meanings get associated with symbols and users keep expanding the
d
range of meanings.
or
?MPI^MITZMILaLQ[K][[ML\PMM\aUWTWOaWN \PM_WZL»VQKM¼*]\LWaW]SVW_
how many meanings it had acquired that are currently in use? Here we list just
xf
some of them:
O
1. Pleasant, enjoyable, or attractive

2. 3QVL#NZQMVLTa
3. (Ironic) bad or unpleasant
4. .WZUITQV^WT^QVOI^MZa[UITTLM\IQTWZLQNNMZMVKM
;WUMWN \PMWJ[WTM\MUMIVQVO[WN »VQKM¼IZM»_IV\WV¼»XZWÆQOI\M¼»INNMK\MLTa
UWLM[\¼IVL»KWa¼
Language is arbitrary
There is no direct relationship between a word and the idea or object it represents.
People speaking a particular language accept the fact that certain symbols or sounds
_QTTZMXZM[MV\IXIZ\QK]TIZ\PQVO.WZMÌUXTMI»\IJTM¼KW]TLPI^MJMMVKITTMLJaIVa
other name, but these people speaking English accepted that a piece of furniture
_Q\PNW]ZTMO[IVLI_WWLMVXTIVS][MLNWZSMMXQVO\PQVO[_QTTJMKITTML»\IJTM¼
Language has evolved as a cultural system of agreements in which words repre-sent
certain symbols or thoughts. Learning these agreements is part of learning the language.
TC.indb 7 3/27/2014 4:31:59 PM

Sometimes this arbitrary aspect of language causes problems. When a word

undergoes a change that may not be universally accepted, it might not be under-stood
KTMIZTa.WZMÌUXTM\PM_WZL»^MZJIT¼UMIV[»[XWSMVVW\_ZQ\\MV¼IVLIT[W»KWVVMK\ML
with words or using words’. The same word is used to represent two different realities.
To summarize, language keeps changing to include new concepts, and words
KIVI\\IKPIV]UJMZWN [XMKQÅKIVLIZJQ\ZIZaUMIVQVO[
Language is creative
Language is indeed very creative and you can marvel at its ability to generate so many
words every day. Every year innumerable words are added to the dictionary. These
words can be added by different processes: borrowing (the taking over of words from other
TIVO]IOM[[]KPI[»ITKWPWT¼NZWU)ZIJQKIVL»JW[[¼NZWU,]\KPconstructing portmanteau
words_WZL[UILMJaKWUJQVQVO\PM[W]VLIVLUMIVQVOWN \_WLQNNMZMV\_WZL[#MO
netiquette = net + etiquette, edutainment = education + entertainment), back formation
s
es
(where a word of one type, usually a noun is reduced to a word of another type, usually
I^MZJTQSM»WX\¼NZWU»WX\QWV¼IVL»MUW\M¼NZWU»MUW\QWV¼M\K)[\PMVMMLIZQ[M[I
Pr
word is created to explain that particular thought or process. As computers inundated
WNÅKM[VM__WZL[[]KPI[»SMaJWIZL¼IVL»MUW\QKWV[¼KIUMQV\WJMQVO5MIVQVO[WN
ity
W\PMZ_WZL[¸[]KPI[UW][M^QZ][IVLJWW\¸_MZMM`XIVLMLWZUWLQÅML
Look at how the meanings of the following words have changed over a period of time.
s
er
Word Earlier meaning Current meaning

iv
'ITGIKQWU Outstandingly good Outstandingly bad

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Maverick Unbranded cattle (after owner who An outsider, admirable for unorthodox
declined to brand his) ways (positive connotation)
Language is repetitive
d
or
Whatever language you use, it has the capacity for redundancy or repetition. This
may either improve or impede effective communication. Look closely, for example,
xf
at this simple sentence:

O
A couple of girls are riding their bicycles.

