Munication Skills Final PDF

MIRPUR UNIVERSITY OF SCIENCE AND TECHNOLOGY (MUST), MIRPUR
DEPARMENT OF ENGLISH
Introduction to communication skills
Lecture # 1
Saima Yasmin
lecturer
Date: 15-05-2020
COURSE DESCRIPTION
A field-based course that focuses on instructional

strategies and practices to develop the written, verbal,
non-verbal, and technical communication skills of the
middle-level learner. Also examines the culture and
dynamics of communication within the classroom and
the school. Foci will include: process writing; writing in
all areas of the curriculum; communication assessment;
communicating with technology; and how to guide the
middle-level learner in asking critical questions.
Subject Name 3
COURSE DESCRIPTION
The Aims of this Course are:
1.Students will be able to understand and apply knowledge of
human communication and language processes as they occur across
various contexts, e.g., interpersonal, intrapersonal, small group,
organizational, media, gender, family, intercultural communication,
technologically mediated communication, etc. from multiple
perspectives.
2.Students will be able to understand and evaluate key theoretical
approaches used in the interdisciplinary field of communication. I.e.,
students will be able to explain major theoretical frameworks,
constructs, and concepts for the study of
me 4
COURSE DESCRIPTION
-communication and language, summarize the work of central
thinkers associated with particular approaches, and begin to
evaluate the strengths and weaknesses of their approaches.
3.Students will be able to understand the research methods
associated with the study of human communication, and apply at
least one of those approaches to the analysis and evaluation of
human communication.
4.Students will be able to find, use, and evaluate primary
academic writing associated with the communication discipline.
me 5
COURSE DESCRIPTION
5.Students will develop knowledge, skills, and judgment around
human communication that facilitate their ability to work
collaboratively with others. Such skills could include communication
competencies such as managing conflict, understanding small group
processes, active listening, appropriate self-disclosure, etc.
6.Students will be able to communicate effectively orally and in
writing.
me 6
LEARNING OBJECTIVES
By the end of this one-day course, the participants will have:

Recognized different styles of communication and how to
improve understanding and build rapport with others.
Reflected on different methods of communication and decided
when each is most suitable.
Appreciated the role of body language and voice tone in
effective communication.
Communicated their message in an effective and engaging way
for the recipient.
Subject Name 7
COURSE SCHEDULE
Till Mid Term

Introduction to Communication skills
Practice writing coherent paragraph
Paragraph writing and kinds of Paragraph
Introduction to Art of Writing Essay
How to write a good essay (specific tips)
Translation from Urdu to English and its types
Practice of paragraph translation and simple sentences
Course revision and discussion of selected topics
Subject Name 8
COURSE SCHEDULE
After Mid Term

Paragraph writing and practice
Reading skills: intensive and extensive
Reading skills: skimming
Reading skills: scanning
Precis writing
Minutes of meeting
Practice on comprehension passages
Letter and memo writing
Subject Name 9
COURSE TEXTBOOKS/ONLINE SOURCES
Practical English Grammar by A.J. Thomson and

A.V. Martinet. Exercises 2. Third edition.
Oxford University Press 1986. ISBN 0 19
431350 6 or Latest Edition.
1. Writing. Intermediate by Marie-Christine Boutin,
Suzanne Brinand and Francoise Grellet.
Oxford Supplementary Skills. Fourth
Impression 1993. ISBN 019 435405 7 Pages
45-53 (note taking), or Latest Edition.
Subject Name 10
3.Writing. Upper-Intermediate by Rob Nolasco. Oxford

Supplementary Skills. Fourth Impression 1992. ISBN 0
19 435406 5 (particularly good for writing memos,
introduction to presentations, descriptive and
argumentative writing), or Latest Edition.
4.Reading. Advanced. Brian Tomlinson and Rod Ellis.
Oxford Supplementary, Latest Edition.
Subject Name 11
A Theory of Affective Communication: On the Phenomenological Foundations of Perspective Taking:
https://link.springer.com/article/10.1007/s10746-018-09485-0
Paragraph writing. Academia. www.slideshare.net
College Writing Skills with Readings, by John Langan, McGraw-Hill, 8th
Edition. https://1drv.ms/b/s!ApiKacQvk8n-gXMZZPzwM4bvxTWU?e=nvKR0g
For translation paragraphs
https://www.zahidenotes.com/2018/10/urdu-to-english-paragraph-for-2nd-year.h
tml
TeachingEnglish https://www.teachingenglish.org.uk/article/intensive-reading
Skimming-owll-masseyuniversity https://owll.massey.ac.nz/study-skills/skimming.php
Scanning-TeachingEnglish https://www.teachingenglish.org.uk/article/scanning
Hitbullseye https://gdpi.hitbullseye.com/precise-writing.php
Meetingminutes
https://training.businessmanagementdaily.com/3381/meeting-minutes-2/
ReadingComprehension
Subject Name 12
https://study.com/academy/lesson/reading-comprehension-literal-inferential-evaluati
GRADING POLICY
Quizzes: [10%]
Assignments: [10%]
Mid Term: [30%]
Final Exam: [50%]
Subject Name 13
GRADING POLICY
Quizzes: [10%]
Assignments: [10%]
Mid Term: [30%]
Final Exam: [50%]
Subject Name 14
Lecture Contents
Introduction to Communication Skills
Verbal and non-verbal communication
How to be able to convey your message

appropriately
Subject Name 15
The imparting or exchanging of information through

speaking, writing or some other medium.
Non-verbal communication refers to gestures, facial
expressions, tone of voice, eye contact (or lack
thereof), body language, posture, and other ways
people can communicate without using language.
Subject Name 16
Communication is both an art and a science. It often

involves acts of speaking and listening, reading and
writing, but it also goes beyond these and
incorporates the transmission of non-verbal language,
sign language, codes transmitted electronically (e.g.,
Morse code), and physically (touch; hormones;
muscles, tendons, nerves), and messages
communicated through music, and by other means.
Subject Name 17
Although you communicate simply by being in the

world, developing good verbal and body language
skills involves learning and consciously using
your skills to improve.
The act of communicating verbally serves to
convey how we feel and how we think to others. It
is also the basis of how we relate with others, using
language as its medium.
Subject Name 18
Increasing knowledge and awareness of some of

the components involved in effective
communication can serve to improve how we use
those components personally.
Subject Name 19
To explain all the features required of good

communicators, you need to delve into the nature of
verbal communication in its various modes. Basic
questions are: How can you put yourself on a path
that would make you into a better communicator?
How can you develop skills to overcome some fears
or limitations?
Subject Name 20
Affective Communication
Personalize the topic and tell how would you

choose to represent yourself
The use of language as a subordinate
Appropriate behaviour in a classroom setting
Influence of body language and posture
Our appearance defines us
Impression we take from others
Subject Name 21
Effective communication may be said to involve the

transfer of values, beliefs and thoughts from one
person to another.
To transfer a spoken message, it is obvious that speakers
and listeners are involved, with timing used for speedy
transmission. Speakers use verbal and body language to
convey messages, looking towards listeners.
Subject Name 22
Sending a positive image of yourself through

using right kind of body language and
countenance
How to interpret others through the use of their

language and appearance How to use
communication by choosing the suitable
vocabulary
Subject Name 23
Affective communication refers to the expression of

feelings about things, others and themselves. In
effect, expressions of positive, negative or even
neutral feelings about something or someone is also
an expression of that individual or group’s values and
beliefs. Affective communications are usually seen
as opinions or judgments about things.
Subject Name 24
Our values and beliefs give rise to our feelings and

emotions towards things, including other people and
ourselves. When we express or disclose an emotion
in our communication, this is said to be an affective
communication. For example “I don’t like that
team”, or “I love this car”, or even, “I am not sure
how I feel about this”.
Subject Name 25
Affective communications are disclosures of

emotions and therefore values and beliefs.
However the relationship between an
expression or
disclosure of an emotion often does not have a
direct and simple correlation with an individual or
group’s values and beliefs.
Subject Name 26
“You can dictate others’ opinion of you by
choosing right vocabulary and
countenance.”
• Use of formal language according to situation
• Our behaviour influencing communication INTRODUCTION
• Utilizing the communication in your favour
• Use of formal language

