BS ENGLISH LITERATURE & LINGUISTICS

NOTES

STUDY SKILLS
NOTES
ENGLISH STUDIES

Prepared by:

BS-ENGLISH (Gold Medalist)

Lecturer in English

Department of English Literature & Linguistics

Government Degree College, Gulabad Dir Lower
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 Study Skills BS-English (Literature & Linguistics)

Chapter One
INTRODUCTION - THE PARADIGM OF EDUCATION
Study skills are the offshoot of education. The foundation of study skills is observation and
experimentation. Study skills are enhanced by challenging enterprise and expeditious effort. All the hard
work inside the framework of study skills is self-directed and independent. This course once followed can
lead a student to the realm of self-sufficiency, self-reliance, self-improvement, self-actualization and self-
accomplishment. Study skills depend upon the two contrastive educational systems, which are practiced
throughout the world. The comparison between these educational systems is as under:

1. The Conventional Approach or Educational System

a. This is a teacher-centered approach towards education.
b. In this approach teachers are active participants.
c. The students are passive recipients in this system.
d. This approach is based on rote learning and excessive memorization of the students.
e. This approach is based on dependence on the teacher.
f. This is an obscurantist approach towards education.
g. This approach leads the students to go through exam.
h. This approach is unable to generate creativity in students.
i. This approach is widely practiced in the undeveloped 3rd world countries.

2. The Recent or Modern Approach or Educational System

a. This is a student-centered approach towards education.
b. In this approach the students are active participants.
c. The activities are based on the part of the student in this approach.
d. This approach is independent in nature.
e. This approach is based on analysis and reflection of student.
f. This is a radiant approach towards education.
g. This approach leads to professional pleasure and personal satisfaction.
h. This approach is widely practiced in the developed countries.

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Chapter Two
STUDY SKILLS
Study Skills are the strategies and techniques that enable a student to make the most efficient use of his
time, resources, and academic potential. These make the student able to best utilize his time in the best way.
The study skills are a way to be disciplined in the general life situations, and in academics in especial.
Developing and improving the study skills do help the student:

1. To make more efficient use of the study time - get more work done in less time
2. To make learning easier, and help retain what is learned for longer
3. To feel the work and effort involved is worthwhile Who Can Benefit from Study Skills?
Anyone who is engaged in learning can benefit from developing his or her study skills. Regardless of
whether you are preparing for college, or have already started on a course of study, you can always improve
your ability to learn, retain, and retrieve information. The aim of the study skills is to help to develop better
study strategies, so that the student can increase the chances of being successful in whatever he chooses to
study, at whatever level.

The Study Skills involve in the activities of self-improvement and in order to develop a healthy environment
also for academics as well as in life situations. The Study Skill helps a student generally in the following
ways:

1. Motivation, goal setting, and time management

2. Organizing resources, and developing an environment for effective study
3. Improves the Reading and Note-preparation ability
4. Prepares the students for Examinations
5. Make better use of their time
6. Develop skills relevant to the course of study
7. Develop techniques and strategies that improve the ability to learn

A: PREPARING FOR STUDY

a. Student’s Self Confidence
A student must have a belief or self-assurance ¡n his ability to succeed. Hard work is the basic requirement
for self-confidence. For example, when a gigantic book, it seems like a monster to him. But when he passes
through the same book with hard work and curiosity then it becomes enjoyable. This sort of enjoyment
ultimately leads to self-confidence. Once hard work is instigated then the student should be based on no
comparison with others. Similarly cooperation is essentially important for a student to gain self-confidence.
Self-improvement can be gained by a student with assuredly progress, which can also increase his self-
confidence. Finally achievements and progress ultimately leads to the destiny of self-confidence. Self-
confidence increase the potential of a student and his confidence speaks louder than his words.

b. Motivation
Motivation can be described as something that energizes, directs, and sustains behavior towards a particular
goal. It is the power which enables us to do a particular task through effort and hard work. The best
motivation is self-motivation. Motivation enables the realization of improvement. Study can always be done
better in a group with motivated spirit. There are two leading factors of motivation.
1. Intrinsic Motivation
Motivation that comes out within a person due to personal interest in a task is called intrinsic motivation.
i. The 1st benefit of intrinsic motivation is the feeling of pleasure which comes with hard for the
achievement of any goal.
ii. The 2nd benefit of intrinsic motivation is self-sufficiency. It is the belief in the ability to complete a
task.

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iii. The 3rd benefit of intrinsic motivation is the development of the sense of improvement and the
realization of up gradation.
iv. The 4th benefit of intrinsic motivation is the enjoyment of pair or group activities.
v. The 5ft benefit of intrinsic motivation is positive feedback from the tutor.
2. Extrinsic Motivation
Extrinsic motivation comes from the outside environment.
i. The 1st benefit of intrinsic motivation is the achievement of academic breakthroughs in our exams.
ii. The 2nd benefit of intrinsic motivation is the building of a strong image of a student in the eyes of
peers, teachers and parents.
iii. The 3rd benefit of intrinsic motivation is securing a desired job or appointment in life.

B: IDENTIFYING WAYS OF LEARNING

There are two ways of learning which are stated as under:

1. Mechanistic Ways of Leaning

The Mechanistic ways of learning are related to the mechanism of nature.
I. Genetic Based
This way of learning is related to genetic inheritance. E.g. The children of a lion always behave like a lion
and not like any other animal.
2. Mentalistic Ways of Learning
The Mentalistic ways of learning are related to mind of human beings.
I. Childhood Based
This way of learning is related to homely or family environment. When a child takes birth he first gets
learning from his homely environment. A family is the first institution of learning for a child.
II. Environment Based
This way of learning is related to the environment around a person. For example. If a child is born in a
criminal environment then he will get the effect of that atmosphere and he can become a criminal.

Note: All the ways of learning are different from person to person due to their temperament.

LEARNING RESOURCE PACK

A. The Resource Pack
The first step towards the identification of learning resources is the organization of resource pack. The
resource pack is our only armory in the field of learning. The resource pack includes all those items which
are important for learning.
i. Pocket Dairy
A pocket diary is a small, inexpensive, portable, and paper made item. A pocket dairy is used to note the
dates and deadlines of different tasks. It is also used to organize priority ratings.
ii. Note Book
A note book is portable and paper made item. It is used for noting down important points of lectures. It
helps a student to re-write lectures in home. A note book should be divided into equal parts according to
the subjects.
iii. Learning Log
A learning log is a portable and paper made item. It is used for writing lectures in expanded form. It is a
record keeping source for the students. It is used for writing the lectures in an isolated environment. It is a
useful and permanent source of revision in exam.
iv. Other portable Stationary Items
It may include stationary items like clip board, highlighter, pens and pencils etc. These items are used by
the students during various learning activities.
B. Collecting Useful Books
The 2nd step towards the identification of learning resources is the collection of useful books. It may include
the following books.
i. Text Books

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Text books contain course work and are used in the classes. These books are usually expensive. It could be
obtained from the library for photocopying. Text books are main resource of learning.
ii. Reference Books
Reference books work as trouble shooters for the students. It may include dictionary, thesaurus, book on
grammar, book on quotation, encyclopedias etc. reference books are effective sources of references on
various subjects.
c. Making Notes
Making notes is an important part of learning. Notes are made for understanding the subject matter of class
lectures. Similarly notes are made for summarization and expansion of class lectures. It shows reflection
and analysis of a student. It is and aid for concentration of class lectures.
Students’ Temperament
There is a variety in the temperament of the students. They have different methods of writing their of class
lectures.
I. Some of the students pick the whole lecture in writing in the class.
II. Some students write down the main points of lecture for their judgment.
III. The most reasonable approach is of those students who write down important points and then
expand it in their learning logs.

C: TIME MANAGEMENT
i. Time control
Time is extremely precious. It is valuable than all the wealth of the world. It is impossible to achieve any
goal in life without proper usage of time. It is important to make a schedule for the proper management of
time. Schedules are made for the proper utility, protection and investment of time. People who are flexible
and hiving no schedule can not achieve any goal in life.

BENEFITS OF SCHEDULE
1. Getting Started
It is extremely difficult to initiate any onerous or easy task in life. It is important some subjects are not task
in a systematic pattern. This gives a refined and defied objective towards any goal in life.
2. Prevents Avoidance
There are some students who consider some subjects interesting. Similarly some subjects are not considered
of much interest. As a result these subjects are avoided by the students. It is the ultimate benefit of schedule
that equal time is given to each and every subject.
3. Control cramming
Cramming is hostile toward the creativity of students. It is unnecessary memorization of entire course. It is
the ultimate benefit of schedule that cramming is controlled which prevents mugging, and unnecessary
memorization.
4. Enjoyable Study
When cramming is controlled it results in academic pleasure and delight. Thus study becomes enjoyable.
It is also one of the benefit to schedule that time is properly divided between academic and recreational
activities. For example, a student can give specific time to study and to sports as well.
5. Balanced Recreation
A holistic personality can only be achieved by dividing properly between learning and recreational
activities. As a result of schedule, recreational activities are balanced in our lives.
6. Recreational Efficiency
Efficiency means stable will or strong decision power. It is the ultimate benefit of schedule that distraction
is shun in students. For example, students concentrate on studies during study hours and also they
concentrate on sports during game hours.
7. Regulate Living
Schedules develop regularity in life. This regularity leads a student to perform better in life. E.g. if a student
is regular his friends also try to become regular and hence better academic results are achieved.
8. Freed Living

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It is the outcome of schedule that mind is freed from all sort of worries. Hence, a free mind can make a
student independent from unnecessary activities and give recreation for the shift to the climax. There is a
famous quotation, “when there is a will, there is a way”. So if there is a proper will power, a student can
enjoy all the fruits of schedule.

PRINCIPLES OF SHEDULE
There are some rules and principles which are essential for a schedule to take effect. These various
principles of schedule are as under:
1. Dodge the Dead Hours
A student should utilize 24 hours daily for the benefit of his studies. The time spent in activities other than
studies should be avoided. Schedules make mind to calculate & utilize study hours. For examples, if there
are five subjects then five dynamic houses should be given to these subjects. This time should be utilized
properly and not wasted. Avoiding the dead hours can ultimately result in academic breakthroughs
2. Day Time Study
Days are made for all human activities whereas nights are made for rest. Day time is more appropriate for
study than night. The stamina for work and studies is higher in the day which is replaced by intellectual
exhaustion and sleep in the night. Hence for the schedule to take effect studies should be done in day time.
3. Preparation Before the Recitation the Recitation Type of Class
A student should come well prepared for the lecture in the class. A student should study before the class
for schedule to take effect. For example, a student of poetry won’t be able to understand better unless the
studies the poetic text before the class. This will ultimately increase his interest and enhance the presentation
of the teacher.
4. Study After Lectures
The lectures noted in the class should be studies & expanded at home in the learning logs. It will increase
the ability of writing, reading and comprehension of a student.
5. Prioritizing
Preference should be given to that activity that comes first and which needs to be done on a priority basis
for the schedule to take effect. For Example, if on two consecutive days, there is a test and a group
discussion. Priority should be given to the test.
6. Expedient Schedule (appropriate)
Schedule can only work if it is appropriate and it covers the requirements of a student. It should be practical
not ideal and work parallel with the temperament of a student.
7. Sleep Pattern
Those hours of the day should be utilized for studies in which the mind is alert. Similarly the time should
be systematically distributed among working hours and sleeping hours. It will enhance the study skills and
avoid mental impedances during study hours.
8. Duration
The time spent with studies differs from person and subject. Some subjects in our schedule require more
time because of brevity. Duration may be given according to the length of a subject. For example, a lengthy
subject should get more time than a short subject for the schedule to take effect.
9. Splitting Time
Time should be divided equally among the subjects. The ideal time for each subject is one hour. Splitting
the time can also ensure recreational activities for a student. No subject is unutilized in this manner.
10. Sleep Time
A normal human being requires 8-10 hours for sleep on daily basis. Thus the time required for sleep should
neither be short nor long. It must be remembered while working out any schedule to take effect.
11. Eating Habits
It is important for a student to be conscious about his eating habits. A student should take a balance diet
which should contain carbohydrates, minerals, vitamins, proteins etc. this will improve his health and
enhance his studies.

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ii. CONCENTRATION
The process or ability to direct all the efforts and attention on one thing or goal without thinking of other
things is called concentration. The success of ever goal in life revolves around concentration. It enhances
the interest level of a student towards their academic goals. Similarly it is the outcome of concentration
which makes things easy and enjoyable in life. Concentration ultimately leads an individual to
achievements in life. On the contrary, the lacking of concentration results in failure of achieving any goal
in life.
Roles
The degree to which concentration is involved in a situation or activity and the effects it creates is known
as role. Concentration sets a direction for an individual and organizes a pattern for achieving any goal.
Concentration leads towards attaining incredible errands in life. It is a potential essence of our journey
towards a particular destiny. Concentration is the dilemma of age because the level of concentration
decreases with the passage of age.
Concentration Level
The illustration of concentration level can be observed from the common life of a person. The goals which
are labeled difficult in lie show minimum interest of an individual. Similarly the goals that are labeled easy
show maximum interest of an individual. The main reason for such an attitude of an individual is the
difference of concentration level, where in the formal case the concentration level is high and in the latter
case the concentration level is low.

