Writing

English Fundamentals (ENG 0002)

(For classroom use only)

Prepared by Emamul
Haque
Department of English, VU
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Table of Contents

Writing........................................................................................................................................................................................................03

Paragraph................................................................................................................................................................................................... 05

Essay........................................................................................................................................................................................................... 18

Letter.......................................................................................................................................................................................................... 23

Cover Letter................................................................................................................................................................................................ 27

CV/Resume................................................................................................................................................................................................. 32

Report........................................................................................................................................................................................................ 38

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Writing
Writing

Writing is an art of expressing our thoughts and views. We cannot write anything in an unorganized manner. Language is a medium of communicating our ideas, thoughts or
feelings in the form of speech or writing.
Writing is not an easy task. It demands correct grammatical usage, fine vocabulary, sentence structures, and other writing skills.
Steps for Writing

Choose a Topic
Research and Collection of Information
Prewriting Organizing Content
Writing Writing
Revising Revising
Editing and Proof Reading
Publishing and Printing
Choose a Topic
The very first step of writing content is to choose and decide on a topic on which we want to write. The topic can be anything from a burning issue to a sensitive point
or any official matter. We need to have a clear understanding of the topic on which we want to write.
Research and Collection of Information
After knowing the topic, the next step is to research as much as possible and collect relatable information. Collect and note all the random thoughts, ideas, and
information related to it. Research the concerned audience. Try to find what they want. Identify the main theme of the content.
Organizing Content
The next step after noting down the information is to organize the ideas in a proper sequence. Creating an outline of the write-up helps organizing the content
appropriately. Sometimes, when the article is long enough, outlines help to identify the order and help in breaking the paragraphs to get meaningful information.
Writing
This is the main task for a writer. Always use simple and direct language for your article. The choice of words, the division of the paragraphs, the use of headings or
subtitles, facts and figures create a huge impact on the reader’s mind. Try to put the cause and effect or comparison and contrast or problem and solution style of writing.

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Revising
Do not assume that the first write-up is the final one. Revise your content. Add or delete, and reorganize your matter.
Editing and Proof Reading
Once you finish your writing, it is the time to do editing, formatting, and proof-reading. Check for spelling, grammar, punctuation, voices, speech, and sentence formation,
and other errors.
Also, check for commonly misused words like ‘affect’ and ‘effect’, ‘then’ and ‘than’, ‘your’ and ‘you’re’, ‘it is’ or ‘it’s’, some plural or possessive words.
Publishing and Printing
It is the immediate step one needs to undertake once they’re ready with the final draft of their writing. Once, the document is ready it is the time for printing or publishing
or putting it on a website for readers.

George Orwell’s Tips on Better Writing

George Orwell has earned the right to be called one of the best writers in the English language through such novels as 1984, Animal Farm, and Down and Out in Paris and London,
and essays like “Shooting an Elephant.”
Orwell excoriated totalitarian governments in his work, but he was just as passionate about good writing. Thus, you may want to hear some of Orwell’s writing tips.
A scrupulous writer, in every sentence that he writes, will ask himself at least four questions, thus:
1. What am I trying to say?
2. What words will express it?
3. What image or idiom will make it clearer?
4. Is this image fresh enough to have an effect?
And he will probably ask himself two more:
1. Could I put it more shortly?
2. Have I said anything that is avoidably ugly?
One can often be in doubt about the effect of a word or a phrase, and one needs rules that one can rely on when instinct fails. I think the following rules will cover most cases:
1. Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.
2. Never use a long word where a short one will do.
3. If it is possible to cut a word out, always cut it out.
4. Never use the passive where you can use the active.
5. Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.
6. Break any of these rules sooner than say anything outright barbarous.
From Orwell’s essay “Politics and the English Language.”

Taken from-
A Handbook of English Writing Skills
Houghton Mifflin English Grammar and Composition

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Paragraph
What is a Paragraph?
In order to understand what a paragraph is, let us look at and think of the following writing terms:
Word
↓
Phrase
↓
Clause
↓
Sentence
↓
Paragraph
↓
Essay
What is a word? It is the smallest unit of language that has a particular separate meaning. Structurally, it is composed of one or more letters. When a word
consists of two or more letters, there comes a question of sequence. Any haphazard sequence of letters does not make a word. For example, mango’ is a word,
because the sequence of the letters in it expresses a meaning. On the other hand, ‘namog’ is a non-word, because the sequence of the letters in it does not
express a meaning. This means that only a systematic combination of letters produces a word. The idea of systematic combination is also applicable for the other
terms mentioned above.
We can say:
 A phrase is a systematic combination of words.
 A clause is a systematic combination of phrases.
 A sentence is a systematic combination of clauses.
[Exception: Like a one-letter word, there may be a one-word phrase, a one-phrase clause and a one- clause sentence.]
 A paragraph is a systematic combination of sentences.
 An essay is a systematic combination of paragraphs.
A good paragraph is a complete and unified piece of writing in prose. It is complete in the sense that it has a beginning, a middle and an end. It is unified because
it deals with one central idea. In other words, all the sentences in a paragraph contribute to the development of one idea to form unity. This quality of a paragraph
is called coherence. A good paragraph must be coherent in nature.

