HS1201-PROFESSIONAL ENGLISH

CLASS NOTES
UNIT-I
Part-A

PURPOSE STATEMENTS

Purpose statements are sentences that indicate the use of a product or

the reason for/ the purpose of using a process. It states why a process/
device is used (reason/ purpose) or describes the uses of the process/ device
(applications).

The purpose statements use phrases like

1. Using gerunds:

..... for the purpose of + gerund.....

The Government is importing onion for the purpose of reducing the rising
price.

..... with a view to + gerund.....

We bought this house with a view to renting it for a good amount.

..... is used for + gerund.....

Compact Fluorescent Lamps are used for saving electricity.

2. Using infinitives:

The aim of + gerund+ is to.....

The aim of conducting examinations is to assess the students’ knowledge and

understanding.

The purpose of + gerund + is to.....

The purpose of using computers is to complete the work faster.

 ..... is used to.....

Carpets are used to improve the appearance of the room.

..... in order to .....

I save money in order to live a peaceful life after retirement.

EXTENDED DEFINITIONS

While a definition provides a reader with the concise meaning of a term, an extended
definition provides the reader with a discussion of a term in a way that it can be
understood clearly. Hence, extended definition can also be called detailed definition.

An extended definition usually contains the following information: the basic definition,
physical description, examples, applications, how the object or product works, and details
about characteristics.

A
comp
resso
r
Basic
defini
tion
A compressor is a machine that decreases the volume of air or gas by the application of
pressure.

Extended definition

A compressor is a machine that decreases the volume of air or gas by the application of
pressure. Compressor types range from the simple hand pump and the piston- equipped
compressor used in gas stations to inflate tyres to machines that use a rotating, bladed
element to achieve compression. Compressed air exerts an expansive force that can be
used as a source of power to operate pneumatic tools or to control devices like brakes.
TENSES
Definition
Tense is used to show the relation between the action or state described by the verb and the
time, which is reflected in the form of the verb. There are two basic tenses in English; the present
tense and the past tense. The present is like the base form, although the third person singular adds -
s. Regular verbs add - ed or -d to show the past tense, while irregular verbs change in many
different ways, or not at all in some cases.
Simple present
In Simple Present, the action is simply mentioned and there is nothing being said about its
completeness. It is used to talk about an action which happens on a regular basis. The present
tense designates action occurring at the time of speaking or writing:
Ex: She lives in Toronto.
i) It is used to indicate habitual actions:
Ex: I exercise every morning
ii) It is also used to express general truth Ex:
Sun rises in the east

iii) It is used to indicate scientific knowledge Ex:

Light travels faster than sound

iv) It is used to indicate for professional activities Ex: the

teacher moulds the students.

v) It is used to express ownership Ex:

that car belongs to me.

Present tense also has some special uses:

a) to indicate future time when used with time expressions:

Ex: We travel to Italy next week.
Ex: Michael returns in the morning.
b) to describe works of literature and the arts:
Ex: Hamlet avoids avenging his father's death for one reason.

Present Continuous
We use the present continuous tense to show we are in the middle of an activity that is
in progress at this moment.
The activity started in the past and will go on in the future.

Example: I am reading / I'm writing.

So when we use the present continuous tense we are talking about something that is still
not yet finished or complete at the time of speaking. The present continuous tense of any
verb is formed with the simple present tense of the
verb to be (=am, is, are) and the present participle of the main verb (verb + ing)
Usage :

Example:
(i) I am eating a pie for lunch.
We use the present continuous tense:

or an action that is still happening at the time of speaking.

ii) for an action that is still going on about this time but not necessary at the time of speaking.
Example: Jack is teaching at a secondary boys' school.
(He is not actually teaching now. He may be watching television or playing with his cat
at the moment of speaking.)

(iii) to talk about an action that has been planned or arranged to take place at a
particular time in the immediate or distant future.
Example: We are performing magic tricks on stage in two weeks.

(iv) to describe a situation that is temporary and does not happen as usual.
Example: He is usually the hero of the film, but he is playing the role of a villain.
v) for a changing or evolving situation. Example:
Pollution is causing global warming.'
vi) to describe a repeated action that the speaker finds irritating.
Example: He is forever making unfavorable comments about his mother-in- law.
with 'always', 'very often', 'forever', 'constantly' to describe an action that happens many times
or frequently.

Example: My old car is always breaking down. Example: I very

often go to my mum's for tea or coffee. Example: He told her
that their love would last forever.
Example: She is constantly reminding me to pay back the money I owe her.

Note: with time expressions such as now, at this moment, at present, in a minute, just now,
today, tonight,
tomorrow, nowadays, this week, next week, these days, this year Present
Perfect
An aspect of the verb expressing an action that began in the past and which has recently
been completed or continues into the present.
The present perfect is formed by combining has or have with a past particle (usually a verb
ending in -d, -ed, or -n).
Ex: I have been to France.
Types
 (i) to denote actions just completed Ex: I
have written the letter.
(ii) Actions that began in the and still continuing in the present. Ex: I
have worked here for eight years.
(iii) Completed actions which have current relevance. Ex: I
have written four novels.
(iv) Activity in the past.
Ex: I have been to Goa several times.

Present Perfect Continuous

We use the present continuous tense to show we are in the middle of an activity that is in
progress at this moment. The activity started in the past and will go on in the future.

Examples: I am reading / I'm writing.

So when we use the present continuous tense we are talking about something that is still not
yet finished or complete at the time of speaking.

The present continuous tense of any verb is formed with the simple present tense of the
verb to be (=am, is, are) and the present participle of the main verb (verb + ing)

Ex: I am eating a pie for lunch.

Ex: Mike is walking out after a row with his girlfriend.

Ex: Police are looking through a pile of papers and still haven't found what they want.
Usage
i) Indicates the duration of an action that began in the past and continues in the present.
Ex: My friend has been doing this work for two hours.
ii) An action that began i8n the past and has just recently ended. Ex: Have
you been doing this work alone?
Simple Past
A verb tense (the second principal part of a verb) indicating action that occurred in the
past and which does not extend into the present.
ex: I played football
Usage
(I)To express actions that began and ended at a particular time in the past. Ex: We went
to Goa last year.
(ii)An action started and completed in the past. Ex:
She worked in GH for ten years.
 (iii) An action that took place regularly in the past. Ex:
She went to temple every morning.
(iv) When interrogating about past actions. Ex:
Where did you have your studies?

Past Continuous
The past continuous tense is an important tense in English. We use it to say that
somebody was in the middle of doing something at a certain time. The action or
situation had already started before this time but had not finished: Ex: I was camping
when I got stung by a bee.

Usage
i) An interrupted action.
Ex: I was reading the novel when Ram came.
ii) A continuous actions in the past
Ex: I was having many friends at college.

Past Perfect
An aspect of the verb that designates an action which has been completed before another
past action.
I wasn't hungry. I had just eaten.
USAGE:
An action that just occurred before another action in the past. Ex: John had just when I
arrived at the party.
(i) An action that was expected to occur in the past.
Ex: I had longed to get news from my boss before today.
(ii) To report of an action completed before a point of time in the past. Ex: Tom was
14 years. he had set a world record by then.
Simple Future
A verb tense indicating action that has not yet begun.
Ex: I will come tomorrow
USAGE:
(i)Predicting actions likely to happen in future Ex:
You will pass in the test.
(ii)To express willingness to do something.
Ex: I will help you.
(iii) TO express a decision made at the time of speaking. Ex: I
will call on you in a short while.
(iv) Used in question tags.
 Ex: Lets leave this place, shall we?

Future Continuous
The future continuous is used to talk about an activity that will be in progress at a specific
point in time in the future.
ex: We'll be having lunch on the beach this time next week.
Usage
i) To express continuity of action at a particular time in the future. Ex: Next
year, this time, I will be preparing to go aboard.

Future perfect
A verb form that expresses action, completed by a specified time in the future. The future
perfect is formed by combining will have or shall have with a past participle.
ex: We will have broken for lunch by 12:30.
Usage
i) An action that will be completed before a particular time in future. ex: By
this time next month I will have finished my examination.

Future perfect continuous

A verb construction (made up of will/shall + have been + a present participle) that points to
an ongoing future activity which occurs before another activity. ex: The party will have
been going for ages by the time we arrive.

Usage
i) to express duration of time that occurred before a specific point of time in future.
ex: by next November I will have been working in this company for 6 years.

SUBJECT – VERB
AGREEMENT

In a sentence, the subject (mostly a noun or a pronoun) and the verb

form the crux. These two grammatical items should agree with each other in
two aspects.

1. The verb should agree with the subject in Number (as in singular: “The book is
….”; plural “The books are…”)
2. The verb should agree with the Person.

This is also called Subject – Verb agreement or Concord.

Singular Plural
I. Person - I like sweets We like sweets

II. Person - You like You like

III. Person - He / She / It likes They like Mistakes arise mainly due to ‘ingrained
speech habits’.
Certain aspects by which one can decide whether the subject is singular or
plural are given below:

1. Two or more nouns joined by ‘and’ take the plural verb.

(e.g) Both Raja and Rani are good at studies.

Two and Two make

four. Swetha and
Haritha have come.
But, when two or more nouns refer to one general thing, singular verb
is used. (e.g) Bread and butter is a wholesome food.
Slow and steady wins
the race. Law and order
is an election issue.
2. When two titles / designations are connected by ‘and’ and used to refer to two
different persons, plural verb follows:

(e.g.) The poet and the philanthropist are coming to the function.

But, if the second noun is not preceded by the article ‘the’, singular verb is
used because both the designations/ titles refer to one
individual. (e.g.) The poet and philanthropist is coming
to the function.
3. The pattern ‘one of’ is always followed by a plural noun. The verb
agrees with ‘one’, not with the plural noun.

(e.g.) One of the teachers has a good sense of humour.

One of the books is missing.

But, when the same phrase occurs in the middle of the sentence as antecedent
and is followed by the relative ‘who’, ‘that’, ‘which’, the verb is plural.

(e.g.) John is one of the students, who are dependable in all circumstances.

He is one of the players, who have won a number of medals.

4. When words are added to a singular subject by ‘with’, together
with’, ‘along with’, ‘in addition to’, ‘as well as’, ‘besides’ etc., the
verb is singular.

(e.g.) The file, with all the papers, is missing.

A citation, along with a cash award, was given.

But, if commas are omitted in written English, the subject is treated as

plural and plural verb is used.

(e.g.) The dog along with its master are going for a walk.
5. When two or more nouns or pronouns in the singular are connected
by ‘or’, ‘nor’, ‘either…. Or’, ‘neither ….. nor’, the verb is singular.

(e.g.) Neither Rosy nor her friends has come.

But, if the subject near the verb is plural, then plural verb
is used. (e.g.) Either Ramu or his friends have the book.
Neither Sita nor her well-wishers were present.

