FEDERAL UNIVERSITY OF TECHNOLOGY, MINNA

NIGER STATE, NIGERIA

FUTMINNA e-LEARNING
COURSE TITLE: USE OF ENLISH I

COURSE TITLE
USE OF ENGLISH AND LIBRARY

COURSE CODE
GST 110: 3
 COURSE UNIT: 3
HEAD OF DEPARTMENT
Dr. Mrs Felicia Chibuogwu Chike-Okoli
Federal University of Technology (FUT)
Minna, Niger State, Nigeria.

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Course Development Team
GST 110: USE OF ENGLISH AND LIBRARY
Subject Matter Experts: Dr. (Mrs.) Amina Gogo Tafida
Dr Johnny Francis Ejembe
Dr Hussaini Musa
Dr. Halima Shehu
Dr(Mrs) Felicia Chibuogwu Chike-Okoli
Dr Bala Muhammad Dalhatu

Course Coordinator:
Dr(Mrs) Felicia Chibuogwu Chike-
Okoli

eLearning Expert:
Prof. Amosa Isiaka Gambari

Dr. (Mrs.) Amina Gogo Tafida

Instructional System Designers:
Dr. Ejembi, Johnny Francis
Dr Hussaini Musa

Language Editors

Dean of School Prof. Amosa Isiaka Gambari

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Study Guide: Use of English and Library
Introduction
GST 110: USE OF ENGLISH AND LIBRARY is a three-credit unit course. The course is
compulsory for all 100 level students who have enrolled for degree programmes in Nigerian
Universities. The focus of the course is to train students in the use of English language and
library which are necessary for their academic endeavours both in the university and after the
university education.

Course Guide
The course guide introduces you to all that you are required to learn in this course and how to
make the best use of the material so as to derive maximum benefit. The guide also contains the
general guidelines on how to assess the materials in this course and the expected actions you
are required to take so as to have a successful completion of the course. The guide will also
guide you on how to respond to your Self-Assessment Exercise and Tutor-Marked
Assignments.

Course Contents
The course consists of 5 modules discussed under 26 units. Each module has an average of
four units with emphasis on the following:
• Communication
• Writing
• Techniques of Answering Examination Questions
• Vocabulary of Questions
• Technical Report Writing
• Academic sources of information
• Explanation of terminologies for asking questions
• Use of Library

Course Aim
The aim of this course is to improve your use of English language for both academic purposes and
for specific purposes.

Course Learning Outcomes

In order to achieve the aim of this course, each unit of this course has specific objectives stated
after the introduction of each unit. You are expected to carefully go through those objectives
before studying the Learning Contents of each unit so as to guide you on the areas to focus on.
You are also expected to read the objectives again after the completion of the unit to check
whether you have achieved them or not. It is believed that if you achieve these objectives unit
by unit, you would have achieved the main aims of the course as a whole. Some of the objectives
of the course are that by the end of the course, you should be able to:
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 1. define communication;
2. state the different types of communication;
3. state and explain the elements of communication;
4. partake in effective writing;
5. write different kinds of essays;
6. define technical report;
7. identify the varieties of report;
8. discuss the purpose of technical report;
9. identify the skills required in technical report;
10. see a sample of basic outline of technical report;
11. know the reasons why students fail examination;
12. state the sources of information for passing examinations;
13. understand other techniques necessary for handling examination questions;
14. determine the importance of words to your understanding of English;
15. identify what steps to follow to increase your word power;
16. apply different ways of finding meanings of words in your reading tasks;
17. define library users;
18. list and explain the types of library;
19. list and understand the functions of a university library;
20.list and discuss the fundamental laws of librarianship.

Working through this Course

For you to successfully complete this course, you are expected to study the units one after the
other, practise using the library as contained in the manual, practise all the language exercises
and consult various books for further reading. You are also expected to provide answers to each
Self-Assessment Exercise before moving to the next unit or sub-unit. In the process of studying
each unit, you are advised to jot down key points.
At the end of each unit, you will be required to submit assignments which will constitute parts
of your assessment. There will also be a final examination at a scheduled period which will
certainly be communicated to you.

Course Materials
Major Components of the course are:
• Course Guide
• Study Units
• Links/ Books for Further Reading
• Assignment

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Study Units
The study units in this course are arranged in Modules based on their relationships. They are:

Module One Effective Communication and Writing

Unit 1 Definitions of Communication
Unit 2 Elements of Communication
Unit 3 Types of Communication
Unit 4 Introduction to effective Communication
Unit 5 Writing Effectively
Unit 6 Writing of Essays
Module Techniques of Preparing and Answering Examination Questions
Two
Unit 1 Source of information for answering examination
questions
Unit 2 Techniques of handling examination questions
Unit 3 Vocabulary of Questions
Unit 4 Explanation of question terminologies
Module Technical Report Writing
Three
Unit 1 Definition of Technical Report
Unit 2 Methodologies of Technical Report Writing
Unit 3 Skills in Writing Technical Report
Unit 4 Technical Research Reports
Unit 5 Language Items in Report Writing

