Capital University of Science & Technology,

Islamabad
Department of Computer Science

Course Title: Technical Report Writing

Course Code: HM CS, BI & SE 2033
Duration: 16 Weeks (32 Classes)
Prerequisite: None
Recommended Books: i) Technical Communication by Rebecca E. Burnett
ii) Professional Writing: A Complete Guide for Business,
Industry and IT by Sky Marsen
iii) Technical Report Writing: A booklet designed for the
students of Department of Computer Science, C.U.S.T.
Islamabad by Humera Aftab
Reference Books: Writing Skills Handbook by Charles Bazerman and Harvey S.
Wiener

Course Objectives

The term Technical Report indicates a document with weight and authority. It should
convey the impression to the reader of being well researched, carefully thought out,
balanced and impartial. In the business world, important decisions are taken on the
basis of business and technical reports.

This course will ensure that you get your point across in the most planned, structured,
concise and persuasive manner, thus enabling the busy recipient to give it reading
time, attention and action.

i 
 
Students of this course are expected to work in a technical environment in future
where producing technical reports would be a part of their job. Attending this course
helps them to succeed in practical life.

Course Learning Outcomes (CLO’s)

CLO: 1. To organize official documents, particularly Technical Reports, that align
with the most up to date style and format, acceptable at national and international
levels. (C-5)

CLO: 2. To produce persuasive oral and written communication in professional

environment (C-5)

CLO: 3. To orally produce data confidently in front of audience (C-5)

Marks Breakup
Quizzes 10%
Assignments 10%
Report Writing & 10%
other
Presentation 10%
Mid Term 20%
Final 40%
Total 100%

Course Contents

1. Introduction to Technical Report Writing

 What is a report?
 Purpose of Technical Report Writing
 Parts of Technical Report Writing

2. Intended Audience of a Technical Report

3. 7C’s of Effective Communication

 Application of 7C’s on Technical Report
 Writing Clear Sentences
 Writing Clear Paragraphs
 Revising for Clarity
 Organising Clearly

ii 
 
 4. Types of Reports

I. Informal Report
 Informal Introductions
 Summary
 Background
 Conclusions and Recommendations
 Discussion
 Uses of Informal Reports

II. Formal Report

 The Elements of a Formal Format
 Arrangement of Formal Elements
 Front Material
 Format Devices in the Body of the Formal Format
 End Material

III. Informational & Analytical Report

 Writing introduction
 Presenting data
 Conclusion
 Suggestions

IV. Recommendation and Feasibility Reports

 Planning the Recommendation Report
 Writing and Presenting the Recommendation Report

5. Technical Writing Applications

 Memorandums (Memo Format Report)
 Letter (Letter Format Report)

6. Technical Writing Process

 The Pre-writing Stage
 The Writing Stage
 The Post-writing Stage

7. Essay Writing
 Parts of an Essay
 Writing Narrative
 Description &
 Argument

8. “7 Habits of Highly Effective Teens”

 Reading Comprehension &
 Personal Grooming

iii 
 
 9. Writing Project Proposal
 Parts
 Format

10. Different Parts of a Technical Report (Formatting)

 Title Page
 Table of Contents
 List of Figures
 Abstract/Summary
 Introduction
 Background
 Discussion
 Conclusion
 Recommendations
 Figures and Tables
 Appendix
 Bibliography
 Headings
 Page numbering Style etc.

11. Resume Writing

 The Functional Resume
 The Chronological Resume
 Hybrid Resume

12. Plagiarism
 Definition
 Types
 How to avoid
 HEC Penalties

13. Writing Research/Term Paper

 Style
 Consistency
 Clarity
 Language

14. Practice of Technical Report Writing

15. Activities
 Confidence building
 To improve spoken skills

16. Final Project Presentation

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CLO’s and PLO’s Mapping

CLOs

CLO:1 CLO:2 CLO:3

PLOs

PLO:7

(Communication Skills)

PLO: 10

(Team Work)

PLO:12

(Lifelong Learning)

Weekly Plan

Weeks Plans
Week 1 Introduction to Technical Report Writing

 What is a report?
 Purpose of Technical Report Writing

Parts of a Report

 Title page
 Letter of transmittal
 Table of contents
 Summary
 Introduction
 Discussion

v 
 
 
Conclusion

Recommendations

Bibliography
 Appendices
Week 2 Intended Audience of a Report

Types of Reports

I. Informal Report
 Informal Introductions
 Summary
 Background
 Conclusions and Recommendations
 Discussion
 Uses of Informal Reports
II. Formal Report
 The Elements of a Formal Format
 Arrangement of Formal Elements
 Front Material
 Format Devices in the Body of the Formal Format
 End Material
III. Informational & Analytical Report
 Writing introduction
 Presenting data
 Conclusion
 Suggestions
IV. Recommendation and Feasibility Reports
 Planning the Recommendation Report
 Writing and Presenting the Recommendation
Report

Week 3 7C’s of Communication

 Application of 7C’s on Technical Report
 Writing Clear Sentences
 Writing Clear Paragraphs
 Revising for Clarity
 Organizing Clearly

Week 4 Technical Writing Applications

 Memorandums(Memo Format Report)
 Letter (Letter Format Report)

Week 5 Technical Writing Process

vi 
 
  The Pre-writing Stage
 The Writing Stage
 The Post-writing Stage

Week 6 Essay Writing

 Narrative Essay
 Descriptive Essay
 Argumentative Essay

Week 7 7 Habit of Highly Effective Teens

Week 8
Presentation

Week 9 Writing Project Proposal

 Parts
 Format
 Practice

Week 10  Different Parts of a Technical Report (Formatting)

 Cover, label &Title Page
 Letter of Transmittal
 Table of Contents
 List of Figures
 Abstract/Summary
 Introduction
 Background
 History, location, methodology, etc.
 Results
 Discussion of Results
 Conclusion
 Recommendations
 Figures and Tables
 Appendix
 Bibliography
 Headings
 Page numbering Style
 Practice

Week 11  Writing a Report (Practice)
 Resume Writing
 The Functional Resume
 The Chronological Resume

vii 
 
  Hybrid Resume
 Practice

Week 12 Plagiarism
 Definition
 Types
 How to avoid
 HEC Penalties
Week 13 Writing Research/Term Paper
 Style
 Consistency
 Language
 Clarity

Week 14 Project Presentation & other Activities

Week 15 Project Presentation & other Activities

Week 16 Revision

viii 
 
Contents
Course Objectives ................................................................................................................... i 
Course Learning Outcomes (CLO’s) ..................................................................................... ii 
Marks Breakup ...................................................................................................................... ii 
Course Contents .................................................................................................................... ii 
CLO’s and PLO’s Mapping ................................................................................................... v 
Weekly Plan ........................................................................................................................... v 
1.  Introduction to Technical Report Writing ................................................................... 1 
Introduction .......................................................................................................................... 1 
Length of a Technical Report ............................................................................................... 1 
Parts of a Report .................................................................................................................. 1 
Exercise ................................................................................................................................ 3 
2.  Intended Audience of a Technical Report ...................................................................... 4 
Introduction .......................................................................................................................... 4 
Audience Analysis ................................................................................................................. 4 
Audience Adaptation............................................................................................................. 4 
End Results ........................................................................................................................... 5 
Exercise ................................................................................................................................ 5 
3.  Types of Reports ........................................................................................................ 6 
Introduction .......................................................................................................................... 6 
Formal Report ...................................................................................................................... 6 
Informal Report .................................................................................................................... 6 
Routine Report ...................................................................................................................... 6 
Special Report ...................................................................................................................... 6 
Oral Report ........................................................................................................................... 7 
Written Report ...................................................................................................................... 7 
Informational Report ............................................................................................................ 7 
Analytical Report .................................................................................................................. 7 
Exercise ................................................................................................................................ 7 
4.  7 C’s of Effective Communication............................................................................... 8 
Introduction .......................................................................................................................... 8 
Exercise .............................................................................................................................. 10 
1.  Formal Letter Writing .............................................................................................. 11 
Introduction ........................................................................................................................ 11 
Parts of a Formal Letter ..................................................................................................... 11 
Exercise .............................................................................................................................. 13 
2.  Memorandum Writing ............................................................................................. 14 

ix 
 
 Introduction ......................................................................................................................... 14 
Audience and Purpose ........................................................................................................ 14 
Purpose ............................................................................................................................... 14 
Sample Memorandum ......................................................................................................... 15 
Exercise ............................................................................................................................... 16 
3.  Process/Stages of Technical Writing ........................................................................ 17 
Application on Writing the Report ...................................................................................... 17 
Stage One: Understanding the report brief ........................................................................ 17 
Stage Two: Gathering and selecting information ............................................................... 17 
Stage Three: Organizing your material .............................................................................. 17 
Stage Four: Analyzing your material .................................................................................. 17 
Stage Five: Writing the report ............................................................................................ 18 
Stage Six: Reviewing and redrafting ................................................................................... 18 
Stage Seven: Presentation ................................................................................................... 18 
4.  Narrative Writing ..................................................................................................... 19 
Introduction ......................................................................................................................... 19 
Guidelines for Writing a Narrative Essay ........................................................................... 19 
Exercise ............................................................................................................................... 20 
5.  Argumentative/Persuasive Writing .......................................................................... 21 
Introduction ......................................................................................................................... 21 
Characteristics of Argument Essays ................................................................................... 21 
Exercise ............................................................................................................................... 22 
6.  Writing a Description ............................................................................................... 23 
Introduction ......................................................................................................................... 23 
Method of Organization ...................................................................................................... 25 
Guidelines to build effective descriptive Essay ................................................................... 25 
Exercise ............................................................................................................................... 26 
7.  Introduction to “7 Habits of Highly Effective Teens” ................................................ 27 
Part one: Get in the Habit ................................................................................................... 27 
Chapter one: Paradigms and Principles ............................................................................. 27 
Chapter 2: The Personal Bank Account .............................................................................. 28 
Chapter 3: Habit 1- Be Proactive ....................................................................................... 28 
Chapter 4: Habit 2 – Begin with the End in Mind .............................................................. 29 
Habit 3 – Put First Things First .......................................................................................... 29 
The Relationship Bank Account .......................................................................................... 30 
Habit 4 – Think win-win ...................................................................................................... 30 
Habit 5 – Seek First to Understand, then to be Understood ............................................... 31 
Habit 6 – Synergize ............................................................................................................. 32 
Habit 7 – Sharpen the Saw .................................................................................................. 32 
Keep Hope Alive .................................................................................................................. 33 

x 
 
8.  Direct and Indirect Speech ....................................................................................... 35 
Introduction ........................................................................................................................ 35 
Rules for Changing Direct Speech into Indirect ................................................................. 35 
Exercise .............................................................................................................................. 40 
9.  Punctuation ............................................................................................................. 42 
Introduction ........................................................................................................................ 42 
Full Stop or Period (.) ........................................................................................................ 42 
Exclamation Mark (!) ......................................................................................................... 42 
Question Mark (?) .............................................................................................................. 42 
Comma (,) ........................................................................................................................... 43 
Semicolon (;) ...................................................................................................................... 44 
Colon (:) ............................................................................................................................ 45 
Parenthesis ( ) ..................................................................................................................... 45 
Dash (--) ............................................................................................................................. 46 
Quotation Marks (“---”) ..................................................................................................... 46 
Italics .................................................................................................................................. 47 
Apostrophe (’) ..................................................................................................................... 47 
Brackets ([ ]) ...................................................................................................................... 48 
Exercise .............................................................................................................................. 48 
10.  Active and Passive Voice ..................................................................................... 50 
Introduction ........................................................................................................................ 50 
Exercise .............................................................................................................................. 52 
Work Cited ...................................................................................................................... 54 

xi 
 
 1. Introduction to Technical Report Writing

Introduction

Technical Report communicates technical information, facts and conclusions. It is

mostly written by engineers. The purpose of a technical report is to recommend,
instruct, inform or persuade a reader about a specific practical matter, so technical
writers use technical words, technical terminology and sentence structures that focus
the reader's attention on the relevant facts. Presented facts should always be accurate
and complete. Graphic descriptions are frequently used. Technical report is always
considered trust worthy. It should always meet the expectations of intended audience

Length of a Technical Report

A formal report varies in length. Short report may be presented in memo format (brief
summary of activities). Then it can be written in letter format and finally a long
formal technical report follows basic structure. According to the need and
requirement of reader or audience and purpose, the length and format of the report is
selected.

