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r•' INSTITUTE OF DISTANCE & OhLIhE LEARhIhG in UflIVEESITY CHANDIGARH UNIVERSITY Discover. Learn. Empower. B.Com COMMUNICATION BCMJ08 www.cuchd.in

BACHELOR OF COMMERCE SEMESTER-II BUSINESS COMMUNICATION BCM108 Chairman 1 CU IDOL SELF LEARNING MATERIAL (SLM)

CHANDIGARH UNIVERSITY Institute of Distance and Online Learning Course Development Committee Prof. (Dr.) R.S.Bawa Pro Chancellor, Chandigarh University, Gharuan, Punjab Advisors Prof. (Dr.) Bharat Bhushan, Director – IGNOU Prof. (Dr.) Majulika Srivastava, Director – CIQA, IGNOU Programme Coordinators & Editing Team Master of Business Administration (MBA) Bachelor of Business Administration (BBA) Coordinator – Dr. Rupali Arora Coordinator – Dr. Simran Jewandah Master of Computer Applications (MCA) Bachelor of Computer Applications (BCA) Coordinator – Dr. Raju Kumar Coordinator – Dr. Manisha Malhotra Master of Commerce (M.Com.) Bachelor of Commerce (B.Com.) Coordinator – Dr. Aman Jindal Coordinator – Dr. Minakshi Garg Master of Arts (Psychology) Bachelor of Science (Travel &Tourism Management) Coordinator – Dr. Samerjeet Kaur Coordinator – Dr. Shikha Sharma Master of Arts (English) Bachelor of Arts (General) Coordinator – Dr. Ashita Chadha Coordinator – Ms. Neeraj Gohlan Academic and Administrative Management Prof. (Dr.) R. M. Bhagat Prof. (Dr.) S.S. Sehgal Executive Director – Sciences Registrar Prof. (Dr.) Manaswini Acharya Prof. (Dr.) Gurpreet Singh Executive Director – Liberal Arts Director – IDOL © No part of this publication should be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording and/or otherwise without the prior written permission of the authors and the publisher. SLM SPECIALLY PREPARED FOR CU IDOL STUDENTS Printed and Published by: TeamLease Edtech Limited www.teamleaseedtech.com CONTACT NO:- 01133002345 For: CHANDIGARH UNIVERSITY 2 Institute of Distance and Online Learning CU IDOL SELF LEARNING MATERIAL (SLM)

First Published in 2020 All rights reserved. No Part of this book may be reproduced or transmitted, in any form or by any means, without permission in writing from Chandigarh University. Any person who does any unauthorized act in relation to this book may be liable to criminal prosecution and civil claims for damages. This book is meant for educational and learning purpose. The authors of the book has/have taken all reasonable care to ensure that the contents of the book do not violate any existing copyright or other intellectual property rights of any person in any manner whatsoever. In the even the Authors has/ have been unable to track any source and if any copyright has been inadvertently infringed, please notify the publisher in writing for corrective action. 3 CU IDOL SELF LEARNING MATERIAL (SLM)

CONTENT Unit -1 Reading Skills - I ....................................................................................................................5 Unit-2 Writing – I.............................................................................................................................26 Unit -3 Listening – I.........................................................................................................................58 Unit -4 Speaking – I .........................................................................................................................68 Unit -5 Grammar – I........................................................................................................................95 Unit -6 Vocabulary – I...................................................................................................................111 Unit -7 Reading Skills – II ............................................................................................................128 Unit -8 Writing – II........................................................................................................... 132 Unit -9 Listening – II ........................................................................................................ 169 Unit -10 Speaking – II ....................................................................................................... 177 Unit -11 Grammar – II...................................................................................................... 190 Unit -12 Vocabulary – II ................................................................................................... 205 4 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT-1READING SKILLS - I Structure Learning Objectives Introduction Reading Comprehension Before your even look at the reading Looking at the reading for the first time Case studies Solved Examples Summary Keywords Learning Activity Unit End Questions Suggested Readings LEARNING OBJECTIVES In this unit we would • Explain the importance of reading in business communication • State the role of business communication in today`s times • Explains the relationship between reading & communication INTRODUCTION Reading is purposeful. The way you read something will depend on your purpose. You read different texts in different ways. In everyday life, you usually know why you are reading, you have a question and you read to find the answer. You usually know your way around your favorite newspaper, so if you want to know the sports results, you go straight to the correct page, or if you want to know what is on television tonight, you go straight to the television page. You do not start on the first page. When you read a novel, it is different. You start at the beginning and slowly move towards the end. 5 CU IDOL SELF LEARNING MATERIAL (SLM)

In academic reading, you need to be flexible when you read - you may need to read quickly to find relevant sections, then read carefully when you have found what you want. General efficient reading strategies such as scanning to find the book or chapter, skimming to get the gist and careful reading of important passages are necessary as well as learning about how texts are structured in yoursubject. READING COMPREHENSION Comprehension is what most people think reading is. This is because comprehension is the main reason why we read. It is the aspect of reading that all of the others serve to create. Reading comprehension is understanding what a text is all about. It is more than just understanding words in isolation. It is putting them together and using prior knowledge to develop meaning.Reading comprehension is the most complex aspect of reading. It not only involves all of the other four aspects of reading, it also requires the reader to draw upon general thinking skills. When a reader is actively engaged with a text, he is asking and answering questions about the story and summarizing what he has read. The key to reading for academic purposes is to take the information you find in a book or an article and to make it your own – the more you can make what you are learning your own (by writing or repeating it in your own words), the easier it’ll be for you to recall it. This means that you need to be actively engaged with what you are reading – taking the information in and adding it to what you already know. If you want to read most efficiently, you won’t be spending all of your time just reading. There are things to be done before you read, as you read, and after you read. Now let’s turn to tips and strategies to increase your reading comprehension. Before You Even Look at the Reading • Gather your materials in a comfortable, uncluttered workspace. Turn off any TV’s, radios and cell phones. Let your family know that you are concentrating. • Relax. Give yourself a pat on the back for being such a hard-working student. Remind yourself that you are capable of focusing to achieve your goals. • Review your reading assignment, instructions, or lecture notes (this is like reading the question before starting to answer it on an exam – know what you’re looking for and it will 6 CU IDOL SELF LEARNING MATERIAL (SLM)

bemuch easier to find). • Confirm your purpose. Consider your answer to these questions: Why are you reading this article or book? What answers are you looking for? What do you hope to learn? Looking at the Reading for the First Time The idea here is to create a context for what you are about to learn. Brains link new ideas to old ones. You can give your brain a head starts by thinking in general terms about the topic of the reading before you begin, then it’ll be easier for you to understand and remember what you read. Skim the text. Notice: the title; the author’s name; the date the text was written; the table of contents if there is one; and the chapter or section headings. Notice any bold or italicized words or sentences. Consider the author’s purpose in writing the text and who the intended audience is. Stop. Consider what you already know about the topic. Take a guess at what you’ll learn from the reading. Making predictions in this way will actually help to increase your reading speed. If you want to be really keen, before you go any further, you’ll write an outline of the reading including the section headings and fill in what you already know about each topic. Reading • Turn the headings in the text into questions and then look for the answers. • Put a mark in the margin when you find an answer (or underline one- or two-word answers). Try not to underline whole sentences. • Mark or underline the answers to the Big 6 (i.e. who, what, where, when, why, and how). • Periodically check in with yourself to see if you are thinking about what you are reading. If you are distracted, take a break, re-focus, and begin again. • Stop reading. Look at the headings again and recite (from memory! without looking!) the answers you’ve just underlined or marked. • If you’ve had trouble remembering the information, go back and re-read. • Look for the main ideas in each section. Notice the supporting ideas and details (keep in mind that it’s usually the main ideas that are tested, not the supporting details). • Create mental pictures as you read. 7 CU IDOL SELF LEARNING MATERIAL (SLM)