Module Use of Library

Four
Unit 1 Concept of Libraries and the Library User
Unit 2
Types of Libraries

Unit 3 Information Resources

Unit 4 Organization of Knowledge

Unit 5
Reference and Bibliographic Citations

Unit 6 Electronic Information Resources

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Assessments
There are two components of assessments for this course. The first is the Self- Assessment
Exercise which will guide you in order to understand each section in a unit and to check the
correctness of the answers you give from the list of answers provided in the unit. It accounts
for 60% of the total score required for this course. The second assessment is the Tutor-Marked
Assessment which accounts for 40% of the total score required for this course. It is therefore
necessary for you to submit your TMAs for making and grading before you can successfully
complete this course.

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Final Examination and Grading
The final examination for GST 110 will last for a maximum of two hours and attracts 70% of
the total grade of this course. The examination will consist of questions which reflect the types
you have encountered in the self- assessment exercises and tutor- marked assignments. You
therefore advised to revise the entire course after studying the last unit before you sit for the
examination as all areas will be assessed. It is also necessary for you to review your tutor-
marked assignments and the comments of your tutor before the final examination.

Getting the Best from this Course

The arrangement of the study units offers you the opportunity to read and work through the
materials at your pace, time and convenience. However, if the need to study or consult another
book or source arises, you will come across a prompt directing you to do so.
Each of the study units follows a common format. Each unit starts with an introduction to what
you will learn in the unit followed by a set of learning objectives. These objectives acquaint
you with what you should be able to do after studying each unit. It is expected that at the
completion of each unit, you should revise what you have done to cross check if those
objectives have been met. If this is regularly done, you will improve your chances of passing
the course. The Learning Contents section of the unit offers the information you need on the
topic under consideration. They have been structured in such a way that reflects the interaction
between a teacher and the learner in a traditional classroom.

Tutors and Tutorials

There will be contact hours for tutorials in support of this course before the final examination.
The date, time and venue of these tutorials shall be communicated to you. The name, e-mail
address and phone numbers of your tutor will be made available to you immediately you register
for the course. Your tutor will mark and comment on your assignments, keep a close watch on
your progress and will be ready to render academic assistance on any difficulties you might
encounter while studying this course. He/she will also direct you on how and when to submit
your assignment which will be marked and returned to you as soon as possible.
Do not hesitate to contact your tutor through their supplied addresses. Contact them if:
• You have difficulty understanding any part of the study units or the assigned readings;
• You have difficulty with Self-Assessment Exercise and Tutor-Marked Assignments;

viii
 • You have question or problem with your tutor’s comment on an assignment or with the
grading system of the assignment.

You should try to attend every scheduled contact period as this is the only opportunity you have
to face your tutor. This will provide you with opportunities to ask questions which are answered
instantly. To gain maximum benefits from the course contact periods, you are advised to
prepare a list of questions before attending them. You can raise any question encountered in
the course of your study during such meetings and you will learn a lot by actively participating
in the discussions.

Recommended Texts and Links

Boadi L.A, Grieve,D.W, &Nwankwo,B.(1977) Grammatical Structure and Its Teaching
Lagos: African Universities Press.
National Open University Nigeria (2004). GST 102: Use of English and
Communication Skills II. Lagos: NOUN.
National Open University Institute (2000) NCE/DLS Course Book in General Studies
Education Cycle. Kaduna: NTI.
Mike,A, Ismail, T.& P Alobo, J. (2002) English Studies and Communication Skills for Tertiary
Institutions. Kano. Rainbow Royale Publishers.
Aliyu, J.S. (1996) Improving Your Performance in English. Zaria; Ahmadu Bello Press. Grellet,
F. (1984) Developing Reading Skills. Cambridge: Cambridge University Press. Moody, H.L.B.
(1979) Varieties of English. London: Longman Group Ltd.
Nuttall, C. (1983) Teaching Reading Skill in a Foreign Language London: Heinemann
Educational Books Ltd,
Tomori, S.H.O. (1999) The Morphology and Syntax of present- day English: an introduction.
London: Heinemann Educational Books Ltd.
Mahmud, T.M. (2014). Use of English and study skills Minna: Mustap printers.