6. When ‘or’, ‘nor’, ‘either…. or', ‘neither…nor’, joins different Persons, the verb
agrees with the nearest
subject. (e.g.) Either he
or you are lying.
Neither you nor I am to come.

Neither they nor she is going to the movie.

7. The indefinite pronouns ‘each’, ‘every’, ‘each one’, ‘every one’,

‘everybody’, ‘anybody’, ‘either’, ‘neither’, ‘no one’, ‘nobody’, take
the singular verb.

(e.g.) Each of the books is worth

reading Neither of the
answers is correct. Every
day brings goodwill and
cheer.
Even if two nouns preceded by ‘each’, or ‘every’ are connected by ‘and’, the
verb is singular.

(e.g.) Each boy and each girl has a story to say.

Every man and every woman is prone to death one day.

8. Certain nouns, though singular in form, are considered as plural and
take the plural verb.

(e.g.) The cattle are grazing in the field.

The people are waiting for the

President. The police were forced
to act.
9. There are several nouns plural in form but singular in meaning and
take the singular verb.

(e.g.) Physics is an interesting subject.

Politics is a dirty game.

Measles is an infectious disease.

A few other words under this category are: dynamics, economics,
mathematics, innings, billiards, athletics, acoustics, tactics, The United
States, Naples, classics, comics, news, etc.

NOTE: Not all plural nouns are taken as singular in form. Care
must be taken to use plural verbs after such nouns. For instance, tools
and articles consisting of two equal parts are taken as plural nouns.

(e.g.) The clothes in that shop are very expensive.

Her scissors are not

very sharp. The stairs
are very steep.
A few other words are: pants, forceps, cards, spectacles, wages, shorts
etc. When countability is taken into account, these nouns are to be
preceded by ‘a pair of …….’

(e.g.) Three pairs of trousers are hanging on the line.

A pair of scissors is there.

10. Certain collective nouns, take the singular or plural verb based on the
context. When the noun is taken as a group or collection, it takes the
singular verb.

(e.g.) A committee has been set up to probe into the incident.

The Government is working for the welfare of the

downtrodden. The class is going for an industrial visit.
 But the same words take the plural verb, when each member is
considered as an individual.

(e.g.) The committee believe in stringent action.

The Government want to keep the plan to

themselves. The audience were delighted
with the performance.
11. Almost the same principle applies to the class nouns: Some of, most
of, a lot of, a great deal of, plenty of, lots of, one-third of, (all
fractions) etc. These take the plural verb when they refer to number.

(e.g.) Some of the boys are very intelligent.

Lots of fans have come.

Half of the fruits are not ripe yet.

Plenty of roses are available in the market.

The same nouns take the singular verb, when they refer to quantity.
(e.g.) One-third of the land is still fertile. Some of the sugar is spilt.

Plenty of water is available. Lots of tea has been prepared.

Note:‘The majority of’ can be used only for number. So the verb is always
plural.

(e.g.) The majority of students are not hard-working.

12. Class nouns such as furniture, stationery, food, cutlery, footwear,

information, equipment etc. are considered as singular.

(e.g.) The cutlery in the cupboard is elegant.

The footwear you bought yesterday

was good. The furniture in the room
needs polishing.
A factory with modern equipment is for sale.

13. ‘Many a’ and ‘more than one’ are followed by a singular noun and take the
singular verb.

(e.g.) Many a book is interesting.

 More than one candidate was absent in the meeting.

But when ‘many’ and ‘more’ are used alone refer to number take the plural
verb.

(e.g.) Many students were present at the function.

More volunteers are needed.

‘A great many’ also takes the plural verb.

(e.g.) A great many food items lie unused.

14. Phrases beginning with ‘a team of’, ‘a chain of’, ‘a flock of’, ‘a
bouquet of’, ‘a crowd of’, ‘a series of’, ‘a set of’ etc. take the singular
verb though the word after them is plural.

(e.g.) A series of serials is telecast

every day. A team of ministers
has come on a visit.
A regiment of soldiers is deployed for election duty.

15. If a sentence begins with ‘a number of’, the verb is plural; whereas if
it begins with ‘the number of’ the verb is singular.

(e.g.) A number of students are playing in the ground.

Here ‘a number of’ means many.

But, ‘The number of students good at sports is very few’.

16. When the subject of a sentence begins with specific quantity, amount
or distance, the verb is singular when considered as a whole.

(e.g.) Three thousand rupees is not a huge amount.

Five years contract is too much.

Four hundred miles is not a big distance.

But, the sum of money or years, when considered separately, the

plural verb is used.

(e.g.) Seven years have rolled since we shifted to

Chennai. One lakh rupees were distributed among
the victims.
17. Titles or names of books, quotations take the singular
 verb only. (e.g.) ‘The Discovery Channel’ gives vast
information.
‘Tales from Sherlock Holmes’ makes reading interesting.

“Honesty is the best policy” is a saying.

18. Certain adjectives are used with the article ‘the’ to refer to a group of
people in a particular condition; The blind, The youth, The brave, The
poor, The unemployed etc. take the plural verb.

(e.g) The destitute are taken care by the organization.

The brave die once.

The unemployed are restless.

The youth of today are the pillar of tomorrow.

19. Singular noun joined by a preposition, takes the

singular verb. (e.g) City after city is captured by
the Americans.
Dr. Kalam’s speech after speech inspires the youth.

20. Introductory ‘there’ combination is always followed by a verb which

corresponds to the noun following it.

(e.g) There were a number or business men at the party.

There was lots of food on the table.

21. Some nouns have one meaning in the singular and another in the plural.

Singular Meaning Plural Meaning

Advice - Counsel Advices - Information

Good - Benefit Goods - Property

Work - Job Works - Composition; factories

Quarter - One fourth Quarters - Houses

Air - Atmosphere Airs - Proud behaviour

Force - Strength Forces - Army

Physic - Medicine Physics - Physical sciences

 (e.g.) 1.(a)There is one quarter of the food remaining.

(b)I live in the government quarters.

2. (a) He works for his own good.

3. The goods in the factory were damaged.

4. (a) Man cannot live without air.

(b) It is not good to put on airs.

COMPOUND WORDS
A compound word is a combination that is made with two or more words.
A compound word is usually [noun + noun] or [adjective + noun], but there
are other combinations (see below). It is important to understand and
recognize compound nouns. Each compound noun acts as a single unit and
can be modified by adjectives and other nouns.

For example:

The words tooth and paste are each nouns in their own right, but if you join
them together they form a new word - toothpaste.
The word black is an adjective and board is a noun, but if you join them
together they form a new word - blackboard.

In both these example the first word modifies or describes the second word,
telling us what kind of object or person it is, or what its purpose is. And the
second part identifies the object or person in question.

Compound nouns can also be formed using the following combinations of words:-

Noun + Noun toothpaste

Adjective + Noun monthly ticket

Verb + Noun Bath tub

Preposition + Noun underground

Noun + Verb haircut

Noun + Preposition hanger on

 Adjective + Verb dry-cleaning

Preposition + Verb output

Expansion of the compound words

1. Air supply – Supply of air

2. Battery car- a car which runs on battery

3. Cable Television – a television working with signals transmitted

through cables

4. Power transmission problems – problems in the transmission of power

5. Jet engine – an engine used to propel a jet

6. Laser printer – a printer that uses laser technology

7. Pedal power – power derived from a pedal device

8. Nickel Alloy- an alloy containing nickel

9. Temperature drop- drop in temperature

10. Pressure valve – a valve used to release excess pressure

TECHNICAL VOCABULARY

1. A person's vocabulary is set of words within a language that are familiar to

that person. Acquiring vocabulary is one of the largest challenges in learning
a second language. There are techniques that help to learn new words and
build vocabulary. Relatively painless techniques can be employed to boost
command of words. Here are 10 of them:

2. Read. Research shows that one of the best vocabulary builders is reading
certainly a lot of reading will be done by everyone. Make it a habit to jot
down unfamiliar words you come across while researching your paper and
learn their definitions and usage. Consider keeping a file of new words with
definitions and examples of how to use them in a sentence.

3. Read beyond textbooks. Look for new words when you read for pleasure.
Read for pleasure. Read magazines, newspapers, and the Internet. Look for
topical words, words in the news.

4. Learn word roots. Sixty percent of the English language comes from
Latin. You can learn both Latin and Greek word roots, suffixes, and
prefixes, thus giving you the tools to guess out the meanings of words.

5. Sort new words. You can combine techniques 1 through 3 by writing new
words you encounter on notes and then applying your knowledge of word
roots to sort words based on their common roots, prefixes, and suffixes.

6. Alternatively, group synonyms together, or make sentences with them. Create a word
wall and learn from the relationships among words.

7. Make a new-word list. Vocabulary experts recommend a word list with more than just
definitions. He suggests columns for the new word you want to learn, it's part of speech
(noun, verb, etc.), its pronunciation, synonyms for the word, its antonyms, its derivation
(learning those Greek and Latin roots will help), common meanings of the words, related
words, and sentences that illustrate how the word is used. Such a detailed list could be kept
in a notebook or even on a spreadsheet on your computer. Investigating all those aspects of
new words is a lot of work, but research shows that multiple exposures to words truly help
you learn them.

8. Learn a new word each day. Many tools are available to help you learn a new word
every day, including print calendars and Web sites.

9. Determine word meanings from their context. Even before you look a word up, try to
figure out what it means by the context in which you find it. You will certainly encounter
lots of words in context in your college readings.

10. Studies show that strategies in which you self-evaluate how you have figured out what
words mean reinforce your learning of those words.

11. And then use them in new contexts. Use them in your written assignments. Look for
concepts related to the new words you are using.

12. Use new words in conversation. Do not worry about appearing pompous or too smart
by using new word you have learned. You will learn the words better, and you might even
impress your conversation partners.

13. Cultivate a fascination, affection, and curiosity for words and their histories. If you
think of vocabulary improvement as a distasteful chore, you will obviously not get far with
it. But if you immerse yourself in words, their meanings, uses, and derivations, you'll
develop a life-long facility with words that will serve you well throughout your college
years and far beyond.

PART-B
WRITING CHECKLISTS
A checklist is a list of important things or actions that have to be made ready or done before
doing something to ensure smooth and hassle-free functioning.
Checklists help us do every task perfectly. We can also ensure that we do not forget
anything.

For official purposes it may be prepared while organizing an event to check if all the
arrangements have been made, before leaving for a place or for an event to see that things have
been made ready, or before starting a process to make sure that all the necessary precautions have
been taken.

It is usually prepared in a table with a column of list of things to be done followed by YES and
NO columns. Before we begin the task YES/ NO is ticked.

Sample Checklist

Imagine that you have to go to IIT Bombay for a paper presentation. Make an
eight item checklist with a proper title for your reference.