CASE STUDIES Solved Example The following passage was written in the late 1980s. The struggle to obtain legal recognition of aboriginal rights is a difficult one, and even if a right is written into the law there is no guarantee that the future will not bring changes to the law that undermines the right. For this reason, the federal government of Canada in 1982 extended constitutional protection to those aboriginal rights already recognized under the law. This protection was extended to the Indian, Inuit, and Métis peoples, the three groups generally thought to comprise the aboriginal population in Canada. But this decision has placed on provincial courts the enormous burden of interpreting and translating the necessarily general constitutional language into specific rulings. The result has been inconsistent recognition and establishment of aboriginal rights, despite the continued efforts of aboriginal peoples to raise issues concerning their rights. Aboriginal rights in Canada are defined by the constitution as aboriginal peoples’ rights to ownership of land and its resources, the inherent right of aboriginal societies to self-government, and the right to legal recognition of indigenous customs. But difficulties arise in applying these broadly conceived rights. For example, while it might appear straightforward to affirm legal recognition of indigenous customs, the exact legal meaning of “indigenous” is extremely difficult to interpret. The intent of the constitutional protection is to recognize only long-standing traditional customs, not those of recent origin; provincial courts therefore require aboriginal peoples to provide legal documentation that any customs they seek to protect were practiced sufficiently long ago—a criterion defined in practice to mean prior to the establishment of British sovereignty over the specific territory. However, this requirement makes it difficult for aboriginal societies, which often relied on oral tradition rather than written records, to support their claims. Furthermore, even if aboriginal peoples are successful in convincing the courts that specific rights should be recognized, it is frequently difficult to determine exactly what these rights amount to. Consider aboriginal land claims. Even when aboriginal ownership of specific lands is fully established, there remains the problem of interpreting the meaning of that “ownership.” In a 1984 case in Ontario, an aboriginal group claimed that its property rights should be interpreted as full ownership in the contemporary sense of private property, which allows for the sale of the land or its resources. But the provincial court instead ruled that the law had previously recognized only the 8 CU IDOL SELF LEARNING MATERIAL (SLM)

aboriginal right to use the land and therefore granted property rights so minimal as to allow only the bare survival of the community. Here, the provincial court’s ruling was excessively conservative in its assessment of the current law. Regrettably, it appears that this group will not be successful unless it is able to move its case from the provincial courts into the Supreme Court of Canada, which will be, one hopes, more insistent upon a satisfactory application of the constitutional reforms. Question 1 Which one of the following most accurately states the main point of the passage? a. The overly conservative rulings of Canada’s provincial courts have been a barrier to constitutional reforms intended to protect aboriginal rights. b. The overwhelming burden placed on provincial courts of interpreting constitutionallanguage in Canada has halted efforts by aboriginal peoples to gain full ownership of land. c. Constitutional language aimed at protecting aboriginal rights in Canada has so far left the protection of these rights uncertain due to the difficult task of interpreting this language. d. Constitutional reforms meant to protect aboriginal rights in Canada have in fact been used by some provincial courts to limit these rights. e. Efforts by aboriginal rights advocates to uphold constitutional reforms in Canada may be more successful if heard by the Supreme Court rather than by the provincial courts. Explanation for Question 1 This question requires the examinee to identify the main point of the passage. For an answer choice to be the main point of the passage, it must do more than simply express a claim with which the author would agree. The correct answer choice is the one that most accurately expresses the point of the passage as a whole. The correct answer choice is (C). The passage discusses the Canadian federal government’s 1982 decision to extend constitutional protection to aboriginal rights. In the first paragraph the author claims that this decision has “placed on provincial courts the enormous burden of interpreting and translating the necessarily general constitutional language into specific rulings.” The rest of the passage details the difficulties that have been encountered as provincial courts have attempted to carry out this task. The second paragraph is concerned mainly with the difficulties involved in interpreting the legal meaning of “indigenous,” especially as it relates to the recognition of 9 CU IDOL SELF LEARNING MATERIAL (SLM)

indigenous customs. The third paragraph focuses primarily on an example of the difficulties encountered in an attempt to interpret the meaning of “ownership.” Answer choice (C) best captures the main point of the passage as a whole. It is clear that the author thinks the protection of aboriginal rights is uncertain, and it is clear that the author feels this is due to the difficulties involved in interpreting the general language of the constitutional reforms. Answer choice (A) is incorrect. Near the end of the last paragraph, the passage does mention one provincial court ruling that the author feels are “excessively conservative.” However, the author clearly intends this to merely be one example of a problem caused by the difficult task of interpreting the constitutional language, rather than the main point of the passage. Moreover, even the “excessively conservative” decision described in the last paragraph has not been a barrier to constitutional reform. The constitution was already reformed in 1982 to extend protection to aboriginal rights. The difficulties detailed in the passage have arisen in legal efforts to apply the 1982 constitutional changes. Answer choice (B) is incorrect. While this answer choice does identify the crucial issue involving the “overwhelming burden placed on provincial courts of interpreting constitutional language,” it is incorrect inasmuch as it focuses only on “efforts by aboriginal peoples to gain full ownership of land.” It’s clear that the author thinks land ownership is only one of the important issues concerning aboriginal rights. In the second paragraph, the author also discusses the right of self-government and the right to legal recognition of indigenous customs. Moreover, while the passage indicates that the “excessively conservative” decision described in the last paragraph has been a setback to one aboriginal group’s efforts to gain full ownership of its land, it does not say that such efforts have been “halted” by the decision. In fact, the author suggests that the group in question may seek to pursue its efforts further before the Supreme Court of Canada (last sentence of the passage). Answer choice (D) is incorrect. The author points to one example of a provincial court ruling that, in the author’s opinion, seems to limit aboriginal rights rather than protect them. However, it is incorrect to regard this as the main point of the passage. The author’s point throughout the passage as a whole concern the difficulty of interpreting the general constitutional language aimed at protecting aboriginal rights, not simply that some courts have limited these rights. Answer choice (E) is incorrect. The author does introduce the possibility that the Supreme Court of Canada may be better able to uphold constitutional reforms. The author even expresses hope that this is so. But it is inaccurate to regard this hope as the main point of the passage, because the Supreme 10 CU IDOL SELF LEARNING MATERIAL (SLM)

Court is mentioned only in connection with one specific court case. It is not central to the author’s discussion. Based on the number of test takers who answered this question correctly when it appeared on the LSAT, this was an easy question. Question 2 The passage provides evidence to suggest that the author would be most likely to assent to which one of the following proposals? a. Aboriginal peoples in Canada should not be answerable to the federal laws of Canada. b. Oral tradition should sometimes be considered legal documentation of certain indigenous customs. c. Aboriginal communities should be granted full protection of all of theircustoms. d. Provincial courts should be given no authority to decide cases involving questions of aboriginal rights. e. The language of the Canadian constitution should more carefully delineate the instances to which reforms apply. Explanation for Question 2 This question requires the examinee to use evidence from the passage to infer what the author would be most likely to believe. The question is not simply to identify something that the author states explicitly. Rather, the test taker must identify what can reasonably be inferred from what the author says. The correct answer choice is (B). In the second paragraph the author discusses the aboriginal right to the legal recognition of indigenous customs. It is clear from the tenor of the discussion in the passage that the author believes that this right should be protected, but the author notes that there have been difficulties in securing this protection. According to the author, provincial courts have required legal documentation as evidence that a custom is long-standing. As the author points out at the end of the second paragraph, however, this requirement is difficult to meet for aboriginal societies, “which often relied on oral tradition rather than written records.” Given that the author believes that aboriginal customs should receive legal recognition, and given that the author regards the requirement of written 11 CU IDOL SELF LEARNING MATERIAL (SLM)

documentation as an impediment to such recognition in many cases, it can be inferred that the author would be likely to assent to the statement that oral tradition should sometimes be considered legal documentation for certain indigenous customs. Answer choice (A) is incorrect. While the author clearly feels that aboriginal rights should be protected, that is a far cry from thinking that aboriginal peoples should not be answerable to federal laws. More importantly, the author’s argument in favor of the legal recognition of aboriginal rights, and also the presumption that problems should be resolved in the Canadian courts, suggest that the author probably believes that aboriginal peoples should be answerable to Canadian laws. Answer choice (C) is incorrect. The main point of the passage as a whole is that there are difficulties involved in interpreting the language of the constitutional protection of aboriginal rights. Importantly, the author clearly agrees with the intentions of the constitutional protection. In discussing the legal recognition of aboriginal customs in the second paragraph, the author claims that the “intent of the constitutional protection is to recognize only long-standing traditional customs, not those of recent origin.” Since the author never questions this intent, there is no reason to think that the author would agree that aboriginal peoples should be granted full protection of all of their customs. Answer choice (D) is incorrect. The author asserts that provincial courts have been placed in the difficult position of interpreting general constitutional language. This assertion takes it for granted that the provincial courts are the correct venue for the interpretation and application of the constitutional reforms. (If the author believed otherwise, it would be incumbent on him or her to say as much, rather than simply observing that the provincial courts are in a difficult position.) Furthermore, the passage does not provide any other evidence that the author thinks that provincial courts should be eliminated from the process, or be stripped of their authority concerning issues of aboriginal rights. Answer choice (E) is incorrect. The author’s main point is that there are difficulties inherent in interpreting the language involved in the constitutional protection of aboriginal rights in Canada. Tellingly, however, the author describes the relevant constitutional language as “necessarily general” (first paragraph), and there is no evidence to suggest that the author believes that the language of the Canadian constitution should be revised or rewritten. Based on the number of test takers who answered this question correctly when it appeared on the LSAT, this was a difficult question. 12 CU IDOL SELF LEARNING MATERIAL (SLM)