Parts of a Report

• Title page
• Letter of transmittal
• Table of contents
• Summary/abstract
• Introduction
• Discussion
• Conclusion
• Recommendations
• Bibliography
• Appendices

Title Page

 Title of work
 Author and Author’s title
 Person/organization who requested report
 Date of completion

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 Letter/Memo of Transmittal

 Formal business letter addressed to the person requesting the report

 Explains on whose authority the report was written
 May summarize or draw attention to specific material in a report
 Acknowledges assistance in researching and compiling the report

Table of Contents

 From summary through to appendices

 Does not include title page and table of contents page
 Use the decimal numbering system (DNS)
 Indents each layer of the Decimal Numbering System (DNS)
 Identifies appropriate page number

Summary (or synopsis, Executive summary, abstract and précis)

Represents 10% of the written report, and includes:

 Why ( the purpose of the report)

 Scope ( what issues are covered and what issues are not covered)
 How ( brief details of research methods)
 What (important results and findings)
 So what ( major conclusions and recommendations)
 All covered in the same order as the report

Introduction

 What is the report about?

 Why it is being written?
 Who is conducting the research?
 Any background information relevant to the report
 Scope ( what will and will not be covered)

Discussion

 What is the report about?

 Why it is being written?
 Who is conducting the research?
 Any background information relevant to the report
 Scope ( what will and will not be covered)

Conclusion

 This section answers the questions “What does all this stuff mean?”

  2
  Relate your answer back to the original purpose of the report
 Includes a clear summary of the main points of the report
 Outlines the findings of the research
 Do not introduce new information in the conclusion

Recommendations

 Should be written in descending order of Importance

 Emerge from the conclusions
 They are the honest, justified opinion of the writer and includes: what is to
be done, who is to do it and how/when it is to be done

Bibliography

 It gives reference to all those sources which are utilized in writing the
report
 MLA, APA, Chicago, IEEE etc.

Appendices

 Contains supplementary material too detailed for the main body of the
report
 May include photographs, tables, charts, maps, statistics, questionnaires
etc.
 Any inclusions must be clearly labeled and referred to in the body of the
report

Exercise

1) What is a Technical Report?

2) Why Report Writing is considered an important skill? How can it help in
conducting good business communication?
3) What are the elements of a long formal report? Discuss in detail.
4) What do you think is the most important part of a report? What measures can
be taken to make that part an impressive and forceful one?

  3
 2. Intended Audience of a Technical Report

Introduction

A report is basically meant for the audience. While writing a report, it is important to
know for whom the report is being written. A good report is the one that satisfies the
needs and demands of audience and covers all those areas that audience wants to be
answered. Following is the list of intended audience of a report.

Experts: who know the theory and the product inside and out. They have advanced
degrees and operate in academic settings or in research and development areas of the
government and business worlds.

Technicians: who build, operate, maintain, and repair the stuff that the experts design
and theorize about.

Executives: who make business, economic, administrative, legal, governmental,

political decisions on the stuff that the experts and technicians work with.

Non-specialists: who have the least technical knowledge of all. They may just be
curious about a specific technical matter and want to learn about it for some specific,
practical reason. They sometime have to take potent/grave decision on the basis of
certain reports.

Audience Analysis

It is important to know the background-knowledge, experience, and training of your

intended audience. A report writer should know the needs and interests of the
audience, so that they should be answered and satisfied. If there is more than one
audience then it is necessary to know about each of them. If a report is intended for
countless and there is variability in audience then it should be written in such a way
that no area is ignored and it satisfies them all.

Audience Adaptation

It means what do you need to write according to the need and demand of you
audience. You never have to add information that your readers/audience do not need
or ask for. You can also change the level of information according to the audience.
While writing for a technical audience, you can add or use as many technical terms as
are required, but writing for a non-specialist, you need to be careful. In case of non-

  4
specialists, a list of technical terms can be added in the beginning. Moreover,
examples can be added to make your reader understand your point.

Organization of your report can be either from known to unknown or from unknown
to known, again according to your audience. Moreover, frequent use of appropriate
transitional words and phrases would help to create coherence in your work.
Paragraphs should be very clearly differentiated and each paragraph should have very
clear topic sentences. Sentences should be clear and well constructed. Information
should be given in chunks, so that audience may digest them easily. To make your
point get across clearly, you need to give cross- references to important information.
If you keep these points in mind while writing a report, your audience would
understand that well and your objective would be achieved.

End Results

You cannot write a report usefully without being sure of its object: to inform, to
persuade, to recommend. A report has to give practical solution of some issue or it a
research and analysis of data or issue. You just have to present the fact without your
personal opinion or personal bios.

Exercise

1) Who is intended audience of a report?

2) Discuss intended audience of different reports in detail.
3) Why audience analysis is an important task while writing a report?
4) What point should be kept in mind when the audience is non-specialist?
5) What characteristics should a report have that is meant for specialists of
certain areas?

  5
 3. Types of Reports

Introduction
Different people and companies need to write different types of reports according to
their need and requirement. These reports may vary in their length and format.
Following is a list of different types of reports which are written for different
purposes.

Formal Report
• A formal report is prepared in a prescribed form.

• It is lengthy reports with length of hundred pages.

• Annual reports, reports of companies, project reports and thesis are examples

of formal report.

Informal Report
• An informal report is generally in the form of a person to person
communication.

• It is brief report of a specific business.

• Laboratory reports, daily production reports, trip reports are informal reports.

Routine Report
• Routine reports are prepared and presented at regular intervals.

• They may be submitted annually, semi-annually, quarterly, monthly, weekly

and daily.

• Sales and production report, cost report are examples.

Special Report
• Special reports is prepared and presented to convey special information
related to an individual, occasion or problem.

• Enquiry report, research reports, thesis, dissertation are special reports are
example of special reports.

  6
Oral Report
• It is presentation of data in the form of face to face to communication

• Reports of accidents, sales production, joining are example of oral reports.

Written Report
• It is presentation of data/information in written form.

• They can be kept as permanent record / can be edited, reviewed and stored.

Informational Report
• It is presentation of data/information without any analysis or interpretation or
recommendations.
• Conference report, seminar report and trip report are example.

Analytical Report
• It is presentation of data/information with analysis or interpretation or
recommendations.
• Project reports, Feasibility reports, market research report are examples.
They show the highest level of persuasion

• Proposal argues for a particular course of action and often takes the form of
request for funding or formal authorization to peruse a particular project.
• Submission argues for or against an issue decided by a responsible body.
• Investigative Reports analyze a problem and methodically recommend a
specific course of action to solve the problem.
• Feasibility Report investigates a possible plan of action and advises on
whether the action should be taken.

Exercise
1) When and why do we write an informal report?
2) What are the benefits of written report?
3) Why do we need different types of reports to carry out business
communication?
4) Discuss different types of reports in detail.
5) Discuss sub-types of analytical reports.

  7
 4. 7 C’s of Effective Communication

Introduction
Francis J. Bergins, in 1978, advocated certain principles of practical communication
that are really helpful in effective communication. They guideline for choice of
content and style of presentation adapted to the purpose of the receiver of the
message. These principals are applied to both oral and written communication and
they are also called the 7 C’s of Effective Communication. They help to write clear
and effective emails, reports, letters, memorandums, reports etc.

7 C’s of Communication

1. Completeness

2.Conciseness

3.Clarity

4.Correctness

5.Coherence

6.Courtesy

7.Concreteness

1. Completeness
Every communication must be complete, adequate and comprehensible for the
receiver, so that he may respond properly. Incomplete messages keep the receiver
guessing, create misunderstanding and delay actions. Every person should, therefore,
be provided with all the required facts and figures. For example, when factory
supervisor instructs workers to produce, he must specify the exact size, shape, quality
and cost of the product. Any assumptions behind the messages should also be
clarified. While answering a letter, all the questions raised in the letter must be
replied.

  8
2. Conciseness
In business communication, you should write as brief as possible to get the point
across. It means say whatever you have to say in fewest possible words without
sacrificing the other C qualities.

A concise message saves time and expense for both sender and receiver, eliminates
unnecessary words and let only important ideas stand out. When combined with a
“you-view”, concise messages are inherently more interesting to recipients as they
avoid unnecessary information.

3. Clarity
No matter what the task at hand, writing, speaking, or presenting to someone, we
need to ensure our key points are as clear as possible. Just because we send our
message out to the intended person does not mean they will understand it in the way it
was planned. It is best to minimize the key points per sentence, so there is no need to
read between the lines and misinterpret the message. In short clarity means getting
your message across in such a clear way that the receivers understand what you are
trying to convey.

4. Correctness
The term correctness as applied to business messages means right level of language
and accuracy of facts, figures and words, spelling and grammar. If the information is
not correctly conveyed, the sender will lose credibility; moreover, it can vitiate
decision making process. Transmission of incorrect information to outsiders will
spoil the public image of the firm. To convey correct messages, grammatical errors
should also be avoided. You should not transmit any message unless you are
absolutely sure of its correctness.

5. Coherence
Coherence means that your work or parts of work should appear well connected.
Each new part should emerge from the previous one. There should be connection in
each part. Your work should not appear bits, chunks or collection of independent
parts or ideas. All parts should be related to the one main idea.