• Use of informal language
• Creating a lighter atmosphere by playing on words

• Catching attention of listeners through powerful communication
• “First impression is the last impression” ?

• General statement and students’ opinion
• The eye-catching facets of one’s appearance
•
THANK
YOU!
Communication in Professional Settings
Lecture # 2
Significance of non-verbal Communication
Nonverbal communication refers to gestures,

facial expressions, tone of voice, eye contact (or
lack thereof), body language, posture, and
other ways people can communicate without
using language.
Subject Name 30
When you’re interviewing for a job or participating in a

meeting, your nonverbal communication is almost as
important as your verbal responses. Crossed arms can seem
defensive. Poor posture may appear unprofessional. A
downward gaze or avoiding eye contact can detract from
you being seen as confident.
Subject Name 31
Employers will evaluate what you do as well as what

you say, and you can use your nonverbal
communication skills to make the best impression. If
your skills aren't top-notch, you can practice them
so
you make a positive impression on everyone you meet in
the workplace and beyond.
Subject Name 32
Continued…
Most candidates carefully

prepare what they will say during interviews and
networking meetings. However, knowing what you
will say is only part of the picture. Just as important is
having an understanding of how to convey your
messages through your body language.
Subject Name 33
Continued…
Your interviewing and networking success will be

largely determined by the impression people get of
you, and how they respond to what you say.
Subject Name 34
Nonverbal Communication Skills Examples
Want to brush up on your skills? Review this list of

nonverbal skills and work on any areas where you think you
could improve.
Avoid slouching. Sit with your back straight up against the
chair or lean slightly forward to convey engagement.
Steer clear of smiles or laughter when messages are serious.
Subject Name 35
Display some animation with your hands and facial

expressions to project a dynamic presence. (But avoid
talking with your hands excessively, which can
appear unprofessional and unpolished.)
Don’t bring your phone, a drink, or anything else that could
distract you during an interview or meeting.
Eliminate fidgeting and shaking of limbs.
Subject Name 36
Establish frequent but not continuous or piercing eye

contact with interviewers.
Focus on the conversation.
In a group interview, shift eye contact to the various
speakers.
Introduce yourself with a smile and a firm
handshake.
Be sure that your palms are dry.
Subject Name 37
Keep your hands away from your face and hair.

Listen carefully, and do not interrupt.
Maintain open arms—folded arms can convey
defensiveness.
Modulate your vocal tone to express excitement and
punctuate key points.
Nod to demonstrate understanding.
Observe the reaction of others to your statements.
Subject Name 38
Shake hands firmly without excessive force.

Show that you’re interested in what the interviewer is telling
you.
Smile to indicate that you are amused or pleased with the
conversation.
Stay calm even when you’re nervous.
Steer clear of monotone delivery.
Wait until the person is done talking
to respond. Subject Name 39
Read the nonverbal signals of others. Provide clarification if

they look confused, and wrap up if they have heard enough.
Refrain from forced laughter in response to humor.
Avoid looking at the clock, your phone, or displaying any
other signs of disinterest.
Respect the amount of personal space preferred by your
communication partners.
Rotate eye contact with various speakers in group
interviewing or networking situations.
Subject Name 40
Communicating at Networking Events
When you're attending career networking events,

your nonverbal communication skills matter. If you
come across as awkward or flustered, you'll be less
likely to make connections who can help with your
job search or career. Practicing
how you'll introduce yourself can make the entire
process go more smoothly so you can make the best
impression.
Subject Name 41
Communicating at Work
In many occupations, establishing credibility

and trust is a significant success factor. Using
nonverbal behavior (like eye contact or hand
shaking or warm greeting for instance) can
further demonstrate your sincerity and engaging
personality.
Subject Name 42
Sending and De-coding messages
Communication can best be summarized as the

transmission of a message from a sender to a receiver
in an understandable manner. The importance of
effective communication is immeasurable in the
world of business and in personal life. From a
business perspective, effective communication is an
absolute must, because it commonly accounts for the
difference between success and failure or profit and
loss.
Subject Name 43
It has become clear that effective business

communication is critical to the successful operation
of modern enterprise. Every business person needs to
understand the fundamentals of effective
communication.
Subject Name 44
Currently, companies in the United States and abroad are

working toward the realization of total quality management.
Effective communication is the most critical component of
total quality management. The manner in which individuals
perceive and talk to each other at work about different issues is
a major determinant of the business success. It has proven
been proven that poor communication reduces quality,
weakens productivity, and eventually leads to anger and a lack
of trust among individuals within the organization.
Subject Name 45
The communication process is the guide toward

realizing effective communication. It is through the
communication process that the sharing of a common
meaning between the sender and the receiver takes
place. Individuals that follow the communication
process will have the opportunity to become more
productive in every aspect of their profession.
Effective communication leads to understanding.
Subject Name 46
The communication process is made up of four key

components. Those components include encoding,
medium of transmission, decoding, and feedback.
There are also two other factors in the process, and
those two factors are present in the form of the
sender and the receiver. The communication process
begins with the sender and ends with the receiver.
Subject Name 47
The sender is an individual, group, or organization who

initiates the communication. This source is initially
responsible for the success of the message. The sender's
experiences, attitudes, knowledge, skill, perceptions, and
culture influence the message. "The written words, spoken
words, and nonverbal language selected are paramount in
ensuring the receiver interprets the message as intended by the
sender“. All communication begins with the sender.
Subject Name 48
The first step the sender is faced with involves the encoding
process. In order to convey meaning, the sender must begin
encoding, which means translating information into a message in
the form of symbols that represent ideas or concepts. This
process translates the ideas or concepts into the coded message
that will be communicated.
Subject Name 49
The symbols can take on numerous forms such as,