How many signals in it indicate the presence of more than one person? The
ÅZ[\\_WIZM\PMXT]ZITVW]V["girls and bicycles. The third is the agreement of the
verbs are riding<PMNW]Z\PIVLÅN\PIZMcouple and their. We can accept that in this
instance repetition of information makes the meaning clear.
On the other hand, excessive and unnecessary repetition, or redundancy, may
TMIL\W^MZJW[Q\aWZ_WZLQVM[[_Q\PW]\KWV\ZQJ]\QVO\W\PMUMIVQVO.WZMÌUXTM
_PMVaW][Ia»)TTWN aW]UMM\\WOM\PMZ\W[MMUMQV\PMIN\MZVWWVI\XU¼aW]
IZM][QVOIVM`KM[[Q^MV]UJMZWN _WZL[\WVWX]ZXW[M-^MVQN aW]TMI^MW]\»)TT
WN aW]¼IVL»IN\MZVWWV¼VWKWVN][QWV_W]TLIZQ[M?PMVZML]VLIVKaQ[IXZWJTMU
dispense with the words that are unnecessary.
Language is recursive
Recursiveness is the characteristic of language which enables you to generate any
number of sentences using the same basic grammatical templates. It also allows you
\WM`XZM[[IVaQLMI\PW]OP\WZNMMTQVO][QVO\PM[IUMÅVQ\M^WKIJ]TIZa
TC.indb 8 3/27/2014 4:32:00 PM

Recursiveness implies that there is no limit to the potential length of a sentence.

.WZMÌUXTMKWV[QLMZ\PMNWTTW_QVO[\I\MUMV\"
This man who is wearing a crumpled suit, which he borrowed from me to wear to his interview,
which was on Wednesday, which was the day it was raining . . . .
If you use your imagination, you can see that this sentence can continue to any
length if you keep on adding qualifying clauses for every noun. This is because
the recursive quality of language here enables you to keep repeating the relative
clause pattern.
So, we can conclude that these basic characteristics of language make it an
effective means of communication.
LEVELS OF COMMUNICATION
s
Human communication takes place at various levels:
es
-`\ZIXMZ[WVIT
1V\ZIXMZ[WVIT
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1V\MZXMZ[WVIT
7ZOIVQbI\QWVIT ity
5I[[
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er
Extrapersonal Communication
iv
Communication between human beings and non-human entities

Q[ M`\ZIXMZ[WVIT .WZ MÌUXTM _PMV aW]Z XM\ LWO KWUM[ \W aW]
Un
wagging its tail as soon as you return home from work, it is an

example of extrapersonal communication. A parrot responding to
d
your greeting is another example. More than any other form, this form
or
of communication requires perfect coordination and understanding

between the sender and the receiver as at least one of them transmits
xf
information or responds in only sign language.

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Intrapersonal Communication
This takes place within the individual. We know that the brain is linked to all the
XIZ\[WN \PMJWLaJaIVMTMK\ZWKPMUQKIT[a[\MU.WZMÌUXTM_PMVaW]JMOQV\W
»NMMTPW\¼\PMQVNWZUI\QWVQ[[MV\\W\PMJZIQVIVLaW]UIaLMKQLM\W»\]ZVWV\PM
cooler’, responding to instructions sent from the brain to the hand. In this case,
the relevant organ is the sender, the electrochemical impulse is the message, and
\PMJZIQVQ[\PMZMKMQ^MZ6M`\\PMJZIQVI[[]UM[\PMZWTMWN [MVLMZIVL[MVL[\PM
feedback that you should switch on the cooler. Then the process is complete. This
kind of communication pertains to thinking, which is the basis of information
processing. Without such internal dialogue, you cannot proceed to the further
levels of communication—interpersonal and organizational. In fact, while we
are communicating with the other party, internal dialogue with oneself continues
concurrently—planning, weighing, considering, and processing information. You
TC.indb 9 3/27/2014 4:32:00 PM

might have noticed that at times you motivate yourself or consciously resolve to
complete a certain task. Self-motivation, self-determination, and the like take place
at the intrapersonal level.
Interpersonal Communication
Communication at this level refers to the sharing of information among people. To
compare it with other forms of communication, we need to examine how many
people are involved, how close they are to one another physically, how many sensory
channels are used, and the feedback provided.
s
es
Pr
s ity
er
Informal Informal Formal

iv
Interpersonal communication differs from other forms of communication in that there are
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few participants involved, the interactants are in close physical proximity to each other, there
are many sensory channels used, and feedback is immediate. Also, the roles of sender
and receiver keep alternating. This form of communication is advantageous
d
because direct and immediate feedback is possible. If a doubt occurs, it can

or
JMQV[\IV\TaKTIZQÅML6W\M\PI\VWV^MZJITKWUU]VQKI\QWVXTIa[IUIRWZZWTM
in the interpretation of a message in this form of communication due to the
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proximity of the people involved.