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There is no hard and fast rule as to the length of a paragraph. Jean Brent says, “It usually contains between six and twelve sentences” (1984:1). It does not matter
how many sentences a paragraph contains but it should have as many sentences in the minimum as are necessary to mark a beginning, a middle and an end. The
sentences in an ideal paragraph, according to Imhoof and Hudson, fall into four categories. They are introducers, developers, context modulators and terminators
(1975:1).
It is obvious that sentences are the building blocks of a paragraph and every sentence has its own role to play in the construction of the paragraph. Now the
question is: does any group of sentences make a paragraph? The answer is ‘no’. Consider the two groups of sentences below and see which one makes a
paragraph and which one does not:
1. Mr. Hakim is a renowned child physician. He has been a diabetic for the last twenty years. He now lives in Dhaka which is the capital city of Bangladesh.
He has a beautiful garden in front of his house. He has a beautiful wife who comes of a respectable muslim family. Her parents passed away a few years
ago. Bangladesh is a densely populated country.
2. Mr. Rahman is a happy person now for at least five reasons. Firstly, he is enjoying his cushy job in a multinational company. Secondly, he owns a big
apartment in Dhaka. Thirdly, his wife has now recovered from her long illness. Fourthly, his only son is also happily married. And lastly, he has got rid of
all his worries about his parental property. Not to mention anything else, these are the causes of Mr. Rahman’s present happiness. His neighbours envy
him his happy life.
You see there are seven sentences in the first group but they are stray sentences. They are not logically and semantically connected with each other. They do
not produce a concordant note and hence they have failed to express a single central idea. There is no relationship between the introducer and the terminator.
The sentences in the middle also play different tunes. Consequently, this group of sentences has not become a unified piece of composition. Obviously, it is NOT
what we mean by a paragraph.
On the other hand, all the sentences in the second group have been arranged consistently and systematically to produce a single effect. All of them develop the
idea of Mr. Rahman’s happiness. The first sentence introduces the theme and the last two sentences refer back to that theme. The sentences in the middle give
details of the happiness enjoyed by Mr. Rahman. None of the sentences in this group produces any discordant note. In other words, this group of sentences has
become a coherent piece of writing. It is a paragraph.
Features of a Good Paragraph
1. A good paragraph has a topic sentence that introduces the main idea. It is the foundation on which the rest of the paragraph is constructed. This
sentence helps the reader to understand what the paragraph is about.
2. A good paragraph has unity and coherence. This means that all the sentences in a paragraph are about one topic. They are relevant and connected with
the topic sentence. They should stick to the controlling idea stated in the topic sentence.
3. A good paragraph has an appropriate terminator. This means that the concluding sentence should bring the paragraph to a logically satisfying end. It
usually restates the main point or summarizes the main idea of the paragraph. It can also offer a suggestion, an opinion, or a prediction.
4. The first line of a paragraph is indented. This means that the first line of the paragraph is moved from the left-hand margin to the right by half an inch.
The gap at the beginning of the first line is called indentation.