languages, words, or gestures. These symbols are
used to encode ideas into messages that others can
understand.
Subject Name 50
When encoding a message, the sender has to begin by
deciding what he/she wants to transmit. This decision by
the sender is based on what he/she believes about the
receivers knowledge and assumptions, along with what
additional information he/she wants the receiver to have.
Subject Name 51
It is important for the sender to use symbols that are
familiar to the intended receiver. A good way for
the sender to improve encoding their message, is to
mentally visualize the communication from the
receiver's point of view.
Subject Name 52
To begin transmitting the message, the sender uses some kind of channel (also
called a medium). The channel is the means used to convey the message.
Most channels are either oral or written, but currently visual channels are
becoming more common as technology expands. Common channels include
the telephone and a variety of written forms such as memos, letters, and
reports. The effectiveness of the various channels fluctuates depending on the
characteristics of the communication.
Subject Name 53
For example, when immediate feedback is necessary, oral
communication channels are more effective because any
uncertainties can be cleared up on the spot. In a situation where the
message must be delivered to more than a small group of people,
written channels are often more effective. Although in many cases,
both oral and written channels should be used because one
supplements the other.
Subject Name 54
If a sender relays a message through an inappropriate channel, its message
may not reach the right receivers. That is why senders need to keep in
mind that selecting the appropriate channel will greatly assist in the
effectiveness of the receiver's understanding. The sender's decision to
utilize either an oral or a written channel for communicating a message is
influenced by several factors. The sender should ask him or herself
different questions, so that they can select the appropriate channel.
Subject Name 55
Is the message urgent? Is immediate feedback needed? Is documentation
or a permanent record required? Is the content complicated,
controversial, or private? Is the message going to someone inside or
outside the organization? What oral and written communication skills
does the receiver possess? Once the sender has answered all of these
questions, they will be able to choose an effective channel
Subject Name 56
After the appropriate channel or channels are selected, the
message enters the decoding stage of the communication process.
Decoding is conducted by the receiver. Once the message is
received and examined, the stimulus is sent to the brain for
interpreting, in order to assign some type of meaning to it.
Subject Name 57
It is this processing stage that constitutes decoding. The
receiver begins to interpret the symbols sent by the sender,
translating the message to their own set of experiences in
order to make the symbols meaningful. Successful
communication takes place when the receiver correctly
interprets the sender's message.
Subject Name 58
THANK
YOU!
Paragraph Writing
Lecture # 03
Date:---------- 2020
LEARNING OBJECTIVES
Objectives
To enable students for creating basic outlines for paragraphs with a suitable
vocabulary so they can express their ideas in a coherent manner with
supporting details
Goals
Write the main idea with some supporting details on a given topic.
Subject Name 61
LECTURE CONTENTS
Topic sentence
Body (claim-support)
closing
Subject Name 62
Paragraph Writing
A paragraph is a brief piece of writing that's

around seven to ten sentences long. It has a
topic sentence and supporting sentences that
all relate closely to the topic sentence.
The paragraph form refers to its overall
structure, which is a group of sentences
focusing on a single topic.
Subject Name 63
Paragraph Writing
There are three main parts of a paragraph:

Topic sentence - it has the main idea
Supporting sentence - details that relate to and support the topic sentence
Concluding sentence - a brief reflection or statement about the main idea
The topic sentence is usually the first sentence but it can appear at any point in
the paragraph. The main thing is to be sure you have a topic sentence because it
gives your paragraph its focus, similar to a thesis statement in an essay.
Subject Name 64
Paragraph Writing
Let's look at our example paragraph:
Weather in Wisconsin has been especially fierce this week. It all began on
Tuesday, when a tornado swept through the St. Croix River Valley.
Wednesday evening another tornado dropped down on the suburbs of
Milwaukee. Then on Thursday evening, River Falls experienced a
torrential rain that flooded the streets. Many are wondering what
Wisconsin city will be next.
Subject Name 65
The Parts of a Paragraph
Topic Sentence
The Body
The Closing
The Topic Sentence
The topic sentence tells your readers what your paragraph is
about.
An interesting subject
+
A specific feeling or feature about the subject
=
An effective topic sentence
The average cost of a Hollywood film (interesting

subject) runs between $30 and $50 million. (specific
feature)
The Body
The body is the main part of the paragraph. This is
where you place all of the information readers need
to understand the subject.
The salary of a top star such as Tom Hanks or

Brad Pitt can add $20 million to the cost of a
major film.
The Closing
The closing sentence comes after all the details have
been included in the body of the paragraph. It may:
Remind readers of the subject
Keep them thinking about it
Link the paragraph to the next one if this is part of a
longer composition
Anyone who has bought a movie ticket recently knows

that the consumer pays for these extravagant
productions.
How do I unify my ideas in a paragraph?
Probably the most effective way to achieve paragraph unity is
to express the central idea of the paragraph in a topic
sentence.
Topic sentences are similar to mini thesis

statements.
Like a thesis statement, a topic sentence has a
specific
main point. Whereas the thesis is the main point
of the
essay, the topic sentence is the main point of the
paragraph. Like the thesis statement, a topic
sentence has
a unifying function. But a thesis statement or
topic
sentence alone doesn’t guarantee unity. An essay
is unified
How do I develop my ideas in a paragraph?
Often, the body paragraph demonstrates and
develops your topic sentence through an ordered,
logical progression of ideas. There are a number
of useful techniques for expanding on topic
sentences and developing your ideas in a
paragraph. Illustration in a paragraph supports a
general statement by means of examples,
details, or relevant quotations (with your
comments).
Example paragraph
In Harry’s world fate works not only through powers
and objects such as prophecies, the Sorting Hat,
wands, and the Goblet of Fire, but also through
people. Repeatedly, other characters decide Harry’s
future for him, depriving him of freedom and choice.
For example, before his eleventh birthday, the
Dursleys control Harry’s life, keeping from him
knowledge of his past and understanding of his
identity (Sorcerer’s 49). In Harry Potter and the
Chamber of Secrets, Dobby repeatedly assumes
control over events by intercepting Ron’s and
Hermione’s letters during the summer;
Example paragraph
-by sealing the barrier to Platform 93⁄4, causing Harry to miss the
Hogwarts Express; and by sending a Bludger after Harry in a
Quidditch match, breaking his wrist. Yet again, in Harry Potter and
the Prisoner of Azkaban, many adults intercede while attempting to
protect Harry from perceived danger, as Snape observes: “Everyone
from the Minister of Magic downward has been trying to keep
famous Harry Potter safe from Sirius Black” (284). All these
characters, as enactors of fate, unknowingly drive Harry toward his
destiny by attempting to control or to direct his life, while
themselves controlled and directed by fate.
—Julia Pond, “A Story of the
Exceptional: Fate and Free Will in the Harry Potter Series”
SMOKING
Paragraph writing Example
Smoking refers to the process of burning tobacco or other materials
and inhaling the resultant smoke (topic sentence). The most common
item for smoking is cig arette(1st idea). Besides cigarette, people also
smoke cigar and pipes (supporting detail). Usually, teenagers start
smoking occasionally for fun(2nd idea). But by the time they reach their
adulthood, they find they are already addicted to it(discussion detail of
2 n idea). Smoking is one of the leading causes of death(3rd idea). As
d
causes several
it life-threatening diseases such as tuberculosis,
lungs cancer, hear-attack, etc(supporting detail). smoking is
idea). The government
preventable(4 th can pass stringent laws for the sake of cigarettes
and other tobacco products(support). Mass educational campaigns
targeting youngsters explaining the harmful effects of smoking can act
as deterrent for smoking(concluding line).
THANK
YOU!
Paragraph Writing (Cont.)
Lecture # 4
LECTURE CONTENTS
Addressing the topic in paragraph writing
Choosing the right vocabulary
Types of paragraph writing
Subject Name 78
LEARNING OBJECTIVES
Objectives
To prepare them to think critically and be able to write on miscellaneous topics.
Goals
To make them eligible to clearly state their standpoint.
Subject Name 79
The purpose of paragraph may be to persuade, amuse, inform,
entertain, alarm, or inflame the reader.
Purpose is one of the most important aspects of writing because
different goals are accomplished in different ways. When you are
given a writing assignment in a class, you are basically being given a
purpose e.g. write an argument essay.
There are four paragraph types — narrative, descriptive,
expository, and persuasive—the paragraph can be used to
describe or explain an endless variety of things. It’s important
to know how to use each paragraph type for the right
purpose, though. Narrative paragraphs tell about a scene or
event, descriptive paragraphs give vivid descriptions of one
subject, expository paragraphs provide information, and
persuasive paragraphs try to convince the reader. These four
paragraph types are powerful tools for writers.
The descriptive paragraph: This type of paragraph
describes something and shows the reader what a thing
or a person is like. The words chosen in the description
often appeal to the five senses of touch, smell, sight,
sound, and taste. Descriptive paragraphs can be artistic
and may deviate from grammatical norms.
The narrative paragraph: This type of paragraph tells a story.
There's a sequence of action or there's a clear beginning, middle,
and end to the paragraph.
The expository paragraph: This type of paragraph explains
something or provides instruction. It could also describe a process
and move the reader step by step through a method. This type of
paragraph often requires research, but it's possible that the writer
is able to rely on his or her own knowledge and expertise.
The persuasive paragraph: This type of paragraph tries to get the reader to
accept a particular point of view or understand the writer's position. This is
the type of paragraph that many teachers focus on because it's useful when
building an argument. It often requires the collection of facts and research.
It important to point out that many paragraphs are a combination of these
four types.
Points to consider while writing paragraph
Focus
Do not get off the subject
Do not bring in material that is irrelevant
It is like focusing a camera: you want to get a picture of something in
particular, with perhaps a little background or context, and you want
the details to be sharp.
How to help with focus
Take notes
Outline
Example Paragraph
When I first brought my cat home from the humane society she was a
mangy, pitiful animal. It cost a lot to adopt her: forty dollars. And then I had
to buy litter, a litter box, food, and dishes for her to eat out of. Two days
after she came home with me she got taken to the pound by the animal
warden. There's a leash law for cats in Texas. If they're not in your yard they
have to be on a leash. Anyway, my cat is my best friend. I'm glad I got her.
She sleeps under the covers with me when it's cold. Sometimes she meows a
lot in the middle of the night and wakes me up, though.
THANK
YOU!
Paragraph Writing
Lecture # 5
Writing an impressive Paragraph
Paragraphs are distinct blocks of text which section out