SUMMARY Reading is an astoundingly complex cognitive process. While we often think of reading as one singular act, our brains are actually engaging in a number of tasks simultaneously each time we sit down with a book. There are five aspects to the process of reading: phonics, phonemic awareness, vocabulary, reading comprehension and fluency. These five aspects work together to create the reading experience. Reading is one of the most important academic tasks faced by students. Strategies designed to improve reading comprehension may have any number of purposes. • To enhance understanding of the content information presented in a text • To improve understanding of the organization of information in a text • To improve attention and concentration while reading • To make reading a more active process • To increase personal involvement in the reading material • To promote critical thinking and evaluation of reading material • To enhance registration and recall of text information in memory The 4 Most Common Types of Reading Comprehension Questions 1) Factual Questions You will likely find these questions the easiest ones to answer, but also the most time consuming. You need to be careful because they often contain \"curve balls\" such as those described below, in the strategies and tips section. However, these curve balls are also relatively easy to recognize and overcome. 2) Inference Questions Inference questions do not test your knowledge of explicitly-cited facts, but rather your ability to draw conclusions from other information. These questions may even ask you to make a judgment about the author's opinions, or to guess what further conclusions the author might draw. They are usually the most difficult questions for test takers. 3) Main Idea Questions 13 CU IDOL SELF LEARNING MATERIAL (SLM)

Main idea questions ask the test taker to identify the passage's overall theme, as opposed to supporting facts and arguments. Many clients have told us that they thought these questions were exceptionally difficult. Our advice is to accept that just because all of the answer choices have been discussed in the passage, it does not mean that every one of them can be called the passage's central theme. In main idea questions, answer choices that emphasize factual information can usually be eliminated. Answer choices that are too narrow or too broad also tend to be incorrect. Those answer choices that contain key words and concepts from the main idea presented by the passage are more likely to be correct. 4) Tone Questions You will often be asked to describe the passage's tone. The same general rule about negativity applies here. The tone is much more likely to be positive or neutral than it is to be negative. For a science passage, the tone is most likely neutral. KEYWORDS • Abstract word: A word that identifies an idea or feeling as opposed to a concrete object. • Active voice:the sentence form in which the subject performs the action expressed bythe verb. • Agenda: An ordered list of topics to be considered at a meeting, along with the name of the person responsible for each topic. • Application letter: A letter from a job applicant to a prospective employer explaining the applicant’s interest in and qualifications for a position within the organization; also called a cover letter. LEARNING ACTIVITY 1. To write effectively, you need certain skills that will enable you to write simply, clearly, correctly and briefly. Read the following paragraph. The two things you would have understood after reading the above paragraph is that the mall owners were contacted on December 23rd and the president is returning on January 22nd. The important information about the sale of the block of shops is muddled up by the use of excessive words. How will you rewrite this paragraph to make sense? 14 CU IDOL SELF LEARNING MATERIAL (SLM)

2. Re-write the top headlines in the newspaper today in your own words. SELF – ASSESSMENT QUESTIONS Passage 1 The painter Roy Lichtenstein helped to define pop art—the movement that incorporated commonplace objects and commercial-art techniques into paintings—by paraphrasing the style of comic books in his work. His merger of a popular genre with the forms and intentions of fine art generated a complex result: while poking fun at the pretensions of the art world, Lichtenstein’s work also managed to convey a seriousness of theme that enabled it to transcend mere parody. That Lichtenstein’s images were fine art was at first difficult to see, because, with their word balloons and highly stylized figures, they looked like nothing more than the comic book panels from which they were copied. Standard art history holds that pop art emerged as an impersonal alternative to the histrionics of abstract expressionism, a movement in which painters conveyed their private attitudes and emotions using nonrepresentational techniques. The truth is that by the time pop art first appeared in the early 1960s, abstract expressionism had already lost much of its force. Pop art painters weren’t quarreling with the powerful early abstract expressionist work of the late 1940s but with a second generation of abstract expressionists whose work seemed airy, high-minded, and overly lyrical. Pop art paintings were full of simple black lines and large areas of primary color. Lichtenstein’s work was part of a general rebellion against the fading emotional power of abstract expressionism, rather than an aloof attempt to ignore it. But if rebellion against previous art by means of the careful imitation of a popular genre were all that characterized Lichtenstein’s work, it would possess only the reflective power that parodies have in relation to their subjects. Beneath its cartoonish methods, his work displayed an impulse toward realism, an urge to say that what was missing from contemporary painting was the depiction of contemporary life. The stilted romances and war stories portrayed in the comic books on which he based his canvases, the stylized automobiles, hot dogs, and table lamps that appeared in his pictures, 15 CU IDOL SELF LEARNING MATERIAL (SLM)

were reflections of the culture Lichtenstein inhabited. But, in contrast to some pop art, Lichtenstein’s work exuded not a jaded cynicism about consumer culture, but a kind of deliberate naiveté, intended as a response to the excess of sophistication he observed not only in the later abstract expressionists but in some other pop artists. With the comics—typically the domain of youth and innocence—as his reference point, a nostalgia fills his paintings that gives them, for all their surface bravado, an inner sweetness. His persistent use of comic-art conventions demonstrates a faith in reconciliation, not only between cartoons and fine art, but between parody and true feeling. Question 1 Which one of the following best captures the author’s attitude toward Lichtenstein’s work? a. enthusiasm for its more rebellious aspects b. respect for its successful parody of youth and innocence c. pleasure in its blatant rejection of abstract expressionism d. admiration for its subtle critique of contemporaryculture e. appreciation for its ability to incorporate both realism and naiveté Question 2 The author most likely lists some of the themes and objects influencing and appearing in Lichtenstein’s paintings (middle of the last paragraph) primarily to a. show that the paintings depict aspects of contemporary life b. support the claim that Lichtenstein’s work was parodic in intent c. contrast Lichtenstein’s approach to art with that of abstract expressionism d. suggest the emotions that lie at the heart of Lichtenstein’s work e. endorse Lichtenstein’s attitude toward consumerculture Question 3 The primary purpose of the passage is most likely to 16 a. express curiosity about an artist’s work b. clarify the motivation behind an artist’s work CU IDOL SELF LEARNING MATERIAL (SLM)

c. contrast two opposing theories about an artist’s work d. describe the evolution of an artist’s work e. refute a previous overestimation of an artist’s work Passage 2 But man is not destined to vanish. He can be killed, but he cannot be destroyed, because his soul is deathless and his spirit is irrepressible. Therefore, though the situation seems dark in the context of the confrontation between the superpowers, the silver lining is provided by amazing phenomenon that the very nations which have spent incalculable resources and energy for the production of deadly weapons are desperately trying to find out how they might never be used. They threaten each other, intimidate each other and go to the brink, but before the total hour arrives they withdraw from the brink. Question 1: The main point from the author's view is that A. Man's soul and spirit cannot be destroyed by superpowers. B. Man's destiny is not fully clear or visible. C. Man's soul and spirit are immortal. D. Man's safety is assured by the delicate balance of power in terms of nuclear weapons. E. Human society will survive despite the serious threat of totalannihilation. Question 2: The phrase 'Go to the brink' in the passage means A. Retreating from extreme danger. B. Declare war on each other. C. Advancing to the stage of war but not engaging in it. D. Negotiate for peace. E. Commit suicide. Question 3: In the author's opinion A. Huge stockpiles of destructive weapons have so far saved mankind from a catastrophe. 17 CU IDOL SELF LEARNING MATERIAL (SLM)

B. Superpowers have at last realized the need for abandoning the production of lethal weapons. C. Mankind is heading towards complete destruction. D. Nations in possession of huge stockpiles of lethal weapons are trying hard to avoid actual conflict. E. There is a Silver lining over the production of deadly weapons. Question 4: 'Irrepressible' in the second line means A. incompatible B. strong C. oppressive D. unrestrainable E. unspirited Question 5:A suitable title for the above passage is A. Destruction of mankind is in evitable. B. Man's desire to survive inhibits use of deadly weapons. C. Mounting cost of modern weapons. D. Threats and intimidation between super powers. E. Cowardly retreat by man Passage 3 Disequilibrium at the interface of water and air is a factor on which the transfer of heat and water vapor from the ocean to the air depends. The air within about a millimeter of the water is almost saturated with water vapor and the temperature of the air is close to that of the surface water. Irrespective of how small these differences might be, they are crucial, and the disequilibrium is maintained by air near the surface mixing with air higher up, which is typically appreciably cooler and lower in water vapor content. The turbulence, which takes its energy from the wind mixes the air. As the speed of wind increases, so does the turbulence, and consequently the rate of heat and 18 CU IDOL SELF LEARNING MATERIAL (SLM)

moisture transfer. We can arrive at a detailed understanding of this phenomenon after further study. The transfer of momentum from wind to water, which occurs when waves are formed is an interacting-and complicated phenomenon. When waves are made by the wind, it transfers important amounts of energy-energy, which is consequently not available for the production of turbulence. Question 1: This passage principally intends to: A. resolve a controversy B. attempt a description of a phenomenon C. sketch a theory D. reinforce certain research findings E. tabulate various observations Question 2: The wind over the ocean usually does which of the following according to the given passage? I. Leads to cool, dry air coming in proximity with the ocean surface. II. Maintains a steady rate of heat and moisture transfer between the ocean and the air. III. Results in frequent changes in the ocean surface temperature. A. I only B. II only C. I and II only D. II and III only E. I, II, and III Question 3: According to the author the present knowledge regarding heat and moisture transfer from the ocean to air as A. revolutionary B. inconsequential C. outdated 19 CU IDOL SELF LEARNING MATERIAL (SLM)

