Mahatma Gandhi Institute of Technology

Gandipet, Hyderabad - 500075

Department of M&H

ADVANCED ENGLISH
COMMUNICATION SKILLS LAB
MANUAL
B.Tech III year
(2016 2017)

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AECS lab manual MGIT
Compiled by:

1. Dr.C.S. Srinivas
M.A.., M.Phil, Ph.D

2. Ms. A. Lavanya
M.A. , PGDTE

3. Mr. K. Venkata Ramana

M.A.

4. Ms. C.N.A. Chandra

M.A. , M.Phil

5. Mr. E. Krishna Chaitanya

M.A., M.Phil, PGCTE & PGDTE

6. Mr. V. Venkata Ramana

M.A. , M.Ed., M.Phil., PGCTE

7. Ms. Gousia Sultana

M.A.

8. Mr. John Elijah

M.A.

9. Dr.B.S .Meenakshi
M.A., PGCTE, M. Phil., Ph.D(ELE)

10. Ms.E.Elizabeth Kamala

M.A.., PGDTE, M.Ed, M. Phil.,

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AECS lab manual MGIT
INTRODUCTION

In view of the growing importance of English as a tool for global

communication and the consequent emphasis on training students to acquire
communicative competence, the syllabus has been designed to develop
linguistic and communicative competence of Engineering students.

The language laboratory makes use of the latest technological aids to support
language learning. It is in fact a complex of audio-visual equipment specially
designed to meet the requirements of language learners. It consists of a teacher
console which helps the instructor in monitoring the learning activities of the
individual learners. Each learner is provided with a learner-booth which
includes a monitor to see the visual content of the 'lessons' and a headphone
for the audio component. The instructor can use a pre-recorded audio-visual
CD or cassette at the console and it is simultaneously accessible to all the 30
learners. In fact, he can record his own lesson which can be simultaneously
recorded at all the 30 learner booths.

What makes the language laboratory useful is the fact that the teacher console
allows the instructor to listen to each learner individually and get in touch with
any learner through the head phone without disturbing others. Similarly, the
learner by just pressing a button can communicate with the instructor for
suggestions, queries, without once again disturbing fellow learners. The
advantage is that 30 individual learners go through the learning process
listening to the language lesson, reproducing the activities, recording it on the
audio tape so that they can cross check their performance. The language lab
has the facility of a 'conference' - that is the instructor can hold brief
discussions with five selected learners without once again disturbing the rest
of the class. Though the technology involved is very simple, it makes a big
difference in bringing a shift from passive learning to active, collaborative
learning. It provides a measure of autonomy to the learner because he or she
can choose the learning material at his or her own pace. The learner can repeat
exercises, skip some and always retrieve whatever he requires. At the same
time he is also not deprived of the presence of an instructor. With the
availability of highly sophisticated audio video material prepared by leading
institutions of English, one can also ensure the quality of the learning material.
As it is obvious, the laboratory is specially equipped to teach pronunciation,
accent and intonation. The university therefore plans to provide intensive
short-term training to candidates who want to take their TOEFL and IELTS.
These competitive examinations require the ability to comprehend British,
American or Australian accents. The language lab can easily handle this task.

Language Lab

English Language learning is very important for todays global society.

English is the international language for business. The correct phonetics
accents and dialects are to be effectively used for, business communication,
official communication, talking to seniors, colleges and juniors, to the
secretary, the telephone operator, etc. With the help of a good language lab
one can easily learn the different dialects and accents- the British, the
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American, the India accents, etc. For those aspiring for employment abroad
especially Nurses going to England or America with the language lab will be
very useful.

A fully computerized Language Lab with ETNL Software can be of used for
learning any language. E.g.- English, Arabic, French, German, etc. The
training materials such as recorded tapes CDs etc and proficient teacher for
that particular language are the extra requirements for ETNL Language Lab.

What is Language Lab?

A Language Lab is a place where student or any one for that matter can learn a
language and improve his speaking and listening capacity. One can get
familiar with any language of his choice, not only that he can develop skills to
understand and speak the different dialects and accents of the same Language.

The idea of Language Lab was originated during the World War. The
importance of communicating in foreign languages was very highly felt by the
warring factions. The Language Lab was born. In the beginning the lab
consisted of tape recorders, amplifiers, headphones and mics systematically
laid out so that a teacher can help the students in faster learning using recorded
lessons and other teaching aids. This system worked wonderfully at that time,
but had some inherent defects.

During the 2nd stage of development, computers were included in the system
along with tape recorders and amplifiers. This certainly improved the
functioning eliminating some of the inherent defects.

The 3rd stage of development is the ETNL Language Lab. It eliminates the use
of tape recorders and amplifiers. It is a fully computerized Lab incorporating
the software developed by us. The lessons and the interactive communications
are processed in a digital format, resulting in the highest clarity making the
teaching and learning process a pleasant and effective one. This system
transmits the voice without any noise.

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AECS lab manual MGIT
Objectives

The language Lab focuses computer-aided multi-media instruction and

language acquisition to achieve the following targets

To expose the students to a varietyof self-instructional learner-
friendly modes of language learning.

To help the students cultivate the habit of reading passages from
the computer monitor, thus providing them with the required
facility to face computer based competitive exams such GRE,

TOEFL, GMAT etc.

To enable them to learn better pronunciation through stress on
word accent, intonation and rhythm.

To train them to use language effectively to face interviews, group
discussions, public speaking.

To initiate them into greater use of the computer in resume
preparation, report writing, formats making etc.

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Contents

Contents Page No.

1. The Art of Conversation 7

2. Role Play 12
3. Group Discussion 14
4. Vocabulary 20
5. Report Writing 33
6. Reading Skills 41
7. Resume and Cover Letter Writing 44
8. Interview Skills 61

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 FUNCTIONAL ENGLISH

1. The Art of Conversation

Formal Communication

Formal communication can be considered as communication efforts that are dressed up

to fit customary rules and ceremony For example, in a written letter, the formal
communication style will demand that the layout of the piece of written communication
follow a specific format that includes the date, header, salutation, body of the letter, close,
signature lines and any indicators of enclosures all placed neatly upon company letterhead
or personal stationery. By contrast, an informal piece of written communication can be as
simple as a jotted note to a friend on a torn slip of paper.

Formal communications are mostly written, although they may now also include formal
presentations that are on computer disk, video tape or DVDs, MP3 presentations and other
similar electronic reproductions of written communications. Other forms of formal
communications include newsletters, legal advisories, invitations, awards, and letters of
congratulations. Non-written formal communication devices are in-person
communications in the forms of departmental meetings, telephone calls, conferences and
special interviews. Some publications that are devoted to a special purpose, such as a
companys annual report, are formal communications.

There is a non-verbal component to formal communication as well. The style and manners
of the presenter dictate the formalness of a meeting, and this can be immediately seen at
the time of introduction of a speaker. Some elements of non-verbal formal communication
include maintaining a certain distance from others, standing above the crowd, speaking in
formal tones and using formal means of address to others, such as Mister or Doctor
when calling upon others.

Colloquialisms, which are freely used in informal communication, are not present in
formal communications. Proper English or another language is spoken. Formal
communications will follow a chain of command in the flow of the communication, either
upwards to or down from managers.

The use of formal communication is more prevalent in highly technical areas where a
message must be exact and specific, leaving no room for misinterpretation. The written
communication is carefully thought out, and planned for a certain effect or result. It often
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is written in a third person non-personal voice of he, she, it, and they rather than I or
you voices. Grammar, spelling and layout are important for written communications,
and for spoken communications there is an emphasis placed on the quality of the speech
voice and pronunciation.

Some formal communications are congratulatory; others can be advisory or informational.

Legal papers follow a tightly formatted layout that is customary within the professional
and widely used by others. Likewise, scientific research papers have a customary format to
follow. Any written communication that is expected to adhere to particular rules can be
considered to be formal communication, and the actual tone of the piece may range from
friendly to threatening. It can be more demanding and imply expectations to the receiver
that should create desired results.

Informal Communication

Informal communication arises out of all those channels that fall outside the formal
channels and it is also known as grapevine. It is established around the societal affiliation
of members of the organization. Informal communication does not follow authority lines
as in the case of formal communication.

Informal communication takes place due to the individual needs of the members of an
organization and subsists in every organization. Normally, such communication is oral and
may be expressed even by simple glance, sign or silence. Informal communication, is
implicit, spontaneous multidimensional and diverse. It often works in group of people, i.e.
when one person has some information of interest; he passes it on to his informal group
and so on.

An organization can make efficient use of informal channels to fortify the formal channels
of communication. It acts as a valuable purpose in expressing certain information that
cannot be channeled via the official channels. It satisfies the people desires to identify
what is happening in the organization and offers an opportunity to express dreads, worries
and complaints. Informal communication also facilitates to ameliorate managerial
decisions as more people are involved in the process of decision-making.

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In spite of many advantages, informal communication has certain disadvantages. Informal
communication contains facts, deceptions, rumors and unclear data. The informal
channels of communication may transmit completely imprecise information that may
harm rather than help an organization. In addition, it is impossible to fix the responsibility
for its origin or flow of information. However, for the efficient working of any
organization both formal and informal communications are required.

Expressions for Formal and Informal Communication

I) Greeting
Informal Any time/Any where Formal
Hello! Morning/Afternoon/Evening/ Good morning!
Hi (every body/ everyone/) `Good to see you (again)! Good after noon
How (very) nice to see you (sir/madam)! (from 12 noon
(again)! to end of the day)
Hi there (everybody/ What a pleasant to see you! Good evening gentlemen!
everyone/) ( 6pm onwards)
Long time no see!

II) Responses
Informal Any time/Any where Formal
Hi! Morning/after noon/evening Good morning/after
noon/evening (sir/madam)
Hello
Yes, long time no see

III) Asking After

Informal Any time/Any where Formal
Hows life (treating you)? How are you? I trust you are keeping well
Whats new the latest? How are you keeping? I hope all goes well with you

How are things? Ah, Mr. Anand are you well?

How are things with you? Are you better now?

( after someone has been ill)
How are you doing?

IV) Responses
Informal Any time/Any where Formal
Ok, thanks Fine, thanks (Im ) very well, thank you
So, thanks Im fine, thank you (Im) very well indeed, thank
And how are you? you.
Nothing much Quite well, thank you Im in excellent health, thank
you.
AECS lab manual 9 MGIT
 Not (too) bad All right thanks
Fine, how about you
Fine and you?

V) Introducing yourself
Informal Any time/Any where Formal
Hi Im Mukul Ray Hello, Im Mukul Ray Good morning Im Mukul
Ray
Hell, you must be Karan. Im How do you do? May I introduce myself? Im
Mukul (shaking hands) Mukul Ray, regional sales
my name is Mukul manager Vishal enterprises

Excuse me, youre Karan Excuse me ,my name is Id like to introduce myself
arent you? Im Mukul Mukul Im Mukul Ray

Arent you Mukul? Im Excuse me. I dont think

Karan. Remember me? weve met before. My name
is Mukul.
Im afraid I dont know /
remember your name. Im
Mukul. Good morning this is/
Im Mukul speaking ( on
phone)

VI) Responding to Introduction

Informal Any time/Any where Formal
Hi hello How do you do? Its great pleasure to meet you

Hello, How do you do? Nice meeting you Delighted to meet you
Hi hell, Im Kiran Pleased to meet you Im very glad to meet you
Nice meeting you.
Im not Kiran , Im Kavita
Im Meena, good to meet you

Yes, Im / it is. Ive been eager to meet you

VII) Thanking
Informal Any time/Any where Formal
Thanks Thank you (very much/ You ve been so/very kind
indeed)
Many thanks You re most kind Im most / extremely grateful
to you
Thanks a lot Its very good of you Im much /extremely obliged
(For) to you.