a larger piece of writing—stories, novels, articles,
creative writing or professional writing pieces—making
it easier to read and understand. Good paragraphs are a
handy writing skill for many forms of literature, and
good writers can greatly enhance the readability of their
news, essays, or fiction writing when constructed
properly.
Subject Name 90
A good paragraph is composed of a topic sentence

(or key sentence), relevant supporting sentences,
and a closing (or transition) sentence. This
structure is key to keeping your paragraph focused
on the main idea and creating a clear and concise
image.
Subject Name 91
In order to write a good paragraph, students need to

understand the four essential elements of paragraph writing
and how each element contributes to the whole. The four
elements essential to good paragraph writing are: unity, order,
coherence, and completeness.
Subject Name 92
Element #1: Unity. Unity in a paragraph begins with the topic

sentence. Every paragraph has one single, controlling idea that is
expressed in its topic sentence, which is typically the first
sentence of the paragraph. A paragraph is unified around this
main idea, with the supporting sentences providing detail and
discussion. In order to write a good topic sentence, think about
your theme and all the points you want to make. Decide which
point drives the rest, and then write it as your topic sentence.
Subject Name 93
Element #2: Order. Order refers to the way you organize your
supporting sentences. Whether you choose chronological order, order of
importance, or another logical presentation of detail, a solid paragraph
always has a definite organization. In a well-ordered paragraph, the
reader follows along easily, aided by the pattern you’ve established.
Order helps the reader grasp your meaning and avoid confusion.
Subject Name 94
Element #3: Coherence. Coherence is the quality that

makes your writing understandable. Sentences within a
paragraph need to connect to each other and work
together as a whole. One of the best ways to achieve
coherency is to use transition words.
Subject Name 95
These words create bridges from one sentence to the next. You can use
transition words that show order (first, second, third); spatial
relationships (above, below) or logic (furthermore, in addition, in fact).
Also, in writing a paragraph, using a consistent verb tense and point of
view are important ingredients for coherency.
Subject Name 96
4. Element #4: Completeness. Completeness

means a paragraph is well-developed. If all
sentences clearly and sufficiently support the main
idea, then your paragraph is complete. If there are
not enough sentences or enough information to
prove your thesis, then the paragraph is
incomplete.
Subject Name 97
Usually three supporting sentences, in addition to a

topic sentence and concluding sentence, are needed for
a paragraph to be complete. The concluding sentence or
last sentence of the paragraph should summarize your
main idea by reinforcing your topic sentence.
Subject Name 98
Example Paragraph
Alexander the Great
Start with a topic sentence that clearly identifies the main point(s) of the
paragraph:
Alexander the Great was a successful ruler because his actions created
long lasting effects on cultures that continue to the present day. Example
(Think of an example that supports your thesis statement): One
example of his legacy was the creation of a Hellenistic society.
Subject Name 99
Example Paragraph
Explanation of Example (What does this specific example mean? Be

specific. Expand your example by providing additional important
details):
Hellenism was the combination of Greek, Persian, and Egyptian cultures.

During this remarkable time period, people were encouraged to pursue a
formal education and produce many different kinds of art. New forms of
math, science, and design made a great impact on society.
Subject Name 100
Example Paragraph
How does the example prove your thesis (Why is this example important? How does it
support the main claim of your thesis statement?)
If this new way of life had not been as successful as it was, Alexander’s legacy would
not be as memorable and groundbreaking:
Concluding Sentence (Sum up the main argument of your paragraph in one sentence):
Because he conquered many countries and blended together many different cultures,
Alexander the Great is widely recognized for his achievements and credited with being
one of the greatest rulers in history.
Subject Name 101
Example Paragraph
Putting it altogether:
Alexander the Great was a successful ruler because his

actions created long lasting effects on cultures that continue
to the present day. One example of his legacy was the
creation of a Hellenistic society. Hellenism was the
combination of Greek, Persian, and Egyptian cultures.
Subject Name 102

Example Paragraph
During this remarkable time period, people were encouraged to pursue a formal
education and produce many different kinds of art. New forms of math, science, and
design made a great impact on society. If this new way of life had not been as
successful as it was, Alexander’s legacy would not be as memorable and
groundbreaking. Because he conquered many countries and blended together many
different cultures, Alexander the Great is widely recognized for his achievements and
credited with being one of the greatest rulers in histor
Subject Name 103

THANK
YOU!
Paragraph Writing (cont.)
Lecture # 6
Writing Paragraph Prompts: Using the Four
Essential Elements
Writing paragraphs takes practice, but what should

students write about? Good paragraph writing prompts
allow students to write about what they know and
like, so their focus can be on the writing process and
using the four essential elements.
Subject Name 106

Essential Elements
Paragraph writing prompts, such as Explain why
is your favorite activity, encourage students to develop a

topic sentence, write supporting sentences in a proper
order, use transition words to achieve coherency, and
conclude their paragraphs for completeness.
Subject Name 107

Essential Elements
In a way, you could see each paragraph as a mini-essay.