O
Interpersonal communication can be formal or informal. .WZ MÌUXTM aW]Z

interaction with a sales clerk in a store is different from that with your friends and
NIUQTaUMUJMZ[#\PMQV\MZIK\QWVJM\_MMV\PMXIVMTUMUJMZ[IVL\PMKIVLQLI\M
appearing at an interview is different from the conversation between two candidates
waiting outside. Hence, depending upon the formality of the situation, interpersonal
communication takes on different styles.
Moreover, most interpersonal communication situations depend on a variety
of factors, such as the psychology of the two parties involved, the relationship be-
tween them, the situation in which the communication takes place, the surrounding
MV^QZWVUMV\IVLÅVITTa\PMK]T\]ZITKWV\M`\
Organizational Communication
Communication in an organization takes place at different hierarchical levels.
It is extremely necessary for the sustenance of any organization. Since a large
TC.indb 10 3/27/2014 4:32:00 PM

number of employees are involved in several different activities, the need to

communicate becomes greater in an organization. With a proper networking system,
communication in an organization is possible even without direct contact between
employees. This kind of communication can be further divided into the following:
Internal-operational All communication that occurs in conducting work within
IVWZOIVQbI\QWVQ[KTI[[QÅMLI[QV\MZVITWXMZI\QWVIT
External-operational The work-related communication that an organization
does with people outside the organization is called external-operational.
Personal All communication in an organization that occurs without purpose as
far as business is concerned is called personal communication.
You will learn more about communication in organizations in the section: The
.TW_WN +WUU]VQKI\QWVTI\MZQV\PQ[KPIX\MZ
s
es
Mass Communication
Pr
.WZ\PQ[SQVLWN KWUU]VQKI\QWV_MZMY]QZMIUMLQI\WZ\W\ZIV[UQ\QVNWZUI\QWV
These are several mass media such as journals, books, television, and newspapers,
ity
which mediate such communication. Since the messages are for a large audience
that is heterogeneous and anonymous, the approach is impersonal. Press interviews
s
er
OQ^MVJa\PMKPIQZUIVWN ITIZOMÅZUIL^MZ\Q[MUMV\[NWZIXIZ\QK]TIZXZWL]K\WZ
service, and the like take place through mass media. This type of communication
iv
is more persuasive in nature than any other form of communication and requires
Un
utmost care on the part of the sender in encoding the message. Oral communication
\PZW]OPUI[[UMLQIZMY]QZM[[WUMMY]QXUMV\[]KPI[UQKZWXPWVM[IUXTQÅMZ[
etc., and the written form needs print or visual media. The characteristics of this
d
type of communication are as follows:

or
Large reach Mass media communication reaches audience scattered over a

xf
wide geographical area.

O
Impersonality This kind of communication is largely impersonal as the

participants are unknown to each other.
Presence of a gatekeeper Mass communication needs additional persons,
institutions or organizations to convey the message from sender to receiver. This
»OI\MSMMXMZ¼ WZ UMLQI\WZ KW]TL JM I XMZ[WV WZ IV WZOIVQbML OZW]X WN XMZ[WV[
active in transferring or sending information from the source to the target audience
\PZW]OPIUI[[UMLQ]U.WZMÌUXTMQVIVM_[XIXMZ\PMMLQ\WZUISM[KPWQKM[
and decides which news makes it to the hands of the reader. The editor is therefore
the gatekeeper in the mass communication process.
THE FLOW OF COMMUNICATION

1VNWZUI\QWVÆW_[QVIVWZOIVQbI\QWVJW\PNWZUITTaIVLQVNWZUITTaThe term formal
KWUU]VQKI\QWV ZMNMZ[ \W KWUU]VQKI\QWV \PI\ NWTTW_[ \PM WNÅKQIT PQMZIZKPa IVL Q[ ZMY]QZML \W
TC.indb 11 3/27/2014 4:32:00 PM