Elements for the attainment of concentration

1. Positive Attitude or Temperament
The best knowledge is the formation of best subjectivity within an individual. It is a well known
philosophical principle that things dwell well inside a person. It is important to develop such an attitude,
which is inclined towards the goal for the purpose of the attainment of concentration.
2. Specific Study Goals
There are two approaches towards attaining specific study goals. In the first place skimming over a study
topic can provide a superficial study goal through a light study effort. This approach is important for going
through the whole scheme of studies. In the 2nd place scanning over a study topic can provide a deep insight.
This approach is important for prior scheme of studies. This by setting specific study goals. Concentration
can be achieved along with motivation.
3. Good study Environment
It is important for a student to choose a pleasant and a conducive environment for study. It must be quite
and well lighted. The light should not be in the front; rather it should be behind a student during study
hours. Similarly a student should sit on either a straight chair or crossed legged with a pillow behind the
back. It is also important that a student should not sit in extremely relaxed position rather he should feel
light muscular attention.
4. Good or Sound Physique
There are two aspects of sound physique. One is mental and the other is physical. It is important to have a
healthy body for a healthy mind. It is important to have a sound setup, sound sleep (9 hours), hygienic &
balance diet for a sound physique.
5. Seek help
There are two approaches towards study in any academic environment. Study is partly done in isolation
and partly done in group environment. i.e. teachers peers, friends etc.
Once help is sought from group then it is helpful for the concentration of study in isolation.
6. Varied Studies
Brain is like hardware which is visible and mind is like software which in invisible. Mind can be divided
into left and right hemisphere. The left hemisphere is related with analysis and mathematical functions like
thinking, reasoning and practical orientation. Tight hemisphere is related with non mathematical functions
like emotions, feelings, and sympathies etc. All these function are activated be external stimulus. A student
must activate these functions to concentrate on varied studies.

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PROCRASTINATION
Procrastination is a problem for most of the students. Whether the student is delaying studying,
avoiding homework assignments, or putting off a research paper, procrastination can have a major impact
on grades and even areas in life not relating to college or university such as finances, career, business,
relationships, and even health.
Procrastination is not simply a matter of poor time management skills either, but can be traced to underlying
and more complex motives. For the most part, our reasons for delaying and avoiding are rooted in a
lack of motivation, fear and anxiety about doing poorly, low self-confidence, being over-whelmed by
the task at hand, of not having control of our outcomes, of looking stupid, or perhaps having our
sense of self challenged. Whatever the reason for putting things off, it is a fact that procrastinating creates
more stress in our lives and never yields our best effort. So, what can be done to overcome our tendencies
to procrastinate?

Awareness: The First Step

To overcome procrastination the student needs to understand why delaying and avoiding have become
an issue and also understand the function or purpose procrastination serves. Consider some of the reasons
listed above. Finding a solution is difficult if the root of the problem is not understood. Knowing the true
reasons for procrastinating makes it easier to control.

Time Management Techniques: One Piece of the Puzzle

To overcome procrastination time management techniques and tools are indispensable, but they are not
enough by themselves. And, not all methods of managing time are equally helpful in dealing with
procrastination. Those that reduce anxiety and fear and emphasize the satisfaction and rewards of
completing tasks work best. Those that are inflexible and emphasize the magnitude of tasks and increase
anxiety can actually increase procrastination and are counterproductive. For example, making a huge list
of “things to do” may INCREASE your stress and procrastination. Instead set reasonable goals, break
big tasks down into smaller chunks or segments, and set aside time for rewards as work is completed.
Repeatedly placing yourself in a situation where there are distractions can also be extremely
counterproductive..

Motivation: Finding Productive Reasons for Engaging in Tasks

To overcome procrastination it is critical that you stay motivated for PRODUCTIVE REASONS. These
are reasons for learning and achieving that lead to positive, productive, satisfying feelings and actions.

These are in contrast to engaging in a task out of fear of failing or looking stupid. For example, if you are
concerned about looking stupid you may not ask questions, try new methods, or take the risks necessary to
learn new things and reach new heights.
A good way to put positive motives in motion is to set and focus on the goals at hand. Identify and write
down personal reasons for enrolling in a course and monitor progress toward these personal, intrinsic goals
as well as what the desired grade is for the course. Focus on your reasons and your goals. The goals other
people have set for you are not goals at all, but obligations.

Staying Motivated: Be Active and Stay Engaged

A student’s motivation is strongly influenced by what they think is important and what they believe can be
accomplished. Another key to overcoming procrastination is to stay actively engaged in your classes.
Students who are active learners engage in learning through reading, writing, listening, and reflecting
(connecting what has just been learned to what is already known by asking questions, participating in
discussions, and contemplating.) A student who is being a passive learner in class is probably not “getting

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into” the course materials and its topics and that weakens motivation. Preventing passiveness by aspiring
to really understand the course material and being an active and engaged learner can be accomplished by:
 Seeking out what is interesting and relevant within the course material
 Setting your own purpose and goals for every reading and class session
 Asking yourself (and others) questions about what you are learning
 Creating index cards and quizzing yourself
 Re-write, re-organize, and review notes soon after class
 Change study tools. For example, when bogged down in textbook reading, watch a video.
Next, quiz yourself over some index cards. Take a break, and then begin reading again.

Overcoming Procrastination:

 Be aware of the reasons, habits, and thoughts that lead to procrastinating.

 Write down the main task, goal, assignment, etc. and give it a deadline. Think about all the steps it will
take to accomplish this goal before the deadline arrives.
 Break the steps or tasks down into smaller segments scheduling a completion date for each and commit
to completing this objective. This will build confidence and make the task seem manageable.
 If distractions are a problem, find a quiet place where the phone, internet, friends, etc. will not be an
issue. Repeatedly placing yourself in situations where work is not accomplished is a form of
procrastination.
 If necessary, find someone to be accountable to. This can be a classmate, a tutor, or just someone who
cares about your well-being. Good students learn to partner with those around them who are concerned
about their success and happiness.
 Reward systems allow the student to have something to look forward to after successful completion of
a task or goal—whether it be a latte, a nap, or an activity with a friend.
 Always move forward in a direction that inspires and motivates you as a student. Don’t beat yourself
up about not getting everything perfect. Focus on what needs to be accomplished versus what can be
avoided. Most importantly, realize that achieving goals and changing habits takes time and effort, but
in the end your actions will be rewarded.

“Nothing is so fatiguing as the eternal hanging on of an uncompleted task.” William James

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What do you understand by ‘Getting Organized’? How do you manage your studies? Elaborate the
importance and way of getting organized in a student’s life and academic career.

Getting Organized

Getting organized is a term in relation to academics which is meant for a student to get organize for studies
so that it could be possible to utilize working time in the best use. Getting organized process makes a student
able to work more efficiently, and with more precision keeping up discipline in work. The process makes
able to learn the objectives and goals of studies. It enables the students to do following tasks in relation to
their studies:

-See the link between positive thinking and success

-Develop and keep up a positive attitude and disciplined work

-Distinguish between long term, medium term, and short-term goals, and apply them in a practical
way

Getting organized, of course, is an Attitude! It is an attitude to develop such working sort of environment
which essentially focuses the best use of available time in the academic process of a student. It enables the
student to make best use of his time and do more work in short available span of time. Success is not just
about hard work but it is actually an attitude to the work and belief in one’s ability to succeed. Of course,
there is effort involved, but the effort is not quite as difficult when you believe you can achieve your goals.
Believing in yourself is the first step in maintaining the commitment and effort for success.

Similarly, developing positive attitude towards studies increases a student’s confidence, makes study easier,
and optimizes the chances of success. All this depends on developing and sustaining a positive attitude
towards work.

Setting Study Goals

Getting organized is a comprehensive task that is adopted for better, disciplined and successful study in the
life of a student. In order to adopt a healthy behaviour and a good study habit, a student is in need to plan
for his study and work. For this purpose, he needs to map out three types of goals; long term goals, medium
term goals and short term goals.

Short-Term Goals: Once the student does have an overall picture of the year’s work, he or she can make
a day-to-day timetable which keeps him on track, but which is also flexible. It is as a means of using time
more efficiently rather than as an imposition. One way to do this is to firstly make out an inventory or list
of everything the student feels he has to do on a daily/weekly basis. For this purpose, the student should
enlist all the tasks/time he is involved in.

Medium-Term Goals: Once the student is clear about what and why he wants to achieve a goal, he can
then set about taking the steps towards achieving it. Here is required to look partly into the future, perhaps
to halfway through the course, perhaps to plan for the first semester, or maybe even to plan one month at a
time! The next step is to develop routines and good study habits that help the student to achieve the goals
as well as fulfill everyday commitments at work and at home. This is the basis of good time management.
To this end, the student needs to be able to get an overview of what is ahead, and devise schedule or routine
that enables to work properly.

Long-Term Goals: To identity the long-term goals, the student needs to look forward a year, perhaps three
years, or even longer. The purpose is to achieve a degree, and this is the specific goal.

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The TO-DO List

To the To-Do list, the student at first step, should make the list and study it carefully. Prioritize the items
on the list, discard those he can, and make space for all the important and urgent activities, including
studying, that he really has to do throughout a day or week. By developing good study and organizational
habits, the student finds the time more efficiently, and achieve much more in less time.

Using Time Well

In order to utilize the time well, first of all the student is needed to create sensible day, week and year
planner timetables to help to plan the study, and still meet other tasks and social engagements.

Organizing the Time

As a student, when organizing your time, remember, there are 7 days (168 hours) in a week. Essentials like
sleep, work, exercise, free time, quality time with others, family and domestic commitments, travel, and
household chores - all have to be allocated times slots in your calendar. Entirely devote yourself to studying,
however keeping in view sometime extra type of tasks involved in the study. Keep well in mind that you
can never follow your timetable unless you make it flexible.

Accomplishment of Goals
Distinguish between urgent and important tasks. To be successful in studies, and in life, of course, you
should follow the following things:

 Do not waste time. Use it.

 Once you have decided what you will do, do it.
 Finish what you start. Time will expand and contract according to your needs.
 Time yourself. Get the task done within your set limits.
 Break tasks into smaller, manageable parts or segments, if you are struggling.
 Tidy up at the end of every study session. Do not leave your physical work space.
 Make a summary of what you have achieved, where you are now, and outline where you next need to
go.

Looking Toward the Future:

The Year Planner

You need an overview of everything you have to do over the course of the whole year. Write down the
“have to do’s” which are not in the weekly routine, but come up every now and again: doctor’s
appointments, teacher-parent meetings, dentists, promises to go on dating with your pals, buddies, mates,
whatever, and all life’s adventures. In addition, fill in all the study-related details that you have to complete
for your course. Use a year planner to give you an overview of the year ahead. It should clearly show all
deadlines. This will give you focus and determination at different points along the way.

The Today

Time-table

As well as your weekly planner, making a weekly/ daily timetable will help you organize your day-today
tasks, which keeps you positive and focused on your studying, and which helps you achieve your targets.
Pin one copy on the wall of your study room and sellotape one inside the front cover of your
folders/notebooks. But one thing should keep in mind; your timetable MUST be practical and workable.
The visionary and prospective timetable does do any benefit to the student.

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To make a realistic but workable timetable, use the following pieces of advice:

1. Realism and Flexibility: There will be times when you will not be able to study as you planned. Be
able to fit in some extra study sessions if you have to.
2. Time-Division: Divide your time into “Have to” and “want to”. You “have to” do certain things; when
they’re done, you are free to do the things you “want to.” Balance is the key.

3. Usable Time: There are 7 days or 168 hours in a week. Average out the time you spend doing different
things. Be ruthlessly honest with yourself. You might find you waste a lot of time.

4. Time Needed for Sleep & Rest: You do need to take care of your mind, body and emotions. Different
people have different sleep requirements, for example. Aim for 7-10 hours sleep every night. Aim to
be neither a sleeping beauty nor a raving insomniac.

5. Regular Exercise: The body and mind are inter-connected. Exercise clears the “academic fog”, keeps
you fit, helps you relax, and increases your ability to focus and concentrate. You will begin to get fat
and flabby, lose your self-image, and with it your motivation.

6. Food & Eatables: Try to eat a balanced diet. Don’t try to save time by reaching for the “convenience
food”. Try to vary your diet: good food will feed the brain; junk food will trash it!

7. Keep on Track: Work out how many hours you need to spend on your study on a daily or weekly
basis.
Tick off work as you complete it. Stay ahead of your deadlines. This will give you a real sense of doing
well.

Physical Settings for Effective Study:

The Physical setting of the student enables him to do a lot work with comfort and ease. Following factors
involve in the physical setting in the study process:

 Study Room/ Work Space: Find a work space/room that you can always associate with study and
coursework.
 Shelves & Storage: Have shelves to keep your books in order and clearly visible, where you can easily
get them if needed.

 Clutter-Free Desk: Keep your desk/work space free of clutter, or you will spend your time tidying up
and searching for things instead of actually studying.
 Year Planner: Put your year planner up on the wall in front of you so that you can see it at all times.
It is a reminder of what you have done, and what still has to be done.
 Timetable: Keep your weekly timetable on the wall of your study space also, as well as placing another
one in your study notebook or diary to keep you on track and focused.

 Study Notebook or Diary: Keep a written diary of events and deadlines. This keeps you organized
and you know what you have to do. Use it to monitor and check on your progress.
 To-Do List: Make a comprehensive list of all the activities you have to do. They should be pasted on
the wall of the study room. The tasks that are completed will be checked.

