ABSTRACT

This comprehensive collection of notes is accurately crafted to empower students

to excel academically, ensuring they achieve a minimum of 80% marks in
their examinations. The content is organized with clarity and precision,
focusing on key concepts, critical analyses, and practical applications tailored to
the syllabus. These notes serve as a reliable resource for both thorough
preparation and last-minute revision. Designed to inspire confidence and
mastery, this guide is an essential tool for students striving for academic
excellence.

Maha Malik
Teaching of Reading and Writing Skills

ENG515
Final-Term (Solved)
 ENG515_Teaching of Reading and Writing Skills
Final-Term (Solved)

(03 Marks Questions)

Q. Less common writing tasks include
 Expanded definition (least common in medium-length and out-of-class assignments)
 Process analysis in such disciplines as political science, economics, sociology,
psychology, accounting, marketing, and management (hardly ever found in out-of-class
assignments)
 Fact-based exemplification of concepts and theoretical premises and constructs (overall
least common in both in-class and out-of-class assignments)
 Not found in any assignments—narration/description in the disciplines or English
courses
Q. Demonstrating:
It is meant to make evident or establish by arguments or reasoning; prove. Since, as we have said,
students need to be aware of writing conventions and genre constraints in specific types of writing,
teachers have to be able to draw these features to their attention. In whatever way students are
made aware of layout issues or the language used to perform certain written functions, for example,
the important issue is that they are made aware of these things - that these things are drawn to their
attention.
Q. looping
Looping is when each learner writes as quickly as possible on the topic for 4 or 5 minutes. Then
they stop, read what they have written, think about it and write one sentence summarizing it. Then
they repeat the procedure once more.
Q. what is a functional syllabus?
Writing courses can be organized around rhetorical activities: describing, telling story, writing
autobiography, comparing and contrasting, classifying, defining, explaining, arguing, persuading,
or supporting a thesis with examples, illustrations, and other evidence.
Q. Three types of verb error.
Types: omission, addition, misformation and ordering.
 Subject / Verb Agreement Errors
 Irregular Verbs and Conjunction Errors
 Compound Verbs and Parallelism Errors
 Hyphenated Verbs and Conjugation Oddities
Q. experienced and independent task
The difference between an experience and independent task lies in the control and preparation that
goes into an experience task. Experience tasks are planned so that learners are faced with only one

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aspect of the task that is outside their previous experience. Independent tasks do not involve this
degree of control and learners may be faced with several kinds of difficulty in the same task.
Q. types of writing
1) Expository – Writing in which author’s purpose is to inform or explain the subject to the
reader.
2) Persuasive – Writing that states the opinion of the writer and attempts to influence the
reader.
3) Narrative – Writing in which the author tells a story. The story could be fact or fiction.
4) Descriptive – A type of expository writing that uses the five senses to paint a picture for
the reader. This writing incorporates imagery and specific details.
Q. What is publication?
Another form of positive feedback is publication. This can take many forms. Reading written work
aloud to others is a form of publication. Having your work circulated or posted on the wall of the
classroom is another, and having it appear in a printed collection is yet another.
Q. situational syllabus and use in daily life
A situational syllabus is one in which the content of language teaching is a collection of real or
imaginary situations in which language occurs or is used. A situation usually involves several
participants who are engaged in some activity in a specific setting. Writing courses can be
organized around situational transactions, such as applying for a job, complaining to a landlord,
and writing letters to the newspaper, writing a business memo, or writing essays to pass a course.
Q. Difference between experience and independent task?
The difference between an experience and independent task lies in the control and preparation that
goes into an experience task. Experience tasks are planned so that learners are faced with only one
aspect of the task that is outside their previous experience. Independent tasks do not involve this
degree of control and learners may be faced with several kinds of difficulty in the same task.
Q. what is hedging. 3
Hedging language is also known as cautious language or vague language. In this context, a hedge
(noun) is a cautious, vague, or evasive statement. ... Hedging words and phrases are the things we
write and say in order to soften our words, to make them less direct, and to limit or qualify claims
and statements we make.
Q. name of different types of content for writing.3
There’s a healthy controversy about what the content of writing classes should be, and teachers
use any or all of the following: personal experience, social issues, cultural issues, literature, or the
content of other subject areas.
Q. Three sentence on hopes and ambitions.3