do one’s job1VW\PMZ_WZL[Q\ÆW_[\PZW]OPNWZUITKPIVVMT[¸\PMUIQVTQVM[WN
organizational communication. Internal-operational and external-operational
communication can be described as formal. In fact, the bulk of communication
\PI\IJ][QVM[[VMML[QVWZLMZ\WWXMZI\MÆW_[\PZW]OP\PM[MKPIVVMT[.WZMÌUXTM
when a manager instructs a subordinate on some matter or when an employee
brings a problem to a supervisor’s attention, the act of communication is formal.
Similarly, when two employees interact to discuss a customer’s order, there is a
NWZUIT KWUU]VQKI\QWV 1VNWZUI\QWV WN ÎZQW][ SQVL[ ÆW_QVO \PZW]OP NWZUIT
KPIVVMT[[]KPI[XWTQKaWZXZWKML]ZITKPIVOM[WZLMZ[QV[\Z]K\QWV[KWVÅLMV\QIT
ZMXWZ\[M\KQ[KTI[[QÅMLI[NWZUITKWUU]VQKI\QWV<PQ[\aXMWN KWUU]VQKI\QWV
KIVÆW_QVÎZQW][LQZMK\QWV[¸LW_V_IZL]X_IZLTI\MZITWZLQIOWVIT¸I[[PW_V
QV.QO]ZM
s
Downward Communication
es
Downward communicationÆW_[NZWUIUIVIOMZLW_V\PMKPIQVWN KWUUIVL?PMV
Pr
managers inform, instruct, advise, or request their subordinates, the communi-
KI\QWV ÆW_[ QV I LW_V_IZL XI\\MZV <PQ[ Q[ OMVMZITTa ][ML \W KWV^Ma ZW]\QVM
ity
QVNWZUI\QWVVM_XWTQKQM[WZXZWKML]ZM[\W[MMSKTIZQÅKI\QWV\WI[SNWZIVIVITa[Q[
etc. Also, superiors send feedback about their subordinates’ action through this
s
channel. Such communication increases awareness about the organization among
er
subordinates and employees and enables managers to evaluate the performance

iv
of their subordinates. Downward communication can take any form—memos,

notices, face to face interactions, or telephone conversations. However, this should
Un
JMILMY]I\MTaJITIVKMLJaIV]X_IZLÆW_WN KWUU]VQKI\QWV
d
Upward Communication
or
When subordinates send reports to inform their superiors or to present their

ÅVLQVO[ IVL ZMKWUUMVLI\QWV[ \PM KWUU]VQKI\QWV ÆW_[ ]X_IZL <PQ[ \aXM
xf
of communication keeps managers aware of how employees feel about their

O
Managing Director
Director 1 Director 2 Director 3
Manager 1 Manager 2 Manager 3 Manager 1 Manager 2 Manager 3 Manager 1 Manager 2 Manager 3
Horizontal/Lateral Downward Upward

Diagonal
FIGURE 1.2 FLOW OF COMMUNICATION IN AN ORGANIZATION
TC.indb 12 3/27/2014 4:32:00 PM

jobs, colleagues, and the organization in general. Managers also rely on upward
communication for making certain decisions or solving some problems which
concern the organization.
The extent of upward communication, especially that which is initiated
from at the lowest level depends on the organizational culture. In an open
culture without too many hierarchical levels, managers are able to create a
climate of trust and respect, and implement participative decision-making or
empowerment. Here, there will be considerable upward communication. This
is mainly because employees provide the input for managerial decisions. In a
PQOPTa I]\PWZQ\I\Q^M MV^QZWVUMV\ _PMZM LW_V_IZL ÆW_ LWUQVI\M[ ]X_IZL
communication still takes place but it is limited to the managerial ranks.
Suggestion boxes, employee attitude surveys, grievance procedures, superior-
subordinate decisions (decisions taken for the subordinate by his superior),
s
review reports, statistical analyses, etc. provide restricted information to top
es
management.
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Lateral or Horizontal Communication
ity
This form of communication takes place among peer groups or hierarchically
equivalent employees. Such communication is often necessary to facilitate coor-
s
dination, save time, and bridge the communication gap among various depart-
er
ments. Occasionally, these lateral relationships are formally sanctioned. But gen-
iv
erally, they are informally created to bypass the formal hierarchical channels and
expedite action.
Un
.ZWU \PM WZOIVQbI\QWV¼[ XWQV\ WN ^QM_ TI\MZIT KWUU]VQKI\QWV KIV JM MQ\PMZ
advantageous or disadvantageous. As compared to vertical (downward or upward)
d
communication, which can at times impede and delay timely and accurate transfer
or
WN QVNWZUI\QWVTI\MZITKWUU]VQKI\QWVKIVJMJMVMÅKQIT6M^MZ\PMTM[[\PMaKIV
IT[WKZMI\MKWVÆQK\[_PMVNWZUIT^MZ\QKITKPIVVMT[IZMJaXI[[MLJaMUXTWaMM[QV
xf
WZLMZ\WIKKWUXTQ[P\PMQZOWIT[WZ_PMV[]XMZQWZ[ÅVLW]\\PI\\PMaPILVW\JMMV
O
consulted before certain decisions were taken.