D. derivative E. incomplete Question 4: According to the given passage, in case the wind was to decrease until there was no wind at all, which of the following would occur? A. The air, which is closest to the ocean surface would get saturated with water vapor. B. The water would be cooler than the air closest to the ocean surface. C. There would be a decrease in the amount of moisture in the air closest to the ocean surface. D. There would be an increase in the rate of heat and moisture transfer. E. The temperature of the air closest to the ocean and that of the air higher up would be the same. Passage 4 The Food and Drug Administration has formulated certain severe restrictions regarding the use of antibiotics, which are used to promote the health and growth of meat animals. Though the different types of medicines mixed with the fodder of the animals kills many microorganisms, it also encourages the appearance of bacterial strains, which are resistant to anti-infective drugs. It has already been observed that penicillin and the tetracyclines are not as effective therapeutically as they once used to be. This resistance to drugs is chiefly caused due to tiny circlets of genes, called plasmids, which are transferable between different species of bacteria. These plasmids are also one of the two kinds of vehicles on which molecular biologists depend on while performing gene transplant experiments. Existing guidelines also forbid the use of plasmids, which bear genes for resistance to antibiotics, in the laboratories. Though congressional debate goes on as to whether these restrictions need to be toughened with reference to scientists in their laboratories, almost no congressional attention is being paid to an ill-advised agricultural practice, which produces deleterious effects. Question 1: In the present passage, the author's primary concern is with: A. The discovery of methods, which eliminate harmful microorganisms without generating drug-resistant bacteria. B. Attempting an explanation of the reasons for congressional inaction about the regulation of gene transplant experiments. 20 CU IDOL SELF LEARNING MATERIAL (SLM)

C. Portraying a problematic agricultural practice and its serious genetic consequences D. The verification of the therapeutic ineffectiveness of anti-infective drugs E. Evaluation of the recently proposed restrictions, which are intended to promote the growth of meat animals. Question 2: As inferred from the above passage, the mutual transfer of plasmids between different bacteria can result in which of the following? A. Microorganisms, which have an in-built resistance to drugs B. Therapeutically useful circlets of genes C. Penicillin like anti-infective drugs D. Viruses used by molecular biologists E. Carriers for performing gene transplant experiments. Question 3: According to the above passage the author believes that those who favor the stiffening of restrictions on gene transplant research should logically also. A. Approve and aid experiments with any plasmids except those, which bear genes for antibiotic resistance. B. Inquire regarding the addition of anti-infective drugs to livestock feeds C. Oppose the using of penicillin and tetracyclines in order to kill microorganisms D. Agree to the development of meatier live-stock through the use of antibiotics E. Approve of congressional debate and discussion regarding science and health issues. Question 4: The attitude the author has with reference to the development of bacterial strains that render antibiotic drugs in effective can best be described as A. indifferent B. perplexed C. pretentious D. insincere 21 CU IDOL SELF LEARNING MATERIAL (SLM)

E. apprehensive Passage 5 Roger Rosenblatt's book Black Fiction, manages to alter the approach taken in many previous studies by making an attempt to apply literary rather than sociopolitical criteria to its subject. Rosenblatt points out that criticism of Black writing has very often served as a pretext for an expounding on Black history. The recent work of Addison Gayle's passes a judgement on the value of Black fiction by clearly political standards, rating each work according to the ideas of Black identity, which it propounds. Though fiction results from political circumstances, its author react not in ideological ways to those circumstances, and talking about novels and stories primarily as instruments of ideology circumvents much of the fictional enterprise. Affinities and connections are revealed in the works of Black fiction in Rosenblatt's literary analysis; these affinities and connections have been overlooked and ignored by solely political studies. The writing of acceptable criticism of Black fiction, however, presumes giving satisfactory answers to a quite a few questions. The most important of all, is there a sufficient reason, apart from the racial identity of the authors, for the grouping together of Black authors? Secondly, what is the distinction of Black fiction from other modern fiction with which it is largely contemporaneous? In the work Rosenblatt demonstrates that Black fiction is a distinct body of writing, which has an identifiable, coherent literary tradition. He highlights recurring concerns and designs, which are independent of chronology in Black fiction written over the past eighty years. These concerns and designs are thematic, and they come from the central fact of the predominant white culture, where the Black characters in the novel are situated irrespective of whether they attempt to conform to that culture or they rebel against it. Rosenblatt's work does leave certain aesthetic questions open. His thematic analysis allows considerable objectivity; he even clearly states that he does not intend to judge the merit of the various works yet his reluctance seems misplaced, especially since an attempt to appraise might have led to interesting results. For example, certain novels have an appearance of structural diffusion. Is this a defeat, or are the authors working out of, or attempting to forge, a different kind of aesthetic? Apart from this, the style of certain Black novels, like Jean Toomer's Cane, verges on expressionism or surrealism; does this technique provide a counterpoint to the prevalent theme that portrays the fate against which Black heroes are pitted, a theme usually conveyed by more naturalistic modes of expressions? Irrespective of such omissions, what Rosenblatt talks about in his work makes for an astute and worthwhile study. His book very effectively surveys a variety of novels, highlighting certain 22 CU IDOL SELF LEARNING MATERIAL (SLM)

fascinating and little-known works like James Weldon Johnson's Autobiography of an Ex-Coloured Man. Black Fiction is tightly constructed, and levelheaded and penetrating criticism is exemplified in its forthright and lucid style. Question 1: The author of the passage raises and objection to criticism of Black fiction like that by Addison Gayle as it: A. Highlights only the purely literary aspects of such works B. Misconceive the ideological content of such fiction C. Miscalculate the notions of Black identity presented in such fiction D. Replaces political for literary criteria in evaluating such fiction E. Disregards the reciprocation between Black history and Black identity exhibited in such fiction. Question 2: The primary concern of the author in the above passage is: A. Reviewing the validity of a work ofcriticism B. Comparing various critical approaches to a subject C. Talking of the limitations of a particular kind of criticism D. Recapitulation of the major points in a work of criticism E. Illustrating the theoretical background of a certain kind of criticism. Question 3: The author is of the opinion that Black Fiction would have been improved had Rosenblatt: A. Undertaken a more careful evaluation of the ideological and historical aspects of Black Fiction B. Been more objective in his approach to novels and stories by Black authors C. Attempted a more detailed exploration of the recurring themes in Black fiction throughout its history D. Established a basis for placing Black fiction within its own unique literary tradition E. Calculated the relative literary merit of the novels he analyzed thematically. 23 CU IDOL SELF LEARNING MATERIAL (SLM)

Question 4: Rosenblatt's discussion of Black Fiction is: A. Pedantic and contentious B. Critical but admiring C. Ironic and deprecating D. Argumentative but unfocused E. Stilted and insincere. Question 5: According to the given passage the author would be LEAST likely to approve of which among the following? A. Analyzing the influence of political events on the personal ideology of Black writers B. Attempting a critical study, which applies sociopolitical criteria to the autobiographies of Black authors C. A literary study of Black poetry that appraises the merits of poems according to the political acceptability of their themes D. Studying the growth of a distinct Black literary tradition within the context ofBlack history E. Undertaking a literary study, which attempts to isolate aesthetic qualities unique to Black fiction. Question 6: From the following options, which does the author not make use of while discussing Black Fiction? A. Rhetorical questions Specific examples Comparison and contrast Definition of terms Personal opinion. Question 7: The author makes a reference to James Weldon Johnson's Autobiography of an Ex- colored Man most probably to: 24 CU IDOL SELF LEARNING MATERIAL (SLM)