6 Courteous
Communicate as politely, respectfully, openly, honestly, and professionally as
possible. How do you want to be treated when someone is communicating with you?
Keep that point of view in mind when you communicate with others.

7. Concreteness

  9
Concreteness means being specific, definite, and vivid; rather than vague and general.
To achieve concreteness use specific facts and figures, put action in your verbs and
choose vivid, image-building words.

Exercise
1) Why is it so important in communication to transmit your message clearly?
2) If a message is not transmitted properly or keeping in view the 7 C’s of
communication, what problems it can create for the receiver?
3) What do you understand by correctness, and how it can be achieved in our
written communication?
4) Discuss the role of 7 C’s of effective communication in report writing?

  10
 1. Formal Letter Writing

Introduction
A Formal or business letter is the one that is written from one organization to
another or to an individual; from an individual to another or to an organization with
an aim of applying for a job, apologies, recommend a person, inquiry of information
and other queries that may necessitate a formal letter. A formal letter requires the use
of an acceptable salutation (Dear Sir/Madam) and uses a direct, objective approach in
writing the body.

Parts of a Formal Letter

1) Your Address
It is also called return address or sender’s address. It should be written at the top
right-hand corner of the page. If a letter-headed paper is being used then your address
is skipped. Leave a line’s space after this.
123 Kahuta Road,
Zone-V, Expressway,
Islamabad.
2) The Date
It comes directly under your address. Leave a line’s space after this.
12th June 2016
OR
June 12, 2016
3) Recipient’s Title (designation) and Address
It is also called inside-address or recipient’s title and address. It is written on the left-
hand side of page, starting below your address and date. Leave one line’s margin after
inside-address.
The General Manager,
Star Web Developers,
F-8/2, Islamabad.
4) The Subject
Include a subject for your letter as this is often helpful to the recipient, especially if
they receive a lot of mail. If you do include a subject line, it should appear after inside
address, and can be in bold, uppercase or both to make it stand out. Leave a line’s
space after this.

  11
5) Salutation or Greeting
Use the title (Mr., Mrs., Miss or Ms., Dr., etc.) and the surname only. For example,
“Dear Mr. Jones” or “Dear Mrs. Martha”. If you are writing to a woman and do not
know if she uses Mrs. or Miss, you can use Ms. which is for married and single
women. If you do not know the names then use “Dear Sir/Madam” as appropriate.
Salutation will follow a comma. Again leave one line’s space after writing salutation.
6) The Text or Body of your Letter
Following points should be kept in mind while writing the body of your letter.

 Single-spacing between lines

 A blank line in case of block format or an indent before each new paragraph

 Each new paragraph should start at the left hand side.

 The first paragraph should be short and state the purpose of the letter- to make
an enquiry, complain, request something, etc.

 The paragraph or paragraphs in the middle of the letter should contain the
relevant information behind the writing of the letter. Most formal/business
letters are not very long, so keep the information to the essentials and
concentrate on organizing it in a clear and logical manner rather than
expanding too much.

 The last paragraph of a formal letter should state what action you expect the
recipient to take- to refund, send you information, etc.

 Use 12 font and Times New Roman.

7) Closing of Your Letter, Name and Signature
After the body of text, your letter should end with an appropriate closing phrase such
as “Yours sincerely”, “Yours faithfully” or “With best regards”, and a comma.
Leave several blank lines after the closing (so you can sign the letter after printing it),
then type your name. You can optionally put your job title and company name on the
line beneath this.
Yours sincerely,
(Space for signature)
Ahmed Ali
Managing Director, StarBiz
8) Enclosures

If you have enclosed any documents along with the letter, such as a resume, you
indicate this simply by typing Enclosures one line below the closing. As an option,

  12
you may list the name of each document you are including in the envelope. For
instance, if you have included many documents and need to ensure that the recipient
is aware of each document, it may be a good idea to list the names.

24 Smith Road,
Sunderland,

29th August 2016

Mr. Fred Hatwell,

Manager,
Hattwell Toys Ltd,
133 Industry Road,
Sunderland.

Dear Mr. Hatwell,

I am writing to request information about plastic jars, as I have been informed that
those produced in your factory are excellent.

I require all specifications of all models, as well as pricing information. Could you
please send the information by first class mail?

I look forward to your swift reply.

Yours sincerely,

Ms DESIREE SABRINA HENDERSON

http://www.britishcouncil.org/learnenglish-central-word-games-letter-layout-
example.htm

Exercise
1) Write an analytical report in letter format to the head of your department;
informing him about problems that students are facing in computer lab due to
old systems. Suggest best possible solution as well.
2) Write a letter format informational report to the Dean of your faculty; giving
details of a Software Exhibition held at another university.
3) Report Director CDA about broken foot paths of your sector.

  13
 2. Memorandum Writing

Introduction
The word memorandum is derived from the Middle English word from 'memorandus'
meaning ‘to be remembered'. It is a brief and small written record or document used
in offices for internal communication purposes that have been said verbally. Whether
it's a business, government/education institution, or legal office, memoranda are used
whenever required. As reminders to personnel, they usually contain recommendations
or instructions, occasionally proposals. They differ from letters as they are more
informal and do not require a closure statement as in Business Letters. They are
usually brief and to the point. The format of a memo, which varies from company to
company, is always designed for easy distribution, quick reading, and efficient filing.
Most memo display the name of the recipient, the name of the sender, the date, and
the subject on separate lines at the top of the page.
Many companies have printed forms for the memos, and some word processing
programs allow you to call up a memo template that prints standard memo lines ----
“To”, “cc” (for other receiving copies of the memo), from “date”, and “Subject” ---at
the top of the page.
Readers of Memos are busy people; you cannot assume that they will read your
Memo word to word. Therefore the subject line should describe the subject as clearly
and concisely as possible, and the introductory paragraph should be well organized
and easy to scan.

Audience and Purpose

• Memos have two purposes: they bring attention to problems and they solve
problems.
• They accomplish their goals by informing the readers about new information
like policy changes, price increases, or by persuading the reader to take an
action such as attend a meeting, or change a current production procedure.
• Regardless of the specific goal, memos are most effective when they connect
the purpose of the writer with the interests and needs of the reader.

Purpose
• Gives busy readers’ information fast
• Announces company policy
• Makes a request
• Explains a procedure
• Clarifies information

  14
 • Alerts readers to the problem
• Reminder for meetings, parties, policy and procedure
• To make suggestion
• To report a progress
• Clear, direct and focused way on day-to-day activities, like sales & profits,
product information, policies and schedule changes, progress reports, orders
and personnel direction.

Memos are useful in situations where emails or text or text messages are not suitable.
For example, if you are sending an object, such as a book or a paper that needs to be
signed, through internal office mail, you can use a memo as a covering note to
explain what the receiver should do.

Sample Memorandum
 

To: GTS Sales Staff

From: Karen Moore
C.C: Mr. John Sakazaki
Date: 25th July 2016
Subject: Customer presentation
The JSKL marketing presentation that you prepared last week to showcase our new
product line was exceptional.

Your enthusiasm, sales strategy, and product knowledge were impressive and
certainly sealed the deal with Mr. Lockhart!

Thank you for your outstanding work and dedication. Bonus checks will be
distributed next week.

My sincere congratulations to all of you!

  15
Exercise

1) Write a memo format report to the Dean of your Faculty, reporting him your
participation in a recent online gaming competition organized by another
university.

2) Write a memo report to the Head of your department on the Sports Gala of
your university.

  16
 3. Process/Stages of Technical Writing

Application on Writing the Report

All reports need to be clear, concise and well structured. The key to writing an
effective report is to allocate time for planning and preparation. With careful
planning, the writing of a report will be made much easier. The essential stages of
successful report writing are described below. Consider how long each stage is likely
to take and divide the time before the deadline between the different stages. Be sure
to leave time for final proof reading and checking.

Stage One: Understanding the report brief

This first stage is the most important. You need to be confident that you understand
the purpose of your report as described in your report brief or instructions. Consider
who the report is for and why it is being written. Check that you understand all the
instructions or requirements, and ask your tutor if anything is unclear.

Stage Two: Gathering and selecting information

Once you are clear about the purpose of your report, you need to begin to gather
relevant information. Your information may come from a variety of sources, but how
much information you will need will depend on how much detail is required in the
report. You may want to begin by reading relevant literature to widen your
understanding of the topic or issue before you go on to look at other forms of
information such as questionnaires, surveys etc. As you read and gather information
you need to assess its relevance to your report and select accordingly. Keep referring
to your report brief to help you decide what relevant information is.

Stage Three: Organizing your material

Once you have gathered information you need to decide what will be included and in
what sequence it should be presented. Begin by grouping together points that are
related. These may form sections or chapters. Remember to keep referring to the
report brief and be prepared to cut any information that is not directly relevant to the
report. Choose an order for your material that is logical and easy to follow.

Stage Four: Analyzing your material

Before you begin to write your first draft of the report, take time to consider and
make notes on the points you will make using the facts and evidence you have
gathered. What conclusions can be drawn from the material? What are the limitations
or flaws in the evidence? Do certain pieces of evidence conflict with one another? It
is not enough to simply present the information you have gathered; you must relate it
to the problem or issue described in the report brief.

  17
Stage Five: Writing the report
Having organized your material into appropriate sections and headings you can begin
to write the first draft of your report. You may find it easier to write the summary and
contents page at the end when you know exactly what will be included. Aim for a
writing style that is direct and precise. Avoid waffle and make your points clearly and
concisely. Chapters, sections and even individual paragraphs should be written with a
clear structure. The structure described below can be adapted and applied to chapters,
sections and even paragraphs.

 Introduce the main idea of the chapter/section/paragraph

 Explain and expand the idea, defining any key terms.

 Present relevant evidence to support your point(s).

 Comment on each piece of evidence showing how it relates to your point(s).

 Conclude your chapter/section/paragraph by either showing its

significance to the report as a whole or making a link to the next
chapter/section/paragraph.

Stage Six: Reviewing and redrafting

Ideally, you should leave time to take a break before you review your first draft. Be
prepared to rearrange or rewrite sections in the light of your review. Try to read the
draft from the perspective of the reader. Is it easy to follow with a clear structure that
makes sense? Are the points concisely but clearly explained and supported by
relevant evidence? Writing on a word processor makes it easier to rewrite and
rearrange sections or paragraphs in your first draft. If you write your first draft by
hand, try writing each section on a separate piece of paper to make redrafting easier.