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Suppose students have been working on the topic of ‘hopes and ambitions’, they can write three
sentences about how they would like their lives to change in the future. If they are discussing
education, they can write sentences about why exams are good thing or a bad thing. If they have
been discussing anti-social behavior, the teacher can ask them to write three don’t sentences (e.g.
don’t listen to loud music after eleven o’ clock).
Q. benefits of creative writing for students.3
Creative writing tasks are nearer the ‘invented purpose’ end of our purpose cline, but they can still
be very motivating since they provide opportunities for students to display their work - to show
off, in other words, in a way that speaking often does not. The writing they produce can be pinned
up on noticeboards, collected in class folders or magazines, or put up as a page on a class site on
a school intranet or on the World Wide ‘Web itself, Nor should we forget that this use of writing
is one of the few occasions that students write for a wider audience; for once it may not just be the
teacher who will read their work. Such an approach would even include, at some level, the putting
together of a shopping list, But we are concerned here with tasks that provoke students to go
beyond the everyday, and which ask them to spread their linguistic wings, take some chances, and
use the language they are learning to express more personal or more complex thoughts and images.
‘We can ask them to write stories or poems, to write journals, or to create dramatic scenarios.
Q. close test
Every fifth word has been taken out of a reading passage that the learners have never seen before.
The learners must fill in the missing words by guessing. They look at the words before and after
the empty space to help them guess the missing words. The test measures how close the reader’s
thought is to the writer’s thought.
Q. Positive feedback
Positive feedback on the content of learners’ writing can do a lot to increase the amount of writing
that learners do and to improve their attitude to writing. This feedback includes comments like the
following. “The part about the fire was really interesting. Can you tell me more about that?” “You
wrote that the end of the movie surprised you. What were you expecting?” Written feedback like
this tells the writer that their work is being read, is understood, and interests the reader. Especially
with younger learners, it is important not to discourage writing by always giving feedback that
points out the errors in the writing. There should be a place in a writing course for feedback on
errors but this kind of feedback needs to be very carefully balanced against the positive
encouragement to write more, and these two kinds of feedback need to be separated.
Q. Importance of praise
Praise is one of the simplest and most powerful tools to engage and motivate your students. When
used effectively, praise can turn around behavior challenges and improve students' attitudes about
learning. Students who learn and think differently often receive negative feedback as a result of
their struggles.
Q. structural type of a course design.3

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Writing courses, particularly at beginning levels, can be organized around grammar and sentence
patterns. A present tense paragraph one day, then a past tense paragraph, and so on. This was
common in the 1960s, but is less so now. Structural courses now a days are often organized by
patterns of writing forms or genres: paragraphs with topic sentences, descriptions, analyses, and
so on.
Q. Write benefits of reviewing
This is done to check what ideas have already been included in the writing, to keep the coherence
and flow of the writing, to stimulate further ideas, and to look for errors. Poor writers do not review,
or review only to look for errors.
Q. writing forms for learning
Structural courses nowadays are often organized by patterns of writing forms or genres:
(1) paragraphs with topic sentence,
(2) description,
(3) analyses
Q. Morphemes
A meaningful morphological unit of a language that cannot be further divided (e.g. in, come, -ing,
forming incoming ).
Q. Why is it necessary to personalize editing instruction
Students and teachers should focus on major patterns of error rather than attempt to correct every
single error (Bates, Lane, & Lange, 1993). Because not all students will make the same errors, it
is necessary and desirable to personalize editing instruction as much as possible.
Q. Group brainstorming
Group members spew out ideas about the topic. Spontaneity is important here. There is no right or
wrong answers. Students may cover familiar ground first and then move off to more abstract or
wild territories.
Q. Three ways of reading assessment.3
Tests and quizzes, portfolios, performance assessments, teacher questions, reading inventories,
and teacher observations are the ways of reading assessment.
Q. failure is part of life
Failure is probably one of the aspects in life most people are afraid of. But the truth is: everyone
has failed and everyone will fail again. We sometimes forget that all successful people have failed,
but they did not stop after their failures. ... So do not be afraid of failure, it is a part of your road
to success.
Q. Writing conference

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The writing conference is a one-on-one strategy that takes place between the student writer and
the teacher. Conferring is perhaps the best opportunity for direct and immediate teaching of the
complex processes and skills involved in writing. Individual conferences generally are short, about
two to five minutes, and occur while the other students are involved in their own independent
writing projects.
Q. Fill the Blanks with suitable word
Words( technology, internet spread, the poor economic, smog fire, bankrupt)
1- The growing childhood obesity epidemic is result of TECHNOLOGY
2- Much of the wildlife is dying because of the SMOG FIRE
Q. difference between immigrants and international students
We make a distinction between immigrant and international students in this discussion because
immigrant students (some of whom may be the children of immigrants or immigrants themselves)
may have permanent resident status. Meanwhile, international students usually enter English-
speaking countries on student visas, complete their college or university studies, and subsequently
return to their home countries.
Q. what is holistic assessment
Holistic assessment refers to the process of using multiple sources to continually gather
information on a child's development, to provide feedback to support and guide learning.
Q. what is clustering?
Cluster analysis or clustering is the task of grouping a set of objects in such a way that objects in
the same group (called a cluster) are more similar (in some sense) to each other than to those in
other groups (clusters). Students from words related to a stimulus supplied by the teacher. The
words are circled and then linked by lines to show discernible cluster. Clustering is a simple yet
powerful strategy: “Its visual character seems to stimulate the flow of association… and is
particularly good for students who know what they want to say but just can’t say it”
Q. how can u improve reading skills
1) Set reading goals
Have each student set their own reading goals. This can help them take action in building reading
skills and students will be more mindful of how they are improving.
2) Read in portions
Long, complex reading can be more digestible by breaking it up into pieces. Shorter segments will
help students retain the information as the class discusses the materials. It can also help students
build confidence in understanding a complex subject.
3) Let students guide their reading