B. Highlight the affinities between Rosenblatt's method of thematic analysis andearlier criticism C. Elucidate regarding the point made regarding expressionistic style earlier in thepassage D. Qualify the assessment of Rosenblatt's book made in the first paragraph of the passage E. Demonstrate the affinities among the various Black novels talked of by Rosenblatt's literary analysis F. Present a specific example of one of the accomplishments of Rosenblatt's work. SUGGESTED READINGS • Lesikar R.V., Petit J.D. (2016). Business Communication. New Delhi: Tata McGraw. • Chaturvedi, P.D. (2016). Business Communication. New Delhi: Pearson Education. • Raman, M., Sharma, S. Technical (2017). Communication-Principles and Practice New Delhi: Oxford University Press. • Murphy, R., (2015). Elementary Grammar.UK: Cambridge University Press. • Murphy, R., (2015). Essential Grammar in Use, 4th Edition. UK: Cambridge UniversityPress. • Hewing, M. A (2015). Advanced English Grammar.UK: Cambridge University Press. • http:// www.basic English org. • www.everyday English com. • www.edufind .com. • www. language.com. • www.dauniv.ac.in 25 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT-2 WRITING – I 26 Structure Learning Objectives Introduction Introduction to proposals Definition & purpose of Business Proposal Types of Business Proposal Characteristics of a Business Proposal Sample Business Proposal – I Types of reports Official reports and technical report writings Format of a report Parts of a report Sample Report Techniques of Good technical Writing Cover letter and resume writing Job Application Letter / Cover Letter Sample Cover Letter used with a Job Application Resume Writing Sample Resume Paragraph writing Crafting a Paragraph Summary Keywords Learning Activity Unit End Questions CU IDOL SELF LEARNING MATERIAL (SLM)

Suggested Readings LEARNING OBJECTIVES In this unit we would • Give details of how business proposals • Explain the ways of writing reports from the business perspective • State the use & methods of writing resume & cover letters from the businessperspective INTRODUCTION Writing skills are an important part of communication. Good writing skills allow you to communicate your message with clarity and ease to a far larger audience than through face-to-face or telephone conversations.You might be called upon to write a report, plan or strategy at work; write a grant application or press release within a volunteering role; or you may fancy communicating your ideas online via a blog. And, of course, a well written CV with no spelling or grammatical mistakes is essential if you want a new job. INTRODUCTION TO PROPOSALS Definition and Purpose of Business proposal A business proposal is a written document sent to a prospective client in order to obtain a specific job. A business proposal is a written proposal presented from a vendor that is intended to elicit business from a prospective buyer. It differs from a business plan, which is primarily constructed to obtain start-up capital by detailing the organization and operational aspects of the business to demonstrate its profit potential. A business proposal is also unique because it contains much more than figures and statistics represented by pie charts and graphs. In fact, the former involves proposal writing, which is designed to identify and target a specific market and solidly demonstrate how the bidder can deliver custom solutions to the needs of buyers within that market. Types of Business Proposal A solicited business proposal is quite different and much more detailed. A company or government agency may publish a request for bid proposals on a certain project, also known as a Request for Proposal (RFP) or an Invitation for Bid (IFB). Since the project is usually offered to multiple 27 CU IDOL SELF LEARNING MATERIAL (SLM)

candidates simultaneously, the business proposal submitted by the winning bidder will generally meet the specific requirements of the proposal. An unsolicited business proposal can be thought of as collateral marketing material, such as a brochure. They are largely broad spectrum in that they don’t address a particular company by name or attempt to close a sale. Instead, this kind of informal business proposal is created to introduce a product or service to potential customers through direct mail distribution, by leaving the material behind after a “cold” sale call, or making printed information available at trade shows. Difference between Unsolicited and Solicited Proposals The difference between these two proposals can be identified through their names. Solicited proposals are presented as an answer to a need. Unsolicited proposals are used to initiate the sales process, they usually show the customers why they would need this product. Solicited proposals are often welcomed; however due to the increasing number of unsolicited proposals today, customers don’t pay attention to them. Solicited proposals are presented because they are wanted by the customer; but an unsolicited proposal is like telling the person how you can help even if they do not require you to help. Solicited proposals are submitted because they are needed, on the other hand, unsolicited proposals are submitted even if they are not needed. It is the proposal that usually tells the person that they should need the product they are proposing. Characteristics of a Business Proposal The key elements which are required to make the business proposal successful are given below: • Solutions: After you have written a lead paragraph on the company's needs and problems, follow up with a solid presentation of how your business can provide solutions. The key here is to promise solutions you can deliver. • Benefits: All winning business proposals, clearly outline for the company the benefits to be gained from doing business with you. If your small business can offer complete confidentiality and meet tight deadlines state it in your benefits section. • Credibility: This is often the overlooked portion of a business proposal but all winning proposals glow with credibility. If you have worked with clients in the same field or have an award-winning business, then third-party endorsements will build credibility. • Samples: A business proposal with samples and evidence of your ability to deliver is vital to 28 CU IDOL SELF LEARNING MATERIAL (SLM)

gaining the winning bid. A small sample of your work can show your ability to do the job. • Targeted: A winning business proposal is all about communication. Speak in a language spoken by your intended audience. If the proposal evaluators are from an engineering background or financial department use the appropriate jargon. • Ultimately, the best business proposal is none. When your company is well-positioned and unique in the marketplace then it is only you who can meet the needs of the company requesting the bids. If a retail craft chain is looking for a web design firm and your company specializes in web creation for the crafts industry you might be able to circumvent the proposal process. In the end, you may not win all bids, but will win business that best matches your company to the prospective business. A win-win for all parties involved. Sample business proposal – I MEMORANDUM To: Amit Jha, Senior Vice President, Human Resources From: Kiran Saha, Intern, Purchasing Department Subject: Proposal to Add a Wellness Program Date: April 24, XXXX Health care costs are rising. In the long run, implementing a wellness program in our corporate culture will decrease the company’s health care costs. Research indicates that nearly 70% of health care costs are fromcommon illnesses related to high blood pressure, overweight, lack of exercise, high cholesterol, stress, poor nutrition, and other preventable health issues. Health care costs are a majorexpense for most businesses, and they do not reflect costs due tothe loss of productivity or absenteeism. A wellness program wouldaddress most, if not all, of these health care issues and relatedcosts. Benefits of Healthier Employees Not only would a wellness program substantially reduce costs associated with employee health care, but our company wouldprosper through many other benefits. Businesses that have wellnessprograms 29 CU IDOL SELF LEARNING MATERIAL (SLM)

show a lower cost in production, fewer sick days, andhealthier employees. Our healthier employees will help to cut not only our production and absenteeismcosts but also potential costs such as higher turnover because of lowemployee morale. Implementing the Program Implementing a good wellness program means making small changesto the work environment, starting with a series of information sessions. Simple changes to our work environment should includehealthier food selections in vending machines and in the employeecafeteria. A smoke-free environment, inside and outside the building,could be a new company policy. An important step is to educate ouremployees through information seminars and provide health careguides and pamphlets for work and home. In addition, the human resources department could expand the current employee assistanceprogram by developing online materials that help employees andtheir families to assess their individual health goals.Each health program is different in its own way, and there are a variety of programs that can be designed to meet the needs of ourindividual employees. Some programs that are becoming increasinglypopular in the workplace are the following: • Health promotion programs • Subsidized health club membership • Return-to-work programs • Health-risk appraisals and screenings Obstacles: Individual and Financial The largest barrier in a wellness program is changing the habits andbehaviors of our employees. Various incentives such as monetarybonuses, vacation days, merchandise rewards, recognition, and appreciation help to instill new habits and attitudes. Providing ahealthy environment and including family in certain programs alsohelp to encourage healthier choices and behaviors.The costs of incorporating a wellness program will be far less than rising costs associated with health care in the long run. An employee’ssense of recognition, appreciation, or accomplishment is an incentivethat has relatively low or no costs. The owner of Unique Ovens Bakery, James Mathur, has stated that his company gained financially afterproviding programs including free healthy lunches for employees.James said he believes that higher morale and keepingvaluable employees have helped his business tremendously.It is important that our company be healthy in every way possible.Research 30 CU IDOL SELF LEARNING MATERIAL (SLM)

shows that 41% of businesses already have some type ofwellness program in progress and that 32% will incorporate programswithin the next year. Our companyshould always be ahead of our competitors. I want to thank you foryour time and I look forward to discussing this proposal with youfurther next week. TYPES OF REPORTS A report is written for a clear purpose and to a particular audience. Specific information and evidence are presented, analyzed and applied to a particular problem or issue. The information is presented in a clearly structured format making use of sections and headings so that the information is easy to locate and follow. The report brief may outline the purpose, audience and problem or issue that your report must address, together with any specific requirements for format or structure. Types of Reports Different types of reports used in business are: 1. Informational reports - These reports present facts about certain given activity in detail without any note or suggestions. Whatever is gathered is reported without giving any thing by way of either explanation or any suggestion. A vice-chancellor asking about the number of candidates appearing at a particular examination naturally seeks only information of the fact (candidates taking up the examination) of course without any comment. Generally, such reports are of routine nature. Sometimes they may fall under statutory routine category. Acompany registrar asking for allotment return within the stipulate period is nothing but informational routine, falling under statutory but routine report. 2. Analytical reports - These reports contain facts along with analytical explanations offered by the reporter himself or may be asked for by the one who is seeking the report. Such reports contain the narration of facts, collected data and information, classified and tabulated data and also explanatory note followed by the conclusions arrived at or interpretations. A company chairman may ask for a report on falling trends in sale in a particular area. He will in this case be naturally interested in knowing all the details including that of opinion of any of the investigator. 3. Research reports - These reports are based on some research work conducted by either an individual or a group of individuals on a given problem. Indian oil company might haveasked 31 CU IDOL SELF LEARNING MATERIAL (SLM)