You introduce the topic
You provide the contributing information
You draw a conclusion
Subject Name 108

Essential Elements
You achieve the above mentioned four characteristics through using the
three parts of your paragraph wisely and with forethought.
The first sentence in a paragraph is important, and it’s called the “topic
sentence.” It should represent the overall idea that governs the rest of the
paragraph’s content. It’s the same as your essay introduction leads into
your essay. All the sentences that follow will contribute to this topic
sentence.
Subject Name 109
Essential Elements
For example, in this paragraph, I began by telling you that the
paragraph starts with a topic sentence. Now I am telling you
what it is for, and how it relates to the other sentences in the
paragraph. If you do this well, you’ll achieve the first of our
characteristics: unity.
Subject Name 110

Essential Elements
Your contributing sentences must lead logically to the concluding one.
This means you need to present it in some kind of order. Will you
choose chronological order, order of importance, or relate each
successive sentence to the other using logic? That depends on what you
are writing about, but your aim is to make your paragraph easy to follow
from point A to point B to point C.
Subject Name 111

Essential Elements
Finally, you want to tie all your points together to underline the
point you are trying to get across. Order helps to convey the
sense of what you are saying. If you confuse your reader, you
have not written a clever paragraph.
Subject Name 112

Essential Elements
Have you ever listened to someone talking, and it sounds like
they’re just babbling and not making any sense? They are
speaking incoherently. When a person speaks coherently, each
thought follows neatly from the previous one, and it is easy to
understand what they are saying.
Subject Name 113

Essential Elements
Although it’s not a must, using transition words helps to show how one
thought relates to another. There are many such words and phrases
which include:
Because
In addition
By
contrast
Next
Afterward
Subject Name 114

Essential Elements
Accordingly
No doubt
Of course
On the other hand
Naturally
Also
After
Before
Another important trick to remember is to keep all your sentences in the same verb
tense. It just makes it so much easier for your reader to follow your thoughts.
Subject Name 115

Essential Elements
Concluding Sentence:
Don’t leave your reader wondering “So… what?” at the end of
your paragraph. Pull your threads together into a concluding
sentence. It should support your introductory sentence while
acknowledging what you have discussed in the supporting
sentences. This helps your reader to see how the supporting
information relates to the topic. You may think it is obvious,
but your reader may not!
Subject Name 116

Essential Elements
Concluding Sentence:
Don’t leave your reader wondering “So… what?” at the end of
your paragraph. Pull your threads together into a concluding
sentence. It should support your introductory sentence while
acknowledging what you have discussed in the supporting
sentences. This helps your reader to see how the supporting
information relates to the topic. You may think it is obvious,
but your reader may not!
Subject Name 117

THANK
YOU!
Essay Writing
Lecture # 7
LECTURE CONTENTS
Introduction to essay writing
Thesis statement
Writing a good thesis
Subject Name 120

LEARNING OBJECTIVES
Objectives
Will be able to learn the rules of essay writing.
Goals
The goal is to create a good piece of essay writing.
Subject Name 121

ART OF WRITING ESSAY
Writing a university essay involves a lot of careful thinking about beginnings,
middles and ends.
Some students begin thinking about it the day before it is due, find themselves in
the middle of a nightmare, and end up putting down whatever they've scrabbled
together at about 5am the next morning. This leaves too little time for thinking
about the structure of the essay itself.
Instead, you need to have done enough reading and research beforehand to enable
you to make a plan. It helps if this reading is directly linked to the topic of the
essay, rather than whatever books you happen to have lying around.
Subject Name 122

A good way to make a plan is to jot down all your interesting

thoughts on separate pieces of paper as you research and
then put them into a logical order, adding any further
thoughts that occur to you - discarding those about your
plans for lunch.
When it comes to writing, the introduction is always a good
place to start. This should show that you've got the right
question and that you understand what it's talking about. It
should also give some pointers about how you are going to
tackle it.
Subject Name 123
Many academics like you to give your answer in the introduction

and then explain it in the rest of the essay. Don't be tempted to
catch them out by making the answer you give at the beginning
of the essay different from the one you give at the end.
Now, the middle. This is where you have the chance to display
your intimate grasp of complex topics, your extensive reading,
your use of evidence to back up an argument, and your powers of
analysis - or, alternatively, your ability to waffle.
Subject Name 124

While it is always good to use quotes, especially from obscure

primary sources, to show that you have read widely, you should
make sure that a lot of the essay is written in your own words,
otherwise you may be accused of cheating.
You may feel, when reading what someone else has written,
that you couldn't put it better yourself. Try. Better still, try to
disagree. The main point of quoting what someone else has
said is to launch an interesting idea of your own.
Subject Name 125

FOUR STEPS IN A
NUTSHELL
Discover a clearly stated point
Provide logical detail, support for your thesis
Organize and connect your supporting material
Revise and edit so your sentences are error
free
“If you don’t think clearly, you won’t write
clearly”
• Opening remarks to catch interest
• Thesis statement INTRODUCTION
• Plan of development (optional)
• Topic sentence 1 (supporting point) BODY

• Specific evidence
• Topic sentence 2 (supporting point) BODY

• Specific evidence
• Summary (optional)
• General closing remarks CONCLUSION
• OR Both
•
Thesis?
The central idea, or point developed in any essay is called a thesis

statement.
It appears in the introductory paragraph, and specific support appears
in the paragraph follows.
Writing a good thesis
Begin with a subject that is neither too broad nor too narrow
Narrow the subject (topic) until you have a thesis that you can deal in
specific detail
MAPPING AN ESSAY
Structuring your essay according to a reader's logic means

examining your thesis and anticipating what a reader needs to
know, and in what sequence, in order to grasp and be
convinced by your argument as it unfolds. The easiest way to
do this is to map the essay's ideas via a written narrative. Such
an account will give you a preliminary record of your ideas, and
will allow you to remind yourself at every turn of the reader's
needs in understanding your idea.
Subject Name 130

MAPPING AN ESSAY
Essay maps ask you to predict where your reader will expect background
information, counterargument, close analysis of a primary source, or a
turn to secondary source material. Essay maps are not concerned with
paragraphs so much as with sections of an essay. They anticipate the
major argumentative moves you expect your essay to make. Try making
your map like this:
State your thesis in a sentence or two, then write another sentence
saying why it's important to make that claim. Indicate, in other
words, what a reader might learn by exploring the claim with you.
Here you're anticipating your answer to the "why" question that you'll
eventually flesh out in your conclusion.
Subject Name 131