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Your students process reading material and curriculum in very different ways. As you implement
reading activities to help your class learn complex materials, you will learn what works best for
each student individually.
Q. THE FOLLOWING PARAGRAPH IS AN EXAMPLE OF COHESION,COHERENCE.
Cara loves to cook dinner for her husband Carl. The dinner that she likes cooking the most
is lasagna. Lasagna is a very popular dish in Italy. Italians are also known for their heavy
accents. Accents can tell you where in the world people come from. There are over 7 billion
people on earth.
In this example we can see the clear link between each sentence, even though there is no set
topic/theme in the paragraph. This is cohesion. Cohesion can be evident without coherence.
Q. Three activities that can help in generating ideas at planning stage
1) Brainstorming
2) Storyboarding
3) Role playing
Q. 3 uses of but
We use but to link items which are the same grammatical type (coordinating conjunction). But is
used to connect ideas that contrast. … But means 'except' when it is used after words such as all,
everything/nothing, everyone/no one, everybody/nobody.
Q. write 3 sentence use but among them.
1. "I want to go to the party, but I am so tired."
2. "I like her, but I don't like her friend."
3. "I studied for the test, but I don't think I did well."
Q. ESL
This term is normally used to describe students who are living in the target language community
and who need English to function in that community on a day-to-day basis, Recent immigrants
and refugees, for example, will have specific writing needs such as the ability to fill in a range of
forms, or write particular kinds of letters (depending upon their exact needs and circumstances),
alongside the need for general English development.
Q. ESP
Many students study English for a particular (or specific) purpose. People who are going to work
as nurses in Britain or the USA, for example, will study medical English. Those who are going to
study at an English-medium university need to concentrate on English for Academic Purposes
(EAP). Business students will concentrate on the language of management and commerce, and so
on,
Q. Validity, practicality and reliability of testing

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Reliability: A reliable test means that it should give the same results for similar groups of students
and with different people marking.
Validity: To make a valid test, you must be clear about what you are testing.
Practicality: No matter how valid or reliable a test is, it has to be practical to make and to take
this means that
1. It is economical to deliver. It is not excessively expensive
2. The layout should be easy to follow and understand.
3. It stays within appropriate time constrains
4. It is relatively easy to administer
5. Its correct evaluation procedure is specific and time-efficient
Q. Three uses of semi colon
(1) Use a semicolon to separate two independent clauses that are closely related. ...
(2) Unleash the mighty semicolon when using a conjunctive adverb to join two main clauses
(3) Use a pack of semicolons to make a bunch of competing commas more manageable and
easy to understand.
Q. Three tasks in a language classroom?
 experience tasks,
 shared tasks,
 guided tasks, and
 independent tasks.
Q. Engaging Writing.
An engaging writing task is one that involves students not just intellectually but emotionally as
well; it amuses them, intrigues them, or makes them feel good. When students are ‘switched on’
by engaging tasks there is a good chance that some of their doubts about writing will disappear.
Q. Instant Writing.
There are stages in any lesson where students can be asked to write o the spot, without much in
the way of preparation or warning; this is instant writing. Because instant writing is not part of a
long writing process, it can be used whenever the teacher feels it is appropriate. The tasks may
each take only ten or fifteen minutes or be even shorter; but a regular diet of such tasks will boost
students’ confidence, if they are appropriate, since each time they will have something worthwhile
and interesting to show for their efforts.
Q. What is analysis assignment?
Analysis of information or facts (in medium-length assignments) requires writers to separate a
whole into elements or component parts and identify relationships among these parts. Other types
of analysis assignments include applying theories or interpretive methods to the object of analysis
or a particular school of thought, distinguishing facts from theories, evaluating the validity of
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stated or unstated assumptions and/or various types of relationships among events, identifying
logical fallacies in arguments, or specifying the author's purpose, bias, or point of view. For
example: TLFeBOOK
Q. Process-oriented Writing pedagogies
Process-oriented writing pedagogies focused particular attention on procedures for solving
problems, discovering ideas, expressing them in writing, and revising emergent texts—typically,
in isolation from any cultural, educational, or sociopolitical contexts in which writing might take
place. Faigley divided process writing proponents into two distinct categories: expressivists and
cognitivists. Expressivists viewed composing as "a creative act in which the process—the
discovery of the true self—is as important as the product".
Q. Reading logs
A log is a regular record of work done. When learners do extensive reading, they can keep a log
noting the title, level, degree of enjoyment, and time taken to read for each graded reader or other
book they read.
Q. Reformulation
Reformulation involves a native speaker rewriting a learner’s piece of writing so that the learner
can then compare their first attempt with the reformulation. This is a very time-consuming process
which places a heavy burden on the native speaker. However, those who support this procedure
speak very highly of it.
Q. Three examples of homophones
homophones (words that sound the same but are spelt differently) such as threw and through, Pairs
of words that sound identical — like sun and son, sew and so, threw and through
Q. Purpose of reinforcement writing
Reinforcement writing has always been used as a means of reinforcing language that has, been
taught. In its simplest form, teachers often ask students to write sentences using recently learnt
grammar. Suppose, for example, that intermediate students have recently been practicing the third
conditional (If + had (not) done + would (not) have done), they might be given the following
instruction: Write two sentences about things you wish had turned out differently, and two
sentences about things you are pleased about.
Q. Conferencing on a portfolio
Conferencing on a portfolio allows the opportunity to look at weaknesses and strengths which
appear in several pieces of writing and thus deserve comment. It also allows the opportunity to see
improvement across several pieces of writing. This improvement can be in the quantity written,
the quality of the writing, and quality and range of the content. Conferencing is also used at
different stages of a piece of writing so that the learner is helped to improve a particular piece of