Checklist for IIT Bombay paper presentation

S. no. Checklist Yes No

1. Have I reserved the tickets? √

2. Have I made arrangements for accommodation? √

3. Have I taken the ID proof? √

4. Have I printed the paper to be presented? √

5. Have I prepared the PPT slides for the presentation? √

6. Have I taken the address of the venue? √

7. Have I withdrawn enough money? √

8. Have I packed the necessary dresses? √

INSTRUCTIONS

In Technical English, Instructions are used to give directions as to how a

process should be performed. They tell the how to do something, the dos and
don’ts of a process or the ways of doing something well/ properly.

Remember the following instructions while writing instructions.

Start each instruction with a verb that tells the reader to do something. Examples:
"Open the valve…", "Press the emergency button…", "Tell your supervisor…"

Work out the right chronological, logical and progressive order for your instructions
Present your writing clearly.
Keep your sentences short, simple and clear as longer instructions may confuse the
readers.

Write for your audience and use a level of detail that is suitable to their skill/
knowledge level.

Add a suitable title for the

instructions. Use the simple present
tense.
Write instructions from the Start action to the Stop or Finish action/ process.

Avoid using ‘should’ while writing instructions.

Examples
1. Do not touch …..
2. Shut down ……
3. Handle with …….
4. Avoid touching …..
5. Keep ……
Write a set of eight instructions to be followed in your college library.
1. Deposit your bags at the personal belongings counter.
2. Produce valid library cards to borrow books.
3. Verify the physical condition of the books before borrowing.
4. Return the books on or before the due date.
5. Renew the books in time.
6. Observe silence inside the library.
7. Switch off the lights and fans when not in use.
8. Do not tear the pages.
WRITING RECOMMENDATIONS

Recommendations are suggestions or advice of a person or a committee on what is the

most suitable thing for a problem/ critical situation. Recommendations are obtained to
improve the performance/ production/ condition of something in an institution.
 Recommendations are prepared by the employees to their higher officials or to their
employers. They may also be written to Government authorities to complain about or to bring
about a change in the state of something in the society (untidiness of the streets, encroachments in
crowded areas in the city).

Unlike Instructions they need not be followed by the addressed/ receiver. It is for the
receiver to opt for it or ignore it based on the relevance, feasibility, affordability and efficiency
of the Recommendations made.

They should be written in the impersonal passive voice. Suggestive, and not
authoritative, tone should be used.
It is suggested to use modal verbs such as could, should, may…
Sample Recommendations

Recommendations for safety in nuclear plants:

 Nuclear plants should be suitably located away from densely
populated areas.

 Adequate waste disposal facilities must be made available.

 The reactor should be surrounded by concrete and steel walls thick enough
to prevent any escape of radiation.

 The working of the reactor should be slowed down by inserting control

rods, also known as neutron absorbing rods, into the core.

 The reactor must be fitted with emergency systems to cope with

any accidental of the fuel elements of the cooling system.

 Workers at the plant must be protected with gloves, overshoes, etc.

 Radiation measuring instruments have to be used to monitor radiation

levels in and around the plants.

 It should be ensured that all releases into air and water are kept well below
permissible levels.
UNIT-II

PART-A
HOMOPHONES
Homophones are words pronounced alike but different in meaning or derivation or
spelling. These words may be spelled differently from each other (such as to, too,
and two), or they may be spelled the same way (as in quail meaning ‘to cower’
and quail meaning a type of bird).
Example:
 1. Idle-idol
Idle (inactive): It is good to be idle once in a while.
Idol (image): Idol worship of cine artists was very common in India.

2. Break-brake.
Break (separate into pieces): Sanvi instructed the kids not to break the
new toys.
Break (violate): Satish was fined for breaking the rules in the contest.
Brake (part of a vehicle that checks its movement): Many accidents occur
because of brake failure.
3. Piece-peace
Piece (a bit): The driver was attacked with a piece of broken glass.
Peace (state of tranquility): It is high time that peace is restored all over
the world.
4. Principal-principle

Principal (head): The principal of the institution presided over the function.
Principal (important): The principal objective of the survey is to address the issue of
malnutrition.
Principle (a basic ideal or rule): APJ Abdul Kalam was a man of principles.
HOMONYMS
The word “homonym” comes from the prefix “homo”, meaning “the same”,
and the suffix “-nym,” means “the name”. Hence, Homonyms are words that sound
alike and have different meanings. They either sound the same or are spelt the same,
but their meanings are different. Two or more words with the same spellings but
different pronunciation and meaning are called heteronyms. A simple example
of a homonym is the word bat, which can mean a sports object used to hit the ball and
a flying mammal.
Examples:
1. Address – location/ to speak to

2. Bark – the sound of dogs/ tree’s outer layer

Band – a ring/ a musical group
3. Fair (right, just): The hawker accepted the deal as he found it to be fair.
Fair (light coloured): The missing girl was tall, slim and fair.
4. Fare (price): There is a steep hike in the bus fare.

Fare (well-being): Our juniors have organized a farewell party for us.
5. Old (ancient): Tarun was happy to see the old school building where he
 had studied.
Old (aged): Arnav decided to stay with his old parents and returned to
his hometown.
HOMOGRAPHS
Homographs are words that are spelled alike but are different in meaning or
derivation or pronunciation. Sometimes these words sound different (as in the bow of
a ship, and the bow that shoots arrows), and sometimes these words sound the same
(as in quail meaning ‘to cower’ and quail meaning a type of bird).
IMPERSONAL PASSIVE VOICE
‘Voice’ is the form of a verb in a sentence which shows whether a noun
indicated by the subject does the action or something is done to the subject. When the
subject of a sentence does the action, the verb is said to be in active form. Hence it is
called Active voice. If something is acted upon the subject the verb is said to be
passive. Therefore, it is called passive voice.
Impersonal passive is a sentence where the action done is given priority and the doer of
the action is ignored or well-known due to the context. The sentence will never have
the representation of doer of the action as it is mentioned in normal passive sentences.
For example, the sentence ‘He did this’ should be written as ‘This was
done’ in impersonal passive omitting ‘by him’. Here, the work done is given
importance than who did it.

Rewrite the following into impersonal passive:

1. The manager summoned the peon for not attending the tables.
Ans: The peon was summoned for not attending the tables.
2. A team of archaeologists are examining the structures of ancient remains to
mark the civilization.
Ans: The structures of ancient remains are being examined to mark the
civilization.
3. The department has provided us with an exclusive laboratory for the research.
Ans: We have been provided with an exclusive laboratory for the research.
4. To live long, bring up the child in a healthy environment.

Ans: To live long, let the child be brought up in a healthy environment.

5. Clean the room atleast once in a day.

Ans: Let the room be cleaned atleast once in a day.

NUMERICAL ADJECTIVES
In certain cases, the representation of numbers can be used to qualify nouns. They
are termed as numerical expressions or numerical adjectives. When they are used
before nouns to qualify them, the numerical expressions are used in their singular
form. The article used before the adjective should correspond to the sound of the
adjective. For Example:
‘A seminar for two days’ can also be represented as ‘A two-day seminar’, where the
plural form ‘two days’ is written in its singular form as ‘a two-day’.
Rewrite the following as numerical expressions:

1. A presentation for 2 hours - A two-hour presentation

2. A documentary running for 30 minutes - A thirty-minute documentary

3. A cloth measuring 8 meters - An eight-meter cloth

4. A walk of 10 kilometers - A ten-kilometer walk
5. A stamp with value of 6 rupees - A six-rupee stamp

PART - B
INTERPRETING CHARTS & GRAPHS
Graphics are visual representations of objects, numbers and data in the form of graphs,
pie charts, bar charts, flow charts etc. The graphics are used with a purpose to
provide information in a visual material which helps us to understand the data easily
at a glance.
Bar chart
A bar chart or bar graph is a chart or graph that presents categorical data with
rectangular bars with heights or lengths proportional to the values that they represent.
The bars can be drawn vertically or horizontally. A vertical bar chart is sometimes
called a line graph.
Pie chart
A pie chart is a partitioned circle each representing a percentage or proportion. The
partitions are drawn from the center to the top of the circle. The segments, arranged in
a clockwise direction, are made distinct with different colours or designs.
Flow chart
A flow chart is a diagrammatic representation of a process. It helps to show the order
of steps that are involved in a process. The steps of a process are represented within
various shapes such as rectangle, triangle, parallelogram, etc. A flow chart uses
pointers to indicate the flow of a process.
How to begin a description
Once you create a fascinating graph for your presentation, it is time to know how to
describe graphs, charts, and diagrams. To catch your audience’s attention from the
very beginning, you can use the following phrases for introduction:

 Let me show you this bar graph…

 Let’s turn to this diagram…
 I’d like you to look at this map…
 If you look at this graph, you will notice…
 Let’s have a look at this pie chart…
 If you look at this line chart, you will understand…
 To illustrate my point, let’s look at some charts…
How to describe diagrams and other visuals: naming the parts
To describe diagrams or any other type of graphs as clearly as possible, you
should name each visual element. For example:
 The vertical axis shows…

 The horizontal axis represents…

 This curve illustrates…
 The solid line shows…
 The shaded area describes…
 This colored segment is for…
 The red bar…
How to describe bar graphs
Bar graphs transform the data into separate bars or columns. Generally,
this type of visuals has categories on the x-axis and the numbers on the y-axis.
So, you can compare statistical data between different groups.
The bar graphs show which category is the largest and which is the smallest
one. Each group should be independent so that the changes in one do not
influence others. The bars or columns can be drawn either vertically or
horizontally, as it doesn’t make any difference.
Example:
The first chart illustrates the percentage of the population who owned a smartphone from
2011 to 2016, and the second breaks the percentages down by age for 2011 and 2016.
Overall, smartphone ownership increased during the six-year period. In general, the
younger people were, the more likely they were to own a smartphone. However, the most
significant increases in smartphone ownership between 2011 and 2016 came from people
aged 45 to 54, from 46% to 84%; from those in the 55 to 64 categories, from 9% to
59%; and from those aged 65 to 74, from 5% to 50%.The percentage of people who
owned a smartphone rose steadily, starting at around 35% in 2011 and reaching about
77% by 2016. People aged 16 to 24 represented the greatest percentage of smartphone
ownership in both 2011 and 2016. 75% of people aged 25 to 34 and 72% of those aged
35 to 44 owned a smartphone in 2011, rising to 88% and 86% respectively by 2016.

Although almost nobody in the 75+ age category owned a smartphone in 2011, 15% of
this group owned smartphones in 2016.
UNIT-III
PART-A
SEQUENCE WORDS

Sequence words (first, next, after that, then, last, finally) are words that help to
organize a story by sequencing the events Transitional words and phrases help the
reader to notice when the setting (time/place) is changing

Sequence words provide coherence to a story or text.They can help writers bridge the
gap between ideas so that writing sounds smooth, not choppy.

Take these two sentences:

Mr. Duncan likes to eat sushi.

He does not want sushi today.

Using Sequence words, one can put these two together to make one smooth sentence
instead of two choppy ones Mr. Duncan likes to eat sushi; however, he does not want
sushi today.