MAPPING AN ESSAY
Begin your next sentence like this: "To be convinced by my

claim, the first thing a reader needs to know is . . ." Then
say why that's the first thing a reader needs to know, and
name one or two items of evidence you think will make the
case.
This will start you off on answering the "what" question.
(Alternately, you may find that the first thing your reader
needs to know is some background information.)
Subject Name 132

MAPPING AN ESSAY
Begin each of the following sentences like this: "The next

thing my reader needs to know is . . ." Once again, say why,
and name some evidence. Continue until you've mapped
out your essay.
Your map should naturally take you through some preliminary
answers to the basic questions of what, how, and why. It is not
a contract, though—the order in which the ideas appear is not a
rigid one. Essay maps are flexible; they evolve with your
ideas.
Subject Name 133

THANK
YOU!
Crucial Points to Consider While Writing Essays
(Lecture 08)
Steps of Writing a Great Essay
Essays and research papers can invoke massive

amounts of stress and anxiety. So can dentists. But
no matter what classes you take in high school or
college, you're going to have to write an essay at
some point. Whether you love or hate them,
following these nine steps can improve your
essays and reduce your stress.
Subject Name 136

Analyze the Essay Prompt
The most important step in writing an essay or research

paper is to fully comprehend the essay question. An essay
can be wonderfully articulated and thought out, but will still
result in a poor grade if it doesn’t adequately answer the prompt
provided. Break the prompt down into two parts.
What is the prompt directly asking?
What is the essay topic?
What research do I need to do to fully understand the topic?
How long does the essay need to be?
Subject Name 137

Analyze the Essay Prompt
What is the prompt indirectly asking?Is the prompt asking

for my opinion, the opinion of credible scholarly sources, or
facts?
How can I relate this essay topic to what we have covered in
class?
Subject Name 138

Create a Thesis Statement
Start your essay with a thesis statement that will

guide your entire paper. Based on the prompt, what do
you want to argue in your essay? Your thesis statement
should be concise, but incorporate all the main points
you'd like to address in your paper. Continually refer to
your thesis statement when writing your essay and make
sure to never stray from your main points. A good
thesis statement can be the difference between an A and
a B.
Subject Name 139
Make an Outline
Use an outline to plan out your essay/research

paper before writing it. Working from your thesis
statement, plot out how you want your paper to
flow and what information you want to include.
This will make writing the full draft of your
paper much easier
Subject Name 140

Begin with the body, not the introduction
Don't start with the introduction. The

introduction is where some students struggle
the most, so to avoid getting bogged down,
create the introduction later. This will allow you
to fully form your thoughts and ideas and come
back and integrate the main ideas into your
introduction.
Subject Name 141

Begin each paragraph with a topic sentence
Begin each paragraph with a topic sentence, which

expresses the main idea of the paragraph. Each
paragraph should contain quotes or contextual
information to defend your topic sentence and
thesis statement.
Subject Name 142

Use Credible Sources
Quotes and contextual information are important for

establishing credibility and supporting your argument,
so make sure that the quotes and information are coming
from credible scholarly sources. Examples of scholarly
sources include academic journals, peer-reviewed
articles, textbooks, books by accredited authors, and
NPR articles. Examples of unacceptable scholarly
sources are magazine articles, open forum submissions,
encyclopedia entries, and unverified online sources.
Subject Name 143
Don’t fake it !
Teachers aren’t dumb. They know when you don’t fully

understand the essay topic and when you’re rambling
to make it longer. Don’t use fluff to bulk up your
essay. Instead, make sure that every sentence adds substance
to your work. If it isn’t absolutely necessary, cut it out. Most
teachers would rather have a well-written essay that
doesn’t quite meet the length requirement than a paper
that meets the requirement, but is 80 percent fluff.
Subject Name 144

Conclude your Essay
Your conclusion should always begin by restating

your thesis statement. This is your chance to tie all
of your main points together and go out with a
bang. A good conclusion will address the main
arguments of each body paragraph in a
succinct way and thoroughly prove your thesis
statement.
Subject Name 145

Proofread, then proofread again !
Reviewing is critical to composing a great essay. Some teachers won't

even finish reading essays if they're not grammatically sound or
riddled with spelling errors. Here are a few ways to make your essay/
research paper more academically acceptable and better overall.
Take out all conjunctions (aren’t, don’t, couldn’t, etc.). This will make your
paper longer and is more appropriate for academic writing.
Print out your paper, read it, and mark it up. You will notice more errors when
reading it this way than on a computer screen.
Subject Name 146

Proofread, then proofread again !
Have friends or parents read it. A second set of eyes can catch any mistakes
you missed.
Read it out loud. This will help with grammar mistakes. If it sounds wrong, it
probably is.
Essays and research papers can be a challenge for writers of all skill
levels, but these writing tips can make the process a little easier and a
lot less daunting.
Subject Name 147

THANK
YOU!
Types of Essays
(Lecture 09)
LEARNING OBJECTIVES
Objectives
Will be able to learn the rules of essay writing.
Goals
. The goal is to create a good piece of essay writing.
Subject Name 150

Effectively writing different types of essays has become critical to
academic success. Essay writing is a common school assignment, a part of
standardized tests, and a requirement on college applications. Often on
tests, choosing the correct type of essay to write in response to a writing
prompt is key to getting the question right. Clearly, students can’t afford to
remain confused about types of essays.
Subject Name 151

Four Major Types of Essays
Distinguishing between types of essays is simply a matter of determining

the writer’s goal. Does the writer want to tell about a personal experience,
describe something, explain an issue, or convince the reader to accept a
certain viewpoint? The four major types of essays address these purposes:
1. Narrative Essays: Telling a Story
In a narrative essay, the writer tells a story about a real-life experience.
While telling a story may sound easy to do, the narrative essay challenges
students to think and write about themselves. When writing a narrative
essay, writers should try to involve the reader by making the story as
vivid as possible.
Subject Name 152

The fact that narrative essays are usually written in the first person helps
engage the reader. “I” sentences give readers a feeling of being part of
the story. A well-crafted narrative essay will also build towards drawing
a conclusion or making a personal statement.
2. Descriptive Essays: Painting a Picture
A cousin of the narrative essay, a descriptive essay paints a picture with
words. A writer might describe a person, place, object, or even memory
of special significance. However, this type of essay is not description for
description’s sake.
Subject Name 153

The descriptive essay strives to communicate a deeper meaning through

the description. In a descriptive essay, the writer should show, not tell,
through the use of colorful words and sensory details. The best
descriptive essays appeal to the reader’s emotions, with a result that is
highly evocative.
3. Expository Essays: Just the Facts
The expository essay is an informative piece of writing that presents a
balanced analysis of a topic. In an expository essay, the writer explains
or defines a topic, using facts, statistics, and examples.
Subject Name 154

4. Persuasive Essays: Convince Me
While like an expository essay in its presentation of facts, the goal of

the persuasive essay is to convince the reader to accept the writer’s point
of view or recommendation. The writer must build a case using facts
and logic, as well as examples, expert opinion, and sound reasoning.
The writer should present all sides of the argument, but must be able to
communicate clearly and without equivocation why a certain position is
correct.
Subject Name 155

Expository writing encompasses a wide range of

essay variations, such as the comparison and
contrast essay, the cause and effect essay, and the
“how to” or process essay. Because expository
essays are based on facts and not personal
feelings, writers don’t reveal their emotions or
write in the first person.
Subject Name 156