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 That was /its really nice of It s most kind of you I really cant thank you
you Im obliged (to you) Im enough.
really obliged to you for . I really dont know how to
thank you.
I should like to express my
gratitude for

VIII) Responding to thanks

Informal Any time/Any where Formal
( you re welcome) Not at all Delighted to help
Its ok It s a pleasure Glad to be of (some) service.

Thats all right ( it was) my pleasure It was the least I would do

Any time (Pleasure) dont mention it. The pleasure was mine
Its no trouble at all. Thank
you.

IX) Response to apologies

Informal Any time/Any where Formal
Its / thats ok Thats (quite)all right Its / thats perfectly all right.

Forget it Not all Theres no reason/ need to

X) Asking permission
Informal Any time/Any where Formal
Is it all right Can / could I please? Do I have your permission
To /if.? to?
All right if? Do you mind if ? Do/ will you have any
objection to if.?
Let me .? Might / may I .? With /by your leave.?
With your permission.

XI) Giving and refusing permission

Informal Any time/Any where Formal
Sure Of course Feel free to..
Ok / fine/ all right Yes, certainly There seems to be no reason.
Why you cant..
Yes,/ ( thats) all right Youre welcome Sorry. Thats out of question

Yes , thats fine sorry Not at all sorry, you cant no. Sorry thats not possible
I am afraid no way.
( Im afraid)

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 2. Role Play

Role plays are an excellent way of getting students to practice their English. They
simulate real life situations and allow them to act out what they would do in a real
situation. There are two ways a role play can go: scripted and non-scripted. With a
scripted role play, the teacher might use an example in a text book. This is a good idea
for a warm up exercise, by getting everyone to split up into pairs and allow them to
speak to their partner, taking on different roles. Non-scripted ones are when students are
given a role each and must use whatever knowledge they have in order to speak with
that partner. This can be adapted to suit a situation.

Role-playing takes place between two or more people, who act out roles to explore a
particular scenario. By acting scenarios like these, one can explore how other people are
likely to respond to different approaches; and one can get a feel for approaches that are
likely to work, and for those that might be counter-productive. One can also get a sense of
what other people are likely to be thinking and feeling in the situation.

Also, by preparing for a situation using role-play, learners can build up experience and
self-confidence while handling the situation in real life, and one can develop quick and
instinctively correct reactions to situations. Role play helps to spark brain storming
sessions, to improve communication between team members, and to see problems or
situations from different perspectives.

Role Play Activities

1. You run into a childhood friend of yours at a supermarket. You greet each other,
chat a little and leave.

2. You see your teacher in a shopping mall. You greet your teacher, talk for some time and leave.

3. You have been waiting at the bus stop. You decide to talk to a person standing
nearby. Greet the person, talk to him about the erratic timings of the buses and
finally decide to leave.

4. You are waiting for your turn at an interview along with other candidates. You
decide to talk to the person sitting next to you. Greet him and talk to the person
about the interview.

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 5. You have met a friend at a supermarket after a long time. You invite him to
come home for a cup of tea.

6. You are at a bank for taking a draft. One of the clerks is very rude while giving
you information about the procedure for taking a draft, the exchange rate etc.
You go to the manager of the bank and complain.

7. You are learning to drive a car. You have hit a vehicle while you are driving
.You express apologies to the owner of the vehicle. You also promise to pay for
the damage.

8. You are eating at a restaurant when you discover a fly in your food. You call the
waiter over to complain.

9. You went on a tour to Delhi and now you are back home. You promised your
sister to get a model of the Taj Mahal .But you forgot about it. You apologise to
your sister.

10. You are attending a conference on global warming. The conference has not yet
begun yet. You along with others are waiting in the foyer. Have small talk with
two others.

AECS lab manual 13 MGIT

 3. Group Discussion
Group discussion is commonly known as GD, as the name suggests, it is a group activity.
People are grouped in a bunch for a common purpose:
share knowledge
exchange opinions

brainstorm [find solutions innovative look for improvements]


job selection process

It is a systematic purposeful interactive oral process. Here the members of the group share
certain common objectives.
It is characterized by the formal and structural exchange of views on a particular topic /
issue / problem.

Importance of GD

GD is used as a technique for personality assessment of candidate for job selection or

admission to professional courses.

GD aims at problem solving, decision making and personality assessment

Group of 6 8 members are formed and are given topic may be an opinion / a problem / a case.

Members of the selection committee closely evaluate the different skills reflected by
with leadership qualities emerge as natural leader/s are
the candidates and those
normally short listed.

Characteristics of Successful GD

a) Agreement on group goal

b) Goal oriented interaction
c) Agreement on procedure
d) Co-operative and friendly atmosphere
e) Effective communication techniques
f) Equitable distribution of participation
g) Shared leadership

Areas of Evaluation in selection GDs

a) Subject knowledge
b) Oral communication skills
c) Appropriateness of language
d) Clarity of expression
e) Non-verbal clues
f) Leadership qualities initiative, analysis, objectivity
g) Team management adaptability, positive attitude, co-operation
h) Managerial Personality Traits

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A group Discussion can be categorically divided into three different phases:

i) Initiation / Introduction quotes, definition, question, short story,

general statement.

ii) Body of the GD develop the concept / core unit

iii) Summarization / Conclusion emphasizing central ideas (avoid raising new
points; avoid stating only your view point
keep brief and concise)

Key Points for GD

1) Team spirit 5) Inspiring ability

2) Reasoning ability 6) Awareness
3) Leadership 7) Listening
4) Creativity

Misconceptions: A GD is intended for testing debating skills, and as such they are
expected to take control of the debate, thereby not allowing others to voice their views and
facts in support of their argument. They also try to contradict the views of other
participants, hoping they will be noticed and appreciated.

To make a Successful GD
Content: Fairly good knowledge of the topic and awareness of the current situation will
help prevent ideas from drying up fast and keep the GD alive and lively. If you are
unfamiliar with the topic, wait for someone else to come up with important information
and facts, then quickly formulate you stance and come with your perspective.

Communication: The language should be simple and lucid, use the right word at the right
time that gives clarity to the GD and highlights your role in generating ideas in the group.
Not to exhaust your ideas at one go. Every time you contribute, make your talk relevant
and brief. It is necessary to listen with great attention and react with pertinent comments.

Constant interruption while others are speaking must be avoided. The discussion
becomes meaningless if all the participants speak at the same time. Some candidates try to
interrupt and even make fun of other participants. This strategy will adversely affect them.

No points will be lost even if a candidate openly supports or agrees with the views
of the other candidates. Valid reasons must be given as to why you support a particular

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point of view. In case your views are strongly criticized, there is no need to be upset.
Criticism taken positively will act in the candidates favour.

Thinking: Listen and understand the arguments of other participants and at the same time
decide what points you should raise and how.

Group behaviour: Expressing your views emphatically will be appreciated in a GD, it is

equally important that you draw the more reticent participants into the discussion and
involve them in the decision-making process. The participant should be tactful while
contradicting the views of other participants. Blunt statements such as Your arguments
are baseless, or You are absolutely wrong, are to be avoided strictly. The participant has
to disagree without sounding rude by saying things such as I beg to differ or Sorry to
disagree with you.

Types of GDs: Broadly divided into two types:

which need factual content in combination with the right

Concrete and fact-oriented topics,
perspective to be successful.

Abstract topics where more than facts, you need interpretations and creative thinking.
is made and the themes you build
Here, the perspective from which the interpretation
into them will be more significant and valuable.

Structuring a GD
The following language may be used in structuring a GD:

Entering a discussion: Make comments on previous contributions and show ones own
relation to them. Change the trend of discussion by agreement, disagreement, and
amplification or by restriction.

Some Patterns of starting a discussion:

We have assembled here to discuss
We are here today to discuss
Let us get down to business
Lets start how to proceed with the discussion
Lets start off with No.1
Shall we make a start?
Shall we set the ball rolling?
Can you please give your views on?

Some patterns for interrupting a discussion:

Sorry to interrupt you
Excuse me, but
Could I make a suggestion, please?
Could I say something .?
Sorry to disagree with you
If I could make a point here
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Some patterns of ending a discussion:
I think that covers everything

It is time to wind up

Shall we close the discussion then?

Comments:
What I think is
I feel that
The main point I wish to make is
I agree up to a certain point but
I must disagree with your opinion
I would question whether
It seems to me that
As far as I am concerned
I dont agree with the previous speaker
Please dont interrupt. Let me finish
Can you wait till I finish?
I think we are moving away from the main point.
If I may turn now to
Turning now to
I want to comment briefly on
I intend to make points about
Now to elaborate on the first point
I strongly believe that
With all due respect
I am not in a position to say anything about
If we look at it in another light
On the contrary
I dont think any one could disagree with
I cant help thinking
Can I finish please ?
Finally

AECS lab manual 17 MGIT

Successful GDs
Good and successful group discussion is one where the topic has been discussed
threadbare.

Analyse the topic wordby word. Identify the frame of reference you would be using
during the discussion.

Look at the topic from the point of view of all the affected parties.

Look at the topic from all the various angles and all the possible perspectives.

At the end of a discussion or when you know that the discussion time is almost up, it is
necessary to give an appropriate conclusion. To do this, quickly recap the important
points that have come up during the discussion, emphasize the points on which there
were differences and where there was convergence of opinion and make the

concluding remark.

Points to be remembered:

Prepare well by reading and reflecting on the topic.

Anticipate the points of others.

Listen keenly and understand the points made by others.

Break in and make yourpoint without waiting to be called upon to do so, ensuring
relevance to the context.

Be loud enough to be heard by everyone.

Make brief remarks often rather than giving long speeches.

Be open minded and conciliatory rather than dogmatic.

Try to be group-centred rather than self-centred.

Avoid personal attacksand name-calling. Accept criticism with dignity and rebut it
with strong arguments.

Back your arguments with evidence and authority.

Use appropriate gestures and expressions.

Maintain eye contact with group members.

AECS lab manual 18 MGIT

 Topics for Group Discussion

Business and ethics cannot go together

The state authority and freedom of expression
Is China better than India in software?
Should there be limits on artistic freedom
Should India sign the CTBT?
Is there any Point in having a Business Strategy?
Women make good managers
Influence of Social Media
Should there be private universities?
Civil society and individual freedom
Internet/Mobile Phones a boon or nuisance
Skilled Manpower Shortage in India
Capitation fee should be eliminated
How should we deal high oil prices?
Brain-drain needs to be stopped
Are Indians Less Quality Conscious?
Every cloud has a silver lining
Indian Economy: Old Wine in New Bottle!
Value Based Politics
Nothing succeeds like success
Should the public sector be privatized?
Trade can help the poor?
Corruption is the price we pay for Democracy
India is a soft nation
Religion should not be mixed with politics
Our cricketers are not to blame for match fixing
Success is all about human relations
Is dependency on computers a good thing?
Balance between Professional and Family
Is science a boon or bane?
Should businessmen run the finance ministry?
Technology Creates Income Disparities
Privatization will lead to Less Corruption
Is bullet-to-bullet the right policy?

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 4. VOCABULARY

Introduction

A word is an effective unit of language and language is a vehicle for communication.