Stage Seven: Presentation

Once you are satisfied with the content and structure of your redrafted report, you can
turn your attention to the presentation. Check that the wording of each
chapter/section/subheading is clear and accurate. Check that you have adhered to the
instructions in your report brief regarding format and presentation. Check for
consistency in numbering of chapters, sections and appendices. Make sure that all
your sources are acknowledged and correctly referenced. You will need to proof read
your report for errors of spelling or grammar. If time allows, proof read more than
once. Errors in presentation or expression create a poor impression and can make the
report difficult to read.

http://libweb.surrey.ac.uk/library/skills/writing%20Skills%20Leicester/page_77.htm

  18
 4. Narrative Writing
Introduction

A narrative relates a series of events, real or imaginary, in an organized sequence. A

narrative is a moving picture. Like description, narratives need to have a rich texture
of details so that the reader is seeing, hearing, smelling, and touching. The reader
should experience the story, not simply hear it. Narratives provide human interest,
spark curiosity, and draw us close to the story teller. Narratives create a sense of
shared history, linking people together. The member of a culture share certain stories
and events, true or untrue that unites them. Most people enjoy narratives, whether
written or in the form of movie etc. In addition, narratives offer instructions and
provide insight.

Narratives have a start at the beginning and then follow the sequence of events
chronologically. However, an effective variation on this pattern is to start in the
middle of things and then use flashbacks to fill in the background information. This
method is especially effective in holding the reader's attention. A narrative presents
actions and details that build towards a climax, the point at which the conflict of the
narrative is resolved.

Guidelines for Writing a Narrative Essay

If written as a story, the essay should include all the parts of a story. This means
that you must include an introduction, plot, characters, setting, climax, and
conclusion.

When would a narrative essay not be written as a story? A good example of this is
when an instructor asks a student to write a book report. Obviously, this would not
necessarily follow the pattern of a story and would focus on providing an informative
narrative for the reader.

The essay should have a purpose. Make a point! Think of this as the thesis of your
story. If there is no point to what you are narrating, why narrate it at all?

The essay should be written from a clear point of view. It is quite common for
narrative essays to be written from the standpoint of the author; however, this is not
the sole perspective to be considered. Creativity in narrative essays often times
manifests itself in the form of authorial perspective.

Use clear and concise language throughout the essay. Much like the descriptive
essay, narrative essays are effective when the language is carefully, particularly, and
artfully chosen. Use specific language to evoke specific emotions and senses in the
reader.

  19
The use of the first person pronoun ‘I’ is welcomed. Do not abuse this guideline!
Though it is welcomed it is not necessary—nor should it be overused for lack of
clearer diction.

As always, be organized. Have a clear introduction that sets the tone for the
remainder of the essay. Do not leave the reader guessing about the purpose of your
narrative. Remember, you are in control of the essay, so guide it where you desire
(just make sure your audience can follow your lead).

http://owl.english.purdue.edu/owl/resource/685/04/

Exercise

Write a narrative on any ONE of the following topics.

1) My first day at university

2) An experience that led to renewed faith
3) An embarrassing experience
4) The breakup of a friendship
5) A brush with death

  20
 5. Argumentative/Persuasive Writing

Introduction

An argumentative essay is one that attempts to persuade the reader to the writer's
point of view. The writer always tries to convince the reader of the validity of his or
her opinion. The essay may argue openly, or it may attempt to subtly persuade the
reader by using irony or sarcasm. A sound argument makes a claim, offers reason
and arguments in support of that claim. A sound argument also anticipates opposing
viewpoints and acknowledges, accommodates, and/or refutes them. Kathleen T.
McWhorter, in her book Successful College Writing, gives characteristics of
argumentative essay. These characteristics would help the writer of argument to
develop a strong and powerful argument.

Characteristics of Argument Essays

An Argument Focuses on a Narrowed Issue. An issue is a controversy, problem,

or idea about which people disagree. In choosing an issue, therefore, be sure it is
arguable. Well- known issue need little definition, but for less familiar issues, reader
may need background information. In addition, the issue you choose should be
narrowed enough to deal with adequately in an essay-length argument.

An Argument States a Specific Claim in a Thesis. To build a convincing

argument, you need to make a clear and specific claim, one that tells readers your
position on the issue. It is best to state your claim in a strong thesis early in the essay.
Regardless of argument, you need to be careful about the way you state your claim.
Avoid a general or absolute statement; your claim will be more convincing if you
qualify or limit it.

An Argument Depends on Careful Audience Analysis. To build a convincing

argument, you need to know you audience. Because an argument is intended to
influence readers’ thinking, begin by anticipating your readers’ views. First
determine how familiar is your audience with the issue. Then decide whether your
audience is with the issue. Then decide whether your audience agree with your claim,
is neutral about or wavering on the claim, or disagree with the claim.

An Argument Presents Reasons Supported by Convincing Evidence. In

developing your argument, you need to have reasons for making a claim. A reason is
a general statement that backs up a claim; it answers the question, “Why do I have
this opinion about the issue?” You also need to support each reason with evidence.
Be sure to choose reasons and evidence that will appeal to your audience.

An Argument Follows a Logical Line of Reasoning. The reason and evidence in an

argument should follow a logical line of reasoning. The most common type of

  21
reasoning are induction and deduction. Whereas inductive reasoning begins with
evidence and moves to a conclusion, deductive reasoning begins with a commonly
accepted statement or premise and shows how a conclusion follows from it. You can
choose one or both of reasoning to keep your argument on a logical path.

An Argument Appeals to Readers’ Needs and Values. Although an effective

argument relies mainly on credible evidence and logical reasoning, emotional appeal
can help support and enhance a sound argument.

An Argument Recognizes Opposing Views. Recognizing or countering opposing

arguments forces to think hard about your own claims. When you listen to readers’
objections, you may find reasons to adjust your own reasoning and develop a stronger
argument. In addition, readers will be more willing to consider your claim if you take
their point of view into account.” (pg.593, 594, 595, 596, 599)

Exercise

Develop solid argument on any TWO of the following topics.

1) People have overly dependent on technology

2) Should animals be used for scientific research?
3) Should there be schools and colleges for males and some just for females?
4) Should students add their teachers as friends on Facebook?
5) Should all TV channels have censorship in Pakistan?
6) Can diamonds be girls’ best friends?

  22
 6. Writing a Description

Introduction
A descriptive essay presents information in a way that appeals to our one or more of
the five senses—sight, sound, smell, taste, and touch—usually creating an overall
impression or feelings. It can also describe what something is, or how something
happened. Descriptive essays generally use lot of sensory details. The essay could be
a list-like description that provides point by point details. Or, it could function as a
story, keeping the reader interested in the plot and theme of the event described.
Kathleem T. Macwhorter, in her book Successful College Writing, gives complete
guidance to descriptive writing in a highly effective way.
Characteristics of Descriptive Writing
Description uses Sensory details
Sight. When you describe what something looks like you help your reader
create a mental picture of the subject. In the following excerpt, notice how
Loren Eiseley gives visual detail to describe what he comes across in a field.

‘One day when I cut across the field which at the same time extended on one
side of our suburban shopping center, I found a giant slug feeding from a
funnel of pink ice cream in an abandoned Dixie cup. I could see his eyes
telescope and protrude in kind of dim, uncertain ecstasy as his dark body
bunched and elongated in the curve of the cup.’

Loren Eiseley, “The Brown Wasp”

The description allows the reader to imagine a slug eating ice cream that is
bare statement of facts would not do .Eiseley describes shape (“funnel of pink
ice cream”), action (“bunched and elongated”), color (“pink funnel,” “dark
body”), and size (“giant”). Notice also how Eiseley included specific details
(“suburban shopping center,” “Dixie cup”) to help reader visualize the scene.
Sound. Sound can also be a powerful descriptive tool. Can you “hear” the
engines in the following description?
‘They were one-cylinder and two- cylinder engines, and some were make-
and-break and some were jump-spark, but they all made a sleepy sound
across the lake. The one-lunges throbbed and fluttered, and the twin-cylinder
ones purred and purred and that was a quiet sound too. But now the campers
all had outboards. In the daytime, in the hot mornings, these motors made a
petulant , irritable sound; at night, in the still evening when the afterglow lit
water, they whined about in one’s ears like mosquitoes.’

E.B.WHITE, “Once More to the Lake”

  23
 White conveys the sound of the engines by using active verbs (“throbbed and
fluttered,” “purred and purred,” “whined”), descriptive adjectives (“sleepy,”
petulant,” “irritable”), and a comparison (“whined about one’s ears like
mosquitoes”).Writers of description also use onomatopoeia, words that
approximate the sounds they describe. The word hiss, whine, spurt and sizzle
are common example.
Smell. Smells are sometimes difficult to describe, partly because we do not
have as many adjectives for smell as we do for sights and sounds. Smell can
be effective descriptive device, however, as shown here.

‘Driving through farm country at summer sunset provides cavalcades of

smell: manure, cut grass, honey suckles wheat chaff, scallions, chicory, and
tar from the macadam road.’

DIANE ACKERMAN, “A Natural History of the Senses”

Notice how Ackerman lists nouns that evoke distinct odors, and leaves it to
the reader to imagine how they smell.

Taste. Words that evoke the sense of taste can make description lively.
Consider this restaurant critic’s description of Vietnamese cuisine.

‘In addition to balancing the primary flavors—the sweet, sour, bitter, salty
and peppery tastes whose sensations are, in the ancient Chinese system,
directly related to physical and spiritual health—medicinal herbs were used
in most dishes….For instance, the orange-red annatto seed is used for its
“cooling” effect as well as for the mildly tangy flavor it lends and orange
color it imparts.’

Molly O’Neill, “Vietnam’s Cuisine: Echoes of Empire”

Notice that O’Neill describes the variety of flavors (“sweet, sour, bitter, salty
and peppery”) in Vietnamese cuisine.

Touch. Description of texture, temperature, and weight allow a reader not

only to visualize, but almost to experience an object and scene. In the excerpt
that follows, Annie Dillard describes the experience of holding a Polyphemus
moth cocoon.

  24
 ‘We passed the cocoon around; it was heavy. As we held it in our hands, the
creature within warm and squirmed. We were delighted, and wrapped it
tighter in our fists. The pupa began to jerk violently, in heart-stopping
knocks. Who’s there? I can still feel those thumps, urgent through a
muffling of spun silk and leaf, urgent through the swaddling of many years,
against the curve of my palm. We kept passing it around. When it came to
me again it was hot as a bun; it jumped half out of my hand. The teacher
intervened. She put it, still heaving and banging, in the ubiquitous Mason
jar.’

ANNIE DILLARD, “Pilgrim at Tinker Creek”

Dillard describes the texture of the cocoon (“muffling of spun silk and leaf”),
its temperature (“hot as a bun”), and its weight (“heavy”) to give readers an
accurate sense of what it felt like to hold it.

Method of Organization
Effective description must follow a clear method of organization. Three
common methods of organization used in descriptive writing are spatial order,
chronological organization, and most –to-least or least-to most order:

 When you use spatial order, you describe a subject from top to
bottom, from inside to outside, or from near to far away. Or you may
start from a central focal point and then describe the object that
surrounded it. For example, if you are describing a college campus,
you might start by describing a building at the center of the campus—
the library, perhaps. You would describe the buildings that are near
the library, and conclude by describing anything on outskirts of the
campus.
 Chronological order works well when you need to describe events or
changes that occur in objects or places over a period of time. You
might use chronological order to describe the change in a puppy’s
behavior as it grows or to relate changing patterns of lights or shadow
as the sun sets.
 You might use least-to-most or most-to-least order to describe the
smells in a flower garden or the sound of an orchestra turning up for a
concert.

