A

LABORATORY MANUAL

On

“Business Communication Skill”

SEMESTER – (I)

Prepared by: Mr. S.T.Datir

Checked by: Mr S.A.Talekar

NAME OF LABORATORY: Programming Lab

DEPARTMENT OF COMPUTER ENGINEERING

Nashik District Maratha VidyaPrasarakSamaj’s

Karmaveer Adv. BaburaoGanpatraoThakare College of Engineering
Nashik
A.Y. 2020-21
 Nashik District Maratha VidyaPrasarakSamaj’s

KARMAVEER ADV. BABURAO GANPATRAO THAKARE

COLLEGE OF ENGINEERING, NASHIK

Udoji Maratha Boarding Campus, Near Pumping station, Gangapur Road

DEPARTMENT OF COMPUTER ENGINEERING

SUBJECT: Business Communication Skills Lab (210250)

SN TITLE PAGE DATE SIGN

1
Self-introduction

2
SWOT Analysis

3
Personal& Career Goal Settings

4 Public Speaking

5
Reading and Listening skills.

6 Group Discussion

7
Letter Writing

8 Report Writing

9
Resume Writing

10 Presentation Skills

11 Team games for team building

This is to certify that

Mr/Ms.____________________________________Roll No.:________, students of SE year Computer
Engineering, has completed the above said experiments/Term work for semester-I of the academic year
2020-21.

PRN NO: EXAMINATION NO:

Mr.S.T.Datir Dr. V.S Pawar Prof. N. B. Desale

SUBJECT INCHARGE HEAD OF DEPT. PRINCIPAL
 Department of Computer Engineering, KBTCOE

Assignment No: 1
Self-introduction

What is a self-introduction?
A self-introduction explains who you are, what you do and what others need to know about you.
You should provide a self-introduction any time you meet someone new and don’t have a third
party to introduce you. Offer a self-introduction when you are:

 Beginning an interview

 Attending a hiring event

 Networking with new connections

 Giving a presentation

 Meeting people at a trade show

A self-introduction should include your name and occupation (or desired occupation) and key
facts that will help you make an impression on the person you’re speaking to. In a few sentences,
cover the most important things that others need to know about you.

How to write an introduction about yourself

Whether you plan to deliver your self-introduction verbally or in writing, it’s helpful to draft a
sample of what you want to say in advance. Preparing and practicing a verbal introduction will
solidify the key points in your mind so you don’t forget any important details. Crafting a written
self-introduction will give you a template that you can turn to quickly when you need to send
an email regarding a job posting or sales opportunity that you’ve found.

These steps will help you write an effective self-introduction:

1. Summarize your professional standing

The first sentence of your self-introduction should include your name and job title or experience.
If you’re unemployed and seeking a job, you might mention your educational degree,
certification level or current place in your job search. For example:

 “My name is Jordan Lin, and I’m a recent computer science graduate from Stanford
University.”

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 “I’m Avery Lucas, and I’m seeking an entry-level warehousing job that will use my
organization, attention to detail and time management skills.”

 “My name is Rylan Curtis, and I’m chief engineer for Jacobs and Associates.”

2. Elaborate on your experiences and achievements

Customize this part of the introduction to highlight the details most relevant to the person you’re
speaking to. If you’re in a job interview, discuss your professional skills and accomplishments. If
you’re giving a presentation, offer information that supports your authority in the area you’re
speaking on. When you’re introducing yourself to a potential client, mention your products and
services.

3. Conclude with a lead-in to the next part of the conversation

Keep your introduction short and conclude it by leading into what you’d like to happen next. For
a presentation, you would summarize what you plan to discuss. In an interview, mention why
you’re the best person for the job. A self-introduction to a new client or colleague should end
with a call to action. This could be a meeting, sale or further correspondence.

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Assignment No: 2
SWOT ANALYSIS

CONTENTS

1. What is SWOT analysis and why should we use one?

2. When do we use SWOT?
3. What are the elements of SWOT analysis?
4. How to implement a SWOT analysis?
5. How one should use the SWOT analysis?
6. In Summary
7. Activity: Write down your strengths, weaknesses, opportunities and threats.
8. Conclusion.

What is SWOT analysis and why should we use one?

The name says it:

S – Strength
W – Weakness
O – Opportunity
T – Threat

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A SWOT analysis guides us to identify the positives and negatives inside our organization and
outside of it, in the external environment. Developing a full awareness of our situation can help
with both strategic planning and decision - making.

The SWOT method (which was sometimes called as TOWS) was originally developed for business
and industry, but it is equally useful in the work of community health and development, education
and even personal growth.

SWOT is not only assessment technique you can use, but is one with a long track record of
effectiveness. The strength of this method are its simplicity and application to a variety of levels
of operation.

When do we use SWOT?

A SWOT analysis can offer helpful perspectives at any stage of an effort. We might use it to:

i. Explore possibilities for new efforts or solutions to problems.

ii. Make decisions about the best path for our initiative. Identifying our opportunities for
success in context of threats to success can clarify directions and choices.
iii. Determine where change is possible. If we are at a juncture or turning point, an inventory
of our strengths and weaknesses can reveal priorities as well as possibilities.
iv. Adjust and refine plans mid-course. A new opportunity might open wider avenues, while
a new threat could close a path that one existed.
SWOT also offers a simple way of communicating about our initiative or program and an excellent
way to organize information we’ve gathered from studies or surveys.

What are the elements of a SWOT analysis?

SWOT analysis aims to identify the key internal and external factors seen as important for
achieving an objective. SWOT analysis groups key pieces of information into two main
categories:
1. INTERNAL FACTORS – the strength and factors internal to the organization.
2. EXTERNAL FACTORS – the opportunities and threats presented by the
environment external to the organization.

Fig. Strategic analysis for SWOT

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How to implement a SWOT analysis?

Steps for implementation:- A SWOT analysis is best developed in a group setting such as a work
or community meeting. A facilitator can conduct the meeting by first explaining what a SWOT
analysis is as well as identifying the meaning of each term.

