Indira Gandhi National Open University (IGNOU)

Study Materials

Course code: BLI-225

Communication Skills

JATINDER SINGH
BLIS (JULY-2018)

www.jatinderjyoti.in
jatinderjyoti84@gmail.com
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 BLI-225
Communication Skills
Indira Gandhi
National Open University
School of Social Sciences

Block

1
COMMUNICATION FUNDAMENTALS
UNIT 1
The Basics 5
UNIT 2
Social Skills 21
UNIT 3
Introducing the Institution 40
Programme Design Committee
Prof. Uma Kanjilal (Chairperson) Prof. S.B. Ghosh, Retired Professor
Faculty of LIS, SOSS, IGNOU Faculty of LIS, SOSS, IGNOU
Prof. B.K.Sen, Retired Scientist Prof. T. Viswanathan
NISCAIR, New Delhi Retired Director, NISCAIR, New Delhi
Prof. K.S. Raghavan, DRTC Dr. Zuchamo Yanthan
Indian Statistical Institute, Bangalore Faculty of LIS, SOSS, IGNOU
Prof. Krishan Kumar, Retired Professor Conveners:
Dept. of LIS, University of Delhi, Delhi
Dr. Jaideep Sharma
Prof. M.M. Kashyap, Retired Professor Faculty of LIS, SOSS, IGNOU
Dept. of LIS, University of Delhi, Delhi
Prof. Neena Talwar Kanungo
Prof. R.Satyanarayana Faculty of LIS, SOSS, IGNOU
Retired Professor, Faculty of LIS, SOSS
IGNOU
Dr. R. Sevukan
(Former Faculty Member) Faculty of LIS
SOSS, IGNOU

Programme Coordinators Course Coordinator

Prof. Jaideep Sharma and Prof. Neena Talwar Kanungo Dr. Zuchamo Yanthan

Course Preparation Team

Unit No(s) Unit Writer(s) Course Editor
1-3 Mr. P Jayarajan Prof. Anju Sahgal Gupta
Revised by
Prof. Anju Sahgal Gupta
Internal Faculty
Dr. Zuchamo Yanthan

Print Production Secretarial Assistance Cover Design

Mr. Manjit Singh Ms. Premlata Lingwal Ms. Ruchi Sethi
Section Officer (Pub.) P.A., School of Humanities Web Designer
SOSS, IGNOU, New Delhi IGNOU, New Delhi E Gyankosh, IGNOU

October, 2013 (Second Revised Edition)

 Indira Gandhi National Open University, 2013
ISBN-978-
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 The Basics
UNIT 1 THE BASICS
Structure
1.0 Objectives
1.1 Introduction
1.2 Warm Up
1.3 Reading Comprehension: Different Styles of Communication
1.4 Vocabulary
1.5 Listening: Barriers to Listening
1.6 Speaking: Some Suggestions
1.7 Grammar: Simple Present Tense
1.8 Writing: Paragraph Writing
1.9 Summary
1.10 Answers to Self Check Exercises
1.11 References and Further Reading

1.0 OBJECTIVES
After reading this Unit, you will be able to:
• understand the different styles of communication;
• extend your vocabulary by matching words from the text;
• get an understanding of barriers to listening and get some tips on effective
speaking; and
• practice the simple present tense and paragraph writing.

1.1 INTRODUCTION
Communication is all about getting the message across correctly. To make this
happen, you need to have good speaking skills and good writing skills. If you
have these skills coupled with good listening skills and interest in reading, you
have all the potential to be a good communicator. Along with these, you also
need to have proficiency in vocabulary, grammar, pronunciation and presentation.
In this introductory Unit, you will be introduced to some of the basic but important
aspects of communication. The importance of all these in communication is
stressed along with guidance notes and tips to help you.

1.2 WARM UP
1) Reflect on the following:
i) Think of an instance when your meaning was distorted because of
miscommunication.
ii) Did it create a ‘comedy of errors’ or lead to a ‘sad situation/sorry state
of affairs’?
iii) How should you have communicated to be effective? 5
Communication 2) How will you react when faced with the following situations? Give your
Fundamentals
answers both through verbal and non-verbal communication. The first one
has been done for you.
i) Your grandparents have come to visit you.
You will greet them verbally by saying ‘namaste’, ‘salaam’, etc. The
non verbal greeting would be a warm hug, a welcoming smile and/or
touching their feet in respect. The communicative mode is thus a mix of
both formal and informal.

ii) You have gone with your friends to see a film. You meet your teacher at
the theatre who is going to administer a test the next day.
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iii) You meet an old friend unexpectedly in the library.
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iv) You want to complain to the librarian about the problem of noisy
teenagers talking in the library.
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v) You have to visit your boss who has lost his father recently. You must
also mention whether you want to use the formal or informal mode of
communication.
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6 ...............................................................................................................
 The Basics
1.3 READING COMPREHENSION: DIFFERENT
STYLES OF COMMUNICATION
Read the text below. After that you will find some questions. Answer these
questions.

Styles of Communication
The way in which we express ourselves is our style of communication. Consider
the situation of a delay in the departure of the Rajdhani train. The different ways
of reacting to this situation are:

a) Some people become very angry and show it through their facial expressions
and body gestures. They may walk up to the customer help desk and shout
at the person sitting behind the counter, using bad language and a rude tone.
b) Others may react in a passive way by shrugging their shoulders and resign
themselves to a long wait.
c) Some others may walk up to the counter and try to enquire about the cause
of delay. They may probably be given the option of refund of fare or a food
voucher and they will, in all probability, walk away smiling.
The situation is the same for all groups yet the reactions are differently
conveyed. In order to communicate effectively it is important to understand
our own style of communication which could fall into any one of the above
categories or be a combination of these styles.

The Relater
For the relator the focus is relating to people and building interpersonal
relationships. They are easy to work with and are cooperative. They are ready to
provide a listening ear and helping out others. They do not like conflicts,
disagreements or arguments and prefer to have matters sailing smoothly. They
may not be amenable to change if it upsets their smooth pattern of working (this
could work negatively).
How to deal with them:
• Share personal experiences or common interests with them
• Build a rapport with them
• While discussing any matter, impress upon them the facts of the case and
focus on how changes may affect relationships.

The Socialiser
They are enthusiastic, expressive individuals who value relationships and have a
desire to be socially accepted. They are useful to have on a team as they can
motivate others and work well in a group. Their focus on the larger picture rather
than on smaller details can prove to be negative at times. They dislike routine
and prefer change and challenges. For them, disagreements are a matter of spirited
discussion rather than a setback. They often make decisions based on their
intuition rather than on facts.

7
Communication How to deal with them:
Fundamentals
• Try to keep pace with them
• Be patient and bring them to the main subject when they stray from it
• Involve them in group activities
• Keep a watch on them if they have been assigned any job independently.
The Thinker
They are systematic, logical people with a tendency to focus upon facts and
figures. They approach problems in a precise methodical way and prefer to work
independently. They could lose sight of the larger picture in their efforts to focus
on details. Emotions and conflict have no place in their scheme of working.
They are not very open to change and need time to adjust to it.

How to deal with them:

• Present new ideas in a logical format backed with data and evidence
• Do not rush them in conversation or in work
• In case of changes taking place, help them by presenting a logical explanation
as to why the changes are necessary.
The Director
Such people tend to be forceful, dominating and aggressive. They are bold, direct
and don’t believe in a soft approach. They believe that achieving the goal is
more important than focusing on the ways to accomplish it. It is not a matter of
concern for them if a few people are hurt in the process. For them, people and
emotion are secondary to the goal. They handle conflict mainly by imposing
their ideas upon others. They may not be able to work as a team as they are
confrontational and not open to listening to other people’s views.

How to deal with them:

• Do not ramble, get to the point directly
• Communicate your ideas clearly and quickly
• Relate your ideas to the set goals
• If working in a group with them, try to maintain peace and harmony as such
people disrupt smooth functioning with their aggressive behaviour.
Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
1) Mention any two characteristics of relaters and say how you can handle
them.
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8
2) Does ‘socialisers’ mean socially acceptable people? What are the ways of The Basics
dealing with them?
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3) Thinkers are obviously people who think their way through things. Does
this mean that they have intellectual abilities but no heart? How will you
deal with them?
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4) Suppose your colleague at work is dominating and aggressive in his manner.
Into which category or type would you put him? What will you do to ensure
smooth functioning of work?
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5) Find words/phrases from the reading text which match with their meanings
given below. You may consult a dictionary if necessary.
i) A gesture showing disinterest
ii) Serious disagreement and argument about something important
iii) Willing to do something
iv) A relationship where you understand each other’s feelings or points of
view
v) Full of positive energy
vi) Unexplained feelings

9
Communication vii) Not concentrating on the particular topic, but thinking or starting to
Fundamentals
talk about something else
viii)Behaving in a forceful way without caring about the feelings of others
ix) Talking in a confused way without any order
x) Prevent something from proceeding.
6) Look at the table given below. Some parts are filled in while others remain
empty. Fill in the gaps with suitable and appropriate information. Check
your answers with the answers provided at the end of the Unit.

→
Factors→ Types Socialisers Thinkers Directors
↓ Relaters
How to Helpful, like
recognise positive
Them? attention, want
people to like
them
Tend to ask: Who? (The What?
Why, How, personal, (The result
What, Who? dominant oriented
(Choose the question) question)
correct
question type)
What they Don’t like Don’t like
dislike? people to be boring
uncaring explanations,
towards them, or too many
hate rejection facts & figures
Reaction to Become Become
pressure argumentative more
and try to dominating
sell their ideas and take
charge and
control
Best way of Provide
dealing with lots of
them data and
information
Like to be Friends, close Results
measured by relationships achieved,
goal oriented
Best results Inspire and Structure a
with encourage them framework
to better and or “track”
bigger to follow
accompli-
shments

10
 The Basics
1.4 VOCABULARY
The more extensive your vocabulary is, the better your chances of success —
success in educational achievements, success in business, success in your
professional career, and most important success in achieving your intellectual
potential. It will be a major handicap if your proficiency in vocabulary is not
good enough, particularly when you communicate. You should be able to use the
right word at the right place. To enable you to do that, you need to know the
meanings of as many words as possible. Building your “word power” will help
you throughout your life while communicating, whether through the written or
oral mode.

It is not difficult to improve your vocabulary, and it is never late too. A determined
effort can make it happen. One easy and practical way is to note down when you
come across a new word/phrase and later consult a good dictionary. In this way
you can strengthen your vocabulary proficiency gradually. You must own a good
dictionary.

Activity
1) Visit a library in your neighbourhood and locate at least two good English
language dictionaries.
Dictionary 1
Title of the dictionary .....................................................
Year of publication of the dictionary .....................................................
Name of the publisher of the dictionary .....................................................

Dictionary 2
Title of the dictionary .....................................................
Year of publication of the dictionary .....................................................
Name of the publisher of the dictionary .....................................................

Compare both the dictionaries and make a list of differences you notice, if
any. Which one do you think is better and why?
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11
Communication
Fundamentals 1.5 LISTENING: BARRIERS TO LISTENING
Mark “yes” or ‘no” against the following questions:
i) Are you a good listener?
ii) Do you listen to radio/television news daily?
iii) When someone at home speaks to you, do you always listen with
concentration?
iv) Do you get irritated when you notice that the person to whom you are talking
to is not listening to you?
To be a good communicator it is important to be a “good listener” first. Being a
good listener helps you to develop and maintain good interpersonal relations, it
helps you to succeed in your career/workplace, in the classroom, and indeed at
home. When you are in meetings or attending lectures, if you have good listening
skills, you do not miss out on the important points. It is a fact that many people
do not have good listening skills as they do not pay much importance to it. As a
result, they find their attention wavering away easily from the current conversation.

We spend a great deal of our time, starting from the very early stage in our life,
listening to others: our parents, relatives, friends, teachers, employers, colleagues
and so on. We also make others listen to us. Think of a day in the recent past and
check how much time you must have spent listening to others.

Activities
Listen to the audio on ‘Barriers to Listening’ and answer the questions given
below. You may play the CD provided and listen to the audio as many times as
you require. Please note that the text of the audio has been provided in the answers
section.

2) Fill in the blanks with appropriate words/phrases:

i) The 5 barriers to communication are: (a) …………………………..
(b) …………….……………….. (c) ……………………………….
(d) …………………….. (e) ….……………………...

ii) The first barrier means (a)…………………………..………………,

………………………. and (b) ……………………………………

iii) A perceptual barrier is there because of our individual ways of …….

…………………………………………..

iv) As children, we have always been told to (a) ……………………........

………………………. and not to …………………………………….

...............................................................................................................

v) In global communication it is considered rude to……….…………….

……………………………………...

vi) Indians do not always understand the …………………………...…. of

British and American English.
12
3) Listen to the recording again and give one word answers to the following The Basics
phrases:
i) that which hinders or obstructs ...........................
ii) incorrect/faulty communication ...........................
iii) a person’s way of seeing the world around herself/himself .......................
iv) relating to people’s state of mind ...........................
v) what human beings use for communicating ...........................

1.6 SPEAKING: SOME SUGGESTIONS

Ask your friend to speak about himself/herself to you. At the end of it, critically
review the contents and style of the presentation, and give feedback to your
friend. Next, you make a similar presentation about yourself to your friend,
keeping in mind the kind of feedback you have given to your friend. Ask your
friend to give you feedback.

Speaking About Oneself

If you are professional, you will be often required to speak about yourself, both
at formal and informal occasions. The occasion could be a training session, a
classroom, tea party, a formal meeting, an interview, meeting someone for the
first time and so on. If it is a formal occasion you will get enough time to prepare,
both in terms of contents and style. On the other hand, if it is an informal occasion,
often you will not get any time to prepare.

Depending on the occasion and the mood of the person(s) to whom you are
speaking, you should be able to make changes to what you want to speak. You
could add a bit of humor, you could say something about your nick name, your
likes and dislikes in life, interesting anecdotes, etc. Watch the reaction and body
language of the person(s) carefully to check if they are getting irritated or bored.
In that case, take an on the spot decision and change your script!!

Body Language
While speaking, how you present yourself is most important. Your dress, your
posture, movement of your body parts, eye contact, and facial expression: you
need to get all these right. There is no standard prescription for any of these! You
will need to decide the “hows”, taking clues from the person(s) to whom you are
making your speech. Another important point is that your dress should be
appropriate for the occasion.

Tips for Effective Speaking

• Understand who the audience is
• Prepare your speech keeping in mind the educational level of the audience
• Prepare well and ensure that you have included everything that you wanted
to include
• Rehearse your speech in front of a mirror or with a friend
• Incorporate any suggestion
• Use simple language and short sentences
13
Communication • Use words you are familiar with
Fundamentals
• Keep the structure simple and logical
• Go with total confidence
• Speak clearly and loudly, don’t mumble
• Don’t speak too fast
• Repeat important messages to make sure that everyone has understood it
• Summarize at the end, if the situation warrants
• Watch the reaction and body language of the audience from the beginning.

1.7 GRAMMAR: SIMPLE PRESENT TENSE

We use the simple present tense in the following situations:
a) To show an action that happens daily or very often.
It represents habits, hobbies and daily events.
Examples:
Some people become very angry and show it through their facial expression
and body gestures.
I never indulge in small talk.
The trains usually run late this season because of the fog.
My office work begins at 9 am.
b) To show likes and dislikes.
Examples:
I love chatting with friends. It’s such fun.
They are enthusiastic expressive individuals who value relationships…
c) To show events that are scheduled to happen in the near future.
Examples:
The train leaves this afternoon at three.
When do we begin the meeting?
d) To show permanent truths.
Examples:
It is important to have a short social conversation before you actually begin
to talk shop.
Small talk requires important social skills.
Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
7) Now complete these sentences with verbs in the simple present:
i) I ................................. to office everyday.
14
 ii) I ............................ my house at 8 o’clock in the morning. The Basics

iii) I ............................ my office by 8.30 am.

iv) I ............................ my lunch in the office canteen.
v) I ............................ home by 6 pm.
vi) In the evening I ............................ for a walk.
vii) On weekends I ............................ badminton in the club.
viii)Once a year I ............................ out on a holiday with my family.
8) Complete the following questions using suitable verbs in the simple present
tense. The first one is done for you.
Q1. How are you?
A. I am fine.
Q2. Where ………………….………………..?
A. I live in Bhopal.
Q3. What …………………….…………………?
A. I like reading and watching TV.
Q4. What ……………..……..……..….?
A. I like to read books on self improvement.
Q5. What kind of TV programmes …………..………………..….?
A. I like to watch reality shows.
Q6. How often …………………….………..….?
A. I travel out of Bhopal once in two months.
Q7. How …………………………………..…..?
A. I usually travel by train.
Q8. What ……………………………...?
A. On weekends I watch movies.
Q9. What …………….…………………...?
A. I like to watch action movies.

1.8 WRITING: PARAGRAPH WRITING

It is important to realise that once something is written, it cannot be taken back.
Communicating in written form is more concrete than verbal communication,
with less room for mistakes. This also makes written communication more
challenging: one can be caught if mistakes are made! One need to be meticulous
about spelling, grammar, punctuation, capitalisation, use of abbreviations, writing
style, choice of words and so on.
Activity
4) Write a paragraph of not more than 15 sentences about your best friend.
Include information on factors such as the following: 15
Communication • Your friend’s name.
Fundamentals
• Present engagement/occupation.
• Hobbies.
• Achievements.
• Your friend’s strengths and weaknesses, according to you.
• Something about your relation with your friend.
• How is your friend different from others?
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1.9 SUMMARY
In this Unit you have learnt about the basic types of communication. Now, you
know the difference between verbal and nonverbal communication and when to
use the suitable form of communication. You have also learnt about the different
styles of communication according to which people are categorised as relaters,
socialisers, thinkers and directors. You were also told how to handle or deal with
such people. The grammar section gave you information and practice on the
present tense. We also gave you some hints on speaking effectively.

1.10 ANSWERS TO SELF CHECK EXERCISES

1) Relaters are cooperative in nature and are good listeners. We can handle
them by building a rapport with them and sharing personal experiences
with them.

2) Socialisers are people who desire to be socially accepted. They are

enthusiastic and team players. We can deal with them by keeping pace with
them and involving them in group activities. We need to be patient when
they stray from the focus, bring them back and keep a watch on them if
16 they have been assigned any independent work.
3) Thinkers are logical and systematic people who value facts and figures The Basics
above emotions and feelings. However, this does not mean that they have
no heart. They just need to be approached with data and evidence in a
logical format. We have to give them time to adjust to changes.

4) A dominating and aggressive colleague could be categorised under the

‘Director’ type. For working effectively and smoothly with such a person,
we need to be direct, clear and precise with him/her. Allow him/her to be in
charge and relate our ideas to the set goals. Also we need to try and maintain
peace and harmony with them while working in a group.
5) i) A gesture showing disinterest — Shrugging their shoulders
ii) Serious disagreement and argument about something important Conflict
iii) Willing to do something — Cooperative
iv) When you understand each other’s feelings or points of view — Rapport
v) Full of positive energy — Enthusiastic
vi) Unexplained feelings — Intuition
vii) Not concentrating on the particular topic, but thinking or starting to
talk about something else — Stray
viii) Behaving in a forceful way without caring about the feelings of others
— Aggressive
ix) Talking in a confused way without any order — Ramble
x) Prevent something from proceeding — Disrupt
6)
Factors →
Types→ Socialisers Thinkers Directors
↓ Relaters
How to Helpful, like They get excited They ask for They like to
recognise positive attention, and are data, ask too have their
them? want people to enthusiastic. many own way;
like them questions, and they are
function decisive and
methodically have strong
and views and
systematically opinions
Tend to ask: Why? (The Who? (The How? (The What? (The
Why, How, personal non goal personal, technical, result
What, Who? question) dominant analytical oriented
(Choose the question) question) question)
correct
question type)
What they Don’t like people Don’t like They don’t like They don’t
dislike? to be uncaring boring spontaneous like anyone
towards them, explanations, or occurrence of being in
hate rejection too many facts things; don’t charge or
and figures like being making
caught on the decisions for
wrong foot or them
being
unprepared
17
Communication
Fundamentals Reaction to Become silent, Become Seek out more Become more
pressure withdrawn and argumentative data and dominating,
introspective and try to ‘sell’ information and try to
their ideas for analysis take charge
and problem and control
solving

Best way of Support them by Catch their Provide them Allow them
dealing with caring for them enthusiasm and with lots of to be in
them express your data and charge
ideas and information
feelings

Like to be Friends, close Praise, feedback Being busy Results

measured by relationships and recognition and involved achieved,
in activities goal oriented
that lead to
results

Best results Give them care Inspire and Structure a Give them
with and provide them encourage them framework or freedom to
with specific to better and “track” to do things
plans and bigger follow their own
activities to be accomplishments
achieved

7) i) I walk to office everyday.

ii) I leave my house at 8 o’clock in the morning.
iii) I reach my office by 8.30 am.
iv) I have my lunch in the office canteen.
v) I return / come back home by 6 pm.
vi) In the evening I go for a walk.
vii) On weekends I play badminton in the club.
viii)Once a year I go out on a holiday with my family.

8) Q1. How are you?

A. I am fine.

Q2. Where do you live?

A. I live in Bhopal.

Q3. What do you like to do in your free time?

A. I like reading and watching TV.

Q4. What kind of books do you like to read?

A. I like to read books on self improvement.

Q5. What kind of TV programmes do you like to watch?

A. I like to watch reality shows.
Q6. How often do you travel out of Bhopal for work?
18 A. I travel out of Bhopal once in two months.
 Q7. How do you usually travel? The Basics

A. I usually travel by train.

Q8. What do you do on weekends?

A. I watch movies on weekends.

Q9. What kind of movies do you enjoy?

A. I like to watch action movies.

Text for the audio on ‘Barriers to Listening’

Many people think communication is easy. It is something we have been
doing all our lives. It becomes difficult and complex when we put barriers
in its way resulting in miscommunication. The word ‘barrier’ usually carries
the meaning of an impediment at different levels. It could be a physical wall
or fence, as well as a mental wall or obstruction which hinders thoughts and
perceptions. Some of the barriers to communication are:
1) Physical barriers
2) Perceptual barriers
3) Emotional barriers
4) Cultural barriers
5) Language barriers
1) Physical barriers include
• marked out areas into which strangers are not allowed, e.g. offices
having electronic doors which can be opened by access cards.
• Separate areas/rooms for people of different status.
• One working unit which is physically separated from other such
areas.
2) Perceptual barriers are the individual ways of perceiving or looking
at things around us. In the process of perceiving things, we select
information, organise it and then interpret it in our own way. This may
also prove to be a barrier to communication.
3) Emotional barriers are our fears, mistrust, misgivings and suspicion
of others. We have often heard in our childhood that children should
be seen and not heard nor should they question or retaliate to elders. As
a result many people hold back from communicating their thoughts
and feelings. Psychological factors or personal problems can also come
in the way of communication.
4) Cultural barriers cause miscommunication because of the presence
of diverse cultures, each having its own expressions and behavioral
patterns. With global communication, it has become common to adopt
global etiquette, e.g. it is considered rude to burp after a meal especially
in public.
5) Language barriers occur when we communicate with people who are
not familiar with our expressions, slang or jargon. Indians do not always
understand the idiomatic expressions of British or American English.

19
Communication Activities
Fundamentals
1) Do it yourself.
2) i) (a) physical (b) perceptual (c) emotional
(d) cultural (e) language
ii) (a) marked out areas where strangers are not allowed,
(b) separate areas for people of different status/ physically demarcated
working areas.
iii) perceiving/looking at the world around us.
iv) (a) be seen and not heard (b) question or answer back to elders.
v) burp after a meal especially in public.
vi) idiomatic expressions
3) One word answers to phrases:
i) that which hinders or obstructs — barrier/obstruction/impediment
ii) incorrect/faulty communication — miscommunication
iii) a person’s way of seeing the world around herself/himself — perception
iv) relating to people’s state of mind psychological
v) what human beings use for communicating — language
4) Do it yourself.

1.11 REFERENCES AND FURTHER READING

Foundation Course in English - 2, Bachelor’s Degree Programme (BDP), IGNOU
Course Material. Print.
Ur, P. Teaching Listening Comprehension. New York: Cambridge University
Press, 1984. Print.
Eastwood, John. Oxford Practice Grammar: With Answers. Oxford University
Press, 2000. Print.

20
 The Basics
UNIT 2 SOCIAL SKILLS
Structure
2.0 Objectives
2.1 Introduction
2.2 Meeting and Greeting
2.3 Reading Comprehension: Characteristics of a Good Conversation
2.4 Vocabulary
2.5 Language Focus: Greetings
2.6 Speaking and Listening
2.7 Samples of Greeting
2.8 Writing: Current Affairs
2.9 How Good are your Social Skills?
2.10 Avoiding Embarrassments: Safe and Unsafe Topics for Small Talk
2.11 Grammar: Contractions
2.12 Summary
2.13 Answers to Activities
2.14 References and Further Reading

2.0 OBJECTIVES
After reading this Unit, you will be able to:
• explain the characteristics of good conversation;
• practice how to greet, introduce yourself and your colleague/friend;
• write a coherent paragraph;
• discuss about topics of conversation to be avoided; and
• practice contractions in grammar.

2.1 INTRODUCTION
This Unit will help you to understand the importance of communication in a
social setting. You will be made aware of important aspects like how to conduct
yourself when you meet someone, how to respond when you are presented to
someone, how to avoid embarrassment to others and to yourself and so on. To
feel comfortable in any social gathering, it is important that you are able to speak
intelligently on any subject that comes up for discussion. Such subjects could be
the latest happenings around the world, a controversial or well-reviewed book, a
new movie, an individual who has hit the headlines for some reason or the other
or anything under the sun! The only route to equip yourself for such occasions is
to keep yourself up-to-date: read, read, read!!! It is also important to use
appropriate language in greeting, introducing and proceeding with your
conversation in both formal and informal situations. Above all, however, you
need to be sensitive and congenial to others. This Unit will take you through
various activities in these important areas. 21
Communication
Fundamentals 2.2 MEETING AND GREETING
When meeting people, it is most important to make a positive impression on
them. That first impression can have lasting value. If you fail here, you may not
get a second chance. You should be careful of your body language, the way you
greet the person, what you say to the person and how you say it. Sincerity and a
genuine interest should reflect on your face and in your actions.
Normally, when you meet a friend, the language and style will be informal, and
if the person is a stranger, the language and style should be more formal.
Activities
1) List a few statements that you normally make when meeting someone in the
library whom you know well.
…………………………………………………….………OR
…………………………………………………….………OR
…………………………………………………….………

2) List also a few statements that you normally make when accosting someone
you don’t know in the library.
…………………………………………………….………OR
…………………………………………………….………OR
…………………………………………………….………

3) Just like opening or starting a conversation well, it is also important to

close it properly. The manner in which you close the conversation, can be a
deciding factor if that person would meet you again! List a few statements
that you normally make when closing/ending a conversation.
…………………………………………………….………OR
…………………………………………………….………OR
…………………………………………………….………

2.3 READING COMPREHENSION:

CHARACTER-ISTICS OF A GOOD
CONVERSATION
Human beings spend a large part of their lives engaging in conversation and for
most of us conversation is among our most significant and engrossing activities.
Researchers from several academic disciplines have looked at conversation as
an object of inquiry and come up with fascinating findings. Our understanding
of how people conduct conversations has been enriched by observations made
by psychologists and linguists, among others.
Before we describe the rules of conversation, let us be clear about the term
conversation. As Richards and Schmidt point out, the term ‘conversation’ is
used somewhat ambiguously in current literature. It is used sometimes to refer
to any spoken encounter or interaction and sometimes, more restrictedly, to:
“…talk occurring when a small number of participants come together and settle
into what they perceive to be a few moments cut off from (or carried on to the
22
side of) instrumental tasks: a period of idling felt to be an end in itself, during Social Skills
which everyone is accorded the right to talk as well as to listen and without
reference to a fixed schedule” (Goffman 1976)
All talk, it is pointed out, is rooted in its surroundings. But conversation in this
more restricted sense is not very firmly rooted to the world as other kinds of
utterances.
As you are aware conversation is more than merely the exchange of information.
When people take part in conversation, they bring to the conversational process
shared assumptions and expectations about what conversation is, how conversation
develops, and the sort of contribution they are each expected to make. When
people engage in conversation they share common principles of conversation
that lead them to interpret each other’s utterances as contributing to the conversation.
Conversations, it is pointed out, do not simply begin and end. The openings and
closings of conversations and other types of speech events are organised and
orderly. All transitions from a state of non-talk to talk or from talk to non-talk,
require engineered solutions. Openings and closings are problematic for the native
speakers as well and have to be learnt like other social behaviours. For non-
native speakers it is an area which needs special attention.
Conversation by definition involves two or more people. But the distribution of
talking among the participants is not merely random. It is governed by turn-
taking norms, conventions which determine who talks, when, and for how long.
One who talks too much and does not allow time for others, or one who contributes
nothing to the conversation arouses negative evaluations. Rules for turn-taking
differ according to the type of speech event. In the classroom, for example,
students generally raise a hand to take a turn to talk. In a library, you are generally
expected to be silent. Conversation must be brief and usually must consist of
either asking for information or giving information.
The process of conversation involves some sort of monitoring to ensure that the
intended messages have been communicated and understood. This involves
correction whenever it is suspected that the message has not been received as
intended. The term-repair refers to the efforts by the speaker or the hearer to
correct trouble spots in conversation.
The maxims and rules for conversation differ from culture to culture and hence
pose problems for non-native speakers. There may be different conventions
operating in different languages.

2.4 VOCABULARY
There are several ways to improve your vocabulary. When attempting to improve
our vocabulary, it is important to be clear about how much you want to achieve
and in what areas. Reading is of course a wonderful way to improve your
vocabulary, but there are some other ways that you must also consider.
• Learn new words according to particular themes. This will help you memorise
words more quickly.
• Use the ‘learned’ vocabulary quickly even if you have to create sentences
for no purpose but to learn those words.
• Keep a specific vocabulary note book which you can refer to time and again.
23
Communication Activity
Fundamentals
4) Complete this paragraph. Fill up the gaps with suitable words from the box.

develop impact overcome conversation

influences shyness master professional
difficult crucial recognise break
discovered successful perceive start

Small talk is .................. in any relationship. Everyday conversation can

make or ........................ relationships in our personal and .....................
lives. Unfortunately, most people don’t realise how important small talk is,
and hence do not do anything to ............................ or improve this skill.
Developing the ability to make small talk is not as .......................... as many
other work related skills once we ...................... its importance and worth.
A Stanford University School of Business study showed its .........................
on business success. It tracked MBA’s 10 years after graduation, and
........................................... that grade point averages had no bearing on their
success − but ............................... did. Most .......................... were those
who could make conversation with anyone − from strangers, to secretaries,
to bosses to customers.
Small talk has a great impact on your success in ‘personal’ relationships,
because it ....................................... how others see you in terms of intelligence
and confidence. Most people .............................. good conversationalists as
more intelligent and confident.
Despite the importance of small talk, most people don’t do it well. One
major reason is ................................. and another common reason is not
knowing how to ............................ a conversation. There are also some who
do not have anything to say. All of these difficulties can be ..........................,
once you decide to .................................... this art.

2.5 LANGUAGE FOCUS: GREETINGS

Activities
5) Listen to following greetings from the
CD and state whether they are formal,
semi-formal or informal. Check your
responses with the answers given at the
end of the Unit.
i) Hi!
ii) How do you do?
iii) How are you doing?
iv) What’s up?
v) Hello!
vi) How are you?
vii) Good Morning/Afternoon /
24 Evening
 viii) Good to see you. Social Skills

ix) How’s it going?

x) How are things?
6) Match the responses with the greetings:
Greeting Response
i Hi a Very well, thank you. And you?
ii How do you do? b Hello
iii How are you doing? c Good to see you too.
iv What’s up? d How do you do?
v Hello e Nothing much.
vi How are you? f Good Morning/afternoon/evening
vii Good Morning/afternoon/ g Alright. How about you?
evening
viii Good to see you h Hi / hello

7) Introducing Yourself I’m Anjana Iyer.

My name’s Anjana Iyer.

Do not say Myself Anjana Iyer.

There are a number of phrases that are commonly used to introduce strangers.

For Example: I don’t think you’ve

met Radhika?

Can you think of at least two other ways in which you can introduce someone
to the others?
8) Here are some typical business situations where you need to greet people.
Match the situation to the appropriate dialogue box. Now practice the
conversation with your partner.
Situations:
A Receiving a foreign customer at the airport
B Running into someone you know at a conference
C After being introduced to someone at a business event e.g. Book Fair
D Meeting someone in a restaurant for a business lunch to which you’ve
been invited
E Receiving an important visitor in your library.

25
Communication Dialogue Boxes
Fundamentals

i) You: How are you? I hope I didn’t keep you waiting too long!
B: Fine thanks. I just arrived a couple of minutes ago.
You: Nice place. Have you ordered anything yet?

ii) A: Hello!
You: Oh Hi! Imagine running into you like this.
A: Yes, it’s so good to see you after such a long time. How have you
been?
You: Great! How about you?

iii) You: How do you do, Mr. Shwartz?

Shwartz: How do you do?
You: Did you have a comfortable flight?
Shwartz: Not too bad, thank you.

iv) You: Good morning Mr. Iyer. I’ve been waiting to see you.
Iyer: It’s good to see you too.
You: How are you?
Iyer: I’m fine thank you.

v) You: It’s a pleasure to meet you Mr. Chhabra. How are you?
Chhabra: Fine thank you. I’m pleased to meet you too.

2.6 SPEAKING AND LISTENING

Activities
9) Respond to the following instructions. You may then compare your responses
with the audio on the CD. Please note that the text of the audio has been
provided in the answers section as Text-1.
i) Introduce yourself
ii) Greet someone formally
iii) Introduce your colleague / companion
iv) Enquire from your visitor about his / her journey
26
10) Now imagine that you are talking to a visitor. You will hear her part of the Social Skills
conversation on audio. You must respond to whatever she says. Speak
after the beep. After you have spoken you will hear a sample response on
the audio. Please note that the text of the audio has been provided in the
answers section as Text-2.
Visitor: Good morning Mr. Siddiqui.
You: ……………………………………
Visitor: How are you?
You: ………………………………………….
Visitor: I’m fine too. It’s been long since we last met.
You: …………………………………………………

11) You will now listen to two people talking about themselves and their work.
Listen to the audio and complete the blanks. Please note that the text of the
audio has been provided in the answers section as Text-3.
i) Name: ……………………………………….......................................
Name of Library:…………………………………...………………….
Has been working since……………………………………………….
Job responsibility:……………..………………………………………
………………………………………………………………………
Likes:………………………………………………………………….
Dislikes:………………………..……………………..……………….
ii) Name: …………………………………..……….
Works as: ……………………………………….
Working hours:………………………...……………………………...
Takes care of:……………………………..…………………………...
Likes:………………………………………..………………………
12) Practice your own introduction using the following clues:
Name:………………………...………………
What you do: …………………..……………………………………………
Where you study / work: ………..…………………………………………..
What are your job responsibilities (if applicable):
..…………………………………………………………………………...
……………………………………………………………………..…….
What you like about your work / studies:………………………………….
...…………………………………………………………………………...
What you don’t like about your work / studies:……………………………
...…………………………………………………………………………...
27
Communication
Fundamentals 2.7 SAMPLES OF GREETING
Starting a conversation involves making people feel relaxed and comfortable.
You may have to start a conversation while welcoming users in the library, or
even initiate a conversation at a meeting, party or social gathering.
Starting a conversation involves three steps:
a) greeting;
b) introducing yourself; and
c) asking after the other person’s well-being.
The formulas for these are fixed and usually carry no literal meaning. We say
‘Good morning’ even if it is not a good morning and the answer for ‘How are
you?’ is ‘Fine, thanks,’ even if you are not well. No one, expect your close friends,
really want to know about your troubles. These are routine courtesies that are
followed. The expression you use will vary according to your relationship.

Activity
13) Read the short pieces below and decide on the following for each dialogue:

i) Where is the conversation taking place?

ii) What is their relationship?
iii) Strangers/friends/family/acquaintances/ colleagues/neighbours
iv) Underline the words/expressions that tell you about their relationship.

i) Dixit: What a pleasure to see you, Mr. Sharma. How are you keeping?
Sharma: Not bad. How are you doing, Mr. Dixit?

ii) Nitoo: Good morning. Welcome to Fergusson College, ma’am. The

Seminar is in Room number 16 down this corridor.

iii) KK: Mr. Peter Walsh, How do you do? I’m Krishna Kumar, the chief
librarian here.
PW: Thank you, Mr. Kumar. How do you do?

iv) VS: Good morning, Sir!

AR: Good morning, Vikram. I didn’t see you in class yesterday. Are
you keeping well?
VS: Yes Sir, thank you very much.

v) AG: Hi! I’m Amrita Gill. We’ve just moved into this locality.
RK: Hi! I’m RK and this is Anu. Anu’s in the ninth at Springdale’s
and I’m in the twelfth at Father Agnel. What about you?

vi) Students: Good morning, ma’am.

Teacher: Good morning? It’s well past 12 o’ clock.
Students: Good afternoon, ma’am.
28 Teacher: Good afternoon. Sit down, please.
 vii) Visitor: Good evening, I have an appointment with Ms. Rashmi Chandra. Social Skills

Reception: Good evening, could you sit down for a moment? I’ll find
out whether Ms. Chandra is in.
Visitor: Of course, I’m Ajay Makeja from Select Books.

2.8 WRITING: CURRENT AFFAIRS

When you meet someone, after the initial introductions and business talks, there
is always a possibility of some kind of a discussion centering on some important
and latest news. Any topic can come up for such discussions, and you will cut a
sorry figure if you can’t contribute to this discussion.

How do you prepare yourselves for such a situation? The only way is to keep
yourself up-to-date with what is happening around us in the world. This can be
achieved only by reading and listening to news. It is important to read a couple
of national newspapers and also some local ones daily. In addition to this, one
should also watch television news in national and local channels.

List below three important news items that had appeared in today’s newspaper.

1) ......................................................................................................................

......................................................................................................................

2) ......................................................................................................................

......................................................................................................................

3) ......................................................................................................................

......................................................................................................................

List below five important news items that had appeared in newspapers in the last
week:
1) ......................................................................................................................
......................................................................................................................

2) ......................................................................................................................

......................................................................................................................

3) ......................................................................................................................

......................................................................................................................

4) ......................................................................................................................

......................................................................................................................

5) ......................................................................................................................

......................................................................................................................

29
Communication Write a paragraph on each of the five news items mentioned above. You
Fundamentals
may consult any source for gathering this information. Finally, you talk
about any one or two of these subjects when you meet your friends next
time.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

30
Some Tips on Paragraph Writing: Social Skills

Before you write, we will like you to keep in mind certain points about writing a
paragraph.
• It is a good idea to write out the topic sentence of the paragraph.
• This sentence need not occur in the beginning of the paragraph but can
occur any where, i.e. middle and end as well.
• In order to develop the central idea of a paragraph, you can add more
information, explanation, examples, illustration and so on.
• Before writing the paragraph, write down all you know about the topic. As
you make your list don’t stop to question whether a detail fits or not. Any
that doesn’t can be left out later. This will help you generate ideas.
• When you start writing, see that every sentence contributes to the central
idea, which may be contained in the topic sentence only then will your
paragraph have unity.
• For each sentence to relate to the other, we need to make use of linking
devices. Look at the list of linking devices and their functions below.
The following list includes other words and phrases that function as transitional
devices:
• to express result: therefore, as a result, consequently, thus, hence
• to give examples: for example, for instance, specifically, as an illustration
• to express comparison: similarly, likewise
• to express contrast: but, yet, still, however, nevertheless, on the other hand
• to express addition: moreover, furthermore, also, too, besides, in addition
• to indicate time: now, later, meanwhile, since then, after that, before that time
• to express sequence: first, second, third, then, next, finally.

2.9 HOW GOOD ARE YOUR SOCIAL SKILLS?

Every individual will have her/his own positive as well as negative social skills.
Some will have more positive skills and less negative skills. For many others, it
will be the other way, more negative skills and less positive skills! In either case,
it is important to make good use of the positive skills and also to build on these
and side by side make every effort to reduce the negative skills. The latter can be
done by attending training programmes, reading, and learning from colleagues,
friends, etc.
Take 10 minutes to think about your own social skills. You certainly will have
both positive and negative skills. Write these below and say how you plan to
reduce your negative skills.
Positive
1) ......................................................................................................................
2) ......................................................................................................................
3) ......................................................................................................................
31
Communication Negative
Fundamentals
1) ......................................................................................................................
2) ......................................................................................................................
3) ......................................................................................................................

Your plan to reduce negative skills:

..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................

2.10 AVOIDING EMBARRASSMENTS: SAFE AND

UNSAFE TOPICS FOR SMALL TALK
The ability to make ‘small talk’ is highly valued. Though it may appear to be
simple, but in reality, many people find it extremely difficult to handle social
small talk because, unlike business conversations, where you are in control of
the content, in small talk you can’t be sure about what may be considered as
appropriate. Here are some widely accepted topics which you could talk about:
• Sports – current matches or games, favorite teams, etc.
• Any major activities that are going on at the moment.
• Current affairs – recent incidents.
• Hobbies.
• Weather – this may sound boring, but it can help to break the ice!
• Family – general questions, not questions about private matters.
• Media – films, books, magazines, websites, etc.
• Holidays – where, when, etc.
• Home town – where do you come from/grew up; how is it different/similar
to this town.
• Job – once again, general questions not too specific.
• Latest fashion and trends.
• Celebrities.
• Festivals.
And here are some taboo topics that you’d like to avoid or it may lead to
embarrassment:
• Salary – how much do you earn?
• Politics – including political ideologies / philosophies.
• Marital status.
32
• Age. Social Skills

• Intimate relationships.
• Religion.
• Death.
• Financial – related to salary or the cost of anything you possess including
your house.
• Sales – Don’t try to sell something to someone you have just met.
Activity
14) Take a look at these bits of conversation in the speech balloons and say
whether they are appropriate for small talk.

i)

How much does your

company pay you?

Did you have a

ii)
comfortable journey?

iii) Are you married or

single?

iv)
Is this your first visit
to Delhi?

Now check your answers with the answers given at the end of the Unit and read
about why some of these conversations are inappropriate for small talk.

2.11 GRAMMAR: CONTRACTIONS

Contractions are words that have been shortened. This is done by missing out
letters. An apostrophe replaces the missing letters.
33
Communication For example: doesn’t - for does not
Fundamentals
we’ll - for we will
it’s - for it is
they’re - for they are

Contractions are generally used in speech and informal writing. They are also
frequently used in e-mails.

Activities
15) Can you write these words in the contracted form?
i I am …..……………………
ii She is …..……………………
iii We are …..……………………
iv We have …..……………………
v You have …..……………………
vi I would …..……………………
vii You would …..……………………
viii Do not …..……………………
ix Are not …..……………………
x Should not …..……………………
xi Should have …..……………………
xii Need not …..……………………
xiii It is …..……………………
xiv That is …..……………………
We will now see how they are used in Introductions and Greetings.
I’m (I am) Pawan Dhingra. I’d (I would) like to introduce you to my
colleague, Preeti Shukla. She’s (She is) the Archivist of our library. We’ve
(We have) been working together for two years.

16) Here are some expressions commonly used in Introductions and Greetings.
Rewrite them using appropriate contracted forms.
i) I am Niti Wadhwani.
.............................................................................................................
ii) He is my colleague Rahman Siddiqui.
.............................................................................................................
iii) We are working together on your project.
.............................................................................................................
iv) We have almost completed the first phase of the project.
.............................................................................................................
v) We would like to show you the plan for the second phase.
.............................................................................................................
34
 vi) My name is Gagan Srivastava. Social Skills

.............................................................................................................
vii) What is your name?
.............................................................................................................
viii) I am pleased to meet you.
.............................................................................................................
ix) I would like you to meet my colleague Sadhna Suman.
.............................................................................................................
x) She is my senior in the department.
.............................................................................................................
xi) We are both from the same college.
.............................................................................................................
xii) I am very pleased to meet you both.
.............................................................................................................
xiii) It has been a pleasure.
.............................................................................................................
xiv) What is your program for the evening?
.............................................................................................................
xv) Let us meet in the evening for dinner.
.............................................................................................................

2.12 SUMMARY
Social skills are the most important set of abilities a person can have. Possession
of these can make life easier, interesting and enjoyable. Social skills combined
with good communication skills can make one wanted. On the other hand lack
of these can lead to a lonely life, contributing to anxiety and depression. Good
social skills help you to meet interesting people, get the job you want, progress
further in your career and relationships, and finally achieve success in life.

2.13 ANSWERS TO ACTIVITIES

1) Do it yourself.
2) Do it yourself.
3) Do it yourself.
4) Missing words are given in bold.
Small talk is crucial in any relationship. Everyday conversation can make
or break relationships in our personal and professional lives. Unfortunately,
most people don’t realise how important small talk is, and hence do not do
anything to develop or improve this skill. Developing the ability to make
small talk is not as difficult as many other work related skills once we
recognise its importance and worth.
35
Communication A Stanford University School of Business study showed its impact on
Fundamentals
business success. It tracked MBA’s 10 years after graduation, and discovered
that grade point averages had no bearing on their success — but conversation
did. Most successful were those who could make conversation with anyone
− from strangers, to secretaries, to bosses to customers.

Small talk has a great impact on your success in ‘personal’ relationships,

because it influences how others see you in terms of intelligence and
confidence. Most people perceive good conversationalists as more intelligent
and confident.

Despite the importance of small talk, most people don’t do it well. One
major reason is shyness and another common reason is not knowing how to
start a conversation. There are also some who do not have anything to say.
All of these difficulties can be overcome, once you decide to master this
art.
i) Informal
ii) Formal
iii) Semi-formal
iv) Informal
v) Semi-formal
vi) Semi-formal
vii) Formal
viii) Semi-formal
ix) Informal
x) Semi-formal
Greeting Response
i Hi b Hi / Hello
ii How do you do? d How do you do?
iii How are you doing? g Alright. How about you?
iv What’s up? e Nothing much.
v Hello h Hello
vi How are you? a Very well, thank you. And you?
vii Good Morning/ f Good Morning/Afternoon/Evening
Afternoon/Evening
viii Good to see you c Good to see you too.

7) I don’t think you know Radhika.

May I introduce you to Radhika?
I’d like to introduce you to Radhika.
Sunil, do you know Radhika?
Sunil, I’d like you to meet Radhika.
36
8) A – iii B – ii C–v Social Skills

D–i E – iv

Texts for the activities 9-11

Text -1:
i) I’m Rohan Sharma.
ii) Good evening. How are you?
iii) Please meet my colleague Ms. Mohita Jain. She’s the Assistant Librarian.
iv) Did you have a comfortable journey?

Text -2:
Visitor : Good morning Mr. Siddiqui.
You : Good Morning.
Visitor : How are you?
You : I’m fine thank you. And how about you?
Visitor : I’m fine too. It’s been long since we last met.
You : Oh yes. It’s been a few months.

Text -3
i) I am Sonia Parashar. I work in Circulation Section of Delhi Public Library.
I joined the library in 2009 as a trainee. I got promoted to the Circulation
In charge this year. I’m responsible for looking after the issue and return
of books. I also help the people in finding books they want.
If the users of our Library have any problems, I listen to them and then
take the necessary action to solve their problems. I enjoy dealing with
different kinds of people and get a lot of satisfaction from being able to
help them. What I don’t like about my job is dealing with those people
who return books late and then don’t want to pay the fine.

ii) My name is Amit Sen. I work in a private bank as a cashier. The name of
my bank is HFRC. My working hours are 9 am to 6 pm, six days a week.
I often get late at work and reach home only by 8 pm or so. I handle a lot
of cash. Hence I need to be very alert and careful all the time. However,
I like my work. The work environment in my bank is good and my
colleagues are very friendly and supportive.

9) Do it yourself.
10) Do it yourself.
11) i) Name : Sonia Parashar
Name of Company : Delhi Public Library
Has been working since : 2009
Job responsibility : Looking after issue and return of books.
Likes : Dealing with different kinds of people,
helping people
37
Communication Dislikes : Dealing with library users who return
Fundamentals
books late and then don’t want to pay the
fine.
ii) Name : Amit Sen
Works as : Cashier
Working hours : 9 am to 6 pm
Takes care of : Cash
Likes : Work environment, colleagues who are
very friendly and supportive.
12) Do it yourself.
13) i) Formal situation like office or neighbourhood, could be colleagues or
neighbours, who do not know each other well.
ii) Formal: College. Student and a teacher.
iii) Formal: Office. Visitor and librarian.
iv) Formal: Outside class. Teacher and student.
v) Informal: Teenagers-Neighbourhood-Strangers.
vi) Formal: Classroom-Teacher and class.
vii) Formal: Office-Meeting for the first time.
14) (i) and (iii) are inappropriate for small talk. Topics like salaries and marital
status invade the personal territory of people and hence are too personal to
be asked.

15) Contracted forms

i) I’m
ii) She’s
iii) We’re
iv) We’ve
v) You’ve
vi) I’d
vii) You’d
viii) Don’t
ix) Aren’t
x) Shouldn’t
xi) Should’ve
xii) Needn’t
xiii) It’s
xiv) That’s

38
16) Contracted forms Social Skills

i) I’m…
ii) He’s…
iii) We’re…
iv) We’ve…
v) We’d…
vi) ...name’s…
vii) What’s…
viii) I’m…
ix) I’d…
x) She’s…
xi) We’re…
xii) I’m…
xiii) It’s…
xiv) What’s…
xv) Let’s…

2.14 REFERENCES AND FURTHER READING

Saunders D. and T. O‘Sullivan. Key Concepts in Communication and Cultural
Studies (Studies in Culture and Communication). Routledge, 1993. Print.

Turk, C. and J. Kirkman. Effective Writing. T. J. Press (Padstow) Ltd.: Padstwo,

Cornwall, 1989. Print.

Ur, P. Grammar Practice Activities: A Practical Guide for Teachers. Klett Ernst
/ schulbuch, 2009. Print.

Pictures in this Unit have been taken from Block 3 of IGNOU course, BEGE-
104, English for Business Communication.

39
Communication
Fundamentals UNIT 3 INTRODUCING THE INSTITUTION
Structure
3.0 Objectives
3.1 Introduction
3.2 Warm Up
3.3 Reading Comprehension
3.4 Vocabulary
3.5 Institutional Profile: The Contents
3.6 Study Skills: Use of Abbreviations
3.7 Writing Institutional Profile
3.8 Listening
3.9 Grammar: Verbs Describing Job Responsibilities
3.10 Summary
3.11 Answers to Self Check Exercises
3.12 References and Further Reading

3.0 OBJECTIVES
After reading this Unit, you will be able to:
• explain how to talk about your institution;
• write a profile about it;
• talk about the jobs and responsibilities of various people in your organisation;
and
• use verbs pertaining to jobs and responsibilities.

3.1 INTRODUCTION
You will be often required to introduce your organisation/department to others:
visitors to the organisation, at meetings, at social events, to your contacts and
friends and so on. You should be proud of this opportunity you get to introduce
your organisation. This Unit will prepare you to do this effectively by teaching
you what type of contents you should include in such a presentation, how you
should structure the presentation, how you should handle the presentation, etc.

3.2 WARM UP
If you are asked to introduce the university /college where you studied, list below
the type of information will you include in that presentation:
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
40
 Introducing the Institution
3.3 READING COMPREHENSION
Read the text below and then answer the questions that follow:

During the last two decades the image of librarianship has changed. With
every advancing day librarians are confronted with competition from the
Web resources including the Google as their users come to the library mostly
after they have exhausted their searches on the Web. Librarians, therefore,
have to have much better information which the Web can’t normally offer
to untrained surfers. It always serves better if librarians know in advance
what their users generally ask for and also if they know how much DELNET
can offer to satisfy their information needs. DELNET is the network that
empowers librarians with quality information resources and those librarians
who use DELNET resources make a mark in their institutions. Librarians
have a meaningful role to play by knowing what quality resource exists on
a subject and in arranging those resources for their users.

DELNET was started at the India International Centre Library in January

1988 and was registered as a society in 1992. It was initially supported by
the National Information System for Science and Technology (NISSAT),
Department of Scientific and Industrial Research, Government of India. It
was subsequently supported by the National Informatics Centre, Department
of Information Technology, Ministry of Communications and Information
Technology, Government of India and Ministry of Culture, Government of
India.

DELNET has been established with the prime objective of promoting

resource sharing among the libraries through the development of a network
of libraries. It aims to collect, store, and disseminate information besides
offering computerised services to users, to coordinate efforts for suitable
collection, development and also to reduce unnecessary duplication
wherever possible.

DELNET has been actively engaged with the compilation of various union
catalogues of the resources available in member-libraries. It has already
created the Union Catalogue of Books, Union List of Current Periodicals,
Union Catalogue of Periodicals, CD-ROM Database, Database of Indian
Specialists, Database of Periodical Articles, Union List of Video Recordings,
Urdu Manuscripts’ Database, Database of Theses and Dissertations, sample
databases of language publications using GIST technology and several other
databases. The data is being updated in each of these databases and is
growing rapidly. All the DELNET databases have been resident on DELSIS,
an in-house software developed on BASIS Plus, an RDBMS, the product
of Information Dimensions Inc. of USA which has been provided to
DELNET courtesy National Informatics Centre, New Delhi.

DELNET provides an array of facilities including e-mail to its member-

libraries including both institutional and associate institutional members.
DELNET’s relentless efforts in resource sharing have proved extremely
effective. It has indeed been a big leap towards the modernisation of libraries
in India.
Source: www.delnet.nic.in
41
Communication Self Check Exercise
Fundamentals
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
1) In what way has the image of the librarian changed in recent years? Why
has it changed?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) What is the prime objective of DELNET? Name any two services offered
by DELNET?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3) Read the activities in which DELNET has been engaged with in paragraph
4. Why are they important?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
4) Should an ordinary user of the library be informed about DELNET? How
and why?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
42
 Introducing the Institution
3.4 VOCABULARY
Self Check Exercise
Note: i) Write your answer at the space given below.
ii) Check your answer with the answers given at the end of this Unit.
5) Find words from the Reading Comprehension passage which mean the same
as the following:
i) Accepting a difficult fact and dealing with it .....................................
ii) Used up or consumed completely .....................................
iii) To make a distinct or lasting impression .....................................
iv) Large number of different items .....................................
v) Determined and ceaseless .....................................
vi) An important advance .....................................