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The Topic Sentence

The main idea of a paragraph is called the topic and the sentence in which this topic is stated is called a topic sentence. Some paragraphs may even have more
than one topic sentence. The topic sentence in a paragraph is equivalent to the thesis statement in an essay. The function of both is to state the main idea. The
topic sentence tells the reader what the paragraph is about. It also contains a controlling idea which controls or directs the developers (the supporting sentences
in the middle) in the paragraph. The controlling idea helps the reader to follow the track with ease and comfort. It also helps the writer to be on the track.
Once again I say the topic sentence may be placed anywhere within the paragraph. Look at the (taken from Patterns: A Short Prose Reader by Mary Lou Conlin)
below and see that the writer has stated the topic in the last sentence:
When a motorist, driving moves sharply hour, sights a at 65 miles sudden hazard, his foot moves sharply to the brake pedal. But, incredibly, the car has
traversed another 70 feet between the sighting and contact with the brake. Another 250 feet will be covered before the car is brought to a halt. The
total procedure [takes] a distance longer than a football field. So brakes are important and they deserve a checkup at least twice a year (1983:3).
It does not matter where great writers place their topic sentences in their paragraphs. As a student writer, however, you are advised to state your main idea at
the beginning of the paragraph. You should bear in mind that the topic sentence with a general or specific controlling idea is an inviolable guide for you. You
should strictly follow the plan you make in it. Any departure from or violation of the plan will spoil your paragraph.
The Controlling Idea
It has already been said that a good topic sentence always contains a controlling idea which controls and directs the rest of the paragraph. The controlling idea
is usually expressed in noun phrases and adjectives. The noun phrases usually consist of determiners and nouns. For example:
five kinds of sentences several disadvantages several reasons three causes various
effects a lot of problems
a number of ways four advantages many amenities
three kinds of different methods four possible solutions and many others
We can also use such adjectives as:
harmful suitable important beautiful
necessary fortunate useful busy
healthy ugly successful beneficial and many others
If you say there are many amenities in city life, you should give examples of some of those amenities in the body of the paragraph. If you say something is harmful,
you should explain in the body why it is harmful. In this way, you can stick to the controlling idea.
Features of a Good Sentence
A good topic sentence has the following features:
 It highlights the topic of the paragraph. It tells you what the paragraph is about.
 It has a controlling idea. It contains words or phrases that guide the flow of ideas in the paragraph.
 It is not a general fact that everyone knows. For example, “Forests have trees” is not a good topic sentence, because the information given by
this sentence is a general fact which everyone knows. So it cannot be a good choice for a topic sentence.
 It is specific. For example, “Milk is nutritious” is not a good topic sentence, because this information is much too general. The reader cannot be
sure about what to expect in the rest of the paragraph. But if you say, “Milk has a lot of health benefits”, the topic sentence will be more specific
and, therefore, good.

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Paragraph Development
You have already learnt that an independent paragraph is a complete piece of writing which comprises a beginning or introduction, a middle or body and an end
or conclusion. In order to develop a complete paragraph, the writer usually begins it with a topic sentence stating the main idea, then develops that idea by a
series of related sentences (known as developers) which support and explain the idea fully and finally the writer ends the paragraph with a concluding sentence
or terminator which restates or summarizes the main idea.
We know that a paragraph is a unified piece of writing. The main function of the developers in a paragraph is to ensure this unity and coherence. They give unity
to the paragraph by dealing with the same subject and their consistency with each other brings about the necessary coherence. The number of developers in a
paragraph is not fixed. You can use as many of them as you think necessary for a satisfactory development of the topic. You should, however, be careful to ensure
that all the developers should relate to the main idea. A single irrelevant developer may spoil your effort to build a good paragraph. The developers of are a
paragraph, like the strings of a musical instrument, should produce a harmonious effect. The developers a like the interior pillars of a house. If the pillars are not
strong enough to support the house, the house will collapse. Similarly, if the developers in a paragraph are not good enough to support the main idea consistently,
the paragraph will also collapse. It will then confuse readers. Good developers give information that supports and explains the topic of the paragraph. They
answer Wh-questions like Who...?, What...?, Where...?, When...?, Why...? and how...?-and give details.
Read the following two paragraphs carefully and assess their quality:
(a) People get into several problems in the rainy season. The heavy downpour often disrupts the normal course of life. Many people, however, enjoy the
rainy days. Farmers cannot work in the field. Their crops go under water. Serious storms blow away their houses. The great floods last year washed
away their cattle and other valuables. The suffering of the people knows no bounds in the rainy season.
(b) Students coming to their high school for the first time face a few problems. Firstly, they find me themselves at a loss to see that their new school is
much bigger than their previous primary school. Secondly, most of the students in the new school are unknown to them and they often bully them.
Thirdly, they feel bad about changing their classroom at the end of each class. Moreover, they also have to encounter different teachers for different
subjects. All these problems put the new high school students into a strange situation at first.
You must have noticed that the topic sentence and the terminator of the first paragraph are good enough. They introduce the main idea and restate that idea
respectively quite satisfactorily. But the supporting sentences in the body of the paragraph are problematic. They have failed to adhere to the main idea. Two of
the sentences are totally irrelevant. The sentences about suffering are also not linked with each other. This is, in fact, an example of a bad paragraph.
On the other hand, the second paragraph is fairly well-written. It consists of a total of six sentences. All these sentences are about the same subject. The first
sentence introduces the main idea, the following four sentences support that idea and the last sentence restates the idea. The developers are cemented with
appropriate linkers. They are, indeed, good supporting sentences. They answer the question “what problems do new high school students face?” relevantly and
consistently in a systematic way.
Tying the Developers
In order to build a coherent paragraph, it is obligatory for you to tie the developers very tightly. You can do it with the thread of the main idea and by using
cohesive devices. Let us now define coherence and cohesion first and then show how they can be maintained in a paragraph.
According to Longman Dictionary of Language Teaching and Applied Linguistics, Coherence is “the relationships which link the meanings of utterances in a
discourse or of the sentences in a text”. A paragraph is said to have coherence if it is a series of sentences that develop a main idea without any deviation. The
same dictionary defines ‘cohesion’ as “the grammatical and/or lexical relationships between the different elements of a text”. This may be a relationship between
different sentences or different parts of a sentence. For example: Mr. Jamil is a lecturer in English. He teaches at a government college.