From beginners to veterans, everyone knows the frustration of not getting the right word
suitable for a given context. Sometimes it is a matter of not being able to recall the right
word; sometimes we never knew it. Building vocabulary that is adequate to the needs of
ones reading and self expression has to be a personal goal for every learner of the
language.
Words are unique and interesting. A limited vocabulary keeps you from expressing your
real thoughts and feelings. A strong vocabulary gives you the right words to use at the
right time. Vocabulary building takes patience and continued effort. Your vocabulary can
and should be a reflection of you. Your vocabulary is you. And like you, your vocabulary
should be alive. It should change and grow to meet your needs. Words are great subjects to
investigate. When you become a student of language, and delight in discovering words
relationships, and become aware of how you can make words work for you, you are likely
to stop when you encounter an unfamiliar word and consider its meaning. If you do this,
you will become a master of words and your vocabulary will grow. You must develop
strategies to conquer unfamiliar words when you find them in your college textbooks and
in your learning to make words work for you.

What is Vocabulary?
Vocabulary is knowledge of words and word meanings in both oral and print language and
in productive and receptive forms. More specifically, we use vocabulary to refer to the
kind of words that students must know to read increasingly demanding texts with
comprehension.
Oral vocabulary includes those words that we recognize and use in listening and speaking.
Print vocabulary includes those words that we recognize and use in reading and writing.
Word knowledge also comes in two forms, receptive and productive. Receptive
vocabulary includes words that we recognize when we hear or see them. Productive
vocabulary includes words that we use when we speak or write. Receptive vocabulary is
typically larger than productive vocabulary, and may include many words to which we
assign some meaning, even if we dont know their full definitions and connotations.
The English language is said to have more than six lakhs of words. It may not be possible
to learn all these words. The extent of individual vocabularies varies from person to
person. We select words depending on their frequency of occurrence, usefulness and range
of their applicability. There is not one single way to learn words. There are several ways
and one should know what they are. To know a word is to know how to spell it, say it and
use it appropriately in a sentence. It is important to have a keener interest and greater
insight into words.

Word Formation
As you read you come to know many interesting things about words and many ways to
make new words. Most of the words in English are nouns, verbs, adjectives and adverbs. If
you know one form of the word you can change it into another form. For example, if you
know the word communication (noun) you can change it into communicate (verb).
AECS lab manual 20 MGIT
Similarly, if you know the verb form of a word, you can change it into its corresponding
noun form.
Many verbs in English take ed in the past tense and many nouns end with tion or stion.

Read the following sentences:

1. The doctor examined the patient (verb)
2. The selection of candidates is based on their performance in the written
examination (noun)
3. The Nizam collected beautiful pieces of jewellery during his lifetime (verb)
4. The Jacob Diamond is the best piece of Nizams jewellery collection (noun)
5. He associated himself with the Rotary Club (verb)
6. The Association has called for nominations to conduct elections (noun)
7. The committee has resolved to promote international understanding (verb)
8. The board has formulated new rules for the promotion of cricket (noun)
9. The candidates should apply for the post before 15th January, 02 (verb)
10. Applications are invited for the post of Computer Operator in the Army School
(noun)
11. The people were informed of the new tax rules (verb)
12. The information on the new tax rules was given to the people (noun)
Examples
Verb Noun
Accomplish Accomplishment
Acquaint Acquaintance
Commit Commitment
Conceive Conception`
Decide Decision
Admit Admission
Collide Collision
Notify Notification
Select Selection
Apply Application
Attest Attestation
Register Registration
Examine Examination
Verify Verification

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Noun Verb
Belief Believe
Bath Bathe
Character Characterize
Centre Centralize
Company Accompany
Circle Encircle
Colony Colonize
Electricity Electrify
Fool Befool
Food Feed
Force Enforce
Friend Befriend
Frost Freeze
Furniture Furnish
Glory Glorify

Antonyms and Synonyms

Each word in English has its own meaning and it can hardly be replaced by any other
word. However, there are a number of words which are similar in meaning. These words
are called synonyms, and learning them will help avoid repetition of the same word again
and again in writing or speech. For example, complement, praise, congratulate, applaud,
salute, acclaim, hail are synonymous words as they convey similar meanings.

On the other hand, antonyms are words with opposite meanings. For example, real,
genuine, true and fact are antonyms of false.

List of Synonyms and Antonyms

Word Synonyms Antonyms

Abandon Forsake, leave, give up Retain, stay with, exalt, uplift

Abnormal Unusual, irregular, unnatural Normal, usual, regular
Brutal Cruel, rough, beastlike Human, kindly, gentle
Brusque Abrupt, rude, blunt Diplomatic, gracious, mannerly
Cease Leave off, stop, desist give up Begin, continue, hold
Cheer Gladden, encourage, exhilarate Chill, depress, dispirit
Declare Advertise, announce, enunciate Censor, conceal, withhold
Danger Hazard, jeopardy, menace Defense, protection, safety
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Word Synonyms Antonyms

Emotion Affect, desire, feeling Indifference, reason

Endorse Approve, sanction, back Disapprove, oppose, censure
Fold Crease, crimp, line Smooth, straighten, unfold
Funeral Dismal, mournful, gloomy Cheerful, bright
Genuine Actual, authentic, real Artificial, fake, forged
Gorgeous Splendid, superb, neat Shabby, mean, dirty
Hobby Avocation, pastime, sport Business, labor, livelihood
Humorous Comic, comical, funny Gloomy, dull, sedate
Immerse Dip, plunge, douse, submerge Draw out
Implicate Entangle, involve Exclude
Jumble Conglomeration, mess, muddle Clear, straightforward, sequential
Jurisdiction Authority, domination Forbidding, preventing
Kidnap Abduct, carry off Restore, bring back
Knotty Hard, intricate Smooth, easy, simple
Lavish Excessive, extravagant, prodigal Restrained, economical
Luster Brilliance, brightness Dimness, plainness
Meager Scanty, poor Plentiful, plump
Migrate Emigrate, immigrate, move, Remain, stationary
travel
Native Aboriginal, indigenous Alien, exotic, foreign
Notorious Well known, renowned Unknown, reputable
Obscene Filthy, indecent Pure, clean
Orifice Opening, aperture, hole Ending
Pacific Peaceful, gentle Violent, hostile
Propel Press, push, shove Discourage, pull, stop
Quack Charlatan, imposter Professional, qualified
Quell Calm, placate, subdue Noisy
Reveal Publish, disclose Conceal, hide
Ridiculous Laughable, absurd Grave, serious
Rupture Breach, break Union, attachment
Shuffle Mix, confuse Clear, be frank
Secular Temporal, civil, lay Religious, eternal
Tangible Tactile, substantial Impalpable, unreal

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Word Synonyms Antonyms

Triumph Victory, achievement Lament, fail

Unethical Amoral, immoral, unprincipled Moral, principled
Unique Solve, single, unmatched Common, frequent
Velocity Swiftness, rapidity Slowness, tardiness
Vanish Disappear, pass away Appear, live, survive
Wrinkle Fold, crease, crimp Smooth surface, flat
Wistful Pensive, thoughtful Cheerful, happy
Yearn Hanker, long, pine Be satisfied, be contended
Yield Forgo, give in, surrender Resist, withhold, refuse
Zeal Passion, eagerness Apathy, weakness
Zenith Top, apex, climax Base, bottom, foot

Roots of English Words

At least half of the words in the English language are derived from Greek and Latin roots.
Knowing these roots helps us to grasp the meanings of words before we look them up in
the dictionary. It also helps us to see how words are often arranged in families with similar
characteristics.

For instance, if we look at the word philosophy, sopho is a part of the word related to
knowledge and Phil is related to love. Both the words come from Greek roots that give
us Philosophy which means love of knowledge. In Greek anthropos means
humankind and logy refers to study of any kind. Phil is related to love and thus a
philanthropist is someone who loves mankind and does something for them. And an
anthropoid is an animal which walks like a human being. Learning the roots of words
can enhance our vocabulary and can even be an interesting pastime.

Some common Greek and Latin roots and words derived from them :

astr, astr (g) star astronomy, astrology

audi (l) to hear audible, auditorium
bene (l) good, well benefit, benevolent
bio (g) life biology, autobiography
dic, dict (l) to speak dictionary, dictator
fer (l) to carry transfer, referral
fix (l) to fasten fix, suffix, affix
geo (g) earth geography, geology
graph (g) to write graphic, photography
jur, just (l) law jury, justice

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log, logue (g) word, thought, speech monolog(ue), astrology, biology,
neologism
luc (l) light lucid, translucent
manu (l) hand manual, manuscript
meter, metr, measure metric thermometer
(g)
op, oper (l) work operation, operator
path (g) feeling pathetic, sympathy, empathy
ped (g) child pediatrics, pedophile
phil (g) love philosophy, bibliophile
phys (g) body, nature physical, physics
scrip, script (l) to write scribble, manuscript
tele (g) far off telephone, television
ter, terr (l) earth territory, extraterrestrial
vac (l) empty vacant, vacuum, evacuate
verb (l) word verbal, verbose
vid, vi (l) to see video, vision, television

Prefixes and Suffixes

A prefix is a letter or group of letters added to the beginning of a word to change its
meaning.
Read the following sentences.
a) The leader is capable of doing service to people
b) The leader is incapable of doing service to people

a) The officer was appreciated for using the funds properly

b) The officer was prosecuted for misusing the funds

a) I was able to contact him on telephone

b) I am unable to contact him on telephone

a) The committee has approved the chairmans decision

b) The committee has disapproved the chairmans decision

a) We furl the flag with flowers before it is hoisted

b) The principal unfurled the flag and hoisted it

A suffix is a letter or group of letters added to the end of a word, to change its meaning.
For example,
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a) Rajani was asked to sing a prayer song
b) Rajani is a singer

a) He created history in the world of cricket

b) We are studying the historical background of the French Revolution

Most of the prefixes and suffixes are formed from Greek and Latin roots. Knowing them
will help us determine the meaning of words.
Here are some examples of prefixes and their meanings. The prefixes in the words are
underlined :

Prefix Meaning Prefixed Words

semi half semiannual, hemisphere
uni, mono one unicycle, monarchy, monorail
bi, di two binary, bimonthly, dilemma, dichotomy
cent hundred century, centimeter
milli, kilo thousand millimeter, kilometer
a, ilm im, in, un without, no, not anonymous, illegal, immoral, invalid, irreverent,
absence unskilled
non, anti, contra of, opposing, nonbreakable, antipathy, contradict
against
counter opposite to, counterclockwise, counterweight
de do the opposite of, dehorn, devitalize, devalue
remove, reduce
dis do the opposite of disestablish, disarm
deprive of
mis wrongly, bad misjudge, misdeed
ante,fore, pre, pro before antecedent, forecast, precede, prologue
post after postwar
re again rewrite, redundant
super above, over supervise, superhuman
trans across, over transport, translate
infra, sub, hypo below, under infrasonic, infrastructure, subterranean,
hypodermic
e, ex, es out of erupt, explicit, ecstasy
in, im, en, em into injection, immerse, encourage, empower
circum, peri around circumnavigate, perimeter
co, col, com, con, with coexist, colloquy, communicate, consequence,
cor, sym, syn correspond, sympathy, synchronize

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Suffixes
Suffix Meaning Suffixed words
-able Having the quality Comfortable, readable, fashionable, changeable,
capable
-ible - Responsible, visible, eligible
-al Concerning Internal, historical, political, nominal
-an/-ian Person connected with a American, Indian, politician, historian,
place or a profession or a grammarian, musician, Asian, European
thing
-ant/-ent Something, someone that Participant, contestant, resident, incumbent,
inhabitant
-ar Concerning something Circular, triangular, singular
-cide Killing something, someone Pesticide, suicide
-cy The quality of being Accuracy, privacy, piracy, bureaucracy,
aristocracy
-ce Someone who is Employee, payee, interviewee, nominee, trainee,
examinee
-en Made of Golden, silken, darken
-er Someone who does Interviewer, employer, trainer, player, dancer,
something singer, manager, gardener
-ess Used to denote the feminine Actress, lioness, head-mistress, hostess, goddess
gender

Words Often Confusing

Some words in English are confusing due to their similarity in spelling and pronunciation.
For example, weak and week, soul and sole, right and write, may (verb) and May (a
month). These words are called homonyms. If we do not make the right choice when we
use these words in a sentence, the meaning of the entire sentence is changed or sometimes
the sentence becomes meaningless.