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writing. Conferencing takes a lot of time but its focused one-to-one interaction brings many
benefits.
Q. What is activity writing?
Writing can also, of course, be used as an integral part of a larger activity where the focus is on
something else such as language practice, acting out, or speaking. Teachers often ask students to
write short dialogues which they will then act out. The dialogues are often most useful if planned
to practice particular functional areas, such as inviting or suggesting.
Q. Explain cognitivist approach to teaching
Hallmarks of cognitivist approaches to teaching L1 and L2 writing as a process include invention
and prewriting tasks, drafting of multiple versions of writing assignments, abundant text level
revision, collaborative writing, feedback sessions, and the postponement of editing until the final
stages of the composing cycle
Q. 3 benefits for writing conference as an activity for teacher.
One concerns the perception that writing conferences save teachers time and energy that would
otherwise be spent marking student papers. Another is the immediacy and potential for interaction
and negotiation that the conferencing event offers, allowing for on-the-spot clarification of difficult
issues (Conrad & Goldstein, 1999) and helping teachers to avoid appropriating student texts
(Brannon & Knoblauch, 1982; Sommers, 1982; Zamel, 1985). Finally, with the consideration
given in recent years to students' learning styles (Reid, 1995b; see chapter 1), it is argued that
writing conferences offer a more effective means for communicating with students who are
auditory rather than visual learners.
Q. What is genre based approach by repen
Reppen discusses the genre-based approach, which in recent years has received a lot of attention
from researchers as well as practitioners. A genre-based approach provides students with ample
opportunities to become aware of the different purpose of written communication and the different
ways information is organized in written texts. Unless students are exposed to these different text
types and are given sufficient practice in these types of writing their written products will leave
much to be desired.
Q. Editing instructions
Editing involves going back over the writing and making changes to its organization, style,
grammatical and lexical correctness, and appropriateness. Like all the other parts of the writing
process, editing does not occur in a fixed place in the process. Writers can be periodically
reviewing what they write, editing it, and then proceeding with the writing. Thus, editing is not
restricted to occurring after all the writing has been completed. Learners can be encouraged to edit
through the feedback that they get from their classmates, teacher and other readers. Such feedback
is useful if it occurs several times during the writing process and is expressed in ways that the
writer finds acceptable and easy to act on. Feedback that focuses only on grammatical errors will

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not help with editing of content. Teachers need to look at their feedback to make sure it is covering
the range of possibilities. Using a marking sheet divided into several categories is one way of doing
this.
Q. Source of feedback
The feedback can come from the teacher, from peers, and from the learners themselves in
selfassessment. The use of peer feedback can reduce the teacher’s load but is also very valuable in
helping writers develop a sense of audience. The use of self-assessment encourages metacognitive
awareness of the writing process and the qualities of good writing.
Q. What is structural type of code design?
Structural, writing courses, particularly at beginning levels, can be organized around grammar and
sentence patterns. A present tense paragraph one day, then a past tense paragraph, and so on. This
was common in the 1960s, but is less so now. Structural courses nowadays are often organized by
patterns of writing forms or genres: paragraphs with topic sentences, descriptions, analyses, and
so on.
Q. Difference b/w genre and register.
The genre is the linguistic context, and the register is the language variety which results from this
linguistic context. Register is regarded as appropriate to use in a particular speech situation. It is
usually associated with a particular speech situation.

(05 Marks Questions)

Q. characteristics of curriculum in Pakistani government schools
 Totality of Activities
 A mean to an end
 Mirror of curricular and co-curricular activities / trends
 Development of balanced personality
 Dynamic
 Achievements of goals
Overall, the curriculum appears to cater to the future academic and professional needs of the
Learners. First of all, it focuses on all aspects of language – structure, phonology, lexis, Discourse
and the four skills. Moreover, it suggests the use of a variety of activities and texts and introduces
the concept of purposeful reading and writing. It also deals with the functional aspect of oral
interaction and aims to provide practice in oral activities which the students may be required to
undertake beyond the classrooms, like interviews and presentations.
Q. how to compare the errors native and nonnative students?
Syntactic and Lexical Errors among Native and Nonnative Students