Activity

i. How do you organization your studies? -do yourself

ii.What is your daily routine of working? -do yourself

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D: EXAMINATIONS
Objective examination

Objective Exam
The type of exam which excludes any personal feelings, or opinions and is merely based on facts is known
as objective exam. It may include MCQ’s true and false statements, blanks, columns, short questions.
General tips before Exam
These tips can be divided into three portions
1. Preparatory Steps
A. Final Review
The entire course should be revised at least an hour before the commencement of exam.
B. Arrival in Time
Arrival to the examination hall should be made 20 minutes before the beginning of the paper. It will serve
the purpose of concentration.
C. Possessions in Hands
All the stationary items like pen, pencil, clip board, illuminator etc. which are required for the exam should
be kept by the students. Otherwise the concentration of the students would be distracted.
D. Consideration of Instruction
After receiving question and answer paper in the examination hall, the student should carefully readout all
the oral and written instruction provided by the examiner.
E. Equal Budgeting of Time
After reading question paper, time should be equally among all the questions. The easiest questions should
be attempted first in minimum time. This will prevent last minute confusion.
2. Getting Ready
A. Memorization
Those contents which are expected to be a part of objective questions should be memorized by the students.
The short and objective questions can only be attempted with complete course study.
B. Pattern of the Paper
The students should be familiar with the pattern of the paper like a taught syllabus. They should by aware
of the importance of every question.
C. Fragmentary Review of Exam
During the classes recurring exams should be conducted towards the graspability of the subject and the
preparation for final exam. It should be a miniature form of exam. i.e. test, assignments, presentations,
seminars, etc.
3. Objective Test Exam
A. Get Done the Easiest First
As a dodging and beneficial tactic, the easiest questions should be attempted first in minimum time. This
will prevent last minute confusion.
B. Difficult Later On
The difficult question should be marked and should be attempted later by the students.
C. Consultation of Instructor
In exam usually some questions are twisted and some are made difficult for the students. These questions
have several meanings. It is important for the student to ask about various connotations of question from
have instructor.
D. Underlining keywords
It is important to underline the explanatory words. The students can come up later with its contextualized
meaning in the paper.
E. Meaning in Contextual Sense
It is mandatory to answer the questions according to the context. Otherwise it will result in the deduction
of marks.
F. Revision of the Paper
Revision of the paper is extremely important. A student can correct his grammatical syntactical, and other
mistakes with revision of the paper.

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Subjective Exam
Introduction
Examination is an important and integral part of learning. The process of learning is elevated with
assessments. The success of learning is latent in the success of exam. Examination is a test of student’s
study skills and ability. Generally a fear of exam can be found among the students based on their personal
temperaments.
Subjective examination
Subjective exam is more well-known than objective exam. It is an essay type of exam in which long
questions are attempted. In objective exam only knowledge about the facts is assessed. In subjective
examination both facts and fabrication along with the manner and matter of writing are tested.
1. Probable anticipated questions
It is important to study the whole book for subjective exam. However, those question which are emphasized
more by the teacher and which are likely to come in the exam. The student should give more time in
studying those questions in order to be successful in the exam.
2. Preparing answers
It is also important that an outline for each topic should be drawn by the student in a systematic way before
the exam. For example; introduction, definition, branches & types, scope etc. after that it should be
memorized by the student for the exam.
3. Attempting the paper
During the paper, as a dodging and beneficial tactic, the easiest question should be attempted first in
minimum time. This will prevent last minute confusion. The difficult question should be marked and should
be attempted later by the students. The oral and written instruction should be read carefully and all the
necessary stationary items should be kept in hand.
4. Outlining Answers
During the paper, a student should dream margins with a pencil on his answer sheet. One part should be
given to the neat work while the other to an outline. The outline or hints will help the student to provide
more explanatory answers in their neat work.
5. Essay writing
An essay type of question should be attempted in the following pattern.
A. Proper Beginning
The introduction should not be lengthy. It should not exceed more the one page. The start should be either
striking or subtle. It is an invitation to the reader for the middle portion of the essay.
B. Middle
The middle portion of the essay should include maximum words. In this portion of the essay tow things are
important.
i. In the topic the facts and the fabrications should be explained in the first part.
ii. The same facts and fabrications should be substantiated in the shape of supporting argument,
incidents and examples in the 2nd part.
C. End
The end must contain summarization and conclusion of the topic, it should also contain recommendations
based on your own knowledge, suggestions and personal opinion. This will complete a relevant essay for
the exam.

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Chapter Three
LANGUAGE SKILLS
Language Skills

Language Skills are the skills that are involved in the improvement of general capabilities of the students.
Language skills are the overall skills involved in the usage of a language. As the Study Skills are
multifaceted, the language skills are also not limited to a few one; rather these include in themselves all the
usage of a language by its users. The language skills are, in that sense the collection of all the skills that are
in required to make into use a language. In the language skills is inclusion of the structure of a language,
its connotations, annotations and also the implications in its usage phenomenon. The Study Skills is a
comprehensive term which deals all the skills requisite of a language use.
The Study Skill comprises of the four skills in comprehensive usage of a language that are as under:
1. -LISTENING SKILL

2. -SPEAKING SKILL

3. -READING SKILL

4. -WRITING SKILL

Significance of Language Skills in a Student’s life:

As Sir Francis Bacon had said:
“Reading maketh a full man, conference a ready man and writing a perfect man.”

The language skills play a vital role in the usage of a language in its all forms - spoken, written, read and
listened. A language is used in all the four ways; listening, speaking, reading and writing patterns and this
is its natural sequence. In the usage of a language, it is necessary to use it in the natural setting and sequence.
The use of language skills specifies how the language should come into utilization of its users. The natural
sequence of the language skills follows the manner as a child first of all adopts the Listening skill and listens
to his beings whatever they utter before him. There is a stage of his listening process in his environment.
The process of listening continues for sometime which is followed by the imitation of the listening patterns
into spoken practice. The child tries to copy others, especially his mother, father and other close relations
with whom he come in close contact most frequently. The speaking practice continues for ever by the child
that is followed by reading all the stuff that comes in the written format. The reading skill is eventually
followed by the writing skill. Writing come at the last of the sequence of the language usage but it is the
most significant one, as “writing maketh a perfect man.” Moreover, the written record is the guarantee of
a language of its revival and its very life. If a language is not more than in its usage in written format, that
language gets wiped away from its existence and soon its vanishes from the face of the earth as a living
language. There are a lot languages whose mere historical record is a witness that that languages have been
in usage by the human beings. So the writing skill as well as the written format of a language has basic
importance in order of its existence and survival.
Here is given the nature and significance of the languages in their natural order in relation to their mastery
and expertise.
1. Listening Skill

Listening is an integral part of communication process but a few students are taught how to listen
effectively. Many students believe that hearing what is said is the same as listening to what is said. In
reality, they are distinctly different.

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Hearing is a physical yet passive act involving the process and function of perceiving sound.
Listening is hearing the sounds with deliberate intention. Therefore, unlike hearing, listening is a skill that
improves through conscious effort and practice.
The extensive listening skill leads towards better speaking skill. The more you listen, the more spoken
fluency gets developed.
2. Speaking Skill

Speaking is an essential part of language acquisition process. It is the most important skill out of the four
language skills. Speaking skill involves the active participation of the language learner. The speaking skill
is considered as the high magnitude skill among the language skills. The speaking skill makes a language
a living language on the face of the earth. To utilize a language in spoken format, to master its sound
patterns is its necessity. In the natural sequence, speaking skill come at No. 2, after the cognition of
listening. The extent of the speaking skill is ‘Fluency’.
3. Reading Skill

Reading skill is an individual’s standing on some reading assessment. Skilled readers are those who score
above some standard on this assessment; readers of low skill are those who score below some standard.
The substantive question is this: What are the processes of reading that produce variation in assessed
reading skill? This question is the focus here: given that two individuals differ in some global assessment
of their reading, what differences in reading processes are candidates to explain this difference? The reading
skill leads towards better writing power.
4. Writing Skill

The writing skill comes at the last of the language skills in order of their natural sequence but it is not the
least in significance. All the written work and the written record of any language is the guarantee for the
survival of a language. The importance of writing skill is of two fold; on one hand it is the sure test of an
individual of his language skill, and on the other hand it makes a language living on the surface of the earth.
Writing skill is an active skill like speaking skill. The extent of the writing skill is ‘Self Writing’ and
‘Craetive Writing’.
THE LISTENING SKILL
A well reputed American novelist and short story writer, Ernest Miller Hemingway said, “I like to listen.
I have learned a great deal from listening carefully. Most people never listen.”
He is quite right, most of us never listen in most cases when we are in bad need of listening carefully and
keenly what is being spoken in class environment or wherever we are. Listening is an integral part of
effective communication but a few students are taught how to listen effectively. Many students believe that
hearing what is said is the same as listening to what is said. In reality, they are distinctly different.
Hearing: is a physical yet passive act involving the process and function of perceiving sound.
Listening: is hearing the sounds with deliberate intention. Therefore, unlike hearing, listening is a skill that
improves through conscious effort and practice.
Purposes of Listening

Students will extend their abilities to listen effectively in a variety of situations for a variety of
purposes.There can be different aims and purposes of listening for which the process of listening is being
done. The purpose of doing this clarifies its procedure and results. Using the techniques of listening, actually
depends upon the specification of the purpose of listening. There can be normally f4 purposes of listening:

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1. -Listening for Enjoyment

2. -Listening to Discriminate between Ideas or Approaches
3. -Listening to Learn Something
4. -Listening to Critically Evaluate and Judge
All of these are good reasons to listen but will require different listening attitudes. The purpose is
determined by priorities at the time. It is hard to listen critically or to listen for learning when one is rushed
or under stress. One may need to control listening environment when listening effectiveness is critical. For
instance, if one needs to pass a course one should prepare for the listening experience by bringing note-
taking materials and reading assignments, being on time, and arriving with a desire to learn. It’s common
for students to attend classes with the notion that they will learn by osmosis. They often aren’t aware of the
energy and attention required for the listening process.
CAUSES OF BAD OR POOR LISTENING

There can be chiefly four causes of poor listening:

-Listening Too Hard
-Listening With No Concentration
-Diverted By Appearance And Delivery
-Jumping To The Conclusion
1. Listening Too Hard
The listener becomes a poor listener when s/he goes to listening more closely and too hard. The listener
tries to cover in short time maximum details and as a result the listener loses everything. In the attempt to
listen too hard, the process of listening becomes poor.

2. Listening With No Concentration

When the listener tries to do other tasks while listening to the speaker’s lecture, he loses some details out
of the spoken matter. In this way, the listener tries to gesture his mates in the class, chat with the mate, ask
something or repeatedly involves in other activities. All this is caused by the poor concentration taht is
resulted in losing the message or information given by the speaker.
3. Diverted By Appearance And Delivery

When the listener’s attention gets diverted by the speaker’s appearance or the style of delivery, whole the
information given by the speaker is lost. The listener sometimes notices the dress, certain gestures of the
speaker or his hair-style or some repeated movements in the course of the lecture or speech. All these
activities cause poor listening.
4. Jumping To The Conclusion
When the listener, contrary to the hard listening, tries to jump to the conclusion, he misses many important
details and information given by the speaker. The listener in this case tries to comprehend the outcome or
conclusion of the speech and as a result, loses necessary details from the speech matter. It often occurs
when the listener is feeling bored by the speech or thinks the matter not relating to him. This is also a type
of poor listening.

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How to Become a Better Listener

The way to improve your active listening skills is through practice. You should not allow yourself to
become distracted by things that may be going on around you. Try to make a conscious effort to hear not
only the words, but to truly hear what the other person is saying. Further, the following things can be
adopted for becoming a better listener:
1. DO NOT JUMP TO HE CONCLUSION
We often develop bad habits of not listening because we assume it will be of no interest or use to us. We
also make prior judgments about the matter we are listening. With these prior notions we act without hearing
or waiting to hear the speaker. We could improve our listening skills significantly by exercising patience
and, even if we think we know what will be said, allow the speaker to finish.
2. DO NOT BE BIASED WHILE LISTENING
We all have certain prejudices and stereotypes that influence how we receive speakers. You may refuse to
listen to someone because they are overdressed, foreign, overweight, too loud, too old, or even because
they’re opinionated. Attitudes such as this affect our listening habits by making us defensive and
argumentative, or cause us to shut them out altogether.
3. CONCENTRATE ON THE SPEEAKER
Remember that you’re the other half of the communication process and your reactions are critical to
producing good communication for both you and the speaker.
4. CONCENTRATE ON THE MESSAGE
This purpose may be stated or unstated. It’s the basic reason the speaker has for speaking. We often assume
early on that some speakers don’t know why they’re speaking. Often this is true but lets not be took quick
to judge. I have often found that a speaker who has some difficulty getting started, or who was a little
disorganized, might recover and provide worthwhile information. Concentrate on what the speaker states
as a purpose rather than what you have supposed is his or her purpose.
5. DO NOT BE DIVERTED TO APPEARANCE & DELIVERY STYLE
Our lives are noisy and confusing but we shouldn’t use this as a convenient excuse for not listening. We
can overcome some of the distraction by reducing noise and adjusting the listening environment. If we have
no control over the distractions then we must rely on intense concentration to get as much as possible from
the speaker.
6. TAKE NOTES WHILE LISTENING
If it is appropriate and it will not be distracting to the speaker, make a few notes as you listen. This will
help you organize and frame the speaker’s thoughts. It will also give you a reference to refer to at a later
date if the material is technical or complex.