Look at the following examples:

a. He worked hard. (meaning : He worked hard)

b. He hardly worked (meaning : He did not work)

a) There is a big rock near the well (rock (n) = formation of stone)
b) The band rocked the crowd with its music (rock(v) = swing, move)

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Here are some examples of homonyms
: Already (previously)
I had already finished my homework before you
called. All ready (all are ready)
We are all ready to play.
Altogether (entirely)
I do not altogether approve of his idea.
All together (everyone together)
We will all together celebrate Christmas this
year. Accept (agree)
The Principal did not accept the proposal made by the
teachers. Except (not including)
The entire class have secured first division except one student.
Expect (believe it to be)
The train is expected to arrive at 6.45
pm Affect (to produce an impact)
Gujarat was badly affected by the
earthquake. Effect (result)
The modern methods of farming had adverse effects on Indian
agriculture. Allusion (reference)
Millions paradise Lost is full of biblical allusions
Illusion (false impression)
Ravi is under the illusion that he can get a job very
easily. Award (prize)
The award for the best musician has been given to A.R.
Rehman Reward (something that is given for good work)
The event manager was rewarded for organizing the show
well. Course (path of action)
He completed a course in Hotel Management last
year. Coarse (rough, crude)
The carpet is made of coarse material.
Ceremonial (as a part of ceremony)
The wedding was performed with due
ceremonial Ceremonious (in a formal way)
The Principal ceremoniously presented the report on the Annual Day
Compliment (praise or favorable remark)
The captain complimented the team on their victory
Complement (to make it better or to improve or to complete)
The Indian team needs good players to complement on e
another Desert (a dry region)
People travel on camels in a desert
Deserted (with no people in it)
The village was deserted after the floods
Desert (sweet food that is eaten at the end of a
meal) Ice-cream is a delicious dessert.
Judicial (concerned with law)
The culprit was taken into judicial
custody. Judicious (prudent, thoughtful)
Mamata made a judicious decision by choosing to do Medicine

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Lead (a heavy metal)
Lead is used to make pencils.
Lead (to go first, to act as leader)
Ganguly will lead the team in the next one-day series
Corps (division of army)
He is a member of National Cadet Corps.
Corpse (dead body)
The corpse was taken for burial.
Dairy (place where cream, butter and milk are produced and
distributed) Vijaya Dairy is the most popular dairy in Hyderabad.
Diary (a personal record of daily events)
He made a note of the events happened on that day in his
diary. Decent (looking pleasant)
Venue wore a decent dress
Descent (coming down or origin)
The road from the hill has a steep descent
Device (n) (a price of equipment)
Television is an electronic device
Devise (v). (to find a plan or method)
The government has devised a plan to eliminate
terrorists Moral (a good code of conduct)
This lesson conveys a moral
Morale (mental condition/spirit)
The morale of the army should be kept high
Peace (opposite of strife and war)
Peace is more glorious than war
Piece (a part of something) They
ate every piece of the cake
Principal (n) (the head of an organization) adj : main, chief)
The Principal presided over the teachers meeting
The principal objective of this scheme is to eradicate poverty
Principle (a rule or a moral)
Sole (single)
The sole reason for my visiting this place is to see you
Soul (spiritual part of a person)
He believes in the existence of human soul after death.
Stationery (a shop selling writing and office material)
Lalitha went to the market to buy some stationery.
Stationary (not moving)
The scooter collided with a stationary
bus. Superficial (not thorough)
He has only a superficial knowledge of the
subject Superfluous (more than needed)
The Manager was given superfluous funds to organize the event

One-ward Substitutes
Phrases or group of words which can be substituted by single words are called one-word
substitutes.
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Phrase / Group of Words One-word Substitute

1. A person who looks at the dark side of every thing Pessimist

2. A person who looks at the bright side of every thing Optimist
3. Total abstainer from all alcoholic drinks Teetotaler
4. One who conceals his identity as a writer under an assumed Pseudonym
pen-name
5. Woman having many husbands at one and the same time Polyandry
6. Plurality of wives Polygamy
7. The stage of growth between boyhood and youth Adolescent
8. An organ of body cut off by surgery Amputed
9. A person who believes in going out naked Nudist
10. One who eats every thing Omnivorous
11. Animal or man who eats flesh or other animals Carnivorous
12. Animals that can live on land and water Amphibians
13. Residing in a country of which one is not yet a full fledged Alien
citizen
14. A person who knows or can speak many languages Polyglot
15. A child without parents Orphan
16. Something very ancient Obsolete
17. Easy to shape in desired form Malleable
18. Easy to carry to long distance Portable
19. An object through which light passes but people Translucent
20. An object through which light passes and one can see Transparent
through it
21. A child born after the death of its father Posthumous child
22. Direct vote of all the selectors of the state Plebiscite
23. That which can be drunk Potable
24. That which can be eaten or taken as food Edible
25. That which can be easily digested Palatable
26. A person who can use both hands with equal facility Ambidextrous
27. Belonging to ones ancestors Ancestral
28. A truce or cessation from arms before a formal treaty is Armistice
signed
29. A state of complete continence Celibacy

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 30. Deserving blame of an offence or crime Culpable
31. A state of perfect balance Equilibrium
32. At which lasts forever or never-ending Eternal
33. A speech without any previous preparation Extempore
34. A speech made by a speaker for the first time in a particular Maiden-speech
gathering
35. A hater of women Misogynist
36. One who hates mankind Misanthrope
37. Illicit partner of a married an or woman Paramour
38. Beyond all powers of destruction of time Imperishable
39. Lasting only a very short time Transient
40. Which can be destroyed quickly Perishable
41. A state of complete continence on the part of a woman Virginity
42. A person who is very fond of sensuous enjoyment Hedonist
43. A person with refined taste in food and wine Epicure
44. A physician who specializes in diseases of skin Dermatologist
45. A physician who specializes in heart diseases Cardiologist
46. A physician/surgeon dealing with diseases of the female Gynecologist
47. Specialist in bone or skeleton disorders Orthopedist
48. Specialist of eye diseases Ophthalmologist
49. Specialist of diseases of infants Pediatrician
50. The large scale departure of people Exodus

Five easy steps to building your vocabulary

There are a lot of good strategies for building your vocabulary learning the meaning of
suffixes, prefixes, and roots of words, going through word lists and making flash cards for
the words you dont know, and signing up for a daily Word of the Day email from a
website like Merriam-Webster.com, to name a few.

1. Read: Reading is the single biggest thing you can do to increase your
vocabulary (and of course it offers a whole host of other benefits as well).
Without specifically trying to study vocabulary, you encounter tons of new
words, the meaning of which you can often glean from the context in which
the word is situated (although you shouldnt rely exclusively on context
see below). Reading offers not just an awareness of words, but a real feel
for them.

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 2. Listen: You can also pick up new words from the people you talk with and
listen to. This is, after all, exactly how you learned words back when you
were a toddler. Our son Gus is always picking up new words from things
we say, trying to figure out the context, and then trying them out himself
(its excellent motivation to curb your cursing!). Sometimes he gets it right,
sometimes he gets it wrong often to comedic effect.

3. Write down words you read and hear that you dont know: Reading
and listening are the ways you expose yourself to new words. Once
someone uses a word youre unfamiliar with, or you come across a new
word while reading, write it down in a pocket notebook (or your
Smartphone).

4. Look up the word in a dictionary and write down its meaning in a

vocabulary notebook: Whenever you hear or read a new word, you should
always stop and try to figure out its meaning from the context in which it is
given. But a word can have multiple meanings and shades of meaning, the
author or speaker could possibly have used the word incorrectly, and even
if you do guess the right meaning, you may quickly forget it. So dont stop
there. Once you get a chance, look up the new word you wrote down in
your pocket notebook in a dictionary (new dictionary apps make doing this
possible on the go), and then write it and its definition in a larger notebook
dedicated to learning new vocabulary.

5. Use the new word several times in conversation as soon as you can:
This will really help sear the word into your mind.

Never use a five-dollar word when a fifty-cent word will do.

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 5. Report Writing

Written communication is an integral part of engineering tasks. The ability to write a

technical report in a clear and concise manner is a mark of a good engineer. An engineer
must be able to translate the formulae, numbers, and other engineering abstractions into an
understandable written form.
There are uncountable variations in engineering report format. Each group, institution,
company may have its own standard format to follow.
Reports are important because in most organizations executive decision making is based
almost entirely on them.
Reports may vary from a one-page informal trip report summarizing the events of a
business trip to a 250-page formal annual report of an organization. They may be
presented orally, electronically, or in written form. They may also vary in form, content,
approach, and purpose. The literal meaning of the word report is a formal or official
statement, as of results of an investigation or matter referred or just a statement of
facts.
A report is a formal document written for a specific audience to meet a specific need. It
may contain facts of a situation, project, or process; an analysis and interpretation of data,
events, and records; inferences or conclusions drawn from objective data; or suggestions
and recommendations. Although reports may include a variety of topics and objectives,
they all help in the process of decision making by answering questions and determining
ways to improve certain situations.
Reports normally move in an upward direction and are used to communicate to the senior
levels in organizations. The importance of reports for any professional lies in the fact that
a number of business decisions and research conclusions are made on the basis of
information presented or recommendations made in reports.
Thus, reports serve several purposes, which may include:
Presenting data;

Describing problems and suggesting solutions;

Discussing and analyzing data;

Recording events and happenings;

Analyzing a situation or a condition; or


Giving feedback, suggestions, or recommendations.

Types of Reports
Reports can be classified as informational and analytical, according to their functions, as
routine or special, as per periodicity, as oral and written, according to their communicative
form, and as formal and non-formal, based on their nature, scope, and length. Each of
these are now discussed briefly.

Informational and Analytical Reports

An informational report presents facts of a case, problem, condition, or situation without
any analysis, interpretations, or recommendations. The function of the writer of an
informational report is to collect, compile, and organize facts for the readers. S/he is just a
compiler who has to present the data as objectively as possible. In order to write an
informational report, relevant information should be gathered and presented in a
systematic and organized way. Examples of informational reports include conference
reports, seminar reports, trip reports, and so on.