1. One way of facilitating the development of a SWOT analysis includes developing an

example SWOT with the larger group then separating each group into smaller teams to
present to the larger group after set amount of time. This allows for individuals, who may
be silenced in a larger group setting, to contribute.
2. Once the allotted time is up, the facilitator may record all the factors of each group onto a
large document such as a poster board and the large group, as a collective, can go work
through each threat and weaknesses to explore options that may be used to combat negative
forces with the strengths and opportunities present within the organization and community.
3. A SWOT meeting allows participants to creatively brainstorm, identify obstacles and
strategize possibly solutions to these limitations.

How do use your SWOT analysis?

In some ways a SWOT analysis pushes us to think “inside the box” by asking us to categorize our
effort in such simple opposing terms. But the purpose of this information gathering is definitely to
help us move outside the box of any constraints or limitations that may have hindered us before.
Knowledge is indeed power, and knowing what the positives and negatives of our program are
puts us in a more powerful position for action. While a SWOT analysis is not in itself action, it
can be a “support team” to help us:

i. Identify the issues or problems you intend to change.

ii. Set or reaffirm goals.
iii. Create an action plan.

As we consider our analysis, be open to the possibilities that exist within a weakness or threat.
Likewise, recognize that an opportunity can become a threat if everyone else sees the opportunity
and plans to take an advantage of it as well, thereby increasing your competition. Finally, during
our assessment and planning, we might keep an image in mind to help us make the most of a
SWOT analysis: Look for a “stretch”, not for a “fit”. Therefore one drawback is that it might not
encourage openness to new possibilities. We can use SWOT to justify a course that has already
been decided upon, but if our goal is to grow or improve, we should use it differently.

In Summary

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A realistic recognition of the weaknesses and threats that exist for our effort is the first step to
countering them with a robust and creative set of strengths and opportunities. A SWOT analysis
identifies our strengths, weaknesses, opportunities and threats to assist us in making strategic plans
and decisions.

SWOT is simple yet comprehensive way of assessing the positive and negative forces within and
without your organization, so we can better prepared to act effectively. The more stake holders we
can involve in preparing the SWOT, the more valuable our analysis will be.Whatever courses of
action we decide on, the four cornered SWOT analysis prompts us to move in a balanced way
throughout our program.

It reminds us to:

i. Build our strength

ii. Minimize our weaknesses
iii. Size opportunity
iv. Counteract threats

A SWOT analysis will be more helpful if we use it to support the vision, mission, and objectives
we have already defined. The SWOT will at least provide perspective, and at best will reveal
connections and areas for action.

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Assignment No. 3
PERSONAL & CAREER GOAL SETTINGS

Goal setting is a powerful process for thinking about your ideal future, and for motivating
yourself to turn your vision of this future into reality.

Why Set Goals?

i. Setting goals gives you long- term vision and short-term motivation.
ii. It focuses your acquisition of knowledge, and helps you to organize your time and your
resources so that you can make the very most of your life.
iii. By setting sharp, clearly defined goals, you can measure and take pride in the
achievement of those goals, and you'll see forward progress in what might previously
have seemed a long pointless grind. You will also raise your self confidence , as you
recognize your own ability and competence in achieving the goals that you've set.

Personal Goals
i. First you create your "big picture" of what you want to do with your life (or over, say,
the next 10 years), and identify the large-scale goals that you want to achieve.
ii. Then, you break these down into the smaller and smaller targets that you must hit to
reach your lifetime goals.
iii. Finally, once you have your plan, you start working on it to achieve these goals.

Long Term Goals

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i. The first step in setting personal goals is to consider what you want to achieve in your
lifetime (or at least, by a significant and distant age in the future). Setting lifetime goals
gives you the overall perspective that shapes all other aspects of your decision making.
ii. Career – What level do you want to reach in your career, or what do you want to
achieve?
iii. Financial – How much do you want to earn, by what stage? How is this related to your
career goals?
iv. Education – Is there any knowledge you want to acquire in particular? What information
and skills will you need to have in order to achieve other goals?
v. Family – Do you want to be a parent? If so, how are you going to be a good parent? How
do you want to be seen by a partner or by members of your extended family? • Artistic –
Do you want to achieve any artistic goals?
vi. Attitude – Is any part of your mindset holding you back? Is there any part of the way that
you behave that upsets you? (If so, set a goal to improve your behavior or find a solution
to the problem.)
vii. Physical – Are there any athletic goals that you want to achieve, or do you want good
health deep into old age? What steps are you going to take to achieve this?
viii. Pleasure – How do you want to enjoy yourself? (You should ensure that some of your
life is for you!)
ix. Public Service – Do you want to make the world a better place? If so, how?

Short Term Goals

i. Once you have set your lifetime goals, set a five- year plan of smaller goals that you
need to complete if you are to reach your lifetime plan.
ii. Then create a one-year plan, six-month plan, and a one-month plan of progressively
smaller goals that you should reach to achieve your lifetime goals. Each of these should
be based on the previous plan.
iii. Then create a daily To-Do list of things that you should do today to work towards your
lifetime goals.
iv. At an early stage, your smaller goals might be to read books and gather information on
the achievement of your higher level goals. This will help you to improve the quality and
realism of your goal setting.
v. Finally review your plans, and make sure that they fit the way in which you want to live
your life.

SMART Goals

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A useful way of making goals more powerful is to use the SMART mnemonic. While there are
plenty of variants (some of which we've included in parenthesis).
SMART usually stands for:
i. S – Specific (or Significant).
ii. M – Measurable (or Meaningful).
iii. A – Attainable (or Action-Oriented).
iv. R – Relevant (or Rewarding).
v. T – Time-bound (or Trackable).

CAREER GOAL SETTINGS

Goal-setting techniques are used by successful people in all fields. By setting sharp, clearly defined
goals, you can measure your progress and continuously motivate yourself to progress toward the
vision you have for your ideal work life. You will be able to see forward movement in what might
otherwise feel like a long, pointless grind. By setting and taking action toward your goals, you will
raise your self-confidence.
The following are some tips for setting effective goals:
i. Express your goals positively, rather than framing them in terms of what you don't want.
ii. Be precise in setting dates, times, and amounts so that you know when you have achieved
your goals.
iii. Set priorities so that you know which of your goals to focus your attention toward and
helps you avoid feeling overwhelmed by having too many goals.
iv. Write your goals down so that you can visually be reminded of them and so that you can
craft them to be precise and clear.
v. Break down your goals into small, achievable tasks so that you get frequent opportunities
to accomplish them and feel motivated to take on other goals.
vi. Set realistic goals that you can achieve and that are in your own control.