Guidelines to build effective descriptive Essay

1. Include only relevant details. Whether you describe an event, a
person, or a scene, the sensory details you choose should enhance the
reader’s understanding of the subject.

  25
 2. Keep the description focused. Select enough details to make you
essential points and dominant impression clear. Reader may become
impatient if you include too many details.
3. Make sure the description fits the essay’s tone and point of view.
A personal description, for example, is not appropriate in an essay
explaining a technical process.” (pg.242, 243, 244, 245, 247, 253,254.)

Exercise
Describe a tree in a nearby garden using the following pattern of description.

Write a descriptive essay on any ONE of the following topics.

1. A hot plate of Biryani or any of your favourite foods

2. A visit to children’s ward of a hospital

Using sensory details, active verbs, and varied sentences, describe one of the
common objects in the following list. Do not name the object in your description.
Exchange paper with a classmate. Your reader should be able to guess the item
you are describing from the details you provide.

1. A piece of clothing
2. A food item
3. An appliance
4. A machine
5. A computer keyboard

  26
 7. Introduction to “7 Habits of Highly Effective Teens”

Part one: Get in the Habit

Habits are a big part of a teenager’s life. They can either balance out a teen’s
complicated and busy life or make life harder and make it into a disaster. Kids always
complain that they don’t have time for anything because of all their schoolwork,
friends, family, sports, etc. Some kids even go through
depressions and drugs, so Covey has created the 7 habits of highly effective teens to
help accommodate to these kid’s hectic schedules. These habits are: Be proactive,
Begin with the end in mind, Put first things first, think win-win, Seek to understand,
Then to be understood, synergize, and sharpen the saw. To be successful, you must
apply these habits onto everyday life. By doing so, this will help you to overcome the
problems within yourself. Then it will help you to create good relationships with
others, and lastly these habits will help you to renew yourself. On the other hand,
there are also habits that will lead you downhill; these are: React, begin with no end
in mind, thin win-lose, put first things last, seek to talk then pretend to listen, don’t
cooperate, and wear yourself out. As you can see habits can lead you in the right or
wrong direction.

Chapter one: Paradigms and Principles

Chapter one describes how paradigms and principles can either make you or break
you. First off, a paradigm is a perception or a point of view on a certain matter, and
often times our paradigms can put limitations on ourselves. For example, if I go into
high school thinking that I have no confidence and don’t have an outgoing
personality, that idea would be slowly be engraved on to my mind, and I would
always be living in the shadows because those negative ideas are like walls that
narrow the mind. In conclusion, it is always important to have a positive paradigm on
yourself because having a positive paradigm can determine how happy, successful,
and confident you are. There are also other kinds of paradigms like paradigms on
others. This book explains that you should never judge a person without knowing all
the facts because there’s always a chance that you don’t know the complete story. For
instance, if there is this one teacher at school who I think is so mean to the whole
class, I might go and badmouth about him/her with my friends when in reality, he/she
is just trying to prepare us for college and make us have a good work ethic. Last but
not least is the paradigm of life, and this is where principles come into play. Your
paradigm should be based on the principles because being too obsessed with only one
life center can lead to the downfall of another. For example, if your life revolves
around school, you will lose enjoying your youth. Living by principles is like being
the jack of all trades because you can solve all problems by honesty, hard work,
responsibility, love, and more.

  27
Chapter 2: The Personal Bank Account
Your personal bank account is how you feel about yourself, so if you have a rich
PBA, you are most likely to have a positive relationship with yourself, and if you are
poor, you will probably go through a rollercoaster of emotions and will self-destruct
easily. So how do you get rich or poor? The answer is through deposits and
withdrawals. Deposits are when you earn and gain money, so it could be keeping
promises to yourself, being honest, being kind, renewing yourself, and more. At the
other end of the rope are withdrawals which are acts such as breaking personal
promises, beating yourself up, neglecting your talents, etc. The book states that all
deposits don’t always have to be big. For example, for one of my new year’s
revolution I made a promise to myself to give up drinking soda, and I’ve kept the
promise ever since. Keeping this promise makes me “richer” and feel better about
myself. Although it may seem that being kind to others only benefits the person
receiving the kindness, it can also makes the person doing the generous act feel great
about themselves. One time at a restaurant, I found a phone under the table, and it
hadn’t been long since the lady who had been sitting at our table had left, so I
hurriedly ran to find her and gave her her phone. She checked to see if it was hers,
and replied with a heartwarming thank you and a smile. This may seem like nothing
to you, but I felt like I had saved the woman the trouble of coming all the way back to
the restaurant to see if her phone was still there or even stolen. As you can see making
PBA deposits leads to a better life!

Chapter 3: Habit 1- Be Proactive

There are two kinds of people in the world: proactive and reactive people. The
proactive people are people who take responsibility, take control of themselves, and
take action. On the other hand, the reactive people blame things on others, wait for
things to happen, and complain about everything. Although being reactive is the
easier route and requires no willpower, being proactive will be more beneficial. For
example, instead of laying around begging my parents for money, I should babysit the
kids around the neighborhood, walk their dogs, and have bake sales. Also this book
really emphasizes that the one thing you are in control of is yourself, and that
proactive people don’t let rude comments and fights affect your attitude and
decisions. From this, I learned that if I have a bad day at school because of my
teachers, I shouldn’t lash out at my friends or family, instead I should try to work it
out with my teachers and work harder in class. To help be proactive, this book gives
you four handy dandy power tools: self-awareness, conscience, imagination, and
willpower. These tools help you to think about the situation instead of reacting on
impulse, so if I go back to the situation with my teachers, I would use self-awareness
to recognize that a bad test grade is affecting how I act with my teacher. Then I would
listen to my conscience saying that it is wrong to be mad at my teachers when it was
me who made the bad grade. Next, I would imagine myself going to a good college in
a couple of years, and in order to do so I would use my willpower to get over that one
bad grade and work harder to get into a great school. All people (including me)
should strive to be more proactive because they have a can-do attitude, bounces back
from bad events, and don’t dwell upon the misfortunes and the things they can’t

  28
control such as their race or the weather, and so many other aspects that make life
more enjoyable and successful.

Chapter 4: Habit 2 – Begin with the End in Mind

Without having an end in mind, you won’t know which path to take and won’t know
if you’re decisions are going in the right direction. The book tells you to imagine your
future self and imagine what your future self has done over the past year. I imagined
myself making good grades, being a good friend, student, and daughter. Since I have
an end in mind and know what my values are, I will know that working hard, staying
up late studying, listening in class, being kind, doing chores, and being respectful will
all be decisions that I know are right. Also the book states that if we are not in control
of our own destiny, we will often follow anyone who is willing to lead. For example
if a person doesn’t know what their values are, he/she might just take the same
interests as his/her friends which may get the person into drugs or determine what
career path they choose. To reach an end, Covey states that the best way he found to
do this is to write a mission statement. A mission statement can be anything from
poems to songs, and uncovering your talents can help develop it. Covey gives you 4
methods that you can use to develop a mission statement, and I have gone with his
first method which uses quotes. The quote I have chosen goes: “Life is like riding a
bicycle. To keep your balance, you must keep moving.” –Albert Einstein. I chose this
quote because I shouldn’t dwell on the negative stuff and disagreements or look back
on the past. Next the book moves on to goals, and Covey lists some tips on how to
make goals. One of the tips listed was to count the cost, so if I had a goal to
successfully finish a school project with my friends, I should know that I will have to
sacrifice some of my ideas and incorporate the other’s ideas. This would cause less
disagreements, and I also should know that if I’m not 100% committed and don’t do
my equal share of work, my friends will be very annoyed with me. There were also
many other great tips such as writing your goals down and roping up with people who
can help you or have the same goal. Lastly my favorite part about this chapter was
when it expressed that life is too short, so we should make it extraordinary!

Habit 3 – Put First Things First

Urgent, not urgent, important and not important. Which combination is the best for
organizing and planning out your life? Well the answer is the combination of not
urgent and important, the prioritizer. The prioritizer plans ahead does all the
important things that need to get done, and they don’t wait until the last minute to do
it, so prioritizers have got it together and live their life as stress-free as possible.
However not all people can spend 100% of their time being in the prioritizer quadrant
because in the end we are all just humans. We all slack off at times, procrastinate, and
don’t have the willpower to say no. Slackers waste their time doing unimportant stuff
such as watching too much TV or sleeping too much, so these people are just pouring
their life down the drain. Then there are procrastinators who do everything important
at the last second like cramming in for a test or finishing the book report that’s due
tomorrow. Lastly there is the yes-man who caves into peer pressure or says yes to
things he really not interested in. From this I learned that I need to make myself into a

  29
prioritizer and in order to do so, I must plan ahead so I know what’s coming. So from
now on, I will plan my weeks and make sure to reserve my days for the important
events such as studying for a test or attending my friend’s game. Then after I have
organized the important things, I can fit in all the little things such as relaxing or
painting a picture. Also I learned that I should step out of my comfort zone. For
instance if I go into a class where none of my friends are in, I should go out and talk
to someone and make a friend, and I shouldn’t let the fear of her not liking me stop
me from making friends with her. This book has also taught me about discipline and
how I should be strong and get myself to get myself in certain habits such as waking
up on time and not falling into peer pressure.

The Relationship Bank Account

Before we learned about the PBA, now we learn about the Relationship Bank
Account or the RBA. The RBA has the same concepts as the PBA but instead of
having a relationship with yourself, the RBA is about relationships with others. Every
time you met a new person, you opened another bank account with him/her. Now it
your choice if you want to make a positive or negative account. To do this, just like
PBA, you have to make deposits or withdrawals. Deposits would be acts such as
keeping promises, being kind, being loyal, listening and saying sorry. For example, if
I want to have a good relationship with my parents, I have make sure to keep
promises such as doing all the chores before dinner or be kind and make them a
special dinner. Another big concept I found in this chapter was loyalty. I found
loyalty very important because I shouldn’t bad mouth my friend behind her back and
expect her to be okay with it. Plus, if I were to stick up for my friend, I know she
would do the same for me. Also I found that the best way to avoid arguments is to say
you’re sorry, so from now on I will say sorry and admit my mistakes, and if I do that,
I know the other person will too. On the other hand, there are withdrawals which
break down relationships. Withdrawals are acts such as breaking promises, keeping to
yourself, gossiping, being arrogant, and setting false expectations. Setting false
expectations can lead into disasters! This is like leading someone on because they
truly believe in what you say. For instance, if I tell my friend that the cookies she
baked were delicious when in reality they were really horrible, she would really
believe that they were good. Then because she thought they were really good, she
would bake cookies for the whole school, and the kids would talk behind her back
saying that those cookies were awful. As a result I would get accused of lying to her.
This problem would have never started if I had told her nicely that those cookies were
the greatest and instead gain her trust. As you can see relationships can determine
how successful and happy you are. I know I will be making deposits into every
account whenever I can!