AECS lab manual 33 MGIT

Unlike an informational report, an analytical report presents data with interpretation and
analysis. The report writer analyses the facts of a case, problem, condition, or situation
objectively and puts forward his/her conclusions, inferences, and recommendations. Apart
from presenting the facts objectively, the writer must reflect a broader understanding of
the subject in order to comment on various aspects related to the report. In order to write
an analytical report, the writer should be able to evaluate information and make
appropriate inferences. Examples of analytical reports include project reports, feasibility
reports, market research reports, and so forth.
Routine and Special Reports
All organizations, including companies, institutions, government departments, and
research establishments, depend on routine reports for various management decisions. As
routine reports are usually prepared on a periodic basis, that is, daily, weekly, fortnightly,
monthly, quarterly, or annually, they may also be called periodic reports. The contents of
routine reports may vary from simple production information to complex marketing or
research data. Routine reports may be informational or analytical depending on the
purpose. Examples of routine reports include daily production reports, monthly sales
reports, annual reports, and so on.
Unlike a routine report, a special report is prepared and presented to convey special
information related to a single condition, situation, problem, or occasion. Special reports
do not contain routine or repetitive information as they are the result of specific
circumstances. Some of the most important decisions in an organization may be taken on
the basis of the information contained in special reports. For example, a company might
launch a new product based on a report analyzing the market demand and presence of
competing products in the market. Special reports could be either informational or
analytical. Examples of special reports include inquiry reports, research, reports, thesis,
dissertation, and so forth.
Types of Reports

Criteria Types Description

Function Informational Objective presentation of data without analysis or
interpretation
Analytical Presentation of data with analysis and interpretation
Periodicity Routine Presentation of routine information
Special Presentation of specific information related to a single
condition, situation, problem or occasion
Communicative Oral Face-to-face presentation of information
Form Written Presentation of information in written form
Nature, scope Formal Long reports with elaborate description and discussion
and length Non-formal Short reports

Oral and Written Reports

Oral reports are informal and face-to-face presentations of information. Examples may
include oral reporting of accidents, sales, production, joining, and so on. Oral reports are
AECS lab manual 34 MGIT
useful for presentation brief information related to routine activities, projects,
developments, and so on. As oral reports provide quick feedback, they may expedite a
work and lead to fast action and decisions. Most organizations nowadays prefer oral
reports followed by written versions. This ensures the advantages of oral reporting and
avoids the major disadvantages by adding to the permanent records of the organization.
Written reports are more conventional than oral reports. Most business and technical
reports use the written mode of presentation because the organizations using these reports
need to maintain proper record for future use and reference. Most reports have a
permanent value.

Formal and Non-formal Reports

Reports can be formal or informal depending on their nature, scope and length. A formal
report is usually the result of a thorough investigation of a problem, condition, or situation.
Formal reports are comparatively longer and need elaborate description and discussion.
They usually follow a fixed format with predetermined elements, according to the
information presented. The length of a formal report may vary from a few pages to
hundreds of pages. Formal reports could be informational, analytical, routine, or special.
Examples of formal reports include annual reports of companies and organizations,
technical reports, project reports, thesis, and so on.
A non-formal report, on the other hand, could be a brief account of a specific business or
professional activity. It is usually written to provide introductory information about a
routine affair. Non-formal reports are usually short and do not need elaborate descriptions
and discussions. As the content is generally insufficient for a formal report, an informal
report may involve the use of printed forms, letter formats, or memo formats. Although
non-formal reports are usually routine, they may be either informational or analytical and
may use the oral or written form. Examples of non-formal reports include laboratory
reports, daily production reports, trip reports, and so forth.

Formats of Reports

There are four common formats of reports, that is, printed forms, letter format, memo
format, and manuscript format.

Printed Forms

Printed forms are generally used to collect routine information. For example, a company
may keep printed forms for recording daily production or monthly sales. Similarly, an
organization may use printed forms for trip reports, conference reports, laboratory reports,
inspection reports, confidential performance reports, and so on. Using a printed form is
quite simple because the person filling it is just required to fill in the blanks, or tick against
the listed items. Detailed descriptions or discussions need not be provided.
There are three main advantages of using printed forms for reporting. Firstly, they are
systematic and make for easy reading. Secondly, they are more objective and factual with
little scope for the writer to be subjective about the content. There is no subjective
interpretation of the material used in the report. Facts are recorded quite objectively.
Finally, they save time.

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Letter Format

The letter format may be used for short reports that have to be communicated to someone
outside an organization. A letter format contains all the elements of a letter along with
some additional sections such as illustrations, references, and so on. Headings may be
used in a letter report. The letter format may be used for informational, analytical, routine,
special, or non-formal reports. For example, there is an accident on the shop floor in a
company and report has to be sent to the insurance company. Other examples of the letter
format include evaluation reports, feasibility reports, survey reports, legal reports, and so
on.

Memo Format

The memo format can be used for short reports that have to be communicated within an
organization. A memo format should contain all the elements of a standard memo. In
addition, it may contain a few extra sections. Like a report in the letter form, a memo
report should contain headings for easy reading and reference. The memo format may be
used for all types of reports, that is, informational, analytical, routine, special, or non-
formal.

Manuscript Format

The manuscript format can be used for long and formal reports. These reports are divided
into sections and sub-sections, each with a clear heading. These headings and sub-
headings are organized in a logical sequence. While preparing a report in manuscript form,
the writer needs to be careful about its structure and elements. A structured report will
help in thinking clearly and deciding where to put each fact or idea. It also makes reading
easy and helps the readers find the information they need. The manuscript format is
discussed in detail below.

Structure of Formal Reports

When writing a formal report, the choice of format as well the parts of the report must be
carefully planned.
A formal report may include the following parts or elements.
1. Title page
2. Preface
3. Letter of Transmittal
4. Acknowledgements
5. Table of Contents
6. List of illustrations
7. Abstract/Executive summary
8. Introduction
9. Methodology
10. Discussion / Finding / Analysis
11. Conclusion
12. Recommendation
13. Appendices
14. References and bibliography

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Each of these parts of a formal report will now be discussed in detail.

Title page

A formal report usually begins with a title page. It contains the title of the report, the name
of the person or organization to whom the report is being submitted, the name of the
report writers, and the date.

Preface

The preface is an optional element in a formal report. It introduces the report by

mentioning its salient features and scope.

Letter of Transmittal

The transmittal letter is a brief covering letter from the report writer explaining the causes
for writing the report. It may contain the objectives, scope, and other highlights of the
report. It may also contain acknowledgements if the report does not include an
acknowledgement.

Acknowledgement

The acknowledgement section contains the names of persons who contributed to the
production of the report and made the report possible. It is just a thank you note.

Table of Contents
The table of contents provides the reader an overall view of the report and shows its
organization. This section lists the main headings and the subheadings and the
subheadings in the report with page numbers.

List of Illustrations

The list of illustrations gives systematic information about tables, graphs, figures and
charts used in the report. It is usually included if the number of these illustrations are more
than ten.

Abstract or Executive Summary

An abstract or an executive summary summarizes the essential information in the report,

focusing on key facts, findings, observations, results, conclusions, and recommendations.

Introduction

This section introduces the readers to the report and prepares them for the discussion that
follows by providing background information, defining its aims and objectives, and
discussing the scope and limitations of the report.

AECS lab manual 37 MGIT

Methodology

While writing a report, information may have to be gathered from library and archival
sources or through internet surfing, interviews, surveys, and formal/informal discussions.
The section on methodology summarizes the methods of data collection, the procedures
for investigating the situation/problem, and the criteria of survey.

Discussion/Description/Analysis

This is the main part of the report as it presents the data that has been collected in an
organized form. It focuses on facts and findings of the report and may include an objective
description and discussion of the problem, an analysis of the situation, and findings of the
investigation. It is usually divided into sections and sub-sections with well-structured and
clear headings and sub-headings.

Conclusions

This section conveys the significance and meaning of the report to readers by presenting a
summary of discussion and findings, results and conclusions, implications of the
conclusions presented, and inferences.

Recommendations

This section contains recommendations that are based on results and conclusions. As they
propose a course of action to improve a situation or a condition, they may present several
ways to solve a problem or improve a situation. It may also indicate the need and nature
for further work in the concerned area.

Appendices

An appendix contains supporting material or data, which is kept separate from the main
body of the report to avoid interrupting the line f development of the report.

References Bibliography

This section may contain references to books, journals, reports, dissertations, or/and
published government documents, and other sources used in the report. It may also consist
of a list of materials for further reference.

Writing Strategies

Whether one has to write a short informal report or a long formal report, one needs to
adopt effective writing strategies. As reports are systematic attempts to discuss problems,
situations, or conditions and stimulate thinking or action in individuals and groups, a
systematic plan of writing should be followed.
The following steps will help in organizing and presenting the report systematically.
1. Analyze the problem and purpose
2. Determine the scope of the report
3. Determine the needs of the audience

AECS lab manual 38 MGIT

 4. Gather all the information
5. Analyze and organize the information
6. Write the first draft
7. Revise, review, and edit
8. Write the final draft

Analyze the Problem and Purpose

The process of writing an effective report begins with an objective analysis of the problem
that is to be discussed and the objectives of writing the report. In other words, the
following two questions need to be answered before beginning to write a report :
1. What do you want to present or discuss in the report?
2. Why do you want to present it?
Answers to these questions will help in identifying the problem that led to the writing of
the report and determining the purpose of the report. The problem may be written down in
the form of a statement.
Defining the purpose of the report will give it direction and make it focused. The writers
purpose should match the audiences needs, knowledge, expectations, and interests.

Determine the Scope of the Report

In order to keep the report precise and to the point, the amount of information gathered
should be limited to the most essential and important facts. It is important to define a
reasonable scope of the report. The scope of the report should be narrowed down and
made specific so that a reasonable length is maintained.

Determine the Needs of the Audience

When a report is being planned, the writer should know who will eventually read it.
When planning a report, the writer should think from his/her readers perspective. He/she
should avoid making false assumptions about his/her readers and should strive to be
practical and rational.

Gather all the Information

Once the problem and purpose has been analyzed, the scope is defined and the audience
has been analyzed, the writer is ready to gather information. He/she may gather
information through primary sources (discussions, interviews, observation, surveys,
questionnaires, experiments, and so on) or secondary sources (internet, reports, books,
journals, dissertations, magazines, pamphlets, newspapers, and so on) However, it is
important to ensure that the information is accurate, bias free, current, and relevant.

Analyze and organize the Information

Once the information has been gathered, the report writer needs to analyze and organize it.
Analysis of information involves evaluating the information objectively, making
comparative analyses of different sets of information for obtaining new ideas, and
interpreting facts and figures for their relative importance. Organizing the information
involves using an appropriate logical pattern to arrange the information in the report.

AECS lab manual 39 MGIT

Before actually organizing the information, an outline may be prepared by choosing the
central idea, main ideas, the major supporting ideas, and developing the details.

Writing the First Draft

Once the outline has been prepared and the organizational pattern of the report has been
decided, the first working draft can be written. While writing the first draft, focus on the
scope and purpose of the report. Simple and direct language should be used.
There are many other points that should be considered in writing a technical report that
apply to the whole report.
Major or first level headings should start on a new page unless two or more
headings can fit on a single page.
12 points, serif typeface such as Times is standard for report writing. Keep
color usage to a minimum if at all. Black text and black or gray-scale figures are
adequate for most technical reports.
Contractions are not used in formal writing 1-inch on all sides is standard for
margins in a loose-leaf report. Use 1.25 to 1.5 inch left margin for a bounded
report. If the report is to be graded, type on one side of the page only and use
double space for line spacing. This leaves room for instructors comments.
A formal report is written in third person.
Tables and figures are listed separately in the table of contents. Each group
is numbered consecutively in order appearance in the report

Reviewing and Revising

Once the rough draft of the report has been written, it should be reviewed, edited, and
revised in order to improve the quality of its content and presentation. When writing the
final draft, the following points should be taken care of:

The report should be simple, clear, concise, direct and readable.