3.5 INSTITUTIONAL PROFILE: THE CONTENTS

There is no hard and fast rule on what an institutional profile should contain.
But, it is important to realise that the profile should give the user a clear idea
about the institution. The format, the design, the style of writing, the language,
the structure, etc. should be appropriate. Even at a glance the reader should be
able to get an idea about the institution. Elements such as the following could be
considered for inclusion in an institutional profile. However, the contents would
normally vary according to the nature of the institution, its status, its size and so
on.
1) Year of establishment
2) Brief history of the institution
3) Its mission statement/objectives/vision
4) Main achievements over a period of time
5) Description of its main activities
6) At whom its services/products are aimed at/ the target audience
7) What the customers can expect from the institution
8) Information on key staff
9) Future plans
10) Contact details.
Information Gathering
If you are asked to write the profile of your library, what sources will you consult
to get comprehensive and up-to-date information about the library?

1) ......................................................................................................................

2) ......................................................................................................................
43
Communication 3) ......................................................................................................................
Fundamentals
4) ......................................................................................................................

5) ......................................................................................................................

6) ......................................................................................................................

Filtering of Information
Once you have identified/collected all the required sources of information, you
need to select the important ones from these, and weed out the others. This
selection will depend upon the purpose for which you are expected to give the
presentation. If the purpose is to brief the students, you need to select more on
the facilities offered by the college and details about the courses. On the other
hand, if it is for briefing a group of librarians from other colleges, the focus
should be the library.

If you have to write the profile of a library what type of information would you
include about the library:
1) ......................................................................................................................
2) ......................................................................................................................
3) ......................................................................................................................
4) ......................................................................................................................
5) ......................................................................................................................

To introduce an institution you can use different presentation techniques. It could

be any of the following or even a combination of one or more of the following:
• Conducted tour of the institution
• Lecture
• Lecture aided by multimedia presentation
• PowerPoint Presentation
• Question - answer session
• Distribution of reading material/CD
Again, such an introduction can be done by one person or a team.

The mode of presentation will also depend on the academic/professional level

of audience, its size, time available, the venue and so on.

If you have to introduce your library to a group of post graduate students in

library science, comprising about 50, in your college hall, what will be the mode
of your presentation?

Collation of Information
You have by now selected various sources, all giving relevant information, to
enable you to make a presentation. While selecting the material you have kept in
mind the level and size of the audience to whom you are going to give the
44
presentation. Now you need to put all the information in a logical sequence, Introducing the Institution
which you think will be helpful to the audience. The structure of the presentation
should be such that information should flow from one section to the next.

3.6 STUDY SKILLS: USE OF ABBREVIATIONS

Self Check Exercise
Note: i) Write your answer at the space given below.
ii) Check your answer with the answers given at the end of this Unit.
6) Given below are 10 abbreviations, which are frequently used in library and
information field. Please find the expansion for these and write these down.
Please note that you may have to use reference sources such as dictionaries
of abbreviations as well as websites to find the answers.
AACR 2 .......................................................................................
CILIP .......................................................................................
IFLA .......................................................................................
LC .......................................................................................
BNB .......................................................................................
IASLIC .......................................................................................
NISCAIR .......................................................................................
DRTC .......................................................................................
UDC .......................................................................................
INFLIBNET .......................................................................................

An abbreviation is a shortened form of a word or phrase that is usually used to

save space in written documents. Although they are used most often in technical
writing, they can also be used in other forms writings too.

Basic Rules for Using Abbreviations

These are some basic rules that should be followed by a student using
abbreviations in her/his writing:
1) Use abbreviations sparingly, especially in formal writings.
2) When in doubt, don’t use abbreviation, instead spell it out.
3) When an abbreviation is only one or two alphabets shorter than the full
word, the word should not be abbreviated.
4) When in doubt, check a dictionary for the correct and acceptable format of
any abbreviations to be used.
5) Use abbreviations consistently. When you use an abbreviated form of a word
once, it is vital that you continue to use the same abbreviated form through
out.

45
Communication 6) When using an abbreviation in a text, it is important to write the expanded
Fundamentals
form the first time, with abbreviated form in brackets. For example,
University Grants Commission (UGC)… After writing so the first time,
you need to write only the abbreviated form in subsequent use.
7) Never begin a sentence with an abbreviation.
8) Use abbreviations only when you have to use it more than once in a text.

Locate at least two abbreviations dictionaries in any library. Check if the

abbreviations listed above are given in these dictionaries. Write down the details
of the dictionaries below:

Dictionary 1
Title : ................................................................................
Year of Publication : ................................................................................
Name of Publisher : ................................................................................
Dictionary 2
Title : ................................................................................
Year of Publication : ................................................................................
Name of Publisher : ................................................................................
Self Check Exercise
Note: i) Write your answer at the space given below.
ii) Check your answer with the answers given at the end of this Unit.
7) Identify two websites exclusively dealing with abbreviations, and write
down their URLs below
URL of website 1 ......................................................................................
URL of website 2 ......................................................................................

3.7 WRITING INSTITUTIONAL PROFILE

Activity 1
The following passage on Indian Digital Library in Engineering Science and
Technology (INDEST) is reproduced from website www.iita.ac.in . This passage
is about the important initiative on information sharing and networking started
in India a few years ago. Making use of the contents in this, and also the other
information available on the website “www.iita.nic.in”, write a profile of INDEST.
The profile should include a minimum of five aspects mentioned in Section 3.5
of this Unit.
Indian Digital Library in Engineering Science and Technology
The Ministry of Human Resource Development (MHRD) has set-up a
“Consortia-based Subscription to Electronic Resources for Technical
Education System in India” on the recommendation made by the Expert
Group appointed by the ministry under the chairmanship of Prof. N.
Balakrishnan. The consortium is named as the Indian National Digital Library
in Science and Technology (INDEST) Consortium.
46
 Introducing the Institution
“Shared subscription” or “Consortia-based subscription” to electronic
resources through consortia of libraries is a feasible strategy to increase the
access to electronic resources across Institutions at a highly discounted rate
of subscription. The consortia-based subscription can be successfully
deployed to meet the pressures such as diminishing budget, increased users’
demand and rising cost of journals. The libraries all over the world are
forming consortia of all types and at all levels with an objective to take
advantage of current global network to promote better, faster and more cost-
effective ways of providing electronic information resources to the
information seekers.

The library consortia, on the basis of sheer strength of numbers of institutions,

offers healthy business growth opportunities to the electronic publishers
and thus attracts the best possible price and terms of agreement in a win-
win situation for both. The collective strength of consortia members
facilitates the libraries to get the benefit of wider access to electronic
resources at affordable cost and at the best terms and conditions. Moreover,
the technology has changed expectations of researchers, their patience, and
their willingness to accept services that are available on demand. The Web-
based electronic resources are an apt answer to the expectations of
researchers.

The INDEST Consortium is the most ambitious initiative taken so far in the
country. It would not only benefit 38 major technological institutions in the
country (including IITs, IISc, NITs and others), being an open-ended
proposition, it also invites all AICTE-accredited and UGC-affiliated
institutions to join hands with the leading Engineering and Technological
Institutions in India and share the benefits it offers in terms of lower
subscription rates and better terms of agreement with the publishers.
Source: www.iiita.ac.in

.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
47
Communication
Fundamentals 3.8 LISTENING
Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
8) Departments: You may play the CD provided and listen to the audio for this
section. You will hear from 10 people who do different kinds of work in a
Library. Identify the departments that they work in. Please note that the text
of the audio has been provided in the answers section as Text - 1.
i) .............................................. vi) ...................................................
ii) .............................................. vii) ...................................................
iii) .............................................. viii) ...................................................
iv) .............................................. ix) ...................................................
v) .............................................. x) ...................................................

9) You will hear 3 people talking about their jobs and responsibilities. Listen
to them and decide what they work as. Please note that the text of the audio
has been provided in the answers section as Text -2.
i) .............................................. ii) ...................................................
iii) ..............................................

3.9 GRAMMAR: VERBS DESCRIBING JOB

RESPONSIBILITIES
Profiling your work and job responsibilities involves stating what you do and
outlining your responsibilities. The choice of appropriate verbs is of utmost
importance here.

Now look at this profile of a computer operator. The verbs are highlighted for
you in this profile.
Computer Operator
Job Purpose : To input and extract data quickly and accurately using
a computer terminal.
Job Responsibilities : Enter standard documents into the computer quickly
and accurately using the keyboard.
Check data entered for accuracy and refer any queries
to supervisor or data originator.
Select appropriate program or software for data being
entered.
Report any data entry problems to supervisor.

48
Self Check Exercise Introducing the Institution

Note: i) Write your answer at the space given below.

ii) Check your answer with the answers given at the end of this Unit.
10) Now look at the profile of a Management Consultant and fill in the blanks
with missing verbs. You may need phrases in some of these blanks. You
may use words given below in case of difficulty. You can use one word /
phrase more than once.

maintain carry out develop conduct

prepare analyse determine present
implement identify assist

Management Consultant
Job Profile: To analyse problems, and provide advice and guidance to a range
of organisations on issues and problems relating to policies, procedures and
methods and to recommend appropriate actions, providing assistance with
implementation where required.

Job Responsibilities:
i) …………….... market research to identify consultancy opportunities.
ii) …………….. presentations and proposals for prospective clients to sell
consultancy projects.
iii) …………….. client problems and make attempts to resolve it.
iv) …………………….…. research, …….………….…… problems and
……………….. potential solutions for a variety of client projects to present
workable solutions or provide specialist advice to enable clients to resolve
business problems.
v) …………….. and ………………….. reports setting out the findings,
conclusions and recommendations arising from consultancy projects.
vi) ……………….. regular contact with the client to ensure that there is regular
information about project progress.
vii) ……………. with implementation of consultancy recommendations.
viii) ……………….. all required project and client data to ensure that full
information is available for project planning, contract management and
business development.
ix) ……………….an awareness of progress in relevant field of expertise to
ensure that advice given is accurate and up to date.

These verbs express achievements or something a person does in a concise and

persuasive manner. For example:

Develop a new design

49
Communication Self Check Exercise
Fundamentals
Note: i) Write your answer at the space given below.
ii) Check your answer with the answers given at the end of this Unit.
11) Now think of where and how you can use the following verbs. The clues in
the box could help you. There are two sets of answers given in the ‘Answers
to Self Check Exercises’. These will help you to strengthen your
understanding of the meaning and usage of these verbs. The first one has
been done for you.
a settlement a scheme your findings a new design
sales possibilities social service new equipment data
profits an awareness programme

i) Introduce Introduce a scheme

ii) Create .................................................................................
iii) Present .................................................................................
iv) Publicise .................................................................................
v) Negotiate .................................................................................
vi) Document .................................................................................
vii) Volunteer .................................................................................
viii) Maximise .................................................................................
ix) Examine .................................................................................
x) Survey .................................................................................

3.10 SUMMARY
Employees are often required to talk about their institution at formal as well as
informal occasions. So it is important for you to know the important facts about
your institution. Once you have these facts, depending on the occasion and the
purpose, you can structure the information. How much information you need to
give, will depend upon a variety of factors such as the purpose, the audience,
time available, etc. So also the mode of your presentation: it could be one- to-
one presentation, an informal briefing while walking around the institution, a
formal presentation in a hall using PowerPoint and so on. On such occasions,
you should also be prepared to answer questions from the audience.

3.11 ANSWERS TO SELF CHECK EXERCISES

1)) The librarian is no more the sole provider of information. S/he has to face
competition from the Web. The image of the librarian has changed in recent
years due to the advancement in technology and due the load of information
available on the Web.
2) The prime objective of DELNET is to promote resource sharing among the
libraries through the development of a network of libraries. It collects and
50
 compiles various Union Catalogues of the resources available in member- Introducing the Institution
libraries and offers E-mail services to its member-libraries including both
institutional and associate institutional members.

3) The activities in which DELNET has been engaged with are important
because they enable librarians to collect and compile and share resources. It
helps reduce unnecessary duplication and helps the librarians to stay abreast
and updated. The activities will help the librarians to have a meaningful
role to play by knowing what quality resource exists on a subject and in
arranging those resources for their users.

4) Surely an ordinary user of the library should be informed about the DELNET
as it will help him/her to search for resources in a productive manner without
wasting time and energy. The user can access the vast data compiled by
DELNET and also make use of related services offered. The librarian can
educate library members through the notice board bulletins, net-worked
library computers, information kiosks and the like.
5) i) Accepting a difficult fact and dealing with it (confronted)
ii) Used up or consumed completely. (exhausted)
iii) To make a distinct or lasting impression (make a mark)
iv) Large number of different items (array)
v) Determined and ceaseless (relentless)
vi) An important advance ( a big leap)

6) AACR: Anglo American Cataloguing Rules

CILIP : Chartered Institute of Library and Information Professionals
IFLA : International Federation of Library Associations and
Institutions
LC : Library of Congress
BNB : British National Bibliography
IASLIC : Indian association of Special Libraries and Information
Centres
NISCAIR : National Institute for Scientific Communication and
Information Research
DRTC : Documentation Research and Training Centre
UDC : Universal Decimal Classification
INFLIBNET : Information and Library Network
7) www.abbreviations.com www.alphadictionary.com
Text -1
i) I send orders for buying books in the library.
ii) I check the bibliographic details of the books for processing.
iii) I shelve books.
iv) Stock verification is one of the duties assigned to me.
51
Communication
Fundamentals v) Users come to me requesting for bibliographies on their subjects.
vi) I maintain the records of periodicals received in the library.
vii) My duty is to issue books to the readers.
viii)I get books for users that are not available in our library from other
libraries on loan.
ix) I look after audio-video equipment in a library.
x) I maintain attendance record of employees in the library.
Text - 2
i) Ms. Neeti Joshi – I take care of the reading needs of the users. I try to get
for my users any new book that is published. Users keep sending in their
demands but it requires us to be on our toes knowing about the latest
publications through catalogues, book reviews, etc. It requires working
with book vendors. A close liaison is to be maintained with them. It’s a
two way relation, both working to help each other. The vendors provide
us timely service and we try to make them payments in time.

ii) Dr. Sundaram – Books after being acquired need to be processed before
they can be provided to users for use. I am involved in checking the
bibliographical details of the book from the library catalogue before
processing. In case it is available, the same can be used. Otherwise I
process it afresh assigning the class number and the cataloguing entries.

iii) Ms. Nancy – Users in our library are very demanding. They want their
information needs to be fulfilled immediately. We need to be prepared
well in advance with the latest developments in their fields of interest to
serve them well. I maintain the profiles of projects being handled in our
institution. I scan literature in those areas and provide bibliographic
details of the latest literature to the users. I also circulate the table of
contents of periodicals to the user groups. Everyday I answer queries of
users on my desk from 10 a.m. to 1 p.m.

8) i) Acquisition section ii) Cataloguing section

iii) Maintenance section iv) Maintenance section
v) Reference section vi) Periodical section
vii) Circulation section viii) Circulation section, interlibrary loan service
ix) Technical section x) Administration section
9) i) Acquisition section ii) Cataloguing section
iii) Reference section
10) i) Carry out, ii) Prepare, iii) Identify, iv) Carry out, analyse, identify
v) Prepare, present, vi) Maintain, vii) Assist, viii) Maintain, ix) Develop
11) First set of answer:
i) Introduce a scheme
ii) Create a new design
52 iii) Present your findings
 iv) Publicise an awareness programme Introducing the Institution

v) Negotiate a settlement
vi) Document data
vii) Volunteer to do some kind of social service
viii) Maximise profits
ix) Examine new equipment
x) Survey the sales possibilities in an area
Second set of answer:
i) Introduced a new method of dealing with paper wastage.
ii) Created an interior design layout for the office which improved
functionality.
iii) Presented a new research project.
iv) Publicised the environmental awareness programme initiated by my
company.
v) Negotiated price reduction of up to 25% with our new suppliers.
vi) Documented all news coverage of our company in the last 2 years.
vii) Volunteered to work in the home for the elderly on weekends.
viii) Maximised profits by 15% in the month of March.
ix) Examined the use of new safety equipment to minimize accidents on
the production floor.
x) Surveyed a sample population of all departments to get inputs on
improving the working conditions.
Activity
Do it yourself.

3.12 REFERENCES AND FURTHER READING

Attwood, G. and J. Harold. Communication: A Keyboard Approach. London:
McGraw-Hill, 1984. Print.

Jones, L. and R. Alexander. New International Business English Updated Edition

Workbook, Cambridge University Press, 2000. Print.

Zakaria, Matthew T. Successful Writing Skills. Commonwealth Publishers, 2009.

Print.

53
 Your Profile
UNIT 4 YOUR PROFILE
Structure
4.0 Objectives
4.1 Warm Up
4.2 Reading Comprehension: Profile of Ranganathan
4.3 Vocabulary: Qualities
4.4 Listening
4.5 Speaking: Self-Profile
4.6 Importance of Profiles
4.7 Writing Your Profile
4.8 Grammar: Simple Past Tense
4.9 Pronunciation
4.10 Summary
4.11 Answers to Self Check Exercises
4.12 Answers to Activities
4.13 References and Further Reading

4.0 OBJECTIVES
This Unit will help you to understand the importance of personal profiles. This
will guide you to write your own profile. This Unit discusses the kind of
information that should be included in a profile and also provides tips on profile
writing. Personal profiles are an important tool while applying for jobs, and it is
important that you get it right.

4.1 WARM UP
Read the following conversation between two friends, Amir and Salman, who
are both looking for a job:
Salman : You know, our final year of college is almost getting over, and I am
so confused about my future. I don’t know what kind of a job I
want. What about you?
Amir : I know that I want a job with a decent salary.
Salman : But you must be having some job objectives?
Amir : My objectives are very simple. I want job security and also the
opportunity to do well in life.
Salman : But everyone tells me that I should have long-term as well as short-
term goals.
Amir : I think that’s a good way of planning our future.
Now enact a role-play. One of you takes the role of Salman and the other of
Amir. You may add to the conversation with your own questions and answers.
5
Preparing for Job Interview
4.2 READING COMPREHENSION: PROFILE OF
RANGANATHAN
Shiyali Ramamrita Ranganathan is considered to be the father of library science
in India. He was born on August 9, 1892 in Shiyali, Tamil Nadu. He belonged to
a middle-class family in British-ruled India. He was an innovative mathematician
and a librarian. His most notable contributions to the field were his five laws of
library science and the development of the first major analytico-synthetic
classification system, the Colon Classification.

Education and Early Career

Ranganathan began his professional life as a mathematician; he earned B.A. and
M.A. degrees in mathematics from Madras Christian College. His lifelong goal
was to teach mathematics, and he was successively a member of the mathematics
faculties at universities in Mangalore, Coimbatore and Madras (all within the
span of five years). As a mathematics professor, he published a handful of papers,
most on mathematics history.

In 1923, the University of Madras created the post of University Librarian to

oversee their poorly organised collection. Among the 900 applicants for the
position, none had any formal training in librarianship, and Ranganathan’s few
papers satisfied the search committee’s requirement that the candidate should
have a research background. His sole knowledge of librarianship came from an
Encyclopaedia Britannica article he read days before the interview.

Ranganathan was initially reluctant to pursue the position (he had forgotten about
his application by the time he was called for an interview). To his own surprise,
he received the appointment and accepted the position in January of 1924.

At first, Ranganathan found the solitude of the position intolerable. In a few

weeks, complaining of total boredom, he went back to the university administration
to beg for his old position back. A deal was struck that Ranganathan would
travel to London, to study contemporary Western practices in librarianship, and
that, if he returned and still rejected librarianship as a career, the mathematics
lectureship would be his again.

Ranganathan traveled to University College in London, which at that time housed

the only graduate degree programme in library science in Britain. At University
College, he earned marks only slightly above average, but his mathematical mind
latched onto the problem of classification, a subject typically taught by rote in
library programmes of the time. As an outsider, he focused on what he perceived
to be flaws with the popular decimal classification, and began to explore new
possibilities on his own. While in England he began drafting the system that was
ultimately to become the Colon Classification. He refined it as he returned home,
even going so far as to reorder the ship’s library on the voyage back to India.

Ranganathan returned with a powerful passion for libraries and librarianship

and a vision of its importance for the Indian nation. He returned to and held the
position of University Librarian at the University of Madras for twenty years.
During that time, he helped to found the Madras Library Association, and lobbied
actively for the establishment of free public libraries throughout India and for
6
the creation of a comprehensive national library.
Ranganathan was considered by many to be a workaholic. During his two decades Your Profile
in Madras, he consistently worked 13-hour a day, seven days a week, without
taking a vacation for the entire time. It was during this period that he produced
what have come to be known as his two greatest legacies: Five Laws of Library
Science (1931) and Colon Classification (1933).

Later Career
After two decades of serving as librarian at Madras University, a post he had
intended to keep until his retirement, Ranganathan retired from his position after
conflicts with a new university Vice-Chancellor became intolerable. At the age
of 54, he submitted his resignation. After a brief bout of depression, he accepted
a professorship in library science in August 1945 at the Banaras Hindu University.
This was to be his last formal academic position. There, he cataloged the
university’s collection; by the time he left four years later, he had classified over
100,000 items personally.

Ranganathan headed the Indian Library Association from 1944 to 1953, but was
never a particularly adept administrator, and left amid controversy when the
Delhi Public Library chose to use the Dewey Decimal Classification system
instead of his own Colon Classification. He held an honorary professorship at
Delhi University from 1949 to 1955 and helped build that institution’s library
science programmes with S. Das Gupta, a former student of his.

Ranganathan’s final major achievement was the establishment of the Documentation

Research and Training Centre in Bangalore in 1962, where he served as honorary
director for five years. In 1965, he was honored by the Indian government for his
contributions to the field with the title of “National Research Professor.”

On 27 September 1972, Ranganathan died of complications from bronchitis.

Ranganathan’s autobiography, published serially during his life, is titled A
Librarian Looks Back. (Adapted from the internet sites).

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
1) How did Ranganathan become the university librarian even though he was
a mathematician?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) Why was Ranganathan initially reluctant to pursue his career as a University
Librarian?
......................................................................................................................
......................................................................................................................
......................................................................................................................
...................................................................................................................... 7
Preparing for Job Interview 3) Why did Ranganathan go to London?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
4) What was the impact on Ranganathan of his experience at University College
London?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
5) Did the transformation that Ranganathan experienced prove beneficial for
India? If yes, explain how.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
6) Read the information about Ranganathan and complete the table given below:
Date and place of birth
Education
Early career
Additional qualification
Later career
Major achievements
Honours
Personal qualities

4.3 VOCABULARY: QUALITIES

Successful communication depends a lot on your grasp of vocabulary, i.e. words.
You should use the right word at the right place. To enable you to do that, you
need to know the meanings of as many words as possible. Building your word
power will help you throughout your life, while communicating, whether in the
written or oral mode. It is a good practice to write down the words whose meaning
is unknown to you, whenever you come across one. Later consult a good dictionary
8
and look at those words and write down their meanings. In this way you can Your Profile
strengthen your vocabulary gradually.

Activity
1) Look at the following jumbled words, taken from the profile of Bill Gates.
Put these in the appropriate group presented below. You may add your own
words to each of these groups.

Leadership, revenue, internet, access, visionary, BASIC, fiscal year,

chairman, organisation, personal computer, language, Microsoft,
programming, software, foresight, cost-effective, philanthropic, global
company.

Software

Computers

Leadership

Personal Qualities

Commerce/Business

Revenue

9
Preparing for Job Interview From the list given, say which three qualities from each list are important for a
librarian. Why are they important according to you?

Computers Personal qualities Business

……………………… ……………………… ………………………
……………………… ……………………… ………………………
……………………… ……………………… ………………………

4.4 LISTENING
Activity
2) Listen to Arthi Mathur’s profile and fill in the information about her:
i) Her educational background.
...............................................................................................................
ii) Did she have any work experience, if so what?
...............................................................................................................
iii) What are her main achievements?
...............................................................................................................
iv) What are her future plans?
...............................................................................................................
v) Hobbies and interests.
...............................................................................................................
vi) Something about her family.
...............................................................................................................

4.5 SPEAKING: SELF-PROFILE

Activity
3) You have listened to your friend talking about himself/herself. Now you
have to give a brief self-profile to a group of people who do not know much
about you. Use the following hints while speaking about yourself:
• Give your full name, age, etc.
• Tell something about your educational background
• Include highlights of your career
• Say what you wish to do in life
• Talk about your special achievements
• Describe your strengths and weaknesses
• Talk about your hobbies and interests
While presenting your self- profile, keep a watch on the body language of the
audience to check if they are listening. If not, try to cut a joke or pose one or two
interesting questions to the audience. At the end of your presentation, while
10
interacting with members of the audience you will be able to get an idea if they Your Profile
have actively listened to your presentation or not.

4.6 IMPORTANCE OF PROFILES

Cyberspace has become the main medium for communication, replacing traditional
face-to-face communication and even communication over the telephone. In the
era of cyberspace communication, it is critical that personal profiles are written
well. During face-to-face communication other clues and cues are present. You
can hear the other’s voice, tone, see their body language, notice how they dress
and present themselves to the world. All these factors and many more flood our
senses and help flesh out our mental picture of the other.

Only old fashioned “letters” come close to e-mail communication. And even
then, one gets a chance to know more about the person from clues such as
handwriting, choice of stationery and the writing implement.

While preparing your profile you should keep in mind that you will be sending
your profile primarily via e-mail.

Tips for Preparing your Profile

Make sure that your profile is perfect: no spelling mistakes or grammatical
mistakes. Check spelling and punctuation, and avoid using abbreviations. If at
all you have to use abbreviations, give its expanded form when you use it first.
Use capital letters correctly; there are rules on when and how capital letters should
be used.

The recipient may use your profile for a variety of purposes, such as
o To short list for a job
o To place you in a ranked list
o To use it during an interview
o To check how honest you are
Keep a watch on the length of your profile! If it is too long it is likely that many
won’t read it fully. It is better to keep it short, say not more than one page, broken
into 3 or 4 paragraphs. Highlight words/sentences which you think should not
miss the attention of whoever reads it. Keep the language simple and sentences
short.

4.7 WRITING YOUR PROFILE

A profile should include aspects such as the following.
• Major achievements, as a student and /or employee. (should have evidence
to produce, if asked for, so don’t bluff!).
• Skills and competencies you want to highlight ( do not include your
qualifications here).
• Hobbies, if any ( write about serious hobbies only, it is very likely that you
will be asked more on this at the time of interview).
• Long term goals ( be realistic on this).
11
Preparing for Job Interview First note down the points you want to highlight in your profile. It could be any
from the above list, or even something outside it. After that, group these into
three or four sets. Decide which set you want to put first, then second, third and
fourth. Write a few brief sentences on each of the points you have noted. Read it,
make corrections where needed, spell check and grammar check on your
computer. Use a dictionary in case of doubt. Show the profile to one of your
friends or teachers or someone whose English is good and has knowledge about
business communication. Incorporate their suggestions if you think fit. Use good
typeface and type size.

Activity
4) Write a profile of yourself on the basis of the four points given.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

4.8 GRAMMAR: SIMPLE PAST TENSE

Self Check Exercise
Note: i) Write your answer at the space given below.
ii) Check your answer with the answer given at the end of this Unit.
7) Tick (√) mark the sentences which are correct. Say why the others are wrong.
i) Before language was invented, people have used gestures to convey
information and feelings.
ii) I go to a very interesting seminar last week.
iii) Yesterday, a fire broke out in a cloth shop.
iv) The fire has destroyed all the other shops in the market.
v) The door opened suddenly and armed men rushed in.
vi) Did you check the figure?
Form:
The Simple past (positive) is formed by using the past tense form. Regular verbs
add –d or –ed to the bare infinitive to form the past tense. For negatives and
questions we use the auxiliary did and the infinitive.
12
I/you/he/she/it/we/they worked / did not (didn’t) work. Your Profile

Did I/you/he/she/it/we/they work? (Yes, I/you/etc. did/No, I/you/etc. didn’t.)

The verb to be follows a different pattern.

I/he/she/it was/was not (wasn’t)…
We/you/they were/were not (weren’t)…
Was I/he/she/it …? (Yes, I/he/she/it was. / No, I/he/she/it wasn’t.)
Were we/you/they …? (Yes, we/you/they were. /No, we/you/they weren’t.)
Functions:
We use the Simple Past Tense for an action or an event that occurred at a definite
time in the past and is over at the time of speaking. Adverbs of time are commonly
used:
Yesterday on Monday last week in the 1960s
at 6:30 in January a few days ago

Examples:
1) To his own surprise, Ranganathan received the appointment and accepted
the position in January 1924.
2) Ranganathan briefly moved to Zurich, Switzerland, from 1955 to 1957
We use the simple past to refer to an action which took place over a period of
time in the past, or which took place regularly and repeatedly, but is over now.
• William (Bill) H. Gates was the Chairman of Microsoft Corporation.
• Ranganathan began his professional career as a Mathematician.
Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
8) Fill in the blanks with the correct past tense forms of the verbs given in
brackets:

William (Bill) H. Gates 1…….(be) the Chairman of Microsoft Corporation,

the worldwide leader in software, services and solutions, that helps people
and businesses realise their full potential. Microsoft 2…………(have)
revenues of US$ 55.12 billion for the fiscal year ending June 2007.

On June 15, 2006, Microsoft 3………………(announce) that effective July

2008 Gates will move out of a day-to-day role in the company and spend
more time on his global health and education work at the Bill and Melinda
Gates Foundation.

Born on October 28, 1955, Gates 4………..(grow) up in Seattle with his

two sisters. Their father, William H. Gates II, is a Seattle attorney. Their late
mother, Mary Gates, 5……..(be) a schoolteacher, University of Washington
Regent, and Chairwoman of United Way International.

13
Preparing for Job Interview Gates 6………..(attend) a public elementary school and the private Lakeside
School. There, he 7………….(discover) his interest in software and
8
…………….. (begin) programming computers at age 13.

In 1973, Gates9……………(enter) Harvard University as a freshman. While

at Harvard, Gates10……………..(develop) a version of the programming
language BASIC for the first microcomputer − the MITS Altair.

In his junior year, Gates11……….(leave) Harvard to devote his energies to

Microsoft, a company he12…………….(found) in 1975 with his childhood
friend Paul Allen.

9) Write a short paragraph of about 10 lines about your father’s career, giving
dates where possible.

For example:
My father’s name is Shri Virender Sahgal. He went to University in 1953,
where he studied Architecture. He graduated in 1958 and started his own
architecture firm.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

4.9 PRONUNCIATION
Listen to these words and repeat them after the teacher.
• Profile
• Global health
• Architecture
• Seattle
• Harvard University
• Valuable tool
• Foresight
• Vision
• Mission
• Non-profit organisation
14
 Your Profile
4.10 SUMMARY
A personal profile should be a true description of you, what you are, how you
reached where you are now and where you want to go from here and why. It is an
opportunity to highlight your achievements, your contributions and to show how
different you are from others. Your profile should project a positive image of
yourself. It is a marketing tool; you should use your profile to market yourself.
Make sure it is perfect in all respects.

4.11 ANSWERS TO SELF CHECK EXERCISES

1) Ranganathan’s lifelong goal was to teach mathematics but when the
University of Madras created the post of University Librarian in 1923 to
oversee their poorly organised collection, he applied for the position along
with 900 other applicants. Though he did not have any formal training in
librarianship, Ranganathan’s few published papers satisfied the search
committee’s requirement that the candidate should have a research
background. This facilitated his appointment as the University librarian.

2) Ranganathan was initially reluctant as he did not have the required

qualification or adequate knowledge for the position of a librarian. His sole
knowledge of librarianship came from an Encyclopaedia Britannica article
he read days before the interview.

3) Ranganathan found the solitude of the position of librarian intolerable. When

he went back to the university administration to beg for his old position
back, a deal was struck that Ranganathan would travel to London, to study
contemporary Western practices in librarianship, and that, if he returned
and still rejected librarianship as a career, the mathematics lectureship would
be his again. He then traveled to University College in London, which at
that time housed the only graduate degree programme in library science in
Britain.

4) At University College London, though Ranganathan did not excel academically

his mathematical mind latched onto the problem of classification, a subject
typically taught by rote in library programmes of the time. As an outsider,
he focused on what he perceived to be flaws with the popular decimal
classification, and began to explore new possibilities on his own. He began
drafting the system that was ultimately to become the Colon Classification.
He refined it as he returned home, even going so far as to reorder the ship’s
library on the voyage back to India. He returned with a powerful passion for
libraries and librarianship and a vision of its importance for the Indian nation.

5) The transformation that Ranganathan experienced proved extremely

beneficial for India. He returned to India and held the position of University
Librarian at the University of Madras for twenty years. During that time, he
helped to found the Madras Library Association, and lobbied actively for
the establishment of free public libraries throughout India and for the creation
of a comprehensive national library.

It was during this period that he produced what have come to be known as
his two greatest legacies: Five Laws of Library Science (1931) and Colon
15
Preparing for Job Interview Classification (1933). In 1945 he accepted a professorship in library science
at the Banaras Hindu University. There, he personally catalogued over
100,000 items personally. Ranganathan headed the Indian Library Association
from 1944 to 1953. From 1949 to 1955 he helped build Delhi University’s
library science programmes with S. Das Gupta, a former student of his.

Ranganathan’s final major achievement was the establishment of the

Documentation Research and Training Centre in Bangalore in 1962, where
he served as honorary director for five years. In 1965, he was honored by
the Indian government for his contributions to the field with the title of
“National Research Professor.”

6) Do it yourself.
7) i) Wrong. …….. people used ……….
ii) Wrong. …………….went to …………..
iii) Correct
iv) Wrong. ……………… fire destroyed ………..
v) Correct
vi) Wrong. ……………… check ……………….
8) 1) was, 2) had, 3) announced, 4) grew, 5) was, 6) attended, 7) discovered,
8) began, 9) entered, 10) developed, 11) left, 12) founded
9) Do it yourself.

4.12 ANSWERS TO ACTIVITIES

1) Computers: software, programming, internet, access, BASIC, personal
computer, Microsoft.
Personal qualities: leadership, visionary, philanthropic, foresight.

Commerce/Business: revenue, fiscal year, organisation, cost effective,

global company, chairman.

Text for the audio on Profile

Hi Everybody. I am Arthi Mathur working as a Communications Manager
with a media firm called Convergence. I hail from a place called Jaisalmer
in Rajasthan. I am 27 years old and have spent most of my life in Jaisalmer.
I did my schooling in the Kendriya Vidyalaya. It was for my higher studies
that I moved out of Jaisalmer for the first time. I pursued a Bachelor’s in
Communication Studies and went on to do my Masters at the prestigious
Mudra Institute of Mass Communication (MICA), Ahmedabad.

Since childhood I was fascinated by the colourful world of television and

magazines. I witnessed how cable T.V. revolutionised the lifestyles of Indians.
Be it the 24 hour news channels or the soap operas, the masses couldn’t just
have enough. I realised the immense potential media had in reaching out to
the masses and I wanted to play a role in tapping this potential.

16
 Your Profile
I got the first opportunity when I was selected as the Radio Jockey for MICA’s
Community Radio FM. The primary aim was to create awareness about the
various environmental and social issues prevailing in Ahmedabad and what
the citizens could do to resolve them. It was a platform that helped me interact
with people from all walks of life. This not only enhanced my communication
skills but also helped me keep abreast with the latest environmental and
social issues plaguing the world at large.

Later I got a chance to be on the editorial board of MICA’s monthly newsletter.

This experience sensitised me to the creativity and hard work that goes into
the layout of the newspaper, the editing, the graphic designing etc.

2) Do it yourself.
3) Do it yourself.
4) Do it yourself.

4.13 REFERENCES AND FURTHER READING

Dignen, B. Communicating in Business English (with Audio CD). Compass
Publishing, 2013. Print.
Samson, T. Business English (With Audio CD). Tata McGraw-Hill Education,
2008, Print.

17
BLOCK 2 PREPARING FOR JOB
INTERVIEW
Introduction
The whole process of job-hunting is often long-drawn and anxiety-ridden. We
may have fears such as “What should I include in my CV?” “How should I
prepare for my interview?” “What questions will be asked?” “Will I be able to
answer them?” and so on. Our attempt in this Block has been to answer some of
your fears and doubts.
The first thing you should have in front of you is your profile – what are you
interested in, what has been your career so far, what is your education, etc. You
should collect all your achievements, projects and other relevant work that you
have done from time-to-time, this would be your portfolio. The information
from the profile and portfolio will help you write your curriculum vitae (CV).
Finally, you need to prepare for the interview.
All the units in this Block will address all your questions and needs. The units
are as follows:
Unit 4 : Your Profile
Unit 5 : Preparing Your Portfolio
Unit 6 : Preparing Your Resume /Curriculum Vitae
Unit 7 : The Job Interview
Acknowledgement
The material (Picture and passages) we have used is purely for educational
purposes. Every effort has been made to trace the copyright holders of material
reproduced in this book. Should any infringement occurred, the publishers and
editors apologize and will be pleased to make necessary corrections in future
editions of this book.
Preparing for Job Interview

4
 Your Profile
UNIT 4 YOUR PROFILE
Structure
4.0 Objectives
4.1 Warm Up
4.2 Reading Comprehension: Profile of Ranganathan
4.3 Vocabulary: Qualities
4.4 Listening
4.5 Speaking: Self-Profile
4.6 Importance of Profiles
4.7 Writing Your Profile
4.8 Grammar: Simple Past Tense
4.9 Pronunciation
4.10 Summary
4.11 Answers to Self Check Exercises
4.12 Answers to Activities
4.13 References and Further Reading

4.0 OBJECTIVES
This Unit will help you to understand the importance of personal profiles. This
will guide you to write your own profile. This Unit discusses the kind of
information that should be included in a profile and also provides tips on profile
writing. Personal profiles are an important tool while applying for jobs, and it is
important that you get it right.

4.1 WARM UP
Read the following conversation between two friends, Amir and Salman, who
are both looking for a job:
Salman : You know, our final year of college is almost getting over, and I am
so confused about my future. I don’t know what kind of a job I
want. What about you?
Amir : I know that I want a job with a decent salary.
Salman : But you must be having some job objectives?
Amir : My objectives are very simple. I want job security and also the
opportunity to do well in life.
Salman : But everyone tells me that I should have long-term as well as short-
term goals.
Amir : I think that’s a good way of planning our future.
Now enact a role-play. One of you takes the role of Salman and the other of
Amir. You may add to the conversation with your own questions and answers.
5
Preparing for Job Interview
4.2 READING COMPREHENSION: PROFILE OF
RANGANATHAN
Shiyali Ramamrita Ranganathan is considered to be the father of library science
in India. He was born on August 9, 1892 in Shiyali, Tamil Nadu. He belonged to
a middle-class family in British-ruled India. He was an innovative mathematician
and a librarian. His most notable contributions to the field were his five laws of
library science and the development of the first major analytico-synthetic
classification system, the Colon Classification.

Education and Early Career

Ranganathan began his professional life as a mathematician; he earned B.A. and
M.A. degrees in mathematics from Madras Christian College. His lifelong goal
was to teach mathematics, and he was successively a member of the mathematics
faculties at universities in Mangalore, Coimbatore and Madras (all within the
span of five years). As a mathematics professor, he published a handful of papers,
most on mathematics history.

In 1923, the University of Madras created the post of University Librarian to

oversee their poorly organised collection. Among the 900 applicants for the
position, none had any formal training in librarianship, and Ranganathan’s few
papers satisfied the search committee’s requirement that the candidate should
have a research background. His sole knowledge of librarianship came from an
Encyclopaedia Britannica article he read days before the interview.

Ranganathan was initially reluctant to pursue the position (he had forgotten about
his application by the time he was called for an interview). To his own surprise,
he received the appointment and accepted the position in January of 1924.

At first, Ranganathan found the solitude of the position intolerable. In a few

weeks, complaining of total boredom, he went back to the university administration
to beg for his old position back. A deal was struck that Ranganathan would
travel to London, to study contemporary Western practices in librarianship, and
that, if he returned and still rejected librarianship as a career, the mathematics
lectureship would be his again.

Ranganathan traveled to University College in London, which at that time housed

the only graduate degree programme in library science in Britain. At University
College, he earned marks only slightly above average, but his mathematical mind
latched onto the problem of classification, a subject typically taught by rote in
library programmes of the time. As an outsider, he focused on what he perceived
to be flaws with the popular decimal classification, and began to explore new
possibilities on his own. While in England he began drafting the system that was
ultimately to become the Colon Classification. He refined it as he returned home,
even going so far as to reorder the ship’s library on the voyage back to India.

Ranganathan returned with a powerful passion for libraries and librarianship

and a vision of its importance for the Indian nation. He returned to and held the
position of University Librarian at the University of Madras for twenty years.
During that time, he helped to found the Madras Library Association, and lobbied
actively for the establishment of free public libraries throughout India and for
6
the creation of a comprehensive national library.
Ranganathan was considered by many to be a workaholic. During his two decades Your Profile
in Madras, he consistently worked 13-hour a day, seven days a week, without
taking a vacation for the entire time. It was during this period that he produced
what have come to be known as his two greatest legacies: Five Laws of Library
Science (1931) and Colon Classification (1933).

Later Career
After two decades of serving as librarian at Madras University, a post he had
intended to keep until his retirement, Ranganathan retired from his position after
conflicts with a new university Vice-Chancellor became intolerable. At the age
of 54, he submitted his resignation. After a brief bout of depression, he accepted
a professorship in library science in August 1945 at the Banaras Hindu University.
This was to be his last formal academic position. There, he cataloged the
university’s collection; by the time he left four years later, he had classified over
100,000 items personally.

Ranganathan headed the Indian Library Association from 1944 to 1953, but was
never a particularly adept administrator, and left amid controversy when the
Delhi Public Library chose to use the Dewey Decimal Classification system
instead of his own Colon Classification. He held an honorary professorship at
Delhi University from 1949 to 1955 and helped build that institution’s library
science programmes with S. Das Gupta, a former student of his.

Ranganathan’s final major achievement was the establishment of the Documentation

Research and Training Centre in Bangalore in 1962, where he served as honorary
director for five years. In 1965, he was honored by the Indian government for his
contributions to the field with the title of “National Research Professor.”

On 27 September 1972, Ranganathan died of complications from bronchitis.

Ranganathan’s autobiography, published serially during his life, is titled A
Librarian Looks Back. (Adapted from the internet sites).

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
1) How did Ranganathan become the university librarian even though he was
a mathematician?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) Why was Ranganathan initially reluctant to pursue his career as a University
Librarian?
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......................................................................................................................
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...................................................................................................................... 7
Preparing for Job Interview 3) Why did Ranganathan go to London?
......................................................................................................................
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......................................................................................................................
4) What was the impact on Ranganathan of his experience at University College
London?
......................................................................................................................
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......................................................................................................................
......................................................................................................................
......................................................................................................................
5) Did the transformation that Ranganathan experienced prove beneficial for
India? If yes, explain how.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
6) Read the information about Ranganathan and complete the table given below:
Date and place of birth
Education
Early career
Additional qualification
Later career
Major achievements
Honours
Personal qualities

4.3 VOCABULARY: QUALITIES

Successful communication depends a lot on your grasp of vocabulary, i.e. words.
You should use the right word at the right place. To enable you to do that, you
need to know the meanings of as many words as possible. Building your word
power will help you throughout your life, while communicating, whether in the
written or oral mode. It is a good practice to write down the words whose meaning
is unknown to you, whenever you come across one. Later consult a good dictionary
8
and look at those words and write down their meanings. In this way you can Your Profile
strengthen your vocabulary gradually.

Activity
1) Look at the following jumbled words, taken from the profile of Bill Gates.
Put these in the appropriate group presented below. You may add your own
words to each of these groups.

Leadership, revenue, internet, access, visionary, BASIC, fiscal year,

chairman, organisation, personal computer, language, Microsoft,
programming, software, foresight, cost-effective, philanthropic, global
company.

Software

Computers

Leadership

Personal Qualities

Commerce/Business

Revenue

9
Preparing for Job Interview From the list given, say which three qualities from each list are important for a
librarian. Why are they important according to you?

Computers Personal qualities Business

……………………… ……………………… ………………………
……………………… ……………………… ………………………
……………………… ……………………… ………………………

4.4 LISTENING
Activity
2) Listen to Arthi Mathur’s profile and fill in the information about her:
i) Her educational background.
...............................................................................................................
ii) Did she have any work experience, if so what?
...............................................................................................................
iii) What are her main achievements?
...............................................................................................................
iv) What are her future plans?
...............................................................................................................
v) Hobbies and interests.
...............................................................................................................
vi) Something about her family.
...............................................................................................................

4.5 SPEAKING: SELF-PROFILE

Activity
3) You have listened to your friend talking about himself/herself. Now you
have to give a brief self-profile to a group of people who do not know much
about you. Use the following hints while speaking about yourself:
• Give your full name, age, etc.
• Tell something about your educational background
• Include highlights of your career
• Say what you wish to do in life
• Talk about your special achievements
• Describe your strengths and weaknesses
• Talk about your hobbies and interests
While presenting your self- profile, keep a watch on the body language of the
audience to check if they are listening. If not, try to cut a joke or pose one or two
interesting questions to the audience. At the end of your presentation, while
10
interacting with members of the audience you will be able to get an idea if they Your Profile
have actively listened to your presentation or not.

4.6 IMPORTANCE OF PROFILES

Cyberspace has become the main medium for communication, replacing traditional
face-to-face communication and even communication over the telephone. In the
era of cyberspace communication, it is critical that personal profiles are written
well. During face-to-face communication other clues and cues are present. You
can hear the other’s voice, tone, see their body language, notice how they dress
and present themselves to the world. All these factors and many more flood our
senses and help flesh out our mental picture of the other.

Only old fashioned “letters” come close to e-mail communication. And even
then, one gets a chance to know more about the person from clues such as
handwriting, choice of stationery and the writing implement.

While preparing your profile you should keep in mind that you will be sending
your profile primarily via e-mail.

Tips for Preparing your Profile

Make sure that your profile is perfect: no spelling mistakes or grammatical
mistakes. Check spelling and punctuation, and avoid using abbreviations. If at
all you have to use abbreviations, give its expanded form when you use it first.
Use capital letters correctly; there are rules on when and how capital letters should
be used.

The recipient may use your profile for a variety of purposes, such as
o To short list for a job
o To place you in a ranked list
o To use it during an interview
o To check how honest you are
Keep a watch on the length of your profile! If it is too long it is likely that many
won’t read it fully. It is better to keep it short, say not more than one page, broken
into 3 or 4 paragraphs. Highlight words/sentences which you think should not
miss the attention of whoever reads it. Keep the language simple and sentences
short.

4.7 WRITING YOUR PROFILE

A profile should include aspects such as the following.
• Major achievements, as a student and /or employee. (should have evidence
to produce, if asked for, so don’t bluff!).
• Skills and competencies you want to highlight ( do not include your
qualifications here).
• Hobbies, if any ( write about serious hobbies only, it is very likely that you
will be asked more on this at the time of interview).
• Long term goals ( be realistic on this).
11
Preparing for Job Interview First note down the points you want to highlight in your profile. It could be any
from the above list, or even something outside it. After that, group these into
three or four sets. Decide which set you want to put first, then second, third and
fourth. Write a few brief sentences on each of the points you have noted. Read it,
make corrections where needed, spell check and grammar check on your
computer. Use a dictionary in case of doubt. Show the profile to one of your
friends or teachers or someone whose English is good and has knowledge about
business communication. Incorporate their suggestions if you think fit. Use good
typeface and type size.

Activity
4) Write a profile of yourself on the basis of the four points given.
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4.8 GRAMMAR: SIMPLE PAST TENSE

Self Check Exercise
Note: i) Write your answer at the space given below.
ii) Check your answer with the answer given at the end of this Unit.
7) Tick (√) mark the sentences which are correct. Say why the others are wrong.
i) Before language was invented, people have used gestures to convey
information and feelings.
ii) I go to a very interesting seminar last week.
iii) Yesterday, a fire broke out in a cloth shop.
iv) The fire has destroyed all the other shops in the market.
v) The door opened suddenly and armed men rushed in.
vi) Did you check the figure?
Form:
The Simple past (positive) is formed by using the past tense form. Regular verbs
add –d or –ed to the bare infinitive to form the past tense. For negatives and
questions we use the auxiliary did and the infinitive.
12
I/you/he/she/it/we/they worked / did not (didn’t) work. Your Profile

Did I/you/he/she/it/we/they work? (Yes, I/you/etc. did/No, I/you/etc. didn’t.)

The verb to be follows a different pattern.

I/he/she/it was/was not (wasn’t)…
We/you/they were/were not (weren’t)…
Was I/he/she/it …? (Yes, I/he/she/it was. / No, I/he/she/it wasn’t.)
Were we/you/they …? (Yes, we/you/they were. /No, we/you/they weren’t.)
Functions:
We use the Simple Past Tense for an action or an event that occurred at a definite
time in the past and is over at the time of speaking. Adverbs of time are commonly
used:
Yesterday on Monday last week in the 1960s
at 6:30 in January a few days ago

Examples:
1) To his own surprise, Ranganathan received the appointment and accepted
the position in January 1924.
2) Ranganathan briefly moved to Zurich, Switzerland, from 1955 to 1957
We use the simple past to refer to an action which took place over a period of
time in the past, or which took place regularly and repeatedly, but is over now.
• William (Bill) H. Gates was the Chairman of Microsoft Corporation.
• Ranganathan began his professional career as a Mathematician.
Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
8) Fill in the blanks with the correct past tense forms of the verbs given in
brackets:

William (Bill) H. Gates 1…….(be) the Chairman of Microsoft Corporation,

the worldwide leader in software, services and solutions, that helps people
and businesses realise their full potential. Microsoft 2…………(have)
revenues of US$ 55.12 billion for the fiscal year ending June 2007.

On June 15, 2006, Microsoft 3………………(announce) that effective July

2008 Gates will move out of a day-to-day role in the company and spend
more time on his global health and education work at the Bill and Melinda
Gates Foundation.

Born on October 28, 1955, Gates 4………..(grow) up in Seattle with his

two sisters. Their father, William H. Gates II, is a Seattle attorney. Their late
mother, Mary Gates, 5……..(be) a schoolteacher, University of Washington
Regent, and Chairwoman of United Way International.

13
Preparing for Job Interview Gates 6………..(attend) a public elementary school and the private Lakeside
School. There, he 7………….(discover) his interest in software and
8
…………….. (begin) programming computers at age 13.

In 1973, Gates9……………(enter) Harvard University as a freshman. While

at Harvard, Gates10……………..(develop) a version of the programming
language BASIC for the first microcomputer − the MITS Altair.

In his junior year, Gates11……….(leave) Harvard to devote his energies to

Microsoft, a company he12…………….(found) in 1975 with his childhood
friend Paul Allen.

9) Write a short paragraph of about 10 lines about your father’s career, giving
dates where possible.

For example:
My father’s name is Shri Virender Sahgal. He went to University in 1953,
where he studied Architecture. He graduated in 1958 and started his own
architecture firm.
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4.9 PRONUNCIATION
Listen to these words and repeat them after the teacher.
• Profile
• Global health
• Architecture
• Seattle
• Harvard University
• Valuable tool
• Foresight
• Vision
• Mission
• Non-profit organisation
14
 Your Profile
4.10 SUMMARY
A personal profile should be a true description of you, what you are, how you
reached where you are now and where you want to go from here and why. It is an
opportunity to highlight your achievements, your contributions and to show how
different you are from others. Your profile should project a positive image of
yourself. It is a marketing tool; you should use your profile to market yourself.
Make sure it is perfect in all respects.

4.11 ANSWERS TO SELF CHECK EXERCISES

1) Ranganathan’s lifelong goal was to teach mathematics but when the
University of Madras created the post of University Librarian in 1923 to
oversee their poorly organised collection, he applied for the position along
with 900 other applicants. Though he did not have any formal training in
librarianship, Ranganathan’s few published papers satisfied the search
committee’s requirement that the candidate should have a research
background. This facilitated his appointment as the University librarian.

2) Ranganathan was initially reluctant as he did not have the required

qualification or adequate knowledge for the position of a librarian. His sole
knowledge of librarianship came from an Encyclopaedia Britannica article
he read days before the interview.

3) Ranganathan found the solitude of the position of librarian intolerable. When

he went back to the university administration to beg for his old position
back, a deal was struck that Ranganathan would travel to London, to study
contemporary Western practices in librarianship, and that, if he returned
and still rejected librarianship as a career, the mathematics lectureship would
be his again. He then traveled to University College in London, which at
that time housed the only graduate degree programme in library science in
Britain.

4) At University College London, though Ranganathan did not excel academically

his mathematical mind latched onto the problem of classification, a subject
typically taught by rote in library programmes of the time. As an outsider,
he focused on what he perceived to be flaws with the popular decimal
classification, and began to explore new possibilities on his own. He began
drafting the system that was ultimately to become the Colon Classification.
He refined it as he returned home, even going so far as to reorder the ship’s
library on the voyage back to India. He returned with a powerful passion for
libraries and librarianship and a vision of its importance for the Indian nation.

5) The transformation that Ranganathan experienced proved extremely

beneficial for India. He returned to India and held the position of University
Librarian at the University of Madras for twenty years. During that time, he
helped to found the Madras Library Association, and lobbied actively for
the establishment of free public libraries throughout India and for the creation
of a comprehensive national library.

It was during this period that he produced what have come to be known as
his two greatest legacies: Five Laws of Library Science (1931) and Colon
15
Preparing for Job Interview Classification (1933). In 1945 he accepted a professorship in library science
at the Banaras Hindu University. There, he personally catalogued over
100,000 items personally. Ranganathan headed the Indian Library Association
from 1944 to 1953. From 1949 to 1955 he helped build Delhi University’s
library science programmes with S. Das Gupta, a former student of his.

Ranganathan’s final major achievement was the establishment of the

Documentation Research and Training Centre in Bangalore in 1962, where
he served as honorary director for five years. In 1965, he was honored by
the Indian government for his contributions to the field with the title of
“National Research Professor.”

6) Do it yourself.
7) i) Wrong. …….. people used ……….
ii) Wrong. …………….went to …………..
iii) Correct
iv) Wrong. ……………… fire destroyed ………..
v) Correct
vi) Wrong. ……………… check ……………….
8) 1) was, 2) had, 3) announced, 4) grew, 5) was, 6) attended, 7) discovered,
8) began, 9) entered, 10) developed, 11) left, 12) founded
9) Do it yourself.

4.12 ANSWERS TO ACTIVITIES

1) Computers: software, programming, internet, access, BASIC, personal
computer, Microsoft.
Personal qualities: leadership, visionary, philanthropic, foresight.

Commerce/Business: revenue, fiscal year, organisation, cost effective,

global company, chairman.