Summary
Once again, the GST 110 focuses on training to properly use English language in various forms
of communication such as speaking, reading, writing and use of library for academic purpose
and private or specific purposes. We hope you will make effective use of this courseware. We
wish you success in the course and in all your academic pursuits.
GOODLUCK

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 Table of Contents
Course Development Team .................................................................................................. iii
Study Guide ........................................................................................................................... iv
Table of Contents… ............................................................................................................... ix
Module One: Effective Communication and Writing.......................................................... 1
Unit 1 Definitions of Communication................................................................................... 2
Unit 2 Elements and Process of Communication ................................................................. 5
Unit 3 Types of Communication ......................................................................................... 10
Unit 4 Introduction to Effective Communication ................................................................14
Unit 5 Writing Effectively ................................................................................................... 18
Unit 6 Writing of Essays ..................................................................................................... 22
Module Two: Techniques of Preparing and Answering Examination Questions ........... 27
Unit 1 Source of Information for Answering Examination Questions ................................ 28
Unit 2 Techniques of Handling Examination Questions .................................................... 33
Unit 3 Vocabulary of Questions .......................................................................................... 38
Unit 4 Explanation of Question Terminologies .................................................................. 43
Module Three Technical Report Writing .......................................................................... 53
Unit 1 Definition of Technical Report ............................................................................... 54
Unit 2 Methodologies of Technical Report Writing .......................................................... 60
Unit 3 Skills in Writing Technical Report ......................................................................... 69
Unit 4 Varieties of Technical Report Writing… ............................................................... 74
Unit 5 Grammar Features of Technical Writing… ............................................................. 81
Module Four: Use of Library

• Unit 1: Concept of Libraries and the Library User

• Unit 2: Types of Libraries

• Unit 3: Information Resources

• Unit 4: Organization of Knowledge

• Unit 5: Reference and Bibliographic Citations

• Unit 6: Electronic Information Resources

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Module Four: Use of Library

Unit 1: Concept of Libraries and the Library User

Unit 2: Types of Libraries

Unit 3: Information Resources

Unit 4: Organization of Knowledge

Unit 5: Reference and Bibliographic Citations

Unit 6: Electronic Information Resources

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 Module 1
Effective Communication
and Writing
Unit 1: Definitions of Communication
Unit 2: Elements of Communication
Unit 3: Types of Communication
Unit 4: Introduction to Effective Communication
Unit 5: Writing Effectively
Unit 6: Writing of Essays
 Unit 1
Definition of Communication
Contents
1.0 Introduction
2.0 Learning Outcomes
3.0 Learning Content
3.1 Definition of communication
4.0 Conclusion
5.0 Summary
6.0 Tutor-marked assignment
7.0 References/Further Reading

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1.0 Introduction
This introductory unit examines the phenomenon of communication as an inevitable aspect of
human life. As an individual have you ever imagined what life would be without
communication or how you would feel, if no one talks to you for a whole day? Definitely you
will feel neglected and uncomfortable. You will now see the essence of communication.

2.0 Learning Outcomes

At the end of this unit, you should be able to:
i. define communication, in your own words; and
ii. examine the various definitions of communication.

3.0 Learning Content

3.1 Definition of Communication
Communication is one of those human activities that cut across every aspect of human life. Just
as food, water and air are important to human beings, so is communication. Every human
society is bound together by communication. From both or even from conception till death, we
are involved in one type of communication or the other. We are yet to hear or know any human
society or community that exists without involving in communication. All creatures on earth
have developed means in which to convey their emotions and thoughts to one another. It is the
ability of humans to use words and languages to transfer specific meanings that differentiates
them from animal. The point then is: What is this all-important communication?
Like other fields of human endeavour, communication has attracted very many different types
or shades of communication. According to Norquist (2019) Communication is a process of
sending and receiving messages though verbal or nonverbal means, from a sender to the
receiver.
Babatunde (2003) defines communication as any means by which a thought is transferred from
one person to another while Soola (2000) sees communication as the process by which any
person or group shares or impacts information with/to another person (or group) so that both
people (and groups) clearly understand one another. More simply, communication is said to be
the creation and exchange of meaning.
From these discussions, you are now aware that communication has several meanings
depending on the angle which you view it. Simply put, there is no single universally accepted
definition of communication. Psychologists, philosophers, sociologists, medical practitioners
or even communication specialists all define communication according to their orientations
and perspectives.
Originally however, communication is derived from a Latin word-commons which means
common or shared understanding. From there, you now see that communication is a purposeful
effort to establish commonness between a source and a receiver. Whatever is being shared
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could include knowledge, thoughts, ideas, suggestions, opinions, information, feelings and the
like. From our own end here in academics, we shall consider communication to be a conscious
process of exchanging or sharing information, ideas and feelings between the sender and the
receiver.

4.0 Conclusion
Communication is central and crucial to all human activities. This is because everything we do,
or do not communicate. Man’s interaction with other human being is a result of communication.
Communication is the key around which human life revolves.
I hope now, you can begin to imagine what life would have looked like without communication.
Can you now imagine what it will be if one is excommunicated or cut away from
communication process? You also know what is involved in any communication encounter.

5.0 Summary
Communication means sharing of information between the source and receiver. It is a dynamic,
ongoing and ever-changing process. Communication is encompassing, pervasive and
ambiguous. It is a universal human activity. It is the life-blood of any organization; the fabric
that holds or binds members of the society.

6.0 Tutor-Marked Assignment

i. What do you understand by the word communication?
ii. How does communication hold the society together?