its research division to find some substitute for petrol, and if such a study is conducted then a report shall be submitted by the research division detailing its findings and then offering their own suggestions, including the conclusions at which the division has arrived at as to whether such a substitute is these and if it is there can the same be put to use with advantage and effectively. All details shall naturally be asked and has to be given. In fact, such a report is the result of a research. 4. Statutory reports - These reports are to be presented according to the requirements of a particular law or a rule or a custom now has become a rule. The auditor reports to company registrar has to be submitted as per the requirements of country legal requirement. A return on compensation paid to factory workers during a period by a factory has to be submitted to competent authorities periodically. These reports are generally prepared in the prescribed form as the rules have prescribed. 5. Non statutory reports - These reports are not in the nature of legal requirements or rules wants; therefore, the reports are to be prepared and submitted. These reports are required to be prepared and submitted: (i) for the administrative and other conveniences,(ii) for taking decision in a matter (iii) for policy formulations, (iv) for projecting the future or (v) anything alike so that efficient and smooth functioning maybe assured and proper and necessary decision may be taken with a view to see that everything goes well and the objectives of the organization are achieved with assured success. 6. Routine reports - These reports are required to be prepared and submitted periodically on matters required by the organization so as to help the management of the organization to take decisions in the matters relating to day to day affairs. The main objectives of routine reports are to let the management know as to what is happening in the organization, what is its progress where the deviation is, what measures have been taken in solving the problems and what to do so that the organization may run smoothly and efficiently. Routine reports are generally brief. They only give the facts. No comments or explanations are usually offered in such reports. Generally, forms are prescribed for preparation and submission of such reports. 7. Special reports - Such a type of report is specially required to be prepared and submitted on matters of special nature. Due to an accident a death of the foreman has occurred in a factory. The factory manager may ask for a detail report from the head foreman. Such a report is classified as special reports. These reports contain not only facts and details but they may 32 CU IDOL SELF LEARNING MATERIAL (SLM)

contain suggestion, comments and explanations as well. OFFICIAL REPORTS AND TECHNICAL REPORT WRITING Format of a Report Report has two formats: 1. Memo Format, when it is written within your department or company. 2. Letter Format, when it is written for outside your company. Short Reports are usually one page (two pages maximum). Parts of a report There are usually 4 parts. 1. Summary 2. Background (which is optional and not always necessary) 3. Body (main contents) The content may even include a simple, small chart or diagram (if it contains lots of information, is complex or several pages, then include it in the “attachments” section). 4. Recommendation or Conclusion (use either one, depending on the subject/purpose of your report). Sample Report Sample Memo Report – I TO: Rajesh Gupta, Marketing Executive FROM: Ravi Sampath, Market Research Assistant DATE: January 14, 2014 SUBJECT: Fall Clothes Line Promotion Market research and analysis show that the proposed advertising media for the new fall lines need to be reprioritized and changed. Findings from focus groups and surveys have made it apparent that we need to update our advertising efforts to align them with the styles and trends of young adults today. 33 CU IDOL SELF LEARNING MATERIAL (SLM)

No longer are young adults interested in sitcoms as they watch reality televisions shows. Also, it is has become increasingly important to use the internet as a tool to communicate with our target audience to show our dominance in the clothing industry. Internet Advertising XYZ Company needs to focus advertising on internet sites that appeal to young people. According to surveys, 72% of our target market uses the internet for five hours or more per week. The following list shows in order of popularity the most frequented sites: • Google • Facebook • Myspace • eBay Shifting our efforts from our other media sources such as radio and magazine to these popular internet sites will more effectively promote our product sales. Young adults are spending more and more time on the internet downloading music, communicating and researching for homework and less and less time reading paper magazines and listening to the radio. As the trend for cultural icons to go digital, so must our marketing plans. Television Advertising It used to be common to advertise for our products on shows like KBC (Kaun Banega Crorepati) and DID (Dance India Dance) for our target audience, but even the face of television is changing. Young adults are tuning into reality television shows for their entertainment. Results from the focus group show that our target audience is most interested in shows like Indian Idol, and Sa Re Ga Ma, At Blue Incorporated, we need to focus our advertising budget on reality television shows and reduce the amount of advertising spent on other programs. By refocusing our advertising efforts of our new line of clothing we will be able to maximize the exposure of our product to our target market and therefore increase our sales. Tapping into the trends of young adults will help us gain market share and sales through effective advertising. Sample Report – II Report of Committee on Declining Sales 34 CU IDOL SELF LEARNING MATERIAL (SLM)

A Committee comprising three members was constituted in accordance with the Board Resolution passed at the Board meeting held on April 30. 2014 to study the causes of declining sales of our refrigerators and to suggest measures for the promotion of their sales. The three members of the committee were: • Mr. Nitin Kapadia, Senior Marketing Manager • Mr. Narinder Jain, Marketing Officer • Mr. Naresh Chugh, Marketing Officer Work done: • The committee personally interviewed the dealers, retailers and actual users, to know the causes of declining sales. • The committee reviewed the literature on refrigerator sales in magazines and newspapers to know the general trends of the market region-wise. • The committee studied the sales record of the last three years. Findings: The data revealed by magazines and newspapers show a negative growth around 6% in 165 liters refrigerators whereas 190 to 230 liters category has registered an astounding growth of 128%. The dealers attribute these trends to the exchange offers which has spread to 2-3 million units’ refrigerators all over India. The direct purchasing which used to command significant position is losing ground. The present market share of various major companies in India is as follows: Whirlpool - 27% Videocon - 18% Godrej - 15% BPL - 12% Kelvinator - 10% Voltas - 7% 35 CU IDOL SELF LEARNING MATERIAL (SLM)

Alwin - 6% Others - 5% The committee studied the distribution network, which is of critical importance, and finds that distributors and dealers pay less attention to promotion of sales of our refrigerators. The reasons for lack of their interest are higher discounts and credit period allowed by other companies. Other companies usually allow them 5% to 7% discount whereas our company allows only 4%. They are given 45days to 90 days credit by other companies, whereas our credit period is limited isup to 30 days. As far as advertisement is concerned, other companies spend a lot of money on advertising on television network. Our company’s advertisement campaigns have not been as aggressive as theirs, during the last 3-4 years. It has been carried out through newspapers only. The committee found that users of the refrigerators also reported against the quality of compressors. Other companies have improved their technology due to collaborations with foreign enterprises, like Videocon with Toshiba. The committee collected the data regarding prices of different refrigerators in different cities and found that prices of our refrigerators are slightly higher. Recommendations: 1. There is no need to reduce or increase the prices of refrigerators under present conditions. 2. The dealer’s margin should be increased from the present 4% to 6% to induce them for promotion of sales. Besides, the credit period be increased up to 60 days, considering the policy of other competitors. 3. As early as possible, an exchange scheme should be introduced by which customers can purchase new model refrigerators by surrendering an old one and paying some cash. 4. Budget should be made for TV advertising. Mr. Nitin Kapadia, Senior Marketing Manager Sample Report - III As the secretary of a youth club, prepare a report on the literacy drive undertaken by your club. The 36 CU IDOL SELF LEARNING MATERIAL (SLM)

report will be submitted to the secretary, Dept of Mass Education, Odisha. To: The Secretary, Dept of Mass Education, Odisha From: Mr. S.K. Das, Secretary, Friends Club, Bhubaneswar Date: 7 January 2014 Sub: Literacy drive in Banki Block The Friends club, Bhubaneswar organized a literacy drive in three villages of Banki Block in Cuttack District for two weeks with effect from 7. 12. 2013 to 21. 12. 2013. The villages selected are Haripur, Mohanaand Kesura. Mr. Rakesh Mohanty, the President of the club was the leader of the drive and 24 members of the club worked as active campaigners and participants. Each village was entrusted to eight members. The chairman and BDO of Banki Panchayat Samiti supported and helped as in this program. The targeted-group in each village consisted of 10 illiterate boys and girls and 10 illiterate adults. The club provided out of its own financial resource’s black boards, chalk, slates, paper and pencils. The children were taught for three hours from 10 am and the adult for two hours from 7 pm every day. The club members devoted One hour daily to motivating and educating the people on the aims and objectives of the campaign. Thanks to the hard work put in by the members of the club and active cooperation of the village the target was reached in just 14 days. A test was conducted on the last day. It showed that all the children as well as adults were able to learn how to write their signatures, read and simple words and sentences in Odia and a little practical arithmetic for their daily as it is heartening to mention that the drive was, by and large, a success S. K. Das Secretary Techniques of Good Technical Writing A good starting point is to look at six principles of technical writing. Reviewing these basics can provide a great platform from which we can launch forays into specific areas of interest and documentation. a. Use Good Grammar: Your readers expect technical documents to be written in standard English. Certain grammatical errors can actually cause your reader to misinterpret the information. However, because technical 37 CU IDOL SELF LEARNING MATERIAL (SLM)