Location transitions show where things are. You may recognize some of these as
prepositions and prepositional phrases.

Above, below, under, here, there, where, from, near, down in the background, in the middle, to the
left/right, in front of in the distance, opposite to
Time transitions show order or when something happens. Some examples:
First, meanwhile, finally, in the meantime, before, before long, after that, at last,
afterwards, as soon as, at first, later, then, next

Examples for Time and location transitions

After so much time waiting in the long line, the boys finally got their
hamburgers. Wait until tonight, then you will be able to see the full moon
over the city hall.
Compare/Contrast transitions tell a reader that the writer is comparing ideas or
shifting from one idea to another. Instead of the word BUT to connect ideas, try using
one of these examples: However, Rather, Yet, Nevertheless, Conversely, On the
other hand,
Otherwise (means the same as “or)

Although Marcos was extremely tired after school, he ran two

miles. Willow prefers to read the book rather than seeing the
movie.
I am not able to go the beach with you; nevertheless, thank you so much for
asking me. The cat acts as if he is the boss of the house.
Like her grandmother, Sally loves the Texas Longhorns.

MISSPELLED WORDS

Rule 1: Add ‘i’ before ‘e’, except after ‘c’

achieve, believe, bier, brief, chief, fiend, friend, grief, grieve, hygiene, patience,
pierce, priest, thief ceiling, conceive, conceit, deceive, deceit, perceive, receipt,
receive
Rule 2.Add -s or –es to make words plural.
shoe + s =shoes
porch + es = porches
box + es =boxes
bush + es = bushes
blitz + es = blitzes

Rule 3: Words with a consonant ending plus -y,change the -y to -i and

add -es. company – y + i + es = companies

Rule4: Words with a vowel ending plus –y, keep –y and

add –s toy +s = toys
a) My tenth birthday was quite an occassion. All of my family and freinds came and
each came with a spectackulare gift for me. It was amazing to habe all the peephole I
loved at my party.
My tenth birthday was quite an occasion. All of my family and friends came and each
came with a spectacular gift for me. It was amazing to have all the peopleI loved at my
party.

EMBEDDED SENTENCE
Embedding a clause – a sandwich sentence
Adding in information between commas using who, which, that, with. Use commas
as the two slices of bread and then put in the filling – extra information.
The ferocious dog, who lived next door, barked noisily through the hole in the fence.
The ferocious dog, that had just been injected, barked noisily through the hole in the
fence.
Max was making a clay sculpture. He loved art lessons
The second sentence adds some extra information to the first sentence so we can turn
it into a relative clause, like
Max, who loved art lessons,was making a clay sculpture

The beach, which was very crowded, was hotter than ever
This house where I grew up looked very different years ago

INFORMAL VOCABULARY AND FORMAL SUBSTITUTES

What is the difference between formal and informal language?

Formal and informal language serve different purposes. The tone, the choice of words and the

way the words are put together vary between the two styles. Formal language is less personal
than informal language. It is used when writing for professional or academic purposes like

university assignments. Formal language does not use colloquialisms, contractions or first
person

pronouns such as ‘I’ or ‘We’.

Informal language is more casual and spontaneous. It is used when communicating with
friends

or family either in writing or in conversation. It is used when writing personal emails, text

messages and in some business correspondence. The tone of informal language is more
personal

than formal language.

Formal English: We use it when writing essays for school, cover letters to apply for jobs, or

emails and letters at work.

Informal English: We use it with friends, children, and relatives. The following list will help

you to recognize the informal and formal ways of saying the same thing. The list is divided
into

sections of: verbs, transitions, emphasis words, abbreviations, and slang.

VERBS – INFORMAL & FORMAL

Informal Formal

say sorry apologize, apologise

go up increase

go down decrease

set up establish

make up fabricate

stand for represent

find out discover, ascertain

leave out omit

point out indicate

LETTER EXPRESSIONS – INFORMAL &FORMAL

Informal Formal

Hi Robert, Dear Sir or Madam

Just wanted to let you know… I am writing to inform you…

Yours Truly, Best regards Yours sincerely, Yours faithfully,

Hope to hear from you soon I look forward to hearing from you

You can call me if you need anything Please do not hesitate to contact me

PART-B

PROCESS DESCRIPTION
A flow chart is a graphical or symbolic representation of a process. Each step in
the process is represented by a different symbol and contains a short description
of the process step. The flow chart symbols are linked together with arrows
showing the process flow direction.

Common Flowchart Symbols

Different flow chart symbols have different meanings. The most common flow
chart symbols are:

 Terminator: An oval flow chart shape indicating the start or end of the process.
 Process: A rectangular flow chart shape indicating a normal process flow step.
 Decision: A diamond flow chart shape indication a branch in the process flow.
 Connector: A small, labeled, circular flow chart shape used to indicate a
jump in the process flow. (Shown as the circle with the letter "A",
below.)
 Data: A parallelogram that indicates data input or output (I/O) for a process.
 Document: Used to indicate a document or report
Give the process of paper manufacturing

Making pulp
Several processes are commonly used to convert logs to wood pulp. In the
mechanical process, logs are first tumbled in drums to remove the bark. The logs are
then sent to grinders, which break the wood down into pulp by pressing it between
huge revolving slabs. The pulp is filtered to remove foreign objects. In the chemical
process, wood chips from de-barked logs are cooked in a chemical solution. This is
done in huge vats called digesters. The chips are fed into the digester, and then boiled
at high pressure in a solution of sodium hydroxide and sodium sulfide. The chips
dissolve into pulp in the solution. Next the pulp is sent through filters. Bleach may be
added at this stage, or colorings. The pulp is sent to the paper plant.

Beating
The pulp is next put through a pounding and squeezing process called,
appropriately enough, beating. Inside a large tub, the pulp is subjected to the effect of
machine beaters. At this point, various filler materials can be added such as chalks,
clays, or chemicals such as titanium oxide. These additives will influence the opacity
and other qualities of the final product. Sizings are also added at this point. Sizing
affects the way the paper will react with various inks. Without any sizing at all, a paper
will be too absorbent for most uses except as a desk blotter. A sizing such as starch
makes the paper resistant to water-based ink (inks actually sit on top of a sheet of paper,
rather than sinking in). A variety of sizings, generally rosins and gums, is available
depending on the eventual use of the paper. Paper that will receive a printed design,
such as gift wrapping, requires a particular formula of sizing that will make the paper
accept the printing properly.

Pulp to paper
In order to finally turn the pulp into paper, the pulp is fed or pumped into giant,
automated machines. One common type is called the Fourdrinier machine, which was
invented in England in 1807. Pulp is fed into the Fourdrinier machine on a moving
belt of fine mesh screening. The pulp is squeezed through a series of rollers, while
suction devices below the belt drain off water. If the paper is to receive a water-mark,
a device called a dandy moves across the sheet of pulp and presses a design into
it.The paper then moves onto the press section of the machine, where it is pressed
between rollers of wool felt. The paper then passes over a series of steam-heated
cylinders to remove the remaining water. A large machine may have from 40 to 70
drying cylinders.

Finishing
Finally, the dried paper is wound onto large reels, where it will be further
processed depending on its ultimate use. Paper is smoothed and compacted further by
passing through metal rollers called calendars. A particular finish, whether soft and dull
or hard and shiny, can be imparted by the calendars.The paper may be further finished
by passing through a vat of sizing material. It may also receive a coating, which is either
brushed on or rolled on. Coating adds chemicals or pigments to the paper's surface,
supplementing the sizings and fillers from earlier in the process. Fine clay is often used
as a coating. The paper may next be supercalendered, that is, run through extremely
smooth calendar rollers, for a final time. Then the paper is cut to the desired size.
Describe the Process of Opening a Savings bank account using appropriate Sequence Words
Sequence words, also known as transitional words or linking words, are used to connect
ideas, sentences, or paragraphs in a logical and organized manner. They help establish the
order, progression, and flow of information in a text. Here are some common sequence
words and phrases:

 First/Firstly: Used to introduce the initial point or step in a sequence. Example: First,
we need to gather all the necessary materials.
 Second/Secondly: Used to introduce the next point or step. Example: Secondly, we
will conduct a thorough analysis of the data.
  Third/Thirdly: Used to introduce the third point or step. Example: Thirdly, we
will implement the proposed solution and monitor the results.
 Next: Indicates the point or step that follows the previous one. Example: Next, we
will move on to the next phase of the project.
 Then: Indicates a subsequent action or event. Example: We will finalize the design,
and then begin the production phase.
 Afterward(s): Refers to an action or event that occurs after another. Example:
Afterward, we can evaluate the effectiveness of the training program.
 Subsequently: Indicates an action or event that follows in a logical order. Example:
The report was submitted, and subsequently, a meeting was scheduled.
 Finally: Indicates the last point or step in a sequence. Example: Finally, we will
present our findings to the management team.
 Meanwhile: Refers to a simultaneous action or event. Example: The team
continued working on the project, meanwhile, the manager attended a conference.
 In the meantime: Refers to a temporary period between two points in time. Example:
The project will be on hold for two weeks. In the meantime, we can focus on other
tasks.
 Simultaneously: Indicates that two or more actions or events are happening at the
same time. Example: The marketing team launched the campaign, while the sales team
focused on lead generation simultaneously.
 In conclusion: Summarizes or wraps up the main points or ideas. Example: In
conclusion, the study demonstrates a positive correlation between exercise and
mental well-being.

These sequence words help provide structure and coherence to your writing, enabling
readers to follow the logical progression of your ideas or arguments.

Initially start by researching different banks and comparing their offerings, such as interest
rates, fees, and services. Consider factors like convenience, branch locations, and online
banking options. Once you've selected a bank that meets your requirements, proceed to the
next step.
Then gather Required Documents: Before visiting the bank, ensure that you have the
necessary documents to open a savings account. Later Collect the details of documents
which include:

Proof of identity: Valid passport, driver's license, or government-issued identification card.

Proof of address: Utility bills, bank statements, or rental agreements in your name.

Photographs: Some banks may require passport-sized photographs of the account holder.
Afterwards visit the nearest branch of the chosen bank during their operating hours. It's
 advisable to call ahead and confirm the required documents to save time. Then request an
account opening application form from the bank representative. Then Fill out the form
accurately and provide the necessary details, such as your full name, date of birth, address,
contact information, and occupation. Afterwards submit the Required Documents: Along
with the completed application form, then submit the required documents as mentioned
earlier. The bank representative will verify the documents and return them to you later.Most
savings accounts require an initial deposit to activate the account. Subsequently ensure you
have the necessary funds ready and deposit the specified amount as per the bank's
requirements. Next the bank representative will guide you through the deposit process.
Meanwhile Carefully review the terms and conditions of the savings account, including any
applicable fees, minimum balance requirements, and withdrawal restrictions. Finally sign the
document to acknowledge your agreement. Later after completing the account opening
process, the bank will provide you with relevant account documents, including your account
number, passbook, or e-statements. If applicable, you may also receive a debit card linked to
your savings account. At last Activate and Set Up Online Banking: If you wish to access your
account online, inquire about online banking services during the account opening process.
Then The bank will provide instructions on how to activate and set up your online banking
access. Finally take some time to understand the features and services offered with your
savings account, such as ATM access, mobile banking, e-statements, and customer support
options.