7.0 References/Further Reading.

Baran, S.J. (2002) Introduction to mass communication, New York: McGraw Hill
Norquist R. (2019) what is communication? The art of communicating and how to use it
effectively, Retrieved on 11th April, 2023, from www.thought.com
Sawibe, J.A. (2001) Introduction to mass communication practice in Nigeria. Ibadan:
Spectrum books limited.

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 Unit 2
Elements and Process of
Communication
Content
1.0 Introduction
2.0 Learning Outcomes
3.0 Learning Content
3.1 Processes of Communication
3.2 Elements of Communication
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

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1.0 Introduction
Now that you are familiar with the concept of communication, we shall proceed to discussing
the key elements and process of communication in this unit.

2.0 Learning Outcomes

At the end of this unit, you should be able to:
i. identify the key elements in communication; and
ii. identify the processes involved in effective communication.

3.0 Learning Content

3.1 Processes of Communication
Communication as a process is dynamic, recursive, ongoing continuous and cyclical. There is
no recognizable beginning and end. There is no rigid sequence of interaction. This is how the
process begins:
i. Simulation.
This is the point at which the source or sender or initiator sees the need to communicate. He/she
feels within him or her to share an idea with someone else. This is the beginning of
communication. It is called simulation.
ii. Encoding
The source or sender then processes the message he wants to communicate into a form that will
be understandable to the receiver.
iii. Transmission
The message is passed across to the receiver through a chosen channel or medium. The receiver
gets the message that is sent from the source.
iv. Decoding
The message is processed, understood and interpreted by the receiver.
v. Feedback
This is the reaction of the receiver to the message received. It is the response of the receiver
sent to source.
James, Ode and Soola (1990: cited in Sambe 2005:3) state that the communication process
involves an action, reaction and interaction. By action, it refers to the initiative taken by the
sender to share information, either through speaking, writing, gesturing, etc. By reaction, it
means the response to the action of the sender. The kind of response determines whether or not
the receiver is willing to be a party to the communication encounter. Reaction in
communication process may come by way of reply, rejoinder, answer, acknowledgement, etc.

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By interaction, it means that communication is the spontaneous reciprocity of messages
between a sender and a receiver. It is the stage of exchange of messages between two or more
persons sharing common experiences, codes or symbols. Interaction as a process of
communication creates an overlap of field of experience between a force and a recipient.

Self-Assessment Exercise(s) 1

i. Communication is a dynamic process. True/false.

ii. Explain the process of communication.
iii. List and explain the 3 types of reaction in communication.

3.2 Elements of Communication

The communication process consists of seven elements these include:
i. The stimulus
This is the stimulus that triggers of the communication exchange. It takes place at the point of
communication. We can also call it the reason for the communication: it may be to form, warn,
educate, etc.
ii. The source
The source is the initiator of the communication process. He is the one triggered by the stimulus
and from him begins the communication activity. He could be referred to as the initiator,
encoder or sender.
iii. Message
This could be the idea, feeling, information, thoughts, opinion, and knowledge or experience
that the source or sender wants to share.
iv. Medium/channel
Medium and channel are sometimes used interchangeably. There is however a distinction to be
made between them. Medium could be regarded as the form adopted by the sender of the
message to get to the receiver. It could be oral or written. The channel, on the other hand, is the
pathway, route or condition through which the message travels between the sender and the
receiver. The channel could be radio, television, newspaper, face-to-face, telephone, etc.
Channel provides a link that enables the source and the receiver to communicate.

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v. Receiver
The receiver as the name suggests is the person to whom the message is sent. He is the target
audience or the primary recipient of the message. All the sources or sense effort to communicate
is to inform or affect the receiver. That explains why communication should be receiver-
cantered.
vi. Feedback
Feedback is the reaction or response of the receiver to the message he/she received.
Communication is incomplete without feedback. It confirms that the message is well received
and understood. Feedback guides the source in the communication process and helps him to
know when to alter or modify his message if not properly received. Positive feedback shows
that the message is well received and well understood. Feedback could be negative showing
that the intended effect on the receiver has not been achieved.

Self-Assessment Exercise(s) 2

i. Differentiate between stimulus and source in communication.

ii. What medium of communication do you expect in receiving lectures?

3.3 Noise
Noise is the technical term used to describe any interference that keeps a message from being
understood or accurately interpreted. It is a potent barrier to effective communication. Noise
may be in different forms:
a. Physical noise from the environment.

b. Psychological noise, from within, as a result of depression or poor mental attitude.

c. Physiological noise, resulting from the body in form of body discomforts.
d. Linguistic noise from the source’s inability to use the language of communication accurately and
appropriately. It may be grammatical noise or even bad spelling.

Self-Assessment Exercise(s) 3

1. Explain by what is meant by physical and linguistic noise.

2. What is noise in communication?

4.0 Conclusion
So far in this unit, we have discussed the processes and elements of communication that must
be properly coordinated so as to ensure effective communication. Those elements from the
stimulus through the sender, up to the noise factor have been discussed in this unit. It is
advisable that you take another glance at them for learning reinforcement.