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Assignment No. 4
PUBLIC SPEAKING

Speech competition requires two main actions: preparation and delivery, each with several
responsibilities.

Preparation

i. •Audience Analysis
ii. •Topic and Purpose
iii. •Content
iv. •Structure
v. •Developing the Body
vi. •Developing the Introduction
vii. •Developing a Strong Conclusion
Delivery

i. •Notes vs. Memorization

ii. •Wording
iii. •Movement
iv. •Gesture
v. •Vocal Delivery
vi. •Audience Interaction

Every speaker and presentation has different strengths. The idea is to help each participant develop
and deliver the best possible presentation, given his or her individual skills, abilities, and style.

Preparation

This phase of the work involves clear thinking and decision making about

i. The “real world” audience for the presentation,

ii. The topic of the presentation,

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iii. The “real world” purpose of the presentation, and

iv. The information needed to get the job done.

Audience Analysis

Before choosing a speech topic, speakers should perform an audience analysis to determine what
topics might be appropriate and of interest to this specific group. Some times this involves
gathering new information about an audience; sometimes it simply requires taking into account
information they already have as they plan and develop a presentation. Common aspects of
audience analysis include typical age, gender, group affiliations, and education, type of
employment, knowledge of the topic, attitudes about the speaker and the topic, and personal or
professional interests that might be relevant to the topic. Occasionally, a competitor will give a
presentation intended for a general audience. This is usually a problem. A general audience is an
anonymous audience; it is not known who the audience members are, what they care about, or how
they relate to the topic. The speaker has little information to decide what to cover and how to
approach the audience; the competition judge has little information to assess the likely
effectiveness of the effort. Speakers with specific audiences in mind generally present a clearer
message.

Topic and Purpose

The most immediate purpose for the competitive speaker is to have a winning presentation. But
the purpose of a public speaking competition is to help participants develop skills for
communicating about real issues to real audiences, as they may do in the future. In searching for
good topics, students should look for the overlap of their knowledge and interests with the interests
and information needs of the audience.

Content

Content should receive significant time and attention during preparation. After all, it’s the content
that contains the message! Once the topic is selected, the speaker identifies the main points to be
covered, then assembles facts and statistics, expert opinions, accepted theories and concepts, and
any other available evidence to support the main points and convey the central message to the
audience. Good public speaking presentations also include examples, illustrations, and supporting
stories that show how the information presented applies to the lives of the audience members.

Structure

After the content of the speech is chosen, the speaker should consider both the overall speech
structure as well as the structure of the information to be delivered.

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Assignment No. 5
READING & LISTENING SKILLS

HOW SOFT SKILL HELPS TO US

Soft skill helps in improving our communication skill, our attitude and many other things which
are very useful to us to maintain good relations with our customers. Everyone needs to
communicate with others for many reasons, so we need to develop our skill. Soft skill also helps
us to change our attitude. We should have a positive attitude for everything. This helps in any
complex problem also.

Soft skill also helps us in improving our writing skills. Soft skill helps us in improving our
vocabulary which helps us for impressing writing. It gives us idea about important features for
the interview.

Soft skill gives us key point in communication like how to introduce our self, how should we
prepare when we are going for an interview ,how should be the format of our bio-data, how to
give your introduction, how to write letter or essay etc.Soft skill is the first step towards the
challenging future the future which is filled with talents and the person having good soft skills is
held over top of all others.

I think soft skill helps us in almost every aspect which we need to do while working in company
or after completing our engineering course & searching for the job .And so soft skill is very useful
for us.

Guidelines for Communication

To encourage the development of trust in the mentoring relationship make communication
positive, clear, and specific.
I. Recognize that each individual sees things from a different point of view.
II. Be open and honest about your feelings and accept others’ feelings.
III. Ask questions for clarification on an issue.

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IV. Learn to listen. Allow time for the student to talk without interruptions.
These suggestions should be used as guidelines. There may be situations that require mentors to
act differently.

Active Listening Skills

Active listening is an essential mentoring skill. One of the most common mistakes mentors can
make is confusing “hearing” and “listening.” Hearing is merely noting that someone is speaking.
Listening, however, is making sense of what is heard and requires the individual to constantly pay
attention, interpret, and remember what is heard. Hearing is passive; listening is active. The passive
listener is much like a tape recorder. If the speaker is providing a clear message, the listener will
probably get most of what is said. For mentors, this is not enough. They must be active listeners.
Active listening requires the listener to hear the words and identify the feelings associated with the
words. Mentors should be able to understand the speaker from his or her point of view. There are
four essential requirements for active listening:
a. Intensity
b. Empathy
c. Acceptance
d. Willingness to take responsibility for completeness

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Assignment No. 6
GROUP DISCUSSION

What is a Group Discussion?

Group discussion is an important activity in academic, business and administrative spheres. It is a
systematic and purposeful interactive oral process. Here the exchange of ideas, thoughts and
feelings take place through oral communication. The exchange of ideas takes place in a systematic
and structured way. The participants sit facing each other almost in a semi-circle and express their
views on the given topic/issue/problem.

How does Group Discussion differ from a Debate?

Debate is competitive in nature while group discussion is a co-operative group process. In a debate,
a speaker can speak either ‘for’ the topic or ‘against’ the topic whereas in a GD, the speaker can
express both. The final decision or result in a debate depends on voting while in a GD, the group
reaches group consensus.

Why is a group discussion an important activity at college level?

As a student, it helps you to train yourself to discuss and argue about the topic given, it helps you
to express your views on serious subjects and in formal situations. It improves your thinking,
listening and speaking skills. It also promotes your confidence level. It is an effective tool in
problem solving, decision making and personality assessment. GD skills may ensure academic
success, popularity and good admission or job offer. Thus it is important to be able to take part in
a GD effectively and confidently. Participants should know how to speak with confidence, how to
exhibit leadership skills and how to make the group achieve the goals. The panel which normally
comprises of the technical and HR (Human Resource) experts of the company will observe and
evaluate the members of the team. The rules of the GD – the time limit, panel’s expectations etc
are explained after the initial introduction by the panel, soon after the topic or case to be discussed
is given to the group members. The panel does not interfere during the discussion, it only observes.
The panel at its discretion may provide some time to think over the topic or may ask them to start
immediately. Each candidate is supposed to express their opinion either supporting or against the

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topic. The discussion carries on till the panel signals termination. It is left to the discretion of the
panel to extend or cut short the given time.