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There is a link here between “Mr. Jamil” in the first sentence and “He” in the second sentence.
Now look at the paragraph (taken from Teaching English Writing by Anita Pincas) below and see how the writer maintains coherence and uses cohesive devices
in it:
The Mona Lisa was painted by Leonardo da Vinci, an Italian painter who lived during the Renaissance. The woman in the painting is smiling and there
has been talk about the meaning of her smile for centuries. People have different ideas about it. Nevertheless, all agree that the Mona Lisa is a great
painting (1982: 50).
This is a short descriptive paragraph but has a logical pattern. It begins with historical information about a painting. It then gives some detail about the nature of
the painting and concludes with an evaluative comment on it. It is a coherent paragraph, because all the four sentences in it develop the same topic.
The writer has established links between the sentences in the paragraph by using cohesive devices:
“the painting” refers back to “The Mona Lisa”. “her” refers back to “the woman”. “it” refers back to “her smile”.
“Nevertheless” signals a contrast with the sentence before it. “The Mona Lisa” is repeated in the last sentence. “all” refers back to “people”.
Cohesive devices or connectors/ linkers are of different kinds. Sentence linkers used in a paragraph generally belong to the following categories:
1. Reference words: Pronouns are the most common reference words. For example:
We made a journey by boat. It was really enjoyable. He said that I was as strong as a tiger. He said this sarcastically.
It is obvious what “it” and “this” refer to.
2. Conjunctions: Conjunctions usually suggest addition, opposition, temporal sequence and so on. For example:
He has given me a lot of advice. Moreover, he has given me some money. (addition)
He is very honest. On the contrary, his brother is totally dishonest. (opposition)
We went to Sirajganj first. Then we went to Dhaka. (temporal sequence)
3. Substitutions: A substitute word or phrase replaces another item in order to avoid repetition. For example:
You know that he is a cheat. I think everyone does, “does” here replaces “knows that he is a cheat”.
4. Lexical Alternatives: These include repetition of words, the use of synonyms and the use of more general words or umbrella terms. For example:
He was given punishment. The punishment was really severe. (repetition)
I saw a woman sitting there. The lady was crying. (synonyms)
Buy me a hammer, a pair of scissors and some nails. I need these tools very badly. (an umbrella term)
5. Ellipsis: Ellipsis means omission of words or phrase so the shortened structure is understood in relation to the full form which occurs somewhere in the
surrounding context. For example:
He has not come home yet. I think he will soon. Here, “will” means “will come home”; “come home” has been omitted.
Linkers/connectors are a sort of thread that binds the sentences in a paragraph together. They can also be compared with the plastering mixture used for coating
walls. The bricks of a wall are joined together with the help of plaster. In the same way the sentences in 3 paragraph are connected with each other with the
help of linkers or connectors.
Features of Good Developers
 Good developers are related to the topic sentence.  They produce a harmonious effect.
 They are faithful to the controlling idea.  They have unity and coherence.
 They are tightly tied together.  They give relevant information that explains the topic of the paragraph.