Lateral communication enables the sharing of information with a view to
apprise the peer group of activities of a department. The Vice President (Market-
ing) sending some survey results in the form of a memo to the Vice President
(Production) for further action is an example of lateral communication. This
type of communication is very vital for the growth of an organization as it builds
cooperation among the various branches. In such organizations where work
is decentralized, it plays a greater role because there is a higher probability of
communication gaps.
Diagonal or Crosswise Communication

Diagonal or crosswise communicationÆW_[QVITTLQZMK\QWV[IVLK]\[IKZW[[N]VK\QWV[
IVLTM^MT[QVIVWZOIVQbI\QWV.WZMÌUXTM_PMVI[ITM[UIVIOMZKWUU]VQKI\M[
directly with the Vice President (Production), who is not only in a different division,
TC.indb 13 3/27/2014 4:32:01 PM

but also at a higher level in the organization, they are engaged in diagonal com-
munication. Though this form of communication deviates from the normal chain
WN KWUUIVL\PMZMQ[VWLW]J\\PI\Q\Q[Y]QKSIVLMNÅKQMV\
In some situations, ignoring vertical and horizontal channels expedites action
and prevents other employees from being used merely as conduits between senders
and receivers.
The increased use of e-mail also encourages crosswise communication. Any
employee can communicate via e-mail with another employee, regardless of the
ZMKMQ^MZ¼[N]VK\QWVWZ[\I\][;QVKM\PMZMQ[VW[XMKQÅKTQVMWN KWUUIVLLQIOWVIT
communication is also referred to as crosswise, radial, or circular communication,
LMXMVLQVO]XWV\PM[\Z]K\]ZMWN \PMWZOIVQbI\QWV.WZQV[\IVKMI5IVIOQVO,QZMK\WZ
could directly call a supervisor and give instructions.
s
THE IMPORTANCE OF TECHNICAL COMMUNICATION
es
Technical communication plays a pivotal role in an organization, whether it is
Pr
a business enterprise, an industry, or an academic institution. All managerial
or administrative activities involve communication, be it planning, organizing,
ity
recruiting, coordinating, or decision-making. When you write reports, give
instructions, or read brochures and manuals, you are involved in the process of
s
er
communication. Communication serves as an instrument to measure the success

WZ OZW_\P WN IV WZOIVQbI\QWV .WZ MÌUXTM XIXMZ[ X]JTQ[PML Ja ZM[MIZKP IVL
iv
development organizations bring to light their progress.

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The success of any organization is largely recognized by the quality and quantity
WN QVNWZUI\QWVÆW_QVO\PZW]OPQ\[XMZ[WVVMT?PMV\PM+-7WN IVWZOIVQbI\QWV
presents his company’s achievements in a meeting, each of the participants comes
d
to know of these milestones. The various types of communication not only help
or
an organization to grow, but also enable the communicators to develop certain

xf
attributes.
Sadly, though most professionals are well aware of the importance of
O
communi-cation, they do not develop their skills to good effect in this sphere
of work. The higher your position, greater is your need to communicate. A
labourer, for example, may not be as involved in communication as a top-level
executive. The more you participate in the communication process, the better
you develop your skills in collecting and organizing information, analyzing and
evaluating facts, appreciating the difference between facts and inferences, and
communicating effectively. If you wish to become an effective communicator,
you need to communicate, communicate, and communicate. There is no other
way out.
Technical communication in an organization can be divided into two parts: oral
IVL_ZQ\\MV*W\PIZMMY]ITTaQUXWZ\IV\I[Q\KIVVW\JM[XMKQÅML_PQKPWN \PM[MQ[
used more in an organization. Some forms of oral and written communication in
an organization are summarized in Table 1.2.
TC.indb 14 3/27/2014 4:32:01 PM