5.0 Summary
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In this unit, we have been able to establish that communication is a process with many
components or elements. These elements include stimulus, source, message media/channel,
receiver, feedback and noise.

6.0 Tutor-Marked Assignment

1. List and explain the major elements of communication.
2. What are the main processes of communication?

Unit 3
Types of Communication
Content

1.0 Introduction

2.0 Learning Outcomes

3.0 Learning Content

3.1 Oral communication

3.2 Written communication

3.3 Non-verbal communication

4.0 Conclusion

5.0 Summary

6.0 Tutor-marked assignment

7.0 References/Further Reading

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1.0 Introduction
You would recall that we discussed the elements and processes of communication in the
previous unit. We are taking a step further to talk about the basic types of communication,
specifically the verbal and non-verbal types of communication.

2.0 Learning Outcome

At the end of the unit, you should be able to:
i. identify the types of communication; and
ii. understand the characteristics of verbal and non-verbal forms of communication.

3.0 Learning Content

Basically speaking, there are two major types of communication. It could be verbal or non-
verbal. Take note that verbal communication can be oral or written.

3.1 Verbal Communication

Verbal communication is any communication that uses language to convey meaning. It includes oral
communication such as speaking to another person over the telephone, face-to-face discussions,
interviews, debates, presentations, etc. Oral communication means communication by word of
mouth (speaking). As long as you talk, you are involved in oral communication. It is a natural
gift to all mankind with no physical or speech-related problem. Oral communication is the most
commonly used where no one can write. It is very rare to have community of human beings
who do not talk. It is possible for you not to write a single word in a day; but difficult not talk
in a whole day, under normal circumstances. The effectiveness of verbal communication
depends on the tone of the speaker, clarity of speech, volume, speed, body language and quality
of words used in the conversation.

Self-Assessment Exercise(s) 1

1. What is oral communication?

2. Give example of oral communication.

3.2 Written Communication

Now that you understand what oral communication is, it is easy for you to know what written
communication is, even from the name. Written communication is a type of verbal communication
simply means a type of communication by means of writing. When you write letters, essays,
books, notes, text message, etc. you are involved in written communication. Remember that
writing is an offshoot of oral communication. While we have many languages without the
written form, there is no written form of language without its oral or spoken form.

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Self-Assessment Exercise(s) 2

i. Define written communication

ii. State and explain two types of written communication

3.3 Non-Verbal Communication

From your knowledge of verbal communication as discussed above, it is easy for you to
understand non-verbal communication as any form of information that is passed or
communicated without using words. Some people call it non-talk communication or silent
language. It is also known as body language, to some extent. Body language includes gestures,
eye-movement, gestures, waving of hands, nodding of the head, or all forms of facial
expressions, symbols, signs, action and paralanguage. All these are cannels of non-verbal
communication. Indeed, some estimates suggest that around 70% to 80% of communication is
non-verbal.

Self-Assessment Exercise(s) 3

i. What is non-verbal communication?

ii. List and explain 3 types of non-verbal communication.

4.0 Conclusion
You would recall that we discussed the two major types of communication. These are the verbal
and non-verbal types of communication. Verbal communication could be oral (spoken) or
written while non-verbal communication, otherwise known as non- talk communication could
be in the form of gestures, nods, signs, etc. Both oral and written communications are known
as verbal communication.

5.0 Summary
The unit discussed the two major types of communication. Basically, they are verbal and non-
verbal types of communication while verbal consists of oral (spoken) words; non-verbal
consists of communication without talking. These are gestures, signs, facial expressions, etc.
Any form of words without words, whether written or spoken is non- verbal communication.

6.0 Tutor-Marked Assignment

i. Differentiate between verbal and non-verbal types of communication.
ii. List at least five means each of verbal and non-verbal communication.

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7.0 References/Further Reading
Baran, S.J. (2000) Introduction to Mass Communication New York: McGraw Hill
Burgeon, J.K; Buller D.B. (1996) Non-verbal Communication: The Unspoken Dialogue. New
York: McGraw Hill
Norquist R. (2019) what is communication? The art of communicating and how to use it
effectively, Retrieved on 11th April, 2023, from www.thought.com

Sambe. J.A. (2005) Introduction to Mass Communication Practices in Nigeria. Ibadan. Spectrum
Severin, W.J. and Tankard, J.W. (JNR) (1897) Communication Theories origin, Methods and
uses New York. Hastlings house.

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 Unit 4
Introduction to Effective
Communication
Content

1.0 Introduction
2.0 Learning Outcomes
3.0 Learning Content
3.1 Requirements for effective communication
3.2 Interference in communication
3.3 Noise in communication
3.3.1 Physical Noise
3.3.2 Psychological Noise
3.3.3 Physiological Noise
3.3.4 Linguistic Noise
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

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1.0 Introduction
This introductory unit talks about strategies for effective communication. For communication
to be effective, there are some basic factors to be put into consideration. The essence of any
communicative encounter is to share meaning between the sender and the receiver. From ideas
to packaging through the channel/medium to the receiver, there are tendencies that the intended
message might not be appropriately understood by the receiver. To ensure efficiency and
effectiveness, some factors come to play as will be discussed in this unit. It is expected that you
study them, know them and apply the strategies in your day-to-day communication encounter.