Text for the audio on Profile

Hi Everybody. I am Arthi Mathur working as a Communications Manager
with a media firm called Convergence. I hail from a place called Jaisalmer
in Rajasthan. I am 27 years old and have spent most of my life in Jaisalmer.
I did my schooling in the Kendriya Vidyalaya. It was for my higher studies
that I moved out of Jaisalmer for the first time. I pursued a Bachelor’s in
Communication Studies and went on to do my Masters at the prestigious
Mudra Institute of Mass Communication (MICA), Ahmedabad.

Since childhood I was fascinated by the colourful world of television and

magazines. I witnessed how cable T.V. revolutionised the lifestyles of Indians.
Be it the 24 hour news channels or the soap operas, the masses couldn’t just
have enough. I realised the immense potential media had in reaching out to
the masses and I wanted to play a role in tapping this potential.

16
 Your Profile
I got the first opportunity when I was selected as the Radio Jockey for MICA’s
Community Radio FM. The primary aim was to create awareness about the
various environmental and social issues prevailing in Ahmedabad and what
the citizens could do to resolve them. It was a platform that helped me interact
with people from all walks of life. This not only enhanced my communication
skills but also helped me keep abreast with the latest environmental and
social issues plaguing the world at large.

Later I got a chance to be on the editorial board of MICA’s monthly newsletter.

This experience sensitised me to the creativity and hard work that goes into
the layout of the newspaper, the editing, the graphic designing etc.

2) Do it yourself.
3) Do it yourself.
4) Do it yourself.

4.13 REFERENCES AND FURTHER READING

Dignen, B. Communicating in Business English (with Audio CD). Compass
Publishing, 2013. Print.
Samson, T. Business English (With Audio CD). Tata McGraw-Hill Education,
2008, Print.

17
Preparing for Job Interview
UNIT 5 PREPARING YOUR PORTFOLIO
Structure
5.0 Objectives
5.1 Warm Up
5.2 Reading Comprehension: Portfolio
5.3 Vocabulary: Nouns Used as Verbs
5.4 Grammar: Modals Indicating Obligation
5.5 Making Your Own Portfolio
5.6 Listening Comprehension: Portfolio on the Website
5.7 Pronunciation
5.8 Summary
5.9 Answers to Self Check Exercises
5.10 Answers to Activities
5.11 References and Further Reading

5.0 OBJECTIVES
In this Unit, you will learn about the purpose of having a portfolio. It also discusses
the type of material that should be included in a portfolio and the order in which
these should be kept. It also discusses the importance of having a web version of
a portfolio

5.1 WARM UP
Activity
1) Take a look at these pictures. What qualities of a person do you think each
picture highlights?

i) ........................................................
........................................................

ii) ......................................................
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18
 Preparing Your Portfolio

iii) ......................................................
......................................................

iv) ......................................................
......................................................

v) ......................................................
......................................................

2) Now look at the following character traits and decide which pictures best
represents these traits. You may add some relevant characteristics of your
own.
i) Creativity ii) Dedication
iii) Communication skills iv) Spirit of Competition
v) Teamwork vi) Ambition
vii) Spirit of adventure
3) Make a list of your strengths which you would like to highlight while
applying for a job.
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19
Preparing for Job Interview
5.2 READING COMPREHENSION: PORTFOLIO
Pre-reading
Before you read the passage on Portfolios, given below, attempt the following
questions. After that, read the passage and check your answers.
1) Is “portfolio” just another name for “resume”?
2) Is “resume” part of “portfolio”?
3) Can pictures be included in a portfolio?
4) How long does it take it take to collect documents for a portfolio?
Normally, when you talk to someone who is preparing for an interview and ask
if his/her portfolio is up-to-date, the response you get is that of bewilderment.
People never think of a portfolio, and more often question the need for one! But
as you can see it is a necessary and useful tool. However, you must always send
your CV or resume.

Portfolio
1) How is a portfolio different from a curriculum vitae or resume?
“Portfolio” is a comparatively recent development in the career
development scene. Called “career portfolio”, it can help you when you
apply for a job.
• A portfolio is not a resume. The first personal document in a portfolio
is the resume.
• It contains tangible evidence of your skills and competencies.
• It may contain graphics relevant to the skills and competencies
required for the purpose.
• A portfolio is not sent out like a resume; it is normally taken along at
the time of an interview.
2) How will you use your portfolio?
You can take it with you if you are attending an interview, to show it to
the interview panel.
OR
You can send it to with your resume, if you are applying for a job.
OR
You can send it to potential employers, along with your resume.
Depending on the purpose, you may need to make minor changes to
your portfolio, for e.g. the sequence in which the items are organised,
whether you need to include everything or only selected portions.
A portfolio is a powerful interviewing tool for all job seekers. It is a
visual presentation of your abilities, skills, competencies, knowledge,
qualities etc., and so it represents your potential. It presents tangible proof
of your skills and competencies.

20
 Preparing Your Portfolio
Physically, it is a collection of things that represent work-related events
in your life. Remember that while pursuing hobbies or volunteer activities,
or simply pursuing your interests, you probably developed skills that can
now be extremely useful in a work-related environment. The portfolio
provides ‘evidence’ of your potential by demonstrating what you have
accomplished in the past.
3) Why is a portfolio worth the work?
A portfolio helps you to :
• Make focused preparation for interviews.
• Convince others of your skills, competencies and abilities pertaining
to the job requirement.
• Showcase and hence communicate your skills clearly.
• Demonstrate the results of your work.
• Establish the habit of documenting your achievements.
• Create a personal database.
• Assess your progress in your career development.
A portfolio can be an important learning tool for students to help them to
assess their learning and to compare it to what the job in question requires.
4) How do you make a portfolio?
First, look at yourself the way the prospective employers would look at
you. Your portfolio should have everything in it that would impress the
employer. The folder/binder, the contents, the organisation of the contents,
accuracy, style, relevance of the contents, etc. should reflect your
personality. Give meticulous attention to everything in the portfolio:
spelling, grammar, language, style.
The items selected for the portfolio should showcase your skills and
competencies and the relevance of these to the job in question. These
should be the very best of your achievements.
Start by developing a portfolio “collection” that contains all of your
artifacts. Include whatever you have achieved, written, developed, created,
earned. The format of these collected items could be a printout, a
photograph, a photocopy, or in digital format, or any other. The items
could include anything such as the following:
• Articles written by you or about you
• Awards /recognitions received by you
• Drawings made by you
• Educational qualifications, copies of certificates etc.
• Letters of commendation
• Letters of reference
• Appropriate photographs
• Presentations, if any made by you
• Training certificates.
21
Preparing for Job Interview
5) Some important Tips
Ensure that the contents of your portfolio are relevant to the job in question
or the purpose for which you are using it, Don’t send everything, just
because you have it!
Include visual examples of your work, if available, e.g. photographs,
drawings.
Use shorter write ups instead of lengthy ones.
Don’t expect a prospective employer to read everything you have sent,
even if you think that everything you have sent is great!

6) Organising the Portfolio

The portfolio should be housed in a smart and sleek binder. The binder
should be neat and orderly and the contents well organised.
Though there is no hard and fast rule about the size of a folder, it is
important to ensure that it is not extra large or too small. About 20 – 25
pages is ideal. This allows you to add or delete documents as per the
requirement.
The normal practice is to put the contents in the folder in chronological
order. However, sometimes it may be better to put the contents according
to their importance − the most important first and the least important
last.
One way to organise a portfolio is as follows:
First section: Index/contents page
This page should give the user of the portfolio a concise overview of
what is contained in the folder. This will enable him/her to look at the
documents of interest, and quickly get an idea about your achievements
etc.
Second section: Your resume or curriculum vitae. This concise
document should include brief information about education, work
experience and other achievements.
Third section: Copies of all certificates, commendations, reference
letters, any other document which is important.
Fourth section: Personal information about you, in brief, including
information on extra-curricular activities, hobbies, etc.
A portfolio, like a resume, should be fluid. Adjustments and re-
organisation will need to be made in it, as and when required depending
on the purpose for which it is used. It is also important to keep the portfolio
updated and complete. Your portfolio gives you the first and the best
opportunity to demonstrate your suitability to a potential employer. So
make sure that you have one which is perfect in every respect.

22
Self Check Exercise Preparing Your Portfolio

Note: i) Write your answers at the space given below.

ii) Check your answers with the answers given at the end of this Unit.
Read the text on ‘Portfolio’ once again and answer the following questions:
1) Define a portfolio
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) What are the basic differences between a portfolio and a resume?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3) Name four qualities that a portfolio can represent?
......................................................................................................................
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......................................................................................................................
......................................................................................................................
4) How does building a portfolio act as a learning tool for students?
......................................................................................................................
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5) How should artifacts be placed in a portfolio?
......................................................................................................................
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23
Preparing for Job Interview 6) When should a person start collecting artifacts for his/her portfolio?
......................................................................................................................
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......................................................................................................................

5.3 VOCABULARY: NOUNS USED AS VERBS

Activity
4) Find a word in the text on “Portfolio” that is similar in meaning to each of
the following words/phrases:
i) Results that are easy to see so there is no room for any doubt
ii) Evidence that shows people your abilities
iii) Ornamental objects of no great value
iv) Arranged in order of time of occurrence
v) An object produced or shaped by human craft
vi) An official award or recognition
vii) Expressing much in few words
viii) Coming before.
Look at the following sentence from the passage on “portfolio”.
“The portfolio should be housed in a binder”
As you are aware the verb “housed” is derived from the noun “house”. There are
other such words which are normally nouns but are occasionally used as verbs.
For example: carpet – carpeted, elbow – elbowed.

Activity
5) Fill in the blanks below, with the correct form of the words in the box

motor queue captain carpet pocket

pilot floor butter bud shoulder

i) I want my room ………………….

ii) We ………………….down to Lucknow.
iii) He …………………. the plane in a skillful manner.
iv) Who will …………………. the team?
v) We …………………. up for the tickets.
24
 vi) After his father’s death, he…………………. all responsibilities. Preparing Your Portfolio

vii) Let me …………………. the toast.

viii) Plants …………………. in spring.
ix) He …………………. all the money and left.
x) His last question completely ………………….me.

5.4 GRAMMAR: MODALS INDICATING

OBLIGATION
Modals are auxiliary verbs that indicate the functions of the language. They
express functions such as suggestions, advice, capability, possibility and so on.

In this Unit we will look at the modals which express “suggestions” and
“obligations”
The modals are should, must, have to, have got to, ought to, need to.
Examples:
• However, you must always send your CV or resume.
• Your portfolio should have everything in it that would impress the employer.
• You ought to carry the original copies of your certificates at the interview.

Suggestion Obligation No obligation Prohibition

should must needn’t mustn’t
ought to (strong) have to don’t have to can’t
need to shouldn’t

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
7) Fill in the gaps in the following sentences using the words given below:

should shouldn’t have to/has to don’t have to

must mustn’t need(s)

i) Although you ……………………….. make a portfolio to apply for a

job, it helps to represent your skills and competencies better.
ii) You ……………………….. send/mail your portfolio to the
organisation, but take it with you to the interview.
iii) One ……………………….. preserve and file all records and proofs
of achievement in all fields in order to create an impressive portfolio.
iv) The first document in the portfolio……………………….. be the
resume.
v) The candidate ……………………….. to make adjustments in the
portfolio for each position sought.
25
Preparing for Job Interview vi) One ……………………….. try to dress up the portfolio with
unnecessary frills to make look impressive. It ………………………..
look professional.
vii) It ……………………….. be put in a proper binder as this allows you
to add and delete documents when needed.
8) Choose the correct phrase /words in italics to complete each of the following
sentences:
i) Applicant must /need include the names of two referees.
ii) You needn’t/mustn’t stay back late, we have cancelled the meeting.
iii) You needn’t/mustn’t send that reminder to Khalid and Sons; they paid
their dues this morning.
iv) Airline pilots should/have to have excellent eyesight.
v) You should/must save the file before you turn the computer off, or you
will lose the data.
vi) Employees are reminded that they mustn’t/needn’t use the office phone
to make personal calls.
vii) You must not/don’t have to come to the meeting if you have more
important things to do.
viii) University teachers must/should be graduates in their respective areas.
ix) They must/should have a Ph D if possible.
x) They need/should have several publications in referred journals.

5.5 MAKING YOUR OWN PORTFOLIO

Activity
6) Make a portfolio of yourself. It should include your profile, resume, copies
of important certificates, copies of any awards or recognitions and brief
note on your extracurricular activities and hobbies. The portfolio should
not be more than 20 pages. You may show it to your teacher at the study
centre.

5.6 LISTENING COMPREHENSION: PORTFOLIO

ON THE WEBSITE
Listen to a talk on ‘Portfolio on the Website’ and answer the questions given
below:

With the ever-increasing popularity of the internet and web technology, it is

becoming increasingly important for you to put your portfolio on the website.
Consider creating a web version of your portfolio, with links to full text of your
publications. It is an excellent way to display your achievements and impress the
potential employers. Placing your portfolio on a website is extraordinarily
powerful. It also demonstrates that you are current and contemporary.

Remember that your portfolio is a work in progress. You don’t need to upload
everything at one go. Do it in phases. It is important to keep your portfolio up-to-
26
date always. Check regularly to ensure that everything is in order, especially to Preparing Your Portfolio
ensure that there are no broken images and no outdated information. If you have
provided a link to your e-mail address, test it to make sure that the link is working.

From your resume give a link to your portfolio and mention this in your covering
letter, to enable the employers to access detailed information on you quickly and
easily.
Some Points to Remember while Building Online Portfolio
• If you decide to use free web space to create your portfolio, be mindful of
domain names and conditions on free space usage.
• Many free sites use banner advertisements to support their sites and you
will have no control over what type of advertisement might be displayed.
• Use images, graphics and colour to make your site attractive and lively.
• Edit and update your site regularly.

Self Check Exercise

Note: i) Write your answer at the space given below.
ii) Check your answer with the answer given at the end of this Unit.
9) Complete the following sentences. You may make points as you listen. The
answer may be in your own words.
i) Creating a web version of your portfolio is an excellent …………….
ii) Placing your portfolio on a website demonstrates that ……………….
iii) You don’t need to upload everything ………, you can do it in ………….
iv) You need to check your website regularly to ………….
v) If you use free web space to create your portfolio you must be ………..

5.7 PRONUNCIATION
Listen to these words and repeat them after the teacher.
portfolio creativity dedication
spirit of competition resume tangible proof
focused preparation curriculum vitae time of occurrence
Competencies

5.8 SUMMARY
A portfolio, like a resume, should be fluid. Adjustments and re-organisation will
need to be made in it, as and when required, depending on the purpose for which
it is used. It is also important to keep the portfolio updated. Your portfolio gives
you the first and the best opportunity to demonstrate your suitability to a potential
employer. So make sure that you have one which is perfect in every respect.

27
Preparing for Job Interview
5.9 ANSWERS TO SELF CHECK EXERCISES
1) A portfolio is a visual presentation of a person’s abilities, skills, competencies,
knowledge and qualities. It presents tangible proof of these in the form of
artifacts, certificates etc. The portfolio provides evidence of a person’s
potential by demonstrating what he/she has accomplished in the past.

2) A resume is concise document that outlines all of a person’s relevant

credentials, education and work experience. It does not include any additional
documents. A portfolio on the other hand has detailed proof of these
credentials in the form of documents. It may also contain photographs. A
resume is always the first document in a portfolio.

3) Some qualities a portfolio can represent in the form of documented evidence

are a person’s skills, competencies, knowledge and achievements.

4) A portfolio acts as an important learning tool for students. It helps to form

the habit of documenting your achievements and to make a focused
preparation for interviews. It also helps you to assess your own progress in
career development and compare it with the employer’s requirements.

5) The portfolio begins with an index. The first document in a portfolio is

always the resume. The next section contains certificates, commendations
and other credentials. The third section has all educational degrees,
achievements, extra-curricular activities, volunteer work etc. The final section
contains brief personal information.

6) A portfolio collection is developed over a period of time. It is always a

“work in progress” and should be updated regularly. Whenever you develop,
create, write or do anything that could be of value to you in your work, you
should file a copy as part of your portfolio collection.
i) Although you don’t have to make a portfolio to apply for a job, it helps
to represent your skills and competencies better.
ii) You shouldn’t send/mail your portfolio to the organisation, but take it
with you to the interview.
iii) One should/must preserve and file all records and proofs of achievement
in all fields in order to create an impressive portfolio.
iv) The first document in the portfolio must be the resume.
v) The candidate needs to make adjustments in the portfolio for each
position sought.
vi) One shouldn’t/mustn’t try to dress up the portfolio with unnecessary
frills to make look impressive. It should look professional.
vii) It should be put in a proper binder as this allows you to add and delete
documents when needed.

8) i) must
ii) needn’t
iii) needn’t
28
 iv) have to Preparing Your Portfolio

v) must
vi) mustn’t
vii) don’t have to
viii)must
ix) should
x) should
9) i) Creating a web version of your portfolio is an excellent way to display
your achievements.
ii) Placing your portfolio on a website demonstrates that you are current
and up-to-date technologically.
iii) You don’t need to upload everything at one go, you can do it in phases.
iv) You need to check your website regularly to ensure everything is in order.
v) If you use free web space to create your portfolio you must be mindful
of domain names and conditions on free space usage.

5.10 ANSWERS TO ACTIVITIES

1) i) Team spirit, creativity, artistic temperament.
ii) Sportsmanship, competitive spirit, ambition, dedication.
iii) Ambition, teamwork.
iv) Good communication skills, good interpersonal skills.
v) Team spirit, spirit of adventure, fearlessness.
vi) Innovative thinking, creativity.
2) Do it yourself.
3) Do it yourself.
4) i) Results that are easy to see so there is no room for any doubt – Tangible
ii) Evidence that shows people your abilities – Credentials
iii) Ornamental objects of no great value – Frills
iv) Arranged in order of time of occurrence – Chronological
v) An object produced or shaped by human craft – Artifact
vi) Official award or recognition – Commendation
vii) Expressing much in few words – Concise
viii)Coming before - Prior
5) i) I want my room carpeted.
ii) We motored down to Lucknow.
iii) He piloted the plane in a skillful manner.
iv) Who will captain the team?
v) We queued up for the tickets.
29
Preparing for Job Interview vi) After his father’s death, he shouldered all responsibilities.
vii) Let me butter the toast.
viii)Plants bud in spring.
ix) He pocketed all the money and left.
x) His last question completely floored me.
6) Do it yourself

5.11 REFERENCES AND FURTHER READING

Bowstead, J.M. A Guide to Preparing your Portfolio. A&C Black, 2011, Print.
Brown D., Preparing and Managing Your Career Portfolio. 2013, Kindle Edition.
Ebook.

30
 Preparing Your Portfolio
UNIT 6 PREPARING YOUR RESUME /
CURRICULUM VITAE
Structure
6.0 Objectives
6.1 Warm Up
6.2 Reading Comprehension: Writing a Resume
6.3 Vocabulary: Sub-headings in a Resume
6.4 Grammar: Subject-Verb Agreement
6.5 Listening Comprehension: Guidelines on Writing a Resume
6.6 Writing Your Own Resume
6.7 Pronunciation
6.8 Summary
6.9 Answers to Self Check Exercises
6.10 Answer to Activity
6.11 References and Further Reading

6.0 OBJECTIVES
In this Unit, you will learn about the importance of Resume or Curriculum Vitae
(CV) while applying for a job. We will also prepare you to write your own resume
or to update your existing one to ensure that it meets international standards.
You will also learn what type of information you should include in your resume
and how you should organise the information.

6.1 WARM UP
Imagine that you are a librarian in a school in India, and you are looking for a
young person to be an assistant librarian. You have received many resumes in
response to your advertisement. Put a tick mark against the personal information
necessary to select the right candidate out of the following:
− Name
− Sister’s name
− Date of birth
− Name of pet dog
− Favourite book
− Contact address
− E-mail id
− Mobile number
− Passport number

31
Preparing for Job Interview
6.2 READING COMPREHENSION: WRITING A
RESUME
Writing a Resume
“Resume” or “Curriculum Vitae (CV)” as it is often called, is the most important
weapon when it comes to job hunting. It is a tool to advertise yourself to the
world of potential employees and is an instrument to present yourself and impress
your potential employer. An employer normally gets a large number of applications
when a job is advertised. To ensure that your application stands out, it is most
important to ensure that your Resume is perfect in every respect. A prospective
employer will often make a snap judgment as soon as he/she reads your resume.
Even the most qualified people can find themselves rejected if their resume fails
to catch the attention of an employer.

In a resume two things are important:

The contents: how good your credentials are, that is your qualifications,
experience, achievements, skills and competencies etc.

The presentation: even if you have a good story to tell about yourself, it is most
important to communicate it properly.

Your resume is a summary of your work. Its appearance indicates how seriously
you take your work and in turn, how seriously you should be taken. It is the first
impression that you give of yourself, and creating a positive first impression
depends on presenting a neat, error free, well organised and easy-to-read copy.

CV length
There are no set rules governing the length of your CV – this will be decided on
the basis of your career history, education and achievements. If possible, try to
keep it to one page, but if this looks too crowded then spread it out over two
sheets. If you write more than this, the employer has too much to read.

Everyone has a different theory when it comes to the design of a CV. Don’t make
your design very complicated; just make sure everything is clearly marked. Include
your career, progress, education and achievements prominently so your prospective
employer doesn’t have to search.

Basic Format
• Start off with your name, address and contact details clearly listed at the top
of the page.
• Follow this with a profile of yourself which should include an outline of
your skills, experience and immediate career goals.
• After this you can put in your career history – in reverse chronological order
over the past 10 years – with brief descriptions of your responsibilities and
achievements.
• Then comes education, interests/personal details and references.
You can’t do much about the contents; you can only include what you possess! A
bad presentation of good contents can result in the application getting rejected.
32
Writing a resume has never been as easy as it is now, thanks to the numerous Preparing Your Resume/
Curriculum Vitae
websites that provide guidelines for preparing resumes substantiated with
examples. Templates for resume, sample resume, ready-made resume etc. are
now available on these sites. But don’t have the impression that these are the
standard ones and are perfect samples and offer readymade solutions! One can
get ideas from these and then adapt to meet one’s requirements. It is always
better to have something to work on rather than starting from scratch.

Finally, remember that it is important to be truthful. Never try to smudge dates to

hide periods of unemployment. A basic check will expose your deceit and ruin
any chance of getting a job.

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
Read the passage ‘Writing a Resume’ once again and answer the following
questions:
1) How does a resume help in job hunting?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) Why is it important to keep your resume simple and readable?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3) How long should your resume be?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
4) In which section will you include your career goals?
......................................................................................................................
......................................................................................................................
......................................................................................................................
33
Preparing for Job Interview 5) What do you need to keep in mind while describing career history?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
6) Should you hide in your resume that you were unemployed for six months?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

6.3 VOCABULARY: SUB-HEADINGS IN A RESUME

There is no one single way to present a Resume. However, employers normally
expect a Resume to cover the following:

Education Personal details Experience

Hobbies Additional skills Achievements

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answer with the answer given at the end of this Unit.
7) Look at the following points and decide under which headings mentioned
above, you would put them under:
− Fluent in English ....................................................
− Photography ....................................................
− University of Delhi ....................................................
− Good communication skills ....................................................
− Responsibility for cataloguing ....................................................
− Assistant Librarian (2006 – 2008) ....................................................
− Web designing ....................................................
− 29 years ....................................................

34
 Preparing Your Resume/
6.4 GRAMMAR: SUBJECT-VERB AGREEMENT Curriculum Vitae

Read the following sentences:

A Some employers treat their employees very badly.
B An employer normally gets a large number of applications when a job is
advertised.
In sentence A, the subject employers is in plural form. The verb treat is also in
the plural form.

In sentence B, the subject employer is in the singular form, therefore, the verb
gets which has been used, is also in the singular form.

A finite verb in a sentence always agrees with its subject in number and person.
When the subject is singular, the verb must be singular. When the subject is
plural, the verb must be plural. In English, the only subject that affects the ending
of the main verb or auxiliary is the third person singular.
1st person singular I work.
2nd person singular You work.
3rd person singular She/he/It works.

1st person plural We work.

2nd person plural You work.
3rd person plural They work.

Let us now look at some rules of subject-verb agreement:

Singular Subjects That Look Plural
1) There are certain verbs which end in s and look plural, but they are singular
in number. They take singular verbs.

Physics is one of the most interesting subjects.

The news that everyone survived the crash is good to hear.
Gulliver’s Travels is a famous book.

2) When a proper noun is plural in form but stands for one ‘thing’ or ‘company’
it takes a singular plural.

Bahri and Sons is a famous book store in Khan Market.

Singapore Airlines is my favourite airlines.

3) When two nouns are joined with and, and refer to the same person or thing
or concern one idea, they take the singular verb.

Rice and fish curry is my favourite dish.

Slow and steady wins the race.
4) When two singular subjects are joined by or, either-or, neither-nor, they
take a singular verb.

35
Preparing for Job Interview Neither Australia nor England is likely to win the World Cup.
I’m sure he or his brother is to blame.
Either Sunita or Sumit has done it.
5) The following pronouns are always singular and they take singular verbs.

Anybody anyone anything each either

every/body/one/thing neither nobody no one somebody
someone something

Nobody is allowed to enter the building after office hours.

Everyone has a different theory when it comes to the design of a CV.
Neither of the managers is going on the trip.
6) When the subject is a unit of measurement or a mathematical unit, the verb
used is singular.

Six months is a long time to wait.

Three kilometers is quite a long walk.

Subject which is Plural:

1) These nouns are always plural in form and take plural verbs like: trousers,
pants, shorts, scissors, pliers, socks, spectacles.

My new spectacles are lost.

Your blue socks are in the drawer.
The trousers need repair.
Your new shorts look really cool.
2) Two and more singular nouns joined by and make a plural subject. They
take a plural verb.

Jack and Jill are coming.

India and Pakistan are neighbours.
3) The following pronouns are always plural and take plural verbs:
both, many, few, several.
Both the twins look alike.
Many children participated in the Science Talent Contest, but few have passed.
Several of the paintings were destroyed in the fire.

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
8) Fill in the blanks with the correct form of the verb given in brackets.
i) The cars ………….. parked on the street ahead. (is / are)
ii) The carpet …………..a lot of stains. (has / have)
36
 iii) The Trade Union Members’ Meeting ………….. being held in the Preparing Your Resume/
Curriculum Vitae
Conference Room. (is / are)
iv) Fifteen years ………….. a very long time! (is / are)
v) Neither her father nor her mother ………….. very tall.(is / are)
vi) Either this woman or that man ……… stolen the watch. (has / have)
vii) At the party, everyone ………….. well dressed. (was / were)
viii) Baked beans and toast ………….. my favourite dish for breakfast.
(is / are)
ix) Many children ………….. injured in the accident. (was / were)
x) Something ………….. amiss in this room. (seem /seems)

9) Spot the Mistakes: Read the following text. There are 12 verbs that are
wrong. Rewrite the passage with the correct form of the verb in the space
provided.

Some jobs is very demanding but nevertheless, someone have to do them.

Recently, I saw an advertisement in the newspaper where Brown & Polson
were looking for a Chocolate Purchase Manager. The Company were offering
to pay $ 40,000 per year for the right candidate.

The nature of the job are also very interesting. The applicant are expected to
travel to Africa to selects the right cocoa to be used in the making of
chocolate.

The company are expecting a lot of applications for the job. They is looking
for someone who work hard, enjoy traveling and love chocolate.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

6.5 LISTENING COMPREHENSION: GUIDELINES

ON WRITING A RESUME
Activity
1) Listen to the guidelines on writing a resume. Fill in the blanks to complete
the instructions.
37
Preparing for Job Interview General guidelines for writing a resume:
i) Try to contain your resume in ………………………...
ii) Start with your name and ………... You must include phone numbers
and …………...
iii) If you have any experience, state the same first and your ……………….
iv) In case of experience and educational qualifications, always write the
………………………and the first and the earlier ones later
v) It is helpful to give your…………………, since many employers draw
conclusions from these.
vi) ……………………..whatever you have written.
vii) Ensure there are no spelling or……………………..
viii) Since the Resume is the first contact you are making with an employer,
there is no need to give details of………….., unless asked for.
ix) …………………from sample Resumes from websites.
x) Use good typeface and type size, and if sending by snail mail, ………
………………….

6.6 WRITING YOUR OWN RESUME

Using all the information you have gathered on writing Resume, now write a
good Resume of yourself. Imagine that you are applying for the job of a Librarian
in a college and that you hold a Bachelors degree in Library Science and have
four years of experience in a University library as a Library Assistant.

You may consult any sample Resume on any job website or use the following
template

Name:

Address:

Age:

Telephone :

E-mail:

Professional experience:

Educational qualification:

Additional skills and competencies, if relevant to the job:

Extracurricular activities/hobbies:

38
 Preparing Your Resume/
6.7 PRONUNCIATION Curriculum Vitae

Listen to these words / phrases and repeat them after the teacher.
applications templates career goals
personal details professional experience educational qualifications
employer employee advertisement
contact address

6.8 SUMMARY
In this Unit we have focused on the importance of writing a good resume. You
have learnt that clarity and impact are necessary to make you stand out in the
crowd. You also learnt about the type of information you need to include and
how to organise these under different headings.

6.9 ANSWERS TO SELF CHECK EXERCISES

1) A resume helps in job hunting by giving a first overall impression of one’s
educational background, skills and competencies and achievements to the
potential employer.
2) If a resume is not clear and readable it will get rejected. Most employers
spend only a few seconds on a resume.
3) A resume should be one or maximum two pages only.
4) Career goals will be included in my profile.
5) Career history should be presented in reverse chronological order.
6) No. Most employers will check on the basic details. It is risky to lie in your
resume.
7) Fluent in English Additional skills
Photography Hobbies
University of Delhi Education
Good communication skills Additional skills
Responsibility for cataloguing Professional experience
Assistant Librarian (2006 – 2008) Professional experience
Web designing Additional skills
29 years Personal details
8) i) The cars are parked on the street ahead.
ii) The carpet has a lot of stains.
iii) The Trade Union Members’ Meeting is being held in the Conference
Room.
iv) Fifteen years is a very long time!
v) Neither her father nor her mother is very tall.
39
Preparing for Job Interview vi) Either this woman or that man has stolen the watch.
vii) At the party, everyone was well dressed.
viii)Baked beans and toast is my favourite dish for breakfast.
ix) Many children were injured in the accident.
x) Something seems amiss in this room.
9) Text with correct form of the verbs:
Some jobs are very demanding but nevertheless, someone has to do them.
Recently, I saw an advertisement in the newspaper where Brown & Polson
was looking for a Chocolate Purchase Manager. The Company was offering
to pay $ 40,000 per year for the right candidate.

The nature of the job is also very interesting. The applicant is expected to
travel to Africa to select the right cocoa to be used in the making of chocolate.

The company is expecting a lot of applications for the job. They are looking
for someone who works hard, enjoys traveling and loves chocolate.

6.10 ANSWER TO ACTIVITY

1) i) one or maximum two pages
ii) contact details, email id.
iii) educational qualifications later
iv) last experience/qualification first
v) age and language proficiency
vi) Proof-read
vii) grammatical errors
viii)referees
ix) take guidance
x) print on good quality A4 size paper

6.11 REFERENCES AND FURTHER READING

Corfield, R. Preparing the Perfect CV. Kogan Page India Private Limited, 2010,
Print.
Corfield, R. Preparing the Perfect CV: How to Make a Great Impression and
Get the Job You Want (Career Success), 2009, Ebook.
Wendy S. Enelow, W. S. and Arnold G. Boldt A. G. No-Nonsense Resumes: The
Essential Guide to Creating Attention-Grabbing Resumes That Get Interviews
& Job Offers, Career Press, 2006, Print.
Whitmore, T. How to Write an: Impressive CV & Cover Letter. Rupa & Co.,
2011, Print.

40
 Preparing Your Resume/
UNIT 7 THE JOB INTERVIEW Curriculum Vitae

Structure
7.0 Objectives
7.1 Warm Up
7.2 Reading Comprehension
7.3 Listening Comprehension: The Recruiters’ Point of View
7.4 Vocabulary: Verbs
7.5 Grammar: The Present Perfect Tense and the Present Perfect Continuous
Tense
7.5.1 The Present Perfect Tense
7.5.2 The Present Perfect Continuous Tense
7.6 Interview: Quick Tips
7.7 Group Discussions
7.8 Writing: Frequently Asked Questions (FAQs) in Interviews
7.9 Pronunciation
7.10 Summary
7.11 Answers to Self Check Exercises
7.12 Answers to Activities
7.13 References and Further Reading

7.0 OBJECTIVES
Interviews continue to be the most important part of the selection process, where
the recruiter asks you questions to see if you are the right person for the job in
question. The recruiter will not only test your professional competencies, but
also your personal and other skills and attributes. This Unit provides you some
general guidance to help you face interviews confidently.

7.1 WARM UP
Answer the following questions about yourself:
• What do you notice most when you see someone for the first time?
• How soon do you form an opinion about someone you meet for the first time?
• How important is the first impression you form about someone?

7.2 READING COMPREHENSION

Read the following leaflet of an employment agency, designed to help young job
seekers.

Congratulations! Your resume and covering letter have made a good

impression and the employer has invited you for an interview. Now it is
time to make sure that you also have the interview planned out as far as
possible.
41
Preparing for Job Interview
Most people want to know how much English they need. Well, here is the
answer: effective communication skills in English might actually clinch the
deal for you.

The number of people sitting on the interview panel depends on a number

of factors, such as the location for the interview, the level of the job, the size
of the organisation, the policy of the organisation etc. It could be as little as
three or as high as seven. The panel may include external experts too.

The members in the panel normally look for the following:

1) Are you the right person for the job?

How can you expect the interview panel to pin down your positive
qualities if you are not sure of them yourself. You also need to be able
to turn your not-so-positive attributes into something more flattering.
So get the facts about yourself clear in your mind. You should know
your strengths and weaknesses, your positive attributes and negative
attributes, what you are good at and what you can improve, and so on.

Make a sincere analysis of your strengths and weaknesses; seek views

from your family, friends, teachers, etc. about your strengths and
weaknesses.

Do realise the fact that your qualifications do not necessarily mean that
you possess the necessary skills and competencies! The interview panel
will never go by the qualifications!

2) Your Personality
This means many things to many people. Your appearance, your attitude,
communication skills, body language, the way you respond to questions,
etc. to some extent reveal your personality. People form an opinion
about you, right or wrong, from any of these or a combination of any of
these factors.
You could seriously harm your chances with something as trivial as not
smiling at all during the interview! This can be interpreted as either that
you are not able to cope under pressure or that you are a “dull” person!
You should try to give an impression that you are
• not under pressure
• relaxed
• confident
• a good learner
• happy to answer the questions
• honest and sincere
If you can achieve these, it is a good start, and the rest is likely to follow!
In a nutshell, for the whole interview never cease to be enthusiastic (relax
and smile a little), attentive (be alert always, maintain good eye contact and
nodding occasionally), and be positive.
42
 The Job Interview
WARNING! Do not go to the other extreme and appear cocky. No one likes
a cocky person. Even if your CV is strong and you have already come across
well in the interview, a little humility is always a very positive trait.
Expressing a willingness to learn or admitting “I don’t know” will make
you appear honest.

LAST PIECE OF ADVICE!! Get your 10 “must dos” ready and put these
into practice at the interview. Your sociability will almost certainly be tested.
Everyone you encounter needs to be impressed, from the peon to the
chairperson. So be prepared to think on your feet and charm them all. You’ll
feel exhausted, but if you get your head straight before you start, you’ll find
it easier to sell yourself. Relax, be positive and face the panel with confidence.

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
1) You have read the passage. Now, identify the most appropriate answers to
the following questions.
i) Good communication skills in English:
a) may help you get the job.
b) may impress the interview panel.
c) are not very necessary.
ii) A positive impression is created for a job interview when:
a) you display your strengths and weaknesses in equal measure to the
interview panel.
b) your qualifications perfectly suit the job and make you overconfident.
c) you are confident and unafraid to say “I don’t know” to some
questions.
iii) How many of the following statement are true?
a) a good CV is not enough if your attitude is not good.
b) admitting mistakes will create a bad impression.
c) personal attributes are a major part of what is being assessed in an
interview.
d) the way you are dressed could be the single most influential factor
in an interview.
e) you should make every effort to be at your best only in the interview
room.
2) Make a list of “The Big 10 must dos” for the interview; you may add some
of your own “Must Dos”.
i) .............................................................................................................
ii) .............................................................................................................
iii) .............................................................................................................
43
Preparing for Job Interview iv) .............................................................................................................
v) .............................................................................................................
vi) .............................................................................................................
vii) .............................................................................................................
viii) .............................................................................................................
ix) .............................................................................................................
x) .............................................................................................................
3) Do you know the meaning of the following terms? Try guessing from the
context, and don’t use any dictionary
i) A profile of your professional/educational achievements and
qualifications ___m__
ii) Qualities or characteristics _ _ _r_ _ _ t _ _
iii) In brief; a small or concise package n_______
iv) Fatigue; what you feel after a hard day’s work _ x _ _ _ _ _ _ _
v) to be modest about one’s achievements h_ _ _ _ _ _ _

7.3 LISTENING COMPREHENSION: THE

RECRUITERS’ POINT OF VIEW
Listen to the talk on “The Recruiters’ point of view” and answer the questions
given.

Most recruiters believe that hiring entry-level professionals is one of its toughest
jobs. With experienced people there is a frame of reference − a track record.
With new graduates there will be nothing like that. Often the only solid things
that the interviewer will have is the examination results, which is a blind alley
when it comes to test the suitability for a particular job. Employers consider
employing new recruits a gamble!

After relying as best one can on examination results to evaluate your ability, the
employer focus on questions that reveal how willing you are to learn and from
there your potential.

You should stand out of the crowd, being just one among many is not good
enough these days. Make sure that the interview panel will not brand you as
average. Make good use of every opportunity to provide evidence of your
achievements  achievements in the school, college, university, in society, at
home and so on.

Contrary to popular belief, it isn’t necessary to have snap answers ready for
every question, because you, or anyone else for that matter, can never do that. In
fact, it is important to pause and collect your thoughts before answering. By the
same token, occasionally asking for time or asking for questions to be repeated
is useful to gain time, though this should be done only occasionally.

44
Often recruiters would ask difficult questions, knowing fully that you will not be The Job Interview
able to answer those. If you don’t know the answer, say that, and never bluff;
they will appreciate your honesty.

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
4) Complete the following sentences with ideas from the passage “The
Recruiters’ point of view”.
i) Most recruiters regard taking an entry level professional a tough job
because ..................................................................................................
...............................................................................................................
ii) Examination results are not the only thing; interviewers will also focus
on ...........................................................................................................
...............................................................................................................
iii) One should not bluff through questions, because .................................
...............................................................................................................
5) Choose the most appropriate answer:
i) What is the recruiter’s opinion about difficult questions:
a) Go ahead and give any answer that comes to you.
b) Take your time to think and then answer.
c) Just say you don’t know the answer.
ii) Examinations are not the only standard of judgment:
a) Because they never make sense anyway.
b) Workplace skills like teamwork, problem solving, adaptability and
ethics are not tested in examination formats.
c) Because a good candidate can get a bad score once in a while.
iii) Concrete illustrations of the abilities that you claim to have will show:
a) That you have amazing memory.
b) That you are good at talking.
c) That you have done what you claimed.

7.4 VOCABULARY: VERBS

Activity
1) What do verbs do? Verbs describe what you did/do/are going to do.
Given below are some verbs to help you talk about your responsibilities and
experience.

implement, analyse, document, arrange, upgrade, assist, conduct, consult,

develop, facilitate, support, construct, justify, delegate, act, recommend,
edit, collaborate
45
Preparing for Job Interview Use the appropriate form of these verbs to complete the sentences below:
i) We got together and ……………a new model for the science festival.
ii) Many juniors have ………………….. me about their physics projects.
iii) We were taught …………………….. our questions carefully.
iv) I was in-charge of …………………….. the freshers’ party.
v) I …………………….. the sports coach.
vi) I believe teamwork means …………………….. harmoniously.
vii) We …………………….. a survey on students using mobile phones.
viii) Projects are successful because of proper …………………….. .
ix) All my projects have been …………………….. in the portfolio.
x) I …………………….. a new application for this software.
xi) I …………………….. the college magazine this year.
xii) Training …………………….. progress, it allows us to improve our
work.
xiii) Plans need to be …………………….., not just designed.
xiv) My claims are …………………….. by my work during the
apprenticeship.
xv) I like to learn new skills and to keep on ……………….. the old ones.
xvi) We must …………………….. our beliefs with actions, in other words
do what we say.
xvii) I have never had South African cuisine before. What would you
…………………….. ordering?

7.5 GRAMMAR: THE PRESENT PERFECT TENSE

AND THE PRESENT PERFECT CONTINUOUS
TENSE
7.5.1 The Present Perfect Tense
Read the sentences given below:
1) The employer has invited you for an interview.
2) Your resume and covering letter have made a good impression.
3) Even if your CV is strong and you have already come across well in the
interview, a little humility is always a positive trait.
The words in bold are in the Present Perfect Tense.
Has/have + past participle of the verb
Function
• The Present Perfect Tense is used to talk about the present result of past
actions. It is also used to talk about recent events.

46
Examples: The Job Interview

I have given your report to the Director. (S/He has it now.)

I have sent them the samples they wanted. (Samples are in the post now.)
• The Present Perfect Tense is used for a finished action at an unknown or
unstated time, often with ever, never, just, already, yet, since and for.
Examples:
Sunil has never been to England.
I’ve just finished reading the report.
My office has been here since 1950.
Have you spoken to Sushant yet?

7.5.2 The Present Perfect Continuous Tense

Read the sentences given below:
1) We would like to know if you have been providing concession fares for
student groups in the past.
2) I have been working through the day.
Function:
• The Present Perfect Continuous Tense is used with for, since and how long?
and other expressions of duration (e.g. all day) to talk about activities that
started happening in the past and are still happening now. The activity may
have been going on continuously or repeated several times.

Examples:

They have been manufacturing scooters here for 10 years.

I have been trying to call him all day.

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
6) Complete the following sentences by putting the verbs into the Present
Perfect.
i) I’m going to send them a reminder. They ……………… (not pay) us
for the last shipment.
ii) I ………………………. (work) enough. I want to retire now.
iii) I arrived late to the airport, I …………………….(miss) my flight.
iv) He ………………..…….. (spend) a lot of money on modernizing the
factory, and it is now very well equipped.
v) Sumit, …………………………(you/meet) Rachita Sahgal? She’s is
our Managing Director.
vi) The dollar…………………….. (fall) sharply.
47
Preparing for Job Interview 7) You are working on a project pertaining to your course. Write a short
paragraph saying what you have already done and what you haven’t done
yet. We give you an example:

I have already completed the needs analysis…

I have not started collecting the data as yet.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
8) Complete this paragraph with the present perfect tense forms of the verbs in
the brackets. The first one has been done for you.

Geeta 1has been (be) my friend for a long time. We 2 …………………

(know) each other since we were children. Recently, she and her family
3
……………….(move) to a house in the same neighbourhood as me.

For the last ten years, Geeta and I 4 ………………..(play) for the same
football team every Saturday. Geeta is a better player than I am. In the last
few months she 5 ……………(not be) able to play, as she is not in good
health. She 6 …………………... (see) the doctor several times. Geeta 7
……………………….. (decide) to take a break from football for a while,
so that she can recover.

7.6 INTERVIEW: QUICK TIPS

Here are some tips that you must keep in mind when facing an interview.

1) Positive factors
Psychological and behavioral cues
• Early arrival
• Alert and active listening
• Good body language
• Appropriate dress
• Pleasing personality
• Good humor
48
 Verbal cues The Job Interview

• To the point always

• Clarity in expression
• Clear voice
• Organised information
• Informed answers
2) Negative factors
Behavioural cues
o Late arrival
o Inattentive
o Incongruous body language
o Over/under dressed
o Withdrawn and indifferent
o Casual attitude
o Arrogant
Verbal cues
o Not to the point
o Excessive details
o Confused statements/replies
o Not audible, mumbling
o Disorganised information
o Uncalled for humor
o Evasive
o Criticizing others

7.7 GROUP DISCUSSIONS

In addition to interviews, recruiters often consider group discussion as an
assessment tool. This is particularly so while recruiting freshers. Nothing reveals
attitudes, behaviour and skills as a discussion. A discussion by its very structure
integrates skills that are essential in the workplace: teamwork, leadership, goal
awareness, communication, and problem-solving skills, to name a few. It is a
powerful tool, it reveals far more about you than you would imagine.
A group discussion gives you an opportunity to demonstrate your
• Communication Skills
• Listening skills
• Questioning skills
• Knowledge about a given subject
• Capability to co-ordinate and lead
49
Preparing for Job Interview • Inter personal relation
• Behavior in a group environment

7.8 WRITING: FREQUENTLY ASKED QUESTIONS

(FAQS) IN INTERVIEWS
Activity
2) Look at your C.V. If you were the interviewer, what would you ask? Make
a list. Then answer the questions as well.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

7.9 PRONUNCIATION
• Recruit
• Employment agency
• Clinch the deal
• Interview panel
• Strengths and weaknesses
• Positive attributes
• Negative attributes
• Personality
• Characteristics
• Implement
• Develop
• Recommend

7.10 SUMMARY
The day of an interview is filled with a lot of uncertainties and expectations, and
you will be under pressure to give your best performance. Like any other
performance, good preparation can reduce the level of pressure. If you do the
50
preparations well, you will be relaxed and will enjoy the interview. This Unit has The Job Interview
given you a lot of information for this preparation, the dos and don’ts, and last
minute details. Remember that the recruiters are there to identify the best candidate
for the job, from among many.

7.11 ANSWERS TO SELF CHECK EXERCISES

1) i) Good communication skills in English:
a) may help you get the job.
ii) A positive impression is created, for a job interview when:
c) you are confident and unafraid to say “I don’t know” to some
questions.
iii) True statements:
a) a good CV is not enough if your attitude is not good.
c) personal attributes are a major part of what is being assessed in an
interview.
2) The Big 10 must dos in an interview
The following is a suggested list. You should have identified your own “10
dos”.
i) Communicate clearly
ii) Show positive attitude
iii) Think on your feet
iv) Smile to show you are relaxed
v) Confident
vi) Show willingness to learn
vii) Give positive answers
viii) Admit ignorance, don’t bluff
ix) Listen actively
x) Ask questions, if needed.

3) i) A profile of your professional/educational achievements and

qualifications: Resume
ii) Qualities or characteristics: attributes
iii) In brief; a small or concise package: nutshell
iv) Fatigue; what you feel after a hard day’s work: exhausted
v) To be modest about one’s achievements: humility
4) i) Most recruiters regard taking an entry level professional a tough job
because there is no previous work record to judge the candidate’s
workplace skills.
ii) Examination results are not the only thing; interviewers will also focus
on your willingness to learn, ability to get the job done and how
you would perform as an employee.
51
Preparing for Job Interview iii) One should not bluff through questions, because most information is
verifiable and recruiters do not want to hire anyone who is dishonest.
iv) Recruiters consider hiring entry level professionals a gamble, because
it is difficult to say for sure who will be a good employee and who
will be a disappointment.
5) i) What is the recruiter’s opinion about difficult questions:
c) Just say you don’t know the answer.
ii) Examinations are not the only standard of judgment
b) Workplace skills like teamwork, problem solving, adaptability and
ethics are not tested in examination formats.
iii) Concrete illustrations of the abilities that you claim to have will show
c) That you have done what you claimed

6) i) have not paid

ii) have worked
iii) have missed
iv) has spent
v) have you met
vi) has fallen
7) Do it yourself.
8) 1) has been, 2) have known, 3) have moved, 4) have played, 5) has not
been, 6) has seen, 7) has decided

7.12 ANSWERS TO ACTIVITIES

1) i) constructed
ii) consulted
iii) to analyse
iv) arranging
v) assisted
vi) collaborating
vii) conducted
viii) delegation
ix) documented
x) developed
xi) edited
xii) facilitates
xiii) implemented
xiv) supported
xv) upgrading
52
 xvi) justify The Job Interview

xvii) recommend

2) Sample questions:
i) What are your career goals?
ii) Where do you see yourself 5/10 years from now?
iii) Why should we hire you?
iv) What are your extracurricular interests?
v) What did you enjoy most in your college/university?
vi) What appeals to you most in this job?
vii) What are your greatest achievements?
viii) At this point in life what is the most important thing for you?
ix) How would your friends describe you?
x) What motivates you?
xi) What do you want out of life?
xii) What are your strengths and weaknesses?
xiii) Tell us about yourself?
xiv) How would you judge your interpersonal skills?
xv) What do you know about our company?

7.13 REFERENCES AND FURTHER READING

Gupta, N.K.Cracking the Job Interviews.G4 IBC Academy, 2012. Print.

Rogers, J. Job Interview Success: Your Complete Guide to Practical Interview

Skills. McGraw-Hill Professional Publishing, 2011. Print.

53
BLOCK 3 WORKPLACE SKILLS
Introduction
In the previous Block we helped you with skills to enter the job market. In this
Block, we will give you information and practice in skills which will help you at
your job. Most jobs require you to use the telephone, make presentations, be part
of group discussions. In this Block, we will give you tips and suggestions in
these areas so that you may be appropriately equipped to convey your message
effectively. The Units in the Block are:
Unit 8 : Presentation Skills
Unit 9 : Telephone Skills
Unit 10 : Group Discussions
Unit 11 : Body Language
We will be presenting these skills through language tasks in reading, writing,
speaking and listening. We will give you practice in using relevant vocabulary
and contextual grammar.

We hope you find the units enjoyable and useful. Do write to us and give your
feedback.

Acknowledgement
The material (Picture and passages) we have used is purely for educational
purposes. Every effort has been made to trace the copyright holders of material
reproduced in this book. Should any infringement occurred, the publishers and
editors apologize and will be pleased to make necessary corrections in future
editions of this book.
Workplace Skills

4
 Presentation Skills
UNIT 8 PRESENTATION SKILLS
Structure
8.0 Objectives
8.1 Warm Up
8.2 Reading Comprehension: About Presentations
8.3 Preparation for Presentation
8.4 The Stages of Presentation
8.5 Using Visual Aids
8.6 Grammar: Prepositions (Audience Questions)
8.7 A Presentation Exercise
8.8 Evaluating a Presentation
8.9 Summary
8.10 Answers to Self Check Exercises
8.11 Answers to Activities
8.12 References and Further Reading

8.0 OBJECTIVES
To make effective presentations is essential for librarians. You will find that you
need to make presentations when you are orienting a new batch of users; when
you are introducing a new service – which happens quite often with new and
updated e-resources being acquired quite frequently. Of course, you need to
present well if you are attending seminars and conferences.
After reading this Unit, you will be able to:
• explain the important facts of presentations;
• use visual elements to highlight important points; and
• deliver a presentation effectively.

8.1 WARM UP
Can you remember three presentations you have seen or attended in the last one
year? Write down the subject of the presentation and the name of the person who
made the presentation. It could be a lecture, a speech, a training session and so
on.
1) ......................................................................................................................
2) ......................................................................................................................
3) ......................................................................................................................

Try to recollect the three presentations mentioned above, and write down what
you liked /enjoyed and also what you did not like/enjoy in each of these.
5
Workplace Skills Presentation 1

Liked Disliked
a ………………………….. a …………………………..
b ………………………….. b …………………………..
c ………………………….. c …………………………..

Presentation 2

Liked Disliked
a ………………………….. a …………………………..
b ………………………….. b …………………………..
c ………………………….. c …………………………..

Presentation 3
Liked Disliked
a ………………………….. a …………………………..
b ………………………….. b …………………………..
c ………………………….. c …………………………..

How would you improve these presentations? You may come back to the list
after you have read this Unit.

8.2 READING COMPREHENSION: ABOUT

PRESENTATIONS
Pre-reading
Before you read the passage on presentation given below, attempt the following
questions. Then read the text and check your answers.

1) Complete the following sentence:

The purpose of most presentations for librarians is either to ………………
or to ………………………….

2) Name three qualities of a good presentation.

......................................................................................................................
......................................................................................................................
......................................................................................................................

3) Make a list of five different situations in which people are required to make
presentations at the workplace.
......................................................................................................................
......................................................................................................................
......................................................................................................................
6
4) Do you think presentations are part of the recruitment process? If so, what Presentation Skills
purpose would they serve for the selection panel?
......................................................................................................................
......................................................................................................................
......................................................................................................................

Presentations are a way of communicating ideas and information to a group.

The objective of communication is to make your message understood and
remembered. In order to achieve this, the presenter must be clear, coherent,
articulate and convincing. A presentation puts the presenter on display in
front of the audience. Therefore, in order to be effective and impressive in
your presentation you need to prepare before you actually deliver the
presentation.

Most presentations either inform the audience about something or try to

persuade the audience about a product, a service, an idea or a concept.
Hence, we often hear of sales presentations for existing or prospective
customers, as well as presentations on projects, reports, proposals and
updates on various business activities for business associates.

Nowadays, presentations have also become an important part of the

recruitment process. Perhaps this is because the job market has become so
competitive that job interviews alone are not enough to gauge the skills
and competencies of the applicants. Therefore, in many organisations the
shortlisted applicants are asked to make presentations before the selection
panel. Through presentations the interviewers get yet another opportunity
to look at the capabilities of the applicants. The applicants too get a chance
to demonstrate their public speaking skills, their presentation skills, their
ability to communicate to a group of people and display their confidence
and leadership qualities.

The first few minutes of the presentation are very precious and crucial. If
you fail to draw the attention of your audience at this stage, you may lose it
forever. You make your first impression even before you start speaking. It’s
got to do with the way you look and carry yourself.

Your dress needs to be neat, smart and appropriate for the occasion. It is
mostly formal for presentations. The next thing to pay attention to would
be your posture. Your body communicates certain impressions to the
audience. People not only listen to you, but also watch you. Slouching tells
them that you are indifferent or you do not care, even though you might
care a great deal! On the other hand, displaying good posture tells your
audience that you know what you are doing and you are serious about it.
While you need to be upright and look confident, you may need to guard
against looking too stiff and uncomfortable. The key is to look relaxed and
comfortable and at ease with your surroundings. Reaching the venue well
in time could be immensely helpful in making you comfortable with the
place.

Eye contact is another crucial factor. It signals interest in others and helps
you to connect with your audience. The audience responds to you better
7
Workplace Skills
when you look at them straight. Do not keep your eyes away from the
audience for too long, even when you are adjusting your equipment or
organising your presentation material.

The expressions you wear on your face transmit a great deal. When you
smile at somebody, chances are that s/he will smile back at you. A smile
spreads happiness around you as it makes others smile in response. It also
transmits happiness, friendliness, warmth, and liking.