Appropriate words, short sentences and meaningful paragraphs should be used

Appropriate linking devices should be used.

Graphic highlighting techniques to improve readability and comprehension should be
applied.
Important points should be emphasized.

AECS lab manual 40 MGIT

 6. Reading Skills

Reading Strategies

Language instructors are often frustrated by the fact that students do not automatically
transfer the strategies they use when reading in their native language to reading in a
language they are learning. Instead, they seem to think reading means starting at the
beginning and going word by word, stopping to look up every unknown vocabulary item,
until they reach the end. When they do this, students are relying exclusively on their
linguistic knowledge, a bottom-up strategy. One of the most important functions of the
language instructor, then, is to help students move past this idea and use top-down
strategies as they do in their native language.

Effective language instructors show students how they can adjust their reading behavior to
deal with a variety of situations, types of input, and reading purposes. They help students
develop a set of reading strategies and match appropriate strategies to each reading
situation.

Strategies that can help students read more quickly and effectively include

Previewing: reviewing titles, section headings, and photo captions to get a sense of
the structure and content of a reading selection
Predicting: using knowledge of the subject matter to make predictions about
content and vocabulary and check comprehension; using knowledge of the text
type and purpose to make predictions about discourse structure; using knowledge
about the author to make predictions about writing style, vocabulary, and content
Skimming and scanning: using a quick survey of the text to get the main idea,
identify text structure, confirm or question predictions
Guessing from context: using prior knowledge of the subject and the ideas in the
text as clues to the meanings of unknown words, instead of stopping to look them
up
Paraphrasing: stopping at the end of a section to check comprehension by restating
the information and ideas in the text

Instructors can help students learn when and how to use reading strategies in several ways.

By modeling the strategies aloud, talking through the processes of previewing,

predicting, skimming and scanning, and paraphrasing. This shows students how the
strategies work and how much they can know about a text before they begin to
read word by word.
By allowing time in class for group and individual previewing and predicting
activities as preparation for in-class or out-of-class reading. Allocating class time
to these activities indicates their importance and value.
By using cloze (fill in the blank) exercises to review vocabulary items. This helps
students learn to guess meaning from context.
By encouraging students to talk about what strategies they think will help them
approach a reading assignment, and then talking after reading about what strategies

AECS lab manual 41 MGIT

 they actually used. This helps students develop flexibility in their choice of
strategies.

When language learners use reading strategies, they find that they can control the reading
experience, and they gain confidence in their ability to read the language.

Reading to Learn

Reading is an essential part of language instruction at every level because it supports

learning in multiple ways.

Reading to learn the language: Reading material is language input. By giving

students a variety of materials to read, instructors provide multiple opportunities
for students to absorb vocabulary, grammar, sentence structure, and discourse
structure as they occur in authentic contexts. Students thus gain a more complete
picture of the ways in which the elements of the language work together to convey
meaning.
Reading for content information: Students' purpose for reading in their native
language is often to obtain information about a subject they are studying, and this
purpose can be useful in the language learning classroom as well. Reading for
content information in the language classroom gives students both authentic
reading material and an authentic purpose for reading.
Reading for cultural knowledge and awareness: Reading everyday materials that
are designed for native speakers can give students insight into the lifestyles and
worldviews of the people whose language they are studying. When students have
access to newspapers, magazines, and Web sites, they are exposed to culture in all
its variety, and monolithic cultural stereotypes begin to break down.

When reading to learn, students need to follow four basic steps:

1. Figure out the purpose for reading. Activate background knowledge of the topic in
order to predict or anticipate content and identify appropriate reading strategies.
2. Attend to the parts of the text that are relevant to the identified purpose and ignore
the rest. This selectivity enables students to focus on specific items in the input and
reduces the amount of information they have to hold in short-term memory.
3. Select strategies that are appropriate to the reading task and use them flexibly and
interactively. Students' comprehension improves and their confidence increases
when they use top-down and bottom-up skills simultaneously to construct
meaning.
4. Check comprehension while reading and when the reading task is completed.
Monitoring comprehension helps students detect inconsistencies and
comprehension failures, helping them learn to use alternate strategies.

AECS lab manual 42 MGIT

 Sub Skills of Reading
Vocabulary Skills

Recognizing the definitions of the words being used

Guessing the meaning of words from the structure
Inferring the meaning of words from their context

Visual Perceptual Skills

Accurate visual perception of words and phrases

Quick eye fixations

Prediction Techniques

Using index or chapter headings to predict the theme of the text

Guessing to predict information
Scanning graphic or non-verbal context such as graphs, diagrams, charts
and so on to predict the nature and scope of content
Using discourse and linguistic clues

Scanning skills
Locating specific information

Skimming skills
Identifying a theme or central idea
Identifying organizational patterns of writing

Intensive reading skills

Reading for details
Critically reading a text to
- distinguish fact from opinion
- identify and evaluate a writers attitude and understand his intention

Drawing inferences and conclusions

AECS lab manual 43 MGIT

 7. Resume and Cover Letter Writing
A resume packages your assets into a convincing advertisement that sells you for a
specific job.

A resume is a selective record of an individuals background. It is basically a professional

employment-seeking document that presents a summary of an individuals education,
professional training, experience, skills, abilities, achievements, and references. It
introduces the individual to a potential employer. A resume is sent to prospective
employers when an applicant is seeking job interviews. So, the main objective of a rsum
is winning a job interview by highlighting the applicants fitness for a particular position.

Writing an effective resume that represents ones current skills, abilities, and background
is a challenge faced by all candidates. As a well-written persuasive rsum tailored to a
specific job position immediately grabs the attention of an employer, it should therefore,
be made as persuasive as possible. The following section presents several techniques and
suggestions for creating persuasive rsums.

Important Points

Finding a job involves writing resumes and job applications.

A resume should have an effective design with a focus on readability and adaptation to
audience expectations.

A resume contains the heading, position sought, career

objective, education, work experience,
skills, achievements, activities, interests and references.

The resume (pronounced re-zyu-may) is also called the curriculum vitae (CV) is called in
Britain English, is another term for a biodata and it is sent with a short letter of application
for a job or for admission to a course of study. It is a brief account of your personal
details, your education and the work experience that you have had.

Salient features of resume

1. Heading: Address and Contact Details.

2. Position Sought for:
2. Objective: Should be tailor-made to the position he/she seeks.
Seeking a position as a Software Trainer where I can explore my skills and abilities in
information technology environment that offers Professional growth while being
resourceful, innovative and flexible.

Objective
One of the most frequently heard complaints made by recruiters about entry-level resume
is that they lack a specific objective. Resumes of fresh graduates have f uzzy, general
AECS lab manual 44 MGIT
objectives or no objective at all. The only thing worse than the absence of an objective is a
vague objective. Something like "My objective is to work with a dynamic company which
will fully utilise my talents " unacceptable. It is worthless because it gives the potential
employer no idea about candidates goals or direction.

Candidates objective should be clear, well-defined and short-not more than 10-12 words.
It should be aimed towards getting a particular position in a specific industry. The
objective should talk about the following:
1. Position wanted
2. Functional area
3. Industry wanted

Model objectives for freshers resumes

To work as a System Manager in a leading IT Company where I will have

opportunities to use my experience with VB, ASP, NET, XML, and SQL Server.
To obtain a challenging position in a large software consulting organization providing
business consulting, application development, and product engineering services, where
understanding and experience of business process modeling and organizational change
management to suit customer needs can be used to achieve set targets.
To work as a product architect in an innovative software company where I will be able
to use m work experience in the areas of product and system architecture with
expertise in enterprise applications.

# To strive for Excellence in the field of software development with dedication, focus,
proactive approach, positive attitude and passion. And to utilize my knowledge and skills
in the best possible way for the fulfillment of organizational goals.

# Looking to obtain a position in a leading organization where I am able to apply the

knowledge gained through my bachelors degree. I f irmly b elieve in the principle of
implementing my duties with dedication and determination. I am looking for good career
growth opportunities where my talent and knowledge could be best subjected and
utilized for the benefit of the organization and my self.

# To pursue long-term career in a professional software organization and to enable the

company objectives of growth, customer satisfaction and service industry.

# To work in a challenging environment as a .. demanding all my skills and efforts to

explore and adapt myself in different fields, and realize my potential and contribute to the
development of organization with impressive perfomance.

#Seeking a position as a.in a leading software firm, where I can explore my skills and
abilities in information technology environment that offers Professional growth while
being resourceful, innovative and flexible.

AECS lab manual 45 MGIT

 5. Professional summary:

Summary is the second most important factor that is conspicuous by its absence in rsum
s of entry-level graduates. Summary of the resume can be written after career objective.
This sums up resume in a nutshell and gives an opportunity to highlight the candidates
strengths. It invites the recruiter to read his detailed resume . The summary should consist
of 4-5 specific points-either bulleted or in one paragraph.

Sample summary 1:
B.E (Computer Science) from IIT-Delhi, in 2000.

Course in Computers Database programmes Oracle 8I & VB6 from PENTASOFT

in 2005.

Consistently good academic record.

Good analytical and communication skills.

Have worked on a curriculum project "XXX XXXXX XXXX"

Sample summary 2:
"Masters in Computer Application with specialization in J2EE/Web Technologies. Great
operational, communication and computer skills. Good academic record throughout.
Among the top three students out of a batch of 120 students. Undergone Industrial training
in a top petrochemical Company.

6. Educational qualifications:

The name and location of the school, college, university, institute attended, dates of
attendance, major areas of study, degrees, and c ertificates received be mentioned.
Relevant professional qualifications should be added. Qualifications must be written in a
reverse chronological order. i.e. the recent ones first followed by earlier ones. Entry
level resumes should also mention the names of the school and college, years in which
the candidates passed their board examinations. However, marks that show a good
academic performance shouldbe included.

Course Year Name of the institution Board Marks obtained

Year College name Board Percentage

UG

Year College name Board Percentage

PG

AECS lab manual 46 MGIT

6. IT exposure: Special experience for other career people
Operating System : MS DOS, WINDOWS.
Languages : C, C++, JAVA, J2EE in NIIT
Software : MS Office, Oracle, Visual Basic 6.0.
Internet Applications :HTML, ASP, JSP, Servlets

7. Work experience:
Chronological details and dates of present and previous employers should be given
along with brief job profile of each. Since an entry level resume cannot compete with
an experienced one, it can list internships, voluntary work and summer training
which have been undertaken. They must be presented in an impressive way i.e. clearly
define your duty and responsibilities during this training.
E.g.: "Worked as a summer trainee in India's larges t Oil Refinery. I was working for the
system control department. Wrote quality reports as well as ISO features for the
company."
Any projects done for your school or your college could also be mentioned.

8. Special skills, abilities and aptitudes:

1. Good presentation, communication and inter-personal skills.
2. Have an ability to integrate into and work in teams.
3. Have steep learning curves.
4. High degree of persistence.
5. Adaptable to any software package.
6. Possess leadership skills.
7. Passion for Computers.
8. Ability to work independently.

9. Activities and interests:

Extra-curricular and co-curricular, professional activities and hobbies and interests must
be mentioned. They should reflect dynamic nature of an individual.

10. Achievements, accomplishments and honours:

11. Personal details:

Name :
Age & DOB :
Sex :
Marital Status :
Nationality :
Address :
Contact number :
Languages known :

AECS lab manual 47 MGIT

12. References:

Place: (Name)
Date:

Design: Follow a simple design, which gives maximum information in the minimum
number of pages. Use an easy to read and commonly used font like 'Times New Roman' or
'Verdana.' Limit your font size to 10-11. Do not underline heavily.