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When thinking about the importance of accuracy in the academic writing of NNS students, many
ESL and EAP teachers believe that syntactic and lexical errors in L2 texts are not particularly
damaging because NS writers also make numerous mistakes in their texts. However, several
studies have found that faculty in the disciplines have a far more critical view of ESL errors than
those of NSs (Santos, 1988; Vann et al., 1984, 1991). Although the indications of error gravity
vary across disciplines and even vary according to the age of faculty, the conclusions in all
investigations largely remain similar: ESL errors in students' texts are costly in terms of grades
and overall evaluations of work quality.
Q. Five stages of Seow in the process approach to teaching writing
 Planning,
 drafting,
 revising,
 editing,
 responding,
 evaluating and
 post writing
Q. five types of writing
 a note or formal letter
 a formal letter
 résumé, summary, paraphrase
 narrative
 description
Q. Discrepancies of teaching reading and writing skills in Pakistani schools
Though it claims to handle oral skills, the exclusive use of mechanical pronunciation and dictation
tasks cannot foster these skills [see section 4.9.2 above]. The grammar content is limited to basic
definitions and simple exercises dealing with nouns, simple present tense, adjectives, adverbs,
articles, pronouns and sentence types. Importantly, the skills are practiced in isolation and there is
no focus on integration. The functional aspect of language is completely ignored. The
pronunciation tasks focus on isolated words only. The new vocabulary is mainly introduced
through the reading texts. Their Urdu meanings are provided at the back of the book. The
vocabulary development activities are of two types – making sentences with the unfamiliar lexis
and completing gapped passages/ sentences exactly reproduced from the text. The second task type
is especially ineffective since the exact words can easily be copied from the provided texts, even
if the learners do not understand their meaning or usage
Q. Five usage of commas
i. Separating the main elements of a sentence from each other
ii. Setting off a parenthetical element from the rest of the sentence
iii. Separating elements in a series

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iv. Setting off dialogs or quotations

v. Other uses of the comma
Q. writing is considered to be nucleus of language learning elaborate it
Writing is not a skill which can be learned in isolation. In the apprentice stage of writing, what the
student must learn, apart from the peculiar difficulties of spelling or script, is a counterpart of what
has to be learnt for the mastery of listening comprehension, speaking and reading —a nucleus of
linguistic knowledge. The activity of writing helps to consolidate the knowledge for use in other
areas, since it gives the student practice in manipulating structures and selecting and combining
lexical elements. Written questions based on a reading passage encourage the student to read the
text more attentively and discover areas which were misinterpreted on the first reading. Only by
hearing and reading a great deal of the language as it is spoken and written by native speakers can
language learners acquire that feeling for the appropriate use of language forms and combinations,
which is basic to expressive writing.
Q. Five sources of feedback for written work.
The feedback can come from the teacher, from peers, and from the learners themselves in
selfassessment. The use of peer feedback can reduce the teacher’s load but is also very valuable in
helping writers develop a sense of audience. The use of self-assessment encourages metacognitive
awareness of the writing process and the qualities of good writing.
Q. Elaborate 'dicto-comp' within five lines
When doing a reproduction exercise the learners read or listen to a story and then they retell it
without looking at the original. This type of composition is easier if the learners are allowed to
read or listen to the story several times, before they write it. The teacher can tell the learners to try
to write the story so that it is very similar to the original, or to add extra details and make changes
if they wish. The same technique can be used with spoken instead of written input. The teacher
reads a story to the class. After they have listened to the story, they must write it from their
memory. If the teacher wants to give the learners a lot of help, the teacher reads the story several
times, but not so many times that the learners can copy it exactly. As the learners cannot remember
all the words of the story, they have to make up parts of it themselves. This gives them practice in
composition. This exercise is sometimes called a dicto-comp
Q. prefix and suffix with two examples each
A prefix is a group of letters placed before the root of a word. For example, the word “unhappy”
consists of the prefix “un-” [which means “not”] combined with the root (or stem) word “happy”;
the word “unhappy” means “not happy.”
A suffix is a group of letters placed after the root of a word. For example, the word flavorless
consists of the root word “flavor” combined with the suffix “-less” [which means “without”]; the
word “flavorless” means “having no flavor.”
Q. Paul sitting at home sequence sa write krna tha OR Q. Write paragraph in sequence...

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But then the phone rang, and it was friend Sarah asking if he wanted to go and see a movie. He
agreed immediately, and was out of the door in almost no time at all. He didn’t have any ideas.
Paul was sitting at home, wondering ‘what to do.
Proper Sequence
Paul was sitting at home, wondering what to do. He didn’t have any ideas. But then the phone
rang, and it was his friend Sarah asking if he wanted to go and see a movie, He agreed immediately,
and was out of the door in almost no time at all.
Q. What is peer feedback.5
In peer feedback learners read their incomplete work to each other to get comments and
suggestions on how to improve and continue it. The learners can work in groups and read each
other’s compositions. They make suggestions for revising before the teacher marks the
compositions (Dixon, 1986). Learners can be trained to give helpful comments and can work from
a checklist or a list of questions (Pica, 1986).
Q. What is blackboard composition and how it implemented in the class.5
To make a blackboard composition the whole class works together. The teacher or the learners
suggest a subject and a rough plan for the composition. Members of the class raise their hands and
suggest a sentence to put in the composition. If the sentence is correct it is written on the
blackboard. If it is not correct, the class and the teacher correct it and then it is written on the board.
In this way the composition is built up from the learners’ suggestions and the learners’ and the
teacher’s corrections. When the whole composition is finished, the learners read it and then it is
rubbed off the blackboard. The learners do not copy it in their books before this. Then the learners
must rewrite it from memory. This last part can be done as homework (Radford, 1969). The teacher
has only to prepare a subject. Marking is easy as the learners usually make very few mistakes when
rewriting.
Q. Purpose of reading Assessment
Goals of assessment Purposes Ways of assessing
Motivate Encourage learning Reading logs
Book reports
Comprehension tests
Speed reading graphs
Measure achievement Monitor progress Comprehension tests
Guide teaching Speed reading graphs
Provide feedback to the
learner
Award a grade
Diagnose problems Isolate reading difficulties Reading aloud
Provide focused help Vocabulary tests
Receptive grammar tests
Translation