The voice is probably the most valuable tool you possess. It is the vehicle
that carries most of the contents that you wish to pass on to the audience.
Hence, the presenter needs to use her/his voice to maximum advantage.
You must have control on your speed as well as volume. The pitch and tone
are other areas that need your attention. It is a good idea to practice before
a colleague or friend and get feedback on whether you are too fast, too
loud, too soft, etc. Do not speak in a monotone as it bores the listeners.
Modulate your voice to draw the audience in, and raise it to make a point.
Warmth of tone and expression of the right body language to accompany
your words can help you to connect with the audience instantly.

Presentations are not just about well researched and painstakingly gathered
material, well organised and structured, they are a lot about how you combine
the human element with the content to reach out and connect.

Self Check Exercise

Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
1) Pick the sentence from the above text that best describes :
i) Qualities of a good presentation.
ii) Qualities of a good presenter.
iii) The role of the audience.
2)) State whether the following statements are true or false. Write doesn’t say
for statements that the passage doesn’t deal with.
i) The speaker must reach the venue on time.
ii) The person making a presentation should be dressed formally.
iii) The audience spends more time watching a presenter than listening to
her/him.
iv) Use your smile sparingly during a presentation.
v) The content of the presentation is more important than the human
element.
3) Match the meaning of the following words/phrases with words from the
text.
i) Valuable and important
ii) Capture
iii) People’s opinion about you
8
 iv) A way of standing with your shoulders bent forwards which makes you Presentation Skills
look lazy or tired
v) Location
vi) Someone who works with you
vii) Optimum
viii)With great effort.

8.3 PREPARATION FOR PRESENTATION

Before giving a presentation on a subject, one needs to do some home work to
find out:
• Who the audience is?
• Where the presentation is scheduled to be held?
• What kinds of facilities are available at the venue?
• What is the duration?
Based on these factors, decide how you want to make the presentation. It could
in the form of a lecture followed by questions and answers, a PowerPoint
presentation, a seminar or a discussion.

Activity
1) If you have to make a presentation, what kind of information would you
find out:
i) about the audience
ii) about the facilities at the venue
Audience
......................................................................................................................
......................................................................................................................
......................................................................................................................
Venue
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

8.4 THE STAGES OF PRESENTATION

The three main stages of any presentation are:
1) The Beginning
2) The Middle
3) The Ending
9
Workplace Skills A) The Beginning
A1 Say “Good morning “or “Good evening” or “Good afternoon”, etc.
A2 Welcome the audience.
A3 Introduce yourself.
A4 State the purpose of the presentation.
A5 Relate subject to the audience.
A6 Give a brief outline.
B) The Middle
B1 Introduce your main theme, point by point.
B2 Display the main points/ideas on slides if it is a PowerPoint
presentation, and then elaborate.
B3 Introduce the subject point by point elaborating each in detail, in case
of a lecture or a speech.
B4 Support your points/ideas by facts and examples.
B5 Use signposting.
B6 Use visuals, to support your explanations.
B7 Restrict the main points/ideas to a maximum of five.
C) The Ending
C1 Reiterate /reinforce what you have already said.
C2 Summarise main points.
C3 Make a conclusion or recommendation, if necessary.
C4 Relate conclusion to the activities of the audience.
C5 Invite questions.
C6 Thank the audience.
Please note: Don’t introduce any new points/ideas at this stage.
Activity
2) Decide which of the following phrases below would you use at the different
stages of your presentation? Mark your replies with the numbers shown
above, e.g. A2, B1, C4, etc. The first two questions are answered below.
C3 In conclusion… Secondly…
C2 To sum up… And finally…
Let’s turn to … I will begin with
That brings me to… After that we will look at …
Let us leave that and … What was the reason for …?
Let us start with… Did you know that…?
So that covers …. Let’s move on to …
If you have any questions Let us recap…
please feel free to ask…
10
 Presentation Skills
I have divided my talk To summarize the main …
into three…
I would like to talk I’d like to conclude…
about…
I’m delighted to be here … Thanks for the opportunity …
I would like to welcome Thank you all for patiently
you… listening …
The purpose of my Would you mind repeating
talk is … your?
Firstly… I’m afraid I can’t answer this…

Structuring Presentations
Structure of a presentation will depend upon the topic, the audience and time
available. Here are some commonly used structures of presentations:
1) Past ___ Present ___ Future
2) Concept ___ Benefits ___ Drawbacks
3) Problem ___ Causes ___ Effect
4) Why? ___ What? ___ How?

To make your presentation enjoyable, try to capture the interest of the audience
right from the beginning by,
o Asking rhetorical questions
o Telling interesting stories
o Telling some jokes
o Quoting
o Relating what you are saying to the audience
o Using illustrations
o Using examples
o Eye contact and body language

Wherever possible use PowerPoint slides. That is the best way to make a
presentation.

Please note: Never read from your notes!

8.5 USING VISUAL AIDS

Visual aids help us to present figures, to make comparisons and contrasts, to
project future trends, etc., thus enabling the presenter to deal with such
information and data easily and effectively. This also helps the audience to
understand things easily and clearly. A variety of visual aids like flip charts, line
graph, pie charts, maps, tables, diagrams, photographs, etc., can be used for this
purpose.
11
Workplace Skills Visual aids also make a presentation more interesting. Moreover, they help you
to cut down on the amount of talking you have to do. However, you must ensure
that your visuals are relevant, appropriate and clear. Never overload them with
information. Use visuals to reinforce and clarify and not to overwhelm the
audience.

Self Check Exercise

Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
4) Name five types of visual aids.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

5) Name two do’s and two don’ts for use of visual aids.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

6) Name two major benefits of using visual aids.

......................................................................................................................
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......................................................................................................................
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12
 Presentation Skills
8.6 GRAMMAR: PREPOSITIONS (AUDIENCE
QUESTIONS)
Activity
3) The following text deals with a very important aspect of presentations: ‘The
Audience Questions’. Fill up the blank spaces in the text with the help of
these words given in the box. You will need to use some of these words
more than once. Remember to reread the text after you’ve checked your
answers with the answers given at the end of the Unit.

of to until in on

Audience questions are important ____________ any presentation. You can

have two policies __________ this issue. You may either allow the audience
_________ask you questions anytime during the course _____________
your presentation or you may request your audience to hold questions
___________ the end. Questions are an excellent indicator _________ the
extent of involvement of the audience ___________ your presentation. If
you choose the first option _____________ inviting the questions during
the presentation, you will have the opportunity __________ clarify doubts
as you go along and ensure that your point has been understood. But if you
save them ____________ the end you will get through the material
uninterrupted. It is up to you __________ make the decision. Whatever you
do, make sure you stay _________ time! If your allotted time is 10 minutes,
do not exceed it. This way you can make sure that the audience remains
engaged.

4) Given below are some frequently used expressions on presentations. Furnish

the prepositions that will follow these words.
i) Begin……………………………………………
ii) Emphasize……………………………………..
iii) I’d like to point …………………………………
iv) I’m sure you would agree …………………….
v) I’d now like to turn …………………………….
vi) To expand……………………………………..
vii) I’d like to illustrate this ……………………….
viii) To disagree…………………………………….
ix) Moving on …………………………………….
x) To elaborate……………………………………

8.7 A PRESENTATION EXERCISE

Write a short presentation on any of the topics listed below. Use some facts or
statistics to substantiate or illustrate your points. Use PowerPoint for the
presentation.
13
Workplace Skills 1) Getting children to develop a love for books
2) The changing face of libraries
3) Importance of libraries in education
Once you have completed the write up, make a presentation to your friends, and
ask them to give you feedback on your presentation, specifically on the following:
• Contents
• Structure and coherence
• Language and vocabulary
• Body language
• Overall impact
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

8.8 EVALUATING A PRESENTATION

It is important to evaluate your presentation, whenever you make one. That is
the best way to identify the weaknesses and strengths of your presentation. It is
also important to make use of the feedback you receive while making future
presentations. You could use a format such as the following for that

Your Name: .........................................................................................

Title of Presentation: .........................................................................................

Date: .........................................................................................

Presentation Excellent Good Poor

Captured interest
Clarity of delivery
Timing
Signposting
Body language and confidence
Visuals
Overall rating
14
 Presentation Skills
8.9 SUMMARY
The main objective of most presentations is either to inform or to persuade the
listeners about something, so it is important to pay due attention to the type of
contents you use as well the way you deliver the presentation. Use of PowerPoint
can help you feel more comfortable with your presentation and make it more
engaging. Use of graphics can help you to present complex data in a simple and
comprehensive manner. Practice your presentation to ensure you get familiar
with the contents. This will also enhance your confidence.

8.10 ANSWERS TO SELF CHECK EXERCISES

1) Qualities of a good presentation: Presentations are not just about well
researched and painstakingly gathered material, well organised and structured,
they are a lot about how you combine the human element with the content to
reach out and connect.
Qualities of a good presenter: The presenter must be clear, coherent,
articulate and convincing.
The role of the audience: Most presentations either inform the audience
about something or try to persuade the audience about a product, a service,
an idea or a concept.

2) i) The speaker must reach the venue on time. True

ii) The person making a presentation should be dressed formally. True
iii) The audience spends more time watching a presenter than listening to
her/him. Doesn’t say
iv) Use your smile sparingly during a presentation. False
v) The content of the presentation is more important than the human
element. False
3) i) Valuable and important – Precious
ii) Capture – Draw the attention
iii) People’s opinion of you – Impression
iv) A way of standing with your shoulders bent forwards which makes you
look lazy or tired – Slouching
v) Location – Venue
vi) Someone who works with you – Colleague
vii) Optimum – Maximum
viii) With great of effort – Painstakingly
4) Pie charts, Maps, Tables, Diagrams, Photographs.

5) Do’s: Visual aids must be relevant, appropriate and clear.

Don’ts: Don’t overload.

6) Makes presentation more interesting. Cuts down on talking time

15
Workplace Skills
8.11 ANSWERS TO ACTIVITIES
1) Audience:
• The educational level of the audience
• Whether insiders or outsiders
• Approximate number
Venue:
• Open area or closed hall
• Size of the venue
• Seating arrangement
• Air conditioned or not
• Availability of plug points to connect laptop
• Availability of LCD projector
• Availability of mike for the speaker
• Availability of mike for the audience to ask questions.

2) C3 In conclusion… A4 Secondly…
C2 To sum up… A4 And finally…
B5 Let’s turn to … A4 I will begin with
B5 That brings me to… A4 After that we will look at …
B5 Let us leave that and … B4 What was the reason for …?
B5 Let us start with… B4 Did you know that…?
B5 So that covers …. B5 Let’s move on to …
C5 If you have any questions C1 Let us recap…
please free to ask…
A6 I’ve divided my talk C1 To summarize the main …
into three…
A4 I would like to talk C3 I’d like to conclude…
about…
A3 I’m delighted to be C6 Thanks for the opportunity …
here …
A2 I would like to welcome C6 Thank you all for your
you… patient listening …
A4 The purpose of my C5 Would you mind repeating
talk is … your…?
A4 Firstly… C5 I’m afraid I can’t answer this…

3) Audience questions are important in any presentations. You can have two
policies on this issue. You may either allow the audience to ask questions
anytime during the course of your presentation or you may request the
16
audience to hold questions until the end. Questions are an excellent indicator
 of the extent of involvement of the audience in your presentation. If you Presentation Skills
choose the option of inviting questions during the presentation, you will
have the opportunity to clarify doubts as you go along and ensure that your
point has been understood. But if you save them until the end you will get
through the material uninterrupted. It is up to you to make the decision.
Whatever you do, make sure you stay on time! If your allotted time is 10
minutes, do not exceed it. This way you can make sure that audience remains
engaged.
4) i) Begin by telling you something/ with a personal….
ii) Emphasize on …
iii) I’d like to point out …
iv) I’m sure you would agree with me / to this suggestion…
v) I’d now like to turn to …
vi) To expand on …
vii) I’d like to illustrate this with the help of …
viii) To disagree with this point…
ix) Moving on to …
x) To elaborate on…

8.12 REFERENCES AND FURTHER READING

Hughes, J, and A. Mallett. Successful Presentations DVD and Student’s Book
Pack. Oxford University Press, 2012. Print.

Banks, T. Writing for Impact. Cambridge University Press, 2012. Print.

17
Workplace Skills
UNIT 9 TELEPHONE SKILLS
Structure
9.0 Objectives
9.1 Warm Up
9.2 Reading Comprehension: Face-to-Face Conversation versus Telephone
Conversation
9.3 Vocabulary: Telephone Language
9.4 Efficient Telephoning
9.5 The Beginning and the Ending
9.6 Managing Special Situations
9.7 Telephone Etiquette
9.8 Language Focus
9.9 Grammar: Modals
9.10 Listening and Speaking
9.11 Writing
9.12 Summary
9.13 Answers to Self Check Exercises
9.14 Answers to Activities
9.15 References and Further Reading

9.0 OBJECTIVES
After reading this Unit, you will be able to:
• differentiate between face-to-face and telephone conversation;
• understand the importance of having good telephone skills;
• identify different parts of a telephone conversation;
• manage different kinds of people;
• know the appropriate language required for effective telephone conversation;
and
• follow a suitable telephone etiquette.

9.1 WARM UP
Go through the following statements and tick mark “True” or “False” against
each:
1) I always speak softly on telephone. True ( ) False ( )
2) I switch off my mobile phone or keep it on silent mode in cinema halls.
True ( ) False ( )
3) I don’t eat while speaking on the phone. True ( ) False ( )

18
4) Whenever I see a “missed call” on my mobile phone, I immediately return Telephone Skills
the call. True ( ) False ( )
5) I never phone a person at odd hours. True ( ) False ( )
6) I always greet any caller by saying “good morning” etc. True ( ) False ( )
We often get irritated when we receive too many telephone calls. It is also a
known fact that we waste a great deal of time on the telephone.

Why do telephone calls sometimes irritate us? List five reasons for being irritated
by phone calls:
Reasons:
1) ......................................................................................................................
2) ......................................................................................................................
3) ......................................................................................................................
4) ......................................................................................................................
5) ......................................................................................................................

9.2 READING COMPREHENSION: FACE-TO-

FACE CONVERSATION VERSUS TELEPHONE
CONVERSATION
How is a telephonic conversation different from a face-to-face one?
You may often have heard people talk about their nervousness while dealing
with office situations, especially over the phone. Some people feel that face-to-
face communication is usually easier, clearer and more effective than telephone
conversation. There are, decidedly, many advantages to having a face-to-face
conversation. Facial expressions, gesticulations, visual aids, all come in handy
while conveying information when the person you are communicating with is in
front of you.

In a telephonic conversation however, you have to convey all you want to say in
clearly stated words. Help can come only in the form of voice modulation and
stress. Choice of words becomes more critical here, where the listener may need
to visualize what s/he is hearing merely from the description being given to her/
him. And since you cannot see the listener, you need to confirm if important
information has been correctly heard and understood. You can do this by asking
the person to repeat what you have said. On the other hand, if you are the one
receiving the information, you may need to confirm it by repeating it yourself.

Additionally, business conversations over the telephone are usually to-the-point.

You would certainly not want to call back if you forgot to ask for or tell something
of significance. Hence, before having a telephonic business talk, you need to
make sure that you note down, either mentally or on paper, every point you
would like to cover and tick it as you go along. This kind of preparedness will, of
course, help even in a face-to-face conversation.

19
Workplace Skills All of these probably make it seem like it is actually a disadvantage to have
shop-talk on the telephone. That, as we all know, is definitely not the case, because
the advantages of the telephone in business are many.

Telecommunication has made work more efficient in many ways. It saves time
and the need to travel long distances. Tele and video conferencing has made it
possible to have group discussions and meetings with our business associates in
distance places where we can actually see them. Looking at the larger picture,
this cutting down on travel means fewer vehicles on the road, less air and noise
pollution, and perhaps slowing down the speed of global warming to some extent
at least! At the same time we are also saving the hours which we would waste
travelling those distances.

Self Check Exercise

Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
Answer the following questions based on the text given.
1) What are some of the tools that help in understanding a face-to-face
conversation?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) Why is the choice of words more critical in a telephone conversation than
when people are facing each other?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3) How can you use your voice more effectively, especially in a telephone
conversation?
......................................................................................................................
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......................................................................................................................
......................................................................................................................
......................................................................................................................
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20
4) How can you make sure that the person listening to you has correctly absorbed Telephone Skills
the important information you are trying to convey, and vice versa?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
5) How can you ensure that you do not miss giving or getting all the information
you wanted to, before you end the conversation?
......................................................................................................................
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......................................................................................................................
......................................................................................................................

9.3 VOCABULARY: TELEPHONE LANGUAGE

Activity
1) These are some sentences commonly used in telephone conversations.
Complete these sentences by choosing the missing words from the box.

after back calling in hold the line

moment reach ring up see checked
confirm dialed stand phone mobile
extension bothered

i) Hello, who’s this ……………….?

ii) Just a ………………., please.
iii) I’ll ………………. if she’s here.
iv) I’ll get the information you want; ………………., please.
v) You asked me to ………………. when I was in town again.
vi) Sorry, he’s not ………………. at the moment.
vii) You can ………………. him any evening ………………. six o’ clock.
viii) Well, I can ring ………………. later if it’s convenient.
ix) Isn’t that 1421? That’s what I ………………., I think.
x) No, this is the wrong ……………….; I’ll put you on to the switchboard.
xi) Sorry to have ………………. you.
xii) He’s not in the office at the moment. But I can try to find him on the
………………. .
21
Workplace Skills xiii) This is how things ………………. at our end. I’m afraid there’s nothing
we can do about it.
xiv) I’ve ………………. up on the prices you asked about.
xv) Now I can ………………. the arrangements we made.

9.4 EFFICIENT TELEPHONING

It is very essential to ensure that telephone conversations are made professionally
and efficiently. It is a known fact that the success of any organisation depends on
customer / client satisfaction. It is also a known fact that the first contact is
mostly made over the telephone. These new and potential customers / clients
will not return unless they are treated professionally and courteously. Often
organisations forget this fact and manage this important telephone function
unprofessionally. It is not unusual to have more than 80 per cent of customer
contact via the telephone in certain type of organisations, especially public service
organisations.

Recollect the last time you contacted a service organisation over telephone; bank,
telephone department, railway station, electricity office, public library, etc. and
try to answer the following questions:
o Did you get connected at the time you dialed the Yes ( ) No ( )
number?
o Did someone pick up the phone within three rings? Yes ( ) No ( )
o Did the person greet you by saying “good morning” Yes ( ) No ( )
“good evening”, etc.?
o Did the person introduce herself/ himself by name? Yes ( ) No ( )
o Did you get the information you wanted? Yes ( ) No ( )
o Did the person end the call with a friendly and Yes ( ) No ( )
courteous note?

Main Telephone Complaints

We frequently talk about the inefficiency of the telephone function in
organisations. Though the automatic system for answering queries, like the Call
Centre type systems, have reduced the problem to some extent, but still the
problem persists.

Bad and outdated equipments, untrained staff, inadequate number of staff,

inefficient management, etc. are the reasons for most telephone complaints. The
common complaints are:
• Can’t get the number, either always busy or not picking up
• Rude behaviour
• Not satisfied with the answer
• Could not hear the person clearly
• Took too much time to get the information
• Lost on hold
22
• Being switched from person to person Telephone Skills

• Not being knowledgeable.

9.5 THE BEGINNING AND THE ENDING

As a librarian, you may often have to attend to calls from customers who may
ask you if your library provides a certain service or has a particular book. To
prepare you for all sorts of interactions and encounters we will take you through
the various components of a telephone conversation and the courtesies involved.

Components of Telephone Conversation

A typical telephone conversation usually has the following components:
a) Greeting
b) Warm up
c) Purpose
d) Closing
Most of these, apart from the purpose which is obviously different in each case,
are common enough. Very often, a warm up sentence accompanies the greeting.

The Beginning
It is most important to open a telephone call professionally. Make the caller feel
welcome, and try to give an impression that s/he is an important caller. This
could be done in many ways, as shown below:
• Pick up the phone as soon as it starts ringing (within three or four rings)
• Greet the caller
• State your organisation (department)/section
• Introduce yourself
• Offer help
Example: “Good afternoon. Central Library Reference Section, Sunita
Sharma speaking. How may I help you?”

The Ending
You should make sure that the customer will come back to you. For this you
need to end the conversation properly. You should:
• Thank the customer for calling
• Make sure that the information you have provided is adequate
• Let the customer know you appreciate her/his purpose of calling
• Invite the caller to call again if s/he wants any additional information
• Don’t be in a hurry to disconnect the phone, let the customer do that first.
Example: “Thank you Mr. Sharma. I hope that the information is helpful.
Please do get back if you need any further information. It was a pleasure
talking to you. Bye now.’
23
Workplace Skills Activity
2) Given below are some such common expressions. Classify each according
to the category (a) to (d) as given in section 9.5 of this Unit. The first one is
done for you.
i) Good morning. (a)
ii) Good morning Neena, how are you today?
iii) I’d like to go over the training schedule with you today. Would 4 pm
suit you?
iv) Thank you for calling Central Library. Have a good day.
v) Thanks and bye.
vi) That’s all for now, thank you.
vii) I’d like to discuss the procurement list with you today. What would be
a good time to schedule a meeting?
viii) Hello Ravi, is this a good time to talk to you?
ix) Thank you for calling Central Library, this is Neha. How may I assist
you?
x) Hi Neha, did you have a good weekend?
xi) Thank you for your help. Bye.
xii) Good morning, I’m Radha from City Public Library and would like to
speak to someone from Accounts, please.
xiii) Take care. Bye.
xiv) This is Mira. I’d like to speak to Mr. Murthy please.
xv) Can you give me Mr. Khanna’s mobile number?

9.6 MANAGING SPECIAL SITUATIONS

The Angry Customer
It often happens that the customer starts the conversation with an angry note!
This could be because of her/his bad experience on earlier occasions with your
organisation. Never retaliate, act cool, and listen patiently for some time. Give
enough signals to show that you have taken note of the points. If the person goes
on, interrupt and request her/him to come to the point. If the complaints are
serious ones, transfer the call to your senior after informing the caller that you
are transferring the call. When you transfer a call, say something like:
“I need to transfer the call to Mr. X, because he is the right person to
answer your question.”
Often you may not be sure about the answer and you need to check with someone.
In that case, say:
“Will you please wait for a moment; I need to check on this with my
colleague.”
Managing the angry caller is a difficult job, but an important one. Angry and
dissatisfied customers are a threat to the organisation because they are likely to
24
spread the word that they are unhappy with the way that you do business. This Telephone Skills
sort of news spreads rapidly. Here are some tips, which one could try, to manage
such customers:
• Listen to the customer patiently so that you will understand the problem
• Apologize in a general way, even if you think that situation doesn‘t warrant it.
• Propose a plan of action if can’t provide an immediate solution to the problem.
The Talkative Caller
S/he never stops and you won’t get a chance to respond! Some even become too
friendly and start talking about anything under the sun! The best way to deal
with such a caller is to be “business-like with the caller”. Other ways to manage
such callers are:
• Ask closed questions, eliciting one word answers. For example, “Did you?
Will you? May I do that?”
• Give only little space between your statements.
• You talk very little yourself.
• Do not invite unnecessary conversation.
• Give the impression that you are a busy person, and other calls are waiting.
The Waiting Time
The first and important advice is that don’t make the caller wait inordinately. If
s/he has to, inform her/him and the reasons for it. If you think that the caller will
have to wait for long, note down the number and call back. You should indicate
when you will call, for example say “in 10 minutes”, “by the end of the day”, “by
tomorrow”, etc.

9.7 TELEPHONE ETIQUETTE

Telephones have become a necessary and important part of our life. It is difficult
to visualize “life without mobiles”! These days most of our social as well as
business conversations and interactions happen through these gadgets. Thus, it
is becoming all the more important to manage telephone calls effectively.

Following good telephone etiquette is important, while making as well as while

receiving calls. You must keep in mind that it is your call; you need to make sure
that it is managed professionally.
1) Speak softly so that others around you do not get disturbed.
2) Do not telephone anyone at odd hours, unless very urgent.
3) Personal calls should not be made from office unless absolutely necessary.
4) Do not discuss personal matters on telephone from office.
5) Be brief on telephone.
6) Avoid speaking in your mother tongue from office.
7) Greet the caller, even if that person is a stranger.
8) Do not terminate a call abruptly.
25
Workplace Skills 9) If you notice a missed call, phone that person at the earliest.
10) Do not make the caller wait inordinately.
11) If a person has been made to wait, inform the person the reason.
12) If you are transferring a call to another person, explain the reason for doing
so.
13) Check with the person, if s/he can hear you properly, if you feel there is a
problem.
14) Do not eat or drink while speaking on the phone.

9.8 LANGUAGE FOCUS

Just as in face-to-face conversation, verbal exchanges on the telephone may be
informal, semi-formal or formal. For example, a simple greeting, when you pick
up the telephone may be said in any of these ways:
a) Hi, how’s life? (informal)
b) Hello, how’s everything? / How’re you doing? (semi-formal)
c) Good morning, how are you? (formal)
Activity
3) Now classify these sentences as informal/semi-formal/formal. Check your
answers with the answers given at the end of this Unit.
i) Would it be possible for you to give me a few days off?
ii) Should I send you the CDs right away?
iii) Can I leave her a message?
iv) Would it be possible for you to meet Ravi Prakash today?
v) Would you like me to mail you the catalogue right away?
vi) I want to go on holiday next week.
vii) Would you like to leave a message?
viii) Hiten wants to meet you.
ix) Do you think I could get a week off starting Monday?
x) Rakesh Jain would like to meet you.
xi) Do you want me to send the CDs right now?
xii) I’m afraid I can’t put you through to him, Sir.
xiii) Do you want to leave a message?
xiv) You can’t meet him today.
xv) May I leave a message for her?
You will have noticed that there are certain typical phrases that form the base for
formal telephone conversations. The ‘do you want’ is replaced by ‘would you
like’; ‘could’ and ‘may’ are more formal than ‘can’ etc.

26
Activity Telephone Skills

4) Rewrite the following sentences to make them sound more formal using
phrases from the box given below. You may be able to use more than one
option in some cases.
i) Can you give me Mr. Vasu’s number?
ii) What did you say?
iii) Where has he gone?
iv) What’s your name?
v) Yes, I want you to send me the new rate list.
vi) Send it to me today.
vii) Mr. Singh is not available today.
viii) Can I call you tomorrow?
ix) I want some information about the new car repair course you are starting.
x) Is 2.30 p.m. on Friday okay?

Could you tell me…….. Would ……………..

I would like………….. Could you give…………
May I ………………… I beg…………………
I would like you ………… Please………………..
I’m afraid……………….. Would it be……………..
Would………………. Could……….

9.9 GRAMMAR: MODALS

You would have noticed that many sentences in the Unit begin with words like
‘would’, ‘could’ and ‘may’. These and others like ‘should’, ‘shall’, ‘can’, ‘will’
and ‘ought to’ are auxiliary verbs known as modals or modal verbs, the use of
which is very important in polite language and telephone conversations. Unlike
other auxiliary verbs like ‘be’, ‘do’ and ‘have’, modal verbs are only used as
auxiliary verbs, and cannot be used as the main verb in a sentence.
The table given below will help you in identifying the functions of modal verbs.
Table 9.1: Functions of Modal Verbs
Modal Example Uses
Can Can I speak to Rita? Request
Can I call you tomorrow? Asking for permission
I’m afraid I can’t help you with that. Expressing inability
You can call him at 10 tomorrow. Stating possibility
Could Could you repeat that? Request
Could I borrow your pen drive? Permission
You could speak to your manager Suggestion
about it.
27
Workplace Skills
May May I know who is calling? Enquiring/Requesting
The meeting may be cancelled. Expressing possibility
How may I help you? Offering help

Might They might reduce the rates for us. Future possibility

Would Would you mind mailing me the Request

brochure?
I would like to meet Mr. Sharma Stating wish/Request
today.
Would you like some tea or coffee? Offering help
Would you mind if I wrote this down? Asking for permission
Would 2.30 on Friday be okay? Making arrangements

Should You should discuss this with Suggesting/Advising/

Mr. Mehra first. Recommending
The material should reach you by Making a prediction
tomorrow.

Shall Shall I call the Materials Manager? Suggesting/Offering

Shall I call him or will you? Asking what to do

Will I’ll mail the details to you right away. Promising /Assuring
He won’t be back before Friday. Certain prediction

Ought to You ought to prepare all papers in Strong advise

advance

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
6) Using modal verbs make appropriate sentences for the following situations.
i) Asking the caller who he wants to talk to.
...............................................................................................................
ii) Assuring the caller you will pass on his message to your boss.
...............................................................................................................
iii) Suggesting a meeting time to the caller.
...............................................................................................................
iv) Asking the caller if he prefers to receive certain information by fax or
email.
...............................................................................................................
v) Informing someone about a possible cancellation of a business trip
...............................................................................................................
28
 vi) Requesting someone to give information in greater detail Telephone Skills

...............................................................................................................
vii) Offering to help with hotel bookings
...............................................................................................................
viii) Expressing inability to send material before receiving payment
...............................................................................................................
ix) Advising your colleague to clarify a confusion with his boss
...............................................................................................................
x) Predicting how the market will move in the coming week
...............................................................................................................

9.10 LISTENING AND SPEAKING

Activity

5) Listen to two telephone conversations (refer to CD) and complete the

following dialogues by filling in the gaps. Then identify the various
components in them, as studied in Section 9.5 under heading Components
of Telephone Conversation, i.e. (a to d). Notice the difference in the formal
and semi-formal dialogues.

Note: You may play the CD provided and listen to the audio as many times
as you require. Please note that the text of the audio has been provided in the
answers section (tape script -1).

Conversation 1
A: Hello.
B: Hi Vrinda, Kavita ____________________.

A: Oh Hi, Kavita. How’s everything?

B: Great! I have ______________________ this week. I was wondering if
you wanted to go for a movie one of these days.

A: That’s ________________________! Shall we go tomorrow?

B: Perfect. Should I ____________________ at 5 o’clock then and we can
watch the 6 pm show?

A: ________________. See you then.

B: Bye. See you tomorrow.
A: Bye.
Conversation 2
A: Good morning, Gupta Securities. How may I help you?
B: Hello, Gagan, its Prabhakar this side.
29
Workplace Skills A: Oh, hello, Prabhakar. _________________________. How’s everything?
B: _______________________. What about you?

A: All good. So tell me, what can I do for you?

B: I wanted __________________________ from you, so I was wondering if
we could _____________________ some time this week.

A: Sure. Why don’t you come to my office on __________, say ______?

B: ___________. I’ll see you then.

A: ___________________ to it. Oh, and don’t forget to pick up those delicious

samosas from the shop below your office!
B: ___________________. Bye.
A: Bye.
6) Now listen to this conversation between an executive and the Managing
Director of a company and tell the difference between this conversation and
the two you previously heard. The conversation is given in the answer of
question 6 as conversation 3.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

9.11 WRITING
Activity
7) Make appropriate sentences for the situations given below. One is given as
an example.
i) Answering the telephone.
Answer: Good morning, Kavita Nagpal speaking. How may I help you?
ii) Offering to take a message.
iii) Saying who you are.
iv) Asking to speak to Aman.
v) Asking the caller for more information about the call.
30
 vi) Saying someone is unavailable. Telephone Skills

vii) Asking for the caller’s name.

viii)Asking the caller to repeat something.
Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
Make telephone conversations for three situations given below. The model
conversation is given at the end of the Unit.
7) You are calling your colleague Milind to ask after his health. He has been
down with a fever for a week.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
8) You are working with Central Reference Library of a university. Receive a
call from a customer for the availability of a reference source.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
9) Your boss has asked you to make a call to Mr. Sahu’s office to find out
whether they have received delivery of books/periodicals/etc.
......................................................................................................................
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31
Workplace Skills
9.12 SUMMARY
Nowadays a great deal business is done over telephone. The large scale and
unprecedented penetration of mobile phones has added a new dimension to this.
So it is all the more important to ensure that every organisation manages this
important activity professionally. Installing the right type of telephone system,
placing the employee with the right type of attitude and skills to answer telephones
and giving all staff training in telephone use skills etc. go a long way in getting
this important function streamlined.

9.13 ANSWERS TO SELF CHECK EXERCISES

1) Facial expressions, gesticulations and visual aids are some of the tools that
help understanding in a face-to-face conversation.

2) Choice of words is more critical in a telephone conversation as the speakers

can’t see each other or use any visual aids and gestures. The listener often
has to visualize something from hearing a description of it.

3) Enunciating clearly, stressing on important words, raising and lowering pitch

in the right place are some of the ways to use your voice more effectively.

4) To ensure that important information is correctly given and received, it is

best for the listener to repeat it for confirmation.

5) You can ensure that nothing of importance is left out of a business telephone
conversation by preparing for it in advance by noting down all the points
that need to be addressed / asked.

6) These are only sample answers; yours could be different.

i) Who would you like to speak to?
ii) I’ll inform Mr. Varshney as soon as he comes in, Sir.
iii) Would 4.30 on Monday suit you?
iv) Would you prefer this to be sent by fax or email, Sir?
v) I’m afraid I may not be able to come to Mumbai just yet.
vi) Could you elaborate on that, please?
vii) Shall/Should I book the hotel for you?
viii) I’m afraid I can’t send you the material until we receive the payment.
ix) You should clarify this with your boss first.
x) I think the market will make a good recovery in the coming week.

7) Milind: Hello?
You : Hi Milind, Rakesh this side. How are you doing?
Milind : I’m okay. What’s up with you?
You : Oh! Nothing much. Everything is as usual. So how are you
feeling now? Do you still have a fever?
Milind : No, the fever’s down, but I’m feeling really weak! And bored!
32
 You : Yeah, I can imagine! Waiting to see you back in the library. Telephone Skills
Get well soon.
Milind : Yeah, thanks.
You : Bye then.
Milind : Bye.
8) You : Good afternoon, Central Reference Library of IGNOU. How
may I help you?
Customer : I’d like to renew two books and two periodicals that are due
today.
You : May I have your membership number, Sir?
Customer : It’s IGL1860.
You : Thank you, Sir. The two books and two periodicals against
your membership have been renewed. They are next due on
12 July.
Customer : Ok. Thank you.
You : Is there anything else I can assist you with, Sir?
Customer : Yes. Is the January, 2013 issue of the ELT journal available?
You : Let me just check that for you, Sir.
Customer : Ok.
You : I am sorry, Sir. The journal has been issued to another member.
You can reserve the journal if you wish. You will be notified
by email as soon as it has been returned.
Customer : Ok. It would great if that could be done!
You : Sure, Sir. (Pause) The ELT journal has been reserved. The reference
number is J34.The details have been sent to your e-mail.
Customer : Thank you so much.
You : You’re welcome, Sir. Have a good day.
9) Ms. Rupa : Hello.
You : Good morning, Ms. Rupa. This is Manu Khanna calling from
Ruby Publication.
Ms.Rupa : Hello, Manu.
You : I’ve called to find out if you have received the copies of the
Product Design books you had ordered. We dispatched it last
week.
Ms. Rupa : No, Manu. I’m afraid we haven’t received it yet.
You : I’m very sorry about that, Ma’am. I’ll call the delivery
department and get back to you immediately.
Ms. Rupa : Please do that. We need the material urgently. The students
are all asking for the books.
You : I will look into the matter. Once again, I’m sorry for the
inconvenience. I’ll call you back soon.
Ms. Rupa : Okay. Thank you.
33
Workplace Skills
9.14 ANSWERS TO ACTIVITIES
1) i) calling, ii) moment, iii) see, iv) hold the line, v) ring up, vi) in, vii) phone,
after, viii) back, ix) dialed, x) extension, xi) bothered, xii) mobile, xiii) stand,
xiv) checked, xv) confirm.
2) i) Good morning. (a)
ii) Good morning Neena, how are you today? (a, b)
iii) I’d like to go over the training schedule with you today. Would 4 pm
suit you? (c)
iv) Thank you for calling Central Library. Have a good day. (d)
v) Thanks and bye. (d)
vi) That’s all for now, thank you. (d)
vii) I’d like to discuss the procurement list with you today. What would be
a good time to schedule a meeting? (c)
viii) Hello Ravi, is this a good time to talk to you? (a, b)
ix) Thank you for calling Central Library, this is Neha. How may I assist
you? ( b)
x) Hi Neha, did you have a good weekend? (a, b)
xi) Thank you for your help. Bye. (d)
xii) Good morning, I’m Radha from City Public Library and would like to
speak to someone from Accounts, please. (a, c)
xiii) Take care. Bye. (d)
xiv) This is Mira. I’d like to speak to Mr. Murthy please.(c)
xv) Can you give me Mr. Khanna’s mobile number? (c)
3) i) Would it be possible for you to give me a few days off? Formal
ii) Should I send you the CDs right away? Semi-formal
iii) Can I leave her a message? Formal
iv) Would it be possible for you to meet Ravi Prakash today? Formal
v) Would you like me to mail you the catalogue right away? Formal
vi) I want to go on holiday next week. Informal
vii) Would you like to leave a message? Formal
viii) Hiten wants to meet you. Informal
ix) Do you think I could get a week off starting Monday? Semi-formal
x) Rakesh Jain would like to meet you. Formal
xi) Do you want me to send the CDs right now? Informal
xii) I’m afraid I can’t put you through to him, Sir. Formal
xiii) Do you want to leave a message? Semi-formal
xiv) You can’t meet him today. Informal
xv) May I leave a message for her? Formal
34
4) i) Can you give me Mr. Vasu’s number? Telephone Skills

Could you give me/May I have Mr. Vasu’s number?

ii) What did you say?
I beg your pardon? /Could you repeat that?
iii) Where has he gone?
May I know/Could you tell me where he has gone?
iv) What’s your name?
May I have your name, please?
v) Yes, I want you to send me the new rate list.
Yes, I would like you to send me the new rate list.
vi) Send it to me today.
Please send it to me today. / Could you send it to me today?
vii) Mr. Singh is not available today.
I’m afraid Mr. Singh is not available today.
viii) Can I call you tomorrow?
May I call you tomorrow? /Would it be alright if I called you
tomorrow?
ix) I want some information about the new car repair course you are starting.
I would like some information about the new car repair course
you are starting.
x) Is 2.30 p.m. on Friday okay?
Would 2.30 p.m. on Friday be convenient for you?

5) Conversation 1
A : Hello. (a)
B : Hi Vrinda, Kavita this side/here. (a)
A : Oh Hi, Kavita. How’s everything? (b)
B : Great! I have four days off this week. I was wondering if you wanted
to go for a movie one of these days. (c)
A : That’s not a bad idea! Shall we go tomorrow? (c)
B : Perfect. Should I _pick you up at 5 o’clock then and we can watch
the 6 pm show? (c)
A : Sounds fine. See you then. (d)
B : Bye. See you tomorrow. (d)
A : Bye. (d)
Conversation 2
A : Good morning, Gupta Securities. How may I help you? (a)
B : Hello, Gagan, its Prabhakar this side. (a)
35
Workplace Skills A : Oh, hello, Prabhakar. Long time no news. How’s everything? (b)
B : All well here. What about you? (b)
A : All good. So tell me, what can I do for you? (c)
B : I wanted some investment advice from you, so I was wondering if
we could sit together some time this week. (c)
A : Sure. Why don’t you come to my office on Wednesday, say 4 pm? (c)
B : Perfect. I’ll see you then. (d)
A : Look forward to it. Oh, and don’t forget to pick up those delicious
samosas from the shop below your office! (d)
B : Sure. Bye. (d)
A : Bye. (d)
6) Conversation 3
Ajay Sinha : Hello.
Hari Modi : Good morning, Sir. This is Hari Modi from the Personnel
Department. Mr. Dewan asked me to speak with you.
Ajay Sinha : Yes, yes, Hari. Good Morning. I need you to do something
for me.
Hari Modi : Certainly, Sir. How may I help you?
Ajay Sinha : Let me just brief you about it first. You see, my secretary,
Ms. Nene, is on leave, and I need somebody to accompany
me to the Singapore conference for three days. Mr. Dewan
recommends you highly, so I’d like you to assist me on this
trip.
Hari Modi : Certainly, Sir. I’d be pleased to be of assistance. When would
we be leaving and what would you like me to do in
preparation?
Ajay Sinha : Could you come to my office at, say, 10:30 and we can
discuss the details?
Hari Modi : I’m afraid we have a departmental meeting from 10:30 to
11:30. Would it be alright if I come in at 11:30?
Ajay Sinha : Oh, that’s perfectly fine.
Hari Modi : Right, Sir. I’ll be there at 11:30.
Answer
i) The language in conversation 3 is very formal. For example the executive
says “How may I be of help to you’ instead of ‘What can I do for you’ as
in Conversation 2, which is semi-formal. Conversation 1 is totally informal.
ii) Note that there is greater use of modals like ‘would’ ‘could’ and ‘may’
in formal language.
iii) The executive does not address his senior officer by his first name.
iv) There is no small talk or warming up as is the case in many formal
conversations.
36
7) i) Good morning Kavita Nagpal speaking. How may I help you? Telephone Skills

ii) Would you like to leave a message?

iii) This is Neha Gupta.
iv) I’d like to speak to Aman Wahi, please.
v) Could you tell me why you’d like to speak to the Principal, please?
vi) Ms. Sonia Singh is in a meeting.
vii) Could you tell me your name, please?
viii)Could you say that again, please?

9.15 REFERENCES AND FURTHER READING

Smith, David G. Express Series English for Telephoning. Oxford University Press,
2007. Print.
Schnurr, S. Exploring Professional Communication. Routledge, 2012. Print.

37
Workplace Skills
UNIT 10 GROUP DISCUSSIONS
Structure
10.0 Objectives
10.1 Warm up
10.2 Why Group Discussions (GD)?
10.3 Conduct of Group Discussions
10.4 What do Selectors Look for?
10.5 Group Discussion: The Do’s
10.6 Group Discussion: The Don’ts
10.7 Language Focus
10.8 Vocabulary
10.9 Listening: How to be Successful in a Group Discussion
10.10 Grammar: Linking Words
10.11 Assessment Criteria
10.12 Speaking
10.13 Summary
10.14 Answers to Self Check Exercises
10.15 Answers to Activities
10.16 References and Further Reading

10.0 OBJECTIVES
This Unit introduces you to one of the often used selection process: Group
Discussion. Employers resort to this, because they can find out many crucial
attributes of a candidate through this process, which other selection processes
do not permit. It is important for you to prepare well before the group discussion
and perform in such a way that you draw the selectors’ attention towards you.
You are given many tips on how to conduct yourself in a group discussion.

10.1 WARM UP
Group Discussions (GD) when held as selection process always involves two
parties: the selectors and the GD participants. The former plays only a passive
role; they only watch the GD process and observe each participant. They seldom
intervene or interfere. Their sole objective is to identify certain attributes in the
participants which they could not easily identify by other means.

Activity
1) What attributes of the participants do you think the selectors try to find out
from a GD? Select five attributes out of the ones listed in section 10.2 and
10.4, which you think are most important.
i) ................................................................................................................
ii) ................................................................................................................
38
 iii) ................................................................................................................ Group Discussions

iv) ................................................................................................................
v) ................................................................................................................

10.2 WHY GROUP DISCUSSIONS (GD)?

Group Discussion (GD), as selection tool, is gaining more and more importance
for a variety of reasons. Usually GDs are conducted after the written test to
shortlist candidates for the next stage of the selection process. GD also helps the
selection panel to reject outright candidates because of their poor performance
in the GD. This technique is being increasingly used by professional educational
institutions, especially business schools, as well as by business houses to select
professionals. GD allows the selection panel to observe, compare and form
opinions about a large number of candidates in a relatively short span of time.
GD gives the opportunity to assess certain traits and skills, (such as the following)
of the candidates that are not possible to observe in a resume, written examination
or an interview:
• leadership qualities
• quality of participation
• analytical skills
• problem solving skills
• oral communication skills
• ability to handle people
• team spirit
• non-verbal behaviour
• conformation to norms
• decision-making ability
• inter-personal behaviour
• behaviour in a group
• body language
• how much importance do you give to the group objective as well as your
own
• how well do you listen to viewpoints of others and how open-minded are
you in accepting views.

10.3 CONDUCT OF GROUP DISCUSSIONS

A Group Discussion is normally a formal discussion involving an invitedgroup
of participants. The number of participants usually will be around eight, but
there is no guarantee it will not be fifteen! They will be given a topic, often a
contemporary and debatable topic. The participants will be allowed a few minutes,
about 10 minutes, to understand the topic and organise their thoughts. Then they
will be asked to discuss the topic for about 20 to 25 minutes. The time available
for the discussion will be communicated to the participants in advance. In such
39
Workplace Skills GDs no one is appointed as the leader or coordinator. Everyone is treated at par
by the selection panel, but it is not uncommon for someone to take the initiative
and take on a leadership role.

A GD is normally not conditioned by such procedural rules as in the case of a

formal debate. Here the candidates can say whatever they like and whenever
they like on the subject under discussion. A candidate can speak in favour of the
subject, against the subject or even follow a neutral path. Everything depends on
the interest and ability of each member of the group. So the candidates are quite
free to discuss the topic without any interference from the selection panel.

The entire discussion process will take place in front of the selection panel. They
will be observing every action of each participant closely.

10.4 WHAT DO SELECTORS LOOK FOR?

In a GD what do the panel of selectors look for? They will be looking for a
variety of attributes in you, which they were unable to assess from the resume.
These will include the following:
• Did you make any useful contribution at all?
• What was your level of knowledge about the subject?
• Did you communicate effectively?
• Were you a good listener?
• Did you unnecessarily interrupt others?
• How positive or negative was your body language?
• Did you exhibit any analytical skills?
• Did you provide leadership to the group?
• How good a team player were you?
• Did you look or sound “selfish”?
• Did you do anything to bring the group to focus on the topic rather than
going outside it?

10.5 GROUP DISCUSSION: THE DO’S

If you have a reasonably good level of general knowledge, that will come in
handy in a GD. So also your proficiency in vocabulary, grammar, accent and so
on. These help to draw the attention of the selectors towards you.

To bring out the best in you and to create the desired impact on the selectors, you
need to adhere to some Do’s and Don’ts. These are:
o Listen to others attentively; you may even take brief notes.
o Enter the discussion at an early stage.
o Communicate with confidence.
o Make sure that your contributions are focused on the given topic.
o Try to speak something new which has not been said by the earlier speakers.
40
o If you find that any participant is not making her/his viewpoint clear, ask Group Discussions
pertinent questions.
o Even when you oppose a view point, use dignified language.
o Try to make your contributions take the centre point for the discussion.
o If the discussion is going out of focus, try to point this out and bring it back
on track.
o Use positive body language. Example, looking into the other person’s eyes
when listening or speaking.
o Remain confident and interested throughout, whether you are speaking or
not speaking.
o Conclude each argument at the right time and in the right manner.
o Collaborate instead of compete.
Activity
2) Out of the Do’s listed above; identify three, which are very important. Say
why.
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......................................................................................................................
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10.6 GROUP DISCUSSION: THE DON’TS

The selectors will be critically observing your every action while the GD is on,
and will be making notes of the positive points as well as the negative points.
While it is important to demonstrate strengths, it is equally important to work on
your weaknesses. So please take note of the don’ts listed below:
• Don’t appear or feel restless when someone is speaking.
• Don’t keep silent for a long time; the selectors are there to hear you speak.
• Don’t exhibit negative body language. Example, shaking your leg when
speaking.
• Don’t use abusive or objectionable language or gestures.
• Don’t interrupt others when they are speaking.
• Don’t impose your views upon others.
• Don’t get irritated or lose temper if someone disagrees with you.
• Don’t deviate from the subject given for discussion.
• Don’t take anything personally.
• Don’t give instructions to others in the group.
• Don’t speak for the sake of speaking.
41
Workplace Skills Activity
3) Out of the Don’ts listed above, identify three, which are very important.
Say why.
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10.7 LANGUAGE FOCUS

Here is some helpful language for group discussions:
• Stating an opinion
– It seems to me...
– In my view…
– I tend to think…
– It’s obvious that…
– I believe…
– Clearly…
• Interrupting
– Excuse me, may I ask for a clarification on this…
– If I may interrupt…
– Sorry to interrupt but…
• Handling Interruptions
– Sorry, please let me finish…
– If I may finish what I am saying…
– Could you please allow me to complete what I’m saying…?
• Moving the discussion on
– Can we go on to think about…?
– I think we should now move on to consider…
• Expressing Agreement
– I quite agree
– I couldn’t agree more
– Absolutely / precisely /exactly
– I think you’re right
42
• Expressing disagreement Group Discussions

– I think quite differently on this

– I don’t really think so
– I’m afraid I can’t agree with you there
• Checking comprehension / reformulating
– To put that another way…
– If I follow you correctly…
– So what you’re saying is…
– Does that mean…?
– Are you saying…?
• Making a suggestion
– I suggest that…
– We could…
– Perhaps we should…
– It might be worth…
– What about...?
– Why don’t we...?

10.8 VOCABULARY
Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
1) Read the text and use the right form of the word in the bracket to form a
word that fits in the numbered space. The first one is done for you as an
example.
The surest (sure) way of antagonizing others in the GD as well as the
examiner is to appoint yourself as a de facto ________ (chair) of the group.
Do not try to impose a system whereby everyone gets a chance to speak in
turn. A GD is meant to be a free ______ (flow) discussion. Let it proceed
naturally. Do not ever try to take a vote on the topic. A vote is no substitute
for discussion.
Do not address only one or two persons when ________(speak). Maintain
eye contact with as many members of the group as possible. This will involve
others in what you are saying and increase your ___________ (chance) of
carrying them with you. Do this even if you are _________ (answer) a
specific point raised by one person.

10.9 LISTENING: HOW TO BE SUCCESSFUL IN A

GROUP DISCUSSION
Listen to a speaker telling you about how to be successful in a group discussion.
Please note that the text of the audio has been provided in the answers section. 43
Workplace Skills Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
2) On the basis of what the speaker says, state whether the following statements
are True or False:
i) You must contribute towards reaching a consensus. ………………
ii) In order to be heard you must speak for at least 15 minutes. ……………
iii) You can make a meaningful contribution even if you do not know much
about the topic being discussed. ………………
iv) A fish market scenario is one where each one tries to talk at the same
time and emphasize her/his point of view. ………………
v) If you fail to contribute towards reaching a consensus it means you are
not very good at team work. ………………
vi) A good listener agrees with what others say. ………………
vii) In the end you must summarize only your own point of view. ………

10.10 GRAMMAR: LINKING WORDS

In any piece of writing the sentences and the ideas in them are logically related
by certain words or phrases that are known as linkers. These linkers have different
functions and belong to different parts of speech. These may be pronouns,
conjunctions, conditionals, determiners, etc.
Let us look at some of the linkers and their functions in the following table:
Table 10.1: Linkers and their functions
Linkers Functions Examples
And, as well as, Used to add new This technique is being increasingly used
moreover elements by professional educational institutions,
especially business schools, as well as by
business houses to select professionals.
Or, in other Used to express A candidate can speak in favour of the
words, opposite ideas or an subject, against the subject or even follow
alternatively alternative choice a neutral path.
But, however, yet, Used to express Slouching tells them that you are
still, on the other contrast indifferent or you do not care, even
hand, on the though you might care a great deal!
contrary, even
though
Because, since, Giving a cause for a And since you cannot see the listener in a
for, as particular statement telephone conversation, you need to
confirm if important information has been
correctly heard and understood.
Therefore, Used to express a Speak softly so that others around you
consequently, so, result do not get disturbed.
so that, hence
If, provided that, Used to express Do not telephone anyone at odd hours,
otherwise, unless, condition unless it is very urgent.
in case
44
Self Check Exercise Group Discussions

Note: i) Write your answers at the space given below.

ii) Check your answers with the answers given at the end of this Unit.
3) Complete the paragraph with the words from the box.

therefore otherwise or who

and if

In most GD’s the opening speaker is the person _________ is likely to get
the maximum uninterrupted airtime. The reason is simple. At the start most
other participants in the GD are still trying to understand the basic issues in
the topic, _________are too nervous to speak _______are waiting for
someone else to start. _______________ the evaluators get the best chance
to observe the opening speaker. Now this is a double-edged sword.
___________the opening speaker talks sense, naturally s/he will get credit
because s/he opened the discussion and took the group in the right
direction._______ on the other hand, the first speaker doesn’t make too much
sense, s/he will attract the undivided attention of the evaluators to his
shortcomings. She/he will be marked as a person ________ speaks without
thinking merely for the sake of speaking. S/he will be seen as someone who
leads the group in the wrong direction _________ does not make a positive
contribution to the group. So remember, speaking first is a high-risk high-
return strategy. It can make _______ mar your GD performance depending
how you handle it. Speak first only________ you have something sensible
to say. ____________ keep quiet and let someone else start.

10.11 ASSESSMENT CRITERIA

The participants of Group Discussions are evaluated by a panel of experts. Here
are most of the areas on which they would mark you on their evaluation sheets.
It would be extremely helpful to keep these in mind when you participate in
Group Discussions.
• Command over spoken English – it should be logical, coherent, correct,
appropriate.
• Knowledge base – authentic information – genuine facts and figures.
• Convincing power – cogent, decent and constructively forceful attitude.
• Discourse management – coping with twists and turns of arguments.
• Body Language – eye contact, body posture, attentiveness.
• Maturity – candidate must not ‘bully’ others or take undue advantage to
prove herself/ himself a ‘leader’.
• Listening – intelligent and analytical.
• Supplementing – responding and adding to what another has said before
initiating a fresh turn.
• Initiative and Assertiveness.
45
Workplace Skills Beneficial Team Behaviour
• Initiate discussions.
• Seek information and opinions.
• Suggest procedures for reaching a goal / consensus.
• Clarify or elaborate ideas.
• Summarize.
• Act as a gate-keeper, direct conversational traffic, avoid simultaneous
conversations.
• Subdue dominant talkers, make room for reserved and shy people.
• Keep the discussion from digressing.
• Be flexible and creative in resolving differences.

A consolidated task based on the inputs given in this section is given in the
speaking section.

10.12 SPEAKING
Practice your group discussion skills by arranging to meet with your study partners.
Remember to apply the tips we have given you, the do’s and don’ts as well as the
formulaic language given in the Unit. Ask someone to assess you on the basis of
the assessment criteria given in the Unit.
The topics could be:
i) Do we really need libraries, especially in the age of Internet?
ii) Changing role of the librarian.
Suggested points for discussion:
• Libraries are an integral part of any society.
• In a knowledge driven society, libraries can play a crucial role.
• Think of a situation when there will not be any libraries!
• Role of libraries have changed a great deal in the recent past.
• Besides providing books and periodicals, they also provide users information.
• E-documents, virtual libraries, online access to full-text etc., are new
developments.
• Internet may appear to be making libraries somewhat redundant, but it will
never replace books and libraries.