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The Terminator
The idea which is introduced in the topic sentence should be brought to a close. The terminator serves this purpose. Its job is to bring the paragraph to a logical
conclusion. The word “terminator” itself suggests that it always marks the ending of a paragraph. It does not remain unstated or implied. It is always stated with
an end-of- the paragraph signal. The most common function of the terminator is to restate the main idea stated in the topic sentence or summarize the main
points made in the body of the paragraph. Look at the following paragraphs and see what their concluding sentences do:
A noun or noun phrase has four major grammatical functions. First of all, it is used as the subject in a clause or sentence and hence it usually precedes
the predicator. Secondly, it can function as an object coming after a transitive verb. Thirdly, it can be used as a complement after a linking verb or object.
And fourthly, it can work as a completive in a prepositional phrase. In conclusion, a noun or noun phrase can be used as the subject, object and
complement in a clause and also as a completive in a prepositional phrase.
The concluding sentence in the paragraph has summarized the important points made in the body of the paragraph.
In addition to restating or summarizing the main idea/s, the concluding sentence of a paragraph can offer a suggestion, an opinion or a prediction. Notice the
concluding sentences in the following paragraphs:
(a) Long ago there was a famous war called the Trojan War. This war began when the Prince of Troy kidnapped Helen, the beautiful wife of the King of
Sparta. The Spartan King then took an army to Troy to get his wife back. He was joined by most of the Greek princes and kings. One of them was
Odysseus, the prince of Ithaka. He left his island and his family and went to Troy to join the fighting. After many years of fighting the Greeks won the
war. When the victory was achieved Odysseus decided to sail home to his island, Ithaka. However, the homeward journey of our hero was a dangerous
and difficult one.
(b) School canteens have three disadvantages. Most of the food they sell is junk food which is bad for your health. It is not as nutritious as your home-made
food. Secondly, students spend too much money buying stuff which they do not actually need. Moreover, it is because of canteens that the school
premises are littered with empty cartons and cans. Personally, I think that they should be closed.
Whatever the concluding sentence of a paragraph does, it usually begins with an ending signal. The ending signal may be expressed in such phrases and
expressions as:
In conclusion Therefore In short In fine
To sum up I think In my opinion I think and so on
[Note: It is not obligatory for you to begin your concluding sentence with any of these expressions. You can end your paragraph in your own way. However, your
ending should be logically and psychologically satisfying.]
Features of a Good Terminator
 It marks the end of a paragraph.
 It restates or summarizes the main idea.
 It can also offer a suggestion, an opinion or a prediction.
 It begins with an ending signal.
 It brings the paragraph to a logically satisfying end.

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The Context Modulator

The term ‘modulator’ comes from its verb form ‘modulate’ which means to regulate, adjust or adapt’. So a modulator is a device which adjusts or adapts one
thing to another. In paragraphs dealing with two different ideas you need a context modulator to adjust them. The context modulator in a paragraph is a sentence
which provides a transition between the two sets of ideas presented in the body. It is through this device that you will pass from one group of developers to
another group. It is, therefore, a kind of bridge between two sets of ideas.
A context modulator does not appear in all kinds of paragraphs. It occurs only in those paragraphs which contain two sets of developers. The very topic suggestion
of a paragraph will tell you whether you need a context modulator in it or not. For example, you are supposed to write a paragraph on “The Advantages of a
Nuclear Family”. This title obviously suggests that your paragraph will contain only one set of developers. All these developers will be about the good aspects of
a nuclear family. So in this paragraph, you will not require any context modulator. On the other hand, if the topic of your paragraph is “Advantages and
Disadvantages of a Nuclear Family”, it is clear that you have to write two sets of developers. One set will be about the advantages and the other set will be about
the disadvantages, and between these two sets you have to use a transition sentence. This sentence will indicate that you are passing from one side to another.
If you do not use this transitional device, your Jump from one set of ideas to the other set will be abrupt. For a smooth transition a context modulator is essential.
Here is a paragraph for you with two sets of ideas and a context modulator in it:
Food Elements and Their Sources
We need three major food elements to keep ourselves strong and healthy. First of all, we need protein which is a nitrogenous compound found in the fluids
and tissues of all living organisms. Secondly, we require fat. It is an oily and greasy substance. Thirdly, we are in need of carbohydrate which is a compound
of carbon, oxygen and hydrogen. We obtain these elements from various sources. For example, protein comes from meat, fish, milk and eggs. On the other
hand, fat is obtained from both vegetable and animal sources, carbohydrate is generally derived from fresh fruit, and vegetables and cereals. If our diet is
sufficiently varied, it will provide us with all the essential vitamins and minerals to keep us physically fit.
You must have noticed the two sets of developers. The first set describes three food elements and the second set mentions the sources of these three elements.
In order to connect these two sets of ideas we have used a context modulator which is italicised in the paragraph. It has provided a smooth transition from the
first group of developers to the second.
Features of a Good Context Modulator
 It is used in a paragraph which contains two sets of ideas.
 It provides transition

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Types of Paragraphs
01. List paragraphs
02. Example paragraphs
03. Comparison paragraphs
04. Contrast paragraphs
05. Comparison and contrast paragraphs
06. Definition paragraphs
07. Classification paragraphs
08.Cause-and-effect paragraphs
09. Process analysis paragraphs
10. Opinion paragraphs
11. Descriptive paragraphs and
12. Narrative paragraphs