Habit 4 – Think win-win

They say winning isn’t everything but who really wants to lose? This chapter talks
about how everyone can win and be happy. Besides the win-win situations, covey
also explains win-lose, lose-win, and lose-lose situations. Win-lose situations often
involve one person outdoing another or “I’m better than you” attitudes. Sometimes

  30
people may even put other down to get ahead or insist of getting it done their way
without even considering the other’s feelings. Usually these kinds of people may find
themselves winning, but they are alone and friendless. Lose-win situations are sort of
like the opposite of win-lose. In a lose win situation, one person usually allows the
other to win, and they keep their true thoughts to themselves because they don’t want
to cause a big scene. They lack willpower and allow others to get it their way on
important matters. It is crucial that people shouldn’t get trapped in the lose-win cycle
or else they will get stepped on. When two win-lose people get together, it equals into
a lose-lose situation. Since both people are trying to beat one another, none of them is
going to win, and they end up losing. Also lose-lose teens think that if they can’t get
it, no one can! As you can tell, these situations won’t help build your RBA. The
solution is to win-win. This is where you care about yourself but also want others to
succeed. You share the success and treat everyone the same which results in victory
for all. So the next time my friend gets the better grade, I will congratulate her, or if
my family is arguing over whether to order Chinese or Japanese food, we will order
both. Getting into the win-win habit may sound easy, but there are obstacles that you
need to overcome. The two obstacles presented in this chapter are competing and
comparing. Competition is a great motivation to push ourselves to the next level, but
it can become your enemy when you use it as a way to outdo someone else. Then
there is competition’s twin, comparison. Comparing yourself can make you feel very
unstable and can make you feel inferior to others which is very unhealthy. Although
having a win-win attitude is difficult, let’s get into the habit of it because it can do
wonders with a relationship!

Habit 5 – Seek First to Understand, then to be Understood

You may think listening is as easy as talking, but there are many steps to being a
genuine listener. The first thing you must do is listen with your eyes, heart, and ears
before opening your mouth. People want to be understood, and if they feel love and
understanding from you, they’ll open up, but if you try to rush into the situation
before knowing anything, they’ll feel let down. For instance, if I were to give advice
to my friend, before even understanding what she needs, my advice would be full of
crap to her. Other bad listening styles besides advising would be spacing out,
pretending to listen, selective listening, word listening, self-centered listening,
judging, and probing. An example of selective listening would be like if my friend
was telling me a problem she was having with her brother and how he was always
annoying her when she is doing her homework, I might have just listened to the word
homework and start a whole new conversation about tonight’s homework. This
probably made my friend feel like I don’t care about her and felt like I ignored her
when she needed me. To avoid these bad listening skills, the book states that when
you are listening, don’t just listen to the words but feel the emotion they express and
look at their body language to get the full meaning behind what they are trying to say.
Also it is important to see the story from their point of view, and another tip that was
mentioned was to practice mirroring. Mirroring is putting the person’s word into your
own. This method is great because it really makes the other person feel like you’re
listening and understanding them. Seeking to understand is very important but so it
seeking to be understood; you have to make sure to give feedback after listening to

  31
someone. From now on, I will make a huge effort to be certain that I will listen to the
people who need it, and by doing so I will also be making RBA deposits!

Habit 6 – Synergize
Habit 6 focuses on how 2 can be better than 1 or in other words how synergy can
create a better solution. To get to synergy, you must celebrate diversity instead of
shunning it or just tolerating with it. People who celebrate diversity see differences as
ways to get more creative which then opens up more opportunities. They realize that
their differences are beneficial to each other, and they can accomplish great work
with it. Also people learn differently; they may learn to be linguistic, logical, bodily-
kinesthetic, spatial, musical, interpersonal, or intrapersonal. Since we all think
differently, we may also see and interpret things differently as well. On top of this, we
also have different styles, traits, and characteristics. As you can see no two human
can be alike, so why doesn’t everyone just accept it and synergize? Well like always,
there are barriers. One of them is being ignorant. This means that you know how
others feel, what they believe in, etc. Then there are cliques who don’t value anything
that’s not in their group, and there is also prejudice. People judge others from their
physical appearance without even getting to know them. Although these kinds of
people exist, there are many who celebrate and embrace diversity. To get to synergy,
there are 5 steps: define the problem or opportunity, their way, my way, brainstorm,
high way. For example, let’s say my friend and I are arguing about a biology project.
First I would identify that we are having a problem. Next I would listen to her saying
that she want to do a 2-D model of the cell because we don’t have much time to do 3-
D model and it would put too much stress on us. Then I would state my ideas and say
that a 3-D model would earn us more points in creativity and give us an overall better
grade. Fourthly we would brainstorm for new options and look for the best solution,
the highway. The best solution would be to incorporate both ideas by drawing some
of the features of the cell onto a poster, but also adding 3-D objects that can be made
with pipe cleaners, string, etc. This way our cell model has a new awesome effect that
none of the other projects had. Plus we got plenty of time to finish and got the extra
creative points. With good teamwork and synergy, we can all accomplish things more
successfully than ever before!

Habit 7 – Sharpen the Saw

The last habit talks about how the “sharpening” yourself allows you to excel in all the
other habits which results in dealing with life better. To sharpen or rejuvenate
yourself, the book lists 4 key components that you should regularly renew and
strengthen: the body, brain, heart, and soul. It is important to distribute your effort
into the 4 areas evenly because if you don’t, it equals to an unbalanced life. Covey
explains that to take care of the body, you must exercise, eat healthy, sleep well, and
relax. Also he stresses that you shouldn’t be obsessed with getting the perfect body
you see in magazines and movies because in reality not everyone can have the perfect
body or look. Being too obsessed with this can lead to eating disorders or straining
yourself out with too much exercise. Another thing he pointed out was that drugs are
very addicting and is hard to quit, so never start because of peer pressure or curiosity

  32
because in the end, you are just destroying yourself. Next he moves onto the caring
for the brain. This section discusses that you shouldn’t ruin your chances to learn or
get an education because if you do, you might end up having to live off your parent’s
retirement funds unable to support yourself. So in order to care for the brain, you can
read, write, and learn how to play an instrument, listen to the news, and research your
ancestors and so much more. Taking time to really sharpen your brain will open up
many more opportunities than people who will spend days and days on the computer
and watching TV or people who don’t study because they’re afraid others might think
its lame. Even if you don’t like learning, there will always be something that interests
you and you will have to work hard for it. What are teens full of? That’s right; its
emotions. To keep yourself from bursting like a bubble, you have to nourish your
heart. You do this by making PBA and RBA deposits whenever you can. Sometimes
teens will also undergo depression, and Covey explains that no matter how bad things
may be, there will always be a happy future waiting for you, so you should never
even think about ending your life. Instead find something that makes you laugh
because laughing can help reduce stress and helps us cope with hard times. Lastly,
care for the soul. By doing this, you will be able to get in touch with your inner self
and find what inspires you such as meditating, writing, drawing, etc. Although this
seems like a lot and consumes a lot of time that we don’t have, as Covey states, “there
is a time for everything.”

Keep Hope Alive

This book is jam-packed with information, so it is common for teens to say, “I can’t
do all of this”, but Covey expresses to have hope. It is true that a regular teen won’t
be able to 100% master all of these habits right away, but you can always start off
little by little and work your way up. Furthermore, don’t get discouraged if things
aren’t going the way you want it to or if you find it difficult to apply these habits to
your life, because there will always be a way. Even if you have to work harder than
the people around you, it will all be worth it because all your hard efforts will pay off,
and you will be able to sprint across your finish line with a smile!

  33
 A Writer’s Reference

  34
 8. Direct and Indirect Speech

Introduction
We can narrate something said by someone else in two ways, either we
repeat his/ her words or we can convey the same meaning in our own
words. The former mode of communication is called Direct Speech, and
the later is known as Indirect Speech.

Direct and Indirect version of speech is given below:

He said, “I am very angry.” (D.S.)

He said that he was very angry. (I.S.)

Rules for Changing Direct Speech into Indirect

Rule1: The Adverb of Nearness will be changed into those of distance

Direct Speech - Indirect Speech

Now - then

Here - there

This - that

These - those

Ago - before

Thus - So

to-day - that day

to-night - that night

the day before (or)

yesterday - the previous day

Tomorrow - the next day (or)

  35
 the following day

last week - the week before

next week - the week after

Rule2: Tenses

 If the reporting verb is in the Present or Future tense (e.g., say, will
say) there is no change in the tense of the verb in the Indirect Speech.
Anas says, “I eat a mango”. (D.S.)
Anas says that he eats a mango. (I.S.)

 If Reporting Verb is in the Past Tense, the tense of the verbs in the
reported speech or Indirect Speech must be generally changed.

1. Present Tense in the Direct becomes past tense.

Jamila said, “I write a letter”. (D.S.)

Jamila said that she wrote a letter. (I.S.)

2. Past Tense in the direct becomes past perfect or remains

unchanged.

Ajmal said, “I bought a shirt yesterday”. (D.S.)

Ajmal said that he had bought a shirt the day before. (I.S.)

3. Present Continuous in the direct becomes past continuous.

John said, “I am eating pizza”. (D.S.)

John said that he was eating pizza. (I.S.)

4. Past Continuous in the direct becomes past perfect

continuous.

Akram said, “I was playing cricket”. (D.S.)

Akram said that he had been playing cricket. (I.S.)

5. Present Perfect in the direct becomes past perfect.

Kamal said, “I have done my home work”. (D.S.)

Kamal said that he had done his home work. (I.S.)

6. Present Perfect Continuous in the direct becomes past perfect

continuous.

  36
 He said, “I have been reading a novel”. (D.S.)
He said that he had been reading a novel. (I.S.)

7. ‘Will’ and ‘Shall’ are changed to ‘would’.

He said, “I will go to London tomorrow”. (D.S.)

He said that he would go to London the next day. (I.S.)

8.
may - Might

Can - Could

must - had to (or) must

|She said, “I must go now”. (D.S.)

She said that she must (or) had to go then. (I.S.)

Exception to the above rule:

If the direct speech contains the Universal Truth, the tense of the direct
speech remains unchanged even if the reporting verb is in the past.

The teacher said, “The sun rises in the East”. (D.S.)

The teacher said that the sun rises in the East. (I.S.)

Rule 3: Statement (or) Assertive Sentence

 Remove the quotation marks in the statement

 Use the conjunction ‘that’
 Change the reporting verb ‘say to’ into ‘tell’
 Change the reporting verb ‘said to’ into ‘told’
Note:
 He said that (correct)
 He told me that (correct)
 He told that (Incorrect)

1. “I will work hard to get first class” said Raza (D.S.)