Word usage: Simple language, lucid expression with good grammar is the thumb rule.
Watch your tenses carefully. Use short and simple sentences. And never-ever make the
mistake of using long words just to impress the recruiter. Flowery words are for speeches;
keep them away from your resume.

The truth hurts: While writing a resume the strong temptation to stretch the truth (or
simply lie through our teeth) can be quite overpowering. But just stamp on the temptation.
Most companies opt for a reference check during recruitment. Your resume is considered a
legal document and fudging up small details may cause you great embarrassment in your
career.

Post Resume Dos: Most frequent resume mistakes

Mistake: Incorrect Contact Information

Double-check even the most minute, taken-for-granted details -- sooner rather

than later.

Using really small fonts

What's too small? Generally don't go smaller than a 10 point, but notice that all
font styles aren't sized equally. For example, a 10 point Arial font is smaller
than a 10 point Antique Olive.

Really wide margins with content squeezed in the middle.

Your margins should be at least one half inch. You really don't need more than
one inch. Lots of students ask if their rsum s have "enough white space." An
employer isn't reading white space. Employers are reading your content, and
you want it to be easy to see.

Long wordy descriptions in your objective and elsewhere.

You don't need complete sentences in your resume. Concise, understandable

phrases are sufficient. Look at the examples in resume formats and samples..

Correct:
Mistake:
Correct:
Mistake:
Correct:
Mistake:
Correct:
AECS lab manual 48 MGIT
Mistake: Typos.
Correct: You have one chance to make a first impression. The view is that if you would make
a mistake on your resume, you'll probably make a lot more mistakes on the job. It's
easy to miss your own typos. Ask friends to proofread.

Mistake: Using too complicated a format; getting too creative.

Correct: The employer typically spends about 15 to 30 seconds reading your resume. Keep
the layout simple and clean. Stick with one font size for the document; only make
your name larger. Don't mix font types.

Mistake: Using a unique, creative layout or style to stand out from the crowd.
Correct: The best way to stand out from the crowd is with high quality content and a clearly
written, neat, error-free document. Employers are looking for content, not fancy or
dangerously creative layout. Don't stand out for the wrong reason.

If you are a fresher than s tress more on your education section and also mention other
additional qualification in detail. Give a brief description about projects and extra-
curricular activities undertaken by you. Include sections like languages known, hobbies
and interests, extra-curricular activities, your positive points in brief.

Model resume

Name & address

Vandana verma
80/A, Creek Lane
Dilsukhnagar Phone: 040 24733473
Hyderabad 500 016 E-mail: [email protected]

Objective
To obtain a challenging position as a Software Engineer in a leading multi-national
organization where I can use my technical skills of Java and J2EE to accomplish
companys objectives and find personal growth.

Technical profile

a) Operating systems : MS-DOS, MS-OFFICE, Windows 2000 & XP.

b) Languages : C, C++, Assembly Language (8085, 8051), Java/J2EE

from NIIT, Hyderabad.

AECS lab manual 49 MGIT

 Educational qualifications

Month
Name of the
S. Examination Discipline/ & year Percentage
institute/ Division
No. passed subject of of marks
university
passing

JNTU
Electronics &
college of April
1. B. Tech Communication 75 Distn.
engineering, 2004
Egg.
Hyderabad

Board of
inter
Maths, Physics, March
2. Intermediate education, 85 First
Chemistry. 2000
A.P.,
Hyderabad.

Board of
secondary
Maths, Science, March
3. S.S.C education, 88 First
Social Studies 1998
A.P.,
Hyderabad.

Courses undergone
C++ at CMC, Hyderabad from June 2005 to August, 2005.

Enterprise Applications using Java and J2EE at NIIT, Hyderabad from

September, 2005 to February, 2006.

Project report
a) Title : Measuring of Displacement using ATMEL 89C51

Microprocessor.

b) Duration : Aug 2003 to Feb 2004.

c) Purpose : Towards partial fulfillment for the award of my B.Tech,

Degree.

d) Material Used : ATMEL 89C51 Micro controller kit.

e) Team Size : Five (5)
AECS lab manual 50 MGIT
Achievements

Qualified on merit in national it aptitude test conducted by NIIT in 2005.

Won prizes in essay writing and elocution, sports & games.

Has anchored for the national paper conference in my college.

Conferences participated

Presented a paper on "Cellular & Mobile Communication" in national level

students paper conference held at JNTU College of Engineering,
Hyderabad, Andhra Pradesh on 8th January 2004.

Personal profile

Name : Vanda Verma

Sex : Female
th
Date of Birth : 8 September 1982
Nationality : Indian
Religion : Hindu
Marital status : Unmarried
Languages known : English, Telugu, Hindi.
Father's name : Dr. Manoj Verma, Ph.D.

Date:

Place: (Vanda Verma)

AECS lab manual 51 MGIT

 Software development manager sample resume
Mark K. Smith
1234 Fieldstone Drive
Pinellas Park, FL 33000
Home: 972-555-5555
Cell: 972-555-5556 Email:
[email protected]

Software Development Manager utilizing proven leadership, Objective:

collaboration, and team building skills to develop and direct software
systems

Qualification Summary:
Excellent ability to administer and oversee designs/redesigns of
software development
Develop and direct software system testing procedures,
programming, and documentation
Strong communication, time management and organizational skills

Education:
Bachelor of Science degree in Computer Science
University of Florida
May 1998

Work Experience:
Software Development Team Leader, Foster Ltd.
Pinellas Park, FL 33000

Work closely with the project manager to ensure that the projects
are completed on time
Examine, evaluate, and assess the impact of potential changes in
the market
Prioritize multiple project assignments across software
development department
Experience leading small teams through the entire development
cycle
Apply an understanding of the inherent limitations of tools and
technologies and suggest appropriate trade-offs
Interface with clients on technical matters and escalate issues that
will affect the success of the project or the relationship with the
client
Assist personnel of other departments with computer-related issues
August 2004 - present

AECS lab manual 52 MGIT

 Software Developer, HTMG Group
Pinellas Park, FL 33000

Collaborated with peers in engineering and marketing as part of the

development team
Responded appropriately to high-level direction from management
and translated it into successful implementation of requested
programming
Provided formal project status the Software Development Manager
in a proactive and timely manner
Assumed the role o f Project Manager on software development
projects as assigned to ensure projects were completed in an
efficient and effective way
February 2000 ? July 2004



Software Programmer, HTMG
Group Pinellas Park, FL 33000

Developed software programs for desktop publishing and financial
planning
Wrote computer scripts and de-bugged problems in old and new
code
Developed computer algorithms for manipulation of image data
Responsible for providing functional computer code in a variety of
computer languages
Documented problems and resolutions for future reference
Tested code to ensure functionality.
May 1998? February 2000

Computer C/C++, Java, Unix/Linux, Perl, Python, and PHP

Languages:

AECS lab manual 53 MGIT

 Software Engineer Sample Resume

Marty K. Smith
1234 Hickory Drive
San Jose, California 95000
Home: 408-555-5555
Cell: 408-555-5556 Email:
[email protected]

Software Engineer position focused on developing web-based applications

Objective:
and debugging complex software problems

Computer Strong programming experience with Java, XML, XSL, DHTM, JavaScript,
Skills: AJAX
Education:
Bachelor of Science degree in Computer Science
University of California
May 1999
GPA 3.8/4.0
Work Experience:
Software Engineer, Outlaw Inside
San Jose, California
Design, implement and maintain code for Interface components of the
product line. Resolve issues and implement new functionality and features.
Assist other engineers in script development efforts by performing code
reviews and assisting in d ebugging efforts. Implement new test algorithms
as required. Develop core technology, including the design/architecture of
new solutions and the re-factoring and refinement of existing systems.

November 2004 - present

Software Engineer, CVVX Engineers

San Jose, California
Reviewed design of proposed features & implementation of features by
other engineers. Proposed enhancements and developed prototypes.
Investigated script failures in automated tests. Provided feedback and
contributed in test plan development, resource allocation planning, and test
process definition/improvement. Filed appropriate patents. Worked closely
with R&D and business analytics teams.
April 2001? November 2004

AECS lab manual 54 MGIT

 Software Engineer, Software Central
San Jose, California
Participated and worked closely with developers at various developmental
stages. Worked in tandem with the Support Services and QA teams to
improve product quality. Implemented major features on time and with
exceptional quality. Acted as technical contact to device manufacturers to
define requirements, and debug and solve problems.
May 1999? April 2001

Cover Letter Writing

A cover letter typically accompanies each resume you send out. Your cover letter may
make the difference between obtaining a job interview and having your resume ignored,
so it makes good sense to devote the necessary time and effort to writing effective
cover letters.

A cover letter should complement, not duplicate, your resume. Its purpose is to interpret the
data-oriented, factual resume and add a personal touch. A cover letter is often your earliest
written contact with a potential employer, creating a critical first impression.

There are three general types of cover letters:

The application letter which responds to a known job opening

The prospecting letter which inquires about possible positions
The networking letter which requests information and assistance in your job
search

Your cover letter should be designed specifically for each purpose outlined above as well
as for each position you seek. Do not design a form letter and send it to every potential
employer (you know what you do with junk mail!).

Effective cover letters explain the reasons for your interest in the specific organization and
identify your most relevant skills or experiences (remember, relevance is determined by
the employer's self-interest). They should express a high level of interest and knowledge
about the position. (Source: http://jobsearch.about.com/)

The following are some of the models based on the points discussed above.

AECS lab manual 55 MGIT

 Cover Letter Format

Your Contact Information

Name
Address
City, State, Zip Code
Phone Number
Email Address

Date

Employer Contact Information (if you have it)

Name
Title
Company
Address
City, State, Zip Code

Salutation
Dear Mr./Ms. Last Name, (leave out if you don't have a contact)

Body of Cover Letter

The body of your cover letter lets the employer know what position you are applying for, why
the employer should select you for an interview, and how you will follow-up.

First Paragraph
The first paragraph of your letter should include information on why you are writing. Mention the
position you are applying for and where you found the job listing. Include the name of a mutual
contact, if you have one.

Middle Paragraph(s)
The next section of your cover letter should describe what you have to offer the employer.
Mention specifically how your qualifications match the job you are applying for. Remember, you
are interpreting your resume, not repeating it.

Final Paragraph
Conclude your cover letter by thanking the employer for considering you for the position.
Include information on how you will follow-up.

Complimentary Close

Yours faithfully,

Signature

AECS lab manual 56 MGIT

 Sample Cover Letter - Recent Graduate

Review more cover letter samples.

Your Contact Information

Address
City, State, Zip Code
Phone Number
Cell Phone Number
Email

Employer Contact Information

Name
Title
Company
Address
City, State, Zip Code

Date

Dear Mr./Ms. LastName,

I am writing to apply for the position of Media Relations Manager. ABCD is a fast-moving global
institution and an outstanding communications pioneer, now poised to guide the direction of print
journalism.

As a recent graduate of the State University with significant experience in finance, administration
and media, I bring the energy and commitment to excellence necessary to thrive in ABCD's
innovative environment.

As the current Media Relations Coordinator of the XYZ company, I am a practiced business
liaison and an able administrator. These strengths, combined with deep and varied employment
and internship experience as a journalist and media consultant with FGH and LMD, prepare me to
make a strong and immediate impact at ABCD.

I am excited about the opportunity to join the ABCD team as it moves to the center of the
print media conversation. Thank you for your time and consideration.