10.13 SUMMARY
GD is being used by employers increasingly, because that gives the employer a
chance to observe you in a group environment and evaluate your many crucial
attributes, and compare with other candidates. You may be good academically
and professionally, but if the selectors notice that your spoken communication
or body language is not good enough, there is all possibility that you will be
46
rejected at the Group Discussion stage. You need to brush up your social skills Group Discussions
before participating in a GD. Participate in GD in such way that the selectors
take note of you!

10.14 ANSWERS OF SELF CHECK EXERCISES

1) The surest way of antagonizing others in the GD as well as the examiner is
to appoint yourself as a de facto chairperson of the group. Do not try to
impose a system whereby everyone gets a chance to speak in turn. A GD is
meant to be a free flowing discussion. Let it proceed naturally. Do not ever
try to take a vote on the topic. A vote is no substitute for discussion.

10.15 ANSWERS TO ACTIVITIES

1) Five attributes
i) Oral communication skills
ii) Behaviour in a group
iii) Leadership qualities
iv) Body language
v) Ability to handle people.
2) i) Listen attentively
ii) Communicate with confidence
iii) Positive body language.
3) i) Don’t keep silent for a long time.
ii) Don’t deviate from the subject given for discussion.
iii) Don’t exhibit negative body language.
Do not address only one or two persons when speaking. Maintain eye contact
with as many members of the group as possible. This will involve others in
what you are saying and increase your chances of carrying them with you.
Do this even if you are answering a specific point raised by one person.

Text for the Audio: How to be Successful in a Group Discussion

In order to succeed in any unstructured group discussion, you must define
what your objective in the group is. A good definition of your objective is –
to be seen to have contributed meaningfully in an attempt to achieve the
right consensus. The key words in this definition are ‘seen’, ‘meaningfully’,
and ‘attempt’.
Let us understand what each of these imply in terms of action points:
The first implication is that merely making a meaningful contribution in an
attempt to achieve consensus is not enough. You have to be seen by the
evaluator to have made a meaningful contribution to build the right
consensus. In other words, you must ensure that you are heard by the group.
If the group hears you, so will the evaluator. You must get at least some
airtime. If you are not a very assertive person, you will have to simply learn
to be assertive for those 15 minutes.
47
Workplace Skills
The second important implication is that making just any sort of contribution
is not enough. Your contribution has to be meaningful. A meaningful
contribution suggests that you have a good knowledge base, are able to
structure arguments logically and are a good communicator. These are
qualities that are desired by all evaluators.
One way of deciding what sort of contribution is meaningful, at what point
of time, is to follow two simple rules.
First, in times of chaos, a person who restores order to the group is
appreciated. Your level of participation in a fish market kind of scenario
can be low, but your degree of influence must never be low. In other words,
you must make positive contributions every time you speak, and not merely
speak for the sake of speaking. The second rule is applicable when the group
is floundering. In this situation a person who provides a fresh direction to
the group is given credit.
The third implication is that you must be clearly seen to be attempting to
build a consensus. Nobody expects a group of ten people, all with different
points of view on a controversial subject to actually achieve a consensus.
But did you make the attempt to build a consensus? The reason why an
attempt to build a consensus is important is because in most work situations
you will have to work with people in a team, accept joint responsibilities
and take decisions as a group. You must demonstrate the fact that you are
capable and inclined to work as part of a team. What are the ways that you
can try to build consensus?
Firstly, you don’t just talk. You also listen. You must realize that other people
also may have valid points to make. You should not only try to persuade
other people to your point of view, but also come across as a person who
has an open mind and appreciates the valid points of others.
You must try and resolve contradictions and arguments of others in the
group. You must synthesize arguments and try and achieve a unified position
in the group. Try and summarize the discussion at the end. In the summary
do not merely restate your point of view; also accommodate dissenting
viewpoints. If the group did not reach a consensus, say so in your summary.
You must carry people with you.
One last point, you must not agree with another participant in the group
merely for the sake of achieving consensus. If you disagree, say so. You are
not there to attempt to build just any consensus. You have to attempt to
build the right consensus.

2) i) You must contribute towards reaching a consensus. Ture

ii) In order to be heard you must speak for at least 15 minutes. False
iii) You can make a meaningful contribution even if you do not Flase
know much about the topic being discussed.
iv) A fish market scenario is one where each one tries to talk True
at the same time and emphasize her/his point of view.
v) If you fail to contribute towards reaching a consensus it True
48 means you are not very good at team work.
 vi) A good listener agrees with what others say. False Group Discussions

vii) In the end you must summarize only your own point of view. False
3) In most GD’s the opening speaker is the person who is likely to get the
maximum uninterrupted airtime. The reason is simple. At the start most other
participants in the GD are still trying to understand the basic issues in the
topic, or are too nervous to speak and are waiting for someone else to start.
Therefore, the evaluators get the best chance to observe the opening speaker.
Now this is a double-edged sword. If the opening speaker talks sense,
naturally s/he will get credit because s/he opened the discussion and took
the group in the right direction. If on the other hand the first speaker doesn’t
make too much sense, s/he will attract the undivided attention of the
evaluators to her/his shortcomings. S/he will be marked as a person who
speaks without thinking merely for the sake of speaking, as someone who
leads the group in the wrong direction and does not make a positive
contribution to the group.

So remember, speaking first is a high-risk high-return strategy. It can make

or mar your GD performance depending how you handle it. Speak first only
if you have something sensible to say. Otherwise keep quiet and let someone
else start.

10.16 REFERENCES AND FURTHER READING

P. Patnaik. Group Discussion and Interview Skills with CD. Cambridge University
Press: India (CUPIPL), 2011. Print.

Furman. Effective Group Discussion: Theory and Practice. McGraw-Hill, 2003.

Print.

49
Workplace Skills
UNIT 11 BODY LANGUAGE
Structure
11.0 Objectives
11.1 Warm up
11.2 Observing others
11.3 Reading Comprehension: Body Language during Interviews
11.4 Vocabulary: Making Sentences
11.5 Writing and Speaking: Speech on Body Language
11.6 Listening: Presentation on Body Language
11.7 Grammar: Phrases and Clauses
11.8 Summary
11.9 Answers to Self Check Exercises
11.10 Answers to Activities
11.11 References and Further Reading

11.0 OBJECTIVES
This Unit will help you to understand the importance of body language i.e. non-
verbal communication. We use body language as much as we use verbal
communication, to communicate or while communicating verbally. Our body
language sends strong signals, positive as well as negative to the person(s) who
listen. A lot of guidance is given in this Unit to get your body language right
while communicating with others.

11.1 WARM UP
Go back to Section 8.1 in Unit 8, where you identified three presentations which
you had attended in the near past. These are:
1) ......................................................................................................................
2) ......................................................................................................................
3) ......................................................................................................................
You also wrote down what you liked /enjoyed and also what you did not like/
enjoy in each of these. Now recollect those three presentations and the body
language of the presenter and write below what you appreciated or what you did
not like about the body language of the presenter.
Presentation 1
Liked Disliked
a ………………………….. a …………………………..

b ………………………….. b …………………………..

c ………………………….. c …………………………..
50
Presentation 2 Body Language

Liked Disliked
a ………………………….. a …………………………..
b ………………………….. b …………………………..
c ………………………….. c …………………………..

Presentation 3
Liked Disliked
a ………………………….. a …………………………..
b ………………………….. b …………………………..
c ………………………….. c …………………………..

Activity
1) While making a presentation, what type of body language you think the
presenter should exhibit to ensure that the audience actively listens to the
presentation?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

11.2 OBSERVING OTHERS

Knowingly or unconsciously we are always observing each other. You should
always be aware of the fact that you are being observed continuously! You too
must be doing that where others are concerned. It is also a fact that we usually
don’t tell others anything about their good as well as bad body language.

When you are with a group of five or more people the next time, observe them
closely and identify the body movements or actions of at least one person that
indicates
o enthusiasm and interest
o confidence
o power and control
o boredom and disinterest
Discuss your findings with members of the group.
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
51
Workplace Skills
11.3 READING COMPREHENSION: BODY
LANGUAGE DURING INTERVIEWS
Communication between people takes place in various ways. It is estimated that
only about 10% of a message is communicated through verbal communication!
We often cannot determine the truthfulness or sincerity of people by what they
say. Very often words transmitted verbally do not reflect what people really feel.
The only way you can determine their true inner feelings is by reading their body
language. It is often difficult to question a person directly because even her/his
replies may not indicate what s/he really feels or thinks. From her/his body
language you may not get convinced that what s/he is saying is true.
Here are some examples of body language and their interpretations:

Brisk, erect walk Confidence

Standing with hands on hips Readiness, aggression
Sitting with legs crossed Boredom
Sitting legs apart Open, relaxed
Arms crossed on chest Defensiveness
Walking with hands in pockets, Dejection
shoulders hunched
Hands on cheek Evaluation, thinking
Touching, rubbing nose Rejection, doubt, lying
Rubbing eyes Doubt, disbelief

When you appear for an interview, it is important to remember that besides your
resume, you are going to be watched for the clothes that you wear and how you
present yourself during the interview. Even before a word has been spoken,
your body language would have already given the people on the panel their first
impression of you. Based on your body language, they would be able to assess if
you come across as insecure or self assured. It can also tell others if you are an
assertive or a quiet type of person. It also reveals whether you are speaking the
truth or not. Body language can also show if you are prone to stress or not. It can
show how enthusiastic you are and whether you are a nice person, someone who
will take work seriously and yet have a sense of humour. The members of the
panel will ask you questions, but they will pay attention not only to what you say
but also to how you say it.

Everybody uses body language, but it takes place mostly at the subconscious
level. By becoming more aware of your own body language and by watching the
body language of others, especially leaders and successful people, you can
definitely improve your own body language.

During job interviews, try to adopt a posture that shows interest but despite the
obvious stress do try to come across as being relaxed. You should change your
body posture during the interview. For example, when someone says something,
it is good to turn a little with your shoulders towards that person and also to lean
forward a little. This shows that you are taking an interest in what the other
52
person is asking or saying. It is also important to pay attention to the body language Body Language
of the persons who is interviewing you.

Sometimes, your hands are an obstacle during job interviews rather than a useful
means of communication. In a difficult situation we fold our arms across our
body. During a job interview it is better not to do this, because it can be interpreted
as a defensive gesture. It is better to let your hands be on your lap or place them
on the armrest of your chair. From these positions it is also easy to support your
words with hand gestures. Hand movements also help to liven up the interview.
It indicates that you feel at ease and are relaxed. However, do not make too many
hand movements as it may be a distraction. Do pay attention to inadvertent
movements that you may make sometimes due to nervousness. For example,
shuffling your feet or kicking against the leg of the table can be very irritating to
others. So also drumming with your fingers can be a distraction.

It is also important to show through your body language that you are listening to
the people interviewing you. Looking directly into somebody’s eyes or looking
away actually serves as the dots and commas in your spoken sentences. When
one of the panel members explains something or poses a question, keep looking
at that person for as long as s/he is speaking. This shows that you are listening.
When you answer a question, you should look first at the person who asked the
question, but while you answer you should take turns looking at the other people
on the interview panel.

Success at the interview also comes from paying attention to the body language
of the people interviewing you. Acceptance and irritation of the panel will be
visible from their body language. So do be conscious of the body language of the
members of the panel.
(adapted from an article “Body language during a job interview” by Frank van
Mar Wijk)

Activity
Now that you have read the article, answer the following questions:

2) What do the following body gestures indicate?

i) Sitting with hands clasped behind the head and crossing the legs
................................................................................................................
................................................................................................................
ii) Open palms
................................................................................................................
................................................................................................................
iii) Tilted head
................................................................................................................
................................................................................................................
iv) Stroking chin
................................................................................................................
................................................................................................................
53
Workplace Skills 3) What are some of the inherent qualities that your body language may reveal
at an interview? List at least one below.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

4) What advice does the article give you regarding sitting on the chair at an
interview?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

5) Some movements of your body could be distracting and irritating. What are
these?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

11.4 VOCABULARY: MAKING SENTENCES

Activity
6) Make sentences using the following words, ensuring that the sentences bring
out their meaning fully.
i) Convey
..............................................................................................................
..............................................................................................................
ii) Transmit
..............................................................................................................
..............................................................................................................
iii) Assess
..............................................................................................................
..............................................................................................................
54
 iv) Self-assured Body Language

..............................................................................................................
..............................................................................................................
v) Prone
..............................................................................................................
..............................................................................................................
vi) Indicate
..............................................................................................................
..............................................................................................................
vii) Inadvertently
..............................................................................................................
..............................................................................................................
viii) Mutual
..............................................................................................................
..............................................................................................................
ix) Updated
..............................................................................................................
..............................................................................................................
x) Issues
..............................................................................................................
..............................................................................................................

11.5 WRITING AND SPEAKING: SPEECH ON BODY

LANGUAGE
You have been asked to give a speech to a group of young trainees in your
community library on “Body language”. Using the points given below, write a
speech which you would deliver to the trainees. Then deliver it to the students at
your study centre.
• Importance of body language in communication.
• Examples of a positive body language.
• Examples of a negative body language.
• What type of body language you should exhibit while talking to the public
who come to the library.
• Some general advice to the group on body language.
You may use some of the tips given below:
• Look straight into the eyes of the other person, but don’t stare.
• Nod when others are speaking to show that you are listening, but don’t
overdo it.
55
Workplace Skills • Do not slouch but sit up straight, keeping your body erect but in a relaxed
manner. This shows that you are professional in your attitude.
• Don’t sit or stand too close to anyone, keep enough space around you.
• Take care of your arms and legs, don’t cross them.
• Present a smiling face, laughing gently if the situation warrants.
• Keep control of your fingers, don’t fiddle with them.
• Dress appropriately, but don’t over dress.

11.6 LISTENING: PRESENTATION ON BODY

LANGUAGE
Self Check Exercise
Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
1) Listen to the audio recording ‘Presentation on Body Language’ carefully
and fill in the blank spaces in the exercise with appropriate words/phrases.
You may play the CD provided and listen to the audio as many times as you
require. Please note that the text of the audio has been provided in the answers
section.
i) People who are emotionally upset will at once jump to the conclusion
that they are a ________, thus increasing their tension.
ii) One way of learning body language is to _______the sound of your
television. You will notice that what people _________ is not always
what their body language________.
iii) The ability to read others’ __________makes it easier to know whether
the person you are talking to is happy or sad or ________.
iv) Understanding your own body language will ________for you to
________others body language.
v) Hidden _________ and intentions can be known by observing people.
vi) Pushing your hair behind your ear or rolling your _________ could
mean that you are _________.
vii) A person who sits with his legs stretched out before him expresses
________.
viii) A person waiting for a job interview would be observed to be sitting on
the _______ of the chair because he is _________.
ix) A smile can be considered genuine only if it extends to the _______as
well.

11.7 GRAMMAR: PHRASES AND CLAUSES

Study the following sentences from the text:
1) a) In a difficult situation, we fold our arms across our body.
b) When we face a difficult situation, we fold our arms across our body.
56
2) a) Success at the interview also comes from paying attention to the body Body Language
language of the people interviewing you.
b) Success at the interview also comes from paying attention to the body
language of the people who are interviewing you.

These are phrases

In a difficult situation …
… of the people interviewing you.

These are clauses

When we face a difficult situation…
…of the people who are interviewing you.

The following table will show you the difference between clauses and phrases.

Phrases Clauses
A meaningful group of words A meaningful group of words
Has no predicate Has a subject and a predicate
Has no finite verb Has a finite verb
Dependent on another part of the Dependent on another part of
sentence for completing meaning the sentence for complete
meaning
Forms part of a sentence Forms part of a sentence

A sentence has all the features of a clause but can stand alone as an independent
sentence e.g. Rohan hit a number of boundaries

Self Check Exercise

Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
2) Say whether the underlined parts of the following sentence are phrases or
clauses.
i) The librarian ordered the books from the e-book sites.
ii) The books in the store room were covered with dust.
iii) He has a bookshelf which is made of rosewood.
iv) The librarian was sure that the child had lost the book.
v) He finished his work and went home to sleep.
vi) We all ran into the reference section when we heard a bang.
vii) I will meet you very soon in the canteen.
viii) She came back early from work because she was not feeling well.

57
Workplace Skills 3) Separate the phrases and the sentences in this poster.

Children’s Day Book Carnival

At the Central Municipal Park
On Friday, 14th November
2 p.m. to 6 p.m.
Attractions
Lots of Books and CDs
Lots of Food and lots to Drink
On the spot competitions – story telling, quiz, recitation
On the spot prizes to be won.
The Chief guest, Mr. Sanat Kumar, well-known children’s writer will
distribute the prizes at 4 p.m.
Entry by tickets only
Children below 12 years must be accompanied by adults.

......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
4) Complete the following sentences with phrases or clauses as indicated in
the brackets.
i) Mithu has a talking book ________________. (clause)
ii) ______________ Rajni, stopped at Mr. Kumar’s shop to give him the
good news. (phrase)
iii) I showed her the library ___________. (clause)
iv) They returned ________________. (phrase)
v) We cannot go to college________________. (clause)
vi) __________ we are playing against the Chennai team. (phrase)
vii) _______________________ his mother gave him some fruit to eat.
(clause)
viii) I will meet you ________________. (phrase)
ix) The sun rises __________________. (phrase)
x) I don’t know __________________. (clause)

11.8 SUMMARY
Remember that oral communication needs to be complemented with body
language to make communication complete. People watch you more than they
listen to you. So give as much importance as you can to your body language
while attending interviews, at group discussions, while making presentations,
58
etc. It is not difficult to change your body language style, though it takes time Body Language
since it is more a habit. Observe others, learn from others, accept weaknesses of
your body language, and practice the new styles regularly: you will be able to
overcome your weaknesses.

11.9 ANSWERS TO SELF CHECK EXERCISES

Text: Presentation on Body Language

Body language is noticed by everybody but is not always given enough
attention. We sometimes ignore it and try to hide behind words, but we
should never forget that we cannot fool everyone.
Children react to body language because they experience the world through
intuition. The same can be true for adults when feelings are involved. People
who are in bad shape emotionally place great importance to it. In fact, they
often pick up the smallest hint of a pause in attention in the person they are
speaking to. And they frequently jump to the conclusion that they are boring
or a nuisance-thus compounding their sense of depression or poor self esteem.
A way to learn body language is to watch television with the sound turned
off and try to interpret what is being said simply from reading the stance
and body gestures. You will experience that humans say a lot with their
mouth which is contradicted by their body, gestures and other channels of
communication.
If we develop increased sensitivity to our own body language, our ability to
read others’ body language is increased.
This makes it easier to tell whether a person you are talking to is happy, sad
sullen or irritated. Or whether he or she is lying to you, or is impatient, or
bored. You should also be able to register whether the person appears to like
you, agrees or disagrees with you, is aggressive to you, or is suspicious,
angry or worried.
Increased attention to body language will allow you to observe hidden
feelings, prejudices and sexual intentions.
Body language also includes the movement of arms and legs, body posture,
the manner in which you sit, facial expression, gait, eye movements and
regular gestures such as stroking your hair, touching your nose etc.
Perhaps you hold your hands close to your face when you talk generally.
This is a sign of insecurity. The same is true if you pull a beard or roll a
moustache with your hands or fix your hair, perhaps pushing or curling it
behind an ear.
When you try to interpret body language, you must try to interpret it in
relation to what is being said with words; otherwise misunderstandings can
easily arise. It must be judged as a whole. Several elements must be in
accordance if you are to draw any firm conclusions about a person.
In order to reach your conclusion you must also pay attention to facial
expression, the mouth’s position, eye movements and pupil dilation and
retraction.
59
Workplace Skills
Research has shown that the speaker’s face is the most reliable source of
information about the mood of a person. It is through visual experiences
that happiness, surprise, anger or contempt is communicated while auditory
experiences communicate fear. In order to ascertain the mood of the speaker
you must observe facial muscles. How they are tightened and loosened,
how the lines around the mouth are softened, how the wrinkles around the
eyes can made them shine with happiness when that is the feeling the face
has to express.
The same features express anger and contempt, while softer features are
taken to express kindness and friendliness-but note, only if the feelings also
extend to the eyes. A mouth that smiles without the eyes smiling as well,
sends signals of falseness and unreliability.

1) i) nuisance
ii) turn off, say, suggests
iii) practice
vi) make it easier, understand
v) feelings
vi) moustache, insecure
vii) indifference
viii) edge, nervous
ix) eyes

2) i) The librarian ordered the books from the e-book sites. Phrase
ii) The books in the store room were covered with dust. Clause
iii) He has a bookshelf which is made of rosewood. Clause
iv) The librarian was sure that the child had lost the book. Clause
v) He finished his work and went home to sleep. Phrase
vi) We all ran into the reference section when we heard a bang. Clause
vii) I will meet you very soon in the canteen. Phrase
viii) She came back early from work because she was not feeling well. Clause
3) Children’s Day Book Carnival Phrase
At the Central Municipal Park Phrase
Lots of Books and CDs Phrase
Lots of Food and lots to Drink Phrase
On the spot competitions – story telling, quiz, recitation Phrase
On the spot prizes to be won. Phrase
The Chief guest, Mr. Sanat Kumar, well-known
children’s writer will distribute the prizes at 4 p.m. Sentence
Entry by tickets only. Sentence
Children below 12 years must be accompanied by adults. Sentence
60
4) i) Mithu has a talking book which is very informative. (clause) Body Language

ii) The excited girl Rajni, stopped at Mr. Kumar’s shop to give him the
good news. (phrase)
iii) I showed her the library which was at the end of the corridor. (clause)
iv) They returned at 9’o clock. (phrase)
v) We cannot go to college as there is a strike by Students’ Union. (clause)
vi) Luckily we are playing against the Chennai team. (phrase)
vii) Because he was hungry his mother gave him some fruit to eat. (clause)
viii) I will meet you in the evening. (phrase)
ix) The sun rises in the East. (phrase)
x) I don’t know where do he lives. (clause)

11.10 ANSWERS TO ACTIVITIES

1) Look straight into the eyes of the other person, but don’t stare, keep your
body straight but in /a relaxed manner, present a smiling face, laughing gently
if the situation warrants
2) i) Confidence, Superiority.
ii) Trust, Sincerity, Innocence.
iii) Interest.
iv) In the process of taking a decision.
3) i) Whether you are insecure.
ii) Whether you are speaking the truth.
iii) Whether you are prone to stress.
iv) Whether you are enthusiastic.
v) Whether you have a sense of humour.
4) i) Have your back against the chair.
ii) Don’t slouch on the chair.
iii) Don’t sit on the edge of the chair.
iv) Change sitting postures to ensure you face all interviewers.
5) i) Too many movements of the hands.
ii) Shuffling of the feet.
iii) Kicking the table.
iv) Drumming your fingers.
6) i) His letter does not convey his true feeling about the incident.
ii) We can use a radio to transmit messages.
iii) His style of living makes it difficult to assess his status.
iv) His way of walking indicates that he is a self-assured person.
v) She is always prone to accidents, so I am not surprised.
61
Workplace Skills vi) All the symptoms indicate that Ravi has dengue fever.
vii) The secret just slipped out inadvertently.
viii) The love between the two families is mutual.
ix) This letter will keep you updated about the events.
x) I have no issues to settle with you, so please be relaxed.

11.11 REFERENCES AND FURTHER READING

Allan, and Barbara Pease. The Definitive Book of Body Language. Australia:
McPherson’s Printing Group, 2004. Print.

Beattie, G. Visible Thought the New Psychology of Body Language. Routledge,

2003. Print.

62
 The Writing Skill: Some
UNIT 12 THE WRITING SKILL: SOME Basic Guidelines

BASIC GUIDELINES
Structure
12.0 Objectives
12.1 Introduction
12.2 Methods of Writing
12.2.1 Identifying Your Subject
12.2.2 Gathering Information
12.2.3 Purpose
12.2.4 Knowing Your Reader
12.3 Beginning to Write
12.3.1 Writing the Thesis Statement
12.3.2 Writing a Paragraph
12.3.3 Introductions and Conclusions
12.4 Organising your Writing
12.4.1 Forms of Discourse
12.5 The Writing Process
12.6 Grammar: Gerunds
12.7 Summary
12.8 Answer to Self Check Exercise
12.9 References and Further Reading

12.0 OBJECTIVES
In this unit, we are going to discuss in detail the writing process. We will discuss
the methods of writing which involve identifying the topic, gathering information
on it and the purpose of writing. When we begin writing, it is important to start
with a thesis statement, followed by an essay map, adequate paragraphing and
effective introductions and conclusions. We also must be aware of the various
discourse types involved in organising your writing: expository, descriptive,
narrative or argumentative. Finally, we get into the process of writing the drafts,
reviewing, editing and proof reading.

12.1 INTRODUCTION
If you are a librarian, one of the important tasks you will have to perform is
writing. You may have to communicate internally by way of e-mails, memos,
office orders, minutes of meetings and so on. You may also have to correspond
externally to book suppliers. To fulfill your duties competently you need to be
good at written communication.

Writing is a complex process and competent writing is a difficult skill to be

acquired. There are many myths about the skill of writing. For example, people
assume that good writers are born with an innate ability to write and are able to
dash off a letter or a report without much effort. Research has, however, shown
5
The Writing Skill that this is not true. All writers need to work at their writing, although some may
be more successful at it than others. Moreover, keeping closely to word limits
and formats is even more difficult while writing in formal contexts.

Therefore, it is clear that writing is not a gift but is a skill that anyone can pick
up, by focusing not only on what you have to say and how to say it, but also by
concentrating on those strategies that are most likely to help you write successfully.
Now let’s see what a few experienced writers have to say about what leads to
good writing:
• Experienced writers spend a lot of their time planning before they attempt
the first draft.
• They spend a considerable amount of their time thinking about their readers.
• They explore their subject/topic as thoroughly as possible.
• They consider their first draft to be a rough.
• They thoroughly revise their draft. Sometimes, completely rethinking and
restructuring their first draft.
Of course, not all writers follow the same method and a particular writer may
use different methods at different times. But the methods suggested here have
been generally tried and tested by people who write competently. The steps you
can follow are:
• planning.
• considering your reader.
• thoroughly investigating your subject/topic, yet recognising that new ideas
will emerge as you write.
• organising.
• writing a full draft.
• revising and refining it which may often involve a complete restructuring
and reorganising.
It is not necessary to go through these stages in the sequence in which they are
listed. When you write, many things happen at the same time. As you plan, you
may find that you are thinking of facts and ideas that you may want to include in
your draft. As you organise, you may find that you are once again exploring your
topic. The steps that we have suggested are guidelines, not rigid rules. Please
feel free to adapt them to suit your situation.
Self Check Exercise
Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
1) How many drafts do you write? Or Is your first draft your final draft?
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6
2) How do you start writing? Do you wait till you find a suitable beginning The Writing Skill: Some
Basic Guidelines
and then proceed linearly or do you jump somewhere to the middle when a
suitable idea strikes you?
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3) Do you keep referring back to what you have written and sometimes
restructure and re-write it again?
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4) What do you do when you manage to complete the first draft?
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12.2 METHODS OF WRITING

Writing is commonly seen as a three way process, pre-writing, writing and
re-writing. It may appear that writing may seems to progress in a linear, step-
by-step fashion. But, in fact, it almost always progresses in a recursive manner.
This simply means that writers return over and over again to their ideas, clarifying
them, extending them or improving them. Most writers will plan and then revise
their plans, write and rewrite parts or whole of their drafts, until literally the last
moment when they need to submit or send to the reader concerned.
When we write it is a good idea to think about three key elements:
1) Purpose
2) Subject matter
3) Reader/audience
You need to ask yourself:
• Why am I writing this piece?
• Whom am I writing for?
• Where do I source the material for it?
7
The Writing Skill 12.2.1 Identifying Your Subject
Many of the topics you write about in the course of your job will be assigned to
you probably by your seniors or are the requirements of the job. For example,
you may send a letter reminding a student to return the library book or you may
want to advertise/inform customers of a training programme on ‘Good Reading
Habits”. You may also write to a service provider about books urgently required.
Of course, some of you may want to write papers for a seminar.

It is also important to know why you are writing about a particular subject and
who you are writing it for. Does the situation demand it or is it something that
your senior has asked you to write or is it something you have a deep desire to
write on?

You also need to know who your readers are and whether they are likely to be
familiar about the contents of what you are writing – or is the subject totally
new. Your explanation will be much less if the readers are familiar with the
topic.

Knowing why you are writing will help you formulate a goal, do research and
organise your material. You need to identify and state your purpose clearly, because
only then:
• will your reader understand what you are writing about and why it is important
to you and to them;
• can you gather the information that is most relevant to your readers and
your goal; otherwise you are likely to collect any and all information that is
available.

12.2.2 Gathering Information

As a librarian, you may wish to read a paper at a seminar. You must make sure
that before you write it, you have all your matter in one place. While researching,
read quickly through your material and use highlighters to indicate the material
that you think you can use in your writing. You could use one colour highlighter
for ideas, another for evidence and another for arguments. (Hamp-lyons and
Heasley, 2006)

You could also make notes as you go along. Keeping notes will enable you to be
specific and keep track of and manipulate what you have read. It is a good idea
to concentrate on purely gathering information; wait until later to decide whether
the information is valuable and important.

Brainstorming is also another well-known and productive method of generating

ideas, facts and opinions very quickly. Again, not all the ideas will be of equal
quality or usefulness, but you can evaluate that later. Of course, brainstorming
need not always be with others; it can also be an activity which you perform by
yourself.

Working by yourself is a little different from brainstorming in a group. You will

need to motivate yourself to generate the same energy that usually accompanies
a group activity. You can do this best by reviewing your materials and notes
before you begin brainstorming. In fact, this session can be termed as a planning
8
session so it is important to keep track of ideas and information that you generate The Writing Skill: Some
Basic Guidelines
by yourself by making a list. You may even speak into a recorder. There is no
need to write and speak in complete and connected sentences. Your goal is to
generate as many ideas as you can through rapid thinking and free association.
And you can evaluate the ideas at a later stage.

Another technique that you can use to help you recall ideas, information and
arguments is to build an issue tree or a mind map. Brainstorming and note
taking is a verbal technique that requires you to record your ideas in words. Issue
trees and mind maps, however, are primarily visual. That is, as you think of
ideas and information, you construct the visual display that arranges your
information in a hierarchical structure. In this way, you can see each idea’s relative
importance and its relationship to other ideas.

The Issue Tree

The Annual All India Librarian Council

When & Where What

Location Date Programme Dinner

Date Time

Chief Award Entertainment

Begin End Guest Ceremony

Speech Winner Menu Informal

Performances
Interview

Why?
12.2.3 Purpose
You must be very clear about what your text is going to be used for, for example,
are you expected to write a report, a memo or a letter advertising a training
session or a new book.

Having a clearly stated purpose is like having a destination when you take a trip.
Once you have decided on a destination, you can make the arrangements how to
reach it. An explicit purpose statement will help you to:
• identify the steps that you must take to reach your goal;
• concentrate your search for information/ideas on what is related to your
purpose.

12.2.4 Knowing Your Reader

Once you know your subject/topic and the type of communication you want to
make, the next most important question to ask yourself is who the reader is. The
answer to this question will effect how and what you write. For example, if you
9
The Writing Skill are writing for experts and specialists you could perhaps use some technical
jargon and pitch your language and subject matter to a higher level. If you are
sending a memo to the junior staff, the language would be quite different.

You also need to think about what the reader already knows and what s/he needs
to know. You do not want to tell the writer what s/he already knows although
you may refer to shared information from time to time. If you are giving
information that is completely new, this information must be stated and explained
with great clarity. It is a good idea to know the attitude of the readers as well. Are
they likely to be provoked by the topic? If so, it is better to use more tactful
language. In brief, you could ask yourself these questions about the reader:
• Is the reader an expert or a general reader?
• What does the reader already know about the topic?
• What background information might they need to know to understand the
current situation?
• What does s/he need to know?
• What action do you want them to take?
• What is their attitude? Are they biased or do they have positive associations
with your subject?
Self Check Exercise
Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
5) Make an issue tree or a mind map on the basis of the Issue Tree given in the
Unit on any one of following topics:
i) The new face of Library in the 21st century.
ii) Is the reading habit dying out?
iii) Story telling is an art which librarians in schools must have.
iv) Multimedia and the library.
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12.3 BEGINNING TO WRITE

It is important to begin writing with more information than you think you will
need. The greater your choice, the more likely it is that you will be able to select
the ideas, facts and arguments that will help you accomplish your purpose. If
you begin with only five or seven facts or examples to support your main idea,
you are likely to use all of them regardless of their quality. But if you gather, say,
ten to fifteen facts or examples, you have a choice that will effectively help you
accomplish your job. As a result, there will be fewer gaps in your presentation
10
and your reader is less likely to raise questions and objections. However, at the The Writing Skill: Some
Basic Guidelines
same time do not take your research so seriously that you invest too much time
and effort in it. Remember, you have deadlines to answer for.

12.3.1 Writing the Thesis Statement

Let us assume that at this point you have identified the topic you wish to write
about. You may now find it useful to formulate a thesis statement. What is a
thesis statement? And how does it help to have a thesis statement? A thesis
statement declares the main point or controlling idea of your writing task. It is
frequently located at the beginning of your writing. Your thesis statement may
begin as a very simple sentence.

Example:
The library requires audio-visual equipment urgently since we have procured
several audio books for the junior classes.

Such a “working” thesis states an opinion about the subject (the need for an
audio-visual equipment) and suggests what the report /memos shall do (give
arguments for building such a Centre).

Allow such a statement to work for you as you move from pre-writing stage
through your various drafts and revisions. A “working thesis statement” can be
your most valuable organisational tool. Once you have thought about your main
point and purpose, you can begin to draft your article to accomplish your goal.
Everything in your writing should support your thesis statement.

A working thesis statement in your early draft is to help you focus and organise
your writing; don’t feel that it is carved in stone and cannot be changed. Let us
remember some guidelines for writing a good thesis statement.
• A good thesis statement states the writer’s clearly defined opinion on a
particular topic;
• It generally asserts one main idea;
• It is stated in specific terms.
Essay Map
Many thesis statements will benefit from the addition of an essay map which is
a brief statement in the introductory paragraph introducing the main points to
be discussed in the essay. In addition to suggesting the main points of writing,
the essay map provides two other benefits: it will provide a set of guidelines for
organising your writing and it will help you from wandering off into areas only
vaguely related to your thesis statement. In other words, your thesis statement
and essay map are a skeleton outline for the sequence of paragraphs in your
writing.

Note that this essay map is different from the mind map, the crucial difference
being that the essay map describes in a more concrete fashion the main point of
each paragraph. A mind map, on the other hand, is a jotting down of ideas as they
came to your mind.

11
The Writing Skill 12.3.2 Writing a Paragraph
Mastering the art of writing a paragraph is essential to success in any form of
writing, whether it is a letter, a report, or a newspaper article, since all longer
pieces contain a series of related paragraphs. In these longer pieces of writing,
paragraphs generally introduce new ideas to develop the central theme.

What is a Paragraph? A paragraph is a piece of writing which is unified by a

central, controlling idea or theme. This idea or theme is called the topic of the
paragraph. It is sometimes expressed at some place in the paragraph by one
sentence, which is usually called the topic sentence. This topic sentence may be
a statement, a generalisation, or a problem. This sentence is most frequently
found at the beginning of the paragraph, but can sometimes come at the end or
even in the middle of the paragraph. Very often there may not be a topic sentence
at all, but it may be implied within the paragraph.

Beginning a paragraph with a topic sentence helps both the writer and the reader.
It is a useful device, especially in the early stages of your journalistic career. As
a writer, you will have less difficulty in constructing a unified paragraph because
you will relate every sentence to the topic sentence and the central idea it expresses.
And your reader will know immediately what the paragraph is about, because
the opening sentence states the central idea.

In order to develop the central theme of a paragraph, you have to expand the idea
contained in the topic sentence. This can be done by adding more information,
explanation, examples, illustrations, etc. to the idea expressed in the topic sentence.

Example:
Two main circumstances govern the relationship of living things in the sea: the
unbelievably lavish fruitfulness of marine life forms, and the utter ruthlessness
with which the larger creatures eat the smaller ones. Somebody has calculated,
for instance, that if all the eggs laid by codfish were hatched and grew to maturity,
the Atlantic would be packed solid with codfish within six years. But nature does
not let this happen. Only an infinitesimal fraction of all codfish eggs ever become
full-sized cod, and wastage among other fish is as great. One sea creature in
about 10 million escapes the usual violent death inside another sea creature.
Analysis of the paragraph:
1) Topic statement: ‘Two main circumstances govern the relationship of living
things in the sea’.
2) Elaboration of the topic sentence: the fruitlessness of marine life and the
ruthlessness with which the larger creatures eat the smaller ones.
3) Illustration: The example of the codfish.
4) Summing up: only one sea creature in about ten million survives.
An effective paragraph requires more than a topic sentence and supporting details;
it must also be coherent. In a coherent paragraph the writer takes the reader
logically and smoothly from one idea to the next. The reader must also clearly
recognise that one sentence logically leads to the next.
Another technique which brings about coherence in a paragraph is the use of
linkers between sentences and within sentences. These are words/phrases that
12
help a writer move smoothly from one sentence to the next and show the logical The Writing Skill: Some
Basic Guidelines
relationship between sentences. We shall give you an example of what these
linkers are and how they can be used.

Example:
Man has been able to spread across the earth so widely for four main reasons.
First, he is a terrestrial animal, not restricted to the forest. Secondly, he can
cross any natural barriers, such as deserts, oceans and mountains. Moreover,
he can live off a very wide variety of food. Most important of all, he has developed
culture; he has learned to make clothes and build fires which allow him to live in
climates where he would otherwise perish. To a large extent, he shares some of
these advantages with the monkeys. They, too, can move over unforested land.
They, too, can cross some natural barriers, as they have the ability to swim. And
they, too, can digest many kinds of food. Thus, a single species of baboon has
spread across Africa from Dakar in the west to Ethiopia in the east, and south
all the way to the Cape of Good Hope. Similarly, macaques have done at least
as well. One species, the rhesus macaque, is equally at home in forest, in open
cultivated fields, and inside heavily populated cities.
[From Eimerl, S. and De Vors, I. (eds.),
‘The Monkey’s Success in the Trees’, in the Primates, Time-Life Books.]

These linkers are like signposts in a paragraph. They enable us to follow the
writer’s line of thought by showing us how one sentence relates to another. In
the above example, the words/word phrases First, Secondly, Moreover, Most
important of all indicate the four main reasons why man has been able to spread
so widely across the earth. Most important of all also shows that some reasons
are more important than others. Too indicate that monkeys also share these
characteristics of human beings. Similarly shows the relationship between the
macaques and the baboons.
The following list includes other words and phrases that function as linkers:
• To express result: therefore, as a result, consequently, thus, hence
• to give examples: for example, for instance, specifically, as an illustration
• To express comparison: similarly, likewise
• To express contrast: but, yet, still, however, nevertheless, on the other hand
• To express addition: moreover, furthermore, also, too, besides, in addition,
and
• To indicate time: now, later, meanwhile, since then, after that, before that
time
• To express sequence: first, second, third, then, next, finally.
The order in which you present your paragraphs is another decision that you
have to make. In some pieces of writing, the subject matter itself will decide its
own order. Other pieces of writing, may not suggest such a natural order, in
which case you have to decide which order will most effectively hold the attention
of your readers. Often, writers withhold their strongest point until they reach the
end of their writing. As you already know, each paragraph usually signals a major
point in your discussion. These paragraphs should not appear as isolated blocks
of thought but rather as part of a unified, step-by-step progression. To bring
13
The Writing Skill about continuity, you must link each paragraph to the one before it with linkers.
Sometimes, instead of using linkers or repetition of key words, you can use what
is known as idea hook. The last idea of the earlier paragraph will lead you smoothly
into your next paragraph.

12.3.3 Introductions and Conclusions

The first few sentences of your writing are particularly important because they
help to catch the readers’ attention and make them want to keep on reading. Here
are some suggestions for successful introductions. You could begin with:
• Statement of a problem or a popular misconception.
• An arresting statistics or shocking statement;
• A question;
• A quotation;
• A relevant story, joke or anecdote;
• An analogy or comparison;
• A contrast;
• A personal experience.
A good piece of writing must have a satisfactory conclusion, one that gives a
reader a sense of completion on the subject. It is important that the concluding
paragraph emphasises the validity and importance of your thinking. Here are
some suggestions that might lead to some ideas for your conclusions:
• A restatement of the thesis statement;
• An evaluation of the importance of the subject;
• Statement of the broader implications of your piece of writing
• A call to action;
• A warning based on the thesis statement;
• A quotation from an authority;
• An anecdote; and
• A rhetorical question that makes the readers think about the writer’s main
points and so on.

12.4 ORGANISING YOUR WRITING

From a writer’s point of view, organising involves searching for a pattern or a
sequence that is appropriate to your information, your goals and your readers’
needs. Your readers expect that you will create a pattern that will make what you
say easy to read, understand, remember and be useful.

Once you have determined the relationship among the concepts and data you
have gathered, you still have to decide how you will present these to your readers.
There are four basic discourse strategies that you could use or adapt to your
needs. Remember, while we are discussing them as separate types of discourse,
in a single piece of writing you are likely to use more than one type.
14
12.4.1 Forms of Discourse The Writing Skill: Some
Basic Guidelines
Generally exposition, narration, description and argumentation are considered
to be the basic forms of discourse. When a writer is concerned with setting forth
facts then the form is known as exposition, when s/he presents them in terms of
temporal action then the form is narration, and in terms of space and giving
details about it, it is description, and when s/he intends to resolve conflict of
facts then it is known as argumentation. These forms do not exist as pure forms;
they, in fact, are intermixed and one can only talk about a dominant form in a
piece of writing. Let us look at the dominant forms separately.

i) Expository Discourse
Expository writing is probably the most common form of writing. Central to
expository writing is grouping, classification, definition, illustration, giving
instructions and directions, advice, processes and systems. While grouping
involves selection, classification involves breaking down of a broad topic into
parts. In contrast to these, definition points out the characteristics that distinguish
a particular thing under discussion from others. Illustration involves
exemplification of ideas under discussion, using examples.

Self Check Exercise

Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
6) Here is a beginning for a paragraph of definition. Complete the paragraph
by explaining both the positive and negative sides of liberty as you perceive
it.
In the dictionary, liberty is defined as freedom from external restraints or
compulsion. The definition is not incorrect but is too narrow, because liberty
means freedom from having to do something, as well as freedom to do
something. In this sense, liberty may be said to possess two sides – a positive
and a negative.
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ii) Narrative Discourse

Narration depends chiefly on temporal order, i.e., upon actions in a chronological
order. The chronological order involves a sequencing of events or actions from
beginning to end. A skilled narrator is able to arrange the details in such a way so
that a reader’s interest rises to a climax at some point in the narration. The
narration, in turn, can range from story telling, as in novels and short stories, to
anecdotes used for illustration, explanation or support.

Sometimes, for special effects, etc. an author may begin his/her narration from
the end and then through a process of flashback may return to the beginning and
15
The Writing Skill then give the full events till the end. The author may also begin in the middle of
a chronological sequence, narrate events leading up to the point of narration and
then proceed to complete the narration of events. Both the above kinds of
presentation of events can generally be found in novels and films.

Where to look for ideas

You can only write about what you have experienced, observed, imagined, and
thought about. Although we discuss the experiences and thoughts of others, they
do not become our own. Borrowed ideas like borrowed clothes do not fit, and
writing is not so much a matter of ideas or phrases as of how we present them.
The most interesting story or narration is the one you have experienced and
thought about in your own individual fashion. A narrative in order to be interesting
must be original. The sources for your narratives are:

Your memories: What places or persons do you recall clearly? What days do
you remember vividly? What was the happiest day you recall? What was the
most painful time you remember?

Your friends and favourite places: Who is the most peaceful person you know?
Who is the most amusing person you know? Which is the place you would like
to go back to?

Events and Participants: What events in your life did you find most moving?
What was the greatest satisfaction or disappointment that you experienced? What
people in your life did you consider powerful, good or beautiful? Do you still
admire them? What events would you like to wipe out from your memory? What
events would you like to remember and relive?

Imagination and wishes: if you had your choice, which country would you like
to live in? What persons would you like to meet? How would you like your own
country to be?
You can devise your plan by asking the following four basic questions:
i) What is special or typical about my narrative?
ii) Why am I telling this story?
iii) What kind of readers am I writing for?
iv) How will my reader best understand my plan and purpose?
You may find you have three more questions:
v) How long does my narrative have to be?
vi) Do I know enough about what I am writing?
vii) Where can I get more information about it?
In writing narrations one of the skills to be cultivated is style. The question that
arises is how you can improve your narrative style. In the initial stages you can
consider the following stylistic features:
a) Simplicity
b) Conversational style
c) Individual turn of phrase
16 d) Concrete and precise vocabulary
iii) Descriptive Discourse The Writing Skill: Some
Basic Guidelines
Description also involves narration, but of a different kind. It is a kind of picture-
making, indicating what someone, something, or some place, etc. looks like. All
descriptions involve spatial dimensions.

Any description would involve one of the two possibilities: either the description
would proceed from a particular to the general or, from the general to the particular.
For example, a description of a scenery could either begin with a central focus
on a particular detail and then proceed to other things that relate to it, giving us,
thereby, a general picture. One could also describe the scenery in general terms
and then focus on particular items within it which are of interest. However, what
is common to any kind of description is the spatial arrangement, i.e., the way
things appear and the way they are arranged. It is analogous to the long shot,
with diminishing distance leading to close-ups from various angles, and vice-
versa, by a film camera. Carefully study the passage below:

Punctually at midday he opened his bag and spread out his professional
equipment, which consisted of a dozen cowrie shells, a square piece of cloth
with obscure mystic charts on it, a notebook, and a bundle of palmyra writing.
His forehead was resplendent with sacred ash and vermillion, and his eyes
sparkled with a sharp abnormal gleam which was really an outcome of a continual
searching look for customers, but which his clients took to be a prophetic look
and felt comforted. The power of his eyes was considerably enhanced by their
position – placed as they were between the painted forehead and the dark whiskers
which streamed down his cheeks; even a half-wit’s eye would sparkle in such a
setting. To crown the effect he wound a saffron coloured turban around his head.
This colour scheme never failed. People were attracted to him as bees are
attracted to dahlia stalks. He sat under the boughs of a spreading tamarind tree
which flanked a path running through the Town Hall Park. It was a remarkable
place in many ways: a surging crowd was always moving up and down this
narrow road morning till night. A variety of trades and occupations was
represented all along its way: medicine sellers, sellers of stolen hardware and
junk, magicians, and above all, an auctioneer of cheap cloth, who created enough
din all day to awake the whole town.
(R. K. Narayan: “An Astrologer’s Day)

Here the narration begins with a close description of an astrologer and then goes
on to describe the hustle and bustle of the place in general terms.

Now let’s look at the precise words/phrases that make this description hold the
readers’ interest.
• Being specific
….a dozen cowrie shells ….
….a square piece of cloth ….
….a saffron coloured turban ….
• Giving descriptive details
His forehead was resplendent with sacred ash and vermillion, and his eyes sparkled
with a sharp abnormal gleam….

17
The Writing Skill • Variation
…his eyes sparkled…
…sharp abnormal gleam…
…prophetic look…
…power of his eyes…
Note that a description can be of people, places and processes.

Self Check Exercise

Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
7) You have been asked by a Tourist/Travel Magazine to introduce your City/
Town/Village to foreign visitors. Write a physical description, including the
location, layout, geographical and architectural features. Some reference to
history may be appropriate. Your description must make your area sound
interesting and attractive as a tourist destination. Write in 200 words.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

iv) Argumentative Discourse

In argumentative discourse the writer argues a case, or expresses an opinion, by
looking at a problem from both the sides. Any structure representing
argumentation must take into account the pro-and-con nature of the argument.
Argumentation can be done in three different ways. First, one can give ones own
arguments by taking an affirmative position. Second, one can give further evidence
to counter-balance the arguments of an opponent. And, third, one can point out
the fallacies in one’s opponents’ arguments in order to discredit them. Strong
argumentation, therefore, demands perceptive reasoning and careful perusal of
evidence in order to present one’s own arguments or in order to belittle the
opponent’s arguments. However, this kind of writing becomes interesting when
the writer has something to say. Your opinion will not be worth expressing until
you have thought about the subject.

The structure of an argument is shaped by the nature of reasoning. Reasoning,

here, simply means moving from the basic propositions, through evidence, to a
18
conclusion. There are two main directions of reasoning: induction and deduction. The Writing Skill: Some
Basic Guidelines
It should be noted that each of these approaches is usually used in combination
with the strategies of narrating and explaining.

a) Deductive Reasoning
Deductive reasoning is a basic form of valid reasoning. Deductive reasoning, or
deduction, starts out with a general statement, or hypothesis, and examines the
possibilities to reach a specific, logical conclusion. The scientific method uses
deduction to test hypotheses and theories.

In deductive reasoning, if something is true of a class of things in general, it is

also true for all members of that class. For example, “All men are mortal. Harold
is a man. Therefore, Harold is mortal.” For deductive reasoning to be sound, the
hypothesis must be correct. It is assumed that the premises, “All men are mortal”
and “Harold is a man” are true. Therefore, the conclusion is logical and true.

b) Inductive Reasoning
Inductive reasoning is the opposite of deductive reasoning. Inductive reasoning
makes broad generalisations from specific observations. Even if all of the premises
are true in a statement, inductive reasoning allows for the conclusion to be false.
Here’s an example: “Harold is a grandfather. Harold is bald. Therefore, all
grandfathers are bald.” The conclusion does not follow logically from the
statements.
(http://www.livescience.com/21569-deduction-vs-induction.html)

It is rare that you will use one of these organising patterns to the exclusion of
others. It is possible that you will combine them in your piece of writing.

Self Check Exercise

Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
8) Use your imagination and creativity to complete the sentences in the mini-
compositions below. Note that ‘I’ and ‘ii’ look at both sides of the argument,
whereas ‘iii’ is one-sided and simply lists reasons.

i) Students often wonder whether it’s worth going abroad to study.

It depends on a number of factors: .......................................................
...............................................................................................................
Some students: ......................................................................................
...............................................................................................................
Others, however ....................................................................................
...............................................................................................................
All in all ................................................................................................

...............................................................................................................

19
The Writing Skill ii) Many young people dream of becoming famous; but in reality fame
has its drawbacks as well as attractions.
On the one hand ....................................................................................
...............................................................................................................
Also, ......................................................................................................
...............................................................................................................
On the other hand, .................................................................................
...............................................................................................................
No only that, but ....................................................................................
...............................................................................................................
Ultimately .............................................................................................
iii) There are many reasons why I love .......................................................
One reason is .........................................................................................
...............................................................................................................
Another .................................................................................................
...............................................................................................................
What is more, .........................................................................................
...............................................................................................................
Above all ...............................................................................................
...............................................................................................................

12.5 THE WRITING PROCESS

So far we have been discussing some of the ways to organise our ideas. But
sitting down to write a first draft is much more formal and intimidating than the
writing you did while you were planning. Drafts require that you write in complete
sentences and paragraphs, and that you pay some attention to the format and the
organisation you want the finished product to have. At this stage, you will be
coping with questions of length, format, word choice, coherence, sentence
structure, cohesion, paragraphing and format. The best way to tackle this is to
understand how this process works.

1) Writing the First Draft

Your first draft is an experiment, a test, to find out what you have to say. It is
an attempt to build a rough framework of content, meaning, and form which
you will improve on later. It is provisional writing. It encourages you to
write quickly in an attempt to delineate the general meaning, content, and
organisation of your draft. When you finish you will not have spent so much
time and effort that you will be unwilling to change or discard part or all of
what you have written.
20
2) Revising the First Draft The Writing Skill: Some
Basic Guidelines
Revising begins with the careful review of your first draft to find out if you
have actually done what you set out to do. As a review, you will check how
close you have to come to achieving your original intention and where and
how far you have fallen short of it. You are therefore concerned with:
• what you left out
• what you have included that you do not need
• whether you can make this draft achieve your goals
Remember that revision is a ‘thinking process’ that occurs throughout the
writing process. It means looking at your writing with a ‘fresh eye’ i.e. looking
at your writing in ways that will make you make more effective choices. As
you write, new ideas emerge prompting you to revise what you have planned
or have just written. Sometimes, new ideas will encourage you to begin an
entirely new draft with a different focus or approach. Remember that revision
occurs throughout the writing process.

3) Refining
Once you have settled on the major concepts you wish to include in your
first draft and the way you would organise them, you can shift your attention
to the next level. Look at your examples, illustrations and evidence. Do these
support the main ideas? Do the sub-sections follow up each other logically?
Do your examples really exemplify and explain? This is a good time to look
for gaps in your writing. Is there anything missing? Now is the time to add
explanations and details without having to rewrite the whole draft.

4) Editing
Editing is a careful reading of the draft to ensure that everything is the way
you wanted it to be and there are no mistakes that may later regret. Editing
will be easier if you know how to go about it and what to look for. Let’s
concentrate on what you should look for.
i) Looking at Paragraphs: This is the time we ask the following
questions:
• Is the paragraphing logical and visually appropriate?
• Is there a topic sentence which states the main idea of the paragraph?
• Are the sentences related to each other?
By this time you have probably stopped adding new material. You are
now trying to make your writing concise and clear, sentence by sentence.
ii) Sentences: You need to read your text sentence by sentence. Are the
sentences related to each other? Are the tenses correct? Is the pronoun
referencing correct? Are there any dangling modifiers?
iii) Vocabulary: It is a good idea to focus at this stage on the words that
you used. Do the words mean what you want them to mean? Will your
readers understand what you wish to state? Does your vocabulary have
a vast range? For example do you use words precisely and is there
variation in your word choice. Example:
21
The Writing Skill Precise words: gaze, glance, stare, glare, and peep
Variation: car…. Maruti Zen…..Vehicle.…
As well as …. also…. what is more….
iv) Format: The headings should be consistent throughout the draft. That
is, all main headings should have the same typography, spacing and
placing. All sub-heading should also be alike.

v) Indentation should be consistent throughout the draft.

vi) Visual Aids: Take a close look at all the visual aids including: graphs,
charts, tables and drawings. See that they are at the appropriate places
in the text. Be sure each visual aid has a title that explains what it is.