2.0 Learning Outcomes

At the end of this unit, you are expected to be able to:
i. identify the major strategies for effective communication; and
ii. mention the factors that impede effective communication.

3.0 Learning Content

3.1 Requirements for Effective Communication

For effective communication to take place, whether verbal or non-verbal, inter- personal or
group communication, the following points must be put into consideration.
i. Be clear about what you want to say. This means that you and the sender must have
something to say, when, and where to say it.
ii. Make thorough preparations beforehand. Have answers to such question as:
(a) What goal do I want to achieve (purpose) from the communication?
(b) Who is my audience, whether primary or secondary?
(c) What style do I adopt for the communication?
iii. Remember that communication is a form of transaction. Be prepared to shift ground, that
is, assume roles of sender and receiver simultaneously. Be a good listener too.
iv. Be brief and go straight to the point. You should try to avoid vague expressions. Just
make sure you are clearly understood.
In Nigerian law courts, we are usually put on oath, to say the truth, the whole truth and nothing
but the truth. We can equally apply these principles to communication. Thus, we advise that in
your communication encounter, you give the information, the whole information and nothing
but the information.

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Self-Assessment Exercise(s) 1

1. What is effective communication?

2. Discuss three requirements for effective communication.

3.2 Interference in Communication

By now, you are familiar with the concept of communication and the strategies for effective
communication. You already know what to do for your communication to be effective.
We now talk about those factors that interfere with effective communication. You should
therefore know them and avoid them. There is a technical word that is needed to describe all
manners of interference in communication. That word is NOISE.

3.3 Noise in Communication

NOISE is interference that keeps a message from being understood or accurately interpreted.
It is a barrier to effective communication. Noise may be in different forms.

3.3.1 Physical Noise

This comes from the environment and keeps the message from being heard or understood. It
may be from loud music, market place, airport or any noisy background.

3.3.2 Psychological Noise

This comes from within the encoder or sender as a result of depression, poor, mental attitude,
emotional stress or disability.

3.3.3 Physiological Noise

This results from interference from the body in form of body discomforts, feeding of hunger,
tiredness, etc.

3.3.4 Linguistic Noise

This is from the encoder’s inability to use the language of communication appropriately. It may
be a grammatical noise-faulty sentence construction or semantic noise, arising from wrong use
of words, ambiguous expressions. It could also be misspelling. We also have phonological
noise manifested in incorrect pronunciation. All these are barriers to effective communication.

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Self-Assessment Exercise(s) 2

1. What is noise in communication?

2. List and explain three kinds of noise.

4.0 Conclusion
In this unit, you would recall that we discussed what is meant by effective communication.
When meaning is shared among communicants, we say that effective communication has taken
place. We also mentioned that verbal and non-verbal communication require some points to
ensure effective communication. These include clarity, sure or being sure of what you want to
communicate and making thorough preparations before engaging in any form of
communication.

5.0 Summary
The unit stressed that you should be brief in what you want to say or write. Communication is
a form of transition. Be prepared to give and take. You should be a good listener too. Be
conscious of your audience and vary your style or the maturity level of your audience.

6.0 Tutor-Marked Assignment

i. List and discuss any four strategies for effective communication.
ii. What is interference in communication? Explain the different types of interference you
know.

7.0 Reference/Further Reading

Baran, S.J. (2002) Introduction to mass communication. New York. McGraw Hill.
Norquist R. (2019) what is communication? The art of communicating and how to use it
effectively, Retrieved on 11th April, 2023, from www.thought.com

Sambe, J.A. Introduction to mass communication practice in Nigeria. Ibadan Spectrum Books-
Limited.

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 Unit 5
Effective Writing
Contents

1.0 Introduction

2.0 Learning Outcomes

3.0 Learning Content

3.1 Writing

3.2 Writing Skills

3.3 Effective Writing

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

17
1.0 Introduction
This section of the study deals with effective writing. It talks about the skills to be developed
in order to write effectively. As you already know, writing is one of the four basic language
skills, others being listening, speaking and reading. You would also recall that we mentioned
writing as a verbal skill. It is also a secondary language skill where your thoughts are put on
paper for others to read and understand. To achieve this goal, you require some basic writing
skills as we continue in this discussion.

2.0 Learning Outcomes

At the end of this unit, you are expected to be able to:
i. internalize the basic writing skills; and
ii. apply such learned skills in your day-to-day writing activities.