The objective of a selection in GD is mainly to check your team playing skills. You have to
understand the other persons’ point of view, while making your point and ensure that your team
as a whole reaches a solution or agreement that is both feasible and accepted by all team members.

There are four major areas of evaluation in selection GDs: subject knowledge, oral
communication skills, leadership skills and team management.

Subject Knowledge:
Participants must possess a thorough understanding of the topic on which they are
supposed to speak. You must prepare yourself to talk on a wide range of subjects. Be abreast of
the current events, national and international affairs, burning social and economic topics, scientific
environmental issues, key newspapers’ controversial topics and any experience that may be
expected of an educated person. As a member of the group, you are expected to contribute
substantially to the discussion. The originality of your ideas, your knowledge and initiative and
your approach to the topic or case contribute to your success in the group discussion. The best way
to equip yourself is to read daily newspapers, good magazines, national and international journals
and also watch new bulletins and informative programmes on the television. Internet is the greatest
boon which provides you with everything you are looking for. The World Wide Web is a vast
database of current authentic materials that present information in multimedia form and reacts
instantly to a user’s input.

The greater your knowledge of the subject, the more enthusiastic and confident you will be during
the discussion. Once you have understood the topic or issue, you should be able to generate ideas
as well as organize them so that you present it well. You will have the ability to analyze facts or
information in a systematic way. A person putting forward new ideas hat may work will be
accepted as the natural leader of the group. The panel will observe the ideas put forward, their
originality, the depth of analysis and their relevance to the topic.

Problem solving skills are essential and do not hesitate to give solutions. Your approach to the
case study will be observed keenly by the evaluators.

Oral Communication Skills:

If subject knowledge is important, communication skills is more important as without expression,
the knowledge is of no use. As the exchange of ideas in a group discussion takes place through
speech, one of the pre-requisites of success in a GD is the ability to speak confidently and
convincingly. Good communication skills include active listening, clarity of though and
expression, apt language and proper non verbal clues.

Listening Skills:
One of the weaknesses of most human beings is that we love to listen to our own voice rather than
listen to others. Listening is as important as speaking in a GD, unless you listen, you cannot
contribute to the stated purpose of communiation. It is extremely important to listen very carefully,
only then you will be able to pick up the thread of discussion and continue. Only active

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participation as a listener in a group makes a person a good leader. A leader is identified by the
panel.

Clarity of thought and expression:

Clarity is the art of making yourself clear to the audience. Only when your expressions are clear,
you can convince your team and the panel. More than words, it is the tone in which they are spoken
that conveys the message. You should not
be too loud or too soft. A lively and cheerful voice with appropriate modulations will attract the
audience. Proper articulation of words, achieved through phonetic accuracy is very essential slang,
and artificial accents are to be avoided.
Apt Language:
The flow of language must be smooth. Use simple language and avoid long winding sentences.
Appropriateness of language demands that there should be no errors of grammar. Do not use
unfamiliar phrases and flowery language. Be precise. Be polite and courteous.
Proper nonverbal clues:
Nonverbal clues include eye contact, body movements, gestures and facial expressions. The panel
very keenly watches the nonverbal behavior of the team. They generally evaluate the body
language cues of the team to determine personality factors such as nervousness, co-operation,
frustration, weakness, insecurity, self-confidence, defensiveness, etc. A candidate who appears
professional is more likely to be noticed by the panel. A confident posture, appropriate facial
expressions and meaningful eye contact with the team will create a good expression.
Team behavior:
Your group behavior is reflected in your ability to interact with the other members of the group.
You must be mature enough to not lose your temper even if you are proved wrong. You must be
patient and balanced. Your success in a GD depends on how well you play the role of initiator,
information seeker, information giver, procedure facilitator, opinion seeker, opinion giver,
clarifier, summarizer, social-supporter, tension reliever, compromiser, attacker, humorist and
dominator.
The selection panel notes the differences in the amount of participation of the members. They
observe the silent spectators, the ever dominating but not contributing much, member who
participates actively exhibiting his knowledge and the moderate ones. Your ability lies in analyzing
the problem well and making others to endorse your view. Finally while appreciating others point
of view, you should effectively present yours without contradicting other’s opinions. Your ability
in convincing the team is your success
Leadership Skills:
The success of any team depends to a larger extent on its leader. The panel evaluates a candidate’s
personal skills which allow him to prove himself as a natural leader in the GD. Though there is no
appointed leader in a GD, a leader emerges. Assertiveness, emotional stability, objectivity, self-
confidence, decision making, discretion, initiative, good communication skills, patience,
persuasiveness and adaptability are some of the leadership qualities that are immensely useful in
proving oneself as a natural leader in GD. A good leader should neither be very
Neither authoritative nor submissive but must be democratic. Such leaders see to it that all the
members in the team participate and when there is a problem, try to deal with it
Amicably. Leaders should know how to deal with the ‘bull dozers’, who make noise but do not
have any logic.
TO SUMMARIZE:

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Advantages of a GD:
I. Ideas can be generated, shared and tried out.
II. Groups provide a support and growth for any endeavor.
III. Combine talents to provide innovative solutions.
Roles in a Structured GD:
 Initiator
 Information seeker and giver
 Procedure facilitator
 Opinion seeker/giver
 Clarifier
 Summarizer
 Social supporter
 Harmonizer
 Tension reliever
 Energizer
 Attacker
 Dominator
Expectations of the Panel:
You should have the following qualities:
 Team player
 Reasoning
 Leadership
 Flexible
 Assertiveness
 Initiative
 Creativity (out of the box thinking)
 Inspiring ability
 Listening
 Awareness

Phases in a GD:
 Initiation/introduction
 The central group discussion
 Summarization/conclusion
What to do in a GD?
 Speaking is important; do not sit silently. Speak freely.
 Do not monopolize the conversation or talk too much.
 Give everyone a chance to speak.
 Maintain eye contact with everyone in the group.

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 Show active listening skills.