SPEAKING, PRESENTATION AND SPEECH MAKING SKILLS

Speaking is the name of oration or utterance of a language in speech situation. All the languages of the
world in recent times are in spoken form. The system of speech symbols and patterns of the world languages
may vary but their speech format does exist nearly in the same way. Every language does have speech
archetypes that bind its speakers in different parts of the world in the thread of the language. Although
speaking skill comes at second stage in the process of the use of a language, but its importance is not less

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than other language skills. The place of speaking in a language cannot be undermined in any case. In this
way, the spoken form of a language has basic place in a language.

Importance of Presentation
Presentation skills is not a black and white off/on switch. It is a rainbow of colors. Everybody has
presentation skills. Some are better than others. The primary goal is for your presentation skills to be better
than your competition, whoever and whatever that is. The secondary goal is for your presentations to get
better with every presentation that you deliver. So the presentation skills are critically important.
Techniques of Presentation
Presentation techniques can help a student to improve the delivery and convince his audiences and give
them convictions about himself. Here are some of the tricks that work in the Presentation-giving process
like:
1) Inspire the listeners: Start with “Why” not “What”
2) Begin With What You Know
3) Tell Stories, Not Stats
4) Use Imagery When You Speak

Giving Presentation:
There are some things and factors that are kept in view while giving presentation as well as a public speech.
In this regard, following factors are most important in the process of giving a presentation in a class:
 Self Introduction

 Introduction Of The Topic

 Eye-Contact

 Energetic Voice

 Gestures And Posture

 Delivery Method

 Signaling The End

 End Or Conclusion

1. Introduction: In the introduction section, the presenter lets the audience, or class mates the self
introduction first of all, like Hi, Its me or My name is--------. The presenter gives a brief introduction that
includes his/her name, academics and personality traits in a very brief and short way. Self introduction is
given only in case of first presentation to a class or the speech. In the intro, the presenter or speaker also
adds a few initial sentences like; Your Excellency, the Chair of the ceremony, worthy audiences,
respectable colleagues and fellows------. The presenter afterwards specifies the presentation/speech topic
and Type of presentation delivery. Here the presenter has to decide what the delivery method he has to
adopt for his speech or presentation.
2. Presentation Delivery Method: In the delivery part, four things are very much significant in order
to have a successful presentation. The four aspects that are included in this section are:

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– Voice

– Gestures

– Eye contact
– Posture & movement
Using the Voice:
In the voice the speaker is needed to put variety, fascination, charm and vitality. The voice should have a
potential and thrilling aspect also. The tone and pace of the speech should be moderate, neither so high
pitched tone nor so too low to understand. The pace is also kept moderate. The speaker is needed to put
warmth in the voice. There should have energy and animation in the voice.
Gestures:
Gestures are the movements that are a natural part of the motions of the body which we all do have in
normal state of being. In the presentation and speech delivering process, the gestures are an essential
requisite for the speaker to show natural way of bodily movements. However, the bodily gestures
necessarily must be lively and in moderation. If the speaker looses the balance in the animation of his/her
gestures, whole the impact and success of the speech may spoil. So the successful delivery of a speech and
presentation heavily depends upon a good animation of bodily gestures. The bodily gestures are adopted in
the following manner:
 The hands should be in a “ready position”
 Keep gestures simple and varied
 Avoid overuse of one or two gestures
 Don’t grip immovable objects
 Avoid crossing your arms and legs while presenting
Eye Contact
As the FACE IS INDEX OF MIND, so the EYE IS THE INDEX OF THOUGHT. In this way, Eye contact
keeps people engaged and is a great source of feedback. Eye contact is an essential practice in presentation,
teaching process as well as speech delivery. Through eye contact, the speaker does know the condition of
his audience whether they are getting his message, getting bore by his speech, or having applause for his
delivery manner. All the postures and response on the part of the audience is got by the speaker through
eyes and the eye contact is the way that provides the feedback to the speaker. In the process of eye contact,
following practice should be adopted:
 Make eye-contact often
 Be mindful of duration
 Don’t ping-pong back and forth
 Make contact with the entire room or audience

Posture & Movement

Posture and movement is an essential part in the process of making speech and the presentation. It comes
in the physical appearance of the speaker. The posture and movement on the part of the speaker is required
to be a balanced one, having complete harmony and symmetry in the bodily actions and movements. The

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imbalance and overuse of a bodily action puts very bad impact on the audiences. The speaker should adopt
a balanced and moderate type of posture and movement. In this respect, he should:
 Adopt a comfortable, confident stance
 Evenly distribute the bodily weight
 Keep as few barriers as possible between the audience
 Pay attention to the following:
– Rate and volume of speech
– Level of energy and animation
– Body language
– Rapport with the audience

 Habits to Avoid:
– Being cemented in one place
– Pacing across the room
– Rocking back and forth

3. Signaling the End:

The speaker is needed in his/her making a speech process to signal the end of the speech to the audiences.
Signaling the ends is an indicator for the audience to get ready for the conclusion of their assumptions
relating to the speech or lecture they make during the course of the speech process. Actually it is an activity
to make the audience ready for the end of the speech. In this part of the speech, the speaker makes clear the
main points of his speech or revise them briefly.
4. The End or Conclusion:
After giving indication for the end of the speech, the speaker concludes his speech. As it is the last part of
the speech, the speech does this it briefly. This portion of the speech is done with giving an assignment or
home work to the class in case of a lecture. While, in case of speech-making process, the speaker does this
part by giving a logical ending to it. This part is essentially done in an optimistic note or with a happy end.

READING SKILL
Reading is an essential process in the use as well as developing the language skills on the part of the
students. In the language skills list, reading comes at number 3. Reading is considered as a passive skill like
the listening. Reading ability or skill leads the reader toward a sound basis of writing skill and eventually
leads to the creative writing.
Reading skill is an individual’s standing on some reading assessment. Skilled readers are those who score
above some standard on this assessment; readers of low skill are those who score below some standard.
The substantive question is this: What are the processes of reading that produce variation in assessed
reading skill? This question is the focus here: given that two individuals differ in some global assessment
of their reading, what differences in reading processes are candidates to explain this difference?
Reading skill is a very beneficial skill for the students. Although the reading habit is going to be vanished
and minimized from the language learning process, still is significance can not be minimized. All the

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bookish knowledge is hidden in the reading skill which is exposed in the form of better scholastic abilities
in the individuals as well as a potential writing power and comprehension of language structures and
patterns.
Hence, reading skill is an important skill in the process of learning and mastery of a language.
Significance of Reading
The benefits of this active, information seeking approach to reading can be clearly seen from the results of
research that was carried out on efficient (expert) learners. The results showed that they all followed certain
patterns in their reading behaviour.

1. They looked for information that was directly related to their goals (They had a clear purpose before they
started reading, and that purpose helped them to identity what they were looking for).

2. They searched forwards and backwards when looking for a particular piece of information, and tried to
guess ahead about information in the text.

3. They summarized important or central points often, often by making notes or writing in the margin.

4. They re-read any sentences/parts that they found difficult or unclear.

5. They had questions already prepared so that they were searching for specific information as opposed to
reading blankly, hoping to somehow absorb all the information.

6. They evaluated new information from the text in light of what they already knew.

7. They checked their progress and understanding in light of what they already knew. This is a very good
template for the apprentice reader, or indeed for any reader who wishes to improve his or her reading
capabilities. Practise the techniques suggested above. You will find it very helpful if you have a lot of
reading to do, particularly if you have not read much to date, or you are finding the content and style of
your reading material somewhat difficult.

Purposes of Reading
There can be a multiple different purposes and aims of reading; You are reading to widen your knowledge
on a given topic, to develop your thinking, or to weave new information or ideas into your existing store of
knowledge and understanding any of these is usually the purpose of your reading as a reader when you
adopt something to study. Reading for a specific purpose or intention has a very powerful effect on memory.
Be selective in your reading, as you cannot expect to read everything on a given subject. You remember
more easily when you are actively looking for answers to specific questions or topics, and when you are
interested in the material. Always use an active approach to your reading.

The four types of effective reading techniques are the following:

 Skimming
 Scanning
 Intensive
 Extensive

Types of Reading
There are many kinds of reading that depend on the purpose and aim for which it is undertaken. There are
generally the following types of reading:

1. Reading for Meaning

Everywhere you go you are presented with images that require you to make sense of them. You “read”
these stimuli, even though you might not be aware of it, or indeed you might not really consider it reading.
For example, when you make sense of pictures, advertisements directions or traffic signs, you are in effect

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“reading” their message. In a more specific sense, however, reading is an active process where you make
meaning of written symbols on a page (or computer screen). All readers do this. Even young children
(emergent readers) will try to make sense of words they don’t actually know, for example they will read
“home” for house because they understand the context.

2. Reading for Enjoyment or Interest

It is important to be aware that this activity of taking in information, processing it, and making sense of it,
is a normal everyday activity of your everyday life. You read for a variety of reasons: for enjoyment,
interest, or information. For instance, you might be an avid reader of fact, fiction, sports magazines, or
current affairs, and so on. However, much of the time, you will not bother to retain what you have read.
You may have a general if somewhat vague idea of the content, unless of course you found it extremely
interesting. This is often the case when you really “get into” a good book, where you are likely to remember
it in great detail, as you feel a personal involvement with the characters, events, or ideas put forward.

3. Reading for Study Purposes

When it comes to following a course of study, you most likely have other concerns about reading. These
can include the amount or volume of reading required, and whether you do have enough time to read it all
and take it in. Then there may be issues around the level of difficulty of the reading material. This may be
with style or syntax, that is, the way it is written. Or indeed it may be with content, the issues under
discussion, and the level of difficulty in both understanding and remembering the material. You may also
find technical language or “jargon” off-putting and incomprehensible.

Reading, then, is much more than just decoding signs on a page. When you read, you actively try to make
sense of what you read, and you remember more easily if you are interested or feel involved in the process.
You can build on these natural advantages when you are studying. For all the same, you see that this is
something you can capitalize on when and whatever you are reading for a purpose.

TECHNIQUES FOR EFFECTIVE READING

There are different strategies you can use when reading. Depending on the context, find and use the one
that best suits the specific task in hand. This section briefly explains the techniques involved. It is based on
the SQ3R system. Basically these are the steps involved:

1. Skimmed reading is to get an overview of the information and to alert your brain

2. Having questions prepared, so that you know what information you seek

3. Re-reading with increased focus and attention, and making notes

4. Recalling what you have learned, using summarising techniques

5. Reviewing the learned information as soon as you can, but within 24 hours

In the process of becoming a better reader and to improve the reading skill, following techniques are
involved:

 Skimming: (sometimes called “speed reading”) This is where you “surface” read very quickly to get
the “gist” of a topic or an overview of the chapter/story/instructions/experiment/other. It is usually a
preliminary reading, and if you find the information you require, you follow up with close reading for
detailed information, where you will most likely make notes.

 Scanning: Where you are looking for specific answers to information, use the technique of scanning.
Because you know exactly what questions you want answered, you speed-read and your eyes scan over
the words/pages very quickly until they find what they are looking for. Then, rather like in a radar
signal, the brain is alerted and focuses in on the details you require.

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 Close Reading: This is when you have pinpointed what you need. Now you read with increased focus
and attention, and it is at this stage that you will most likely make notes. If you are given questions at
the end of the passage to guide you through the passage, then use these to find out the answers. Your
purpose for reading may be to introduce you to, or increase your knowledge on a given subject . The
key is to know what your purpose is, and to be prepared before you start.

EFFECTIVE READING TECHNIQUES

1. Look quickly (10 minutes) over the following key parts of your textbook to see what it's all about and
how it is organized:
 Title
 Front and back cover info.
 Author's biographical data
 Publication date
 Table of Contents
 Introduction or Preface
 Index
 Glossary

2. Before you read each chapter, look over:

 Title
 Introduction
 Sub-headings
 First sentences of each paragraph (should give main
idea). Any diagrams, charts, etc.

 Conclusions or summaries

3. Then answer the following questions:

 What is this mainly about?
 How is it organized?
 How difficult is it?
 About how long will it take to read?

Skimming’, ‘Scanning’, ‘Note-Taking’ And ‘Transcribing’ In Reading Skill:

Skimming:

The Skimming technique for quick and rapid reading is sometimes called “speed reading”. Skimming is
made into utilization for reading very quickly to get the “gist” of a topic or an overview of the
chapter/story/instructions/experiment/other. It is usually an initial reading but it leads to a more advanced
and quick reading. When the reader find some information he required, he follows up with close reading.
While for detailed information, the reader most likely makes notes. All this is done through skimming
technique.

Scanning:

The Scanning technique of reading is used where the reader is looking for specific answers to information.
For this technique, the reader knows exactly what questions he wants answered, so he does read speedily.
The eyes scan over the words/pages very quickly until the requisite information is eventually got. Then,
rather like in a radar signal, the brain is alerted and focuses in on the details required information.

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Note-Taking:

For the purpose of summarizing, the notes-taking technique is made into use. Notes are in the reader’s own
words, short, clear, in logical order and understandable. They are “mental prompts”, a sort of external
memory-jogging technique. The key to good note making is to use as few words as possible. They are a
short-cut to the brain. The act of making notes or summarizing makes one think. Notes are excellent
preparation for examinations, where timing and quick recall of information is very important. They give a
ready-made outline plan for exam questions- easier than trying to memorize the information from a book.
When making notes, bear in mind the following:

 Leave wide margins, lots of white space and room for added ideas. You should be able to read the
information easily and accurately.

 Use a double page of your copybook, one side for diagrams, mind- maps or visual cues, the other for
linear written notes.

 Use also flow-charts, charts, diagrams, spider-grams, anything that works for you.

 It is pointless having brilliant notes and never being able to find them when you need them. Put the
date on each set of notes, and file them in order under headings.