5) Proofreading
Proofreading is more than re-reading. It is a careful word by word or line by
line review of your first draft to make sure that everything is as it should be.
We give you some tips and techniques to make your proofreading sessions
more effective.
i) When you proofread, you need to concentrate. This means getting rid
of distraction and potential interruptions.
ii) Don’t rely entirely on spelling or grammar checkers on the computer.
These programs work with a limited number of rules, so they cannot
identify every error.
iii) Read slowly and read every word.
iv) Check the punctuation.
v) Pay attention to capitalisation, missing or extra commas, colons and
semi-colons used incorrectly.
vi) If you are using numbers check them. We often make a mistake by
omitting or adding a zero.
vii) Finally get somebody else to proofread it once because after a few
readings we become blind to our errors.

12.6 GRAMMAR: GERUNDS

Read the sentences given below from the Unit:
1) Writing is commonly seen as a three way process, pre-writing, writing and
re-writing.
2) There are many myths about the skill of writing.
The underlined words are called gerunds.
Gerunds are the –ing form of a noun. They can be the subject or object in a
sentence.
In sentence 1 the gerund writing is used as the subject as it comes before the verb
be (is).
22 In sentence 2, writing is a gerund used as an object of the verb be (are).
Gerunds are always used after certain verbs. The most common of these verbs The Writing Skill: Some
Basic Guidelines
are given in the table.
avoid can’t stand dislike/like suggest
can’t bear don’t mind rise keep on
can’t help avoid enjoy prefer
postpone practice finish love/hate

Some verbs can be used with either a gerund or an infinitive without any change
of meaning.
begin continue start love
hate like intend need
Tarun continued working late into the night.
Tarun continued to work late into the night.
I intend going on a long vacation
I intend to go on a long vacation.
Gerunds are also used after prepositions.
difficulty in worry about insist on believe in
keen on capable of succeed in amount of
bored with apologize for look forward to serious about
I had a lot of difficulty in finding my way here.
She insisted on paying for the book.
We look forward to meeting you again.
Wasim is capable of making the presentation.
Self Check Exercise
Note: i) Write your answers at the space given below the questions.
ii) Check your answers with the answers given at the end of this Unit.
9) Complete these sentences using the gerund form of the verbs given in the
box.
wonder work fly read
resign steal service walk
warn deal

i) There is nothing wrong with the car. It just needs ...............................

ii) Do you remember ............................... an article in the newspaper on
corporate responsibility?
iii) You’re spending so much money on books! I can’t help ............................
where you get all that money.
iv) I will never forget ............................. into my office on my first day at
work in the Heritage Library.
23
The Writing Skill v) Mr. Ramakrishanan couldn’t get the next job easily and soon regretted
............................................... from the job.
vi) The Heritage Library displays a ................................ ‘No Smoking’.
vii) We have stopped................................... with those books sellers as they
don’t provide the books on time.
viii) I like ........................................ with my new librarian as he gives me a
lot of space to grow professionally.
ix) He was afraid of .........................., so he always took the train.
x) He strongly denied ............................... the data, although the evidence
pointed otherwise.
10) Write about six things you love or hate doing. Make use of the –ing form of
the verb. One is done for you.
i) I love reading my email first thing in the morning.
ii) ...............................................................................................................
iii) ...............................................................................................................
iv) ...............................................................................................................
v) ...............................................................................................................
vi) ...............................................................................................................

12.7 SUMMARY
In this Unit, we have introduced you to the techniques of good writing. We have
discussed in some detail the methods of writing i.e. writing a thesis statement,
elaborating on it and writing effective introductions and conclusions. We have
also introduced you to the various discourse types: expository, descriptive,
narrative and argumentative. Finally, we have taken you through the process of
writing drafts, refining them, editing and finally proofreading them. We hope
you find the unit useful and interesting.

12.8 ANSWER TO SELF CHECK EXERCISE

1) Completed sentences:
i) There is nothing wrong with the car. It just needs servicing.
ii) Do you remember reading an article in the newspaper on corporate
responsibility?
iii) You’re spending so much money on books! I can’t help wondering
where you get all that money.
iv) I will never forget walking into my office on my first day at work in the
Heritage Library.
v) Mr. Ramakrishanan couldn’t get the next job easily and soon regretted
resigning from the job.
vi) The Heritage Library displays a warning: ‘No Smoking’.

24
 vii) We have stopped dealing with those books sellers as they don’t provide The Writing Skill: Some
Basic Guidelines
the books on time.
viii) I like working with my new librarian as he gives me a lot of space to
grow professionally.
ix) He was afraid of flying, so he always took the train.
x) He strongly denied stealing the data, although the evidence pointed
otherwise.

12.9 REFERENCES AND FURTHER READING

Jean Wyrick. Steps to Writing Well with Additional Readings.6th ed. Thomson:
Wadsworth, Boston, USA, 1990. Print.

Liz, Hamp-Lyons, and Ben Heasley. Study Writing. 2nd ed. Cambridge University
Press, 2006. Print.

Richard P. Batteger. Business Writing, Process and Forms. Wadsword Publishing

Company: Belmont, California, 1985. Print.

Foundation Course in English - 2, Bachelor’s Degree Programme (BDP), IGNOU

Course Material. Print.

Master of Library and Information Science, IGNOU Course Material. Print.

25
The Writing Skill
UNIT 13 INTERNAL CORRESPONDENCE
AT THE WORKPLACE
Structure
13.0 Objectives
13.1 Warm Up
13.2 Reading Comprehension: Different Types of Internal Communications
13.2.1 Letters
13.2.2 Memorandum: Downward, Non-interactive Internal Communication
13.3.3 Office Order
13.3.4 Circulars
13.3.5 Notice
13.3.6 Agenda
13.3.7 Minutes of a Meeting
13.3 Vocabulary
13.4 Listening and Speaking
13.5 Writing
13.6 Grammar: To+ Infinitive
13.7 Summary
13.8 Answers to Self Check Exercises
13.9 Answers to Activities
13.10 References and Further Reading

13.0 OBJECTIVES
After reading this Unit, you will be able to:
• describe the kinds of downward, non-interactive internal correspondence
which takes place within the workplace;
• explain the types and functions of internal correspondence, for example,
letter, memo, office order, circular, notice, agenda, minutes; and
• discuss the format and process of writing them.
This Unit will help you become a better communicator at your job.

13.1 WARM UP
Activities
1) Read the two passages given below. Can you identify their writers and the
receivers? Do you think a response is required for them? Give reasons.

i) MEMORANDUM
Lib/IC-17/12/2332

To: Head, Computer Division

26 From: Assistant Librarian
Date: 24/01/20xx Internal Correspondence at
the Workplace
Subject: Problems in Internet Access in the Library

We have received repeated complaints by the Library and Documentation Division

users about the following:
• Poor Internet connectivity and slow download speed.
• Non-availability of library services.
• Inability to access Remote Access to E-Resources (RATE), Web-OPAC and
other subscribed online databases.
Request that urgent measures be taken to increase the speed and bandwidth of
Internet access in the library.

ii) To
The Head
Computer Division
Haritage Library
Tughlaq Road
New Delhi
Date: 24th January 20xx
From
The Assistant Librarian
Heritage Library
Tughlaq Road
New Delhi

Subject: Problems in Internet Access in the Library

Mr. Sareen,

This is to inform you that we have received repeated complaints from the
Library and Documentation Division (L&DD) about the Internet connectivity
problems. The Internet speed and download speed rate has been low since
one month. After repeated complaints and inquiries, the speed has not been
increased.

The L&DD users are repetitively complaining of non-availability of Library

Services. The users are finding problem in accessing Remote Access to E-
Resources (RATE), Web-OPAC and other subscribed online databases. This
has caused a major problem for the smooth functioning of the L&DD.

Urgent measures should be taken to increase the speed and bandwidth of the
Internet access in the library.

Kindly look into the matter immediately.

Sincerely,
Shashidhar
Assistant Librarian
27
The Writing Skill
13.2 READING COMPREHENSION: DIFFERENT
TYPES OF INTERNAL COMMUNCATIONS
The importance of using language correctly and clearly in order to communicate
effectively through writing is undeniable. Barbara Tuchman (noted historian)
rightly remarks that it takes two persons to fulfill the function and purpose of the
written word. However, “this function can be largely met only when the writer
keeps the written form simple, concise and brief”.

Read the text below and then answer the questions that follow:

13.2.1 Letters
For composing effective formal letters, take
care to adhere to certain guidelines. These
principles form the backbone of any effective
writing.
• Be clear – select words carefully in order
to make sense. Do not use high sounding,
pretentious words or vague, outdated
phrases like “We beg to acknowledge the
receipt …”.
• Be courteous – use the appropriate level of formality. Use a salutation
suitable to the status of the recipient at the beginning of the letter and at the
end too.
• Be concise – use few, effective words instead of being verbose. Do not
repeat yourself and include relevant material only.
• Be concrete – your message should be specific, definite and vivid rather than
vague or general. Use the active voice rather than the passive in a letter.
• Be considerate – focus on the reader, his/her feelings, queries, complaints, etc.
• Be complete – include all facts, data and necessary information that the
reader requires for correct understanding and for making the response that
you want from her/him.
• Be correct – use grammatically correct language. Other than accuracy in
spelling and punctuation, use accurate facts, figures and words.
• Be gender sensitive – avoid the use of sexist language, e.g. ‘The chairman
of the organisation delivered the valedictory speech’. Change this to ‘The
chairperson …’.
• Be natural – if you are introducing a new product, instead of stereotyped
forms, use more natural expressions.
Activity
2) Can you add more guidelines?
......................................................................................................................
......................................................................................................................
......................................................................................................................
28
13.2.2 Memorandum: Downward, Non-interactive Internal Internal Correspondence at
the Workplace
Communication
You have already seen what a memo looks like in the ‘Warm up’ section. The
word ‘memo’ or its complete formal equivalent ‘memorandum’ has more than
one meaning if you look at a dictionary. It comes from the Latin word memorare
which means to mention or tell. Hence, its meaning is usually taken in the sense
of a message.

Have you noticed that the memo given earlier has no mention of the organisation’s
name? The message is not sent on the official letterhead because it is sent within
the organisation. Generally, plain paper or printed memo forms are used to send
any message to another department or to another office (of the same organisation)
located in another city. The memo is less formal than a formal letter and contains
no salutation. It is concise in form and content and may contain direct imperatives
depending upon the nature of communication.

Definition: “A memo is a short, official, written statement prepared for a specific

person or persons within the organization, in order to give information about a
particular matter”.
Features of a Memo
• The memo carries the word MEMORANDUM on top of the page whereas
a formal letter makes use of the organisation letterhead. The memo form
contains space beneath the heading for writing the name (and/or designation)
of the sender and receiver(s), the date and the subject.
• It is often short, running to a few lines. Sometimes, it may be a few paragraphs
long, though it rarely exceeds a page. However, a memo does not, necessarily
have to be confined to one page. A letter is usually a page or more in length.
• It is less formal than a letter. It has no salutation at the beginning or at the
end. Unlike a letter, it has no address. The designation of the receiver is
written informally such as Assistant Librarian - Reference Section, etc.
• A memo states its purpose directly, while a letter usually refers to a previous
communication and leads to the main message by stating the context first.
• Politeness markers are less used in a memo. A request is made directly (e.g.
‘Everyone is requested to come to the Chief Librarian’s office…) and not
indirectly as in a formal letter (e.g. ‘I hope it will be possible to ……..’).
However, it must be remembered that polite expressions are not dispensed
with altogether. Courtesy is never cast aside as it is an integral part of any
formal communication.
Uses of a Memo
• To make announcements, requests, policy measures, reminders, suggestions,
acknowledgements, etc.
• To confirm decisions taken in meetings or telephone conversations
• To inform employees about new policy decisions
• To circulate in-house reports of different kinds like investigation reports,
progress reports, etc.
29
The Writing Skill • To seek explanations
• To request action, information or suggestions
• To issue instructions
• To keep a permanent record of any matter that should be known to all
employees. It helps to keep the record straight and protects the sender from
future apprehensions and controversies.
Writing a Memo
A memo should be brief with its message stated directly. The modern style of
memo writing favors a direct approach and avoids words that do not contribute
to the communication. There should be a subject line which clearly defines what
the memo is about. The sentences should be short and simple. The active voice
should be used as far as possible. Personal opinions must be avoided. If there is
more than one point, it would be a good idea to itemize them. Each new point
must be in a separate paragraph. An effective memo is one which connects the
purpose of the writer with the interests and needs of the reader.

Avoid saying
This is in continuance with the decision taken in consultation with the Library
Building Committee about providing cafeteria facilities on the library premises.
The users can now use the new cafeteria constructed next to the Reference Section
from the first of next month.

Instead word it like this

“Members can use the newly cafeteria next to the Reference Section from the 1st
of September...”

13.3.3 Office Order

When any matter like withdrawing the rights of employees, imposing restrictions
on them, conveying information about transfers, postings and promotion /
retrenchment, or about granting / withholding annual increments or about
disciplinary action taken against a particular employee needs to be communicated,
an office order is issued. Simple, clear language in a polite tone should be used.
Facts and reasons should be given while no personal comments should be made
in an office order. Unlike the memo, the office order is not addressed to the
concerned receiver but it is about her/him. Usually the third person is used and
details are given about the person and the action to be taken. It has the following
format:
1) The organisation letterhead (this is optional as this form of communication
is usually sent within the organisation)
2) The reference number of the order
3) Date of the order
4) The heading of the written communication, in this case ‘OFFICE ORDER’.
5) The text of the message
6) The signature of the person issuing the order
7) The names and designations of persons to whom copies of the order are
30 being sent
Definition: An office order is a written formal downward communication which Internal Correspondence at
the Workplace
is normally used to convey information relating to employees’ rights and service
conditions.

It is important to remember to choose your tone and words carefully while drafting
an office order. Use courteous and polite language. Words should be effectively
used in clear and concise sentences. The tone and language should be objective.
Given below is the format of an office order.

Heritage Library
New Delhi
No………..…. Date: .………………

OFFICE ORDER

Text of message ...................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

To: …
Signature
(Designation)
Cc: a)

b)

31
The Writing Skill Given below is an example of an actual office order:

IGNOU LIBRARY
LIBRARY AND DOCUMENTATION DIVISION

Lib./Acq./11-12/254
Date: 23.01.20xx

OFFICE ORDER

SUB: REQUISITION FOR PROCURING BOOKS

The unspent amount of the budget allocated for purchasing books in this
financial year is given in the table below:
Sl. School/ Discipline Budget Unspent
No. allocated amount
(in Rs.) (approximate
(in Rs.)
A School of Education
1 Education 332942 176000
B School of Health Sciences
1 Nursing 78399 181407
2 Medical 78399 181407
C School of Management
1 Management 333968 170000
D School of Sciences
1 Life Science 237491 123160
2 Mathematics 402151 116000
3 Physics 81000 205000
E School of Continuing Education
1 Rural Development 88803 18737
2 Nutrition Science 88000 152000
F School of Humanities
1 Hindi Language 290894 149000
G School of New Media Studies 493999 360451
H School of Law 185331 172000
I School of Extension 142385 142385
J School of Translation Studies 91056 72384
To facilitate the selection of books by the various disciplines in the list, the
L&DD staff would be glad to arrange a display of books. The Directors of
concerned disciplines may intimate the date and time when they would like
the display of books in their respective Schools.

Chief Librarian Rohit Sharma

Directors of Schools Deputy Librarian

32
13.3.4 Circulars Internal Correspondence at
the Workplace
Circulars are written when employees of an organisation have to be informed of
changes in policy procedures, events taking place within the organisation, posts
for internal appointment or about new schemes/ventures undertaken by the
organisation. It is a well-known fact that “all business messages have a general
purpose: to inform, to persuade, or to collaborate with your audience”. It is
important to remember this as the “purpose determines both the amount of
audience participation you need and the amount of control you have over your
message”. That is why circulars have to be carefully planned, composed and
completed so that the relevant information is clearly communicated to the intended
receivers. They can be physically distributed or mailed. The format of a circular
is as follows:
− The letterhead of the organisation
− The descriptive label of the message (in this case ‘CIRCULAR’ and its
reference number)
− The date
− The subject line
− The text of the message
− Name and designation of the sender
IGNOU LIBRARY
LIBRARY AND DOCUMENTATION DIVISION

Lib./Cir./254
Date: 23/05/20xx

CIRCULAR

SUB: ORIENTATION PROGRAMME

An orientation programme on E-learning is going to be held from 3rd July to 5th

July, 20xx. Division heads of the Library may recommend names of staff who
would participate in the programme.
(Prahlad Mahto)
Deputy Registrar (GA)

Distribution:
1) All Heads of Divisions/Directors of Schools/Centres/Units/Cells
2) Director (RSD)/All RDs
3) DD, VCO
4) SPA to Registrar (Admn.)
5) CPRO
6) All Notice Boards (HQ/RCs)
33
The Writing Skill Self Check Exercises
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
Now that you have read about some types of downward, non-interactive internal
communication, answer the following questions briefly in your own words:
1) What are the principles of effective business/formal correspondence?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) When are memos and office orders written?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3) What is the difference between these two kinds of communication?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
34
4) List three characteristics of a memo. Internal Correspondence at
the Workplace
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
5) Enumerate at least three differences between a memo and a business/formal
letter.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
6) What factors should be kept in mind while drafting a memo or an office
order?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
7) What is the purpose of writing a circular?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
35
The Writing Skill 8) Make the following memo brief and write it in the proper format:

Indira Gandhi National Open University

Library and Documentation Division
R&S Section

Subject: Recent decisions of Library Committee meeting held on 15/9/20xx

Library Committee (LC) in its meetings held on 15/9/20xx made the following
decisions concerning Regional Centres (RCs) / Study Centres (SCs):

1) Libraries of RCs/SCs may conduct regular pest control measures to safeguard

their local library collection.

2) RCs may procure books on their own for local academic programmes
following the LC approved procedure attached in Annexure-1. Apart from this,
every academic staff of the RC may be provisioned to recommend books of own
research/academic interest up to Rs. 15,000 in a financial year for the RC Library.
The books recommended in this regard may be purchased locally by following
the procedure in Annexure-1. Such books may be issued to the academic staff
for study purpose for certain duration. On the close of the financial year, Library
may be informed of the list of books procured with details such as author, title,
publisher, place, year of publication, price, discount, accession number to update
the details in the central database maintained by the Library.

Rohit Sharma
Deputy Librarian

Librarian

Distribution:

1) Director, Regional Services Division

2) Regional Directors, Regional Centres

Encl. Annexure-1
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
36
13.3.5 Notice Internal Correspondence at
the Workplace
A notice is like a circular but there is a slight difference between the two forms.
While the former is put up on the notice board or on the organisation’s website
for viewing by employees, the latter is usually distributed by hand or mail.

A notice for a meeting, also called a notification, is sent well in advance so that
all members attending it can come well prepared and contribute their utmost to
the deliberations. It contains information about the following:
• Participants at the meeting
• Nature of the meeting (whether it is routine, emergency, special, extraordinary
etc.)
• Day, date and time of the meeting
• Venue of the meeting
• Purposeor agenda of the meeting
• Signature of the Secretary
• Date on which the notice was issued
• How long will the meeting take (optional)
• Whether tea/lunch will be served (optional)
If the Librarian of The Modern Public Library has to write a notice for a meeting
to all the library staff then s/he would probably write like this:

The Modern Public Library

5, Sher Singh Marg
New Delhi 110023
NOTICE

The Librarian would like to meet the staff of all the departments in the Library
and the Documentation Division on Tuesday, the 28th of April, 20xx at 11.30 am
in the Committee Room in order to discuss the problems regarding the
maintenance of the library database and possible solutions.

24 February, 20xx Secretary

cc:
i) Mr. Pradeep Kumar, Deputy Librarian
ii) Ms. Ratna Ahmad, Head, Documentation Division
iii) Ms……………………
iv) Mr.…………………..
v) etc.
Enclosure:
A copy of the letter from two of the library members regarding the problems
they face in finding resources in the library.
37
The Writing Skill 13.3.6 Agenda
An agenda is a list of items to be discussed or of official things to be done at a
formal meeting. This list is prepared in advance of the meeting, by the secretary
in consultation with the Chairperson. The agenda is the backbone of any meeting
and helps to focus the members’ attention on the matter at hand and thereby
channelizes the discussion to a fruitful outcome. Thus, there is an optimum
utilisation of time and members’ energy. An agenda contains the following items:
• The letterhead of the organisation
• The date, time and place of the meeting (It is not necessary to include this if
the agenda is sent with the notice which has all these details)
• Apologies for absence
• Confirmation of minutes of previous meeting (if applicable)
• Matters arising from the minutes
• Items for discussion
• Any other matter
• Date, place and time of next meeting (if required)

13.3.7 Minutes of a Meeting

All formal meetings require a written record of the discussions held and decisions
reached. For this it is essential to record what happened in a meeting so that
members are reminded of the outcome of the discussions held regarding different
issues. Notes have to be taken during the meeting in order to prepare the minutes.
Minutes are prepared by the secretary of the Chairperson. S/he requires certain
skills like note-taking, use of reported speech and the technique of
summarising in order to compile them. All discussions during the meeting have
to be converted into reported speech and the sequence of ideas; proposals,
suggestions, etc. have to be noted in a logical manner. The prepared minutes
should follow a definite format and the sequence of the agenda.

Format of Minutes
The following information is given in the minutes:
• Name of the body; nature of the meeting; day; date; time and place of the
meeting e.g. Minutes of the second meeting of the Library Committee
for establishing a new public library held on Tuesday 29th April, 20xx
at 11.30 am in the Conference Room.

• After the above information, the names of people (with their designations)
who attended the meeting are given, beginning with the Chief Librarian.

Present:
Ayushi Rajwar (Chief Librarian)
S. Sarthak (Deputy Librarian)
Yash Butola (Assistant Librarian)
Names without designations can be given when the meeting is informal. But
minutes of formal meetings should carry the designations as well.
38
• There should be a separate mention of the people who attended the meeting Internal Correspondence at
the Workplace
in a special capacity like the web designer. Information about the people
who may have been invited specially to participate and assist in the
proceedings of the meeting by virtue of their special expertise. e. g. a
documentation officer, architect, etc.

In Attendance:
Shweta Bisht (Documentation Officer)
Rahul Gusain (Architect)

• After giving these details, the minutes will follow the agenda closely. Now
the person making the minutes will report any apologies for absence from
those persons who were unable to attend the meeting. Usually their names
and their apologies are announced or read out during the meeting. This will
be recorded as follows:

Apologies for Absence: Apologies were received from the following persons
could not attend the meeting:
XYZ (Deputy Librarian)
XYZ (Assistant Librarian)

• Ratification of the Minutes of a previous meeting (if any) e.g. The minutes
of the last meeting held on ………… were confirmed and approved. In
case there are any accepted amendments to these minutes, they should be
recorded as follows: It was pointed out that item no. ..…. should read as
‘classification’ instead of ‘cataloging’.

With the acceptance of this amendment, the minutes were confirmed

and accepted.

• If any discussion arises out of the minutes of the previous meeting, it is

recorded in the present minutes as:

Matters arising out of the minutes:

1) The Chief Librarian stressed the point that since there was a great
demand, the building should be completed by the end of the
following year.
2) The Web-designer was of the opinion that any public library should
have accessibility to all the latest e-resources.
3) The documentation Officer informed members that a breakdown
in one of the computers caused a delay in completing the report.
However, the report would be submitted by the end of the month.
• After reporting the above information, the items for discussion in the agenda
are recorded. Each item is recorded separately.

• If any other matter requires discussion, it is taken up with the permission of

the Chairperson.

• If another meeting is fixed, it is recorded in the minutes.

39
The Writing Skill Language and Style of Minutes
• Minutes of formal meetings should be recorded in a specific language and
in a particular format. They are supposed to represent a reliable record of all
important matters discussed, resolutions moved, recommendations made,
decisions taken, and action taken or to be taken in the meeting. Therefore,
the language used should be simple and clear, free from ambiguity, and
precise so that the contents are easily understood.
• Usually, the decisions taken in meetings are a result of collective activity.
Thus, the language used should also reflect this. While important suggestions
and proposals can be ascribed to individual members, it should not assign
decisions to individuals.
• The language of minutes should be concise and precise. Only the major
points of discussion, resolutions reached, and decisions taken are included.
Names of proposer and seconder, and tasks assigned to particular individuals
/ committees are incorporated into the minutes of a meeting.
• Minutes are an official record of a meeting and may be used for reference by
other agencies and institutions including the courts of law in case there is a
dispute. Hence, care should be taken to ensure that the language conforms
to standards of formality and impersonality that publicly used language
requires.
• The language of minutes is in the simple past tense, and passive voice. For
example, “The matter was raised…..”, “It was agreed …….” etc. This helps
to make the minutes impersonal and objective.
• Minutes should also be presented in a well-organized manner by using a
systematic layout.
• Each section of the minutes should be presented in a separate paragraph.
Double space lines should be used between two paragraphs.
• Headings of sections or of agenda items should be in bold letters. In case
there are sub-sections or items within a section, they should be numbered
and presented in separate paragraphs. If there is an action item, it should be
put in a separate paragraph with the heading ‘Action’.
• Whenever there is a summary of a discussion, the different contents should
be itemized. This will enable the reader to understand the main points of the
argument.

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
Now that you have read about the different types of downward, non-interactive
internal communication, answer the following questions briefly in your own
words:
9) When are notices written?
......................................................................................................................
......................................................................................................................
40
10) Who issues the notice for a formal meeting? Internal Correspondence at
the Workplace
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

11) What is the difference between a notice and a circular?

......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

12) What is the importance of having an agenda?

......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

13) Why should minutes be written in a particular style?

......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

14) Tick the following items of information that should be included in a notice
for a meeting? Cross the incorrect ones:
i) The name of the person who is calling the meeting
ii) Only the date of the meeting should be given
iii) The agenda of the meeting
iv) Signature of the person calling the meeting should be given
v) The time of the meeting
vi) Names/designations of the persons attending the meeting
vii) The place of the meeting
viii) Enclosures should not be sent
41
The Writing Skill
13.3 VOCABULARY
Activities

3) Write the opposites of the following words taken from the various texts in
the Unit. You may consult a dictionary or Thesaurus.
Word Opposite
Concrete
Courteous
Concise
Beginning
Permanent
Persuade
Optimum
Fruitful
Particular
Ambiguity
Collective
Objective
4) Match the idioms given in the box with their meanings:
a against your better judgment b on the fence
c come to the table d put your cards on the table
e draw a line at doing something f take the plunge
g give and take h between a rock and a hard place
i hammer something out j meet someone halfway
Meanings:
1 to meet for discussion 2 to make a decision that is
difficult or risky
3 to explain what you think and 4 to be undecided
want
5 to decide not to do something 6 to make a decision that you
believe is not the best
7 to have only bad choices 8 to create an agreeable solution
9 the exchange of some of what 10 to accept part of what someone
you want for some of what else wants
someone else wants

42
 Internal Correspondence at
13.4 LISTENING AND SPEAKING the Workplace

Activity
Listen to the audio recording and then respond to the instructions.
5) Answer the question asked at the end of the tape script and give reasons for
your choice.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
6) Now summarize the tape script orally in your own words (150 words).
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

13.5 WRITING
Activities
7) As the Assistant Librarian, write a memo to the Computer Division for the
following requirements in the Library:
i) 20 computers for creating Researchers’ Area for providing research
facilities to students, faculty, visiting faculty and other users
ii) Access to e-resources to be facilitated
iii) Wi-Fi services for the staff and students
(You may add other requirements that you think are relevant)
8) Draft an office order for the following situation:
Ms. Sheela Nair, has been appointed as the new Deputy Librarian of the
Public Library on 23rd April 20xx.
9) Write a circular on behalf of the British Library about the weekend workshops
called “Bookworms” to be organised for children to encourage the reading
habit. 43
The Writing Skill
13.6 GRAMMAR: TO + INFINITIVE
Read the sentences given below which are taken from the Reading text:
1) To make announcements, requests, policy measures, reminders, suggestions,
acknowledgements, etc.
2) To confirm decisions taken in meetings or telephone conversations
3) To inform employees about new policy decisions
The verbs to make,to confirm, to inform are infinitives. Although the infinitive
is a verb, it is often used as a noun. It can be the subject or the object of a verb.
In sentences, 1, 2, and 3 the infinitives to make, to confirm and to inform are
subjects.

The infinitive can also be used as an object of a verb.

Examples:
The agenda is the backbone of any meeting and helps to focus the members’
attention on the matter…

For this it is essential to record what happened in a meeting…

Self Check Exercise

15) Complete the sentences with the infinitives of the verbs in the box:

complete quit hire meet

ask buy contact weigh
i) Please do not hesitate ………………..me if you have further queries.
ii) I am writing …………………..you for your help.
iii) I have arranged ………………….. the visitors at the library.
iv) We use scales ………………….. things.
v) I stayed up late ………………….. my Project Report.
vi) I went shopping last Sunday ………………….. gifts for our buyers
from London.
vii) There are a lot of organizations who want ………………….. research
associates for short term projects.
viii) Marie was getting tired of her job so she decided ………… it.
16) Rewrite the following sentences using the verbs in the brackets given below
+ object + to + infinitive. One is done for you as an example:
i) “You may leave early if you like,” said the Librarian to her secretary.
(allow)
ii) “Don’t forget to send the email,” said the Assistant Librarian. (remind)
iii) “Go on, apply for the job,” said Anita’s husband. (encourage)
iv) “Can you finish the report as soon as possible?” said the Finance
Manager to his team. (ask)
44
 v) “I think you should inform the Chief Librarian about the theft,” said Internal Correspondence at
the Workplace
the Deputy Librarian. (advise)
vi) “If you want to get good Indian food, go to Just Indian,” said Rohan to
the buyers. (recommend)
i) Allow: The Manager allowed his secretary to leave early.

ii) ......................................................................................................................

iii) ......................................................................................................................

iv) ......................................................................................................................

v) ......................................................................................................................

vi) ......................................................................................................................

13.7 SUMMARY
In this Unit, you have learnt about the different types of non-interactive, downward
internal correspondence. You know what a memo is and the purpose of writing
it. In the same way, you have learnt about an office order, a circular, a notice and
their functions within the workplace.

You have also become familiar with what an agenda means and how it should be
drafted. You are aware that discussions or decisions taken during any meeting
are recorded in the form of minutes. You have read how a particular style and
language is used to write down minutes.

In the grammar section we have given you practice in the use of to + infinitive
and in the pronunciation section, we give you more practice with word stress.

13.8 ANSWERS TO SELF CHECK EXERCISES

1) The principals of effective business/formal communication are as follows:
One has to be brief and use few and effective words instead of long winding
sentences with high-sounding words. Courtesy has to be maintained with
appropriate level of formality. One has to be precise and take care to include
all relevant facts, data and necessary information. Focus should be on the
reader and it must be stated clearly what is the response expected from him/
her. Language used should be gender sensitive as well as grammatically correct
with accurate spelling and punctuation. The active voice has to be used. Being
original will make the correspondence more appealing and effective.

2) Memos and office orders

Memos are short, official, written statements prepared for a specific person
or a committee within the organisation, in order to give information about a
particular matter, e.g. to make announcements, requests, give reminders,
acknowledgements; to inform about new policy decisions; to circulate in-
house reports, progress reports etc.; to seek explanations; to request action,
information or suggestions. They are written to keep a permanent record of
any matter that should be known to all employees.
45
The Writing Skill Office orders are formal downward communication, which are written to
convey information relating to employees’ rights and service conditions.
For e.g. transfers, postings and promotion/retrenchment, about annual
increments or about any disciplinary action taken.

3) The difference between memo and office order

i) In the memo the name and designations of the sender and receiver is
given. It is addressed to the concerned receiver while the office order
is not. The office order is about a particular person but usually a third
person is used and details are given about the person and the action to
be taken. The names and designations of persons to whom copies of
the order are being sent are mentioned in the Office order.

ii) The memo is usually not sent on the organisation letterhead whereas
for the Office order the organisation letterhead can be used.

iii) Politeness markers are less used in a memo whereas in an office order
a polite tone should be used.

4) The memo has the following characteristics

i) It carries the word MEMORANDUM on top of the page and contains
space beneath for writing the name (and/or designation) of sender and
receiver(s), the date and the subject.

ii) It is often brief and states the main message directly.

iii) It is less formal than a letter as it has no salutation at the beginning or

the end. Neither does it have any inside address and the designations of
receivers are written informally.

5) The business/formal letter and memo are different in the following respects:
i) The official letter is formal with appropriate salutations while the memo
is less formal and contains no salutations.
ii) The business letter has the address of the sender and the receiver whereas
the inside addresses are absent in the memo.
iii) The formal letter is sent on the organisation letterhead whereas the
memois not. This is because memois meant for intra-organisation
communication. It is sent on a plain paper or on printed memo forms.
iv) The formal letter is usually a page or more in length whereas the memo
is often concise in form and content and rarely exceeds a page.
6) While drafting an office order or a memo brevity and precision of the
message should be given importance. The purpose should be stated directly
and the active voice used as far as possible. The sentences should be short
and simple. The tone and language should be objective as well as courteous.
Personal opinions/comments should be avoided in both cases.
7) The purpose of writing a circular is to inform employees of a change in
organisational policy procedures, events taking place within the organisation,
posts for internal appointment or about new schemes/ventures undertaken
46 by the organisation.
8) Internal Correspondence at
the Workplace
MEMORANDUM
Lib/IC-17/12/2457
Date: 15/09/20xx
To: Director, RSD,
Regional Directors, Regional Centres

From: Deputy Librarian

Subject: Recent Decisions of Library Committee meeting held on

15/09/20xx

The decisions taken at the meeting are as follows:

i) Libraries of Regional Centres may conduct pest control measures to
safeguard the library collection.
ii) RCs’ may now procure books independently by following the procedure
in Annexure-1
iii) Staff from RCs can recommend books worth Rs. 10,000 in one financial
year.
9) Notices are written to give information to the public. It is a sheet or a placard
displaying information about a meeting or decisions taken by the
management.
10) Usually the Secretary of the Head of the Organization/Department issues
the notice for a formal meeting.
11) The notice is usually put up on a notice board or on the organisation’s website
for viewing by employees while a circular is usually distributed by hand or
mail.
12) An agenda is the backbone of any meeting as it gives direction to it. It helps
the members to focus attention on the important matters and therefore
channelize the discussion to a fruitful outcome. This ensures optimum
utilization of time and members’ energy.

13) The minutes should be written in a particular style because they are an official
and reliable record of all important matters discussed, resolutions moved,
recommendations made, decisions or actions taken during a meeting.
Therefore, it should be simple, clear and free from ambiguity. Since it
indicates collective activity the language used should also reflect this. Rather
than being verbose, the language should be concise and precise and thus
should focus on the main points of discussion of the meeting. The simple
past tense and passive voice should be used. It should be well-organized
with headings of sections or of agenda of items in bold letters. If there is an
action item, it should be put in a separate paragraph with the heading
“Action”. Whenever there is a summary of the discussion, contents are
itemized to enable the reader to understand the main points of the argument.

14) The incorrect ones are (ii), (iv) and (viii)

47
The Writing Skill 15) i) to contact
ii) to ask
iii) to meet
iv) to weigh
v) to complete
vi) to buy
vii) to hire
viii) to quit
16) i) The Assistant Librarian reminded him to send the email.
iii) Anita’s husband encouraged her to apply for the job.
iv) The Finance Manager asked his team to finish the report as soon as
possible.
v) The Manager advised him to inform the Chief Librarian about the theft.
vi) Rohan recommended the buyers to go to ‘Just Indian’ for good Indian
food.

13.9 ANSWERS TO ACTIVITIES

1) Do it yourself.
2) Be comprehensive – ensure that you have answered all queries and discussed
all ideas that you wished to communicate.
Be coherent – you must write sentences and paragraphs according to the
principles of unity and coherence.
3) Opposite Words
Vague
Impolite
Elaborate
End
Temporary
Dissuade
Least
Unsuccessful
Unspecific
Certainty
Individual
Subjective
4) a – 6; b – 4; c – 1;d – 3; e – 5; f – 2; g – 9; h – 7; i – 8; j – 10

48
 Internal Correspondence at
Audio text for Activity 5 the Workplace

As one of the main instruments of communication at the workplace, memos

have gradually acquired a distinctive style. They are usually written in a hurry
and hence it is important that they should reveal the main message at a glance.
If they look like there are several paragraphs to be read, then the chances are
they will be put aside to be read later. So you should make your memo brief.
At the same time it should be organised in such a way that it even looks brief.

Memos have always been used by government bureaucrats but their style is a
little antiquated and outdated. They use the passive voice rather than the
active. Their memos contain phrases like “It has been brought to the notice
of the undersigned that ………..” rather than “I have noticed that…………..”.
They refer to themselves in the third person (the use of ‘I’ is usually avoided)
and get to the main message in an indirect manner. They will begin with an
introduction which may consist of one or more sentences and then announce
the main message. This kind of bureaucratic style of writing memos is no
longer used. People who are busy at work do not have the time and patience
to cut through yards of verbiage before reading the main message. The modern
mode of writing memos advocates a direct style which avoids beating around
the bush and goes to the message proper. Keeping them short and simple is
the preferred way to write memos.

One must also think of the reader’s time when composing a memo. Write
only what is important and what the receiver needs to know. Even though
you may be tempted to do so, cut out the philosophy and your personal
viewpoint. Make your communication readable, direct and transparent. This
reflects upon your personality as a friendly, open and accessible person.
Therefore, remember the cardinal rule of stating your subject directly and
precisely. To illustrate with an example, if a doctor has been appointed to
provide free medical check-up to all employees working in the organisation,
how would you word it?
Which of the following subject lines is the most effective and clear?
• Welfare measures for all employees
• Follow-up action of the agreement with the Library union
• Free medical check-up for all employees and their families
• Doctor to visit the employees in order to provide free medical check-up

5) “Free medical check-up for all employees and their families” seems to be
the most effective and clear subject line as the 1st and 2nd choices are very
vague. They do not specify what the welfare measures are or what the nature
of follow up action is. The fourth choice is long and states the obvious fact
that a doctor will be coming to provide the free medical check-up. The 3rd
choice is to the point and the message is easily understood.

6) Summary of the passage:

In today’s fast track life memos are popular choices for communication at
the workplace. Memos have evolved over the years. From an indirect and
verbose style used by government bureaucrats they have transformed into
concise and direct messages. The main message is stated right at the start. 49
The Writing Skill This is suited to the people busy at work, unable to read through long winding
letters. The communication should be readable, direct and transparent. An
effective memo reveals a friendly, open and accessible personality.

7)

MEMORANDUM

Lib/IC-17/12/2333
To: Head (Computer Division)
From: Assistant Librarian
Date: February 22nd 20xx

Subject: Requirement of Resources in the Library

The following are the requirements from the Computer division to enhance the
library services:
• Computers for creating Researchers’ Area for providing research facilities
to students, faculty, visiting faculty and other users.
• Access to e-resources to be facilitated.
• Wi-Fi services for the staff and students.
Request you to do the needful at the earliest.
8) Office Order: (Appointment of Ms. Sheela Nair as Deputy Librarian):

No: PL/AP/2365/14 Date: 23/04/20xx

OFFICE ORDER

Sub: Appointment of Ms. Sheela Nair as Deputy Librarian

The Management and Advisory Council have decided to appoint Ms. Sheela
Nair, Deputy Librarian. Selection was based on the interview held on 20th March,
20xx.

Vivek Bhatia
Secretary
To
Librarian, Public Library

Copy to:
Director, Documentation division
Director, Computer Division
Director, Finance Division

50
9) Circular on behalf of the British Library Internal Correspondence at
the Workplace
British Library,
Connaught Place
New Delhi-110001
Ph. 011- 23317445?
?
CIRCULAR

Ref no: GDL/KDJ/HF/LMK/17

4/2/20xx

Sub: Weekend Workshop “Book Worms” for Children

The British Library will be starting with a series of workshops titled “Book
Worms” beginning from 11/02/20xx to 25/02/20xx. These will be held during
the weekends. These workshops are for children aged between 5-15 years. These
will incorporate activities and games that will make reading an enjoyable
experience. Each workshop will include 20-25 children. Enrolments last till the
slots are filled. Register your child soon and make him/her a bookworm!

Prashant Sharma
Librarian

13.10 REFERENCES AND FURTHER READING

Hewings, M. Thaine, C. Cambridge Academic English C1 Advanced Student’s
Book. Cambridge University Press, (2012), Print.

S, Sweeney. English for Business Communication Students Book with Audio

CD, Cambridge University Press India Pvt. Ltd, (2012). Print.

Thomas, P. English Grammar Composition and Effective Business

Communication - 12 Rev Ed Edition, S. Chand, India, (2004). Print.

Taylor. Brilliant Business Writing: How to Inspire, Engage and Persuade Through
Words - 01 Edition, Pearson (2009), Print.

51
The Writing Skill
UNIT 14 EXTERNAL CORRESPONDENCE
AT THE WORKPLACE
Structure
14.0 Objectives
14.1 Warm Up
14.2 Informal and Formal Letters
14.2.1 Differences between Formal and
Informal Letters
14.3 Letters: Layout and Contents
14.3.1 Organising the Content
14.4 The Language of Official Writing
14.5 Reading Comprehension: Different Types of Letters
14.6 Vocabulary
14.7 Listening Comprehension: Dealing with Complaints
14.8 Writing
14.9 Grammar: Noun Clause
14.10 Summary
14.11 Answers to Activities
14.12 Answers to Self Check Exercises
14.13 References and Further Reading

14.0 OBJECTIVES
After reading this Unit, you will be able to:
• describe what is external official correspondence;
• explain the differences between formal and informal letters; and
• write letters related to your context for example, Letter of Enquiry, Letter
Seeking Information (query letter ), Letter of Quotation and Follow up Letter

14.1 WARM UP
The Five Laws of Library Science expounded by the world renowned librarian
and teacher of library science Dr. S R Ranganathan, speaks volumes about the
importance of library customers (Ranganathan called them “readers”). About 80
years have passed since he expounded these Laws.
Librarianship has changed dramatically during
these years. Application of computer and
communication technology has transformed the
way libraries function, and this in turn has made a
significant change in the expectations of library
users. In spite of all these changes, Ranganathan’s
Five Laws are still relevant today.
The Five Laws are:
52 1) Books are for use
2) Every book has its reader External Correspondence at
the Workplace
3) Every reader his book
4) Save the time of the reader
5) Library is a growing organism
If you dive deep into these Laws, you will notice that the “reader” or customer is
implied in each one of them, especially the first four Laws. Read the book Five
Laws of Library Science by Ranganathan and discuss each of the five laws and
its implications on communication with library users.

14.2 INFORMAL AND FORMAL LETTERS

There are two letters written by the same person for different purposes. Are they
the same in tone, format and content? What is same / different about them?

Letter 1
Apt # 505
Himalaya Apts.
Sector-9, Dwarka
New Delhi – 110075
Date: 23rd February 20xx
Dear Jatin,
How are you? I hope you are fine. I am on vacation. I am really enjoying myself
reading. I have four books beside me and I am reading them one by one. I have
borrowed them from my local library which fortunately keeps the latest books.
At the moment, I am reading this wonderful thriller ‘Gone Girl’ by Gillian Flynn.
It is quite the rage these days. I won’t tell you the story but do buy it or borrow it
from a library. After you read it, it will be nice discussing the book with you.

How are your parents and others at home? Are you still working for The Heritage
Library? When are you coming to Delhi? Do make it soon. Convey my regards
to your parents.

With love
Samar

Letter 2

To
The Marketing Manager
The Entertainers
Jhandewalan
Delhi
Date: 22nd February 20xx
Sir,

Sub: Constant automatic shutdown of computer

We had written to you earlier and also complained several times verbally that the
Personal Computer I bought from your showroom last month automatically shuts
53
The Writing Skill down every few minutes and the matter typed gets lost. This is causing great
hardship to me and is also considerably delaying my work.

From time to time, mechanics from your office have looked into the problem.
However, they are unable to solve it.

I would be very grateful if some permanent measures are taken to resolve the
issue at the earliest.

Thank You

Yours Sincerely
Samar

(Apt # 505, Himalaya Apts.

Sector-9, Dwarka, New Delhi - 110075)

Both letters are examples of external correspondence but the second letter is
formal in tone and the content is in the nature of a complaint. The first letter is
informal, casual in content and context.

14.2.1 Differences between Formal and Informal Letters

The differences between formal and informal letters are described in the Table
14.1.

Table 14.1: Formal and Informal Letters: Differences

Formal letter Informal letter
It is written to make a specific point It can address different topics and is
to a person/organisation known or written to people you know.
unknown to us.
Its primary aim is to convey Generally it deals with private thoughts,
information. feelings and topics of interest to the
person to whom the letter is addressed.
It contains certain linguistic features It contains expressions which
which are formal in nature. characterise conversation – exclamatory
expressions (How lovely!), questions
(Why don’t you come?), contracted
forms (It’ll take some time), etc.
It may talk about different subjects It may talk about different subjects and
and even ramble a bit. There is no even ramble a bit. There is no sense of
sense of organisation or logical organisation or logical continuity.
continuity.

Activity 1
Can you add some more differences?
.............................................................................................................................

54 .............................................................................................................................
 External Correspondence at
14.3 LETTERS: LAYOUT AND CONTENTS the Workplace

There are norms with regard to structure and layout for official letters. One
commonly accepted format is described in this section.

Indira Gandhi National Open University A

Faculty of Library and Information Science
Maidan Garhi, New Delhi -110068
Phone. 011-11111111

12 October 20xx B

The Librarian C
Gurgaon

Dear Dr D

Subject: E

This layout has been firmly established as the most popular way of setting
out letters, fax messages, etc. in business communications. The main feature
of the fully blocked style is that all lines begin at the left hand margin. F

Open punctuation is usually used with the fully blocked layout. This means
that no punctuation marks are required in the reference, date, address,
salutation and closing section. Of course, essential punctuation must still be
used in the text of the message itself. F

It is usual to leave out one clear line between each section. It is believed that
this format is easy to produce, formal and makes good design sense. F

Please feel free to contact us for further details. G

Yours sincerely H

John Abraham I
Consultant

Encl: samples of letters J

Copy:
All students K
All faculty members
Now let us look at what the letters A to K stands for:
A. The letterhead, produced for the organisation as a whole.
B. Date: The popular format is day/month/year. Style dictates spelling out
the month.
C. The recipient’s address.
D. Salutation: If the name of the recipient is used in the address in the
letter, it is the normal practice to use a personal salutation. For example:
55
The Writing Skill
Dear Mr. Khan, Dear Ashok, Dear Ms. Sharma, etc. On the other hand if
the letter is generally to the organisation, then the more a formal salutation
is the norm. For example: Dear Sirs.
E. Subject line: To give an indication of the subject or content of the letter.
This line is normally placed one clear line space after the salutation.
F. Body of the letter: As already mentioned earlier, the fully blocked format
is the most popular formatting for letters; business or otherwise.
G. ‘Taking leave’ note: This is meant to conclude the letter. Do it with a
positive, future -focused tone.
H. Complimentary close: The close depends on the level of informality
established by the salutation. Two most common closes are “ Yours
faithfully”, used with Dear Sir/Madam and “Yours Sincerely” used with
personalised salutations, Dear Mr. Khan, Dear Ms. Sharma, Dear Ashok.
I. Name of the sender and designation: The name of the sender and
designation are important in business/official letters. In the case of a job
application, a clearly spelt out name is equally important. When a letter
is signed on behalf of the sender, it is usual to indicate this by writing
“for” or “pp” in front of the sender’s name.
J. Enclosures: List the brief title(s) of the enclosure(s).
K. Copies circulated (CC): This is for the information of the recipient
that you have copied the letter to X,Y and Z.

14.3.1 Organising the Content

We just discussed the layout and physical organisation of a letter, in the above
section. What about the body or content of the letter? As in any piece of writing,
the better organised the writing, the more effective the communication. Though
content can be organised in several ways, one most popular way is as follows:
i) Opening greeting/salutation
ii) Connecting with the reader
iii) Giving a reason for the letter/stating the purpose
iv) Giving information or news
v) Making the request/agreeing to a request
vi) Specifying the action that needs to be taken
vii) Concluding/“leave taking” note
viii)The closing.

14.4 THE LANGUAGE OF OFFICIAL WRITING

We use language, both spoken and written, for specific purposes. The words and
phrases used to convey one purpose would need to vary from what we use to
fulfill another purpose. In this section we will focus on expressions that are and
should be used in formal correspondence.

56
Chunks of language that serve a specific purpose can be referred to as structures. External Correspondence at
the Workplace
These are often formulaic expressions that fulfill language functions. They also
provide different levels of formality to create a variety of moods. For example
“I’m afraid this is not really possible” is a polite refusal. Look at the following
variations to convey the same message:
o No way ( most informal)
o Not possible
o Absolutely not
o This is simply impossible
o It seems difficult for this to happen
o I’m afraid this is not really possible
o I regret to inform you that this would be very difficult to make possible
(most formal)
Now look at some of the functions in the following Table 14.2, which you will
be expected to deal with often:

Table 14.2: Functions and Structures

Function Structures
Opening greetings / Sir/ Dear Sir/Madam/ Dear Madam / Dear Ms /
salutations and closing Mr. Jha/ Dear Atul Jha
Thank you, Yours sincerely
Sincerely yours
Dear Atul
Thank you, Yours faithfully
Yours truly (American)
Connecting with the I am /We are writing to enquire /inform/ request/
reader and stating the ask for…
purpose Remind /bring to your notice / follow up on /
Giving a reason for complain regarding / about….
writing
Expressing certainty / I / We assure you…, I am /We are convinced that
doubt / would surely….
I am/ We are not in a position to confirm / unable
to confirm…
I am/ We are not very sure regarding / about…
Emphasizing/focusing To be more specific / I / we would like to draw
/attention/reminding your attention to …
I / We wish to / would like to remind you …
Could you also….
We request you to …
We would like you to look into …
57
The Writing Skill
Referring With reference to…
I am / We are writing with reference to / in
connection with …
This is in reference to…
Giving opinions / I / we would like to / wish to suggest / recommend /
suggestions/advice / advice that ….
recommendations/ It is our /my opinion /belief that …
offer assistance
I / We believe/think…, I am/We are sure /convinced
that…
I/We would be glad to / happy to assist/ help out …
If there is anything I / we could do ….
If there is anything else you would like us / me to do
… I / we would be glad to help out in any other
way…
Obligation / Necessity I / We must insist on /that …
It is/ It will be necessary to…
Apologizing I / We would like to apologize ….
I / We regret ….
I am / We are sorry for …
Agreeing/disagreeing / I/We would be glad to…, I am/We are pleased to…
yes / no
I’d / We’d be happy to …
Unfortunately I am / We are unable to….
I’m/We’re afraid …, I/We can’t agree with / can’t
agree to…
Organising Signposts Structures
Specifying the action I / We would like you to/wish you to ….
Could you ….
I/We require / request / need you to …
Taking leave Look forward to hearing from you / to your response/
to a positive reply/ response…
I/We look forward to further contact / interaction …
Hoping for a quick / positive response…
I/We request / await … your confirmation / reply /
agreement to / inputs in / more information on / about
….

Instead of writing in a stilted, official language, use a more personal, down-to-

earth style. It is true that there are certain conventions that we have to follow in
business correspondence. But the tendency to use outdated phraseology makes
our language stylised and pompous. See the letter given below:
58
Dear Mr. Sareen, External Correspondence at
the Workplace
Thank you for your gracious letter of the 7th instant. In response to your query, I
wish to state that the book you enquired about is no longer available with us. Be
advised that D.C. Books could be of some help to you. You may address further
correspondence to that firm for assistance in the matter.

Thank you,

Yours sincerely,

Hiten Saxena
Store Manager

Surely there are some words and phrases you would like to omit? We could
replace words/phrases like ‘gracious’, ‘of the 7th instant’, ‘I wish to state’, and
‘Be advised’ with less archaic and more contemporary forms. Now read the
re-written letter given below. Does it sound better?

Dear Mr. Sareen,

Thank you for your letter of 7th Oct 20xx.

The book that you enquired about is not available at our book store. We made
some enquiries and found that it is available at D.C. Books. You may like to
write to them for assistance.

Sincerely yours,

Hiten Saxena
Store Manager

Activity 2
Apart from being polite and clear, you should be concise too. Here are some
more examples of words/phrases you must avoid in your writing. Can you replace
them with concise forms? See the answers given at the end of the Unit to check
your responses.
1) In due course
2) Please find attached the file you requested
3) It was realised by Mr. Sareen that we must cut down costs
4) There are some rules that must be observed
5) I beg to state that
6) After a dialogue with you
59
The Writing Skill 7) Causative factors
8) The issue of utmost importance is collaboration
9) Answer in the affirmative
10) In accordance/compliance with your request
11) Pursuant to our conversation
12) I enclose herewith the papers
13) Notwithstanding the fact that
14) In the majority of circumstances
15) In the event of

14.5 READING COMPREHENSION: DIFFERENT

TYPES OF LETTERS
If we work in the library in any position, there are various letters we need to
write in the course of a day. We will give you a sample of them in this section.

A very common letter is a letter of enquiry. Librarians have to place orders for
books and other equipments required in a library. They may have to make enquiries
before they place the order. Read the following letters:

Letter of Enquiry
These are generally addressed by prospective buyers to possible suppliers of
goods/books to seek information regarding availability of goods/books and the
terms and conditions of supply and delivery. Such a letter may include a
description and specifications of goods/books required.

[Date]

[To - Name]
[Company]
[Address]
[City, State PIN code]

Subject: Catalogue of books required

Dear [Ms./Mr. last name]

We saw your advertisement in the last issue of the monthly magazine Business
Today. We require books on Human Resource Management and Business
Communication for our library in Connaught Place, New Delhi. We would like
to have a look at some sample copies and their prices before we can place an
order with you. Kindly send your catalogue so that we can know the titles available
as well their prices.

Sincerely,

[Your name and designation]

[Library’s address]
60
Letter Seeking Information (Query Letter) External Correspondence at
the Workplace
[Date]

Your address if not

using letterhead
[City, State PIN code]

[To - Name]
[Company]
[Address]
[City, State PIN code]
Sub: Query Letter

Dear Sir/Madam,

Kindly let us know if you can able to supply the following journals along with
prices:
1) Language Learning
2) American Journal of Speech-Language Pathology
3) Journal of Applied Developmental Psychology
4) Language and Language Teaching
5) Fortell: A Journal of Teaching English Language and Literature
This letter is only as a query letter and not an order for supply the above. Kindly
intimate us about these journals at the earliest.
Thanks & regards,

[Your name and designation]

[Library’s address]

Letter of Quotation
When an enquiry is received about books/goods from a prospective buyer, a
letter of quotation has to be sent in reply. Complete information about the nature
and quality of goods/books asked for, time and mode of delivery, prices, any
additional charges for packing and shipping or other services, and terms of
payment should be mentioned. The letter given below is written in response to
a letter of enquiry (see above).