 Do not interrupt anyone while they are speaking.
 Keep the topic on track and don’t be irrelevant.
 Encourage someone who is silent to talk.
 Do not argue with anyone.
 Do not debate with anyone, while the group looks on.
 Do not repeat what has been said; be attentive; try to develop on ideas expressed or give out new
ideas.
 Clarify your doubts and then proceed.
 Be brief.
 Do not commit grammatical errors while talking.
Some topics for Group Discussion:
 Terrorism in India
 Religion should not be mixed with politics
 Morals & Values among Indians is Degenerating
 With Media Publishing and Telecasting Trivia, Censorship is the Need of the Hour
 We are not serious about saving Wildlife/Environment
 The education system needs serious reforms
 The Internet is an exercise in hype
 Is our Political System Reason for our Backwardness?
 Politics is run by the Barrel of Gun
 Corruption is the Price we pay for Democracy
 What India needs is a Dictatorship?
 Nuclear War cannot be won and should not be foughtShould Research on Human
 Cloning be banned?
 Brain-Drain has to be stopped
 Should Animals be used for Testing New Drugs & Medical Procedures?
 Do NGOs in India Really Work for Others OR Work for their Own Vested Interests?
 Security Cameras & Privacy
 Advertisements Cheat People, Hence Should Be Banned
 What is the Difference between People who do Things Rightly and People who do Right Things?
 Are Peace and Non-Violence Outdated Concepts?
 Capital Punishment should be Banned or Allowed?
 Is Dependence on Computers a Good Thing?
 Every Cloud has a Silver Lining
 Nice Guys Finish Last
 Privatization of Higher Education
 How effective are Indian B-schools?
 E-Learning: A Substitute for Classroom Learning?

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 Cricket as a National Obsession is a Detriment to Other Sports.

Given Topic: - 1. Increasing no. of Engineering Colleges is a boon to the society.

All students are divided into two groups.

……………………………………………………………………………

 For
Yes, increasing number of Engineering Colleges is a boon to the society as they provide a
platform for the intellectual people of the country.
As there is an increase in the number of Engineering College students can get various
options to pursue their desired area.
Engineering college increases the efficiency of the students by honing their skills which
is better for their personality development.
They make more people employable.

 Against
Increase in number of Engineering Colleges does not guarantee the quality of engineers
India requires today.The number of Engineering Colleges is increasing but the number of
job vacancies has decreased proportionately creating a dearth of jobs.India’s literacy rate
is decreasing and people need more primary education as they cannot afford the luxuries
of the engineering college, imparting primary education would mean more educated
people.Rather than focusing on the number of Engineering, the target should be the
quality of education imparted, trainer to student ratio. Focusing on increasing number of
engineering colleges means not training the people in other fields.

It is true that engineering colleges are the need of the hour as they hone the skills of the
students making them a powerful asset for India. But the other fact is that 63% of the
population is still illiterate. It is only making the coming time worse for India. People
should be imparted primary education which would result in more educated young men
and women, which in turn will help in overall development of the country. We should
also focus on training our population in various fields so that it is not an unbalanced
growth.

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Assignment No. 7
LETTER- WRITING

FORMAL AND INFORMAL LETTERS

A good letter should consist of:
a) An appropriate greeting (Dear Sir/Madam, Dear Kathy, Dear Mr Brown)
b) An introduction clearly stating the reason you are writing
c) A main body in which the subject is developed. Begin a new paragraph for each
main point
d) A final paragraph in which you sum up the topic or express your wish for
something to be done
e) An appropriate ending (Yours/Best wishes, + first name, Yours sincerely, Yours
faithfully, + full name).
Style in Letters
 The characteristic of formal style in letters are:
 The greeting (Dear Mrs. Lee, Dear Sir,)
 Frequent use of the passive
 Formal language (complex sentences, non-colloquial English)
 No abbreviated forms
 The ending (Yours sincerely,/Yours faithfully)

The characteristic of informal style in letters are:

 The greeting (Dear Alex, Dear Dad)
 Informal language and style (idioms, colloquial English)
 Abbreviated forms, pronouns omitted
 The ending (Yours/Love/Best wishes/Regards, Anthony)
REMEMBER!!!

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 Informal (friendly) letter have only one address (yours) whereas formal Letters have two
(yours and the recipient's)
 Friendly letters begin with Dear + first name and end with Love/Yours/Best wishes +
firstname
 Formal letters begin with:
A) Dear Sir/Madam and end with yours faithfully + full name
B) Dear Mr/Mrs + surname and end with Yours sincerely + full name- Semi-formal letters can
begin with Dear Mr/Mrs + surname and end Best wishes/Yours + firstname/full name
1. LETTERS OF COMPLAINT

Introduction
Paragraph 1 - reason for writing
Main Body
Paragraphs 2-3 - complaint(s) and justification
Conclusion
Final Paragraph - suggested action to be taken, closing remarks Full name
 Letter of complaint is normally written in a formal style.
 Letters should start with an appropriate greeting (e.g. Dear Sir, Dear Brown, etc)
 Mild or strong language can be used depending on the feelings of the writer or the
seriousness of the complaint, but abusive language must never be used
 You should state the reason for the complaint in the first paragraph
 Start a new paragraph for each different aspect of the topic
 Any complaints you make should be supported with a justification
 Complaints and justification can be linked with appropriate linking words and phrases
Useful language for Letters of Complaint
Opening Remarks:
 I am writing to complain about/regarding/on account of/because of/on the subject of...
 I am writing to draw your attention to...
 I am writing in connection with...
 I am writing to express my strong dissatisfaction with...
 I am afraid to say I have numbers of complaints about...
 I am sorry to say that I was very disappointed with...
 I was appalled at...
 I feel I must protest/complain about...
Useful phrases:
 We ought to discuss the matter...
 To make matters worse...
 I was very disappointed to find that...
 I would be grateful if you could...
 I should have been informed that...
 The first problem was... Another problem was... The most visible problem...

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 I hope you will understand that I was very dissatisfied...