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 ENG515_Teaching of Reading and Writing Skills
Final-Term (Solved)

Speed reading tests

Measure proficiency Award a grade Comprehension tests
See if standards are achieved Cloze tests
Speed reading tests
Q. Name of 4 ways of scoring close test.
Brown (1980) tested four ways of scoring the cloze test
1. exact replacement,
2. acceptable alternative,
3. clozentropy, and
4. multiple-choice.
Q. Explain exemplification task with with example.
Exemplification and illustration largely deals with expanding on theories/concepts/ ideas and
providing reasonable amounts of detail to explain a type, class, or group of objects or events by
presenting examples. These assignments largely rely on general-to-specific discourse organization
flow. For example,
1. Give at least two examples of what children can learn from playing peek-a-boo.
(Psychology) (Epstein, 1999, p. 258)
2. What is a simple idea, according to Locke? Give examples. (Philosophy) (Adapted from
Schoedinger, 2000, p. 351)
Q. What is cubing? (5 lines)
Cubing is when the learners consider the topic from six angles:
(1) describe it;
(2) compare it; (3) associate it;
(3) analyse it;
(4) apply it;
(5) argue for and against it.
They note the ideas that each of these points of view suggest and decide which ones they will use
in their writing.
Q. Five types of grammatical errors with examples.
Error #1: Run-on Sentence or Comma Splice
 Incorrect: Rachel is very smart, she began reading when she was three years old.
 Correct: Rachel is very smart. She began reading when she was three years old
Error #2: Pronoun Errors
 Incorrect: Everybody must bring their own lunch.
 Correct: Everybody must bring his or her own lunch.

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Error #3: Mistakes in Apostrophe Usage

 Incorrect: My mothers cabin is next to his' cabin.
 Correct: My mother's cabin is next to his cabin.
Error #4: Lack of Subject/Verb Agreement
 Incorrect: These recipes is good for beginning chefs.
 Correct: These recipes are good for beginning chefs.
Error #5: Misplaced Modifiers
 Incorrect: At eight years old, my father gave me a pony for Christmas.
 Correct: My father gave me, at eight years old, a pony for Christmas
Q. reading comprehension
Simply put, reading comprehension is the act of understanding what you are reading. The act is
not simple to teach, learn or practice. Reading comprehension is an intentional, active, interactive
process that occurs before, during and after a person reads a particular piece of writing. Reading
comprehension tests are supposed to measure reading comprehension. Other skills and knowledge,
particularly skill in writing, should not get in the way of this measurement. If they do, the validity
of the test is affected. It is no longer a true measure of reading comprehension. For this reason,
learners should not be penalized for poor written production as long as what they write can be
understood.
Q. Coherent and cohesion difference
Cohesion: When we write text we have a number of linguistic techniques at our disposal to make
sure that our prose ‘sticks together’. We can, for example, use lexical repetition and/or ‘chains’ of
words within the same lexical set through a text to have this effect. The topic of the text is
reinforced by the use of the same word more than once or by the inclusion of related words (e.g.
water, waves, sea, tide). We can use various grammatical devices to help the reader understand
what is being referred to at all times, even when words are left out or pronouns are substituted for
nouns.
Coherence: The cohesive devices we have discussed help to bind elements of a text together so
that we know what is being referred to and how the phrases and sentences relate to each other. But
it is perfectly possible to construct a text which, although it is rich in such devices, makes little
sense because it is not coherent.
Q. 5 nouns with correction {Googled the answer}
Incorrect: I would like to buy some furnitures.
Correct: I would like to buy some furniture.
Incorrect: Have you got any informations?

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Correct: Have you got any information?

Incorrect: Have you packed your luggages?
Correct: Have you packed your luggage?
Incorrect: Is there any breads?
Correct: Is there any bread? OR Are there any loaves?
Explanation: Nouns like scenery, furniture, news, information, luggage and bread are always used
in the singular. They do not have a plural form.
Incorrect: He told these news to me.
Correct: He told me this news.
Q. Traditional and nontraditional students
Traditional students (both NS and NNS) are sometimes described as such if they have experienced
few if any interruptions in their progress from secondary school to (and through) postsecondary
education. That is, traditional students are those who upon completion of secondary school proceed
directly to a community college, four-year college, or research university, and from there, perhaps
to a graduate or professional program. Because of this rapid progress from a secondary to a
postsecondary institution, traditional students usually are young adults in their late teens or early
twenties when they begin their postsecondary education. Nontraditional or "returning" students,
on the other hand, may have experienced one or more interruptions along their educational
pathways. These interruptions can include substantial periods of full-time employment (and
sometimes the pursuit of a new career), as well as considerable time devoted to caring for children,
elderly family members, or both. These students, whose numbers are increasing rapidly in many
educational institutions, thus represent a variety of age groups (Peterson, 1995; Stewart, 1993).
Moreover, many nontraditional students reinitiate their formal studies while working and may
likewise have personal, financial, and family commitments to fulfill.
Q. importance of criticisms for students..
 Learning from a constructive criticism will help you improve on your working skills with
a reduced probability of errors and increased efficiency.
 It enables the learners understand quickly and better.
 People who have mastered this skill are not easily demotivated by derogatory comments –
they possess a strong will to succeed and a fighting spirit.
 The right kind of criticism can give you an advantage.
 It forces you to think about how you work
 Increases insight and perspective
 Creates bonds
Q. point about student view teachers feedback