[Date]
[To - Name]
[Company]
[Address]
[City, State PIN code]

Dear [Ms./Mr. last name]

Thank you for showing interest in the books published by us. We have enclosed
a copy of the catalogue of our books so that you can have an idea of the kind of
61
The Writing Skill titles available, particularly in the area of Human Resource Management and
Business Communication.

You will see that books have incorporated the latest trends in the business world.
Our prices too are unbeatable and very reasonable. I would also like to mention
that we have been working in this field for at about 7 years now and supply
books to most of the well-known MBA institutes, college libraries and book
stores across North India.

I am also enclosing an order form and a document detailing our terms and
conditions of payment, discounts on bulk orders and mode of delivery for your
attention and information. We also provide a replacement guarantee on our books
in case of any problems/defects.

Looking forward to hearing from you soon.

Sincerely yours,

[Your name]
[Your address, if not using your letterhead]
Enclosures: i) Catalogue
ii) Order form
iii) Document of details regarding payment etc.
Follow up letter 1

[Date]

[To - Name]
[Company]
[Address]
[City, State PIN code]

Dear [Ms./Mr. last name]

We have noticed that you have not been placing orders for books from us of late
and we are wondering if there is a problem. If you have any complaints regarding
our services please don’t hesitate to call us and let us know the reason for your
dissatisfaction. We are sure we can solve your problem.

We are enclosing a discount coupon valid for your next order as an incentive to
continue buying from us.

We look forward to having you back as our valued customer.

Sincerely,

[Your name]
[Your address if not using company letterhead]

62
Activity 3 External Correspondence at
the Workplace
Follow up letter 2
Complete the letter given below.

[Date]

[To - Name]
[Company]
[Address]
[City, State PIN code]

Dear [Ms./Mr. last name]

It has been a month since we installed the touch screen computers in your library.
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................

Please help us to serve you better by filling in the enclosed customer feedback
form. ....................................................................................................................
..............................................................................................................................
..............................................................................................................................

Thank you for buying our product. .....................................................................

..............................................................................................................................

Sincerely,

[Your name]

Self Check Exercise

Note: i) Write your answers at the place given below.
ii) Check your answers with the answers given at the end of this Unit.
Now that you have seen how official letters are written for different purposes,
answer the following questions:

1) What factors should be kept in mind while making an enquiry?

......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
63
The Writing Skill 2) What are the details that need to be included in a letter of quotation?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

14.6 VOCABULARY
Activity 4

Some words can be used as a noun, verb, adjective or adverb. For example, the
word ‘sound’ can be used as a noun (‘The ugly sound of honking cars is a regular
feature of life in Delhi’), as a verb (‘As soon as the siren sounded, the people left
their work stations to go home’), as an adjective (‘She gave me sound advice’)
or as an adverb (‘She slept soundly’).

Fill in the sentences below with the appropriate words given in the box. Remember
to make the necessary changes in the word.

frequent storm question

1) a) Some formal letters are in the form of a questionnaire in which you

have to answer a set of ………………………..
b) When the Chief Librarian ………………………. his subordinates about
the missing file, they answered quite fearlessly.
c) His …………………… spirit has not dimmed with advancing years.
d) He looked at me …………….………………..

2) a) The …………………. weather kept people at home.

b) The Documentation Officer…………..……….. out of the meeting after
facing stiff opposition to his proposal.
c) The strike was like a …………..……….. in a teacup because it ended
within a few hours of its beginning.

3) a) The dewdrops glinted and …………………………. in the morning

sunshine.
b) The ………..……….. waters of the spring gushed out from the side of
the mountain.

4) a) He is a …………….……. visitor to the Heritage Library, Delhi.

b) The Deputy Librarian noticed that the employees ………………….
the cafeteria and concluded that they were either fond of eating or of
shirking work.
c) After his retirement, the staff of the library spoke of him ……………….
64 and with great affection.
 External Correspondence at
14.7 LISTENING COMPREHENSION: DEALING the Workplace

WITH COMPLAINTS
All organisations receive complaints, if one doesn’t; well there is something
wrong with that organisation! Many organisations make good use of the
complaints they receive, to refine the quality of the services they provide. Such
complaints could be from customers, users of services, or internal employees
themselves. There are different ways of making complaints, such as:
• On the spot, face-to-face
• Face-to-face after the incident is over
• Over telephone
• By letter or e-mail to the concerned person/department
• By letter or e-mail to the concerned person/department, with copy to the
head of the organisation.
• By letter or e-mail to the head of the organisation.
• Publishing in newspaper.
Whatever be the channel, it is vital that such complaints are managed effectively.
Some, you may be able to sort out on the spot itself, but in some cases you may
have to write to the person who made the complaint. First and foremost, is for
you to listen to the person making the complaint with full attention. Often that
very act itself might pacify the person! It is also important that you understand
the complaint fully. Don’t try to be defensive, especially in front of other
customers. Then it can blow up into a big issue! In the case of an oral complaint,
if you can’t resolve it on the spot, take note of the person who made the com[plaint,
and tell him/her that you will get back after making necessary enquiries with the
concerned colleagues. Always give a date by which you will get back, and the
date should not be too farther.

Self Check Exercise

Note: i) Write your answer at the place given below.
ii) Check your answer with the answers given at the end of this Unit.
3) Listen to the following tips on handling complaints. Fill in the blanks as
you listen.
Some tips:
• Listen ……………..
• Ask questions to ……………..the complaint fully
• Don’t jump to …………….. and try to provide an instant solution
• Take note of the …………….. and…………….. of the person, and give an
assurance that you will get back (give a definite date)
• Do get back as per the ……………..given
• Apologise, if the situation ……………..it
• Do not blame your …………….., even if you know that he/she is at
…………….. 65
The Writing Skill • Do not let down your colleagues in front of ……………..
• ……………..in your reply that you have taken the complaint ……………..
• Your reply should have a ……………..mentioned in it.
Activity 5

Suppose that you are the Librarian of a large and busy public library. Though
you get complaints often, these are mostly oral complaints and you resolve the
issue then and there after listening to the person who made the complaint.

One day you received a written complaint about a colleague of yours, from one
of your users. The letter is reproduced below. Draft a formal reply to this letter,
which you want to send to the person who had made the complaint.

To
The Librarian
Central Public Library
Dear Sir

I have been a member of your Library for more than 10 years, and have
benefitted a great deal from your services all these years. However, I had a
bad experience today morning with one of your staff members, and I have
decided to discontinue my membership of the library. Though I regret this
decision, I have decided to do this because of the humiliation caused to me by
your colleague, that too in front of many other users of the library.

I had borrowed a book from the library some weeks ago, and came to the
library this morning with the book to get it renewed for another term. But
staff member at the counter refused to renew the book, and kept it with it him.
He told me that the library rule does not allow renewal of books for a third
time. I pleaded with him saying that I was in the middle of preparing for an
examination, and wanted the book badly. I was even prepared to pay the
prescribed fines. He was adamant and flatly refused to give me the book.

I thought that it is important to bring this matter to your notice.

Yours faithfully

S. Banerjee
Library member ( Membership No: 12345)

14.8 WRITING
Activity 6
1) Make an enquiry to the university Librarian of IGNOU, New Delhi for
permission to visit the library along with a group of students as part of their
study tour to Delhi.
......................................................................................................................
......................................................................................................................
......................................................................................................................
66
 ...................................................................................................................... External Correspondence at
the Workplace
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) You want to announce the catalogue of your new books for children. Write
a cover letter for this and remember to include your website URL in your
letter.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

14.9 GRAMMAR: NOUN CLAUSE

Read the sentences below from the Unit:
1) We have noticed that you have not been placing orders for books from us of
late and we are wondering if there is a problem.
2) We are sure we can solve your problem.
The clauses underlined above are noun clauses because they do the work of
nouns.
i) As subject to the verb as in the sentence, examples:
How the dog enter the library was a mystery.
Whatever happens, it is His will.

ii) As object to the verb as in the sentence, examples:

We are confident that we will be able to enhance membership to this library.
The young girl knew who stole the book.
She also knew where the library was.
iii) A noun clause is object to a preposition, example:

The librarian did not pay attention to what the user was saying.
67
The Writing Skill How do you identify a noun clause in a sentence?
Ask the question “what” about the verb of the sentence and the group of words
that give you the answer, will be the noun clause. Example

Research has proven that the sooner a complaint is resolved with the customer
the greater the satisfaction…

Here you may ask “What has the research proven?” and the answer to this, “that
the sooner a complaint…” is the noun clause.

The following words called subordinating conjunctions introduce noun clauses.

that who when however what whoever
whenever where whatever why how wherever
whether

Self Check Exercise

Note: i) Write your answers at the place given below.
ii) Check your answers with the answers given at the end of this Unit.
4) Complete the following sentences by adding noun clauses as objects. Use
the clues given in brackets and the appropriate subordinating conjunction.

i) I don’t know ………………………….. (get/money back).

ii) Can anyone tell me …………………….(the matter/with him)?

iii) Please confirm …………………… (you can come/on Sunday).

iv) It is a good thing ……………… (he/working hard).

v) The airhostess asked me ………………(want/coffee, tea or juice).

vi) I don’t understand …………………... (she couldn’t/ come/ event).

vii) Preeti hasn’t decided …………………………. (go/Mumbai).

viii) Jitendra didn’t say …………………..……….. (he/stay in Delhi).

5) Complete the sentences with appropriate noun clauses. We have done one
for you.
i) The Librarian said, “You ought to work harder.”
The Librarian told me that I ought to work harder.
The Librarian suggested that I ought to work harder.
ii) The Librarian said, “Riya, why don’t you go for an e-training course?”
The Librarian suggested .......................................................................
...............................................................................................................
The Librarian hoped .............................................................................
...............................................................................................................

68
 The Librarian wanted ........................................................................... External Correspondence at
the Workplace
..............................................................................................................
iii) The Librarian told the staff, “please come to office on time.”
The Librarian advised ……………………………………...
The Librarian hoped ……………………………………….
The Librarian wanted ………………………………………
The Librarian suggested …………………………………...
iv) Aliya said, “I wish I didn’t have to work so hard.”
Aliya wished ………………………………………………………
Aliya hoped ……………………………………………………….
Aliya wanted ……………………………………………………...
v) The Chief Librarian said, “It is hard work that pays in the end, not
flattering the boss.”
The Chief Librarian advised …………………………………………
The Chief Librarian commented ……………………………………..
The Chief Librarian suggested ………………………………………

14.10 SUMMARY
You have been made familiar with the format of an official letter and the kind of
language that you should use in such a letter. We have also shown you the different
between a formal and an informal letter. We have given you examples of various
types of letters, such as letters of enquiry, complaint letter and quotation letter. In
the listening section, we have given you tips on how to handle complaints. In the
writing section, we have given you practice in writing different kinds of letters
on your own. We hope you find the Unit useful and interesting.

14.11 ANSWERS TO ACTIVITIES

1) i) The formal letter contains the sender’s and receiver’s address whereas
this is not required in the informal letter.
ii) In the formal letter we use salutations like Dear… while in the informal
letter we use informal salutations like Dearest, My Dear, etc.
ii) The formal letter is concise and to the point whereas an informal letter
is like an extended long distance private conversation.
2) 1) Soon
2) The file you requested is attached
3) Mr. Sareen realised that we must cut down costs
4) Some rules must be observed
5) I wish to say
6) After talking to you
7) causes
69
The Writing Skill 8) The most important issue is collaboration
9) answer/say yes
10) as you asked for/ requested
11) after what we talked / spoke about
12) I enclose the papers
13) Although/ even though
14) Usually
15) If
3) Dear [Ms. /Mr. last name]

It has been a month since we installed new touch screen computers in your
library. I am writing to know if they are functioning properly and taking care
of your needs. Please help us to serve you better by filling in the enclosed
customer feedback form. It will take a few minutes to do so. To return it to
us, simply drop the completed form into a post box as it is already stamped
and addressed to us.

Thanks for buying our products. If there is anything further I can do for you,
please feel free to call us at the numbers given on the letterhead.

Sincerely,

Name and Designation

4)

1) a) questions (Noun) b) questioned (Verb) c) questioning (Adjective)

d) questioningly (Adverb)

2) a) stormy (Adjective) b) stormed (Verb) c) storm (Noun)

3) a) sparkled (Verb) b) sparkling (Adjective)
4) a) frequent (Adjective) b) frequented (Verb) c) frequently (Adjective)

5)

25 August 20xx

Mr. S Banerjee
[Address]
[City, State PIN code]

Dear Mr. Banerjee

Sub: Complaint about behaviour of library staff

I acknowledge the receipt of your letter of complaint dated 20 August. I am sorry

for the inconvenience caused to you. However, you will appreciate that every
library has its own rules and it becomes difficult to break the rules for a particular
user.

70
However, in this case, since you were preparing for your examination we might External Correspondence at
the Workplace
have made an exception. May I request you not to discontinue your membership
on account of this incidence.

You may meet me when you visit the library next, so that we could discuss the
matter. I know that you have been a serious and regular user of the library for
many years. Any feedback you can provide will be of great value to the library.

Please feel free to contact me on telephone, so that we can agree a mutually

convenient time to meet.

My phone number is 22222222 and mobile number 9888888888.

Looking forward to meet you soon

Yours sincerely

Anil Madan
Librarian

6)
1 19-01-20xx
To
The Librarian
IGNOU
Maidan Garhi
New Delhi - 110068

Subject: Permission to Visit your Library

Dear Mr. Sinha,

I am an Associate Professor at Department of Library and Information Science,

Gulbarga University, Gulbarga, Karnataka. We are organising a study tour for
our students (15 girls, and 19 boys) to New Delhi from 20th -27th February, 20xx.
We would like to visit your library during this time. This is to seek your permission
to visit the IGNOU library. I expect a positive response from you.

Sincerely,

Kritika Gulati
Associate Professor,
Department of Library and Information Science,
Gulbarga University
Gulbarga
Karnataka- 585106

71
The Writing Skill 2 Cover letter
Book Mark
No:11, South Ext. II
New Delhi-110054
Ph No: 011-2554362
9811243564
www.thebookmark.com
20.1.20xx

The Librarian,
Name of the School
Address
City, State

Dear Mr. /Ms. Last Name,

Get your children to fall in love with books! We offer you a whole new world of
literature that your children can explore.

Let them delve into the enchanting world of Aesop’s fables and Panchatantra
tales. Let them have a taste of the Dickensian classics. Let them have a brush
with the adventures of Alice and Robinson Crusoe. Also find works of the up
and coming authors writing for children. All this and much more at The
Bookmark.

We are enclosing a catalogue with all the titles available at our store. Visit our
store at South Extension-II or our website www.thebookmark.com for more
details.

A trip to our little haven before the 15th of March, 20xx will get you an assured
15% discount on the bill. We look forward to you joining hands with The
Bookmark.

Sincerely,

XYZ

14.12 ANSWERS TO SELF CHECK EXERCISES

1) In a letter of enquiry one must ensure that one has asked for all the information
that one needs regarding the availability of goods and the terms and
conditions of supply and delivery. One may include a description and
specifications of the goods required.

2) The letter of quotation is the response to a letter of enquiry from a prospective

buyer. It should contain complete information about the nature and quality
of goods asked for, time and mode of delivery, prices, any additional charges
for packing and shipping or other services and terms of payment.

72
3) Audio text: Tips on handling complaints External Correspondence at
the Workplace
• Listen attentively
• Ask questions to understand the complaint fully
• Don’t jump to conclusions and try to provide an instant solution
• Take note of the address and telephone number of the person, and
give an assurance that you will get back (give a definite date)
• Do get back as per the assurance given
• Apologise, if the situation warrants it
• Do not blame your colleague (s), even if you know that he/she is at
fault
• Do not let down your colleagues in front of customers
• Demonstrate in your reply that you have taken the complaint
seriously
• Your reply should have a solution mentioned in it.
4) Completed sentences:
i) I don’t know how to get the money back.
ii) Can anyone tell me what’s the matter with him?
iii) Please confirm when you can come on Sunday.
iv) It is a good thing that he is working hard.
v) The airhostess asked me whether I wanted coffee, tea or juice.
vi) I don’t understand why she couldn’t come for the event.
vii) Preeti hasn’t decided how she should go to Mumbai.
viii) Jitendra didn’t say where he stayed in Delhi.
5) Completed sentences with appropriate noun clauses:

i) The Librarian suggested that Riya should go for an e-training course.

The Librarian hoped that Riya may go for an e-training course.
The Librarian wanted Riya to go for an e-training course.

ii) The Librarian advised the staff to come to the office on time.
The Librarian hoped that the staff would come to office on time.
The Librarian wanted the staff to come to office on time.
The Librarian suggested that the staff should come to office on time.

iii) Aliya wished that she didn’t have to work so hard.

Aliya hoped that she didn’t have to work so hard.
Aliya wanted that she should not have to work so hard.
iv) The Chief Librarian advised the group that it is hard work that paid
off in the end, not flattering the boss.
The Chief Librarian commented that it is hard work that paid off in
the end, not flattering the boss.
The Chief Librarian suggested that it is hard work that paid off in
the end, not flattering the boss.
73
The Writing Skill
14.13 REFERENCES AND FURTHER READING
Business Communication (Harvard Business Essentials). Harvard Business
School Press, 2003. Print.

Brock, Susan L. Better Business Writing: Techniques for Improving

Correspondence, Crisp Learning, 2004. Print.

Sweeney, S. Communicating in Business: A Short Course for Business English

Students. Cambridge Professional English, 2004. Print.

74
BLOCK 5 ADVANCED WRITING SKILLS
Introduction

In this final Block we have discussed the most difficult but also the most important
areas of writing at the workplace i.e. writing proposals and reports and preparing
survey questionnaires.

In order to get anything of importance at the workplace, i. e. more computers,

more staff or more shelves, we need to write a proposal. The proposal can be
accepted or rejected depending on a number of factors. But an important factor
in the acceptability of any proposal is how we write the proposals itself. Therefore,
in Unit 15 (Basic Features of Proposals) we give you the mechanics of proposal
writing with an emphasis on project proposals.

After a particular activity is concluded, you need to write a report on it. This
report reflects very transparently the process of the activity you conducted, the
findings or facts that you uncovered, the problems you faced and the
recommendations that you have to offer. In Unit 16 (Writing Reports), we give
you examples of actual reports in the format that is required for a report. You
could model your own report along these lines.

For a librarian, conducting surveys is an important part of the job. In Unit 17

(Questionnaire Method) we give you tools of preparing questionnaires and
conducting meaningful surveys.

Please read these units carefully and use the format and style suggested when
you need to write proposals, reports or conduct surveys at your workplace.

Hope you enjoyed the course and found it useful!

ACKNOWLEDGEMENT
The material (pictures and passages) we have used is purely for educational
purposes. Every effort has been made to trace the copyright holders of
material reproduced in this Block. Should any infringement have occurred,
the publishers and editors apologize and will be pleased to make the
necessary corrections in future editions of this Block.
Advanced Writing Skills

4
 Basic Features of Proposals
UNIT 15 BASIC FEATURES OF
PROPOSALS
Structure
15.0 Objectives
15.1 Warm Up
15.2 A Proposal
15.3 Need for Proposals
15.4 Features of a Proposal
15.5 Framework for Proposals
15.6 Grammar: The Passive Form
15.7 Summary
15.8 Answers to Activities
15.9 Answers to Self Check Exercises
15.10 References and Further Reading

15.0 OBJECTIVES
After reading this Unit, you will be able to:
• explain why proposals are written;
• describe the features of a proposal; and
• identify the parts of common kinds of proposals.

15.1 WARM UP
A proposal is always addressed to someone: an individual or a group of
individuals. The writer of the proposal expects that person or the group to read
the proposal and act on it. A proposal could be aimed at internal audience or
external audience, and it might be written proactively or against a request. You
must have read in newspapers statements such as:
• ….the State Government has submitted a proposal to the Central Government
on …
• …the Central Government has asked the State Government to submit a
proposal on…
• …the Government has sent a proposal to the World Bank on…..
• …the World Bank has asked the Government to submit a proposal on ….
Proposals are often written aimed at internal audience;
• …the Librarian has sent a proposal for automating the library to the
Director…
• …the Director has asked the Librarian to submit a proposal for automating
the library…

5
Advanced Writing Skills A proposal could also be between institutions, e.g:
• University X has submitted a proposal to University Z for sharing of scientific
resources between the two….
Activity
1) Suppose that you are the librarian of a research institute. Discuss with your
friend(s) two subjects which are appropriate ones for submitting proposals,
and list the subjects of these two proposals below:
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

15.2 A PROPOSAL
A proposal indicates the direction of a future action. Any action begins with an
idea. The idea develops into a plan of action. The plan needs to be elaborated
upon. The prospects and consequences of the plan need to be visualised. If the
plan shows promise of being executed, then it needs to be written down with the
costs worked out. This document is called a proposal. The proposal is scrutinised
by colleagues, superiors or authorities within an organisation or by clients outside
and approved or rejected based on its viability and financial implications.

Written proposals form the basis for projects undertaken by an institution,

organisation, or a business firm. They serve as blueprints for projects and sources
of reference during and after the execution of projects. Oral presentations of
proposals are also made before a select audience, especially if the project is
undertaken for an outside client.

A proposal can be in the form of a short letter or a long document with supporting
graphics and visuals.

As proposals are projections into the future, ‘modal verbs’, that is, “will”, “shall”,
“may”, “can” are generally used along with the main verbs.

15.3 NEED FOR PROPOSALS

Let us begin with a short mental activity.
Activity
2) Imagine that you have a certain amount of money and you plan to build a
small public library in your neighbourhood. List the steps in planning that
you would take:
......................................................................................................................
......................................................................................................................
......................................................................................................................
6
Discussion Basic Features of Proposals

I have put down the following points. Match them with yours.
1) Why do I want to build a library in the neighbourhood?
[Saves time from traveling to public libraries in the city.]
[Busy parents can take time out and bring their children to a library that is in
the vicinity.]
[Retired people can meaningfully spend their mornings and evening there.]
2) What kind of a library do I intend to build? (For adults/ for children)
3) Which locality do I want to build the library in?
[Why have I chosen that particular locality? Give reasons]
4) How will I look for good spaces?
[Look at advertisements? Advertise what I am looking for? Ask for advice]
5) What is my budget?
[How much money do I have in hand? How much money can I get as loan
from other sources?]
This is a mental blueprint. This will give you a direction in identifying the kind
of library you want to set up.

Let us extend this to various activities and projects that have to be undertaken by
large institutions and firms. All the things that you do mentally for your personal
purchase will have to be formally stated and documented. Your purchase is a
private decision.

You might consult family and friends. An official proposal will have to be
examined and approved by the executive authorities in the organisation.

If certain problems are encountered in the proposal stage, ways to overcome

them may be considered, or the proposal may be dropped because it is not viable.

This is why proposals are written down.

If a project is undertaken without a well-thought out proposal, it may get stuck
mid-way and might entail loss of money.
Proposals, therefore, are the basis of undertakings.
Activity
3) List five activities for which proposals will be needed in any organisation
of your choice. (You can choose a school, a library, a retail outlet, a sports
club, etc.)
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
7
Advanced Writing Skills
15.4 FEATURES OF A PROPOSAL
A proposal is made for something that does not exist or to add on to something
that already exists. Creating, acquiring, or presenting something new, involves
investment of effort and money. This investment has to be justified.

A proposal usually begins with a description of what exists. It then moves on to

what is required. This has to be supported with reasons for investing. The benefit
or profit of the venture is then stated with a view to obtaining approval of the
proposal.

The functions that are required in writing a proposal thus are:

Describing

Stating the problem

Proposing solution

Providing reasons or justifying

Highlighting benefits

Persuading or urging action

Here is a short one-paragraph draft proposal for a public facility:

The traffic on the M.G. Road is very heavy from 7am to 10pm. Two schools
and three colleges line the 5 km stretch of the road from Police quarters to
the General Street Metro station. There is no pedestrian crossing anywhere
in between. It is impossible to cross the road during the daytime. School
children and college-goers are forced to go by vehicles or public transport
even if the distance is within 1 km. Three foot-over bridges at 1.5 km
distance from each other should be built to ease the problems faced by
pedestrians.

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
1) What is the function performed in sentences 1- 3?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

8
2) What do sentences 4 and 5 convey? Basic Features of Proposals

......................................................................................................................
......................................................................................................................
3) What is the solution proposed in sentence 6?
......................................................................................................................
......................................................................................................................
4) Notice the verb forms in sentences 1-5
......................................................................................................................
......................................................................................................................
5) Underline the verb phrase in sentence 6.
......................................................................................................................
......................................................................................................................
6) What is the notion indicated by the modal verb “should”?
......................................................................................................................
......................................................................................................................
7) Why has the passive voice been used in sentence 6?
......................................................................................................................
......................................................................................................................

The answers to these questions will give you an idea of how a proposal is
presented. Refer back to the functions performed through proposals mentioned
earlier in this section and match your answers with them.
Activity
4) You are the librarian of your institution or organisation. Make notes for the
proposal for the provision of a café in the library premises.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
9
Advanced Writing Skills Discussion
Did you include the following?
Background : Description of the institution and the nature of work
done
Rationale : Need for a café near the library for its members as
well as the staff. People will not waste time travelling
to the canteen located nearly a km away.
Proposal : Identification of space on premises
Number of people required to work in the cafeteria.
Items on the menu
Number of tables required
Kitchen equipment required.
Costs : ………

Justification : Desire of staff and library members.

Other organisations have the facility

Request for Action : Provision of a space for a cafeteria as soon as possible.

Proposals are put up for various kinds of purposes: for starting institutions,
building bridges, buying furniture, machinery, etc.

To start a film club in a university, interested students may approach teachers or

the Vice Chancellor and express their wish. A teacher may be asked to help the
students in framing a proposal. The proposal is drafted.
Ø It states the objective.
Ø It talks of the number of students who are interested.
Ø It lists the activities that the club will perform.
Ø It states the requirements for setting up the club. It projects the funds that
will be required.
Ø It urges action.
On a larger scale, proposals are submitted for the Five Year Plans of the
Government. The budget allocations are made on the basis of the proposals.
They are called Plan Proposals.

Language focus
Notice the contexts in which the word ‘proposal’ is used. You will then have an
idea of what a proposal involves, in what contexts proposals are generally written
and the kind of importance they have.
The proposal must be approved by the Commerce Department.
The Board approved a library proposal to increase the number of authorized
book sellers.
The proposal to rebuild the archive wing of the library came in the year 20xx.
10
Under the proposal, the Company’s shareholders would receive 10% dividend. Basic Features of Proposals

The company had access to inside information when it made its proposal to the
Railway Board.
The company rejected the proposal and recalled its agent.
The librarian was asked to send his proposal at the earliest possible time.
The Board of Management approved Library Committee’s proposal to finance
the long-awaited multimedia library.
Notice the phrase ‘proposal to …’. to + verb is used to show intention or purpose.
A proposal expresses an intention or purpose or plan.

A proposal is ‘presented’ or ‘put up’ for approval. A proposal can be ‘sent. A

proposal is ‘approved’ or ‘rejected’.

15.5 FRAMEWORK FOR PROPOSALS

In the previous sections we looked at the basic features of proposals. In this
section, we will examine certain common kinds of proposals for facilities within
an organisation/institution.

A proposal has a framework which can be expanded. It may run into several
pages. If it is a detailed proposal, it begins with an executive summary. This
summary must be carefully written in order to impress the reader at the first
instance. The executive summary condenses the content of the proposal and
states the objective clearly.

In the following section, each part of a proposal will be examined. The questions
that follow each proposal are learning questions that will enable you to understand
the process of writing proposals better.

Sample Executive Summary

This proposal is submitted for the setting up of a departmental library of ELT
(English Language Training) books in the Commerce Department of the M.G.L
University. Most undergraduate students are in need of acquiring proper
reading skills and have expressed a desire for focused training in English
language skills as they have had their schooling through non-English medium.
Departmental libraries can provide access to books related to the particular
discipline. They will help the students acquire the register related to Commerce
and improve their comprehension and communication skills in English.

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
8) What is stated in the first sentence?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
11
Advanced Writing Skills 9) What does the second sentence convey?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
10) What function do the last two sentences perform?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................

Let us look at a sample proposal presented within an organisation:

Title Page
Proposal for Acquiring Space for HERITAGE
LIBRARY, Trivandrum

Submitted to the Mayor

Corporation of Trivandrum

By the Director, Heritage Library Committee, Trivandrum

12 September xxxx

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
11) What information does this page give you?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
12
12) What is being proposed? Basic Features of Proposals

.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
13) To whom is it addressed?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
14) By whom is it proposed?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................

Executive Summary
It is proposed that a space be allocated for the HERITAGE LIBRARY in
the city of Trivandrum. The city has witnessed an increase in the number
of people flocking to the public libraries in recent times. A need for a new
library in the city has been perceived. The vacant building next to the
Trivandrum Museum has been identified as suitable for the purpose. The
cost of investment can be compensated by the charges levied for the using
the library facilities.

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
15) What does the summary indicate?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
13
Advanced Writing Skills 16) What are the essential points it highlights?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
17) Will the reader view the proposal favourably on reading the summary?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................

Background
The two Literary festivals held in the city this year have been instrumental
in developing an interest in reading books. The residents of the city, especially
the youngsters, have discovered the joy of reading books. A suitable space
for a new library has been identified next to the Trivandrum Museum. This
was used as the venue for various handicraft exhibitions. However a bigger
space has been allotted for these exhibitions and the building is now lying
vacant. Since this building is located in the heart of the city, residents from
various parts of Trivandrum can easily access it. There is also a plan to
include a section which has a collection of DVDs of films based on the
literary classics.

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
18) What does this section tell you about?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
19) What is being described in sentences 3-5?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
14
 Basic Features of Proposals
Rationale
In order to meet the demand of the increasing interest in reading, the need for
a new library was imminent. A need was perceived for a library that can be
easily accessed by the city folks. A committee was formed to determine the
feasibility of setting up a Heritage Library. The library would be an avenue
where the members would be exposed to a wide range of literature from
across the world. In addition to that, both children and senior citizens could
be fruitfully occupied. They would also be exposed to films based on literary
classics.

Self Check Exercise

Note: i) Write your answer in the space given below.
ii) Check your answer with the answer given at the end of this Unit.
20) What is the purpose of this section?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................

Proposal
In view of the above-mentioned factors, it is obvious that a new library is
required.
The 4000 sq. ft space on the premises will be ideal for the library. This space
has been recently vacated and advertised for letting out on lease. There will
be ample space for the library members to move around and spend time in the
library.
Shelves need to be built for placing the books and DVDs. There is also a
requirement for tables and chairs for people to sit and read. There is a need
for a separate cubicle to accommodate a cyber zone on the first floor.

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
21) What is the connecting link between the rationale section and the proposal
section?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
15
Advanced Writing Skills 22) Is the link needed? Why?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
23) What new information is presented in the Proposal section?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................

Estimated Budget
Lease amount for a two-year period: Rs. 24, 00,000
Cost of renovation and setting up display shelves, boards: Rs. 1,00,000
Capital investment on books: Rs. 30,00,000
Cyber zone: Rs. 10,00,000
Salaries for 8 library staff: Rs. 10,00,000
Salaries for 2 cleaning staff: Rs. 1,00,000
Maintenance costs: Rs. 1,00,000
Transport: Rs. 50,000
Miscellaneous: Rs. 1,00,000
Total Rs. 83,00,000
Estimated Returns Rs. 10,00,0000

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
24) Why is this section needed?
.....................................................................................................................
.....................................................................................................................
25) What does it tell you at a glance?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
16
 Basic Features of Proposals
Benefits
v Customers needs fulfillment
v Inculcating reading habits in the younger generation.
v Giving senior citizens a meaningful occupation.
v Access to a wide variety of books from various streams.

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
26) What does this section highlight?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
27) Is the proposal convincing?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................

Conclusion
It may be seen from the facts and figures presented above that this is a viable
proposal that will yield good returns. An early decision on this proposal will
prove worthwhile.
The proposal is submitted for approval.

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
28) What is the function of the above section?
.....................................................................................................................
.....................................................................................................................
29) Why is it needed?
.....................................................................................................................
.....................................................................................................................
17
Advanced Writing Skills Self Check Exercise
Note: i) Write your answer in the space given below.
ii) Check your answer with the answer given at the end of this Unit.
30) Reproduced below is a proposal presented as one chunk. Section it and
write suitable headings for each section using the table of contents given
below.

Proposal for setting up a 24 x 7 café on the library premises submitted to the

Vice Chancellor, XYZ University, by Pankaj Mongia, President XYZ Participants’
Association
Table of Contents
Executive Summary
Statement of Problem
Objectives
Plan Proposal
Work Plan
Total Budget Estimates
Conclusion
Economic, technological, informational, demographic and political forces have
changed the way people live and work. These changes and the rate of change
will continue to accelerate. Educational institutions like businesses, communities
and families, must adapt to changing conditions to thrive. These institutions are
struggling hard to keep pace with the astonishing rate of change in students’
lives outside these institutions. Students will spend their adult lives in a
multitasking, multifaceted, technology driven, diverse, vibrant world and they
must come equipped to do so.

Our institute strives to provide every student a rich experience as far as academics
is concerned. Entertainment and recreation of the students, however, have not
been duly taken care of. There is a need to provide the students with a truly
global experience so that they don’t become misfits but work for its betterment
and development. The proposal for a 24 x 7 café on the library premises is an
endeavour of XYZ Participant Association to bridge the gap between academics
and entertainment.

XYZ attracts students from all over the country and across the globe. Some of
these students come from metros while others are from small towns. They have
different backgrounds and different identities. However they never get to meet
each other, know each other better, and share ideas, thoughts and opinions simply
because there is no place where they can meet and interact. The students make
small groups and spend most of their time in these groups without bothering to
introduce themselves to the members of the other groups. They go out, eat out
and enjoy only in their own groups. Recently some students had a bitter experience
when they had to go out at night in search of food at an unearthly hour.

18
Following are the objectives of this proposal: Basic Features of Proposals

• To ensure that the students get a global experience on the campus round the
clock
• To provide the students with a place where they can refresh themselves for
the next day’s work
• To provide round the clock facilities to the students
• To blend academics with entertainment

The 21st century student is not bound by the limits of time. He/she is a 24 x 7
student. The XYZ Participants’ Association has come up with the proposal to set
up a 24 x 7 café which takes care of all the needs of the 21st century students and
provides them with a truly global experience on the campus round the clock.

The 24 x 7 café will have:

• A cyber zone with at least 30 computers with internet access to provide the
students with high speed Internet access to explore the world wide web.
• A snacks counter which will provide the students with fresh snacks, mini-
meals, fresh fruit juices, etc.
• A news corner where the students can access magazines and newspapers.
• A reading room which will allow the students to sit and read books.
• A tête-à-tête hall where the students can sit and discuss the issues that
concern them.
• A TV room where the students can watch TV.
• A music room with headphones and juke box where the students can listen
to music.
• A sports corner where the students can play games like carom, table tennis,
badminton, etc. and work out in the gym.

The entire plan will be carried out by two sub-committees – one responsible
for procuring equipment for the café and appointing personnel; and the other
one responsible for selecting the site for construction, inviting tenders and
supervising the construction of the café.

The plan will be carried out in two phases: In the first phase, three best sites
for the construction of the site will be selected, the feasibility report will be
prepared and tenders will be invited.

In the second phase, when the construction would have begun, the equipment
will be procured for the café and personnel will be appointed.

19
Advanced Writing Skills 1) Budget for Salaries/Wages
Personnel required
Place Manager/Instructor Attendant
Cyber Zone 1 1
Snacks counter 1 2
Gym 1 -
Reading room
News corner - 1
General - 2

Monthly Emoluments (per person-per month in Rs.)

Place Manager/Instructor Attendant

Cyber Café 5000 2500
Cafeteria 4500 2500
Gym 5500 -
Library 5000 2000
General - 2000

Budget for Equipment (in Rs.)

Air Furniture Equipment Sports Electronic Cafeteria Cyber
Condi- (for for Gym Accessories Equipment (kitchen Cafe
tioners reading (for Health (for TV and appliances
room, Club) Music Room) including
discussion automatic
hall, TV soft drink
and Music vending
room) machines)

20,000 30,000 15,000 10,000 25,000 20,000 100000

2) Budget for Construction Related Expenditure (in Rs.)

Soft Material including electronic equipment etc. 10,00,00

Hard Material including cement, bricks, etc. 70,00,00

The aim of education in the modern world is not just limited to academics but
goes beyond it. It aims at overall personality development of the students. The
educational institutions should provide the students with every possible
opportunity to grow as a professional as well as a person. The 24 x 7 café is
essentially global in nature and strives at the fusion of academics and
entertainment. It also aims at providing the students a truly rich and global
experience. There is a great need to have such multi-utility cafes on the campus
to ensure that the students have all the facilities within easy reach and get them
round the clock.
20
That was a proposal written by a student representative of an educational Basic Features of Proposals
institution. It gives you an idea of what elements need to be included in a proposal
and an overall structure of a proposal that is sent to authorities within an
organisation.

15.6 GRAMMAR: THE PASSIVE FORM

Read the following sentences from the reading passage:
1) The proposal is scrutinized by authorities within the organisation.
2) Oral presentations of proposals are also made before a select audience.
The underlined sentences are in the passive voice.
The passive voice is formed by using the verb be and the past participle. (e.g.
bought, used, etc.)
Examples:
Advanced degrees (Ph.D.) are listed on business cards…
Status is determined by age, university degrees and profession.
We use the passive in the following situations:
• We often use the passive to focus on something that happens to someone,
when we do not want to focus on the person who does the action.
Example: Over 30% of Indians are employed in the agricultural sector.
• The passive is often used to talk about systems and processes. Example:
The US is characterised by a ‘scientific’ approach to business. Every aspect
of commercial life is studied and analysed.
• The passive is often used in business correspondence because it is less
personal than the active voice. Example:
Thank you for your letter which was received at this branch today.
• The present perfect passive is often used when we are describing changes
that have taken place. Example:
Globalization has brought the world closer together and helped to reduce
cultural diversity.
• To downplay the action or when you don’t want to fix blame when something
goes wrong. Example:
The sales targets were not met.
How to form the passive with other tenses:
• Present Continuous Passive
Example: I am being asked to work every weekend.
• Past Continuous Passive
Example: We only noticed the mistakes when the book was being published.
• Present Perfect Passive
Example: Various models have been used to explain this concept.
21
Advanced Writing Skills • Past Perfect Passive:
Example: They emailed us to say that the shipment had been delayed.
The passive forms of the verb in different tenses would look as follows:
Tense Simple Continuous Perfect
Present Is / am / are + past Is / am / are + being + Has/have+ been +part
participle past participle participle
Past Was / were + past Was/were + being + Had + been + past
participle past participle participle
Future Will/ shall + be + - -
past participle

Activity
5) Change the following sentences into the passive voice. Omit the doer where
it is necessary.
i) China produces these types of telephones
..............................................................................................................
..............................................................................................................
ii) We make water from a mixture of hydrogen and oxygen.
..............................................................................................................
..............................................................................................................
iii) Someone hit my car from the back.
..............................................................................................................
..............................................................................................................
iv) Employers pay many manual workers weekly.
..............................................................................................................
..............................................................................................................
v) Madam Curie discovered Radium.
..............................................................................................................
..............................................................................................................
vi) They announced the winners of the Nobel Prizes in Physics and
Chemistry yesterday.
..............................................................................................................
..............................................................................................................
vii) Countries store most nuclear waste underground.
..............................................................................................................
..............................................................................................................

22
 viii) If there is a vacancy, we first ask suitable in-house candidates to apply. Basic Features of Proposals

..............................................................................................................
..............................................................................................................
ix) They have cleared all the roads in this area due to VIP movement.
..............................................................................................................
..............................................................................................................
x) They elected a new mayor yesterday.
..............................................................................................................
..............................................................................................................
6) Rampur as a small city has changed a lot in the last 10 years. Rewrite the
sentences below about Rampur using the passive form. The first one is
done for you.
i) They built a new stadium. A new stadium was built.
ii) They are building a new hospital.
..............................................................................................................
..............................................................................................................
iii) They will finish it by next December.
..............................................................................................................
..............................................................................................................
iv) They have knocked down the old shopping complex.
..............................................................................................................
..............................................................................................................
v) They are going to build a new modern one soon.
..............................................................................................................
..............................................................................................................
vi) They are constructing a new multiplex movie hall.
..............................................................................................................
..............................................................................................................

15.7 SUMMARY
In this Unit, we have examined the need for writing a proposal, the features of
proposals and the framework of proposals. The language functions used are:
describing, justifying and persuading. In the grammar section, we concentrated
on the passive form.

23
Advanced Writing Skills
15.8 ANSWERS TO ACTIVITIES
1) i) Library automation,
ii) Setting up of digital library
2) Do it yourself.
3) We have given some sample proposals. You could have your own list.
i) Providing computer labs with internet facilities.
ii) Starting clubs.
iii) Starting new courses.
iv) Opening a new branch of a bank.
v) Providing crèches for children of employees.
4) Refer to section 15.5
i) These types of telephones are produced by China.
ii) Water is made from a mixture of hydrogen and oxygen.
iii) My car was hit from the back.
iv) Many manual workers are paid weekly by employers.
v) Radium was discovered by Madam Curie.
vi) The winner of the Nobel Prize in Physics and Chemistry were
announced yesterday.
vii) Most nuclear waste is stored underground.
viii) If there is a vacancy, suitable in-house candidates are asked first to
apply.
ix) All the roads in the area have been cleared due to the movement of
VIP.
x) A new mayor was elected yesterday.
6) i) A new hospital is being built.
ii) It will be finished by next December.
iii) The old shopping complex has been knocked down.
iv) A new modern one is going to be built soon.
v) A new multiplex movie hall is being constructed.

15.9 ANSWERS TO SELF CHECK EXERCISES

1) Sentences 1-3 perform the function of describing the situation on M.G. Road.
2) Sentences 4 and 5 state the problem. Traffic on M.G. Road makes it
impossible to cross the road during the day time and school children and
college-goers are forced to make use of transportation even for a short
distance.
3) The solution proposed is that of building three foot-over bridges at 1.5 km
distance from each other.
24
4) The verb forms in sentences from 1-5 are stative verbs. Basic Features of Proposals

5) To ease
6) The modal verb ‘should’ is indicative of obligation.
7) The passive voice used in the sentence to put the onus on the authorities
concerned.
8) The first sentence gives the information that a proposal has been submitted
for setting up a departmental library in the Commerce Department of the
M.G.L University.
9) The second sentence conveys the need for the departmental library. There
are undergraduate students who have had their schooling through non-
English medium. They want to acquire proper reading skills and have
expressed a desire for focused training in English language skills.
10) They last two sentences justify the need for a departmental library. There is
persuasion for the proposal to be implemented.
11) The information conveyed here consists of- the proposal made, to whom it
is addressed and by whom the proposal is made.
12) The proposal is for acquiring space for a new library in the city of Trivandrum.
13) It is addressed to the Mayor of the city of Trivandrum.
14) It is proposed by the Director of the Heritage Library Committee.
15) This summary indicates the need for a new library in the city of Trivandrum
in Kerala.
16) The summary advocates the need for a new library in Trivandrum. The
growing population of avid readers is stated as the main reason. It also
includes the suggestion for a suitable space for this library. It indicates how
the cost of investment can be compensated for.
17) Yes, the reader will view the proposal favorably since the reason for setting
up a library is valid.
18) This section acquaints the reader with the background which justifies the
need for the new library.
19) The sentences describe how a space has been identified for the Heritage
library and why it is a suitable space.
20) This section gives the rationale for setting up a new library in Trivandrum.
21) The connecting link between the rationale section and the proposal section
is the need for a new library.
22) The link is needed because it gives a logical flow and cohesion to the
proposal.
23) The proposal also mentions the need for shelves to be built for placing the
books and DVDs as well as a need for tables and chairs for people to sit and
read. It also indicates the plan to build a separate cubicle to accommodate a
cyber zone on the first floor.
25
Advanced Writing Skills 24) This section gives the reader an idea of the expenditure to be incurred.
25) This section is a concrete way of looking at the estimated budget involved
in implementing the proposal. It shows the proposal to be economically
viable.
26) This section highlights the benefits of the proposal.
27) The proposal is convincing as it deals in detail all the pros and cons involved
in implementing the proposal.
28) The section concludes the proposal in a logical and convincing manner.
29) The section is needed because it persuades the reader to make a favourable
decision at the earliest.
30) Executive Summary: paras 1, 2
Statement of Problem: para 3
Objectives: 5,6
Plan Proposal: 7
Work Plan: 8,9,10
Total Budget Estimates: 11
Conclusion: 12

15.10 REFERENCES AND FURTHER READING

Brock, S. L. Writing Business Proposals And Reports 01 Edition, Viva Books
Pvt Ltd. New Delhi, 2004, Print.

Forsyth, P. How to Be Better at Writing Reports and Proposals, Kogan Page

Ltd., 2009, print.

Hamper. R. J. Baugh, L. Handbook For Writing Proposals, Second Edition, Print,

Paperback, McGraw Hills, print, 2011.

26
 Basic Features of Proposals
UNIT 16 WRITING REPORTS
Structure
16.0 Objectives
16.1 Introduction
16.2 Warm Up
16.3 Types of Reports
16.4 Style, Structure and Order
16.4.1 Style of a Report
16.4.2 Structure of a Report
16.4.3 Order of a Report
16.5 Example of a Report: Internal Inquiry Reports
16.6 Listening Comprehension: Some Tips on Presenting A Report
16.7 Grammar: Reduced Relative Clauses
16.8 Summary
16.9 Answers to Self Check Exercises
16.10 References and Further Reading

16.0 OBJECTIVES
In this Unit, we will discuss writing of reports. After reading the Unit, you will
be able to:
• describe the types of reports with special reference to those that are useful
to the library staff;
• explain the style, structure and order of reports;
• be conscious of some broad tips on report writing;
• use reduced relative clause in your writing and speech; and
• prepare an internal inquiry report.

16.1 INTRODUCTION
Reports are a necessary part of on-the-job communication. As a librarian we
have to write reports of different kinds. These may be short reports in the form of
a memo or a letter or longer reports which may be in manuscript form. Sometimes
these reports are submitted within the organisation—in fact there are times you
may be asked to write a report by a senior in your organisation.

You may ask ‘what is a report?’Although the term is used to refer to hundreds of
different types of written communication, a report can be simply defined as an
organised presentation of information which serves an immediate and practical
need by furnishing requested or needed ideas. For example, you have to write an
appraisal report of a junior or a progress report of an ongoing project that you
may have taken up. Your chief librarian may ask you to recommend some
equipment that is required for the library—then you have to write a
‘recommendation report’, and so on.
27
Advanced Writing Skills In this Unit we will make you aware of the different types of reports that you
may have to write in the course of your working life as a librarian.

16.2 WARM UP
Reports may be of various types: meant for internal audience or external audience;
narrative or statistical; periodic or one off; short or detailed; formal or informal;
confidential or open; and so on.

Visit a nearby library and study different types of reports and write down the
titles of at least five reports below:

1) ......................................................................................................................

2) ......................................................................................................................

3) ......................................................................................................................

4) ......................................................................................................................

5) ......................................................................................................................

Study the structure of these reports in details, and write down five main headings
that are common in these reports:

1) ......................................................................................................................

2) ......................................................................................................................

3) ......................................................................................................................

4) ......................................................................................................................

5) ......................................................................................................................

16.3 TYPES OF REPORTS

Reports can be classified in many ways: by their contents (e.g., feasibility reports,
survey reports, etc.), by their function (e.g., informational, analytical,
recommendatory), by their format (e.g. memo reports, letter reports, formal
reports, informal reports), by time (periodic reports, progress reports, final
reports), and so on. While all these parameters (content, function, format, time,
etc.) are relevant and useful for classifying reports, they lead to several
subcategories of reports which are not very relevant and useful when your aim is
to learn how to write reports. For the purpose of learning report writing, the
most useful parameter is a very simple one: length. On the basis of length, we
can divide reports into two types: short reports and long reports. By a short
report we mean a report that is up to 10-12 pages long, while a long report is
anything above this and may run into several volumes. A good number of features
of reports can be described in terms of length: for example, long reports are
always written and presented in a formal style. Short reports are much more
informal. Similarly, long reports are always presented in a manuscript format,
whereas short reports are mostly sent in the memo or letter format.
28
Next to length, the parameter of function is the most important. The purpose of Writing Reports
most official reports, as we stated above, is to convey information about some
aspect of any organisation, so most organisational reports are informational.
Periodic reports, progress reports, lab reports, survey reports, etc. are all
information reports. Sometimes you may be asked to provide not only information
but also your analysis of the information, i.e. your interpretation of the facts, to
help the management take decisions. Such reports are called analytical reports
(or interpretive reports). Analytical reports contain information and analysis:
they do not contain recommendations for action. If you are asked to include
recommendations for action too in your report, it becomes a recommendation
(or recommendatory)report.

The third important parameter is that of style. By style we mean essentially the
degree of formality in the presentation of the report. There are a number of factors
which influence the choice of style in a report, and a number of features in the
report in which this choice is expressed. On the basis of this parameter we divide
reports into formal and informal.
The question of style is closely linked to that of format. Like simple messages,
reports too can be sent in the memo format or the letter format. The letter format
is used when the report is to be sent outside the organisation: such reports are
always written in the formal style. Internal reports are sent in the memo format
unless they happen to be long, in which case they are sent in the manuscript
format. Manuscript reports, as we stated above, are always in the formal style;
memo reports may be written in the formal or the semi-formal style. What style
the writer chooses depends on a number of factors.
Let us discuss the characteristics of reports.

Conciseness
Most official reports are short, as they should be. That is, they never exceed a
few pages. As we had occasion to mention several times before, conciseness is
one of the basic qualities of official writing.

Accuracy
The second aspect is accuracy. Accuracy means “telling it as it is”, “telling it
concretely” and “telling it all”. The first, in the context of project reports, means
not making the project appear closer to, or farther away from completion than it
really is. The second, “telling it concretely”, means using quantitative instead of
vague and imprecise descriptions. Say: “the project will be ready for final
assessment in three weeks”, rather than “The project will take some more time
to complete”. The third “telling it all” means what it says: don’t hide anything.
There may be problems and complications, including some created by your own
mistakes, and you may be tempted to conceal them lest they reflect on your
capability. Concealed mistakes tend to have a multiplier effect and may well
come back to haunt you later. Moreover, the management appreciates a candid
estimate of all problems so that they can be addressed in good time.

Format
The third virtue of a good report is the right format. Reports, as we saw above,
can be sent in three formats: the memo format, the letter format and the manuscript
format.
29
Advanced Writing Skills Objective
It is important to be objective. Don’t let your personal feelings about things
influence your analysis. For example, if you have been asked to submit a report
on whether or not the Heritage Library should open a new branch at Patna, don’t
give a favourable report just because it happens to be your hometown.

Evidence
Lastly, provide solid evidence. Don’t base your analysis on flimsy evidence. Do
not make a recommendation based on a single piece of evidence, collect solid
and irrefutable support for your analysis. If such support is not available and you
still want to offer an analysis or a recommendation, say why. Normally, mere
hunches are not acceptable reasons for recommendations.
Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
Answer these questions briefly.
1) Reports are said to be a management tool. What is this tool used for? Give
examples.
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) How are informational reports different from analytic reports?
......................................................................................................................
......................................................................................................................
......................................................................................................................
3) Name three types of informational reports.
......................................................................................................................
......................................................................................................................
......................................................................................................................
4) Define ‘Accuracy’.
......................................................................................................................
......................................................................................................................
......................................................................................................................

16.4 STYLE, STRUCTURE AND ORDER

In this section, we shall discuss the style, structure and order of a report.

30
16.4.1 Style of a Report Writing Reports

We have discussed so far some qualities of a good report. For example, we said
that reports in general should be brief and should be written in the right format.
Further the informational content of the reports should be accurate (i.e. should
be factual, should not leave out any facts and should be conveyed concretely),
the analytical content should be objective, argued and well-supported with
evidence. These virtues are, by and large, welcome in all reports. However, all
the virtues of a good report cannot be laid down in absolute terms: i.e. in terms
which would be applicable to each and every report irrespective of any other
factors. In fact, a major virtue in a report is that it should be sensitive to factors
like who initiates it (the writer on his own or on the authorisation of another
person), who is going to read it and what his/her attributes are, what the subject
matter of the report is, etc. For example, a report that is to be read by the top
person in your organisation, whom you don’t even know personally, cannot be
written in the same style as a report which will be read by your immediate
supervisor with whom you are quite friendly. Similarly, a report requiring detailed
statistical information, would have to be presented in a different style from an X
report and so on. It is the influence of factors like these on the style and structure
of the reports that we will discuss in this section.

To keep the discussion simple and intelligible, we will confine ourselves to the
six main affecting variables (i.e. factors which affect the choice of styles,
structures, etc.) and the three main affected variables, as follows:
Affecting variables:
1) Who originates the report?
2) Who receives the report?
3) What is the subject matter of the report?
4) Where is the report to be sent: within or outside the organisation?
5) Why is the report being prepared?
6) How will the report be received?
Affected variables:
1) Degree of formality
2) Structure (or organisation)
3) Order (direct or indirect) or presentation
We will focus our discussion around the affected variables and trace the
relationship of each one of them to the affecting variables.