TABLE 1.2 FORMS OF ORAL AND WRITTEN COMMUNICATION It is not necessary that all these forms
of communication should exist in an
Oral forms Written forms
organization. If the organization is very
(CEGVQHCEGEQPXGTUCVKQPU Memos large, for example, a university with
Telephone conversations Letters ÎZQW][INÅTQI\MLQV[\Q\]\QWV[WZIJ][QVM[[
Meetings 'OCKNU enterprise with branches across the nation
Seminars (CZGU and abroad, it may have all these forms of
Conferences Notices communication, whereas a smaller edu-
Dictation Circulars cational institution or business may not
have all of them. However, an organization
Instructions Newsletters
becomes an organized whole because of
2TGUGPVCVKQPU 4GRQTVU
its communication. It is this communi-
Group discussions 2TQRQUCNU cation which enables employees to work
Interviews (employment, press) 4GUGCTEJRCRGTU
s
together. It is the vehicle through which
es
Video conferences $WNNGVKPU management performs all its functions. It
Voice conferences $TQEJWTGU is impossible for an organization to survive
Pr
Manuals without communication, for all its activities
+PJQWUGLQWTPCNU ity would come to a standstill. Therefore, its
importance can never be ignored.
s
er
EXERCISES
iv
1. State whether the following statements are true or Q ,MÅVM\PMKWUU]VQKI\QWVXZWKM[[)T[WM`XTIQV

Un
NIT[M2][\QNaaW]ZIV[_MZQV_WZL[MIKP it with the help of schematic representation.

(i) Communication in an organization means sharing (ii) How is feedback important in communication?
of thoughts, ideas, feelings, and emotions. Give two examples of delayed feedback.
d
(ii) There is no difference between general-purpose QQQ -`XTIQV\PMÆW_WN KWUU]VQKI\QWV1TT][\ZI\MQ\

or
communication and technical communication. with examples from the existing communication
(iii) Your communication will be very effective if you patterns in your college/institute.
xf
use impressive vocabulary and correct grammar. 3. Projects

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(iv) Oral communication is more advantageous than (i) Visit a few organizations ( academic institutions/
written communication as you can clarify your business enterprise/ industries) in the neighbour-
point after observing the response of the receiver. QVOIZMIIVLÅVLW]\\PMKWUU]VQKI\QWVXI\\MZV[
(v) Since language is recursive in nature, the user can existing there. Classify them into oral and written
produce innumerable sentences. KI\MOWZQM[)T[WÅVLW]\\PMLQZMK\QWVQV_PQKP
(vi) Technical knowledge, even without communi- \PM[MÆW_8ZMXIZMI\_WXIOMZMXWZ\WVMIKPWN
cation skills, can make you a successful manager. your visits.
(vii) The message sent is not always the same as the (ii) Discuss characteristics of language with your
message received. friends and collect more examples to illustrate
2. Answer the following questions in about 200 words them.
each.
TC.indb 15 3/27/2014 4:32:01 PM

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MISSION VISION CORE VALUES

Importance / need / role of vocabulary

- Vocabulary helps for effective communication.

- Essential for academic / professional success.

- A person may be judged based on his or her vocabulary.

without vocabulary, nothing can be conveyed.

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- Homonyms, homographs, homophones,

- One word substitutes

- Idioms & Phrasal verbs

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Excellence and Service

 Is it easy or difficult to build vocabulary?

 Why is it difficult to build vocabulary?

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Excellence and Service

Excellence and Service

Excellence and Service

Synonyms & Antonyms

enjoyable, pleasant, agreeable, pleasing, pleasurable, delightful, great, nice, lovely, a

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Synonyms & Antonyms

Antonyms are the words opposite in meaning

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Synonyms & Antonyms

Monotony: from a Latin root Monotonia which means sameness of tone

Mono – single Tone - sound

Other forms: Monotony (n) Monotonous (adj) monotonously (adv)

Synonyms: sameness, routine

Antonyms: Variety, excitement

Usage: It is a good idea to use synonyms to avoid monotony in communication.

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Misused or Confused Words

that are commonly or easily confused with one another.

E.g. there (adv) – their (pn)

I saw their book there on the table

dominating (v) – domineering (adj)

She is dominating others in the team, I hate her domineering attitude.

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Excellence and Service

 An idiom is a phrase whose meaning is difficult or sometimes impossible to guess by

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 Phrasal Verbs consist of a verb plus a particle (preposition or adverb).

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Idioms & Phrasal Verbs

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Oxford University Press.

Training and Inspiration (IITI).

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Excellence and Service

Basic Writing Skills

MISSION VISION CORE VALUES

Basic Writing Skills

 Phrases and clauses

 Misplaced and Dangling modifiers

 Techniques of writing precisely

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Excellence and Service

Phrase & Clause

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Excellence and Service

In grammar, sentence and clause structure, commonly known as sentence composition,

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