 Subject, Topic, Date, Other. You will be able to look them up quickly and revise the knowledge,
whether in two weeks’ time, or two days before an examination.

Transcribing:

The process basically is the Bypass of the Mind. Simply copying chunks from textbooks wastes time and
effort. The principle is to make textbook knowledge your own knowledge rather than try and learn off
someone else’s version. Copying is more a dictation exercise rather than a learning experience, in effect a
“bypass of the mind” ot transcribing. It doesn’t improve the handwriting, rather it spoils handwriting. It
also doesn’t do much for your thinking or learning process. In fact, it has very little value, other than it is a
great excuse to avoid getting down to the real business of learning. While the transcribing process, stick to
the “golden rule”: ALWAYS SUMMARISE IN YOUR OWN WORDS.

Effective Note-Taking Techniques

Here are some effective Notes Taking pointers be devised:

 Use key words

 Use note cards
 Use pictures and diagrams
 Take notes in different colors
 Copy the material that is written on the board
 Use a three ring binder to stay organized
 Try not to use too many details within your notes
 Highlight important facts that one could see on the test

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WRITING SKILL
There is a great difference between spoken language and written language. In speech, we use more
contractions and more incomplete sentences than they do in writing. It is common to use a subordinate
clause alone in speaking. However, in writing, a subordinate clause must always be combined with the main
clause. The short conversations below are acceptable in spoken English. However, the answer in each
conversation is an incomplete sentence. Rewrite each incomplete sentence with a main clause. Follow the
example.

1. “When will we eat the cake?” ,“When the guests arrive.”

We will eat the cake when the guests arrive.
2. “How long must we wait?”, “Until they come.”
We must wait as long as they come.

Creative Writing:
With the exception of speaking, writing is the most popular and prevalent method of creating connections
among people. As a means of building links between individuals and within communities, writing serves
as the flexible foundation for almost every type of communications media. Print, video, audio, speech and
interactive web media all begin with writing.
Benefits of Writing
 Writing connects people across time, space and culture. Because of the influence of writing, individuals
can learn from yesterday, gain knowledge about today and design for tomorrow.
 Writing—being inanimate, amoral and disinterested—transmits good or evil. It can destroy or create,
cover up or reveal. Writing can prevaricate or be straightforward. It can build up or tear down, poison
or heal. Writing can cause conflict or encourage peace.
 Because writing in itself is neutral and indifferent, its purposes and results depend totally on the
intentions and hearts of writers and their audiences.
Strong writing skills in English come from practice and determination. No one is born an excellent writer.
Learning to be an excellent writer in English takes a lot of time and practice. Anyone can be a good writer
if he is determined enough.

Methods to Improve English Writing Skills:

1. Keep All of your Writing in One Sitting

2. Practice Writing in English Daily
3. Pick a Topic and Start writing putting your own idea in your own words
4. Write More than One Draft
5. Use Online Resources to Correct your Grammar
6. Think Outside the Lines
7. Have a Pal Edit You’re Writing What is creative writing?

Creative writing is the very fine art of making things up, in the most attractive, apt and convincing way
possible. It's the telling of lies in order to reveal illuminating and dark truths about the world and our place
in it. We tend to think of Poetry, Fiction and Plays.

How to Write Well

There is no secret to writing well. Following these guidelines can improve writing:
 Research to what you have something to say

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 Think to address the interests and needs of your audience

 Organize to make your content sensible
 Write with carefully chosen words and meaningful phrases
 Edit out inaccuracy, rumor, fluff, rage and pretense
 Revise to improve your writing
 Relax to regain your energy and focus

Brainstorming

For the brainstorming process, should be discussed themes that could work for six word stories:
embarrassment, betrayal, surprise,failure, loss, revenge, regret.

The following measures are helpful in developing creative writing:

 Start in the middle or at the end of events. Expect the reader to invent the back-story or context.

 Begin with a two word statement, question or person’s name.

 Suggest, show, hint for the account and try to write more and more topics.

 Use sentence structure properly

 Start with simple words and sentences and proceed towards complex structures.

 Set the time for writing and then edit and evaluate the work.

SIGNIFICANCE AND IMPORTANCE OF DICTIONARY

Dictionary is one of the basic tool and necessities of a student regardless s/he is a student of secondary level
or the masters level. The dictionary is a basic requirement of a student. The usage of dictionary is necessary
at the initial stage of academics, but as the education level is upgraded, the dictionary use becomes minimal.
Although dictionary is both essential as well as helpful at the initial stage of academics, its overwrought
usage causes harms. The too much use of dictionary develops dependence in students and they become so
much used to it that the power of connotation and meaning prediction is extensively suffered. The too much
dependence upon dictionary is proved a hindrance in learning process.
Irrespective of the dependence upon dictionary, however, the importance of dictionary cannot be
minimized. The dictionary plays a vital role in memorizing words and their meanings, building vocabulary,
memorizing word structures and their patterns, and a multiple other ways. Dictionary is storehouse of
knowledge that has a vast range of know-how.
Experts believe that most English-speaking adults use between 25,000 and 50,000 words. That seems like
a large number, yet the English language has over a million words. Effective readers use a dictionary to
understand new or difficult words. All dictionaries have guide words at the top of each page. However,
dictionaries differ from each other in the way they give other information about words. Some dictionaries
give more information about the origin of the word; other dictionaries give long lists of synonyms. Each
dictionary will explain how to use its resources in the first few pages.
Although much has been said about the importance of training users how to use dictionaries to learn and to
find out what their needs are, research in this area has not featured prominently as an academic or
educational focus in Asia. In Europe, several large-scale projects which aim at determining students' habits
in dictionary use are underway. However, the focuses of most of the research are on using bilingual or

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bilingualised dictionaries to complete a task on translation, for example the EURAJJEX/AJLA research
project into dictionary use. The main objective of the project are on dictionary users' look-up processes and
on bilingual dictionaries.
A salient component relevant in dictionary-using skills in this age is the movement away from the word-
based model implied by print lexicography, and a greater focus on multi-word units and larger text chunks.
An important concern is finding an appropriate context for teaching e-dictionary skills. An online platform
for courses integrating dictionary skills and language awareness, preferably embedded in the curriculum,
appears promising.
ENTRIES OF A DICTIONARY
A standard dictionary does have the following entries:
1. Guide Words
2. Spelling and Syllables of Words
3. Definition/Meaning of Words
4. Pronounce Words
5. Inflected Form of Words
6. Etymology
7. Word Division
8. Contextual Usage
9. Origin of Words
10. Synonyms of Words

A dictionary enables a student to develop some of the following skills:

 Interpreting etymological information Skill
 Interpreting morphological and syntactic information Skill
 Interpreting the definition or translation Skill
 Interpreting information about collocations Skill
 Interpreting information about idiomatic and figurative use Skill

Search Techniques for Dictionary Entries

Here are enlisted the following search methods in order to look up a dictionary entry:

1. Incremental Search

2. Wildcard Search

3. Boolean Search

4. Filtered Search

5. Sound Search

6. Fuzzy-Spelling Search

7. Inflected Form Search

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8. Index-Based Search

9. External-Text-Based Search

10. Picture-Based Search

11. Scanner-Based Search

Kinds of Dictionaries
1. Visual Dictionaries
2. Translation Dictionaries
3. Unusual-Words Dictionaries
4. Beginners’/Learners’ Dictionaries

LIBRARY SKILLS
The students of today are supposed to develop library skills and appreciate the values of books and libraries.
Students are to develop the spirit of inquiry and acquire a sense of judgment and discerning character. The
promotion of library skills in students to develop a range of experiences in learning about library resources
and their ability to access, retrieve, organize has some challenges. It develops in students the provision of
information resources and provision of professionalism. The importance of library is very much for a
student can find everything s/he deems fruitful for the academics.
Purpose of Acquiring Library Skills
The following are the aims and purposes of learning library skills:
1) To have the knowledge of the library as a place and its organizational structure, i.e the way books are
classified and arranged on the shelves.
2) To have information to make use of library resources.
3) Ability to locate needed information effectively and efficiently.
4) To gain the art of accessing the needed material from the library resources.
5) To acquire ability to evaluate information and its sources critically.
6) To understand the economic, legal and social issues.
Benefits of Library Skills to Students
Invariably someone who possesses library skill is said to be one who has learnt how to learn. He knows
how to learn because he knows how knowledge is organized, how to find information and how to use it in
a way to benefit others. No doubt, students who have acquired library skills are those who have been
prepared for study. The need for library skills in the students’ reading and study can be :
1. Using Library Resources:
Teaching the library skills to students makes them competent in using a well organized library for finding
needed information and information resources. Such skills enhance the use of the library resources.
2. Coverage of the Curriculum:
By acquiring skills in the use of library and having knowledge of the content of their curriculum, students
are equipped to consult relevant library materials relating to their curriculum content and requirement.

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3. Enhancing Independent Learning:

Library skills encourage the habit of personal and individual reading and study. With such skills,
information needs are satisfied independently as the learner seeks the information he needs and organizes
it in a way that is useful to him.
4. Time Saving:
By library skills, students find needed information with relative ease and less period of time. The result is
greater academic performance by the students.
5. Enhancing Lifelong Learning:
This is especially important because if students are to engage in lifetime of learning, they will need the
skills for learning independently when the teacher and the school are no longer there to teach them.
Similarly, developing the skills for finding and using information is more relevant than trying to impart all
the information students might need for a lifetime.
6. Enhancing Literacy Skills:
Library skills encourage and enhance the development of information literacy skills. For instance, making
searches in a computer system requires knowledge of search terms, keywords, subject terms, call numbers,
shelf references etc.

HOW TO USE CATALOGS TO FIND BOOKS

To find a book in a digital and manual library is done through following catalog. For this purpose, following
procedure can be done:
First of all, is consulted the online or manual catalog by conducting a subject search for the desired topic.
If no subject entry exists in the library, the search is tried the Keyword-Search. If again no clear subject
heading does exist for certain topic, then is tried a Keyword -Title- Search. Once is found appropriate
materials, should be taken note of their location, circulation status, and assigned subject headings.

For example, a subject search for ALTRUISM (a subset of Pro-social Behaviors) on the online catalog
reveals that the library owns 28 items under the main subject heading of Altruism. Further subject
breakdowns reveal that the library owns a number of related materials under the sub-headings of Charity,
Conduct of Life, Helping Behavior, and Altruism Case Studies.

Study Environment of Library

 Most students tend to find it easy to get distracted and to procrastinate when they study at home.
Studying outside of home is often more effective.
 Some students find they focus best with a bit of noise in the background, in which case a coffee shop
or a group study area of the library. Other students prefer total silence when studying, in which case a
quiet or silent study area may be optimal.
 When possible, eliminate distractions like a cell phone and/or laptop by not bringing them, turning
them off, or, at least, putting them away during study time.
 Avoid listening to music while you study (especially while readings), as it will take up some of your
attention and thus make your studying less effective.
Methods of Inculcating Library Skills
Library skills could be inculcated through the following ways by a teacher librarian or school librarian:
1. Library Instruction:
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This is instruction given to students to help them make effective use of the library in handling their
information needs, whether through formal teaching, individualized instruction or tutorials or even
seminars.
2. Library Orientation:
Library orientation is one of the ways by which the student acquires library skills. Library orientation is
done through explaining the collection, presentation of slides on the organization and layout of the library,
guided tour of the library and distribution of written pamphlets having details of library rules and
regulations.
3. Bibliographic Aids and Guides:
Bibliographic aids and guides are user support materials which includes handbooks, printed guides and
signs, leaflet and information sheets. They are specially prepared to give guidelines to users on library use,
skills and rules.
Problems in Inculcating Library Skills
Inculcating library skills in the students is faced with the following challenges:
I. Most librarians are not professionally trained so consequently they could neither process nor organize
the library materials nor impart the basic library skills to the students.
II. Many children physical access to library materials which no doubt hinders effective teaching of the
skills and their use.
III. Student’s lukewarm attitude and disinclination to use the library may appear to be the greatest problem
hindering acquiring library skills.
IV. Here is still need to introduce and entrench the teaching of library skills at lower levels.
Recommendations:
i. Library services should be made physically accessible to all the members.
ii. Library programme and library services should formulate teaching of library skills.
iii. Colleges & universities should teach library skills as a core subject until graduation level.
iv. Librarians should make library use pleasurable. Consideration must be given to all types of readers and
the readers must be encouraged for reading.
v. Students should also be taught the application of computers and similar technologies in the use of the
library.
Issuance of Books
For issuance of books in a library, whether it is an academic or a public library, following criteria are
followed:
1. You must manage to get issued a library card having your recent pic and complete identification with
your name and current address.
2. Your library card must be valid; not be expired by date etc.
3. You must not have got issued previously number of books to a certain limit.

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KINDS OF LIBRARIES:
1. Academic Library
2. Public Library
The Academic library is the library set up and founded in the educational institutions like colleges and
universities, while the Public library is an open library that is made into use by the public in general.
Academic libraries are set up at small scale whereas public libraries are the massive-scale libraries.
Similarly, public libraries have a vast range of books while academic libraries generally do have books that
fulfill the needs of students.

SECTIONS OF A LIBRARY

There are a number of sections in a library that vary depending on the size of the library. Common sections
include:
1. Fiction Section
2. Non-Fiction Section
3. Research Section
4. Technical Section
5. Periodical Section
6. Circulation Section
7. Acquisition Section

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Chapter Four
LEARNING AND TEACHING ENGLISH LANGUAGE
INTRODUCTION
English is a lingua France or ELF. Mostly English is spoken by the non native speakers in the world. It is
the chosen language of communication by most of its speakers. English is the language of international
communication. There are treasures of knowledge present in English. Learning English is a matter of
survival in this world. The learning of English language is specifically related to the learning of English
literature. Similarly the concept of literature is based on politeness and intellect which give more benefits
to its learner.