 I believe you can appreciate how disappointed I was when...
Linking words:
 Even though, however, furthermore, firstly, finally etc.
Closing Remarks:
 I would like to hear your explanation for the above problems...
 I would therefore be grateful if you could give me a full refund...
 I would like a full refund as soon as possible...
 I would like to have all or part of my money refunded...
 I am not satisfied with...
 I hope/assume you will replace...
 I trust the situation will improve...
 I hope the matter will be resolved...
 I hope we can sort this matter out amicably
 I look forward to hearing from you in your earliest convenience to offer me a complete
refund
 I feel I am entitled to a partial refund in addition to an apology for the inconvenience
caused
 I insist you replace the item at once…
 I demand a full refund…
 I hope that I will not be forced to take further action
 I look forward to hearing your early reply
 I look forward to receiving a prompt reply

2. LETTERS OF APOLOGY

A letter of apology can be either formal or informal. It can be written when someone has made a
mistake, has failed to perform a duty or is not able to fulfil a promise.
 The main body contains reasons for the inconvenience caused.
 In the final paragraph you can express your hope to improve the situation or promise to
make up for any problems that have been caused.
Introduction
Paragraph 1 - reason for writing
Main Body
Paragraphs 2-3 - reasons to explain the inconvenience caused
Conclusion
Final Paragraph - express understanding/regret or promise to make up for the situation
Closing remarks
Full name
Useful Language for Letters of Apology
Opening Remarks:

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Formal
 I am writing to apologise for...
 I must apologise for...
 Please accept my sincerest apologies for...
 How can I apologise enough for...
 I must apologise profusely...
Informal
 I hope you will understand when I say that...
 What can I say, except I'm sorry that...
 I'm sorry for...
 I owe you an apology...
 I'm so sorry if I upset you in any way...
 I can't describe how sorry I am and how guilty I feel...
Closing Remarks:
Formal

 Once again, sincerest apologies for...

 I hope you will accept my apologies...
 I hope my apologies will be/are accepted...
Informal

 I hope you believe me when I say how sorry I am...

 I can't tell you how sorry I am...
 I beg you to forgive me for...
 There is no excuse for ... and I hope you'll forgive me…

3. LETTERS OF INVITATION

Letters of invitation can be formal or informal depending on the situation and who we are writing
to. They usually contain some additional information, for example: latest news, description of the
event (party, wedding, etc.)place (hotel, house, etc.) and/or directions to the place.

Introduction
Paragraph 1 - reason(s) for writing (to invite)
Main Body
Paragraphs 2-3 - details / directions
Conclusion
Final Paragraph - closing remarks
Full name
Useful Language for Letters of Invitation
Opening Remarks:
Formal

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 We would be honoured if you...

 I cordially invite you to...
 Your presence would be appreciated at...
 You are invited to attend...

Informal
 I'm writing to invite you to...
 I'd love it if you could come to...
 We're organising a ... and would love it if you could come
Closing Remarks:
Formal
 We would be grateful if you could...
 Please indicate whether you will be able to attend
Informal
 I hope you'll be able to make it...
 Hope you can come
 Looking forward to seeing you then
 Please let me know as soon as possible
Directions can be introduced by using some of the following expressions:
 In case you don't know the way...
 I'll give you some directions...
 I have included some directions...
 Here are a few directions so you don't get lost
 In case you do not know the exact of the...
Accepting an Invitation
Introduction
Paragraph 1 - thanks for invitation
Main Body
Paragraphs 2-3 - acceptance of invitation, further comments
Conclusion
Final Paragraph - closing remarks
Full name
Useful Language for Letters Accepting an Invitation
Opening Remarks:
Formal:
 I am writing to thank you for the kind invitation
 Thank you for the kind invitation which I would be honoured to accept
Informal
 Thanks for the invitation to ..., sounds lovely...
Closing Remarks:
Formal:

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 I look forward to seeing you...

 We wait the event with great anticipation
Informal:
 See you then
 We're really looking forward to it
Refusing an Invitation
Introduction
Paragraph 1 - thanks for invitation
Main Body
Paragraphs 2-3 - refusal of invitation, giving reasons
Conclusion
Final Paragraph - closing remarks
Full name
Useful Language for Letters Refusing an Invitation
Opening Remarks:
Formal
 We thank you for your recent invitation to ... but...
Informal
 Thank for the invitation, but...
 Thanks for inviting me to ..., but I'm afraid I can't come
Closing Remarks:
Formal
 I am sorry to miss the opportunity of...
 Thank you again for the invitation...
 I hope we will have the opportunity to meet
Informal
 I hope we can get together some other time
 I'm really sorry we'll have to miss it

4. LETTERS OF APPLICATION

A letter o application may be written when we apply for a permanent/temporary job or

educational course It is important to include only the information that is relevant, and to use a
suitable style, formal or semi-formal The first paragraph mentions the reason for writing. It can
also include the name of the job/course you are applying for and where you saw it advertised
The main body paragraphs can include:
 what you are doing now
 what work experience you have
 your academic qualifications
 the personal qualities which make you suitable for the job or course
 In your final paragraph, you can:
 summaries the points in the main body

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 thank the person for considering your application

 ask the person to consider you for the job/course
 mention the possibility of further communication
 Present tenses are normally used but some past tenses can be used to describe your past
experience. You may also use future constructions

Applying for a Job

Introduction
Paragraph 1
 reason for writing
Main Body
Paragraphs 2 - 3 - 4
 qualifications/training - previous experience/ qualities and skills
Conclusion
Final Paragraph - closing remarks
Full name
Useful Language for Letters of Application (for a Job)
Opening Remarks:
 I am writing to apply for the post/job/position of/which I saw advertised in...
 I am writing with regard to your advertisement...
 I am writing in response to your advertisement...
Reference to experience:
 ...for the last/past year I have been working as... since/for
 I have had experience of...
 Two years ago I was employed as...
 I worked as... before...
Closing Remarks:
 I would appreciate a reply at your earliest convenience...
 Please contact me regarding any queries you may have...
 I enclose my CV and I would be glad to attend an interview at any time convenient to
you...- If you wish me to attend an interview, I am available at any time...
 I look forward to hearing from you in due course...
Applying for a Course
Introduction
Paragraph 1
 reason for writing
Main Body
Paragraphs 2 - 3 - 4
 qualifications / reasons for wanting to take the course
Conclusion
Final Paragraph - closing remarks