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1. Students greatly appreciate and value teacher feedback, considering

teacher commentary extremely important and helpful to their writing
development
2. Students see value in teacher feedback On a Variety of issues, not just
language errors,
3. Students are frustrated by teacher feedback when it" is illegible, cryptic
(e.g., consisting of symbols, circles, single-word questions, comments),
or confusing (e.g., consisting of questions that are unclear, suggestions
that are difficult to incorporate into emergent drafts).
4. Students value a mix of encouragement and constructive criticism and are
generally not offended or hurt by thoughtful suggestions for
improvement.
Q. Characteristics of English curriculum in Pakistani government schools
Overall, the curriculum appears to cater to the future academic and professional needs of the
learners. First of all, it focuses on all aspects of language – structure, phonology, lexis, discourse
and the four skills. Moreover, it suggests the use of a variety of activities and texts and introduces
the concept of purposeful reading and writing. It also deals with the functional aspect of oral
interaction and aims to provide practice in oral activities which the students may be required to
undertake beyond the classrooms, like interviews and presentations.
Q. Discrepancies of Teaching Reading and Writing Skill in Pakistani Schools
Though it claims to handle oral skills, the exclusive use of mechanical pronunciation and dictation
tasks cannot foster these skills [see section 4.9.2 above]. The grammar content is limited to basic
definitions and simple exercises dealing with nouns, simple present tense, adjectives, adverbs,
articles, pronouns and sentence types. Importantly, the skills are practiced in isolation and there is
no focus on integration. The functional aspect of language is completely ignored. The
pronunciation tasks focus on isolated words only. The new vocabulary is mainly introduced
through the reading texts. Their Urdu meanings are provided at the back of the book. The
vocabulary development activities are of two types – making sentences with the unfamiliar lexis
and completing gapped passages/ sentences exactly reproduced from the text. The second task type
is especially ineffective since the exact words can easily be copied from the provided texts, even
if the learners do not understand their meaning or usage.
Q. five uses of colon
The colon is used to separate two independent clauses when the second explains or illustrates the
first. In such usage, the colon functions in much the same way as the semicolon. As with the
semicolon, do not capitalize the first word after the colon unless the word is ordinarily capitalized.
Q. Teaching Cause and Effect
Cause-effect interpretation tasks deal with establishing causal relationships and are based on causal
reasoning. Most assignments of this type include a discussion or an explanation of a cause-effect

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relationship among events or problems, identification of causes or effects, and a presentation of

problem solutions in the case of problem-solution tasks. Examples of cause-effect interpretation
assignments can be:
 Pabst Blue Ribbon was a major beer company when I was in college. However,
recently it has lost market share, and now you hardly even hear about it. What
happened at Pabst and why? (Business) (Adapted from Bean, 1996)
 Why does culture arise in the first place? Why is culture a necessary part of all
organized life? (Sociology) (Charon, 1999, p. 105)
 Why is the Renaissance considered a departure from the Middle Ages and the
beginning of modernity? (History) (Perry et al., 2000, p. 322)
He face sun burned __ {may be}
Sunburns are caused by exposure to too much ultraviolet (UV) light. UV radiation is a wavelength
of sunlight in a range too short for the human eye to see. ... Exposure to both types of radiation is
associated with developing skin cancer. Sunlamps and tanning beds also produce UV light and can
cause sunburn
Hina reached late office ___ write cause and effect( 3sentnce thy asy) {may be}
Causes that work well include having an appointment, a sick child, a school delay, car trouble,
mass transit delays, a family emergency or illness, house problems, or waiting for a service person
for repairs.
Q. Lesson Objectives
1. The objectives must be clear to students. They ALL must know WHAT they are learning
and WHY they are doing it. They also need to see the point of the objectives in the bigger
picture; that is, how they relate to the last lesson’s learning, the course they are following
and the big overall goal. This means that you can’t simply write the objectives on the board
and hope that the students copy them down. It implies that you have fully explained them
in context; the students have engaged with them and can explain them to any observer.
2. The objectives and outcomes must be differentiated for the individual student. All the
learners should be able to see where they are and what they need to do to get to the next
level. This should link into subject standards and progression where possible. It is crucial
to have high expectations of what can be achieved and engage the students with that belief.
3. SUCCESS CRITERIA for achieving the outcomes need to be negotiated with the students
for optimum engagement to enable them to be clear about what it will look like and feel
like and sound like when they have made that progress. Lesson objectives describe the
observable behaviors that students will demonstrate at the end of a class period or unit.
Q. characteristic of creative writing
Creative writing is one area (like painting and composing) where the imagination has a chance to
run free. The world is full of people who achieve great personal satisfaction in this way. In their
book Process Writing, the authors Ron White and Valerie Arndt describe an approach that ‘views