3.0 Learning Contents

3.1 Writing
In the four basic language skills, writing, like reading is a learned skill, unlike listening and
speaking skills that are acquired naturally. Writing is a complex skill that involves the use of
graphic symbols to create a text. Remember that writing is another form of language in print.
It is a form of communication in print. It is a form of social behaviour limited to elites or literate
people. The success of written communication is determined by the sense made of it by the
reader. The process of writing therefore involves a way of thinking and putting down ideas,
thoughts, feelings and any other form of communication. I am sure you will agree with me that
writing is one of the most important human activities of a literate community.
SELF ASSESSMENT EXERCISE 1
1. Explain the process of writing communication.
2. What is the importance of writing as a communication medium?

3.2 Writing Skills

Writing skills allow us to communicate clearly with others and create useful resources for
academic activities and the workplace. Writing skills include all knowledge and abilities related
to expressing ideas through the written word. The skill to be developed in writing include:
entering into correspondence in terms of casual letters to friends, formal letters or official letters
of application. It also includes official letters to relevant authorities and writing or responding
to advertisements in a newspaper, filling prescribed forms or questionnaire, answering
examination questions and giving acknowledgment receipts. Other skills include developing
powers of creative expression in terms of narration and description. You also need the skill to
be able to record observations in terms of experience in science, personal experience, as in a
diary and even recording commercial or business transactions. You need to adjust your tone of
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language according to the audience you are writing to. It is Important also to develop a simple
logical sequence in your writings. Remember, that you are not in a face-to-face encounter with
your readers. It is therefore important that you write in simple clear, unambiguous language, so
that your reader understands you very well. This is what makes writing effective.

Self-Assessment Exercise(s) 2

1. List and explain four writing skills.

2. How do you develop the writing skills?

3.3. Effective Writing

Effective writing is a skill you can learn. Practice they say makes perfect. Remember that you
are in a form of communication. Be conscious of your reader, in terms of his/her level of
maturity and literacy. There are many reasons why we write. Whether you write to describe a
phenomenon or action, or even to entertain, to invite or complain, the audience determines your
tone, that is, your choice of words. Effective writing is readable, that is, clear, accurate, and
concise. When you write, try to get your ideas across in a way that your audience will
understand tem effortlessly, unambiguously, and rapidly, i.e. write in a straightforward way.
The fundamental issue is to make sure you are well understood by your prospective reader(s).
There are five main features of effective writing. The following are five qualities of good
writing: focus, development, unity, conference, and correctness. Focus: an essay should a
single clear central idea. Each paragraph should a clear main point or topic sentence.
Development: each paragraph should support or expand the central idea of the paper. The
paragraph should be explained and illustrated through examples, details, and descriptions.
Unity: every paragraph in an essay should be related to the main idea. Each paragraph should
stick to its main point.
Coherence: an essay or paper should be organized logically, flow smoothly, and stick together.
In other words, every word in the writing should make sense to the reader.
Correctness: a writing should be written in generally correct Standard English, with complete
grammatically correct sentences and should be relatively error-free.

Self-Assessment Exercise(s) 3

1. List any three skills required for effective writing.

2. What is the role of topic sentence in writing?
3.
4.0 Conclusion
4.
Each writing skill is unique in itself. You therefore need to be familiar with the appropriate
style. Identify your purpose of writing so as to adopt the appropriate skill. Write simple things.
Develop your writing skill from simple to complex. To be a good writer, you must also be a
good reader too. Reading helps to improve or develop your vocabulary.

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5.0 Summary
The unit has exposed you to writing, the writing skills and how to write effectively. Effective
writing involves learning and practicing the act of writing for different purposes. It also
involves taking into consideration your readers, their level of maturation and literacy. Writing
is a very important means of communication. You are therefore advised to inculcate the habit of
writing constantly as practice is said to result in perfection.

6.0 Tutor-Marked Assignment

1. List five skills you need to develop your writing ability.
2. For your reader to understand you clearly, what factors would you always bear in mind?

7.0 Reference/Further Reading

Adekunle, M.A. (1991) Functional English. Ibadan: Onibonoje Press.
Ahmed, M.S. (2002). Applied Communication in English. Okene: Blessing Publishers.
Idowu, A.O. (1998). Round up English. Ibadan: Longmans.
Murray, D, Rockowitz, A.C. (2023). The writing process: five qualities of a good writing.
Retrieved on 13th April, 2023, from www.unter.curry.edu

Contents
Unit 6
1.0 Introduction

2.0 Learning Outcomes

Writing of Essays
3.0 Learning Content

3.1 Narrative Essay

3.2 Descriptive Essay

3.3 Argumentative Essay

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 3.4 Expository Essay

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 Reference/Further Reading

21
1.0 Introduction
As mentioned earlier in unit 5, writing is a social behaviour that requires some basic skills
which you must learn. This section takes us to the specific skills required for effective writing
of different essay types. In this unit, we shall discuss skills required for Narrative, Descriptive,
Argumentative and Expository essays.

2.0 Learning Outcome

At the end of this unit, you should be able to:
the types of essays; and
write good essays of whatever type.