Sincerely,

Your Signature

Your Typed Name

AECS lab manual 57 MGIT

 Sample Cover Letter - Inquiry Letter Asking About Possible Job Openings at a
Company

Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email Address

Date

Contact Name
Title
Company
Address
City, State, Zip Code

Dear Mr./Ms. Contact,

For the past ten years I have followed your career through news events, interviews and
web research. Your dedication to the Fourth Estate and your understanding of the
important role journalists play in today's fast-paced information highway, coupled
with your belief in the power of the press is exemplary.

I have had the privilege of honing my journalistic abilities on three widely different
publications. When I left college, I immediately went to work for the typical small town
newspaper and learned all aspects of getting the paper to the people in a timely manner.
I then moved to regional manager for a media corporation composed of small to mid-
size newspapers in the Midwest. In my current position, I am Chief Correspondent for
one of the largest newspapers in the southwest.

I would like an opportunity to visit with you to get your insight and suggestions on where
my skills and abilities would be of the greatest value to the ABD Company, and to inquire
about possible job openings with the company.

I will call your office to set a convenient time. I do look forward to meeting you.

Sincerely,

Your Name

AECS lab manual 58 MGIT

 Sample Cover Letter for an Analyst / Entry-Level

Contact Information
Address
City, State, Zip Code
Phone Number
Cell Phone Number
Email

Employer Contact Information

Name
Title
Company
Address
City, State, Zip Code

Date

Dear Mr./Ms. LastName,

I would like to express my interest in an entry-level analyst position with Company.

Throughout my job search and conversations with investment advisors I have come to
respect the professionalism that characterizes your firm and its employees. I am confident
that the Company teams values and objectives would highly complement my own
strengths and enthusiasm. I would like to be considered for your Investment Banking
Analyst Program, or a similar position that requires refined analytical and
communication skills.

I was impressed to learn of Companys recent acquisition of Hambrecht Group, a tactic

which I see as indicative of Companys commitment to achieving growth and success in
the future. Innovative and exciting approaches such as this, coupled with Companys
highly regarded Analyst Program, convinced me that Company is the ideal environment to
begin my business career.

Evidence of my leadership and analytical skills can be seen in my responsibilities as

analyst intern at Company, and my commitment to my academics. My educational
background in government and business, combined with my internship experiences, has
been excellent preparation for a career with Company.

Please review the enclosed resume and references and consider my application for your
Investment Banking Analyst program. I would appreciate the opportunity to come to New
York to meet with you and explore the company environment, as well as possible job

AECS lab manual 59 MGIT

opportunities at Company. I will call your office next week to discuss these possibilities. I
look forward to exchanging ideas with you concerning a career at Company and the
positive contributions I would offer as a member of your organization.

Thank you for your consideration.

Signature

First Name Last Name

AECS lab manual 60 MGIT

 8. Interview Skills

A job interview is a pre-arranged and planned conversation used for evaluating the
suitability of a candidate for a particular position.

Success in a job interview depends on knowledge, self-confidence, good speaking skills,

thorough preparation, and use of appropriate interview strategies.

Characteristics of the job interview

Planning time, venue, the no. of experts, covering areas

Purpose objectives HR int. to test personality traits

Conversation Listening and speaking

Two-way interaction one-to-one interview structured

Informality achieve goals it tension exists

Pre-interview preparation techniques

Self-analysis strengths and weaknesses

Analyze your background critical examination

Identify your accomplishments / achievements


Identify you special interests and hobbies

Analyze your career goals

Analyze your skills

Job analysis (what)

Revise your subject knowledge

Develop the interview file

Answering strategies

Attentiveness

Accuracy

Brevity

Focus

Clarity


Positive Attitude

Logical Thinking

Types of interview questions

There are seven different types of questions that are asked to elicit certain responses from
candidates. They include open, closed, probing, reflective, loaded, hypothetical and
leading questions.

Open questions: Its main purpose is to encourage candidate to talk broadly about a topic
and to engage in deeper thinking. Following are some of the examples:

1. Tell us something about yourself

2. Describe the most difficult situation that you recently faced.

AECS lab manual 61 MGIT

 3. What do you think about the impact of multinational companies on Indian
economy?

Closed questions: Closed questions limit the freedom of candidates. Here they should
provide specific responses/information/facts.

1. When did you complete your graduation?

2. What was your major subject in the college?
3. Did you know data processing?

Probing questions: They probe more deeply or ask for an explanation/clarification of a

statement just made. They encourage candidate to talk in greater depth about the
subject/topic. For example, after the response, I believe students should be allowed in
academic decision making, the interviewer might ask a probing question, Do you think
this should include all academic decisions?.

Reflective questions: Here the purpose is to confirm the statements made by the
candidate. It is also to check the interviewer understands what the candidate has said.

1. That means you want the public sector companies to be totally privatized?
2. Am I right in thinking that you are against economic liberalization in India?
3. Does that mean you favour a total ban on any type of violence in movies?

Loaded questions: They assess candidates ability to handle difficult and sensitive
situations. There may not be right or wrong answer to a loaded question, rather it would be
reasonable or unreasonable response. The following are some examples:

1. You are too short. Dont you think this is going to be a handicap for you?
2. Your GPA in the first semester of B.Tech id too low. How do you justify that?
3. Do you think a Ram temple should be constructed at the sight of Babri Masjid?

Hypothetical questions: They involve you in a hypothetical situatin. It test the possible
reaction of a candidate to a certain situation. They begin with what would you do if?

1. What would you do if you face a group of angry employees who want to harm
company vehicles because one of the workers has been hurt by a company lorry?

2. One of your staff has been involved in activities detrimental to your organization.
He has been doing this for money that he needs for the treatment of his ailing
mother. What would you do?

Leading questions: Such questions generally suggest a point of view on the part of
interviewer and call for agreement with a yes answer. Given below are some of the
examples.

1. Dont you agree that our company is a market leader in electronic products?
2. Dont you think that MNCs have boosted the Indian economy?
3. Dont you agree our economy needs more privatization?

AECS lab manual 62 MGIT

Frequently asked interview questions

Several popular questions repeatedly appear in the job interviews. Practicing replies
to these questions and rehearsing mock interviews to develop confidence will help in
improving job interviewing skills.

1. Tell us something about yourself

This may be the first question of an interview. Without focusing on any specific area, a
brief description highlighting the relevance of ones background, education, skills and
experience may be given.

2. What are your career objectives? / What type of position are you looking for?
/What do you want to do?/What are your short term and long term goals?

This question intends to know whether working in their company falls within the
candidates objectives. A positive answer expressing candidates career goals in relation to
the targeted position and conveying his motivation and interest n the job.

3. Tell us something about your interests and activities:

This is a direct question. The interviewers want to know if the candidates interests and
activities match the key components of the job. The candidate should mention his/her
activities projecting as a dynamic and energetic person who accepts challenges.

4. Why should we hire you/What makes you fit for this position?

The interviewers want to hear the candidates interpretation of the job and self assessment
of his suitability for the position. The candidate should be able establish how well his/her
qualification, knowledge, and skills match he needs of their organization and job
requirements.

5. Why do you want to join our company?/What makes you interested in our
organization?/Why are you interested in our company?

This question should be answered in the light of the company analysis that the candidate
has done, projecting the strengths of the company.

6. Tell something about your academic achievements.

The candidate should give a direct answer mentioning hi/her achievements enlisting
his/her skills and personal qualities.

7. What are your strengths and weaknesses?

Strengths should be answered in the light of candidates self analysis highlighting strong
points as well as the suitability for the job. Weakness should be answered with a mild
weakness or an indirect strength which one attempts to improve.

AECS lab manual 63 MGIT

8. Where do you see yourself in five years/How long do you be with us?

Interviewers like to know if the candidates goals and ambitions are realistic. The
candidate should answer the question in the light of his self analysis explicitly expressing
his intention to work with it for a long time.

9. Tell us about a problem you have faced and strategy you used to handle it?
Interviewers want to know how the candidate handles a problem. In order to illustrate
ones problem solving skills, brief description of a problem situation and strategy to solve
it should be outlined.

10. Will you accept a lower position for time being?

Unless one is desperate to join somewhere, the question should be answered with a polite
refusal.

Tick the appropriate questions that you can ask your recruiter at the end of your
interview.

1. How long have you been with the organization?

2. What is the company's management style?
3. How would you describe the responsibilities of the position?
4. If I get the job when can I take time off for vacation?
5. Are there any other questions I can answer for you?
6. What are the prospects for growth and advancement?
7. Can I change my schedule if I get the job?
8. What do you like about working here?
9. Have I got the job?
10. How much travel is expected?

The interview

Being on time relaxation visit before

Dress ; right dress gives you right impression

Waiting for the interview

Compose yourself

Spontaneous smile be friends the interviewers

Dont lean or change postures often

While answering be lucid, straight forward

Accept your ignorance / ask for repetition

Dont speak bad about your previous organization

AECS lab manual 64 MGIT

 What the interviewers looking for:

Personality projection

Communication Skills

Knowledge Subject

Strengths / Weakness

Loyalty & commitment

Whether you are capable to develop the organization

Dos for the Interviews Donts for the Interview

Be on time Dont give monosyllabic answers

Wear neat clothes Dont leave your answers unsupported
Be yourself Avoid flattery

Be brief and to the point Dont sit without being asked
Sell yourself Dont start talking

Keep the interviewers attentions Avoid too many gestures

Avoid the use of slang Dont interrupt
Be poised Dont argue

Be well-mannered Dont be emotional

Listen carefully Dont be evasive

Ask questions Dont change your stand

Be natural Dont enter into a political controversy

Maintain eye contact Dont touch your button, hair etc.

Expect the unexpected Dont forget to close the door when
you leave

Be consistent in your claims
Important points:

Success in a job interview depends on knowledge, self-confidence, good speaking, skills,
through preparation, and use of appropriate interview strategies.

AECS lab manual 65 MGIT


of job interviews: planning, purpose, conversation, two-way interaction,
There are five aspects
and informality.

Pre-interview preparation techniques include self-analysis, skills assessment, company
analysis, job analysis, subject revision, and developing the interview file.

Self-analysis involves identifying your background, career goals, accomplishments,

achievements, special interests, and hobbies.

Skills assessment is the process of analyzing your skills in terms of the skills required for the
position you are seeking.

There are two types of skills: learned skills and intuitive skills.

Researching an organization involves gathering basic information about the nature, operations
status, structure, growth rate, and activities of the organization.

Job analysis will provide you broad information about the position.

Revise your subject for clarity and confidence.

interview questions: open, closed, probing, reflective, loaded,

There are seven types of
hypothetical, and leading.

Seven factors that can improve quality of answers during a job interview are attentiveness,
accuracy, brevity, focus, clarity, positive attitude and logical thinking.

Candidates should analyze commonly asked interview questions so that an answering strategy
may be devised in advanced.

What do employers want?

What are the most desirable qualities for job seekers in the 2000 workplace? Watson
Wyatt, a global consulting firm, offers the following list of in-demand skills:

1. Willingness to share information and ideas.

2. Commitment to teamwork.
3. Responsiveness to change.
4. Ability to work under pressure.
5. Sense of ownership of work and ideas
6. Willingness to take calculated risks, without fear of consequences.
7. Multicultural expe rience and/or ability to speak multiple languages.
8. Ability to communicate clearly and honestly with peers, managers,
customers.
9. Understanding of business strategy and how you create shareholder value.
10. Commitment to continuous learning, skill development.

AECS lab manual 66 MGIT