HOW TO MANAGE LEARNING AND TEACHING

There are two methods for the management of teaching and learning English language.
1. THROUGH CLASSROOM ENVOIRNMENT
2. BEYOND GRAMMAR AND LITERATURE

1. THE TEACHER’S PRESENCE

The teacher is a mentor, guide and organizer. He instigates all the dynamic activities of a class room. There
is a vital importance of teacher’s presence in the class. He is the beacon of light who examine the students
mentally and emotionally.

A. Proximity (Nearness)
The first significance of the teacher is his nearness to the students. He is a source of inspiration for the
students. He is the one who could answer the questions of the students and quench the thirst of their
knowledge.
B. Appropriacy (Pragmatism)
A teacher must be pragmatic towards his students. His language and delivery must be attractive. A teacher
must be neither formal nor informal with the students. He should be in between the two extreme. It will
help the students to learn more from him.
C. Movement
A teacher should neither be motionless, nor frequent in careless motion. This is repealing for the
concentration of the students. The teacher should move so that he catches attention of the students.
D. Contact
Contact may be either collective or solo. A teacher should make good collective contact with pair and the
group of the students. Similarly solo contact must also be encouraged. Every student is accountable to the
teacher. The teacher must keep an eye contact with all the students.

2. THE TEACHER’S VOICE

The teacher’s voice is important for the students. It should have the following features.
A. Audibility
The voice of the teacher should be audible to all the students in the class. The teacher’s voice should be
clear and appealing.
B. Variety
There should be a variety in the voice of a teacher. He should be careful about his tone in sober, happy,
optimistic, pessimistic, stressed & unstressed situations. This will provide zeal to his lecture.
C. Conservation
A teacher should not utilize his entire vocal energy in one class. He should save some of it for the other
classes as well. Otherwise English language would suffer adversely.

3. MARKING THE STAGES OF A LESSON

The teacher must deliver his lecture in a proper pattern. He should review the previous lesson of the
students. He should deliver his lecture in an explained from. His lecture should be supported by visual
presentation, drawing, illustrations etc. he should also give a brief outlook for the next lecture.
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4. MAKING BEST SEATING ARRANGEMENTS

The seating arrangements of the students are of the following types:
A. Orderly Rows
In this type of seating arrangement, the chairs of the students are placed in horizontal and vertical rows.
This type of seating arrangement is quiet popular and universal. It is more accommodative type of seating
arrangement. It can accommodate students ranging from 20 to 200.
B. Circular or Houseshoe seating arrangement
It is ideal for a smaller amount of students. Here the teacher sits in a central position so that he makes an
eye contact with every student. The students feel liberty and equality in this type of seating arrangement.
Similarly body language is also used here.
C. Separate Tables
Here every student has a separate chair and a table. This type of seating arrangement is used in primary
levels. It cannot accommodate maximum students because of the space occupied by chairs and tables.

5. GROUPING IN THE CLASS

A. Whole Class
If the student unites their abilities in a whole class then the whole class becomes the facility of every student.
There are various activities in the class like presentation, tests, text assignments etc. the student can utilize
their tasks together in a class. However, the teacher can not assist every student individually in a class room.
B. Pair and Group Classes
Pair and group classes are effective in learning and teaching a language. Similarly every member of the
group interacts and transfers his knowledge to other members. Here every student is assisted personally by
the teacher. Here the environment is friendly and students express themselves better.
C. Solo Class
In a solo class, different tasks are given to every student. There are different levels of students in the class.
In solo class the students do their tasks according to their temperament. Here the students are independent
and their individual abilities are polished.

6. TEACHER’S SELF EVALUATION

A teacher should self-evaluate himself. The main purpose of the teacher is to teach to the students through
lectures. He should quench the thirst of knowledge of the students. A teacher can personally evaluate
himself by pointing out his mistakes. In such a way he can make his delivery up to the mark.

TEACHING OF ENGLISH LANGUAGE

1. What is the study of English Language

Any language is learned through four stages. First, the learner should be exposed to the learning
environment. Second, he should have the knowledge of Semantic or meaning. Thirdly, he should have the
knowledge of form or Syntax. Fourth, he should have practice of the same language.
2. The Role and Responsibility of the Teacher
The teacher exposes students to English language. He launches the English environment for the students
by actively delivering lectures in it. There are two levels of students i.e. elementary or Primary level and
Advanced level. The learning of primary level students is based on constant listening, dialogues, etc. The
teacher must evaluate the speaking faculty of the students.
3. Helping Students to Understand meaning
The student is now in the stage of exposure. He has learnt the speech and now he must learn the meaning.
At primary level, drawings, illustration, and demonstration can explain the meaning. In advanced level:
A. Language is positioned and demonstrated.
B. The relationship between two persons is studied i.e. fatherly, brotherly etc.
C. Gestures, movement, kinesics etc are studied in relation to meaning.
4. Helping students to understand language form (Syntax)

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 Study Skills BS-English (Literature & Linguistics)

The syntax of a language is explained through the components i.e. syllables, word, word phrases etc.
children are more creative than the adults. Children are taught letters and sounds i.e. pen, table,/p/,/b/,/t/,
etc. in advanced level a student learns sound and formation of speech, letters and the formation of words.
5. Practice with language
It includes both the written and spoken practice of a language. A language is lame without practice. In
primary level a student should practice the language with repetition along with controlled and practical
guidance of the teacher. In advanced level the language should be practiced with proper alternatives along
with free and creative use of the language i.e. would you go to the park/cinema/class/market?
6. Mistakes by the students
It is natural that a student may commit mistakes by developing a language. Some people have the linguistic
habits of their native language which influence their L2. Most of the Urdu and Panjabi speaking people can
not pronounce cluster of consonants i.e. School (Eschool), station (Estation).
7. Correction by the teacher
A teacher is a mentor who corrects individual and collective of the students. Correction is based on two
methods i.e. reading and listening. A teacher will adjust the form and meaning with correction. Correction
should not be based on embarrassment or disappointment.

PLANING LESSON OR LESSON PLAN

Lesson plan means to chalk out or prepare a lecture for the class.

1. THE REASON
Reason is something related to the teacher. It reflects his professionalism in the class. It gives a proper
frame work to his teaching. If the reason is based on reality, it will result in the better delivery of a lecture.
It will give confidence to the students. Students are passive observer. They should be clarified in their
concept. Teaching and learning is two-way traffic. It can be made better by positive response both from the
teacher and the students as well. The teacher must be purpose oriented.

2. The AIMS
Aims are mixture of two things i.e. coherence and variety. Coherence is the logical sequence of a lecture.
A teacher should attach every unit to each other in a proper, logical and systematic pattern. There should
be a variety in the speech of a teacher according to the situation.

3. THE PLAN’S CONTEXT

It includes the material of the lesson plan. The plan’s context includes three contents.
i. It may include age, level, gender, behavior, temperament etc of the students.
ii. It may include the subject matter of the lesson i.e. Poetry, Novel, Prose, Linguistics etc.
iii. It may include the style of a teacher. The methodology of his teaching which can be delivered
successfully to the students i.e. Teaching through projector, video clips,, white board etc.

4. QUESTION THE TEACHER MUST ASK

The teacher must ask the following questions from himself before making or performing the plan.
A. The Nature of Students
The teacher must know the nature of his students. He should be aware of the individual and group
characteristics of the students. He should know the age, level, social, cultural and educational backgrounds
of the students. A teacher can make a lesson plan with all these points in his mind.
B. The Rationale
A teacher must teach according the needs and requirements of the students. He should facilitate those areas
in his teaching which are appealing for the students.
C. The Aims
There should be coherence in the lecture of a teacher. Similarly there should variety in the speech of the
teacher. A teacher must take these things in his consideration for making a lesson plan.
D. The Time Frame

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 Study Skills BS-English (Literature & Linguistics)

The teacher must remember the time which is given to him for the lecture. He should be sharp. He should
not exceed the permissible time i.e. If one hour is allowed to a teacher, he must complete his lecture in one
hour.
E. Anticipated Questions
When a teacher prepares a lecture he should estimate the questions which are very difficult. He should
prepare those question and then answer it to the students.
F. Teaching Aids
The teacher must keep all those items which are necessary for his lecture i.e. Marker, white board,
multimedia projector etc.
G. Process and Procedures
These are three stages of teaching:
i. Presentation
The teacher should give introduction to the lecture in the start. He should plot some questions before the
students. This is a warm up stage of his lecture.
ii. Production
After the delivery of the lecture the teacher should ask questions from the students. The students must give
their feed back to the teacher in the shape of answers.
iii. Practice
It is totally conducted purely by the students. It activates the latent activities of the students. A teacher is
able to know with practice the gaining and deficiency of a student.
iv. The Sequence
The entire plane is based on proper sequence. It must be based on logical thinking and linking.

5. THE PLANNING SEQUENCE

The sequence of a lesson is planned on daily, weekly and monthly basis. However, there are risks in having
planning sequence i.e. predictability and sameness. The students may be able to predict the content of the
next topic. Similarly when a lecture is explained again and again, the students may feel sameness. It will
create boredom on the students.

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 Study Skills BS-English (Literature & Linguistics)

Chapter Five
SOME IMPORTANT GENERAL SKILLS
OUTLINE

An outline is a formal system used to think about and organize the matter on paper. The process of outlining
a speech or other material is also a way to see whether the ideas connect to each other and they have
harmony and symmetry, what order of ideas works best, or whether there is sufficient evidence to support
each of the points. Outlines are useful as paper work for the purpose of overall picturesque.
There are two kinds of outlines: the topic outline and the sentence outline.
 The Topic Outline consists of short phrases. It is particularly useful when you are dealing with a
number of different issues that could be arranged in a variety of ways in your paper.
 The Sentence Outline is done in full sentences. It is normally used when your paper focuses on
complex details. The sentence outline is especially useful for this kind of paper because sentences
themselves have many of the details in them. A sentence outline also allows you to include those details
in the sentences instead of having to create an outline of many short phrases that goes on page after
page.
Both topic and sentence outlines follow rigid formats, using Roman and Arabic numerals along with capital
and small letters of the alphabet. This helps both the student and anyone who reads the outline to follow
the organization easily. There is no rule for which type of outline is best.
Process of Outlining
When should you start outlining? Some students like to start outlining at the beginning of the semester as
a method of review. They may begin outlining once the professor has finished discussing one section of the
course syllabus. Other students begin once they are able to see the big picture concepts of the course, which
may cause them to begin outlining later in the course. They begin once they can predict where the course
is going or once they have a sound understanding of what the course has already covered. Some students
use the outlining process as a comparison tool; they begin outlining at the beginning of the semester and
look at their reading notes and draft portions of their outline before class to compare their outline with what
is covered in class. All these exercises cause panic in the work and instead of benefiting, they mostly cause
harm. The outlining process neither should be devised at the outset, nor from the mid, instead outlines
should be made thoroughly and throughout when needs be. The student should himself consider what type
of the topic is, and also what sort of outlining he may need.
The outlining process requires a complete planning and sketching of the whole study matter. When deciding
when to begin outlining, you should consider how many exams you have to prepare for and whether you
will be outlining for each. Your time constraints may guide your decision on when to start outlining more
than any other factor. Many people like to start outlining first semester during the first week in November
because most of the course material has been presented at that point and the remaining material will require
minimal additional effort to include in the outline. However, many successful exam-takers start outlining
over Thanksgiving break, when they have a block of uninterrupted time. Choose the one that you think
works best for your paper.
HOW TO MAKE OUTLINE

1. Identify the Topic

The topic of your paper is important. Try to sum up the point of your paper in one sentence or phrase. This
will help your paper stay focused on the main point.