UNIT-IV

PART-A
FINDING SUITABLE SYNONYMS
Synonyms are words that are similar, or have a related meaning, to another word. It
is a word or phrase that means exactly or nearly the same as another word or phrase
in the same language, for example shut is a synonym of close.

Synonym Examples

 Baffle: confuse, deceive

 Beautiful: attractive, pretty, lovely, stunning
 Bossy: controlling, tyrannical
 Fair: just, objective, impartial, unbiased
 Funny: humorous, comical, hilarious, hysterical
 Happy: content, joyful, mirthful, upbeat
 Hardworking: diligent, determined, industrious, enterprising
 Honest: honorable, fair, sincere, trustworthy
 Hypocrisy: duplicity, falseness
 Important: required, vital, essential, primary, significant, critical
  Intelligent: smart, bright, brilliant, sharp
 introverted: shy, bashful, quiet, withdrawn
 Kind: thoughtful, considerate, amiable, gracious
 Lazy: idle, lackadaisical, lethargic, indolent
 Lucky: auspicious, fortunate.
 Mean: unfriendly, unpleasant, bad-tempered, difficult.
 Old: antiquated, ancient, obsolete, extinct.
 Outgoing: friendly, sociable, warm, extroverted.
 Pacify: appease, placate.
 Positive: optimistic, cheerful, starry-eyed, sanguine.
 Recalcitrant: obstinate, stubborn.
 Rich: affluent, wealthy, well-off, well-to-do.
 Strong: stable, secure, solid, tough.
 True: genuine, factual, accurate, correct, real.
 Turbulent: disordered, violent.
 Unhappy: sad, depressed, melancholy, miserable.
 Valid: authorized, legitimate.
 Weak: frail, infirm, puny, fragile.

1. Give the synonyms for the word in bold

India's role on the international stage was molded by history rather than by the pomp and
circumstances of war. As a separate entity of the British Empire, India became a founder
member of the League of Nations in the same Way as Australia and Canada, and thus
acquired a somewhat unique international status long before independence. During the
days of the League when India's interests were affected, such as in matters of trade or the
position of Indians overseas, the Indian delegation did not hesitate to make known its
independent position, for what it was worth. Some Indian delegates were. In demand for
chairing meetings riddled with contention and controversy, because of their reputation
for impartiality and talent for mediation. These were the small beginnings of India's
later entry into the United Nations in 1945, again as a founder member before
independence. The drafting of Chapter IX and X of the UN Charter, which deal with
international social and economic cooperation, was entrusted to a group that was
presided over by an Indian. It is important, however, to bear in mind that fact that the
Government of independent India had no part in the drafting of the UN Charter, although
in accepted the obligations contained therein. The UN was primarily the creation of
three powers-The USA, UK and Russia. The size, population, resources and potential of
India lent it the weight of a medium power in the functioning of the United Nations. The
fact that India was among the first nations to liberate itself from the imperialist
domination through non-violent means. India has served on the Security Council for 10
years or 5 terms, on the Trusteeship Council for 12 years or 4 terms and on the
Economic and Social Council for 21 years or 7 terms - 99.
IF CONDITIONALS
Basically there are three types of “if” conditional sentences with different pairs of
tenses and different meanings.
The auxiliaries may, can, might, could, can be used in the place of will, would
in the main clauses.
Structure for conditional clause:
Example:
Type I(Open or factual condition)
I Present form will/shall/can + V1
a) If I earn enough money, I will buy a new car.
(earn -> Present) (will + V1)
b) She will apply for the job, if she finds a
good company. (will + V1) (finds -> Present)

Type II ( Hypothetical or unreal condition)

II Past form would/should/could + V1
a) If I earned enough money, I would
buy a new car. (earned -> Past) (would
+ V1)
b) She would apply for the job, if she found a
good company. (would + V1) (found -> Past)

Type III (Impossible Condition)

III Past Participle form would/should/could have+ V3
a) If I had earned enough money, I would have
bought a new car. (had earned -> Past participle)
(would have + V3)
b) She would have applied for the job, if she had found a
good company. (would have + V3) (had found -> Past
participle)

Note:
I had enough money. (Past form)
I had spent large amount of money (Past
participle form) She had a pen (Past form)
She had spoken correctly (Past
participle form) Example:
a) If he had the book, he
could help me. (Type II :
Past form)
b) b) If he had known the news earlier, he could have
informed me. (Type III : Past participle form)
Exercise:
1. Fill in the blanks using the words given in brackets:
a) If he has come in time, (he,
get) the ticket. Ans: If he has come in
time, he will get the ticket.
b) If (people, decide), they could have elected a
good leader Ans: If people had decided, they could have
elected a good leader
c) Man could save water resources, if (he, understand) the need for protecting them
Ans: Man could save water resources, if he understood the need for protecting them.

A. Complete the sentences using an appropriate clause

1. If I get a new job,
2. If you had watched the commonwealth games,
3. If , it will boil at 100*c.
4. If I got the phone earlier,
5. I would have informed the results,
Ans: (I will work to the satisfaction of my superiors, you would have understood
the potential of the Indian sportsmen, we heat water, I would connect all my
friends, if I had known earlier)
B. Fill in the blanks with suitable form of the verb in the brackets
1. If you planned well, you (save) time and money.
2. If I had a net connection, I
3. If the traffic lights did not work, there
 (send) a mail to you.
_______(be) utter confusion. She would have been the topper if she (write) the exam.
4. If you (remind) me, I would bring my guitar.
Ans: (would save, would send, would be, had written, reminded)

PART-B
Prepare a Cover Letter and Resume based on the Following advertisement
The Job Overview

We are seeking a dedicated artificial intelligence engineer to join our growing company. You
will work as part of a diverse team of software engineers, data scientists, and machine learning
(ML) experts to develop new models and algorithms to apply artificial intelligence to solve
real-world problems and change the future.

As an artificial intelligence engineer, you will be expected to have a keen interest in artificial
intelligence, machine learning, and staying current with the latest developments in a rapidly
changing field. Your duties will include collecting and analyzing data sets to identify patterns
and develop predictive algorithmic models.

Responsibilities

Below are some of the responsibilities an artificial intelligence, machine learning engineer is
expected to assume in their position:

Design and develop AI models to meet project requirements Convert AI/ML models into
APIs that other developers can use Perform statistical analysis on big data sets Manage
project infrastructure and the development of AI models and projects

Work with other machine learning engineers, data engineers, and AI engineers to develop
machine learning models

Job Qualifications and Skill Sets

Below are the qualifications expected of an artificial intelligence engineer

Bachelor’s degree or several years of experience in computer science, data science,

software development, or another related field; a master’s degree is recommended

Solid understanding of common programming languages used in AI, such as Python,

Java, C++, and R

Advanced knowledge of statistical and algorithmic models as well as of fundamental

mathematical concepts, such as linear algebra and probability
Experience working with large data sets and writing efficient code capable of processing large
data streams at speed

Familiarity with deep learning and machine learning algorithms and the use of popular AI/ML
frameworks

Excellent communication skills

[Your Name]
[Your
Address] [Pin
code] [Email
Address]
[Phone
Number]
[Date]
[Recipient's
Name] [Company
Name] [Company
Address] [Pin
code]
Dear [Recipient's Name],
I am writing to express my strong interest in the artificial intelligence engineer position at
[Company Name] as advertised on [Source/Platform]. With my passion for artificial intelligence,
machine learning, and my experience in developing innovative solutions, I am confident in my
ability to contribute to your team and make a positive impact.

As an artificial intelligence engineer, I have gained a comprehensive understanding of designing

and developing AI models to meet specific project requirements. I have successfully converted
AI/ML models into APIs that can be utilized by other developers, showcasing my proficiency in
translating complex algorithms into practical solutions. Moreover, I have conducted statistical
analysis on large data sets, enabling me to identify patterns and develop predictive algorithmic
models that have proven to be accurate and effective.

My educational background includes a Bachelor's degree in Computer Science, where I acquired a

solid foundation in programming languages commonly used in AI, such as Python, Java, C++, and
R. I also possess advanced knowledge of statistical and algorithmic models, coupled with a strong
grasp of fundamental mathematical concepts like linear algebra and probability. Through my
experience, I have demonstrated the ability to work with large data sets and write efficient code
capable of processing substantial data streams in real-time.
Furthermore, I am well-versed in deep learning and machine learning algorithms, as well as
proficient in utilizing popular AI/ML frameworks. This knowledge and expertise have allowed me
to develop robust and scalable solutions in previous roles, contributing to the overall success of the
projects I have been involved in.

Beyond technical skills, I possess excellent communication skills, which have been vital in
collaborating with multidisciplinary teams comprising software engineers, data scientists, and ML
experts. I thrive in a collaborative environment and believe in open communication to foster
innovation and achieve common goals.

I am excited about the opportunity to join [Company Name] and contribute to its mission of
applying artificial intelligence to solve real-world problems. I am confident that my technical
expertise, coupled with my passion for AI and machine learning, will enable me to make
valuable contributions to your organization.

Please find attached my resume, which provides a more detailed overview of my qualifications
and experience. I would appreciate the opportunity to further discuss my suitability for the
artificial intelligence engineer position and how I can contribute to [Company Name]'s success.

Thank you for considering my application. I look forward to the possibility of discussing my
candidacy with you further.
Sincerely,
[Your Name]

Enclosure: Resume

[Your Name]
[Your Address]
[City, State, ZIP Code]
[Email Address] [Phone
Number]
Career Objective: Highly skilled and dedicated Artificial Intelligence Engineer with a strong
passion for developing innovative solutions and applying artificial intelligence to solve real- world
problems. Seeking to join [Company Name] and contribute to the advancement of AI technologies
and the future of the industry.

Education: Bachelor of Science in Computer Science [University Name], [City, State] [Year of
Graduation]

Skills:
  Artificial Intelligence (AI) Development
 Machine Learning (ML) Algorithms
 Data Analysis and Statistical Modeling
 Programming Languages: Python, Java, C++, R
 Deep Learning Frameworks: TensorFlow, PyTorch
 Big Data Processing and Management
 API Development
 Project Management

Strong Mathematical Foundation (Linear Algebra, Probability)

Experience: Artificial Intelligence Engineer [Company Name], [City, State] [Dates]

 Designed and developed AI models to meet project requirements, resulting in

increased accuracy and efficiency in data analysis and predictive modeling.
 Converted AI/ML models into APIs, enabling other developers to integrate and utilize
the models effectively in various applications.
 Conducted statistical analysis on large data sets, identifying patterns and trends
to develop predictive algorithmic models.
 Collaborated with cross-functional teams of machine learning engineers, data
engineers, and AI engineers to develop and deploy machine learning models.
 Worked on managing project infrastructure, ensuring the smooth operation of AI
models and projects throughout their lifecycle.
 Utilized Python, Java, and Tens or Flow to write efficient and scalable code for
processing large data streams in real-time.