3.0 Learning Content

3.1 The Narrative Essay

As the name rightly denotes, narrative writing tells a story. It relates mainly a sequence of events.
It tells us what happened, when, how and possibly where it took place. It tells the characters
involved in such an event. Narrative could be stories, minutes of meetings, biographies and
autobiographies. In writing any of these or other narratives, the following points should guide
you:
(a) Be clear about the story you are going to tell.
(b) Make a point outline of the main events in the order in which they naturally occurred.
(c) Be clear and specific about what the characters say and do.
(d) Past tense is predominantly used in this essay type

Self-Assessment Exercise(s) 1

1. Define narrative essay.

2. What are the characteristics of narrative writing?

3.2 The Descriptive Essay.

Just as the name suggests, this type of essay predominantly describes. However, there may be
some elements of narrative as you describe. We describe every aspect of human life, be it
sports, politics, architecture, lectures, writing scenes, machines, movies, music, places, events,
persons, ceremonies, wars, buildings, human beings, vehicles and host of other uncountable
events.
Descriptive calls for a very high sense of imagination, comparison and expression. A vivid
description calls for all the necessary details, so that the reader grasps the correct mental picture
of what is described. The main purpose of a descriptive essay is to impress the reader with a
picture as clear and as accurate as that in the mind of the writer.
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In a descriptive writing, we appeal to the various senses of sight, smell, touch, taste and hearing
through appropriate comparisons. Thus, we resort to such literary forms as simile, metaphor,
personification and hyperbole, as the need arises.

Self-Assessment Exercise(s) 2

1. Write an essay describing your school.

2. What are the features of descriptive essay?

3.3 The Argumentative Essay

Before an argument occurs, there must be two or more opposing views on a subject matter. In
other words, there must be a dispute in which people take sides and argue to defend their stand.
In order to have a persuasive and forceful argument, there must be some relative objectivity in
your argument. It must be well organized and logical.
The following strategies will guide you in argumentative essay:
(a) At the beginning of the argument, state your stand. Let your position be known clearly
and present the weak points first. The stronger ones should be presented last. By this
approach, the stronger points may gain more strength.
(b) Separate arguments ‘for’ and those for ‘against:’ they should not run parallel to each
other.
(c) Show the weaknesses in your opponents’ points. (It is assumed that you have read
your opponents’ stand and you now write to oppose them.)
(d) Avoid over stating a particular point in the course of your argument or dispute.
(e) Avoid such expressions as:
1. It is known to everybody that; or it is obvious that……
2. None among you will fail to realize that……
3. Everybody knows without doubt that……

Self-Assessment Exercise(s) 3

1. List three conditions associated with argumentative essay.

2. Write a paragraph on the topic; a teacher is more important than a doctor.

3.4 The Expository Essay

Simply put, expository means detailed explanation of all the main aspects of the subject or
topic. In expository writing, a great deal of description and narration is involved. In addition,
however, it also gives detail explanation of how things work or operate and goes further to
show their relations to each other. This type of essay is mainly to give specific information
about:
23
 (a) how things are made;
(b) how certain processes are carried out;
(c) how machines work; and
(d) definition of concepts.
Just as stated in writing descriptive essay, expository writing calls for every high sense of
imagination and expressions. You are involved in more details. Thus, you should be a good
observer and good at comparing similar things or things or events with similar qualities.
Expository writing is the highest level of writing among the essay types. It therefore calls for
greater imagination, high level of vocabulary, relevant registers and good expression.

Self-Assessment Exercise(s) 4

1. What is exposition?
2. What are the requirements of expository essay?
3. Write an essay on how Rice is cooked.

4.0 Conclusion
Essay writing calls for your sense of imagination, creativity and resourcefulness. It tasks and
helps you to develop your writing skills. Essay writing is a productive language skill that allows
you to express your feedings, thoughts and belief in writing for others to read. Remember that
you might never know who your readers are. Therefore, you should be careful in your choice
of words and expressions to suit your perceived or your intended readers. You should be careful
with your content, mechanical accuracy and your expressions generally.

5.0 Summary
There are four major types of essays. They include Narrative, Descriptive, Argumentative and
Expository writing. Each of these deserves special skills as mentioned earlier in the Learning
Content. The bottom line is that you should be clear as to what you want to write on; prepare an
outline as a guide; be logical in your presentation and be careful with your expressions.
6.0 Tutor-Marked Assignment
i. Write an essay on the merits and demerits of Distance Education in Nigeria.
ii. Write an essay titled; my memories.

24
iii. Write for or against corporal punishment in schools.

7.0 References/Further Reading

Adekunle, M.A. (1991). Functional English: Onibonoje Press.
Adegbemi, O.B. (1996). Foundations of Communication: Enicrownfic Publishers.

Ahmed, M.S. (2002). Applied Communication in English; Okene: Blessing Publishers.

Idowu, A.O. (1998). Round up English. Ibadan: Longmans.

25
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