Raza said he would work hard to get first class. (I.S.)

2. “You can do this work” said Ali to Ahmed (D.S.)

Ali told Ahmed that he could do that work. (I.S.)

  37
3. He says, “I am glad to be here this evening” (D.S.)
He says that he is glad to be there that evening. (I.S.)

4. “I‘m going to the library now” said David (D.S.)

David said that he was going to the library then. (I.S.)

Rule 4: Imperative Sentence (Order or Request)

 Remove the quotation mark in an Imperative sentence.

 Use ‘to’ if it is an affirmative sentence. (without don‘t)
 Use ‘not to’ if the sentence begins without Don‘t.
 Don‘t use ‘that’
 Omit the word ‘please’. Use the word ‘request’ instead of ‘say’.
 If the direct speech contains a request or a command, the reporting
verb (say, said) change to tell, request, order, command etc. In its
correct tense.

1. “Don‘t talk in the class” said the teacher to the boys. (D.S.)
The teacher advised the boys not to talk in the class. (I.S.)

2. “Please give me something to eat. I am hungry” the old man said to

them. (D.S.)
The old man requested them to give him something to eat and said
that he was hungry (I.S.)

3. “Be careful” said he to her. (D.S.)

He ordered her to be careful. (I.S.)

4. “Bring me a cup of tea” said Ali to Ahmed. (D.S.)

Ali asked Ahmed to bring him a cup of tea. (I.S.)

Rule 5: Interrogative Sentence (Questions)

 Remove the quotation marks and question mark in the interrogative

sentence.
 Use ‘if’ or ‘whether’ if the sentence inside the quotation marks
begins with a helping verb (Auxiliary verb).
 Use the given interrogative word (what, when, where, why, who,
whom, whose, which, now etc.) if it does not begin with the helping
verb.
 Don‘t use ‘that’
 Changing the reporting verb (say, said) into ‘ask’ or ‘enquire’ in its
correct tense.

  38
 Omit helping verb like ‘do, does, and did’. But don’t omit them
when they are with ‘not’.

1. “Won’t you help me to carry this box?” said I to my friend. (D.S.)

I asked my friend if he would not help me to carry that box. (I.S.)

2. Mohsin said to Sultan, “Why did not you attend the meeting
yesterday”? (D.S.)
Mohsin asked Sultan why he had not attended the meeting the day
before. (I.S.)

3.“How often do you go to the theatre?” said Saad to Khaled. (D.S.)

Saad asked Khaled how often he went to the theatre. (I.S.)

4. Mohamed said to Sultan, “Do you like mangoes?” (D.S.)

Mohamed asked Sultan if he liked mangoes. (I.S.)

Rule 6: Exclamatory Sentence

 Change the exclamatory sentence into statement or Assertive

 Remove the quotation marks and exclamatory mark.
 Use the conjunction ‘that’
 Omit the interjections such as Oh, O, Alas, how, what, hurrah.
 Add the word ‘very’ to the adjective or adverb if necessary.
 If the verb is not given, use ‘Be’ form verb (is, was, are, were, am)
in its correct tense according to the subject.
 Change the reporting verb (say, said) to ‘exclaim joyfully’
 Use ‘exclaim’ sorrowfully for sorrowful incidents.

1. “Oh, what a beautiful flower that is!” said she. (D.S.)

She exclaimed joyfully that it was a very beautiful flower. (I.S.)

2. “What a horrible sight!” we all exclaimed. (D.S.)

We all exclaimed that it was a very horrible sight. (I.S.)

3. “Alas! I have broken my brother’s watch”, said he.

He exclaimed sorrowfully that he had broken his brother’s
watch. (I.S.)

4. “How beautiful she is!” said Rafey. (D.S.)

Rafey exclaimed with admiration that she was very beautiful.
(I.S.)

  39
Exercise

Correct the following sentences.

1. He said that he is eating mangoes.

2. He told that his friend has gone.

3. She said that she cannot read.

4. Ali said that he cannot come.

5. I said that I have done my work.

6. He told me that you could go.

7. He said that he is a good teacher.

8. My friend said to me that the new book is very difficult.

9. They said that they like riding big cars.

10. He told his friend that he has been sick.

11. He told his son that do not buy this car.

12. My father told me that do not argue with him.

13. I said to my brother to hurry up.

14. I ordered my servant to finish his work hurriedly.

15. He told to the liftman that take him to the 6th floor.

Change the following direct sentences into indirect.

1. She said to her sister, “I shall give you this book next week.”

2. He will say to you, “I cannot return your money.”

3. He says to me, “I like your new dress.”

4. She says, “Nothing grows in my garden as it never gets any sun.”

5. She said to her friend, “When will you finish your work.”

  40
 6. He said to me, “Whom did you see in the library?”

7. He will say to you, “Where are you?”

8. They said to me, “How long you have been working there?”

9. I said to him, “Which of those is my pen?”

10. He said to the child, “Why are you crying?”

11. He said to his servant, “Do not unlock the door.”

12. He said, “Get out of my way.”

13. I said to him, “Do not wait for me.”

14. He said to his son, “Do not tell a lie.”

15. My sister said, “Let us clean the room.”

16. She said to her husband, “Let us give a party.”

17. I said to my father, “Allow me to visit my friend.”

18. The sailor said, “Oh! What a beautiful day.”

19. He said, “May my son have a happy life.”

20. You said, “May you prosper.”

  41
 9. Punctuation

Introduction
When speaking, we can pause or change the tone of our voices to indicate emphasis.
When writing, we use punctuation to indicate these places of emphases. This chapter
should help to clarify when and how to use various marks of punctuation.

Full Stop or Period (.)

“Use a period or full stop to end any sentence other than a direct question or an
expression of strong feeling.
I first saw her when she stepped onto the subway of Flatbush Avenue and
Avenue K.
She asked me how she could get to the Staten Island Ferry.
I will show you the way.
Come with me.
Periods are also used to show words left out of quotation. Periods used in this way
are called ellipses. Use three periods…to show left out words or sentences left out of
the middle of a quotation. Use four periods….to show words left out at the end of a
quotation.
Periods are used after most abbreviations.
Dr., Jr., B.A., A.M. (Bazerman, Wiener. Pg. 127,128)

Exclamation Mark (!)

Use an exclamation mark at the end of a surprised exclamation (usually starting with
how or what).
How awful!
What a chaos!
Use an exclamation mark at the end of a wish.
Good luck!

Question Mark (?)

Use a questions mark at the end of a direct question.
What's your name?
Use a questions mark after question tags.

  42
You are Connor, aren't you?
Use a questions mark at the end of a request.
Could you give me the book, please?
http://www.ego4u.com/en/cram-up/writing/end-sentence

Comma (,)
Use a comma to join two independent clauses by a comma and a coordinating
conjunction (and, but, or, for, nor, so, for).
Road construction can be inconvenient, but it is necessary.
The new house has a large fenced backyard, so I am sure our dog will enjoy it.
Use a comma after an introductory phrase, prepositional phrase, or dependent clause.
To get a good grade, you must complete all your assignments.
Because Dad caught the chicken pox, we canceled our vacation.
After the wedding, the guests attended the reception.
Use a comma to separate elements in a series. Although there is no set rule that
requires a comma before the last item in a series, it seems to be a general academic
convention to include it. The examples below demonstrate this trend.
On her vacation, Lisa visited Greece, Spain, and Italy.
In their speeches, many of the candidates promised to help protect the environment,
bring about world peace, and end world hunger.
Use a comma to separate nonessential elements from a sentence. More specifically,
when a sentence includes information that is not crucial to the message or intent of
the sentence, enclose it in or separate it by commas.
John's truck, a red Chevrolet, needs new tyres.
When he realized he had overslept, Matt rushed to his car and hurried to work.
Use a comma between coordinate adjectives (adjectives that are equal and reversible).
The irritable, fidgety crowd waited impatiently for the rally speeches to begin.
The sturdy, compact suitcase made a perfect gift.
Use a comma after a transitional element (however, therefore, nonetheless, also,
otherwise, finally, instead, thus, of course, above all, for example, in other words, as a
result, on the other hand, in conclusion, in addition)

  43
For example, the Red Sox, Yankees, and Indians are popular baseball teams.
If you really want to get a good grade this semester, however, you must complete all
assignments, attend class, and study your notes.
Use a comma with quoted words.
"Yes," she promised. Todd replied, saying, "I will be back this afternoon."
Use a comma in a date.
October 25, 1999
Monday, October 25, 1999
25th October 1999
Use a comma in a number.
15,000,000

Use a comma in a personal title.

Pam Smith, MD
Mike Rose, Chief Financial Officer for Operations, reported the quarter's earnings.
Use a comma to separate a city name from the state.
West Lafayette, Indiana
Dallas, Texas
Avoid comma splices (two independent clauses joined only by a comma). Instead,
separate the clauses with a period, with a comma followed by a coordinating
conjunction, or with a semicolon.

Semicolon (;)
Use a semicolon to join two independent clauses when the second clause restates the
first or when the two clauses are of equal emphasis.
Road construction in Dallas has hindered travel around town; streets have become
covered with bulldozers, trucks, and cones.
Use a semicolon to join two independent clauses when the second clause begins with
a conjunctive adverb (however, therefore, moreover, furthermore, thus, meanwhile,
nonetheless, otherwise) or a transition (in fact, for example, that is, for instance, in
addition, in other words, on the other hand, even so).

  44
Terrorism in the United States has become a recent concern; in fact, the concern for
America's safety has led to an awareness of global terrorism.
Use a semicolon to join elements of a series when individual items of the series
already include commas.
Recent sites of the Olympic Games include Athens, Greece; Salt Lake City, Utah;
Sydney, Australia; Nagano, Japan.

Colon (:)
Use a colon to join two independent clauses when you wish to emphasize the second
clause.
Road construction in Dallas has hindered travel around town: parts of Main, Fifth,
and West Street are closed during the construction.
Use a colon after an independent clause when it is followed by a list, a quotation,
appositive, or other idea directly related to the independent clause.
Julie went to the store for some groceries: milk, bread, coffee, and cheese.
In his Gettysburg Address, Abraham Lincoln urges Americans to rededicate
themselves to the unfinished work of the deceased soldiers: “It is for us the living
rather to be dedicated here to the unfinished work which they who fought here have
thus far so nobly advanced. It is rather for us to be here dedicated to the great task
remaining before us — that from these honored dead we take increased devotion to
that cause for which they gave the last full measure of devotion — that we here
highly resolve that these dead shall not have died in vain, that this nation under God
shall have a new birth of freedom, and that government of the people, by the people,
for the people shall not perish from the earth.”
I know the perfect job for her: a politician.
Use a colon at the end of a business letter greeting.
To Whom It May Concern:
Use a colon to separate the hour and minute(s) in a time notation.
12:00 p.m.