Projects:

 Developed a sentiment analysis model using natural language processing

techniques, achieving an accuracy rate of 90% in sentiment classification.
 Implemented a recommendation system using collaborative filtering algorithms,
resulting in a 20% increase in user engagement and customer satisfaction.
 Created an image recognition model based on convolutional neural networks
(CNN), achieving state-of-the-art accuracy on benchmark datasets.

Certifications:

 Certified Machine Learning Engineer (CMLE)

 Deep Learning Specialization, Coursera
  Professional Affiliations:
 Member, Association for the Advancement of Artificial Intelligence (AAAI)
 Member, Institute of Electrical and Electronics Engineers (IEEE)

Publications:

 Doe, J., Smith, J., and Jones, J. (2021). "A New Approach to Natural Language
Processing." Proceedings of the 2021 Conference on Artificial Intelligence.
 Doe, J. (2020). "A Deep Learning Approach to Image Recognition." arXiv
preprint arXiv:2001.00001.
Languages:
English(Fluent)
References:
Dr. John Smith

Professor of Computer Science

Stanford University

Stanford, CA 94305

(650) 723-4567

[email protected]
Dr. Smith is a professor of computer science at Stanford University. He has over 20 years of
experience in the field of artificial intelligence. He is a highly respected researcher and has
published numerous papers in top academic journals.
Susan Jones

Manager of Software Engineering

XYZ Company

Any town, CA 91234

(555) 555-5555

[email protected]
Susan Jones is the manager of software engineering at XYZ Company. She has over 10 years of
experience in the field of software development. She is a highly skilled and experienced manager
who has a proven track record of success.

MINUTES OF THE MEETING

Imagine that you organized a National Level Science Exhibition in your college. As the
secretary of the organizing committee, write an agenda and minutes of the meeting
recorded by you.
Title: Minutes of Meeting National Level Science Exhibition Organizing Committee Date:
[Date] Time: [Time] Location: [Location]

Members Present:

1. [XXX], Secretary
2. [XXX], President
3. [XXX], Vice President
4. [XXX], Treasurer
5. [XXX], Event Coordinator
6. [XXX Public Relations Officer
7. [XXX], Faculty Advisor
8. [XXX], Student Representative
9. [XXX], Student Representative
Agenda:

1. Welcome and Introduction

2. Review of Action Items from Previous Meeting
3. Updates on Venue and Logistics
4. Discussion on Participant Registration and Selection Process
5. Fundraising and Sponsorship Updates
6. Outreach and Publicity Strategies
7. Exhibition Theme and Categories
8. Timeline and Task Assignments
9. Any Other Business
10. Next Meeting

Minutes:

1. Welcome and Introduction: The meeting was called to order by [Name], the
 Secretary of the organizing committee. All attendees introduced themselves.
2. Review of Action Items from Previous Meeting: The Secretary reviewed the action
items from the previous meeting. It was confirmed that all the assigned tasks were
completed, including securing the event venue, creating a website for the exhibition,
and forming subcommittees for various tasks.
3. Updates on Venue and Logistics: The Treasurer provided an update on the venue
and logistics. He confirmed that the required arrangements for the exhibition, such as
exhibition halls, audiovisual equipment, and seating arrangements, have been made.
He assured that everything is on track and within the allocated budget.
4. Discussion on Participant Registration and Selection Process: The Event
Coordinator presented the proposed participant registration and selection process. It
was agreed that participants would be invited from various schools and colleges, and
they would submit their project proposals for evaluation. A review panel consisting of
committee members and faculty would select the projects based on predetermined
criteria.
5. Fundraising and Sponsorship Updates: The Treasurer shared the progress on
fundraising and sponsorship. He reported that several local companies have shown
interest in sponsoring the event. The committee discussed the different sponsorship
tiers and benefits for sponsors. It was decided to draft sponsorship proposals and
approach potential sponsors in the coming week.
6. Outreach and Publicity Strategies: The Public Relations Officer presented the
outreach and publicity strategies. It was suggested to organize workshops and
awareness campaigns in schools to generate interest among students. Social media
platforms, posters, and newsletters were identified as effective mediums for publicity.
The committee agreed to prepare a detailed plan for outreach activities and assign
responsibilities to the subcommittee.
7. Exhibition Theme and Categories: The President proposed the theme of
"Exploring Science for a Sustainable Future." The committee members unanimously
agreed on the theme and discussed the various categories that would align with it.
The categories finalized were Physics, Chemistry, Biology, Environmental Science,
and Technology.
8. Timeline and Task Assignments: The Secretary presented a timeline for the
upcoming tasks and milestones leading up to the exhibition. The committee reviewed
the timeline and made necessary adjustments. Task assignments were discussed, and
responsibilities were delegated to the respective members and subcommittees.
9. Any Other Business: No additional items were raised.
10. Next Meeting: The next meeting was scheduled for [Date] at [Time] in [Location].
11. Adjournment: The meeting was adjourned by the Secretary at [Time].
 Sd/-[XXX] Secretary

PARAPHRASING
Paraphrasing is restating a passage in simpler language. A paraphrasing is something
in which you write the ideas of the authors in your own words without changing the
original meaning. It is important that the sentence structure and the vocabulary are not
too similar to the original.
How to paraphrase a written Passage:
2. Preview and read the passage closely. You have to read the passage three or
four times for thorough understanding.
3. Rewrite the passage in your own words, go through the selection and re-write
each sentence consequently in the entire passage.
4. Read the paraphrase aloud, correcting any mistakes.
Paraphrase the following sentence:
1. Our present-day energy supply consists largely of
fossil fuels. Ans: Our present energy supply is
mostly made up of fossil fuels.
2. Some Scientist is now predicting that we will exhaust our supplies of fossil
fuels within five decades.
Ans: Within 50 years, Scientists say that our fossil fuel supply might be over.

UNIT-V

PART-A

CAUSE AND EFFECT EXPRESSIONS

CAUSE

• A cause is what makes something happen.

• To find the cause, you need to ask yourself: "What happened first?"

EFFECT

• An effect is what happens because of something else (the cause).

• To find the effect, you need to ask yourself: "What happened second?"

Cause and Effect types of sentences are in common use in technical writing. The
common cause and effect expressions are because, since, as, so, therefore,
consequently, and hence. Certain phrases used for the same purpose are - in view of
the fact, on account of the fact owing to the fact, as a result of and due to.

Example:

He went to the station late: Cause

He missed the train: Effect

He went to the station late *so he missed the train.

He missed the train *because he went late to the station. * *As he went late to

the station, he missed the train.

He went to the station late *as a result he missed the train

He went to the station late *consequently he missed the train

He went to the station late *therefore he missed the train

**Owing to the fact that he went to the station late, he missed the train

NOTE:

a. Due to, because of, owing to are followed by a noun.

b. Because, since, as, are followed by causal sentence

c. As a result, consequently, therefore are followed by sentences which are the effects
of a cause.
VERBAL ANALOGIES
In general, an analogy is a similarity that is drawn between two different, but
sufficiently similar events, situations, or circumstances. A verbal analogy draws a
similarity between one pair of words and another pair of words.
How to Improve Score in Verbal Analogies?
Strong vocabulary:
One of the important factors is a good vocabulary. Besides dictionary or
primary meanings of the word, you also need to know the secondary meanings of the
words. Secondary meaning of any word is the meaning of the word other than its
dictionary meaning. For example: 'school of fish' also means 'group of fish'. Ability to
decode the relationship between the words in the question with the help of strong
vocabulary and enough practice, you can solve analogy based questions with great ease.
You should also be aware of a few important types of relationships to understand the
questions better.
Different types of relationship between the words:
 There are many kinds of relationship which the question pair of words
displays. If we are able to decode the relationship between words, we will look to
find out the pair of words among the options where the first word is a tool for the
second. Thus, reaching the correct answer becomes easier. A few important types of
relationships are as follows,
P is a defining characteristic of Q

COURAGE: HERO (COURAGE is a defining characteristic of a

HERO). Lack of P is a defining characteristic of Q

HOPE: PESSIMISM (Lack of HOPE is a defining characteristic of

PESSIMISM). X is a type of Y ANGER: EMOTION (ANGER is a type of
EMOTION.) ORANGE: FRUIT (An ORANGE is a type of FRUIT). X is
a part of Y LETTER: ALPHABET (A LETTER is a part of an
ALPHABET).
X is the place for Y
CLINIC: NURSE (A CLINIC is the place for a
NURSE). Relationship of Degree
MOUNTAIN: HILL (A MOUNTAIN is a large HILL).
Tools used by professionals- Some analogies are based upon the connection between a
person and the tool that person uses or upon a tool and the result that it achieves.
SCALPEL: SURGEON (A SCALPEL is the tool of a SURGEON).
X is a sign of Y
TREMBLING:
FEAR
TREMBLING is a sign of FEAR.
Sequence- In this type of connection, one event follows another, either as a matter of
logic or sequence, or as an effect follows its cause. We also include in this category
analogies in which one event prevents or interrupts another.
ENGAGEMENT: MARRIAGE
An ENGAGEMENT comes before a
MARRIAGE. X is spurious form of Y
In this type of analogy, one idea is a spurious or defective form of the
other. BRAVADO: BRAVERY (BRAVADO is spurious (or false)
BRAVERY). Types of analogies based on meanings of the words:
Dictionary/primary meaning based Secondary meaning based
Verbal Analogies Questions: Example 1: Errata: Books : : Flaws : ?
A. Manuscripts

B. Metals
C. Speech

D. Charter

Solution: First identify the relation between the given pair. Here, errata is a list of
mistakes attached at the end of a book, after the book is published i.e. mistakes left in
the finished. product. Similarly 'flaws' also means 'mistakes' and mistakes can be in
manuscripts, speech and charter also. But we cannot have three correct options. So the
question is based on secondary meaning of the words instead of primary meaning of the
given words. 'Flaws' also means 'impurities' left in the metal after it is purified. Now
this is the perfect analogy. Hence the answer is 'flaws : metals' i.e. option D. Errata is
MISTAKES left after the book is published and 'flaws' are the impurities left in the
metal after it is purified.