Sample essay
The Hazards of Movie going I am a movie fanatic. My friends count on
me to know movie trivia (who was the pigtailed little girl in E.T.: The
Extra-Terrestrial? Drew Barrymore) and to remember every big Oscar
awarded since I was in grade school (Best Picture, 1994? Forrest
Gump). My friends, though, have stopped asking me if I want to go out
to the movies. While I love movies as much as ever, the inconvenience
of going out, the temptations of the concession stand, and the behaviour
of some patrons are reasons for me to wait and rent the DVD.
[Introductory Para]
Continued
To begin with, I just don’t enjoy the general hassle of the evening. Since
small local movie theatres are a thing of the past, I have to drive for fifteen
minutes to get to the nearest multiplex. The parking lot is shared with
several restaurants and a supermarket, so it’s always jammed. I have to drive
around at a snail’s pace until I spot another driver backing out.
Continued
Then it’s time to stand in an endless line, with the constant threat that
tickets for the show I want will sell out. If we do get tickets, the theatre
will be so crowded that I won’t be able to sit with my friends, or we’ll
have to sit in a front row gaping up at a giant screen. I have to shell out a
ridiculous amount of money—up to $11—for a ticket. That entitles me to
sit while my shoes seal themselves to a sticky floor coated with spilled
soda, bubble gum, and crushed Raisinets. [1st supporting para]
Continued
Second, the theatre offers tempting snacks that I really don’t need. Like
most of us, I have to battle an expanding waistline. At home I do pretty
well by simply not buying stuff that is bad for me. I can make do with
snacks like celery and carrot sticks because there is no ice cream in the
freezer. Going to the theatre, however, is like spending my evening in a 7-
Eleven that’s been equipped with a movie screen and comfortable seats.
As I try to persuade myself to just have a Diet Coke, the smell of fresh
popcorn dripping with butter soon overcomes me. Chocolate bars the size
of small automobiles seem to jump into my hands. I risk pulling out my
fillings as I chew enormous mouthfuls of Milk Duds. By the time I leave
the theatre, I feel disgusted with myself. [2nd supporting para]
Continued
Many of the other patrons are even more of a problem than the
concession stand. Little kids race up and down the aisles, usually in
giggling packs. Teenagers try to impress their friends by talking back to
the screen, whistling, and making what they consider to be hilarious
noises. Adults act as if they were at home in their own living room.
They comment loudly on the ages of the stars and reveal plot twists that
are supposed to be a secret until the film’s end. And people of all ages
create distractions.They crinkle candy wrappers, stick gum on their
seats, and drop popcorn tubs or cups of crushed ice and soda on the
floor. They also cough and burp, squirm endlessly in their seats,
Continued
-file out for repeated trips to the restrooms or concession stands, and
elbow me out of the armrest on either side of my seat. [3rd supporting
para]
After arriving home from the movies one night, I decided that I was not
going to be a moviegoer anymore. I was tired of the problems involved
in getting to the theatre, resisting unhealthy snacks, and dealing with
the patrons. The next day, I arranged to have premium movie channels
added to my cable TV service, and I also got a Netflix membership. I
may now see movies a bit later than other people, but I’ll be more
relaxed watching box office hits in the comfort of my own living room.
[Concluding para]
Body: Supporting Paragraphs
Most essays have three supporting points, developed at length over
three separate paragraphs. (Some essays have two supporting points,
others four or more. For the purposes of this book, your goal will be
three supporting points unless your instructor indicates otherwise.)
Each of the supporting paragraphs should begin with a topic sentence
that states the point to be detailed in that paragraph.
Just as a thesis provides a focus for an entire essay, a topic sentence
provides a focus for a supporting paragraph.
Concluding Paragraph
The concluding paragraph often summarizes the essay by briefly
restating the thesis and, at times, the main supporting points.
In addition, the writer often presents a concluding thought about the
subject of the paper.
THANK
YOU!
Urdu to English Translation
Lecture # 10
LECTURE CONTENTS
Paragraphs for translation
Coherence
Suitable vocabulary
Subject Name 167

LEARNING OBJECTIVES
Objectives
To prepare them to think critically and be able to write on miscellaneous topics.
Goals
To make them eligible to clearly state their standpoint.
Subject Name 168

Use of Appropriate Vocabulary
Learning vocabulary is a very important part of learning a

language. The more words you know, the more you will be
able to understand what you hear and read; and the better you
will be able to say what you want to when speaking or
writing.
Subject Name 169

Use of Appropriate Vocabulary
Every day you hear or read many new

English words. You also find them in your
dictionary when you are translating from your
own language. You can’t possibly learn all
these new words, so your first problem is to
decide which ones to concentrate on. Here are
some suggestions:
Subject Name 170
Which words to learn ??
Every day you hear or read many new English

words. You also find them in your dictionary
when you are translating from your own language.
You can’t possibly learn all these new words, so
your first problem is to decide which ones to
concentrate on. Here are some suggestions:
Subject Name 171

learn the words that are important to the subjects you

are studying
learn the words that you read or hear again and again
learn the words that you know you will often want
to
use yourself
do not learn words that are rare or not useful (your
teacher can help you with this)
Subject Name 172
Learning vocabulary by reading
The way you learned very many of the words in your own
language was by meeting them in the books and magazines
you read. The context of a new word in a sentence or story
was often enough for you to guess the meaning. Meeting the
word again and again in your reading helped you learn it
for use in your own speaking and writing.
Subject Name 173

Doing lots of extra reading for pleasure - both fiction and non-
fiction - is an excellent way to learn new English words, too. But
choose books that you find quite easy to read. Difficult stories or
texts that you struggle to understand will not help you to develop
your vocabulary the natural way. But remember: to learn new
words from reading you have to read a lot.
Subject Name 174