documents must be precise and accurate, readers expect documents to be professional, polished, and flawless. One grammatical rule to adhere to is subject-verb agreement. Note the choice of verbs below: • One employee is absent. • Two employees are absent. This subject-verb agreement is easy to make because in each sentence, the subject is obvious: employee in the first sentence agrees with is and employees in the second sentence agrees with are. The real challenge is when the subject is not as obvious. In the following sentences, which verb would you select? • Either of the levers is clearly marked. • Either of the levers are clearly marked? You must decide if the subject is either or levers. If you selected either as the subject and is as the verb, you made the correct choice. A list of indefinite pronouns that are always singular is listed below: Each, either, everybody, everyone, neither, one, anyone, anybody, someone, somebody, no one, nobody The following indefinite pronouns are always plural: Both, few, many, several Just to keep your life interesting, the following pronouns can be either singular or plural. All, more, most, none, some You may wonder how some pronouns can be both singular and plural. Review the following examples: • Some of the information is inaccurate. • Some of the figures are inaccurate. b. Writing Concisely: In technical writing, clarity and brevity is your goal. Why take 32 words to express what could be 38 CU IDOL SELF LEARNING MATERIAL (SLM)

stated in 14 or 15? The dictates of effective technical writing suggest that the average length for a sentence is 15-20 words. How do you achieve clarity and conciseness? One of the best ways is to look for multiword phrases that can be replaced by one or two words. Similarly, when you streamline sentences, your readers don't have to wade through extra verbiage. How would you streamline the sentence below? \"To obtain maximum performance from your computer, you should endeavor to follow the maintenance program furnished in the manual accompanying your computer.\" Answer: To enhance your computer's performance, follow the manual's maintenance program. c. Using the Active Voice: Imperative sentences, or command sentences, are written in the active voice. The active voice is more natural to people when they speak, but technical writers often turn to the passive voice when writing technical documents. One of the main reasons you should use the active voice rather than the passive in technical writing is the active voice more closely resembles the way people remember and process information. d. Compare the following sentences: • Staff hours are calculated by the manager on the actual work load. • The manager calculates staff hours on the actual work load. In the active voice sentence, the subject acts. In the passive voice sentence, something is done to the subject. Another reason to avoid the passive voice sentence is you run the risk of omitting the doer of the action. Note the absence of the \"doer\" in the following sentence: e. Using Positive Statements Technical writers should word instructions as positive statements. Whenever possible, phrase commands in a positive manner. Compare the following: • Negative: Do not close the valve. • Positive: Leave the valve open. 39 CU IDOL SELF LEARNING MATERIAL (SLM)

Telling your readers what NOT to do is a negative statement. It is also abstract rather than concrete. Your readers have to take time to think about what is true (positive) so they can determine what is NOT true (negative). One exception to this rule is when a negative statement is clearer than a positive one. Keep in mind studies show it is almost 50% harder for your readers to understand the meaning when you use negatives. f. Avoiding Long Sentences: Short sentences are easier to understand than long sentences. For this reason, it is best to write your technical documents in short sentences. If you are asking your readers to perform several actions, begin the step with an active verb. This highlights the action itself. Compare the following sentences: Example of a sentence with multiple steps within the sentence: For Forte applications, create an empty workspace, populate it with application source code, and compile the workspace. Example of a sentence with multiple steps set apart: For Forte applications, perform the followingsteps: • Create an empty workspace. • Populate it with application source code. • Compile the workspace. Another tip when separating steps into distinct bullet points is to make sure that the action verbs in each bulleted item are in the same tense. For example, if the first step was worded, \"Creating an empty workspace,\" then the next bullet would be, \"Populating it with application source code,\" and the third bullet point would be, \"Compiling the workspace.\" g. Using Standard Punctuation: Your readers expect standard punctuation when they read your documents. Complicated or \"creative\" punctuation will confuse them. One suggestion is to select syntax that minimizes the need for punctuation. You may wish to divide compound or complex sentences into shorter sentences to avoid excessive or confusing punctuation. 40 CU IDOL SELF LEARNING MATERIAL (SLM)

One example of this is deciding where to place your commas, full stops, colons, and semicolons when using quotation marks. Commas and full stops always go inside the closing quotation mark. Examples: • We are \"struggling young artists,\" but we hope to become successful. • Most corporations adopt the belief, \"the customer is always right.\" • On the other hand, semicolons and colons are always placed outside the quotation marks. Examples: • These actors can deliver \"box office hits\": Shahrukh Khan, Ranbir Kapoor, Amir Khan. • Look in the manual under \"text messaging\"; the directions are very clear. COVER LETTER AND RESUME WRITING Job Application Letter/Cover Letter The covering letter or cover letter (as it covers or the first page attached with the CV) is vital to your CV. This is why it is the first page and not an addition. Your covering letter demonstrates your writing style better than your CV (which is usually briefer and more factual). Purpose of a cover letter The covering letter puts flesh on the bare bones of the CV. It points out to the employer the information showing that you have the qualities the job calls for, and makes a statement about yourself and your suitability for the job. It should give the personal touch that your CV will intrinsically lack. Format of a cover letter Suggested structure for your covering letter A. First Paragraph o State the job you’re applying for. o Where you found out about it (advert in The Guardian newspaper etc. - organizations like to know which of their advertising sources are being successful) 41 CU IDOL SELF LEARNING MATERIAL (SLM)

o When you're available to start work (and end if it's a placement) B. Second Paragraph o Why you're interested in that type of work o Why the company attracts you (if it's a small company say you prefer to work for a small friendly organization!) C. Third Paragraph • summarize your strengths and how they might be an advantage to the organization. • Relate your skills to the competencies required in the job. D. Last Paragraph • Mention any dates that you won't be available for interview • Thank the employer and say you look forward to hearing from them soon. If you start with a name (e.g. \"Dear Mr. Bloggs\") you should end with \"Yours sincerely\". If you start with \"Dear Sir or Madam\" you should end with \"Yours faithfully\". Guidelines to write a cover letter A. Guidelines to write email cover letter Put your covering letter as the body of your email. It's wise to format it as plain text as then it can be read by any email reader. Emails are not as easy to read as letters. Stick to simple text with short paragraphs and plenty of spacing. Break messages into points and make each one a new paragraph with a full line gap between paragraphs. DON'T \"SHOUT\" (WRITE IN UPPER CASE!) Your CV is then sent as an attachment. Say you'll send a printed CV if required. If you don't know the name of the person you are writing to, it's probably best to use the formal Dear Sir or Madam and to sign off Yours Sincerely or Yours Faithfully If they have already emailed you, reply back in the same style, so if they have signed their email \"Jenny\", write Dear Jenny, but if they have signed it \"Ms. Smith\", write Dear Ms. Smith. If they have emailed you and addressed you Hi Dave, then it's OK to reply Hi Jenny. 42 CU IDOL SELF LEARNING MATERIAL (SLM)

Also mirror the way they sign off, if they use \"regards\", \"best wishes\", then it's safe to do the same. Sample Cover Letter Used With a Job Application John Donaldson 8 Sue Circle Smithtown, CA 08067 909-555-5555 [email protected] August 15, 2020 George Gilhooley Times Union 87 Delaware Road Hatfield, CA 08065 Dear Mr. Gilhooley, I am writing to apply for the programmer position advertised in the Times Union. As requested, I enclose a completed job application, my certification, my resume, and three references. The role is very appealing to me, and I believe that my strong technical experience and education make me a highly competitive candidate for this position. My key strengths that would support my success in this position include: • I have successfully designed, developed, and supported live-use applications. • I strive continually for excellence. • I provide exceptional contributions to customer service for all customers. With a BS degree in Computer Programming, I have a comprehensive understanding of the full 43 CU IDOL SELF LEARNING MATERIAL (SLM)