INDIRECT SPEECH/REPORTED SPEECH

Indirect speech is also known as Reported Speech, Indirect Narration or Indirect
Discourse. In grammar, when you report someone else‟s statement in your own words
without any change in the meaning of the statement is called indirect speech. Quoting a
person‟s words without using his own word and bringing about any change in the
meaning of the statement is a reported speech. Look at the following sentences:
Direct Speech: She says, “I am a little bit
nervous.” Indirect Speech: She says that she
is a little bit nervous.
In the first sentence, the reporter conveys the message of the girl using her actual words
i.e., “I am a little bit nervous.” In the second sentence, the reporter conveys her message
but in his own words without any change in the meaning. Thus, both direct and indirect
speeches are two different ways of reporting a statement of person. In simple words,
quoting a person using your own words is called an indirect speech.

Important Words Changes Phrase in direct Equivalent in reported speech

speech
1. Today that day

"I saw him today", she said. She said that she had seen him that day.

2. Yesterday the day before

"I saw him yesterday", she said. She said that she had seen him the day before.

3. The day before yesterday two days before

 "I met her the day before yesterday", he said. He said that he had met her two days before.
4. Tomorrow the next/following day

"I'll see you tomorrow", he said He said that he would see me the next day.
5. The day after tomorrow in two days time/ two days later.

"We'll come the day after tomorrow", they said. They said that they would come in two days time/
two days later.

6. Next week/month/year the following week/month/year

"I have an appointment next week", she said. She said that she had an appointment the following
week.

7. Last week/month/year the previous/week/month/year

"I was on holiday last week", he told us. He told us that he had been on holiday the previous
week.

Phrase in direct speech Equivalent in reported speech

1. Ago Before
"I saw her a week ago," he said. He said he had seen her a week before.

2. this (for time) That

"I'm getting a new car this week", she said. She said she was getting a new car that week.

3. Here there
He said, "I live here". He told me he lived there.

In general, personal pronouns change to the third person singular or plural, except when
the speaker reports his own words: I/me/my/mine, you/your/yours = him/his/her/hers
we/us/our/ours, you/your/yours = they/their/theirs
He said: "I like your new car." = He told her that he liked her new car. I said: "I'm
going to my friend's house." = I said that I was going to my friend's house.
The above-mentioned rules are mandatory for converting a Direct Speech into an Indirect
Speech. Hence, they should be memorized thoroughly. The following examples cover all
the afore-mentioned rules. So, focus on very sentence to know how the above-mentioned
rules have been used here.
Assertive Sentences: Those sentences, which make a statement, are called assertive
sentences. These sentences may be positive, negative, false or true statements. To
convert such like sentences into indirect narration, use the rules as mentioned above
except SAID is sometimes replaced with TOLD. Look at the following examples:
 1. Direct Speech: She says, “I am writing a letter to
my brother.” Indirect Speech: She says that she is writing
a letter to her brother.

2. Direct Speech: She says, “I was not writing a letter to

my brother.” Indirect Speech: She says that she was not
writing a letter to her brother.

3. Direct Speech: She said to me, “I am writing a letter to

my brother.” Indirect Speech: She told me that she was writing
a letter to her brother. Imperative Sentences
Imperative sentences are those sentences, which give an order or a direct command.
These sentences may be in the shape of advice, entreaty, request, or order. Mostly, it
depends upon the forcefulness of the speaker. Thus, full stop or sign of exclamation is
used at the end of the sentence. For example:
1. Shut the door! 2. Please shut the door. 3. Repair the door by tomorrow!
To convert such like sentences into indirect speech, follow the following rules along
with the above- mentioned rules: Reporting Verb is changed according to Reported
Speech into ORDER in case the sentence gives a direct command. For example:

Direct Speech: The teacher said to me, “Shut

the door.” Indirect Speech: The teacher ordered
me to shut the door.
Reporting Verb is changed according to Reported Speech into REQUEST in case
the sentence makes a request. For example:

Direct Speech: He said to me, “Shut the

door.” Indirect Speech: He requested me
to shut the door.
Reporting Verb is changed according to Reported Speech into ADVISE in case the
sentence gives an advice. For example:

Direct Speech: He said to me, “You should work hard to pass the
exam.” Indirect Speech: He advised me that I should work hard to
pass the exam.
Reporting Verb is changed according to Reported Speech into FORBADE in case
the sentence prevents someone from doing something. For example:

Direct Speech: He said to me,

“Not to smoke.” Indirect Speech:
He forbade me to smoke.
Interrogative Sentences
Those sentences, which ask questions, are called interrogative sentences. Every
interrogative sentence ends at a sign of interrogation. For example:
1. Do you live here? 2. Have you ever watched Terminator III movie?
3. Is it raining?

To convert interrogative sentences into Indirect Speech, follow the following rules
along with the above-mentioned rules:

Reporting Verb SAID To is changed into ASKED.

If Reporting Speech is having Reporting Verb at it its start, then IF is used in place of
THAT. If the Reporting Speech is having interrogative words like who, when, how,
why, when then neither IF is used nor any other word is added. Full Stop is placed at
the end of the sentence instead of mark of interrogation.
Exclamatory Sentences
Those sentences, which express our feelings and emotions, are called exclamatory
sentences. Mark of exclamation is used at the end of exclamatory sentence. For
example:
1. Hurray! We have won the match. 2. Alas! He failed in the test.

3. How beautiful that dog is! 4. What a marvellous personality you are!

To change exclamatory sentences into Indirect Speech, follow the following rules
along with the above-mentioned rules:
In case, there is an interjection i.e., alas, aha, hurray, aha etc in the Reported Speech,
then they are omitted along with sign of exclamation.

Reporting verb i.e., said is always replaced with exclaimed with joy, exclaimed
with sorrow, exclaimed joyfully, exclaimed sorrowfully or exclaimed with great
wonder or sorrow.
In case, there is what or how at the beginning of the Reported Speech, then they are
replaced with very or very great.
In indirect sentence, the exclamatory sentence becomes an assertive sentence.
A. Rewrite the following in the indirect speech

2. The officer said, “We have to complete the task today”.

Ans: The officer told that they had to complete the task that day.
3. The announcer said, “The Cheran Express is late by two hours”.
Ans: The announcer announced that the Cheran Express was late by two hours.

4. The Teacher said to the students, “Don’t work in the

laboratory barefoot”. Ans: The Teacher told the students not to
work in the laboratory barefoot.

5. My uncle told me, “I don’t know anything about this subject. So I can’t offer you advice”.
Ans: My uncle told me that he did not know anything about that subject and so he could
not offer me advice.

6. The Scientist observed, “The test firings indicate accuracy of the missile”.
Ans: The Scientist observed that the test firings indicated the accuracy of the missile.

PART-B
WRITING REPORT
What is a report?
A report is a methodical, well planned document which outlines and evaluates a subject
or problem, and which may include: 1. The record of an order of events
2. Explanation of the implication of these events or facts.
3. Evaluation of the facts or results of research presented.
4. Discussion of the consequences of a conclusion or course of action
5. Conclusions
Survey Report
The aim of the written report is to communicate the survey findings. A report provides
a formal record of the survey research, and can provide a foundation for future
research efforts. The written report is often the only aspect of a survey research
project that gets exposure.
1. SURVEY REPORT
Write a Survey Report on Air Pollution for submission to your college Principal.
Also give a set of recommendations for controlling Air Pollution.
To
The Principal

Sir,
Sub: Survey Report on
Air Pollution Respected
Sir,
A survey to discover the degree of air pollution in Chennai was carried
out for the six months period form1.6.2018 to 31.12.2018 by the Chennai
 Metropolitan Authority. Samples of air were collected over a large area of north
Chennai and central Chennai. The contents of the samples were analysed. It was
found that each day 250tonnes of particles and 75 tonnes of harmful gasses were
released into the atmosphere. These were produced by the burning of coal in homes
and industry and by the fumes by motor vehilcles. In addition, a large amount of
smoke was produced daily by 10,000 domestic ovens. The problem of pollution is
made worse by the weather in Chennai, which has very high humidiity but little
wind. This causes fog during winter, as a result 25% of population of Chennai suffer
from respiratory diseases.
These results show that pollution is a serious problem in Chennai. Some solution
must be found as soon as possible, in order to improve the health of inhabitants. Two
possible ways of reducing pollution would be, to develop for the use of smokeless
fuel in industry, instead of using coal and to pass a law prohibiting excessive exhaust
form veheciles. Further, research into problem is needed immediately.
If the above suggestions are implemented, we can be able to control air pollution
in the future. Yours sincerely
Xxxxxx
2. FEASIBILITY REPORT
Write a feasibility report for introducing a new product in the market.

PINGO MILK
PRODUCTS LIMITED
CHENNAI
Feasibility Report on Introduction of Pingo Chocolates In Chennai City for Tamil New Year
Submitted to
The Managing Director
Submitted by Ms. Nisha
Marketing Manager
Date of Report 18.03.2019
Date: 01.01.2019
Place : Chennai

Aim: The Aim of the report is to find the feasibility for introducing Pingo
Chocolates in Chennai Market.
Reference: The Managing Director has ordered to find the feasibility for
introducing the new product in his letter no.238 Dated.18.09.18.
Procedure: A Team of Junior Marketing Executives comprising of various departments
were sent to different places with brief questionnaires. They visited markets areas,
school zones, houses to meet customers of young and old age. They collected the
answers for the questionnaires. They came out with ideas and suggestions after meeting
nearly 1000 people. They issued sample products at free of cost and requested the
customers to taste and give their opinion. The extensive analysis was useful and
encouraging.
Findings: After collecting all the feedbacks, a complete analysis was done. The
following are the findings.
1. Already there are many products (chocolates) in the market, so if the
product is of high standard, only then it can get good name.
2. The quality should be very good.
3. The size should be bigger than the existing products.
4. The price should be reasonable.
5. Initial price should be kept low.
Recommendations
1. The Product can be put in small attractive packs and supplied to customers as
some product compliment.
2. It can be introduced in various sizes. Initially some attractive packs are supplied
to customers as a compliment.
3. No compromise with quality should be done.
4. The price tag should be reasonable.
Conclusion: After making extensive market survey to find the feasibility to introduce
the Pingo Chocolates in Chennai City, It has been found that the product will be well
received by the people. The feedbacks have helped to conclude that the new chocolate
products with soft creamy core with crispy exterior is liked by people of all ages.
Marketing Manager

3. INDUSTRIAL VISIT REPORT

a) Write an industrial visit to Construction Site arranged by your College.
From
Class
Representa
tive III
CIVIL
Engineerin
g
AAA College of
Engineering
Chennai
To
 The Principal
AAA College of
Engineering
Chennai
Sir/Madam,
Subject: The site visit of building construction at Pramukh oasis, Gandhi Nagar
On receiving the letter of permission form Pramukh Oasis, Gandhi Nagar, Gujarat,
students with two faculty members (Mr. Manan and Mr. Pranav ) went on site visit to
Pramukh oasis on 4th March 2018. At 10 O’ clock, we all reached Pramukh oasis. The site
Superviser of the construction received us at the entrance and gave a brief introduction about
the Pramukh oasis unit.
First he took us to show brickwork. There was a stretching bond between bricks in
partition wall. The thickness of wall was 10cm. The Site Supervisor gave some basic
information and asked some questions related to topic. After that, the structure of the shop was
covered with the plaster. Supervisor practically elaborated that how to use plumb and bob and
gave some instructions related to angle of corner. Manan Sir showed the white power matter
on the walls of shop and the impurities of the water.
Then after supervisor told us to come to top of the building and showed the reinforcement,
column and spaces of beam. We were shown 12mm steel rods which were used in column and
strips bounded to fix the steel rods giving strength to column.
At the end we reached at the basement where 4-5 different buildings were situated but the
basement was combined. Basement had a large space for parking. Our faculty told us each and
every point related to this visit. Then we returned to our College. That was very helpful and
memorable site to visit.