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 Study Skills BS-English (Literature & Linguistics)

2. Identify the Main Categories.

What main points will you cover? The introduction usually introduces all of your main points, then the rest
of paper can be spent developing those points.
3. Create the First Category.
What is the first point you want to cover? If the paper centers around a complicated term, a definition is
often a good place to start. For a paper about a particular theory, giving the general background on the
theory can be a good place to begin.
4. Create subcategories
After you have the main point, create points under it that provide support for the main point. The number
of categories that you use depends on the amount of information that you are going to cover; there is no
right or wrong number to use. By convention, each category consists of a minimum of two entries. If your
first category is Roman numeral I, your outline must also have a category labeled roman numeral II; if you
have a capital letter A under category I, you must also have a capital letter B. Whether you then go on to
have capital letters C, D, E, etc., is up to you, depending on the amount of material you are going to cover.
You are required to have only two of each numbered or lettered category.
FORMAT OF OUTLINE

One-Level Outline: as a beginner, the student is needed to start with a one level outline. A common basic
one-level outline looks like this one:
I. Introduction
II. Explanation
III. Analysis
IV. Results
V. Discussion
VI. Conclusion
Using the above outline as a guide, create a one level outline for your paper by making the topic headings
more detailed. For example, instead of “Literature review”, a more detailed heading could be “Literature
review on the impacts of literature and its implications.” After providing details, read your outline. Then
overview and see does it flow clearly and provide a structure to build a complete paper around the chosen
topic. If not, refine it. When it does, move to a two level outline.
The Two-Level Outline: as the student feels comfort and expertise in outlining, s/he should proceed toward
the two-level outline. A common basic two-level outline looks like this:
1. Introduction
i. Definition ii. Basic data and information
2. Explanation
i. Implications ii. Extent of the review iii. Periods to be covered
3. Analysis
i. Comparative ii. Analytical
4. Results
i. Statistics and figures ii. Outcomes
5. Discussion
6. Conclusion

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PURPOSE OF MAKING OUTLINE

Preparing an outline is the most important step in the process of producing a manuscript for publication in
a journal. The outline bears roughly the same relation to the final manuscript as an architectural blueprint
does to a finished house. The purpose of an outline is to divide the writing of the entire paper into a number
of smaller tasks. A good outline organizes the various topics and arguments in logical form. By ordering
the topics the students identify, before writing the manuscript, any gaps that might exist.
Outlining is an important step in organizing a paper. When done well, it clearly shows the relationships
between ideas in your paper and provides a plan for writing. It also helps the student to think about the topic
and to reach the level of synthesis and evaluation in learning. Further, it can help to determine whether
student has researched the topic thoroughly. Finally, it can help to determine whether the paper makes a
convincing argument, before spending time agonizing over grammar, sentence structure, word choice, and
transitional sentences etc.
Before continuing, the student should make a rough and sketched outline. Some important activities that
are generally done prior to outlining include extensive reading, taking notes on important ideas (with
citations), brainstorming and listing ideas, grouping related ideas together, ordering groups from general to
specific (from abstract to concrete.) After having done a lot of these activities, the student is ready to start
outlining. Here will be needed to revisit these activities as before making an outline whenever there may
occur new ideas and material for writing.

SUMMARY MAKING SKILLS

Summary making is considered an essential as well as an important skill in the academics. Summarizing a
text or some study matter is on one hand, very difficult task to do, and a very creative activity on the other
hand as well. Other terms related to summary are ‘precis’, ‘abstarct’ and ‘gist’. The summary making
process makes the students capable of producing a gist out of a long matter they read or listened. The
process leads towards the ability of concluding the actual text in a few passages or a few pages. All this
comes with a thorough and consistent practising. The student is needed to begin with simple exercises and
proceed then to more complex material for practice for summarizing larger texts.

Benefits of Summary Making Skill

The summary making process is simple and very effective because it helps the students to:

 Make sense of the text and think critically about the meaning

 Condense or reduce information so that the crux of the text is clear

 Focus as you pick out key facts, information and ideas that are relevant to the questions

 Get rid of any unnecessary information or irrelevant to the questions

 Link new information with what is already knows, and so helps to fit it into the existing “store” of
knowledge

Principles for Writing Summary

 Select a good title; keep it short and simple
 The first sentence in summary making process is crucial
 Focus on the relevance, the application or the benefits

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 Avoid technical and scientific terms

 Avoid acronyms and abbreviations. If you do use one, explain it.
 Be specific, brief and certain in summarizing
 Make it easy for the reader to understand
 Use short, simple words and sentences. Use plain language; avoid uncommon words. Sentences should
be less than 25 words long
 Provide context. Give concrete words; paint a picture for the reader
 Write in the active voice.
 Get to the point and avoid ambiguity
 Keep the order and structure of the information
 Avoid nominalizations e.g. change instances of ‘utlisation’ to ‘using’.
 Avoid report writing phrases – they make no sense to the general public
 Make sure your abstract is grammatically correct with correct spelling and punctuation
 Don’t put secondary ideas
 If you are asked to meet certain requirements e.g. 250 words max and a title –then follow it
 Get feedback on your draft from colleagues, supervisors, experts or your professor
Techniques of Summary Writing
1. Develop a central message of the manuscript: Prepare a central message sentence (20-25 words).
2. Define the materials and methods: Briefly state the environment in which you worked, the
sampling method you employed, the materials you used, and most importantly, the methods you used to
carry out the study.
3. Summarize the question(s) and problem(s): summarize the questions used in the text. What was
known before you started the study? What answers were needed to address the problem(s)? List the key
points pertaining to the question(s) and problem(s). What did you do to answer the question(s)?
4. Define the principal findings: Your central message sentence probably encapsulates the most
important findings.
5. Describe the conclusions: Make brief notes on each of the implications that arise from your study.
For this analyze: What are the principal conclusions of your findings? What is new in your work and why
does it matter? What are the limitations and the implications of your results? Are there any changes in
practice, approaches or techniques that you would recommend?

6. Organize & Group related ideas together: List each key point separately. Key points can be
arranged chronologically, by order of importance or by some other pattern. Identify the important details,
describe the principal findings, and provide your analysis and conclusions that contribute to each key point.
7. Develop the introduction: Before beginning on the introduction, read through the notes you have
made so far in your outline. Read them through and see whether there is a coherent and cohesive story and
a unifying theme that runs through the outline.

PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 41
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 Study Skills BS-English (Literature & Linguistics)

CURRICULUM VITAE (CV) and RESUME

CV stands for curriculum vitae, which is Latin for 'course of life'. It is a summary of an individual’s
experience, skills and education. In the USA and Canada it is known as a résumé - this is the French word
for summary.
Resume

A resume is a written compilation of one’s academic record, work experience, credentials, and
accomplishments that are required to apply for jobs. It is one of the most important pieces of any job
application.

Types of Resumes

There are several basic types of resumes used to apply for job openings, depending on your personal
circumstances like:

1. Chronological resume
2. Functional resume
3. Combinational resume
4. Targeted resume
5. Non-traditional resume

Chronological resume starts by listing one’s working history. A Functional resume focuses on one’s
skills and experience. A nontraditional resume is Web-based version of one’s resume.

DIFFERENCE BETWEEN C.V & RESUME

There are three major differences between CV and Resume:
1. Length (size)
2. Purpose
3. Layout (Style)
A resume is a brief summary of your skills and experience over one or two pages, a CV is more detailed
and can stretch well beyond two pages. A Resume is basically a bio-data of a person, and the near
information that is co-related to his academics and personal information.
What is Bio-Data?

In industrial and organizational psychology, bio data is biographical data. It deals with ‘Factual types of
questions about life and work experiences, as well as items involving opinions, values, beliefs, and attitudes
that reflect your life perspective.’
What to Include in a Cover Letter for a Job?
When you are writing a cover letter, there is specific information that needs to be included. Your cover
letter will include a contact section, a salutation, information on why you are qualified for the job, a closing,
and your signature. Here's what to include in a cover letter to send with a resume when you apply for a job.

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Importance of Reference Section in CV

The References section in the CV is a vital part which cannot be entirely omitted. The references should be
two people who know you well and could tell about you a positive comment, or who can vouch(believe)
you to be the prospective employer.

Who can be Referenced on CV?

The first or one of your references or referees should be your current or previous employer; the second
referee can be any person who knows you well. They can be your:

 Previous employer
 Current employer
 Manager
 Supervisor
 Teacher /Tutor /Professor
 Coach
 The Qari sahib of the Jamia mosque of your area

RESUME ENTRIES:
A customized section of the resume lists key achievements, skills, traits, and experiences relevant to the
position for which you are applying can serve dual purposes; it highlights the relevant experience and lets
the prospective employer know that you have taken the time to create. The resume shows how you are
qualified for the job in a brief manner. Following are some of the general entries of a Resume:

 Bio-Data & Personal Particulars

 Academic Particulars
 Professional Record
 Special or Specific Qualifications (optional)
 Special or Specific Interests & Traits (optional)
 References

CV ENTRIES:
If you are including this section on your CV, limit your entries to conferences on special topics that are of
direct relevance to the position you are applying to. Honors and Awards (optional)
This section comprises of Name of scholarships and awards, honors with date(s) awarded.
 Leadership Qualities
Organization, position held and dates of participation. If describing a leadership role included
responsibilities that convey leadership.
 Professional Qualifications(Optional)
Any skills other than those already included in the Education and Education section that may be relevant
to the position you are applying for.
 Extra-curricular Activities (optional)
This section can be customized depending upon the experiences.
 Special Skills (optional)
Examples include proficiency in a foreign language or scientific writing or specific computer skills that
may be especially relevant to the position of interest.
 References (mandatory)

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References should be included in the ending section and should contain the name, title and contact
information of the referees.

WHY TO UPDATE CV AND RESUME?

The need to update the CV and Resume is an essential task that is done time and again in course of an
individual who is seeking a job in some organization. If you update your resume just every few years or
only when you’re looking for a job, you might completely forget about new skills because you mastered
them so long ago. By keeping your resume up-to-date, you can see how you’ve grown even from a few
months ago. The CV and Resume is updated and reviewed for the following purposes:
1. To Remind the Skills and Achievements
A resume isn’t just a list of job titles and how long you’ve worked at various jobs. It’s a record of your
body of work.

2. To Give Confidence & Boost

When you’re in the thick of day-to-day work, it’s easy to forget how far you’ve come and in which areas
you’ve developed. By revisiting your accomplishments periodically, you’ll better be able to track your own
professional progress and make sure the important ones make it to your resume.

3. To Understand Oneself Better

One of the keys to happiness, impact and career development is understanding of yourself. Your resume is
the blueprint not only of your skills and achievements, but also of your references, passions and values.

4. To Identify Development Areas

Your key achievements happened for a reason. And so did your mistakes. Have a look at your resume and
think about which events have been great teachers. What did you learn? How have you moved forward with
that learning? What could you do to develop even further?

5. To Develop a Clearer Idea of Strengths

Research has shown that the more you work to your strengths, skills and passions, the happier and more
productive you are.
6. To Prepare for the Odds
The world of working has changed beyond recognition so having resume or CV that’s up-to-date helps you
hit the ground running if you ever do need to look for alternative work.
Activities:

i. Compose a comprehensive CV mentioning your entire academic record and interpersonal skills, traits
and your personality.
ii. Update your Resume in order to apply in an international organization that is seeking services a suitable
personnel as Receptionist.
iii. You are interested in taking the teaching profession. Write down a job letter to the Principal of your
local college to take you as Teaching Internee, expressing the potentialities in your person.
iv. Write a Cover Letter that is to attach with your CV?
v. What entries do you include in your bio-data?
vi. Why is the Reference section included in the resume and CV?
vii. What’s the sequence of tracing your academic record on your CV? viii. Describe the essential and

optional entries of your resume and CV.

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SEMINAR

A seminar may be defined as a gathering of people for the purpose of discussing a specific topic. Such
gatherings are usually interactive sessions where the participants engage in discussions about the delineated
topic. The sessions are usually headed or led by one or two presenters who serve to host of hold the
discussion.
Seminars are more like being in a classroom than lectures, but they’re also quite different to what you might
be used to at school. Seminars are for small groups of students studying the same course. They are normally
led by a tutor in a seminar room. Seminars are designed for students to talk about topics in the course
reading or lectures in detail, so students have to take an active part in the debate. Sometimes the tutor will
lead the seminar, or they might choose students to make a presentation. But whether you’re presenting or
not, you’ll still need to do some work before and after the seminar to make the most out of them.
Seminar is a small framework that is organized with 20 to 30 people. It is learner-oriented with the purpose
of learning and practicing new things. The content is very specific, it is quite intensive and it normally lasts
three to five days. The essential characteristic of a seminar is the fact that it is organized to enhance
professionalism. The participants enroll in order to learn something. For that reason the size is not too large.
We have seminars that only last one afternoon or one day. They may as well last two weeks. The seminar
may be concerned with new ways to teach literature, run a teacher’s magazine, or integrate culture in
language classes.
HOW TO ORGANIZE SEMINAR?
To help you with it, here are some straight forward steps that ensure the seminar running smoothly:
 Step 1: Define your objectives
 Step 2: Choose the theme and format
 Step 3: Give the Agenda of the Seminar
 Step 4: Set a Venue
 Step 5: Choose the date
 Step 6: Choose the location
 Step 7: Set a Budget
 Step 8: The event schedule

Principles of Conducting Seminars or Conferences

Within the first two minutes, tell the audience why your presentation is important to them. This
creates a heightened level of interest and awareness (i.e., I’m going to give you eight specific significant
information of….)

Be specific. Be concrete. Use numbers. Use examples. Make them understandable and tangible.

1. Develop your objectives

Decide on expected cost, technological requirements for every speaker, short-term plans, and the long-term
goals for your seminar.

2. Create seminar agendas

Create agendas highlighting the key events and speaking times of your seminar. Your attendees will
appreciate having the ability to quickly check event times.

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3. Stick to the time schedule as precisely as possible. Try run your material at least twice, including
once the day before the program.
4. Be relevant to your audience. Choose examples or information that connect with the specific group,
and tell them why you selected them. If you use a list (of techniques, advantages, of something), begin
by saying “I will be giving you 18 quick ideas of….” Then count them as you present each one so the
audience may be more certain.
5. Look for audience participation and questions throughout. Encourage questions and involvement.
An involved audience is engaged and closer to you.
6. No commercials please. Your best commercial is to deliver a relevant, timely session (Your name,
title, and other particulars are in the program). Stick to the topic that the audience came to hear.
7. Develop a relevant handout. Some events require it, and attendees always appreciate a well-
considered support piece.