Parenthesis ( )
Parentheses are used to emphasize content. They place more emphasis on the
enclosed content than commas. Use parentheses to set off nonessential material, such
as dates, clarifying information, or sources, from a sentence.
Muhammed Ali (1942-2016), arguably the greatest athlete of all time, claimed he
would "float like a butterfly, sting like a bee."

  45
Dash (--)
Dashes are used to set off or emphasize the content enclosed within dashes or the
content that follows a dash. Dashes place more emphasis on this content than
parentheses.
Perhaps one reason why the term has been so problematic—so resistant to definition,
and yet so transitory in those definitions—is because of its multitude of applications.
In terms of public legitimacy—that is, in terms of garnering support from state
legislators, parents, donors, and university administrators—English departments are
primarily places where advanced literacy is taught.
The U.S.S. Constitution became known as "Old Ironsides" during the War of 1812—
during which the cannonballs fired from the British H.M.S. Guerriere merely bounced
off the sides of the Constitution.
To some of you, my proposals may seem radical—even revolutionary.
Use a dash to set off an appositive phrase that already includes commas. An
appositive is a word that adds explanatory or clarifying information to the noun that
precedes it.
The cousins—Tina, Todd, and Sam—arrived at the party together.

Quotation Marks (“---”)

Use quotation marks to enclose direct quotations. Note that commas and periods are
placed inside the closing quotation mark, and colons and semicolons are placed
outside. The placement of question and exclamation marks depends on the situation.
He asked, "When will you be arriving?" I answered, "Sometime after 6:30."
Use quotation marks to indicate the novel, ironic, or reserved use of a word.
History is stained with blood spilled in the name of "justice."
Use quotation marks around the titles of short poems, song titles, short stories,
magazine or newspaper articles, essays, speeches, chapter titles, short films, and
episodes of television or radio shows.
"Self-Reliance," by Ralph Waldo Emerson
"Just Like a Woman," by Bob Dylans
"The Smelly Car," an episode of Seinfeld
Do not use quotation marks in indirect or block quotations.

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Italics
Underlining and Italics are often used interchangeably. Before word-processing
programs were widely available, writers would underline certain words to indicate to
publishers to italicize whatever was underlined. Although the general trend has been
moving toward italicizing instead of underlining, you should remain consistent with
your choice throughout your paper. To be safe, you could check with your teacher to
find out which he/she prefers. Italicize the titles of magazines, books, newspapers,
academic journals, films, television shows, long poems, plays of three or more acts,
operas, musical albums, works of art, websites, and individual trains, planes, or ships.

Time
Romeo and Juliet by William Shakespeare
The Metamorphosis of Narcissus by Salvador Dali
Amazon.com
Titanic
Italicize foreign words.
Semper fi, the motto of the U.S. Marine Corps, means "always faithful."
Italicize a word or phrase to add emphasis.
The truth is of utmost concern!
Italicize a word when referring to that word.
The word justice is often misunderstood and therefore misused.
http://owl.english.purdue.edu/owl/resource/566/01/

Apostrophe (’)
“Use an apostrophe followed by an s to show relationship in words that do not end in
s or z. It makes no difference whether the words are singular or plural.
Bill’s house, Gloria’s camera, the children’s game, the
Do not use apostrophe to make the plural of any word except the man’s car, the
woman’s movement special cases discussed below. Spoon’s means “belonging to the
spoon” not “more than one spoon”.
Do not use apostrophe with pronouns that show ownership. It’s means “it is,” not
“belonging to it.” Use its to show ownership.
Use apostrophe to show missing letters in contractions.

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 Don’t (Short for do not)
I’d (short for I would or I had)
Use apostrophe to make the plural of letters, numbers, abbreviations and signs.
In advanced math there were two A’s, eight B’s, fifteen C’s, six D’s, and three
F’s.”
(Bazerman and Weiner. Pg. 131, 132)

Brackets ([ ])
“Use brackets to add your own words within a quotation.
Ask not what your country can do for you; ask what you [JFK was speaking to
all Americans] can do for your country.” (Bazerman and Weiner. Pg. 130)

Exercise

Insert commas where necessary.

1. It was Coach Tom who came up with the idea of recruiting players from

other schools.

2. When returning items that don’t fit please remember to return them

within 20 days of your purchase.

3. My teacher who was talking to all of us said “If everyone passes this

test we’ll all get a free period.”

4. “I didn’t see the falling star” Jane said “but I sure wish I had.”

5. Melissa bought a new graduation dress and she wore it to the graduation
ceremony.

Put in Quotation marks at appropriate places.

1. Look both ways, before you cross the street. Mother reminded us.

2. I like the number story by Pat Hutchins, 10 Black Dots.

3. Who is coming for dinner tonight? Mary asked as she saw her

mother put a very large roast in the oven.

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 4. As a matter of fact, she said, I am mad at you for leaving

early.

5. Don’t ever say that word again! She yelled at him.

Insert the colons.

1. I love reading all types of books mystery, horror, suspense, and

biographies.

2. The friends I play with are as follows Jill, Jack, Tom and Eden.

3. There are four parts to a plant roots, stem, leaves and flower.

4. There is only one reason you failed you didn’t prepare for the test.

5. You will need to finish three chores vacuum, mow the lawn, make

your bed.

Insert apostrophe where necessary.

1. Whos going to Laurens soccer game later?

2. Whats the score of the Cougars game?

3. Did you see the students basketball game yesterday?

4. Crank its handle to wind it up, then youll see it work.

5. Wed love to go but weve already made plans.

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 10. Active and Passive Voice

Introduction
Voice is a grammatical term which shows the distinction between doing and being
done to. It makes it possible to view the action of sentence in two ways, without
change in the facts reported:
A cat killed a rat
A rat was killed by a cat.
Sentence (a) is the active voice and sentence (b) is the passive voice. Bothe the
sentences mean the same thing, the action is the same, it was performed by the same
animal and it was performed on the same animal. But the meaning is expressed
differently. Sentence (b) is the sentence (a) turned around: the object in sentence (a)
(rat) has become the subject in sentence (b) and subject (cat) has become an adverb
phrase formed with the preposition “by”. In the sentence, obtained in this way, the
verb is said to be in the passive voice.

“Transitive verbs have both active and passive forms:

The hunter killed the lion. (Active)

The lion was killed by the hunter. (Passive)

Someone has cleaned the windows. (Active)

The windows have been cleaned. (Passive)

The passive forms are made up of the verb be with a past participle:

a) English is spoken all over the world.

Verb be: is

Past participle: spoken

b) The windows have been cleaned.

Verb be: have been

Past participle: cleaned

c) Lunch was being served.

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 Verb be: was being

Past Participle: served

We sometimes use the verb get to form the passive:

Be careful with the glass. It might get broken.

Peter got hurt in a crash.

If we want to show the person or thing doing the action we use by:

She was attacked by a dangerous dog.

The money was stolen by her husband.

We can use the indirect object as the subject of a passive verb:

I gave him a book for his birthday. (Active)

He was given a book for his birthday. (Passive)

Someone sent her a cheque for a thousand Euros. (Active)

She was sent a cheque for a thousand Euros. (Passive)

We can use phrasal verbs in the passive:

a) They called off the meeting. (Active)

The meeting was called off. (Passive)

b) His grandmother looked after him. (Active)

He was looked after by his grandmother. (Passive)

c) They will send him away to school. (Active)

He will be sent away to school. (Passive)

Some verbs very frequently used in the passive are followed by the to-infinitive:

be supposed to

be scheduled to

be expected to

be asked to

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 be told to

John has been asked to make a speech at the meeting.

You are supposed to wear a uniform.
The meeting is scheduled to start at seven.”

http://learnenglish.britishcouncil.org/en/english-grammar/verbs/active-and-passive-
voice

Note: The following tenses cannot be changed into passive voice.

1) Present perfect continuous tense

2) Past perfect continuous tense
3) Future continuous tense
4) Future perfect continuous tense
5) Sentence having Intransitive verbs

Exercise
Change the voice of the following sentences.

1. Harry ate six shrimp at dinner.

2. The flat tyre was changed by Sue.

3. We are going to watch a movie tonight.

4. The obstacle course was run by me in record time.

5. The entire stretch of highway was paved by the crew.

6. Mom read the novel in one day.

7. A scathing review was written by the critic.

8. I will clean the house every Saturday.

9. The staff is required to watch a safety video every year.

10. The application for a new job was faxed by her.

11. The entire house was planted by Tom.

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 12. The teacher always answers the students’ questions.

13. The choir really enjoys that piece.

14. Who taught you to ski?

15. The whole suburb was destroyed by the forest fire.

16. The treaty is being signed by the two kings.

17. The cleaning crew vacuums and dusts the office every night.

18. Larry generously donated money to the homeless shelter.

19. Susan will bake two dozen cupcakes for the bake sale.

20. Who ate the last cookie?

21. Thousands of tourists view the Grand Canyon every year.

22. The victory will be celebrated by the team tomorrow.

23. The metal beams were eventually corroded by the saltwater.

24. Some people raise sugar cane in Hawaii.

25. Sugar cane is raised by some people in Hawaii.

http://examples.yourdictionary.com/examples/examples-of-active-and-passive-
voice.html

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 Work Cited
1. Bazerman, Charles and Wiener, Harvey S. Writing Skills Handbook. Fifth
Edition. Boston. New York. Houghton Mifflin Company. 2003.

2. Marsen, Sky. Professional Writing. A Complete Guide for Business, Industry and IT.
Second Edition. New York. Palgrave Macmillan. 2007.

3. Macwhorter, Kathleen T. Successful College Writing. Skills, Strategies, Learning Styles.

Third Edition. Boston, New York. Bedford/St. Martin’s. 2006.

4. <http://www.ego4u.com/en/cram-up/writing/end-sentence>
5. <http://www.britishcouncil.org/learnenglish-central-word-games-letter-layout-
example.htm>
6. <http://www.alec.co.uk/jobsearch/examadv.htm>
7. <http://www.weblearn.in/direct_speech/>

8. <http://www.studyandexam.com/passive-voice-for-tense.html>

9. <http://examples.yourdictionary.com/examples/examples-of-active-and-
passive-voice.html>

10. <http://learnenglish.britishcouncil.org/en/english-grammar/verbs/active-and-
passive-voicehttp://owl.english.purdue.edu/owl/resource/566/01/>

11. <http://www.prismnet.com/~hcexres/textbook/acctoc.html>

12. <http://www.dummies.com/how-to/content/how-to-format-a-business-
memorandum.html>
13. <http://learnenglish.britishcouncil.org/en/english-grammar/verbs/active-and-
passive-voice >

14. <http://examples.yourdictionary.com/examples/examples-of-active-and-
passive-voice.html>

15. <http://www.dummies.com/how-to/content/how-to-format-a-business-

memorandum.html>

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