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 ENG515_Teaching of Reading and Writing Skills
Final-Term (Solved)

all writing — even the most mundane and routine ~ as creative’. Such an approach would even
include, at some level, the putting together of a shopping list, But we are concerned here with tasks
that provoke students to go beyond the everyday, and which ask them to spread their linguistic
wings, take some chances, and use the language they are learning to express more personal or more
complex thoughts and images.
Q. what is electronic feedback?
If texts are submitted in electronic form, it is possible to provide feedback using the range of word
processing functions. Here we will look at some of those available in the word-processing
program, Microsoft Word, but other programs have similar features.
 Track changes: by turning on the Track changes function in the Tools menu, any changes
the teacher makes to the text are clearly indicated for the learner to see. Additions are
highlighted, and deletions are indicated. The learner can decide to accept or reject these
changes and continue to improve the text.
 Comment: by turning on the Comment function in the Insert menu, the teacher can add
helpful suggestions for improving the text or can praise parts of the text.
Q. write Major error sentences 5

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 ENG515_Teaching of Reading and Writing Skills
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Q. Compare and contrast

Comparison/contrast tasks expect writers to discuss or examine objects or domains of knowledge
by identifying their characteristics/properties that make them similar or different. In general, the
purpose of such assignments is to identify the specific points that make objects, events, or
situations similar and/or different as well as explain one in terms of the other. Examples of these
assignments can be:
1. Compare and contrast medieval universities with universities today (History) (Perry et al.,
2000, p. 278)
2. What distinguishes the philosophy of religion from theology? (Philosophy) (Schoedinger,
2000, p. 225)
3. Compare the reaction of Olaudah Equino on first encountering Europeans with that of the
Spaniards encountering Aztecs. (History) (Perry, Peden, &VonLaue, 1999, p. 351)
Q. Writing as an ideological
Articles by Santos(1992), Mckay (1993), and Benesch(1993) have discussed the role of ideology
in teaching writing. Terry Santos tells us that ESL composition ―see[s] itself pragmatically‖ and
so ―in my classroom I teach English and there‘s no ideology in that.‖ But Sarah Benesch points
out that ―all forms of ESL instruction are ideological, whether or not educators are conscious of
the political implications of their instructional choices‖ (1993, p.705). She illustrates this with an
analysis of English for academic purposes (EAP). She point out that in its attempts ―to adapt
students to the status quo‖ (p.714) by presenting the demands of literacy as ―positive artifacts of
a normative academic culture‖ (p. 710), EAP turns toward ―an acocommodationist ideology‖ (p.
714), which prepares students to be assimilated into systems that instructors never question and
that their students never examine critically. She claims, then, that all writing is ideological.
Q. Make a multiple choice question on reading skill 5 marks
1. The reading technique which provides support to the less fluent readers in group is called
Slow reading Paired reading Extensive reading Fluent reading
2. A good reading exercise focuses on .
Direct learner’s attention Items All the given option Strategies
3. Fast reading is the result of .
Authentic material Grammatical analysis Decoding Encoding

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 ENG515_Teaching of Reading and Writing Skills
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4. Out of class reading

(Extensive reading) (Intensive reading) (both a & b) (none of the given)
5. There are Reading components according to Tummer hoover
3 4 1 2
Q. 5 spelling in American and British English
British English (colour, flavour, behaviour, harbour, honour, humour, labour, neighbour, rumour,
splendour)
American English (color, flavor, behavior, harbor, honor, humor, labor, neighbor, rumor,
splendor).
Q. The most common types of rhetorical formats found in in-class and out-of-class
assignments represent (in declining order of frequency)
 Exposition (short tasks required largely in introductions and explanations of material or
content to follow, and thus it is a component of all assignment types)
 Cause-effect interpretation (by far the most prevalent writing task, found in over half of
all writing assignments)
 Classification of events, facts, and developments according to a generalized theoretical or
factual scheme
 Comparison/contrast of entities, theories, methods, analyses, and approaches (in short
assignments)
 Analysis of information/facts (in medium-length assignments)
 Argumentation based on facts/research/published literature (in medium-length
assignments)
Q. techniques of spelling learning
1) Spelling sentences
2) Dictation
3) Spotting patterns
4) Listen and spell
5) Mnemonics
Q. Parallel Systems of Education
There are parallel systems of education in Pakistan – both differing in terms of objectives. The
first system prepares the students for the local board examinations referred to as matriculation
examination. Both the public and many private sector schools have adopted this system. There has
been general confusion about the medium of instruction, with successive governments opting for
Urdu or English (in rural Sindh the regional language Sindhi is widely used as the medium of
instruction) at whim. The recent governments are promoting English as the medium of instruction.

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 ENG515_Teaching of Reading and Writing Skills
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Irrespective of the approved medium, English is a compulsory subject from middle school
upwards.
Q. Role of English in Pakistan
Urdu is the national language of Pakistan and helps in uniting the general public linguistically in
a country whose people speak different regional languages; in fact it functions as a kind of local
Lingua Franca in Pakistan (Shamim, 2011). English is recognized as the second language.
However, it is spoken by a very small percentage of the population in Pakistan as shown in Table
in which English does not even figure among the major languages to be given a separate reference
and is instead included in the ‗others‘ category

BS English
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