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Full name
Useful Language for Letters of Application (for a Course)
Opening Remarks:
 I would like to apply for admission to the ... beginning
 I would like to be considered for...
Reference to experience:
 I hold a certificate/degree in
 I am due to take examinations in...
 I have taken/passed the ... examination...
 I hold the following qualification...
 I have completed the following courses/degree course
 My degree is in English...
Closing Remarks:
 I would appreciate a reply at your earliest convenience...
 I look forward to meeting/hearing from you
 Please contact me regarding any queries you may have
 I enclose further details of my education and qualifications to date...
 I hope that you will consider me for entry
 I look forward to receiving your response in the near future

Letter of application

Dear Sir / Madam,

I am writing to apply for a place on the History MA course which commences this September at
Winston University.
I am 25 years old and I have completed a History degree at Macbriney University, where I received
first class honors. Prior to this I was a pupil in grammar school, where I obtained 9 GCSEs and
four A levels in History, English, Mathematics and Geography.
Since the completion of my BA I have spent one year working as assistant historian. This work
was extremely enjoyable and I am now anxious to specialize by gaining further qualifications
before embarking on my chosen career in this field.
I enclose details of my education and qualifications in the hope that you will consider me for entry.
I am looking forward to hearing from you.
Yours faithfully,
XYZ

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Assignment No. 8
REPORT WRITING

What is a report?
A report is a highly structured document written in a formal style. Normally a report is based on
your reading and some form of practical work, such as an investigation, survey, experiment or
review of practice in other organizations. Reports are written for a particular purpose, to inform,
to persuade, or to offer recommendations. They are also produced for a specific audience. Reports
generally draw conclusions based on their findings and may suggest a course of action or areas of
further research.

Reports generally aim to:

 Set out the issue and explain why the activity was undertaken
 Describe what was done and how it was done
 Present the findings, conclusions, and any recommendations

Preparing and writing your report

Use your assignment brief to make sure you understand the purpose of the report and the intended
audience. Have a plan allowing enough time to collect and organize your information and write,
redraft, and proofread the report. You should write in a formal academic style with simple
sentences avoiding slang and unnecessary jargon. Paragraphs need to be concise and focus on one
issue or area of discussion. Tables and diagrams can be used in your report but make sure they add
to the reader’s understanding of the issues and that they are clearly labeled.

Presentation and layout

In a report the content is divided up into a number of sections each with a heading. These sections
may be further divided into subsections. Sections and sub sections make it easier for the reader to

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locate the information they need. Normally these sections and subsections are numbered using a
progressive numbering system. Most word processing software will do this numbering for you.
1. Main section

1.1. Subsection
1.1.1. Subsection
1.1.2. Subsection
Report structure -what sections should a report have?
This table outlines the main sections that a report should contain.
However if you are given specific guidelines for your report you must follow them.

Title The title page should have the title of the report, the author’s name, and any
other details required by the assignment brief such as module/course titles.
Contents List all the main sections including the appendices remembering to include the
page numbers. Any illustrations, tables or diagrams that you have used
also need to be included in a separate list in this section.
Abstract/Summary A brief summary or overview of the report. It should be a document which can
be read independently of the main report.
Introduction A brief description of what the report is about, what it will cover, any relevant
background information and any limitations on the contents or coverage of the
report
Main Section Presents your results to the reader. Depending on the type of report and the
instructions you have been given this section might be further divided into areas
such as literature review, methodology, results and discussion.
Conclusion Summarizes the key points from the main body of the report relating them back
to the introduction. Do not introduce new material in this section
Recommendation This section provides you with the opportunity to suggest changes and
improvements. Any recommendations should be based on your conclusions
References The reference list should detail all the sources you have used in your report.

Appendices Use this section to include material that the reader might want to refer to but
would disrupt the flow of the main report. Each appendix is numbered so that
it can be referred to in the report

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Assignment No. 9
RESUME WRITING

What is a resume?

A resume or curriculum vitae (CV) is a summary of your education, employment experience, skills
and relevant aspects of your extra-curricular life. It’s also a marketing document to promote your
suitability to a recruiter or prospective employer. Your application may be your first contact with
that person, so it’s important to make a good first impression by presenting your qualifications,
skills and achievements positively, enthusiastically and truthfully. To market your skills
effectively it’s very important to tailor your resume to each job vacancy. It’s important to consider
both format and content. In doing so, don’t underestimate the time it takes to put together a good
resume.

Some dos and don’ts of formatting

 Do make your resume easy to read as it will be scanned in as little as 30 seconds. The most
important points should be on page one.
 Do limit your resume to a maximum of 2-3 single-sided A4 sheets. This enables the reader
toquickly see the most important elements of your background.
 Don’t leave out important information. Generally,employers find a one page resume
insufficient.
 Do use your name as the heading on the first page rather than a heading called “Resume”.
 Do number the pages 2 and 3 of your resume.
 Do make your layout professional and easy to navigate with plenty of white space between
sections of information.

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 Do keep font sizes between 10 and 12 point for body text, with a larger font for headings.
Arial, Tahoma or Calibri are safe fonts to use, but be consistent with how they’re used and
don’t use more than two.
 Do leave margins of 2–3 cm each to make it possible for the reader to write notes.
 Do maintain a consistent style with bullet points, font, spacing and indentation.
In what order do I list the sections? Backing up the claim with evidence e.g. It’s important to check
that the information on your resume presents your best case in respect to the particular job. There
is no ‘correct’ way to write a resume - choose the headings, content, layout and ordering that will
best promote your skills and experience. The information below is intended for people with a
tertiary education, seeking a position around the time of graduation.

You’re Name

Start the document with your name as the heading in large, bold lettering. Directly underneath,
include the following:

 address (and a vacation address if applicable)

 contact phone number/s
 one e-mail address (ensure it’s business-like).
The following information is not required:
 marital status, health and religion
 date of birth
 personal photo
Place of Birth

Career objective

A career objective describes the type and level of position you are seeking and the industry or area
in which you would like to be employed. Employers have commented that a good career objective
makes you look focused and enthusiastic. In order to promote your skills, include those that will
contribute to the role and the organisation.

Ensure that the objective is brief and realistic e.g. “A research position within Environmental
Sciences where my university studies in water management and my work experience in local
government in environmental management can be utilised.”

Skills summary

A skills summary on the first page provides the employer with a brief cluster of your key skills
relevant to the position. Research suggests that the inclusion of a detailed skills summary or
competency statement significantly improves the likelihood of gaining an interview. Each
statement should take the form of a brief heading e.g. “Written Communication Skills”.