lifecycle for software development projects. I also have experience in learning and applying new technologies as appropriate. Please see my resume for additional information on my experience. I can be reached anytime via email at [email protected] or by cell phone, 909-555- 5555. Thank you for your time and consideration. I look forward to speaking with you about this employment opportunity. Sincerely, John Donaldson (signature hard copy letter) John Donaldson Resume Writing What is a resume, and why do you need one when you are job searching? A resume is a written compilation of your education, work experience, credentials, and accomplishments. Most professional positions require applicants to submit a resume and cover letter as part of the application process. In many cases, your resume is the first document a hiring manager will look at when reviewing yourapplication, and therefore is a true “first impression.” Accordingly, it’s important to put time and effort into developing and maintaining an updated, accurate resume. Whether you are writing your first resume, or you haven’t updated yours in a while and it needs refreshing, here is a step-by-step guide to writing a resume that will help you get the job you want. Review the Purpose of a Resume Think of a resume as “self-advertisement” that sums up your experience on one page. Your resume is one of the most important pieces of your job application. It gives the hiring manager an overview of the qualifications you have for the job for which you’re applying. You should also familiarize yourself with the difference between a resume and a cover letter: A resume is typically sent with a cover letter, which is a document that provides additional information on your skills and experience in letter form. A resume is a concise, often bulleted summary, while a cover letter highlights and expands on certain 44 CU IDOL SELF LEARNING MATERIAL (SLM)

traits or accomplishments that would be unique or ideal assets for the particular job. Steps to write a resume a. Start by Doing a Brain Dump of Your Experience An effective resume lays out a summary of qualifications that will push the hiring manager or employer to move forward and invite you to interview for the position. As well as details on skills, education, and work history, resumes can also have optional sections, such as an objective, summary statement, skills, or career highlights. Those sections can be added after you’ve compiled all the factual information you need to list on your resume. For many people, it can be helpful to sit down with a pen and paper, or a blank Word document, and jot down their work history from start to finish. Of course, if you have been in the workforce for many years, this is not going to be time-efficient, so you may choose to focus on your most prominent and relevant positions. b. Make a List of Your Work Experience No matter your approach, your goal will be to produce a chronological list of experience that is relevant to the jobs you’re applying to. Although this should focus on professional work experience, you can also include awards or accolades, volunteer or community experience, post-grad coursework, and skills, as well as your college education, which can move to the bottom of your resume once you get your first job after college. When you’re working on your brain dump, make sure to include the name of the company, its location, dates of employment, and several bullet points describing your role and responsibilities for each position you list. Although you may need to expand on the bullet points later on, you’ll need this information at the minimum. c. Focus on Your Achievements When writing the descriptions for the jobs you’ve held, focus on what you accomplished in each position rather than what you did. Listing quantifiable achievements in a numerical manner (increased sales 20%, reduced expenses by 10%, for example) will help your resume stand out. Be sure to match those accomplishments to the criteria the employer is seeking in the job posting. If it’s challenging (and it can be!) to write resume descriptions that will catch the attention of the 45 CU IDOL SELF LEARNING MATERIAL (SLM)

hiring manager, review these tips for how to make your resume employment history sound better – and get you picked for an interview. d. What to Leave Off Your Resume There are some things that don’t belong on a resume for a job. What you exclude is just as important as what you include. Ideally, your resume should reflect experience that is relevant to the job you are applying to, and typically no more than ten to fifteen years in the past. Since your resume should, if possible, be no longer than one or two pages, you may need to nix certain items. For example, if you took a job and only stayed there for a month or so, you wouldn’t want to include that position. If you’ve been out of college for more than five years, it’s generally best to remove any internships you’ve had, assuming you have other professional work experience to fill the gap. However, this is a case where you’ll want to use your common sense. If you went to college for marketing and had a marketing internship your senior year, then worked as a server for the next several years, you would want to include your marketing internship. Ultimately, you want to try to strike a balance between including experience that is both timely and relevant. e. Choose a Resume Style There are several basic types of resumes used to apply for job openings. Before you spend time writing up all the details around each position you’ve had, you should decide what style of resume to use, as that can affect how you describe, organize, and list your experience, education, skills, qualifications, and other credentials for employment. Your options include: • Chronological - The most common resume type, in which you list your work experience in reverse chronological order, from the most to the least recent. • Functional – A functional resume focuses on your skills and abilities rather than your work history. • Combination – This type of resume lists your skills and experience before youremployment history. f. Which Resume Type is Right for You? 46 CU IDOL SELF LEARNING MATERIAL (SLM)

Which resume type should you use for your job search? That depends on what you're trying to accomplish. The goal of any resume is to show a hiring manager the applicant's strengths, skills, and experience in as short a time as possible. According to one study, recruiters spend as little as six seconds reviewing a resume before moving on to the next, so it's in your best interests to put your finest qualities and accomplishments in a prominent position on the page. In addition, functional or combination resumes may also be useful if you're trying to draw the reader's attention away from something – namely, large gaps in your work history or detours into unrelated fields. g. Start Compiling Your Resume Once you’ve decided on a resume type, it’s time to start writing your resume. You don’t have to start from scratch. First, review examples of the resume type you’ve selected. Then, choose a template which you can copy and paste into a document, and then fill in with your own work history. Regardless of the type of resume you choose, aim to tailor your resume to the job you are applying to. While it's perfectly acceptable to use a resume template, which you adapt to fit each job description, it's a bad idea to send the same exact resume to multiple openings, even within the same field. Your goal should be to write your resume with both robots and humans in mind. Many organizations use Applicant Tracking Systems to sort and vet resumes, before hiring managers ever take a look at them. This means that you could have the best experience and qualifications in a whole field of candidates, and a pretty decent resume besides, but your information will fall through the cracks if your resume doesn't contain the right keywords. Good keywords will refer not only to your experience but to the job description in the posting as well. h. Format Your Resume Once you have written and organized your information according to the type of resume you have chosen, be sure to format it according to typical professional standards. You should use consistent spacing throughout, and evenly sized margins on all sides if possible. It’s generally best to stick to your word processor’s default settings, but in some cases, if you shrink the margins on the left, right, top and bottom, this can help buy more space to fit your resume on one page. Although visual or infographic resumes have become trendy in some industries, it is always a safe bet 47 CU IDOL SELF LEARNING MATERIAL (SLM)

to stick with traditional formatting: white page, black text, readable font. Choose a basic font such as Arial, Times New Roman, Calibri, Helvetica, or Georgia. Ideally, your font size should be no larger than 12 and no smaller than 10.5. Even if you are only sending in copies digitally, it is a good idea to print your resume (as it’s possible that hiring managers may be doing so) to be sure it prints on a single page, and is easy to read in printed form. Reading over a printed copy of your resume will also help you ensure that there is plenty of white space on the page and it looks professional. i. Proofread, Proofread, and Proofread Again Not even professional proofreaders can easily proofread their own work. Once you've made a typo, it's hard to catch it yourself. For that reason, it's a good idea to have one or two trusted friends take a look at your resume before you send it in for consideration. Use this resume proofreading checklist first, then ask someone else to give it a final review to be sure it’s perfect before you click send or upload to apply for a job. j. Think of Your Resume as a Living Document In the short term, you should tweak your resume based on each job you apply to. For example, if one position you’re applying to seems to weigh a certain responsibility or focus over another, you should be sure your resume conveys your expertise in this area. At the same time, you should be updating your resume with your experience as it develops, adding any new skills you’ve learned, courses you’ve taken or awards you won. It is much easier to update your resume periodically than all at once, so even when you’re employed, set a reminder to refresh your resume every three months, while the information is still fresh in your head. This will make your next job search much easier, should you decide to switch companies or careers in the future. Use these seven simple steps to build a resume to keep yours current and ready to send if you get a call from a recruiter, or find a job that you’d love to be hired for and want to apply for it right away. What should one include in a resume? 1. Name: Start with your NAME (we suggest upper case bold for name only), and complete contact information(address, phone and email address). 48 CU IDOL SELF LEARNING MATERIAL (SLM)

2. Certifications: List professional certifications or licenses with dates received. 3. Education: Summarize your education in reverse order, starting with your last degree or the one you are working on now. Include school name, city, state, degree, major, date degree was - or will be - conferred andhonors. Include GPA only if 3.0 or higher. 4. Courses: To tailor your resume to a specific job, you may include a list of “relevant courses.” This also fillsspace if you have little experience. 5. Honors/Awards/Activities: Use one or more categories as appropriate, highlighting achievements such as scholarships, Dean’s List, leadership roles in clubs, campus/community organizations, sports or other accomplishments. 6. Research: If applicable, you may include special projects or research, highlighting significant relevant classroom learning experiences such as research projects, independent study, special presentations, major papers. 7. Experience: Your experience, regardless of how you acquired it (full time or part time jobs, internships, community or college service) is usually of chief interest to the reader. For each position, include: Job Title (followed by dates of employment), Employer, City, State. Emphasize (put first) either employers or job titles, but be consistent! Describe responsibilities, duties and accomplishments, preferably using list format with bullets. 8. Skills: Of great interest to employers! Indicate computer hardware and software knowledge, fluency in foreign languages, or other technical skills. If you have several of each, use separate categories. 9. Interests: List interests only if you are really knowledgeable about something or very good at it. 10. Affiliations: List professional or volunteer affiliations/memberships (if applicable). Include any offices held. 49 CU IDOL SELF LEARNING MATERIAL (SLM)