The Descriptive Paragraph

Description is one of the most important functions of language. In our daily life we always describe things around us. We describe people, animals, places,
furniture and many other things. We also describe moving things like a bus or train. To describe something is to represent it in words. In other words, we draw
a word picture of the describee by using the technique of description. The purpose of this word picture is to tell someone what something looks like. The describer
gives relevant and significant details to make the description lively and vivid. S/he uses specific descriptive words to create her/his desired impression. For
example, if you say someone has a sunny or cheerful disposition, you will create a good impression about her/him. On the other hand, if you say that a person
has a foul disposition, you will create a bad impression about her/him.
Features of a Good Description Paragraph
 A description paragraph follows the technique of description.
 It gives a vivid word-picture of the describee.
 It creates sensory images in the reader’s mind.
 It shows the reader what something looks like.
 It uses specific descriptive words to create a specific impression.
 It begins with the statement of the main idea and ends with a comment on the described thing.
Here are two model description paragraphs:
Rajshahi University Campus
The University of Rajshahi has a big and beautiful campus. Situated away from the main city, it enjoys a wonderful natural atmosphere. It is well-known
for its lush greenness. It has an area of more than seven hundred acres. The campus is bordered by a highway in the south and a railway in the north.
The impressive Administration Building is located at the centre of the campus. There are hundreds of other academic and residential buildings of
wonderful architectural designs. The buildings are all connected with each other by a vast network of streets. The rows of different varieties of trees
contribute greatly to the beauty of the campus. The beauty is further enhanced by beautiful gardens and the bougainvilleas with their red and purple
bracts scattered here and there in the campus. The campus, in fact, has an excellent scenic beauty.
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The Beauty Contest Winner

The girl who has won the national Beauty Contest this year adorned herself most gorgeously. She dressed herself in silks and satins. Both her skirt and
blouse were splendid. She wore red shoes to match her dress. Besides, she made herself up with dazzling cosmetics. Every item of her cosmetics had a
wonderful combination. Her magnificent blonde hair fell beneath her waist. She also put on brilliant ornaments. The bands round her wrists, the chain
with a diamond locket round her neck and the rings hanging from her ears everything on her was giving out a glittering ray of light. When she appeared
on the stage before the onlookers, she held them spellbound with her amazing beauty and splendour.

The List Paragraph

The appellation of a paragraph is determined by its technique/ mode of development. There are many techniques of paragraph development. A list paragraph is
a type of paragraph which is developed by the technique of listing. Like any other expository mode of writing, a list paragraph also begins with an introducer and
ends with a terminator. It has also a group of developers in the middle. The function of these developers in a list paragraph is to make a list of things mentioned
in the controlling idea of the topic sentence. Sometimes, the developers are divided into two groups to make two lists. In that case, a context modulator will be
essential to come between them to offer a transition.
There is no hard and fast rule as to how many items will be there on the list in a list paragraph. A medium- sized paragraph generally contains three to six items
on one list. However, the list in a paragraph should not look like a shopping list. Look at the following list of qualities which a good actress should possess:
1. A beautiful appearance
2. Glamour
3. Good voice
4. Acting skill
5. Power of perception
This is not a paragraph, although the expected qualities of an actress are listed. In a paragraph this kind of shopping list appearance should be avoided. You
should mention these qualities in a sequence of sentences joined together by linkers and connectors. Read the following paragraph and see how the listing is
done:
Features of a List Paragraph
 It begins with a topic sentence and ends with a terminator.
 The function of its developers is to make a list.
 The sequence of the things on the list is indicated by numerical connectors.
Here are some examples of such controlling ideas:
Five qualities Some important characteristics Several reasons
Probable causes Basic features and so on
The connectors in a list paragraph include the following:
First/Firstly Second/ Secondly and so on Another
Still another Moreover/ furthermore in addition to this/ these
Last of all Lastly/ finally
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Qualities of a Good Actress

A good actress should have at least five basic qualities. First of all, she should have an attractive figure and a beautiful appearance. Secondly, she should
have sufficient glamour to enchant her viewers. Thirdly, her voice should be soft and pleasant to the audience. Fourthly, she should be an expert
performer. She should be able to play her roles skilfully and realistically. And finally, she should possess the necessary power of perception to understand
her roles correctly. If an actress happens to possess these qualities, it is expected that she will be successful in her acting career.
You have noticed that there is no context modulator in the above paragraph, because it contains only one set of idea. But like all ideal paragraphs, it has a topic
one sentence at the beginning and a terminator at the end. The controlling idea in a list paragraph topic sentence usually contains a noun phrase with a plural
noun modified by a determiner and/ or an adjective. For your better understanding and appreciation, here is one more model of list paragraph:
Summer is my favourite season for several reasons. First, I love the warm weather and the opportunity to spend time outdoors. Second, there are so
many fun activities to enjoy, such as swimming, hiking, and barbecues. Third, the longer daylight hours mean more time to relax and unwind. Lastly,
summer vacations offer a chance to explore new places or simply relax on the beach. Overall, summer brings a sense of joy and adventure that I look
forward to every year.