Translation skills
The purpose of practicing translation skills is to enable
students to express their thoughts in both English
and Urdu language.
One of the most important aspects of translation
studies is that students get familiar with the native
expressions of language because different goals are
accomplished in different ways.
‫‪Exemplary Paragraphs for translation Skills‬‬
‫‪Paragraph 1:‬‬
‫اک ن&ا& ۔ےہ ی&ک&چ& نب ہ&صح& اک ے&ر&ش&ا&ع&م& ےرامہ ی&ن&ا&و&ن&ع& دب ر&و&ا& یناتس ت&و&ش&ر& ص&و&ص&خ&م&‬
‫ےک ی&ٹ&ئ&ا&س&و&س ای ےرادا کیا ی&س&ک قلعت‬
‫رظن وزج ی&م&ز&ال& اک ےرادا رہ ر&و&ا& ےمکحم رہ وت ہی ہکلب ۔ےہ ںیہن ےس ےصح ت&ل&و&د&‬
‫ہ&ق&ب&ط& ہ&ن&ا&ی&م&ر&د& ۔&ی&ہ&ر& ںیہن ہ&د&ا&س& لکالب ب&ا& یگدنز ۔ںیہ ی&ت&آ‬
‫وک شیعتنِ ا&م&ا&س& م&ہ& ۔ےہ ایگ کٹھب ےس ےتسار ےنپا ںی&م& لقن ی&ک& ںو&د&ن&م& اچین وک ںو&ر&س&و&د&‬
‫ےرکلصاح‬ ‫۔ںیہ ےتید رک فرص ت&ق&و& ا&س& تہب انپا ںی&م ن‬
‫ےب ریما تار ںوتار ر&و&ا ےناھکد‬ ‫ڑ&و&د& ی&ک& ن‬
‫ےہ ی&ہ&ر& ل&ی&ک&ھ&د& ف&ر&ط& ی&ک& ی&ن&ا&و&ن&ع& دب ر&و&ا& یناتس ت&و&ش&ر وک ے&ر&ش&ا&ع&م‬
Translation of paragraph 1:
Bribery and corruption have become a part of our society. These things
are not related to a specific part of a single department or a society. It
seems to be a necessary component of every department and institution.
Life is no more quite simple. The middle class has lost its way in order
to follow rich people. We lose a lot of time in getting the luxuries of life.
The race to defeat other and to become rich is pushing the society
towards bribery and corruption.
‫‪Exemplary Paragraph no. 2 for Translation‬‬
‫تو ق م&ی&ظ&ع& کیا م&ل&ع& ب&ہ&ذ&م& ےرامہ ۔‬‫ہکلب ںیہن ی&ہ& ت&ل&و&د& ی&د&ا&م& ںی&م&ہ& ےعیرز ےک م&ل&ع& ۔ےہ ّ‬
‫ےہ اتوہ لصاح ی&ھ&ب& ن&و&ک&س ی&ن&ا&ح&و&ر‬
‫ےسج ےہ زیچ ی&س&ی&ا& کیا ہی ۔ےہ ضرف رپ ص&خ&ش& رہ انرک لصاح م&ل&ع& ںی&م& یھب وک ت&ا&ذ&‬
‫رب‬
‫ینپا ن&ا&س&ن&ا& یئوک ریغب ےک م&ل&ع& ۔اتکس ںیہن ارچ یئوک‬
‫خ& ےب ےس ت&ا&ی&ح&د&ص&ق&م& ےنپا یگدنز ی&ر&ا&س& ی&ہ& ںوی ر&و&ا& اتکس ن&ا&چ&ہ&پ& ںیہن یرتہب ی&ک&‬
‫م&و&ق& ر&و&ا& ے&ر&ش&ا&ع&م& ےنپا ‪ ،‬ینپا ن&ا&س&ن&ا& ےک رک لصاح م&ل&ع& ۔ےہ اتہر‬
‫۔ےہ اتکس نب ببس اک‬
English translation of Paragraph 2:
Knowledge is a great power. Knowledge not only gives us not only
money but also spiritual satisfaction. In our religion, getting
knowledge is obligatory for everyone. This is the thing that cannot be
stolen. Without knowledge, no man can recognize himself and is
unaware of his objective throughout his life. Having the knowledge got,
a man can bring about the betterment of himself, his society, and his
nation.
‫‪Exemplary Paragraph no 3:‬‬
‫ہ&ن&ا&ت&س&و&د& ہ&ش&ی&م&ہ& ےس ںو&ی&ا&س&م&ہ& ےنپا م&ہ& ۔ےہ ک&ل&م& دنسپ ن&م&ا کیا ناتسکا ع&ا&ف&د& ےنپا م&ہ& ہ&ک&‬
‫ںیہن ہی ب&ل&ط&م& اک س&&ا نکیل ۔ ںیہ ےتہاچ انھکر تاقلعت‬
‫۔ےہ ترورض ی&ک& ےنھکر رظن رپ شیپ ودرگ ےنپا ںی&م&ہ& ۔ ںیئاج و&ہ& ل&ف&ا&غ& ےس ان ےس ھ&ک&ن&آ&‬
‫یرب ف&ر&ط& ی&ر&ا&م&ہ& یئوک ہ&ک& ےیہاچ انوہ طوبضم انتا ںی&م&ہ‬ ‫ُ‬
‫ن&م&ا& ی&ہ& ع&ا&ف&د& طوبضم ںی&م& ےنامز ہ&د&و&ج&و&م ۔ےکس ھ&ک&ی&د‬
‫۔ےہ تنامض ی&ک‬
Translation of Paragraph 3.
Pakistan is a peace-loving country. We always want to keep friendly
relations with our neighbors. But that doesn't mean that we ignore our
defense. We need to keep an eye on our surroundings. We should be
strong enough that no can think of harming us. In the present age, a
strong defense is the assurance of peace.
How to achieve coherence in the sentences
Coherence in translation is a very important aspect. Individual sentences

should make sense and paragraph as a whole should appear coherent.
Absence of cohesion hampers readability.
Coherence is achieved when sentences and ideas are connected and flow
together smoothly.
Use Repetition to Link Ideas, Sentences, and Paragraphs.
Use Transitional Expressions to Link Ideas, Sentences, and Paragraphs.
Use Pronouns to Link Sentences.
THANK
YOU!

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MIRPUR UNIVERSITY OF SCIENCE AND TECHNOLOGY (MUST), MIRPUR

A field-based course that focuses on instructional

By the end of this one-day course, the participants will have:

Till Mid Term

After Mid Term

Practical English Grammar by A.J. Thomson and

3.Writing. Upper-Intermediate by Rob Nolasco. Oxford

Mid Term: [30%]

Final Exam: [50%]

Mid Term: [30%]

Final Exam: [50%]

Introduction to Communication Skills

Verbal and non-verbal communication

How to be able to convey your message

The imparting or exchanging of information through

Communication is both an art and a science. It often

Although you communicate simply by being in the

Increasing knowledge and awareness of some of

To explain all the features required of good

Personalize the topic and tell how would you

Effective communication may be said to involve the

Sending a positive image of yourself through

How to interpret others through the use of their

Affective communication refers to the expression of

Our values and beliefs give rise to our feelings and

Affective communications are disclosures of

• Use of formal language

• Creating a lighter atmosphere by playing on words

• “First impression is the last impression” ?

Nonverbal communication refers to gestures,

When you’re interviewing for a job or participating in a

Employers will evaluate what you do as well as what

Most candidates carefully

Your interviewing and networking success will be

Want to brush up on your skills? Review this list of

Display some animation with your hands and facial

Establish frequent but not continuous or piercing eye

Keep your hands away from your face and hair.

Shake hands firmly without excessive force.

Read the nonverbal signals of others. Provide clarification if

When you're attending career networking events,

In many occupations, establishing credibility

Communication can best be summarized as the

It has become clear that effective business

Currently, companies in the United States and abroad are

The communication process is the guide toward

The communication process is made up of four key

The sender is an individual, group, or organization who

The symbols can take on numerous forms such as,

A paragraph is a brief piece of writing that's

There are three main parts of a paragraph:

The average cost of a Hollywood film (interesting

The salary of a top star such as Tom Hanks or

Anyone who has bought a movie ticket recently knows

Topic sentences are similar to mini thesis

Addressing the topic in paragraph writing

Choosing the right vocabulary

Types of paragraph writing

Paragraphs are distinct blocks of text which section out

A good paragraph is composed of a topic sentence

In order to write a good paragraph, students need to

Element #1: Unity. Unity in a paragraph begins with the topic

Element #3: Coherence. Coherence is the quality that