Thanks to the Head of the Department & Faculties.

Yours Faithfully
xxxxxxxx

EXAMPLE:
You are the Assistant manager in Industrial Gases Limited where LPG cylinders are filled
for utilization by the customers. Write a report to the Chairman of the company about an
accident that happened in the LPG filling section in which five workers are seriously injured.
Suggest the remedial measures also to prevent such happenings in future.

[Your Name]
[Your
Position]
[Industrial Gases
Limited] [Company
Address]
[Pin Code]
[Email
Address]
[Phone
Number]
[Date]
[Chairman's Name]

Chairman Industrial Gases Limited [Company

Address] [Pin Code]
Dear Chairman,

Subject: Report on the Fire accident - happened in the LPG filling section in which five
workers are seriously injured

I am writing to report a serious accident that occurred in the LPG filling section of our facility
on [Date]. The incident resulted in five workers sustaining significant injuries. I would like to
provide a detailed account of the accident and propose remedial measures to prevent such
incidents from happening in the future.

Accident Description: On [Date], at approximately [Time], an accident took place in the

LPG filling section of our facility. During the filling process, an LPG cylinder ruptured,
causing a major explosion. As a result, five workers who were present in the vicinity of the
incident suffered severe injuries, including burns and fractures.

Immediate Response: Upon learning of the accident, the emergency response team was
immediately deployed to the site. First aid was administered to the injured workers, and
they were promptly transported to the nearest hospital for further medical attention. The
area was cordoned off, and the necessary authorities were informed about the incident.

Investigation Findings: Following the accident, a thorough investigation was conducted

to identify the causes and contributing factors. The findings revealed the following:

Lack of Proper Maintenance: The LPG filling equipment involved in the incident had
not undergone regular maintenance checks and servicing, leading to potential equipment
malfunction.

Inadequate Safety Measures: The safety protocols in place at the time of the accident
were insufficient. There was a lack of adequate safety training and awareness among the
workers, resulting in improper handling of equipment and failure to adhere to safety
guidelines.

Insufficient Monitoring: The incident occurred due to a sudden increase in pressure within
 the cylinder, which went unnoticed as there were no real-time monitoring systems in place.

Remedial Measures: Based on the investigation findings, I would like to propose the
following remedial measures to prevent similar accidents in the future

Enhanced Maintenance Procedures: A comprehensive maintenance schedule for all LPG

filling equipment, including regular inspections, servicing, and repairs should be
implemented. This will ensure the equipment is in optimal condition and minimize the risk
of malfunctions.

Strengthened Safety Training: Regular safety training programs for all workers involved in
the LPG filling process ought to be conducted.

Proper handling techniques, safety protocols, emergency response procedures, and

the importance of personal protective equipment (PPE) must be emphasized.

Implement Real-Time Monitoring Systems: Advanced monitoring systems that can detect
pressure fluctuations and other anomalies in LPG cylinders during the filling process have to
be installed. This will enable early detection of potential hazards and allow for immediate
corrective actions to be taken.

Periodic Safety Audits: Periodic safety audits to assess the overall safety standards and
identify areas for improvement should be conducted.

External safety experts to review our processes, identify potential risks, and provide
recommendations to enhance safety measures ought to be engaged.

Incident Reporting and Analysis: A formal incident reporting system to encourage

prompt reporting of accidents, near-misses, and safety concerns must be established.

Reported incidents to identify trends, underlying causes, and take proactive measures to
prevent recurrence have to be analyzed.

Continuous Safety Culture: A culture of safety within the organization by promoting open
communication, encouraging safety suggestions from employees, and recognizing and
rewarding safe practices must be established.

I am confident that implementing these remedial measures will significantly reduce the risk
of accidents and create a safer working environment for our employees.

I recommend establishing a dedicated committee responsible for overseeing the

implementation and monitoring of these measures. This committee should regularly report to
the management regarding safety improvements, compliance, and any further
recommendations.
Please let me know if you require any additional information or if you would like to discuss
this matter further. I remain committed to ensuring the safety and well-being of our
employees and maintaining a secure working environment.

Thank you for your attention to this critical matter.

Sincerely,

[XXXX] Assistant Manager

You are the Assistant manager in Industrial Gases Limited where LPG cylinders are filled
for utilization by the customers. Write a survey report to the Chairman of the company
about starting a new unit to develop business further.
[Your
Name]
[Your
Position]
[Industrial Gases
Limited] [Company
Address]
[PIN Code]
[Email
Address]
[Phone
Number]
[Date]
[Chairman's Name]

Chairman Industrial Gases Limited [Company

Address] [Pin Code]
Subject: Survey Report - Proposal for Starting a New
Unit Dear Chairman,
I am pleased to present a comprehensive survey report regarding the proposal to start a new
unit at Industrial Gases Limited to further develop our business. This report aims to provide
you with valuable insights and recommendations based on the survey conducted among our
target market and industry experts.

Survey Objective: The survey was conducted to assess the feasibility and potential benefits of
starting a new unit within Industrial Gases Limited. The specific objectives of the survey were
as follows:

Determine customer demand for additional products or services beyond LPG cylinders. Identify
market opportunities and potential areas of growth.
 Gather feedback from industry experts regarding the viability and competitiveness of
expanding our business.

Survey Methodology: The survey was conducted using a combination of online

questionnaires and in-person interviews. The target participants included existing customers,
potential customers, industry professionals, and key stakeholders. The survey was designed
to gather quantitative and qualitative data, providing a comprehensive understanding of the
market landscape.

Survey Findings:

Customer Demand: The survey findings indicate a strong demand for additional products and
services related to industrial gases. Over 80% of the respondents expressed interest in
purchasing a broader range of industrial gases and related equipment from a trusted supplier
like Industrial Gases Limited. The potential customers highlighted the convenience and
efficiency of obtaining all their industrial gas requirements from a single source.

Market Opportunities: The survey revealed several market opportunities for Industrial
Gases Limited. The majority of respondents identified a need for specialized gases catering
to specific industries such as healthcare, food and beverage, and manufacturing.
Additionally, there is a growing demand for gas-related equipment, installation services, and
maintenance contracts.
Expanding our product and service offerings in these areas could tap into untapped markets
and lead to significant revenue growth.

Competitiveness: Industry experts interviewed during the survey emphasized the competitive
advantage of Industrial Gases Limited, including our strong brand reputation, commitment to
quality, and established customer base. They also highlighted the importance of staying ahead
of emerging trends and technologies in the industrial gases sector. To maintain our
competitiveness, experts suggested investing in research and development, forging strategic
partnerships, and leveraging digitalization to improve customer experience and streamline
operations.

Recommendations:

Based on the survey findings, I would like to propose the following recommendations:

Product Diversification: New industrial gases and related products based on the identified
market opportunities and customer demand should be introduced.

A thorough market analysis and feasibility study to prioritize product development initiatives
ought to be conducted.
Service Expansion: Additional services such as equipment installation, maintenance contracts,
and specialized gas handling solutions to enhance the value proposition for our customers must
be offered.

Research and Development: Resources for research and development to stay at the forefront of
industry trends and technologies should be allocated.

Innovation within the organization to develop new products, improve existing offerings, and
address customer needs effectively ought to be fostered.

Strategic Partnerships: Strategic partners, suppliers, and distributors to expand our reach and
access new customer segments have to be identified.

Joint ventures or alliances with industry leaders should be implemented.

Digital Transformation: Digitalization by investing in technology infrastructure, automation,

and online platforms should be embraced.

Customer experience through e-commerce capabilities, streamlined ordering processes, and

effective supply chain management must be enhanced.

I recommend forming a cross-functional team to further explore the implementation of these

recommendations. This team should be responsible for conducting detailed market research,
developing a comprehensive business plan, and regularly reporting progress to the management.

I am confident that by pursuing these strategic initiatives, Industrial Gases Limited can capitalize
on market opportunities, strengthen our position in the industry, and achieve sustained growth.

Should you require any additional information or wish to discuss this proposal further, I am
available at your convenience.

Thank you for your attention to this matter.

Sincerely,
[XXX]Assistant Manager
e-mail Writing

The email writing format is the same for each of the categories. Though the choice of
words and language differ depending upon the type of email. One can use friendly
and casual language in informal emails. The language used in formal emails should
be professional, clear, and formal.
Email Writing Format
The email writing format is the same for each of the categories. Though the choice of
words and language differ depending upon the type of email. One can use friendly
and casual language in informal emails. The language used in formal emails should
be professional, clear, and formal. The email writing format is

Let us discuss each type of email writing format.

A Sample of Informal Email Writing Format
An email written for any friends, family members or relatives comes under this
category. Use of polite, friendly and casual words along with proper greetings and
closings are some of the rules of the informal emails.
Sample
Suppose you have to write an email to your friend inviting him or her to your
birthday party.
To: XYZ
CC/BCC:
Subject: Invitation to a birthday
party Hi XYZ!
Hope this mail finds you in the best of your time. I am very happy to invite you to
my birthday party on Nov 03 at ABC Hotel from 7:00 pm to 10:00 pm. The theme
of the birthday party is ‘Pirate of the Caribbean”.
It would be great if you come and join us at the party. We will have a great time
and fun together.
See You Soon
LMN
Points to remember while writing an e-mail
Don'ts
1. Do not include vague or nonexistent subject line.
2. Do not Change the topic without changing the subject.
3. Do not include multiple subjects in one note.
 4. Avoid sending the mail before thinking twice about the content.
5. Do not inadvertently reply to all.
6. Do not omit the context of a reply.
7. Do not Display the addresses of recipients who are strangers to each other.
8. Do not confuse between Replying and forwarding.
Do's
Addressing

• Limit to who really needs to know.

• Make it clear in text who has action and who is info addressee.
• Use BCC to protect Email addresses unless everyone knows each other.
• Watch Reply All.
• Use address book with mail groups & validate often.
• Make sure forward does not embarrass sender.
• Fill in addresses last to avoid sending an incomplete Email by mistake.
Message Text
• Keep the message focused and readable.
• Keep it short.
• Break into paragraphs; skip lines between.
• Use short sentences and active voice.
• Use plain text editor.
• Avoid HTML.
• Avoid fancy typefaces.
• Write in standard professional English with Capitalization and correct
spelling.