16.4.2 Structure of a Report

A formal report has a basic structure. It has several parts of which the following
six are the main ones. The structure of a report depends on a number of factors,
such as the purpose of the report, the audience (do they belong to the same
organisation or external are they especially internal or external), the convention
followed by the organisation, the format prescribed by the organisation. However,
any format chosen will usually have some or all of the following elements. This
is especially true in the case of longer reports.
31
Advanced Writing Skills 1) Title page
2) Abstract
3) Content page
4) Executive summary
5) Introduction
6) The body of the report
7) Conclusions / Recommendations
8) Bibliographical references
9) Appendices
A formal report will show all these parts and some others. Informal reports do
away with many of these parts: most are without Synopsis and Appendices and
some may also do away with Introduction and Conclusions. A Recommendatory
Report retains the recommendation section. Certain kinds of informal reports
retain Introduction and Conclusion. These reports can then be described as being
more formal than the ones that do without them.
Given below are details of the structure of a report:
1) Title Page
The information that should appear on the title page includes:
• The title proper, including sub-title if any.
• Name of the organisation / department who has prepared the report,
along with name and designation of the lead person.
• The Year ( and month) in which the report is prepared.
• Name of the recipient organisation /department and designation of the
person concerned.
2) Abstract
The abstract should present a very brief informative summary of the entire
report. For that reason it should be written only after the report is written.
The abstract should be brief having only one paragraph and not exceeding
250 words.
3) Content Page
As the name suggests, the content page will list all the numbered headings
of chapters/sections, following the same sequence as in the report, with
corresponding page numbers. The purpose of the content page is to help
the reader to locate the section or part of the document which they want to
read.
4) Executive Summary
The purpose of executive summary is very different from that of an abstract.
While abstracts are brief, executive summaries are more detailed and aimed
at a non-technical audience. Its focus is more the findings, conclusions and
recommendations. Though an executive summary should stand on its own,
it should not exceed more than two pages. Often recipients do not read the
32
 whole report, they just read the summary, and if needed read certain sections Writing Reports
of the report. So it is very important to make sure that the executive summary
captures all the important findings in the report.
5) Introduction
The purpose, aim and scope of the report should be stated in the introduction.
This section may also briefly describe the background to put the report in
context. The background can also be a section on its own, instead of being
part of an introduction. It should be a brief, not more than two pages and
presented in a few paragraphs.
6) Main Body
This will be the main part of the report, and its structure will depend on the
kind of report it is and the intended audience. It should give details of the
methodology used, the samples taken, details of the analysis of data, and a
section presenting the findings and comments on those findings.
7) Conclusions / Recommendations
It is in this section the interpretation of the results and conclusions arrived
at are given. If the results were discussed with anyone else before arriving
at the conclusions, mention it here. The conclusions should be listed in
order of priority, the most important one first and the least important one
last. The conclusion should answer questions such as the following:
What has the investigation shown?
How important are the conclusions for the organisation?
Where there any surprises, if so, what are they?
The recommendation / conclusions should be very specific, not vague
statements, and should be closely related to the aims stated in the earlier
section. If you are not happy with the conclusions, it should be mentioned.
This section can also list the specific action points and where to go from
here.
8) Bibliographical References
If any reference sources were used, it is necessary to list the details of those
sources here, following international standards for citing references.
9) Appendices
It is better to include certain type of materials as an Appendix (e.g. tables,
copy of questionnaires, etc.) instead of putting in the main body of the report.
In addition to these nine sections mentioned, some reports also may contain
sections such as:
• Glossary
• Abbreviations
• Acknowledgments

33
Advanced Writing Skills Report Layout
Unlike in an essay or a piece of prose, it is important to use a proper layout, with
sections numbered properly, in a report. The numbering system used to identify
different parts of a report has great significance. The normal practice is to use
one of the following two layout systems: decimal numbering or number-letter.
Once a system is chosen, it is essential to use the same system throughout and
consistently.

Decimal Numbering
Using decimal system for numbering content is very popular. The convention is
to use the decimal system in the following way:

The main sections 1.0 2.0 3.0 4.0 (zero can be omitted)
( level 1 headings)

Main divisions of sections 1.1 1.2 1.3 1.4

(level 2 headings)

Sub-divisions of main divisions 1.1.1 1.1.2 1.1.3 1.1.4

Alpha-numeric System
Here a combination of letters and numerals are used to number sections, where
the main sections are denoted by a single letter and the sections under it are
denoted by numerals, as shown below:
The main sections A B C D
( level 1 headings)
Main divisions of sections A.1 A.2 A.3 A.4
(level 2 headings)

Other Systems
Though the two systems mentioned above are the popular ones, writers often
use other systems also, such as I, II, III,IV, V and a, b, c, d, e or any combinations
of letters and numerals, e.g. 1.a, 1.b; I.A, IIA, and so on.

Such systems of numbering help the reader to gain a strong indication of the
relatedness, and relative importance of the parts of the text.

16.4.3 Order of a Report

One can adopt a direct or an indirect approach to the presentation of the message
in a report. How will a report be received? Anyone who submits a report has
some idea of how the report is likely to be received by the audience: favourably
or unfavourably? Is the audience going to be receptive or not? If s/he feels that
the audience will be receptive, i.e. her/his report will be received favourably,
s/he can adopt the direct approach; if s/he feels that the audience will not be
receptive and the report may be received with skepticism, or if s/he has no idea
whatsoever about the attitude of the audience, s/he will be safe using the indirect
approach. Let us explain why.

34
By the direct approach we mean presentation of the main idea of the report (the Writing Reports
main recommendation, finding, conclusion, etc.) at the very outset. The details,
supporting arguments, justification or whatever else there is, follows the
presentation of the main idea. The advantage of the approach is that the audience
does not have to wait till the end to find out what your main conclusion or
recommendation is. Once the main idea is clear to the audience, they find it easy
to assimilate it and either agree or disagree with it. No one is left in any doubt. A
report which follows the direct approach also creates a positive impression of
the writer. The writer is shown to be sure of her/himself and not trying hide her/
himself in a maze of arguments or details.

However, this kind of report produces a positive effect only if the audience already
has some confidence in the writer, e.g., in an authorised report. If you have just
joined an organisation and this is your first report, and if the organisation also
happens to be a status conscious one, you would be better off eschewing the
direct approach and using the indirect one. In the indirect approach, you win
the confidence of the audience gradually by presenting your arguments for the
audience’s evaluation one by one, and by building up, through a process of slow
accumulation, an impressive array of argument and evidence before drawing
your own conclusions and making your recommendations. The impression that
you thus produce is that you have not pre-judged the issue, that you have not
only been quite objective in collecting your evidence, you have also offered it
for the reader’s own inspection, along with all the facts. Even a hostile audience
can be won over by an approach of this type.
Self Check Exercise
Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
5) What are the affecting variables and the affected variables? What is the
relationship between the two?
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
6) What style of writing, formal and informal, would you use if the person
who was going to receive your report was:
a) Your friendly supervisor
b) Chief Librarian
c) A very status conscious Senior with whom you had only an official
relationship.
...............................................................................................................
...............................................................................................................
...............................................................................................................
35
Advanced Writing Skills 7) Arrange these sentences in order of formality from the most to the least
formal:
a) I say, let’s advertise the post right away.
b) I recommend that the post be advertised immediately.
c) I think we should advertise the post as soon as possible.
d) The Chief Librarian is of the opinion that the post should be advertised
without any further delay.
...............................................................................................................
...............................................................................................................
...............................................................................................................

16.5 EXAMPLE OF A REPORT: INTERNAL

INQUIRY REPORTS
A library can be beset with various problems which need to be attended to
immediately as they will affect its smooth running. It needs to look into problems
related to book procurement and placement, customer satisfaction, employee
satisfaction, salary structures, competition or problems related to all of these.
When such problems arise, committees are appointed to study the problems and
suggest solutions. The scope of each issue is defined as well as the time specified
for the report to be submitted. In this section we will study a sample of this kind
of report. It is an in-house report. The boxes on the left indicate the tense and
grammatical forms used. The boxes on the left indicate the content. As you read,
understand why a particular tense is used for a particular section.

LETTER OF TRANSMITTAL

28 February 2…
Mr. Saurabh Kumar
Address Senior Librarian
Biblio Library
Mumbai

Dear Sir,
Present
Continuous I am submitting the report compiled by the Special Committee
appointed by you to examine the causes of growing customer Topic
dissatisfaction with the services of Biblio Library.

I hope that the recommendations of the Committee will help us

Present for set right the problems raised by members of the library as we
future as the employees. These will help our library be back on the
indication right track.

Yours truly,
Beni Kumar
Assistant Librarian

36
 Writing Reports

REPORT ON
GROWING CUSTOMER AND EMPLOYEE DISSATISFACTION Title

Submitted to
Mr. Saurabh Kumar
Senior Librarian
Senior BIBLIO Library,
official
by
Beni Kumar
Assistant Librarian, Delhi Person
responsible
28 February for the study

Language focus: A report is written on something.

A report is submitted to someone by someone.

EXECUTIVE SUMMARY

A Special Committee consisting of five members appointed by

Past the Chief Librarian inquired into the causes for growing Purpose
customer and employee dissatisfaction that have plagued
Present BIBLIO Library for a year now.
Perfect
Surveys and interviews indicated that customer complaints
were related to poor maintenance of books, lack of Data
Past information on the library website, delay in getting the latest collected
editions of journals and magazines, and poor in-library
service.

The staff response to the above complaints was that it

Past was a result of understaffing, long working hours, low
wages and weak communication channels between the Feedback
employees and the management. Poor service was also from
the result of insufficient procurements and stocking and staff
lack of communication between the employees and the
management.

Present Recommendations include increase in compensation,

rationalising working hours, open channels of Recomm
communication between staff and customers, endations
management and operations.

37
Advanced Writing Skills
TERMS OF REFERENCE
The following were the members of the Special Committee, set up by Sign-
the Chief Librarian, to investigate the reasons for increasing customer posting
and employee dissatisfaction at BIBLIO Library: listing
Mr. Saurabh Kumar, Senior Librarian.
Mr. Pranav Sudhir, Assistant Librarian (Collection & Maintenance)
Ms Christine Thur, Assistant Librarian (e-library)
Mr. Akhil Singh, Assistant Librarian (Periodicals and Journals)
Mr. Beni Kumar, Assistant Librarian
The committee was asked to study the reasons for the customer and
employee dissatisfaction during the year 20xx – 20xx. They had to
Past examine the customer complaints and employee responses and submit
Passive its report to the Chief Librarian by March 5, 2….

BACKGROUND
Discussing
Past Biblio Library was established in 2001. Being a centrally issues and
located public library it soon became a regular haunt of the giving
city’s bookworms. However, lapses in the services have reasons for
Present Perfect resulted in several complaints from the library members. the study

Growing discontent among the employees has been noticed

Present Perfect
which in turn has adversely affected their performance. The
Committee was appointed to look into the causes for this
Past through direct interaction with the library members and
employees with a view to getting the library back on rail.

To+verb
OBJECTIVES
To study
a. customer discontent
b. employee behaviour and
c. and recommend remedial measures

PLANNING
Past A preliminary meeting of the committee was held on August 7, Step 1
passive 20… to decide upon the modalities of the inquiry.

It was decided that five representatives including the Senior Decision

Modal verb
in passive
Librarian, Assistant Librarian (Collection & Maintenance), a
to indicate Assistant Librarian (e-library) and Assistant Librarian (Periodicals
future and Journals) will be part of the Committee. Ten representatives
of the Employees’ Union would also be invited to attend a
meeting to understand the employees’ perspective of the
problems on Aug 15, 2...,

Survey questionnaires would be distributed to 100 members of b

the library to obtain information regarding the library services.
Long-standing members would be identified and contacted
c
personally or via telephone.
38
 Writing Reports
The responsibilities were divided among the Committee members
as follows:
Senior Librarian: Overall Coordinator
d Assistant Librarian ((Collection & Maintenance): Reasons for poor
maintenance of the books.
Assistant Librarian (e-library): Reasons for the problems in the library
database.
Assistant Librarian (Periodicals and Journals): Reasons for delay
in getting the latest editions of journals and magazines
Assistant Librarian: Reasons for discourteous behaviour by
employees, lack of motivation
The entire process would be completed by February 1, 2…. and
the report submitted by February 28, 2…

PROCEDURE
Past A series of 5 meetings was held with the staff to gather Step 2
passive
first-hand information on the various aspects of operational
difficulties once a month.
Past
passive The meetings were held in a democratic manner to allow
for free and frank expression of views.
Step 3
Past Survey forms were distributed to 50 library members and
passive detailed information regarding various service aspects was
gathered.
Past
passive The findings are reported in the next section. Step 4

FINDINGS related to employees

Finding 1
Sources: meetings, interactive sessions, personal
investigation.
Signposting
The major reasons of employee dissatisfaction:
Present
perfect The employee wage structure has remained the same for
the past five years. The employees want an increment in their Point a
wages.
Present The library does not compensate for overtime when b
perfect employees stand in for absentees. Facilities for pick-up and
drop of staff have become very irregular resulting in late
reporting for duty and leaving later than duty hours.
Present BIBLIO Library management adopts a very stiff and c
unsympathetic attitude towards employees’ personal
problems. There is no one to go to when there is a crisis.

Present Lack of proper communication between the management and d

the employees results in poor coordination of the library
activities.
e
All these problems affect the overall performance, motivation
Present and skills of the employees resulting in angry outbursts and
discourteous behaviour with the library members. This has Summary
been detrimental to Biblio Library’s public image.
39
Advanced Writing Skills Graph showing the comparative average wage structure of four private libraries
in the city:

Graph showing the percentage of dissatisfaction of employees about various

issues:

FINDINGS related to library members.

Findings
Sources: questionnaires, personal investigation by II
Mr. Pranav Sudhir and Ms. Christine Thur
Present
The following are the major problems faced by the library Signposting
members:

Poor maintenance of books: Books were often found

Past a
in a bad state. Missing pages and torn covers were
passive
common. In addition to that they were not arranged
properly, making it difficult for members to find the books.
b
Non-availability of latest editions of journals and
Present periodicals: Often the latest editions of the various
academic journals as well as periodicals are not available
for issue. Sometimes certain issues would be available
only after several months of publication.
c
Lack of information on the library database: The library
website is not updated regularly. Some of the links were
also not functioning properly.

Past Lack of courtesy: Members reported several instances d

of indifference and curtness by library staff when they
were approached for help with problems.

40
 Writing Reports
RECOMMENDATIONS

On the basis of the above findings, we recommend the

Nominalised following:
Constructions
Link
Notice 1 A 5% increase in wage structure and allowances. with
prepositions previous
following section
subjects
2 Rationalization of working hours. Compensation for
overtime.
List of
3 Intensive training programmes for the employees in recommendations
a, b
people relations management.

4 Open communication systems between management

and employees. c

5 Training the library staff in proper cataloging and

maintenance of books. d

6. Ensuring that there are weekly meetings to review if the

library databases are up-to-date and that the latest e
issues of periodicals and journals are in place.

CONCLUSION Summary
Present statement
The committee suggests an immediate implementation
of the recommendations.
Future
indications It suggests that BIBLIO Library should concentrate on
arriving at earliest possible solutions of the problems at
hand.

Self Check Exercise

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
8) Summarise the above detailed report as a letter.
.....................................................................................................................
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.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
41
Advanced Writing Skills 9) What is the purpose of this report?
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
.....................................................................................................................
10) What are the functions of each section?
.....................................................................................................................
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16.6 LISTENING COMPREHENSION: SOME TIPS

ON PRESENTING A REPORT
Self Check Exercise

11) Listen to some tips in good report presentations. Tick the tips that are
mentioned by the speaker. Put a across against those that are not. You may
play the CD provided and listen to the audio as many times as you require.
Please note that the text of the audio has been provided in the answers
section.
1) A report is not something totally set apart from other forms of writing.
2) It is important to use a distinctive style in writing a report.
3) The language of a report needs to be lucid, direct and economical.
4) The author of the report needs to put himself/herself in the background
so that the subject gets the primary attention.
5) Don’t put more than one important idea under the same heading and
sub-heading.
6) Allow adequate space between the elements of your report.
7) It is better to use formal language only.
8) Do number each page.
42
 9) A good report shares the background with the speakers. Writing Reports

10) Label the tables, graphs etc in a report.

16.7 GRAMMAR: REDUCED RELATIVE CLAUSES

Adjective clauses can also be reduced to phrases, which modify the noun,
without changing the meaning of the sentence.
Let’s look at the rules for reducing adjective clauses used as subject of the clause.
1) Omit the relative pronouns who, which, that and the be form of the verb
(is, was, were, etc.)
Example:
a) A report is a formal written document on a particular function or an
operation which is carried out at the workplace.
2) In adjective clauses that do not contain the verb be, it is often possible to
drop the relative pronoun, and change the verb to its –ing form.
Examples:
a) IIC members who have their library tickets may borrow books.
b) IIC members having their library tickets may borrow books.
3) Some adjectives clauses can be reduced to appositive phrases. An
appositive phrase is simply placing one noun or noun phrase next to
another, with a comma between them.
Examples:
a) Mrs. Gupta, who is our MD, is very fond of parties.
b) Mrs. Gupta, our MD, is very fond of parties.

Self Check Exercises

Note: i) Write your answers at the space given below.
ii) Check your answers with the answers given at the end of this Unit.
12) Which of the following phrases can be considered ‘reduced’ versions of
relative clauses?
i) The lady in the front row
ii) The worker in the street
iii) The voice of authority
iv) The destruction of the habitat
v) The point to consider
vi) The proposal discussed during the meeting
13) First pick out the adjective clauses. Then change the adjective clauses to
adjective phrases or appositive phrases.
i) Mr. Anil Kumar is the new Chief Librarian who is in-charge of the
Delhi Library.

43
Advanced Writing Skills ii) The employees who are in Mr. Kanwar’s library are having a great
time.
iii) Mr. Kumar has written books which are used in colleges all over the
country.
iv) He’s just completed a new book which is Working in a Library Can Be
Fun.
v) Library Science, which is a difficult subject, is made interesting and
entertaining by him.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................

16.8 SUMMARY
In this Unit, we made you aware of various formal aspect of a report. While
writing report, it is important to keep the audience in mind: the content, format,
structure, etc. will depend a lot on that factor. Grant making organisations will
normally have their own prescribed format for reports, and it is necessary to
follow that format. If any does not have such formats, one should arrive at a
format using elements described in this Unit. For internal reports too, one need
to understand the type of format popularly used in the organisation, and follow
that. Whatever format is used, it is most important to ensure that report is perfect
in every respect.

16.9 ANSWER TO SELF CHECK EXERCISES

1) Reports are used for collecting information about what is going on at the
lower levels in an organisation. For example whether organisation policies
are being implemented, organisation targets are being met, etc.
2) Informational reports convey only information; analytical reports also include
analyses of the information.
3) Progress reports; periodic reports, narrative reports
4) Accuracy means three things. 1) Tell it as it is. 2) Tell it concretely. 3) Tell it
all.
5) Affected variables describe certain characteristics of reports; affecting
variables describe the factors which determine in what form or degree these
characteristics will be manifested in the reports. They, thus, have a cause-
effect relationship.
6) (a) Informal (b) formal (c) formal

44
7) d-b-c-a Writing Reports

8) Do it yourself.
9) Do it yourself.
10) Do it yourself.
Text for listening:
• The language of a report needs to be direct, lucid and economical.
• Select good typeface and type size and use these consistently
throughout the report.
• Use distinctive styles for headings and subheadings.
• Don’t put more than one important idea under the same heading or
subheading.
• Allow generous spacing between the elements of your report.
• Highlight enumerated parts of the report by the use of dot points or
numberings.
• Number each page.
• Provide header and/or footer to make the report look professional.
• Use consistent and appropriate formatting.
• It is better to use formal language only.
• Label tables, figures, graphs, illustrations, maps etc for clarification
and cite the source.

11) Do it yourself.
12) i) The lady in the front row ‘reduced’
v) The point to consider ‘reduced’
vi) The proposal discussed during the meeting ‘reduced’
13) Adjective clauses:
i) who is in-charge of the Delhi Library.
ii) who are in Mr. Kanwar’s Library
iii) which are used in colleges
vi) which is Working in a Library Can Be Fun.
vii) which is a difficult subject,
Adjective phrases or appositive phrases.
i) Mr. Anil Kumar is the new Chief Librarian of the Delhi Library.
ii) The employees in Mr. Kanwar’s library are having a good time.
iii) Mr. Kanwar has written books used in colleges all over the country.
iv) He’s just completed a new book Working in a Library Can Be Fun.
v) Library Science, a difficult subject, is made interesting and entertaining
by him.

45
Advanced Writing Skills
16.10 REFERENCES AND FURTHER READING
Bentley, T. J. Report Writing In Business : The Effective Communication Of
Information PB 01 Edition, Viva Books Pvt. Ltd. New Delhi, 2004, print.

Bowden, J. Writing a Report: How to Prepare, Write & Present Really Effective
Reports, How To Books, 2011, print.

Greenhall, M. Report Writing Skills Training Course, Universe of Learning Ltd.

Lancashire, UK, 2004, print.

Kuiper, S. and Kohut, G. F. Contemporary Business Report Writing, South-

western Cengage Learning, USA, 2005, print.

Netzley, M. and Snow, Craig. Guide to Report Writing (Guide to Business

Communication Series), Prentice Hall, 2001, print.

46
 Writing Reports
UNIT 17 QUESTIONNAIRE METHOD
Structure
17.0 Objectives
11.1 Introduction
17.2 Questionnaire Method: Definition
17.3 Questionnaire Construction
11.7.1 Types of Questionnaires
11.7.2 Types of Questions
11.7.3 Use of Scales
11.7.4 Precautions
17.4 Pretesting of Questionnaire
17.5 Distribution of Questionnaire
17.6 Response Rate
17.7 Advantages and Limitations of Questionnaire Method
17.8 Summary
17.9 Answers to Self Check Exercises
17.10 References and Further Reading

17.0 OBJECTIVES
After reading this Unit, you will be able to:
• understand the meaning of questionnaire;
• state the methodology of its construction;
• learn the technique of preparing and pretesting the questionnaire and the
precautions to be taken;
• elucidate the administration of questionnaire distribution and collection;
• identify advantages and limitations of questionnaire method; and
• comprehend the emerging trends in this field.

17.1 INTRODUCTION
In the field of Library and Information Science, survey research is heavily used
in exploring the user information needs and use patterns. In order to strengthen
the information resources and services in the libraries the researchers conduct
surveys. These library surveys are attempted to gather data for investigations
and to know the characteristics of users, their needs, etc.

In survey research, the data is gathered by using three types of methods:

Observation, Interview and Questionnaire. In this Unit we will learn the technique
of preparing questionnaire, its distribution, advantages, limitations and emerging
trends in this area.

47
Advanced Writing Skills
17.2 QUESTIONNAIRE METHOD: DEFINITION
Questionnaire is an instrument of data collection. The researchers most commonly
use this method for collecting data. In order to gather data on a particular research
topic, the researcher lists the questions to which s/he requires answers. The list
of questions arranged in some order is either given personally, or sent / mailed to
the target population.
A questionnaire is a set of written questions for respondents to answer. These
answers become primary data for investigation. According to Krishan Kumar
(1992) “a questionnaire is a written document listing a series of questions
pertaining to the problem under study, to which the investigator requires the
answers”. Schvaneveltd (1985) defined questionnaire as “a data-gathering device
that elicits from a respondent the answers or reactions to printed (pre-arranged)
questions presented in a specific order.” Questionnaires are often used in surveys
as the primary data collection instruments.

17.3 QUESTIONNAIRE CONSTRUCTION

While preparing a questionnaire, caution must be taken in selection of questions
and variables so that the researcher could receive accurate answers to the issues
that a researcher wants to explore. The purpose of this type of data gathering
technique is to obtain valid and reliable information so that smooth investigation
can be conducted and the hypothesis can be tested. It is essential for the researcher
to have a clear understanding of the problem under study. Hence, s/he needs to
review the related literature before finalising the contents of the questionnaire.
Often you may require a covering letter to validate the authenticity of your
research. The covering letter explains the identity of the researcher, the objectives
of the research. It also includes the need for questionnaire to be addressed to the
respondent. It should tell the respondents what use will be made of the results
and precisely what will happen to their answers. Hence, a covering letter,
requesting the respondent for cooperation should explain the purpose of the
questionnaire, while ensuring the confidentiality of their answers. This assurance
will motivate the respondents to express their views freely.
Please find below a specimen copy of the covering letter is given:
For Private Circulation Only
Questionnaire
Impact of the Internet on Scholarly Communication of Social Scientists of Central
Universities in Delhi
Dear Respondent,
I am conducting a research on the impact of Internet on scholarly communication of
social scientists. In this connection I have designed a questionnaire to get the responses
of social scientists. I request you to spare some of your valuable time in filling in this
questionnaire. The answers will be kept confidential and will be used for the purpose
of research only.
Please find enclosed the questionnaire and a self addressed stamped envelope. You
are requested to fill the questionnaire and post it within a week. Your cooperation in
this regard will be highly appreciated.
With thanks
Yours sincerely,
48 Name and address of the Researcher
Only those types of questions should be asked which the target population can Questionnaire Method
understand and has the knowledge to answer them. Williams (1997) is of the
opinion that researcher should conduct some fieldwork with the target group in
the form of interview or observation work. This in turn assists the researcher in
knowing the pulse of the sample and also their reaction to a particular section of
the questionnaire.
In the mailed questionnaire stamped self-addressed envelope should be provided.
Reminders should be sent two to four weeks after posting the initial questionnaire.
Let us look at some of the steps that should be followed in constructing a
questionnaire and writing the final report.
Steps to be followed in questionnaire construction and writing the report:
1) Determining the scope of the questionnaire.
2) Deciding the type of questions (close ended or open ended) to be asked.
3) Preparing the draft questionnaire.
4) Pretesting the questionnaire with a sample population.
5) Revising the questionnaire according to the suggestions received.
6) Distributing of the questionnaire to the actual sample.
7) Sending reminders to the population under study.
8) Receiving the responses.
9) Analysing and interpreting of the data received.
10) Writing the report.
Length of the Questionnaire
There is no prescribed length for a standard questionnaire. However, there is a
belief that if the questionnaire is too long its response rate drops. Length of the
questionnaire depends on the topic of the research problem and size of the target
population. The response rate may vary according to the type of clientele as
well. The length of the questionnaire must definitely take into consideration the
cost and the willingness of the target population to answer. Hence, a general
statement about the length of questionnaire cannot be made.
Questionnaire is not simply listing of relevant questions on a subject. The
researcher must know what is the objective of the research undertaken and what
type of questions to ask. Questions should be such which will elicit the required
information.
Guiding Principles to be followed in the questionnaire:
1) It should be self-explanatory.
2) Questions should be restricted to close ended as opened ended questions
could receive vague and incomplete responses, which are difficult to interpret.
3) Less number of questions in the questionnaire helps in receiving high
response rate.
4) Attractive layout of the questionnaire is necessary. It helps in completion of
the questionnaires.
5) Proper instructions should be provided to the respondents in filling up the
questionnaire. 49
Advanced Writing Skills Self Check Exercise
Note: i) Write your answer in the space given below.
ii) Check your answer with the answer given at the end of this Unit.
1) Explain why length of a questionnaire determines its response rate.
......................................................................................................................
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2) Why covering letter is necessary in a mailed questionnaire?
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17.3.1 Types of Questionnaires

Mc Kornam (1996) categorized questionnaires into three types: i) Mailed
questionnaire ii) Group administered questionnaire iii) Personal contact
questionnaire.

First of these three types is a postal questionnaire. Williams(1997) calls this type
self-completion questionnaire. This type has a pre determined set of questions.
The respondents are provided with self-addressed stamped envelope to return
within two to four weeks after posting the questionnaire. This type of questionnaire
contains a covering letter, which explains the purpose, objectives of the research.
It also requests the respondent for co-operation and assures them of confidentiality
of their answers. This type of questionnaires costs less compare to other types.
Respondents can take their own time in filling it. The advantage of this type is
that it covers a wider geographical area. The biggest disadvantage of mailed
questionnaire is low response rate. While most of the questionnaires return after
two weeks, some may even return after two months adding to the time and cost
of data collection. Mailed questionnaire may be filled by someone other than the
respondent. The answer may also be incomplete; incomplete questionnaire
sometimes pose a serious problem at the time of analysis of data.

The second type is group-administered questionnaire. In this method the

respondents gather at one place and complete the questionnaire. This type of
method is basically used by the teachers to gather data on any research query. In
the third, category the researcher and the respondents come together and
questionnaire is filled in the presence of the researcher or by the researcher.

50
17.3.2 Types of Questions Questionnaire Method

What type of Questions should be included in the questionnaire for survey

research? There is no unanimity on this issue. Each type has its own advantages
and disadvantages. Numen (1997) asserts: “The crucial issue is not which form
is best. Rather it is under which conditions a form is most appropriate”. The
choice of questions also depends upon the topic of research, the target population,
etc. Survey questions can be grouped into two categories i.e. open ended and
close-ended questions.

Open Ended Questions

Open-ended questions give liberty to the respondents to express their views.
They give tremendous freedom to the respondents to answer according to their
interpretation. Given below is an example of an open-ended question.

Example of Open Ended Questions:

Can you suggest some ways to further improve the use of Internet in your research?
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
Advantages of Open Ended Questions
• Unanticipated answers can be obtained from the respondents.
• Researcher can get the real views of the respondents.
• Respondents can give their views in their own language reflecting creativity,
self expression and richness of detail.
• Such answers reveal the logic of the respondents.

Disadvantages of Open Ended Questions

• Responses can be vague, irrelevant or not to the point.
• Many interpretations of the same question may not lead to valuable analysis.
• Coding of the responses is not possible.
• Respondent needs more time to answer.
• More space is required for answers in the questionnaire.
• Respondents may use different terms for the same concept.
The responses to open ended questions are difficult to analyse but not impossible.
The researcher has to carefully study the responses and put them in different
categories. This process may be very time consuming.

Close Ended Questions

Close ended questions are best suited for large-scale surveys. They are easier
and quicker for the respondents as well as for the researcher. The Close-ended
51
Advanced Writing Skills questions in the questionnaire may sometimes suggest strange results. This
problem can be overcome by taking interviews, which can supplement the
information on the close ended questions.

There is another problem faced by the researcher while formulating different

choices for a particular question. If the choices are less the desired results cannot
be achieved. If the choices are too many, it may confuse the participant and
appropriate answers cannot be received.

Close-ended questions are provided with a list of accepted answers. A respondent

has to pick and choose the right answers. The responses chosen by respondents
may be best suited to them but they may not be the correct answers. There is a
possibility that the list of alternative answers may not be sufficient for the
respondent, hence, limiting his/her options. Given below is an example of a
close-ended question.

Example of Close Ended Question:

Given here are some reasons with regard to dissatisfaction with the current state
of Internet based resources. Rank your answers by 1,2,3….. etc. Rank no. 1 is
for the highest.
• There is dearth of research resources on the net _____.
• Instability of e- resources——.
• Difficulty in verifying the authenticity of information on the net ———.
• The state of Indexing and Search engines not helpful ———.
• Lack of standardization ———.
Paul Burton further classifies the close ended questions into single choice or
multiple-choice questions.

Example:

Single choice question:

Gender: Male Female

Multiple-choice question:

Which of the following computing skills do you have?

Word processing Internet browing E-mail etc.

Databasse Power point

searching

Any other please specify ........................................

Advantages of Close Ended Questions

• Cost effective.
• Answers of the respondents can be compared.

52
• Easy for respondents to answer. Questionnaire Method

• Easy to code and tabulate.

• Performance of the respondents is more reliable.
• Researcher can also reliably interpret the answers.
• Sensitive questions can be properly answered.
• Less number of confused answers.
• Less knowledgeable persons can also answer.
• With limited number of answer options, the possibility of getting enough
responses to the options or categories may be useful for analysis.
Disadvantages of Close Ended Questions
• Ideas of the researchers are imposed on the respondents.
• Less knowledgeable can also answer due to the availability of multiple
choices.
• It is possible that respondents get frustrated by not getting the desirous options
of their choice.
• Multiple choices from the researcher may be confusing for the respondents.
The disadvantages of both types of questions can be reduced if there is a judicious
mix of both the categories in the questionnaire. Most of the questionnaires mix
these two types. Open and close-ended types of questions are required to get
facts or opinions of the respondents. Which type of the questions will be adopted
will depend on various factors. For quantitative data, factual questions are
required. In this case close-ended questions will suit the most. For qualitative
data the open-ended questions are required though they are less easy to categories
and less amenable to computer techniques.

Framing of Questions
Before framing the questionnaire the researcher has to review the literature on
the area to determine the type of questions to be asked. Flower (1987) has
suggested four queries to be addressed before finalising a question in the
questionnaire.
1) Is this a question that can be asked exactly the way it is written?
2) Is this a question that will mean the same thing to everyone?
3) Is this a question that people can answer?
4) Is this a question that people will be willing to answer, given the data
collection procedure?
Terminology and jargon play a very important role in obtaining relevant responses.
The researcher who is immersed in the subject sometimes forgets the target
population’s limited knowledge to understand the terms. Paul Burton suggests
that to overcome the problem of use and relevance of technical terms, pretesting
the questionnaire is essential. Pretesting may also help in eliminating ambiguity
in the questions. For example, questions on frequency of use, visit to the library,
etc. should not use the terms like ‘Frequently’, ‘Often’, and ‘Occasionally’ as
the users may interpret these terms differently.
53
Advanced Writing Skills While drafting close ended questions, the researcher has to decide the inclusion
of negative answers, like not sure, not at all, do not know, etc. There is a possibility
that the target population finds it easy to just strike these choices without trying
out other options. If such a choice is not given, the respondent would definitely
choose some other option. Hence, it is advisable not to include negative options
in the close ended questions.

Sensitive questions should also be avoided. Precaution must be taken in choosing

controversial, emotional words. The choice of words should be such which
increases willingness on the part of the respondents to answer as well as increases
the response rate for the questions. High technical jargon, confusing words, words
with multiple meanings also cause hindrance.

Sequence of Questions
Questions in the questionnaire should be arranged or grouped in logical sequences.
Questions should be arranged in such a way that they do not scare the respondent
but make him/her comfortable in answering/responding. Questionnaire should
start with general but relevant questions and then moves to the specific ones. It
helps to set the logical flow in the questionnaire. Similar questions may be put
together in a group or section. For example, Question nos.1 to 10 deal with the
use of library sources and services. This type of instruction helps the respondents
to understand the grouping of questions. If the need arises, relevance of questions
should be explained to the respondents. One can divide the questionnaire into
three parts namely, opening part, middle part and end part. In the opening part
the questions are basically on the personal background of the respondents. These
questions also come under the category of demographic information; for instance
questions on age, gender, qualifications, institution, contribution in the field,
specialisation, etc. This category also involves questions pertaining to elementary
information (relating to the topic of the survey), which helps in preparing the
respondents’ profile. The middle category involves questions directly concerning
the topic of survey. The questions here are also organised in smooth and logical
flow, which helps the respondents. The first question is related to the next one
and so on. The questions on the first topic create the context within which the
respondent moves on to the next without much hindrance. For example, if the
users in a particular survey are asked about their awareness of library services or
sources, the next question should be about the usage of library and services or
sources, and this should be followed by the question on improvement of services
or sources. Finally, the last portion of the questionnaire is basically loaded with
open-ended questions on suggestions for improvement and their opinion on the
research problem undertaken. The logical and proper organisation of questions
helps in getting a completed questionnaire

Format and Layout of the Questionnaire

The format of the questions and physical layout of the questionnaire should be
made attractive, neat and easy to follow.

Questions should be properly numbered, enough space should be given to write

answers and spacing between questions should also be adequate. This will increase
accuracy and completion of questionnaire. Questions whether mailed or
distributed personally, should have attractive layout to motivate the respondents
to answer. A polite covering letter with a sentence like thank you for your
54
cooperation is a must. The questionnaire should leave the respondent with the Questionnaire Method
feeling that he/she is very an important component in the research project; his/
her participation in the research is very much appreciated.

Consistency of format should be maintained. Close-ended question commonly

use boxes, brackets tick mark or cross to facilitate quick responses. However,
the researcher needs to use one type to maintain uniformity and consistency.

Examples of Question Format

Horizontal type:
What is the level of satisfaction for Internet search results? (Tick mark (√) the
answer)

High —— Moderate —— Low ——-

Vertical type:
What is the level of satisfaction for Internet search results?(Tick mark(√) the
answer)
High ———
Moderate ———
Low ———-
Example of Matrix Question Format
How frequently do you find information accidentally on the web? Tick mark (√)
the answers.
Methods Frequently Often Sometime Rarely Never
Browsing websites () () () () ()
Following hyperlinks () () () () ()
Through cited works () () () () ()
in the websites
Any other method please () () () () ()
specify———————
Given below are examples of some ‘response category’ choices. The choices are
adapted from Neuman (1997).
Excellent, Good, Fair, Poor
Strongly Agree, Agree, Somewhat Agree, Somewhat Disagree, Disagree, Strongly
Disagree
Regularly, Often, Seldom, Never
Always, Most of the Time, Rarely, Never
More Likely, Less Likely, No Difference
Very Interested, Interested, Not Interested

55
Advanced Writing Skills Self Check Exercise
Note: i) Write your answer in the space given below.
ii) Check your answer with the answer given at the end of this Unit.
3) Differentiate between open ended and close-ended questions.
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17.3.3 Use of Scales

The questions should be designed in such a manner that the answers could be
easily and quickly analysed. Some of the questions involve simple calculation of
number and percentage. To tackle other complex issues, scaling techniques such
as rating scale and rank order scale should be used. Analysis of responses to such
questions should be done on the basis of weighted averages.

Rating Scale
A rating scale is a measuring instrument that requires the observer to assign the
rated object to categories or continua that have numerals assigned to them. This
is perhaps the most used measuring instrument as they are easy and quick to use.
Time required for administering and measuring response is shorter than many
other instruments. As a consequence, it is less expensive. However, they “lack
validity due to their proneness to constant or biased error. If used with knowledge,
skill and caution, a rating scale can prove to be a valuable measuring
instrument.”(Krishan Kumar,1992)

Rating scale can be of several types. The most usual is simply a form of precoded
questions, e.g.,

Do you find the collection in your area of research in libraries you use adequate
enough to meet your demands? Please tick mark (√) the appropriate columns.

Excellent?____ Very Adequate?_____ Adequate?____ Inadequate?____ Poor?____

The number of categories affects the dispersion of answers. A variation on the

verbal expression scale may be used to elicit the extent of agreements with various
statements. It is a normal practice to have a range of five answers, from positive
to negative, with a neutral mid-point. The above responses may be assigned
weights 5,4,3,2,1 at the stage of analysis of data. Numerical rating scale is easy
to construct and use. The numbers can be used directly for the purpose of statistical
analysis.

The procedure of Likert scale essentially involves allocating scores to statements

for which the respondents can select a range of responses from ‘very useful’ to
‘no use’. Example:

56
Do you consider conferences/seminars as useful sources of information? If yes, Questionnaire Method
please indicate (tick mark (√)) how useful they have been for your research work?

Very useful?____ Useful?____Satisfactory?____Little use?___No use?___

In this example, choices that are most favourable to the use of conferences are
assigned the greatest weights, and the least favourable responses are assigned
the lowest weights. In this method the weighted index has been created by
multiplying the number of respondents with the numerical value assigned to all
the scales (e.g., very useful = 4, useful = 3, satisfactory = 2, little use = 1, and no
use = 0) and then dividing the product by the total number of respondents. Next
the averages of all the variables in different scales are calculated according to
weighted index and are rearranged according to the rank order.

The responses are assigned weights like 5,4,3,2 and 1 or 4,3,2,1 and 0 in a
5-point scale and 3,2, and 1 in a 3-point scale. A three-point scale is developed
for the level of difficulty. The following Tables 17.1,17.2,17.3 clarify the point.

Table 17.1: Three-Point Scale

Scale Weights
3 2 1
Level of Difficulty High Moderate Low

Table 17. 2: Five-Point Scale

Scale Weights
4 3 2 1 0
Frequency Frequently Often Sometimes Rarely Never
Dependence Solely Most of Often Some extent Not at all
the time
Degree Very useful Useful Satisfactory Little use No use

Table 17.3: Five-Point Scale

Scale Weights
5 4 3 2 1
Adequacy Excellent Very adequate Adequate Inadequate Poor

Rank Order Scale

Another rating scale used in the questionnaires is rank order scale. It is a simple
and most useful form of scale. Here the respondent ranks a list of items in order
of preference. This method “is far more economical in time and effort, on the
part of respondents as well as investigators, particularly when a large number of
items is involved.”(Line, 1981). Example:

Which methods would you adopt to find out the sources of information the library
possesses on your topic of research? Mark 1,2,3, etc., indicating your preferences
(1 stands for first preferences and 2 for second, etc.)
57
Advanced Writing Skills Table 17.4: Rank Order Scale

Methods Order of Preference

Consult the Librarian
Consult the Library Staff
Consult Subject Bibliography
Consult Subject Catalogue
Searching the Shelves

Self Check Exercise

Note: i) Write your answer in the space given below.
ii) Check your answer with the answer given at the end of this Unit.
4) What is a rating scale?
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......................................................................................................................
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17.3.4 Precautions
Preparation of a questionnaire is an art. It is an instrument for collecting data in
survey research. If it is constructed properly half of the survey research is done.
The researcher while constructing a questionnaire must take some of the
precautions. Neuman (1997) has suggested the following points to be avoided
while writing survey questions.
• Use of jargons, slang and abbreviations must be avoided.
• Ambiguity, confusion and vagueness have no place in a well-constructed
questionnaire.
• Use of emotional language is not recommended; natural language makes
the respondents more comfortable.
• Double-barreled questions should be avoided and each question should be
asked for one specific aspect.
• Leading or loading questions must be avoided.
• The capability of the respondents should always kept in mind while framing
the questions otherwise it will lead to incomplete questions or questionnaires
with poor responses.
• Questions about hypothetical situations need not be asked.
• Questions about future intentions are not desirable.
• No question should have double negatives.
58 • Overlapping or unbalanced response options need to be avoided.
Busha and Harter (1980) suggest the following precautions “The investigators Questionnaire Method
have a professional responsibility:
a) To analyse carefully and understand their research problems;
b) To state their questions clearly;
c) To request only information that can be easily provided by respondents;
d) To place emphasis upon brevity and economy, consistent with an adequate
treatment of the subject;
e) The objectives of questionnaire and the nature of needed data must be made
clear;
f) Respondent’s background, ability and knowledge must also be considered.
If the respondent does not have adequate knowledge, it would be difficult
to obtain valid data;
g) Willingness of the Respondent must be ensured, otherwise questionnaire
will not be of any value;
h) Care must be taken to do away with unneeded or irrelevant questions. This
may discourage the participants to answer the questions;
i) With the help of a pre test, biased questions can be identified;
j) Ambiguous questions must be avoided; and
k) Questions that convey double meaning or pose two questions at once need
to be enter eliminated or restated/reworded. These types of questions are
called double-barreled questions.”

17.4 PRETESTING OF QUESTIONNAIRE

Survey research questionnaire act as an instrument for gathering data. It should
be pre tested before putting it to actual use. Pre testing helps in further improving
the questionnaire and works like a measuring yardstick, seeking perfection. Once
the final questionnaire is printed then there is no room for corrections and
improvement. If the researcher tries to make corrections it will be expensive as
well as difficult. To pre test the questionnaire it has to be circulated to the sample
population to receive useful comments and the researcher can revise accordingly.
Pre test also includes verbal communication with sample population about
confusing questions, difficult questions, over lapping categories, etc. In this
method the sample first fills up the questionnaire and then discusses with the
researcher on the unintelligible questions. Formal pre testing is an invaluable
part of questionnaire design process. It is a learning process for the researcher as
well. Pre testing helps the researcher in recording, simplifying, transforming
some of the questions. The process generally involves drafting the questionnaire
and discussing it with colleagues and also circulating it among the small sample
of the population for whom the questionnaire is designed. This helps in removing
any problem relating to clarity, understanding of technical or professional
terminology, order of questions, etc. Paul Burton (1990) states, pretesting may
therefore go through a number of iterations, but this is a necessary part of
questionnaire design. Pretesting, also called pilot survey, is very much desirable
to finalise the questionnaire. Krishan Kumar (1992) has also suggested that a
59
Advanced Writing Skills second pretest must be carried out with a revised questionnaire. He further
observes that if some difficulties cropped up, another pretest might be required.
Pretest also indicate the time required to fill up the questionnaire. It is a practice
not to include the pretest sample to the actual population.

Self Check Exercise

Note: i) Write your answer in the space given below.
ii) Check your answer with the answer given at the end of this Unit.
5) Why pretesting is required before finalisation of questionnaire?
......................................................................................................................
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17.5 DISTRIBUTION OF QUESTIONNAIRE

Questionnaire can be either distributed personally or through mail/ by e-mail/
Internet.
Each of the system has its own merits and demerits.

In Person:
Questionnaire can be distributed personally to the respondents. For example, if
the researcher is surveying the use pattern of a particular library, then the
questionnaire can be given at the time when users enter the library. If, by chance,
the researcher does not find respondents there then it can be given to them
personally at the place of work or at their residence.

Questionnaire can be sent by post to the target population with a self-addressed

envelope stamped/pre-paid so that the respondents can return the filled
questionnaire in time without any trouble. Mailed questionnaires should also
accompany a covering letter stating the objective of the survey, requesting the
respondent to fill it on time, etc.

In order to deliver the questionnaire to the respondents in person, a number of

visits have to be made to their place of work, study or to the libraries, which they
usually consult. As it is not possible to contact each of the respondents some
questionnaires may be left with the library staff or with the department where
they work or study with the prior permission of the librarian / authorities.

Through E-mail
Nowadays with the coming of the Internet connectivity it is possible to circulate
the questionnaire through e-mail. In this method the respondents who have
e-mail id as well as the Internet connectivity can receive and send the questionnaire
as an e-mail attachment. This is a quick, easy and cost effective way of distribution
60
and collection of questionnaire. It can easily be extended or resent to respondents Questionnaire Method
any time at any place. E-mail based questionnaire is easy to construct, distribute
and manage the results. Through this method online surveys can be made available
to any one with Internet connectivity.

The pre requisite of this method is the Internet connectivity and list of e-mail
addresses of the respondents.

Web Questionnaire
There is another method of distribution and collection of questionnaire where
the population is widespread, covering state, country, etc. making it difficult for
the researcher to reach or meet the target population. In this method the
questionnaire is put on the website. Whosoever comes under the purview of the
survey can fill the questionnaire and submit it giving the required details. Web
questionnaire also require a time frame to complete/submit. This type of
questionnaire also has a set of respondents, for example, if the survey is on the
“Use of Search Engines by the Central University Teachers of India in the field
of Indian Politics” only the Central University teachers of India should fill up
the Questionnaire. It has the same layout, open as well as close ended questions.
The close-ended questions can be filled up with the help of mouse click. For
open-ended questions the respondents can simply type the answer and after
completion, the questionnaire can be submitted. A specimen of web questionnaire
is given below for your information.

Designing of web – based questionnaire

It should be designed in such a way that attracts the respondents to fill and submit
it. Here also the length should be restricted to achieve high response rate. Only
those questions should be included which are important and meaningful to the
research. It is advisable to use clear and specific wording for the questions.
Reassurance should be given to the respondents regarding the privacy measures
taken for their answers. 61
Advanced Writing Skills Advantages and disadvantages
The researcher gets answers from a large, widespread population. With this size
of the population, the old data analysis methods may not be suitable. It is for the
target population to access, fill and submit. The data may be accessed in a short
span of time. It is easy, fast and inexpensive. Researcher is free from the trouble
of collecting properly filled questionnaires. For example, if a respondent fills a
question wrongly, out side the defined range of answers or s/he misses some of
the questions: the web-based questionnaire program can detect the error and
direct the user to answer the particular question again and then submit. The data
received from the web –based questionnaire is automatically validated.

Some of the disadvantages are as follows:

This type of questionnaire may not successfully attract a representative sample
of the population. Since the population is widespread, it is not possible for the
researcher to personally contact them. Due to technical snags like server crash or
browser freeze, a lot of data may be lost. It is advisable to keep such questionnaire
small. If it has a number of pages, the respondent has to submit the answers page
wise. If a web-based questionnaire has six pages and after filling up five pages
the server crashes, in such a situation the data of those five pages already submitted
may be captured. There is a possibility that after submitting the questionnaire an
error message occurs in front of the screen and the respondent may not fill it
again. To overcome such a situation, it is necessary to test and retest the
questionnaire. Alternatively the web program should have a very soft and humble
error message, which prompts the respondent to return and fill it.

Self Check Exercise

Note: i) Write your answer in the space given below.
ii) Check your answer with the answer given at the end of this Unit.
6) State the advantages of web-based questionnaire.
......................................................................................................................
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17.6 RESPONSE RATE

Response rate in survey research is very crucial. Different types of surveys have
a different response rate. For example, very high rate of response is required for
census survey. If the researcher fails to get adequate response then there is a need
for introspection. The reasons may include: i) the target population at the top-
level may not answer due to time constrain, ii) difficulty in approaching the
scattered respondents, iii) respondents refuse to answer due to ignorance of the
topic under research, iv) lengthy questionnaire or the use of highly technical
language discourages the respondents, v) if the questionnaire seeks more views
from the respondents they get conscious of their privacy and may not like to
reveal their opinion.
62
A researcher can increase the response rate to a point by contacting the respondents Questionnaire Method
frequently, on the phone or by mail or by meeting him/her personally. The
researcher may have to make repeated visits or may send soft reminder letters
periodically persuading the respondents to return the completed questionnaire.
If the questionnaire is short and simple, it generates a good response. Timing of
the distribution is also important in getting responses. If teachers or students are
given the questionnaire during vacations or weekends, it will generally yield
higher response.

A polite reminder letter along with another copy of the questionnaire should
follow two weeks after the specified date of return the questionnaire. A second
copy is required because there is a possibility that the respondent has misplaced
the questionnaire. Researcher should be polite and patient while distributing and
reminding or receiving the questionnaire.

17.7 ADVANTAGES AND LIMITATIONS OF

QUESTIONNAIRE METHOD
Let us look at some of the advantages of the questionnaire method:
• Easier and quicker to collect data. Through this method large amount of
data can be generated in a short span of time.
• Direct responses can be obtained.
• Information received is quantifiable. Quantitative as well as qualititative
responses can be procured. Back ground information of the respondents,
which is otherwise difficult to obtain, could be collected.
• Empirical data can be collected.
• It is cost effective.
• Response from a large population can be received covering a wide
geographical area.
• High rate of response can be generated from an educated population.
• Respondents get a chance to prepare and revise their answers before finally
answering the questionnaire.
• Researchers also get a chance though pretest to revise the final questionnaire.
• Responses are easy to analyse and tabulate.
• Questionnaire method provides the respondents to express their views on
any given topic freely.
• Questionnaire has a fixed format with a given number of questions. This
helps in eliminating variation in the questioning process.
Limitations of the Questionnaire Method:
• Difficult to receive adequate response rate. People often do not return the
questionnaire on time.
• Reliability of data can be questioned.
• Truthful answers cannot be ascertained.
• It is a time-consuming activity, which includes preparation, pretest, revision,
distribution and sending reminders adding to time and cost of data collection. 63
Advanced Writing Skills • Incomplete answers also cause problem during the analysis stage.
• Researcher cannot observe the respondents reaction at the time of filling up
of the questionnaire.
• The questions can be wrongly interpreted which can affect the analysis.
• Assumptions of the researchers for certain things may prove opposite to the
respondents perceptions.
• Technical jargon/ professional terminology may play havoc for the
respondents. It may be possible that the questionnaire is returned with
substantial number of unanswered questions.
• Complex worded questions also fetch poor results.
• There is a possibility that the questionnaire may be biased. It may not have
included certain important questions, due to the preference of the researcher.
• Verification of the accuracy of the responses received from questionnaires
might be difficult.

17.8 SUMMARY
Paul Burton has very rightly said: “Properly designed and analysed questionnaires
can be a rich and reliable source of research data, both quantitative and
qualitative”. Hence, proper attention has to be paid to carry out a questionnaire
survey. If not done properly, it may lead to misleading results.

This Unit has described the method of construction of questionnaire. It has also
highlighted the type of questions to be asked and precautions to be taken while
listing the questions. Merits and demerits of asking open and close-ended
questions have also been discussed. Questionnaire is an effective tool to gather
both quantitative as well as quantitative data in survey research.

17.9 ANSWERS TO SELF CHECK EXERCISES

1) What should be the length of the questionnaire has been debated for a long.
There is a belief that if it is lengthy, the respondents may not fill the
questionnaire and leave it incomplete, resulting in low response rate. If the
questionnaire has less number of questions there is a possibility of getting
high response rate.
2) Covering letter explains the objective of the survey and it requests the
respondents to fill the questionnaire. The researcher through this letter assures
the respondents the confidentiality of their answers and the usage of data
for research purpose only.
3) Open ended questions are those questions where the respondents give answer
in their own language. They freely express their views and answer according
to their interpretation. These questions are also called unstructured questions.
Close-ended questions are structured questions. Every question has a number
of alternate answers. A respondent has to select one answer. These questions
are also called precoded questions.
4) Rating scale is a measuring tool that requires the observer to assign the
rated object to categories or continuum that have numerals assigned to them.
64
5) Pretesting as the name suggests is a process of finalising the questionnaire Questionnaire Method
before putting it to actual use. It is essential as it alerts the researcher to the
weaknesses, trouble points, and ambiguity in the questions. After pretesting,
the researcher revises it and circulate it to the target population.
6) Web-based questionnaire has an advantage over printed questionnaire. The
former can be distributed and received back from the large, widespread
population automatically. The answers can be validated. It is easy, quick
and inexpensive.

17.10 REFERENCES AND FURTHER READING

Adams Gerald R. and Schvaneveldt, Jay D. (1985). Understanding Research
Methods. New York and London : Longman. pp. 197 –229.

Burton, Paul (1990). Asking Questions : Questionnaire Design and Question

Pharsing. In: Slater, Margaret,(ed). Research Methods in Library and Information
Studies. London : The Library Association. pp. 62 – 76.

Busha, Charles H. and Harter, Stephen P. (1980). Research Methods in

Librarianship. Orlando, Florida : Academic Press, Inc. pp. 53-90. Chap. 3.

Fowler, Floyd J. (1987). Survey Research Methods.Vol. 1: Applied Social Research

Methods Texts. New Delhi: Sage Publications. pp. 61 –106. Chap 4 to 6.

Krishan Kumar (1992). Research Methods in Library and Information Science.

New Delhi : Har Anand Publications in association with Vikas Publishing House.
pp. 121 –173. Chap. 9.

Line, Maurice B. (1982). Library Surveys : An Introduction to their Use, Planning,

Procedure and Presentation of Surveys. 2nd Edn. Revised by Sue Stone. London:
Clive Bingley.

Line, Maurice B. (1981). Desigining Secondary Services in Social Sciences:

Reflections on a Research Project.INSPEC.15,84-94.

Mc Kernan, James (1996). Curriculum Action Research : A Handbook of Methods

and Resources for the Reflective Practioner. 2nd Edn. London: Kogan Page
Limited. pp. 123 –140.Chap. 4.

Mann, P.H. (1985). Methods of Social Investigation. Oxford : Blackwell.

Mann, Thomas (1987). Guide to Research Methods. Oxford University Press :

New York.

Newman, W. Lawrence (1997). Social Research Methods :Qualitative and

Quantitative Approaches. 3rd Edn. Boston: Allyn and Bacon. pp. 227-269.

Slater, Margaret (ed). (1990). Research Methods in Library and Information

Studies. London :The Library Association

Williams, Malcolon (1997). Social Survey: Design to Analyse: In: Tim May
Social Research : Issues, Methods and Process. 2 nd Edn. Buckingham,
Philadelphia: Open University Press. pp. 81 – 08. Chap. 5.
65