Education - Tertiary

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Include:

 the full name/s of the degree/s you’re studying or have studied. Don’t use abbreviations for
a degree unless you’ve previously referred to it by
 its full name
 the university/ies where you’re studying/have studied
 major(s)
 the year you’re currently in (e.g. second year)
 averaged results
 any academic awards or achievements If you’re applying to a graduate program you may
be required to attach a copy of your academic transcript to your resume.
Other optional inclusions are:

 thesis topic/s
 key subjects where you have gained specific and relevant skills or experience
 major projects or areas of research
Education - Secondary

Include details of the final year of High School:

 the level attained (e.g. Higher School Certificate)

 the school you attended in your final year
Other education and training

Practicums and industry experience

For degrees such as Health Sciences or Education that require practicums or industry experience
include the location of the practicum, length of time and relevant details e.g. which wards you
worked on or which classes you taught. Include a summary of the skills and experience you gained.
If you’re a final year Engineering student you need to include information on your industry
experience. If you’ve had only one period of industry experience with one employer, include it in
your Employment History rather than in a separate section.

Employment history

Start with your most recent job and work backwards. Include relevant part-time, casual and
voluntary work with a position title, the name of the organisation and the suburb in which the
organisation is (or was) located.

Other skills and attributes

You may include details of computer skills or language skills. For example:

 Competence in the Microsoft Office suite

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 Fluency in written and spoken English, Mandarin,Modern Greek, Vietnamese

Extra-curricular activities

These may be in educational, community and church activities; in sport or the arts; both on or off
campus. If you’ve been involved in few extra-curricular activities, list each activity as a bullet
point. You may have been involved in a significant activity such as the organisation of a major
social or sporting event. If so, include details of the skills you used and the contribution you made.

Positions of responsibility held:

Memberships:

Interests

Employers are interested in finding out about your interests and the skills developed from those
activities, as these might be useful in the workplace. Be genuine about your list as you may be
asked to talk about your interests at interview.

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Assignment No. 10
PRESENTATION SKILL

Most degree programmers and careers require presentation skills. Anyone who understands some
underlying techniques and principles about presenting will be a more confident speaker. Speaking
effectively and persuasively is something anyone can learn and develop with practice.

Preparation

Preparation is everything. Getting the answers to the following questions can increase your
confidence, because you will be more in control. In addition, answers to these questions will help
you make some necessary decisions in advance about the structure of your presentation.

Who is your audience?

The more you know about your audience, the more accurately you will be able to select the
appropriate data for your talk. If each individual in the audience knows as much as everybody else
on the subject then you can use certain technical terms and concepts. However, if the audience is
unfamiliar with the subject, you may need to include more basic information. What you are aiming
at is to balance what your audience already knows and what it needs to know.

What points do you want to convey?

It is important to be clear on the number of points that you want to convey. However, bear in mind
that people will only remember a number of points; you cannot expect to present a lot of ideas in
a short period of time. You may find it helpful to write your key points as a check list and select
the ones that you regard as most important.

How long is your presentation to be?

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The length of time that has been allotted to your talk has critical implications for what you select
for the content. This will influence the degree of detail that you can deal with. Consider the amount
of time that the talk will take, including or in addition to any question time. Twenty minutes is the
ideal length of time for a speech that will keep an audience listening. If there are other speakers,
you should consider in what order the presentations will be made. The first or second speaker has
an advantage as the group is fresh and paying attention. As the day goes on, audiences become
tired and it is more challenging for speakers to keep their interest.

Structure

Your responsibility to the audience is to be clear, accurate and analytical. A strong structure is one
of the most vital points to distinguish a good presentation from an average one. In order to keep
the listeners interested and involved, you must arrange facts and ideas in an effective manner.

(1) Introduction / Beginning:

The beginning of your presentation should motivate your audience to focus on you and your words.
Give special emphasis to the first five minutes. The following techniques for opening your talk
might be useful:

An overview of the presentation outlining the issues that will be covered and stating the end
objectives. A statistic or a shocking fact.
A quotation.
A question.
(2) Middle:

Develop the argument, positions or explanations that you indicated at the start. You explain, clarify
and justify your positions. You need to decide in what order to put each of your key points, e.g.
the most important point first or last, a sequence based on chronological order (past, present,
future).

(3) Closing:

You have similar choices for ending a talk as you do for beginning one (i.e. story, quotation etc).
In the closing, you summarise what you told to your audience, you restate your objectives and
what you want from them.

Notes: Consider using notes instead of relying on your memory. Rather than writing pages of
paper, or using the overheads and slides as prompts, try to use record cards. On each card you
might write one of your key ideas, followed by words to remind you of the example that you plan
to use. Note cards are convenient and allow you to be more mobile during your talk.

The presentation Other key elements involved with the ability to get our message across and that
effect the quality of the presentation include the following:

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 Keep eye contact. By looking at each face you are signalling to the listeners that you like
them, that you are honest, open and direct. Make the audience feel that you are addressing
it.
 Use your hands in a variety of gestures. Do not fidget with your notes, play with your
clothes or put your hands in your pockets. Use your hands to describe and reinforce your
verbal message. Avoid pointing at the audience.
 Be aware of your posture. Stand straight, with assurance, chest up, shoulders relaxed. A
little movement is helpful so long as you do so with clear purpose.
 Be aware of your voice. Talk louder than normal and try to vary the pitch of your voice.
 Project your voice to the back of the room, not down at the table in front of you. Speak
slowly enough for the audience to capture the meaning of what you are saying.
 Face your audience. Bear in mind that your facial expression should reinforce your
message. Smile from time to time.
 The warmth that you will emit can affect the listeners’ level of interest or motivation. Your
clothes. Do not wear clothes that distract attention from what you are saying.
 Dress comfortably and appropriately.
 Word Choice. An audience’s ability to understand is effected by the vocabulary we choose.
Long words are harder to understand than short words. Eliminate words or phrases that
may be inappropriate, insulting or stereotypical. Avoid overuse of similar words. Consider
using a thesaurus when preparing in order to avoid this.

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Assignment No. 11
Team games for team building - Students should make to participate in team
activity.

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