Benefits of Seminar
 A good deal of learning is achieved effectively
 Topics exploration is in more depth
 Information seeking behavior is encouraged
 Shared ideas in a way that advance thinking
 The participants take experience from group discussions
 It develops cognitive, effective domains based learning
 This method builds better social values and fault tolerance levels in the minds of the learner

Limitations of Seminar
1. -Setting up of a seminar for every topic in the Text is not feasible
2. -The subject area to be taught must be relevant to the theme of the seminar
3. -The seminar themes must conform to the learning experiences to be inculcated to the students
4. -This method found fit for higher learning only, for lower classes is not fruitful
5. -The resourceful is required for the seminar method
6. -Time management is somewhat difficult
7. -Unnecessary gossips, glitches among the participants may deteriorate the scope and objectives of
seminar

ROLE OF MEMBERS IN SEMINAR

Seminar Committee
Seminar is conducted or organized by the committee proposed for this purpose only. This committee
constitutes a Chairperson, Organizing Secretary and Subject Experts who act as the speakers of the seminar.
Usually a seminar has been conducted with the following team of organizing body:
1. Chairperson or President/Convener of Seminar
Naturally, the Chairperson may be the apex person of the Institution or the policy making of the concerned
body or agency. The convener has to plan and prepare the total functionaries. He is the core person and

PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 46
Lecturer in English, Government Degree College Gulabad Dir Lower Hello: 0346-9373225
 Study Skills BS-English (Literature & Linguistics)

decides the theme of the seminar and fixes the objectives of seminar. He is the key person to hold all
administrative functions and advisory for the seminar.
2. Organizing Secretary
He is the key person of the Seminar and responsible for the planning and executing the functions of seminar.
He is the prime advisory for the convener in selecting the appropriate functionaries for technical session
and selection of paper presenters. The time and venue of seminar and other administrative works are decided
by him with the advice of convener. He has to circulate the circulars regarding the seminar. The Organizing
Secretary controls whole the management like documentation, record keeping and matter concerning the
seminar event.
3. Role of Speakers/Experts

The speaker or paper presenter is the person who prepares an article or paper about the theme or sub-theme
of the seminar to read and discuss in the seminar concerned. He should prepare his paper with right and
updated information with sufficient knowledge about the paper or subject he dealt. This makes the observers
and participants for warm participation with good discussion forum.
4. Role of Chairperson of the Technical Session of seminar
He is the only person to hold the complete responsibility of the whole technical session. He should have
the adequate knowledge about the subject or theme dealt in the seminar. Also he is cooperative and clarifies
the speaker’s presentation. He has to control the whole session.
5. Role of the participants of seminar
There may be 25-40 participants in each sitting only allowed. The participants should have knowledge
about the theme of seminar. S/he must have the questioning skills. Participant may express his own
experience and knowledge to interrogate speakers’ view. But it must be relevant to the discussion held in
the seminar.
6. Role of the observer of seminar
The eminent persons and honorable guests are invited to attend / participate in the seminar are known as
observers. They have to observe the discussion and other events occurred in the seminar and deliberate their
own views regarding them with the permission of Chairperson of the technical session. Their views and
impressions play a remarkable role with the discussion and finalization of the concepts derived from the
seminar theme.
The steps taken before, during and after the seminar and kinds and events related to Seminars:
Seminar is an event that is conducted or held for a multiple purposes but the chief of them is to give an
awareness of a subject or topic. Seminar is an advanced type of learning technique that is often adapted as
a teaching method in colleges and universities. The primary goal of a seminar, both as an event as well as
a method of teaching, is gaining awareness and advanced learning of a topic or an issue at a massive scale.
PROCEEDING OF SEMINAR
 STEPS TAKEN BEFORE SEMINAR

a) Finding the speakers for the seminar who can assist in the event.
b) Finding a proper venue for the seminar.
c) Ensure you have done any tasks agreed for the group.
d) Read around the subject. Think about it.
PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 47
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 Study Skills BS-English (Literature & Linguistics)

e) What questions do you want answered?

f) Allocation of the budget
g) Specification of the estimated time (time duration)

 STEPS TAKEN DURING SEMINAR

a) Be open to hearing something new.
b) Jot down useful information.
c) Jot down questions to ask.
d) If you don't understand something, ask.
e) Make contributions – for example, raise points that interest you
f) BUT try to get others involved too - ask open questions: "did anyone else think that....?"
g) Keeping on track
h) Considering the time allocation/limit

 STEPS TAKEN AFTER SEMINAR

a) Analyze the outcome of the seminar

b) Sending thanking notes to the attendees through suitable follow ups
c) Go over your notes and summarise them.
d) Make sure you know exactly what you have to do for next time – put new tasks in your diary.
Kinds of Seminars
Seminars are conducted in various stages. Based on the size and organizational aspects the seminars can be
classified into 4 types:
1. Mini Seminar (Classroom Seminar)
2. Major Seminar (Departmental Seminar)
3. National Seminar
4. International Seminar

1. Mini Seminar
Its coverage and scope are small and simple. A small population is enough to hold this seminar. A
discussion held over the topic taught or to be taught with the students is known as Group discussion. Such
group discussions held in an organized way within a class room. The mini seminar gives the participants
training in questioning skills, organizing the information and presentation skills of seminar. It is a good
seminar because it gives good experience to conduct a major seminar at Institutional level.
2. Major Seminar
The seminar conducted at an institutional or departmental level for a specific topic or subject is known as
Major seminar. Usually students and teachers are participating in this type of seminar. This major seminar
can be organized at department level for every month. A specific topic or subject is selected for the theme
of the seminar.

PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 48
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 Study Skills BS-English (Literature & Linguistics)

3. National Seminar
An association of any kind particularly with academic or professional interest or an organization
(Government, Firm, etc.,) conducts the seminar at National level is called National seminar. The subject
experts are invited to the seminar for discussion. The Secretary of the seminar prepares the schedule and
functionaries for seminar.
4. International Seminar
Usually the seminar conducted by an international organization or agency is known as International
seminar. Theme of this seminar has wider aspects. Globalization, Renovation, Atomic energy agreements,
Policies implementation and modification etc., are examples for themes of International seminars. A Nation
or its body can conduct or organize the international seminar.
Terms Synonymous with Seminar:
 Convention: It is the largest of the events, aimed at large audiences of over two thousand people. It is
often political in character and of divergent content. It lasts two or three days. Typical examples are
the Democratic and Republican Conventions in the United States of America where the presidential
candidates are selected.
 Conference: This is a smaller organizational framework for approximately seventy-five participants,
but still in the same league with Convention and Congress. The content of the conference is rather
specific and its major aim is to provide an overview of the relevant field and discuss issues. It usually
lasts one - two days.
 Symposium: Originally the term ‘symposium’ is referred to a rather small conference in which experts
or scholars discuss a certain problem. The members are convened by a single member or group of
colleagues who work together more or less closely. The aim of symposium is to present and share the
research findings.
 Round Table Discussion: In a round table discussion, all the participants have an equal say in the
discussion, which starts with a very short introductory statement or presentation of a problem. In the
round table everyone present has the possibility of equal input. *****************

PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 49
Lecturer in English, Government Degree College Gulabad Dir Lower Hello: 0346-9373225
 Study Skills BS-English (Literature & Linguistics)

ASSIGNMENT
Methods of Preparing Assignment
An assignment is a document usually of education that is prepared by a student in order to prove himself
as meeting the requirement set forth or assigned by the instructor. It is an educational requisite of the student
who is preparing this document for accomplishing his educational need. As the name suggests, an
Assignment is a task that is assigned by someone; by the instructor or professor to a student usually at a
college or a university. For preparing the college or university, assignment there is adopted a method in
which some of the aspects and entries do have basic importance. the assignment is prepared consisting the
following things: 1) Outline
2) Introduction
3) Numbering and Bullets
4) An Effective and Logical Conclusion

1) Outline
An outline is included to the assignment that is the overview of the assignment body. The outline is like a
synopsis of entire the assignment.

2) Introduction
The Introduction part of the assignment is an initial lines that overviews the assignment contents. This
portion tells the range of the body of the assignment. It tells the reader about the nature and scope of the
assignment.
3) Numbering and Bullets
The assignment is decorated with numbers and bullets. The ‘Numbers and Bullets’ is actually the shape
and format of the assignment. Although the contents and body of the assignment is in the form of continuous
text, still some of the contents that are written in ready information are written in the form either in numbers
or bullets.
4) An Effective and Logical Conclusion
As the effective and powerful intro is essential for the assignment, similarly an effective cum logical
conclusion for an assignment is also necessary. An effective conclusion captures a gist and summary of the
assignment.

FORMAT OF ASSIGNMENT
TOPIC: XYZ

SUBJECT STUDY SKILLS

NAME OF DEPTT: ENGLISH LITERATURE & LINGUISTICS

SUBMITTED TO: INSTRUCTOR’S NAME

SUBMITTED BY: SCHOLAR’S NAME

ROLLNO: 17

CLASS: BS-ENGLISH Semester 5th

DATE: 02-11-2017

COLLEGE/UNIVERSITY LOGO (Optional)

PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 50
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 Study Skills BS-English (Literature & Linguistics)

RESEARCH

The Research is process of finding and collecting data about a topic or a problem. Actually research is an
attempt to reach the eternal truth. But research is essentially undertaken in the supervision of the experts of
the certain field who do have the understandings of the nature of research, and who can do it efficiently.
Research is done out of the motivations for the accomplishment of specific aims and objectives. The
research process gives you the skills and the confidence that you will require to take you successfully from
the initial idea to a completed piece of research.
The process of Research is very time-consuming. It is subjective, often boring, but can also be fun. It is a
fact that research can take overlap an entire life, sometime. Research can be much more interesting than its
results. It can be done in many ways. Research can lead you in unexpected directions. Why research? The
answer is quite simple - to understand motivation and the self.
TEN VIEWS OF RESEARCH
 Research is about proving your pet theory
 Research is something done by academics or experts
 Research is about establishing the facts
 Research is objective phenomenon
 Research is about justifying what you want to do
 Research can prove anything you want
 Research is time-consuming
 Research is scientific
 Research is removed from reality
 Research cannot change anything

METHODS OF RESEARCH PROCESS

 Choosing Topic
 Ascertaining the Research Sources
 Reading for Research
 Choosing the Method of Research
 Collection of Data
 Analysis of Data
 Writing up
 Finishing off

POSSIBLE SOURCES OF INFORMATION/RESEARCH

 The Internet
 Libraries
 Talk-Shows

PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 51
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 Study Skills BS-English (Literature & Linguistics)

 Questionnaires
 People (Concerned)
 Biographies of people
 Journals & Books
TYPES OF RESEARCH
1) Pure Research
2) Applied Research
3) Strategic Research
4) Descriptive Research
5) Explanatory Research
6) Evaluative Research
7) Exploratory Research
8) Covert Research
9) Qualitative Research
10) Quantitative Research
11) Basic Research
12) Instrumental Research
13) Participatory Research
14) Action Research

PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 52
Lecturer in English, Government Degree College Gulabad Dir Lower Hello: 0346-9373225
 Study Skills BS-English (Literature & Linguistics)

CRITICAL THINKING
Critical thinking is purely objectively and rational activity. It is the process of thinking about something
critically and with doubts in order to search its reality. It enables us to recognize a wide range of subjective
analyses of otherwise objective data, and to evaluate how well each analysis might meet our needs. Facts
may be facts, but how we interpret them may vary.
Critical thinking includes a complex combination of skills. The main characteristics of critical thinking are:
1. Rationality
We are thinking critically when we

• rely on reason rather than emotion,

• require evidence, ignore no known evidence, and follow evidence where it leads, and
• are concerned more with finding the best explanation than being right analyzing apparent confusion
and asking questions.

2. Self-awareness
We are thinking critically when we

• weigh the influences of motives and bias, and

• Recognize our own assumptions, prejudices, biases, or point of view.

3. Honesty
We are thinking critically when we recognize emotional impulses, selfish motives, nefarious purposes, or
other modes of self-deception.
4. Open-mindedness
We are thinking critically when we

• evaluate all reasonable inferences

• consider a variety of possible viewpoints or perspectives,
• remain open to alternative interpretations
• accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or
has fewer inconsistencies or covers more data
• accept new priorities in response to a reevaluation of the evidence or reassessment of our real
interests, and
• do not reject unpopular views out of hand.

5. Discipline
We are thinking critically when we

• are precise, meticulous, comprehensive, and exhaustive • resist manipulation and irrational
appeals, and
• avoid snap judgments.

6. Judgment
We are thinking critically when we

• recognize the relevance and/or merit of alternative assumptions and perspectives

• recognize the extent and weight of evidence

PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 53
Lecturer in English, Government Degree College Gulabad Dir Lower Hello: 0346-9373225
 Study Skills BS-English (Literature & Linguistics)

To sum up:

• Critical thinkers are by nature skeptical. They approach texts with the same skepticism and
suspicion as they approach spoken remarks.
• Critical thinkers are active, not passive. They ask questions and analyze. They consciously apply
tactics and strategies to uncover meaning or assure their understanding.
• Critical thinkers do not take an egotistical view of the world. They are open to new ideas and
perspectives. They are willing to challenge their beliefs and investigate competing evidence.

ELEMENTS OF CRITICAL THINKING

1. Analysis
2. Application Of Standards
3. Information Seeking
4. Logical Reasoning
5. Prediction

Courtesy:
A considerable part of these notes have been taken from Sir, Tariq Khan’s Lectures and a partial data has
been taken from the internet sources, while the rest of the portion is completed through self-creation.

MANZOOR SHEHZAD KAKAKHAIL

BS-English (Gold Medalist)

PREPARED BY: MANZOOR SHEHZAD KAKAKHAIL, BS-ENGLISH (GOLD MEDALIST) UNIVERSITY OF MALAKAND 54
Lecturer in English, Government Degree College Gulabad Dir Lower Hello: 0346-9373225