The Comparison and Contrast Paragraph

You know that the function of a comparison paragraph is to show similarities between two items and the function of a contrast paragraph is to show
dissimilarities between two items. The former type is developed exclusively by the method of comparison, while the latter is developed exclusively by the
method of contrast. But what happens when the writer wants to both compare and contrast in the same paragraph? Obviously, a third "mixed" method will be
required in that case. The similarities between the two items may be explained first and then the differences or vice versa. That means, in such a paragraph,
the points of comparison and those of contrast will appear in two separate blocks. Such a paragraph is known as a comparison and contrast paragraph, and the
technique used in it is called the "Mixed comparison-and-contrast technique". Here is a model comparison and contrast paragraph for your attentive reading:
Two Colleagues
A and B are colleagues. They are both similar to and different from each other. First of all, both of them are from the same social class and both are
snobbish. Secondly, both are single. A is a confirmed bachelor and like A, B also has decided not to marry. But in other respects, they are very much
different from each other. For example, A is interested in politics but B hates politics. A is a great talker, while B is very reticent in nature. Thirdly, A is
an alcoholic but B is a perfect teetotaler. They are, however, good friends.
You must have noticed that this paragraph contains two controlling ideas expressed in its second sentence. It speaks of both similarities and differences. There
are two blocks of developers. The first block gives examples of similarities and the second block contains the examples of dissimilarities. Quite naturally, there
is a context modulator between the two blocks. The paragraph, as usual, ends with a concluding sentence.
Here is another comparison and contrast paragraph for your perusal:
Tragedy and Epic
Aristotle, in his Poetics, observes some similarities and differences between tragedy and epic poetry. According to him, tragedy is a representation of
an action that is worth serious attention, complete in itself, and of some amplitude. He says epic poetry agrees with tragedy to the extent that it is
also a representation of a serious action. Secondly, tragedy is written in elevated style. Likewise, epic is also written in dignified language. In spite of
these similarities, they differ in that the tragedy is in dialogic form but an epic is in the narrative from. Another point of difference is their length.

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Tragedy tries to keep within a single revolution of the sun, whereas the epic observes no limits in its time of action. Moreover, tragedy appeals to
meaner minds, while epic is said to appeal only to cultivated readers. These examples show that tragedy and epic are both similar to and different
from each other.

Features of a Comparison and Contrast Paragraph

 A comparison and contrast paragraph is developed by a mixed method.
 It has a double function of showing similarities and differences between two items.
 It has two sets of developers with a context modulator between them.
 It uses connectors and linkers appropriate for both comparison and contrast.

Two Basic Methods for organizing comparison/Contrast

There can be only comparison or only contrast paragraphs too,
First method: If you let A and B stand for the two things being compared, then you compare them point by point. Every time you say something about A, you
also say something about B right in the same sentence or in the sentence immediately following.
Second Method: If you let A and B stand for the two things being compared, then you can use the block method in which you tell all about A, then tell all about
B. You discuss A in a block and B in a block.
Note that the second method requires an explicit transition, a linking word or phrase to join the two parts of the discussion.
1. Hector, on the other hand, etc.
2. As for Hector, etc.
3. Unlike Tuffy, Hector..... etc.
4. But Hector, on the contrary etc.
5. While Tuffy Hector etc. (While Tuffy whizzes in blurred circles with a stolen sock, Hector simply looks on with half closed eyes, disdainful of such
puppy foolishness.
Keep in mind that these two patterns need not always be followed rigidly, but they do provide the clearest patterns for development of a comparison or
contrast.
An example of the point by point method
Students who have Mr. Smith and Mr. Jones are immediately aware of the difference in the lecturing manner of each teacher. Mr. Jones has a
pleasant voice which helps hold the interest of the students. Mr. Smith however, has a booming voice which commands rather than teaches. Mr.
Jones pronounces clearly in a rhythmic pattern, emphasizing key words. On the other hand, Mr. Smith who speaks in a boring way is a monotone. Mr.
Jones also adds humour to the subject, whereas Mr. Smith hates to be interrupted. Mr. Jones takes his time and explains slowly, whereas Mr. Smith
rushes through each lesson. Mr. Jones is very enthusiastic about his subject; he tries to make sure that his students understand a concept before he
moves on to something new. Mr. Smith, however, is always in a determined mood; he feels that he must cover everything. Each teacher has a
different voice, tone, pronunciation, expression, and attitude; and as @result, their lectures are quite different.

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The next paragraph is a good example of the block method.

Students who have Mr. Jones and Mr. Smith are immediately aware of the difference in the lecturing manner of each teacher. Mr. Jones has a
pleasant voice, which helps hold the interest of the students. He pronounces clearly in a rhythmic pattern, emphasizing key words. His moderate tone
and inflected words make his lectures interesting. Mr. Jones also adds humour to his subject, and he welcomes questions from students who don't
understand the material. He takes his time and explains slowly, he tries to make sure that his students understand a concept before he moves on to
something new, and he is very enthusiastic about his subject. Mr. Smith, on the other hand, has a different tone, pronunciation, expression, and
attitude from Mr. Jones'. He has a booming voice which commands rather than teaches, and sometimes it is hard to understand him because he runs
his words together. His lectures are not as interesting as those of Mr. Jones, either because Mr. Smith speaks in a boring monotone. He also hates to
be interrupted; feeling that he must cover everything, Mr. Smith teaches every class in a serious, determined mood. Thus, as the above points
illustrate, the lectures of Mr. Jones and Mr. Smith are quite different.

Whether you use the point by point method of comparison/contrast or the block method, make sure that your paragraph is balanced. Don't tell more about
one half of the comparison/contrast than the other.

Read the following paragraph and answer the questions below it:
Most Americans would say it is not really possible to establish an ideal society. But time after time, a small dedicated group of people will drop out of the
mainstream of American society to try, once more, to live according to the group's concept of an ideal society. Most of these groups have believed in holding
their property in common. Most have used the word "family" to refer to all members of the group. Many of these groups, however, have differed widely in
their attitudes toward sex and marriage (Conlin 154).

a) Which technique of paragraph development has been used in this paragraph?

b) How many points of comparison are there in the paragraph? What are they?
c) Identify the point of contrast in the paragraph.
d) Identify the topic sentence in the paragraph. Give reasons for your answer.
e) Is there any terminator in the paragraph? If not, add one to it.

Taken from-
From Paragraph to Essay
How to Write Good Paragraph
Writing Effective Paragraphs

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Essay
Format of an Essay
There is no rigid format of an essay. It is a creative process so it should not be confined within boundaries. However, there is a basic structure that is generally
followed while writing essays. So let us take a look at the general structure of an essay.
Introduction
This is the first paragraph of your essay. The purpose of the introductory paragraph in an essay is to “introduce” the reader to your topic in a gradual and logical
manner. The introductory paragraph usually ends with the thesis statement, which is one sentence that sums up the one, main point that your essay is making
about its topic.
Here are some specifications about the typical introductory paragraph:
 It begins with an indentation (as do all the paragraphs in your essay)
 It is not too long or too short –usually about four to five sentences long.
 It should begin with an attention grabber,” i.e., something that will capture and keep the reader’s attention and make him want to continue reading
your essay.
Body
This is the main crux of your essay. This need not be confined to one paragraph. It can extend to two or more paragraphs according to the demand of the content.
Usually, we have a lot of information to provide in the body. And the mistakes writers generally make is to go about it in a haphazard manner which leaves the
reader confused. So it is important to organize your thoughts and content. Write the information in a systematic flow so that the reader can comprehend.
Conclusion
This is the last paragraph of the essay. The concluding paragraph of an essay is almost as important as carefully structured as the introductory paragraph. Here
are some general points about a properly written concluding paragraph:
 The first line should be indented (just like all the other paragraphs).
 The concluding paragraph should not be too long or too short; the average length is about four or five sentences.
 The concluding paragraph should repeat the thesis statement (main idea) of the essay but with slightly different wording from the original thesis
statement in the introduction.
 The main purpose of the concluding paragraph is to sum up the major ideas of the essay by reviewing the important points that have been made and
by reminding the reader what the main point (the thesis statement) of the essay was.
 No new information or new ideas should be in the conclusion.
 If possible, the concluding paragraph should end on a positive, upbeat note.
 It is not necessary or desirable to begin the concluding paragraph with the trite phrase, “In conclusion,...” There are better phrases to use to imply that
this is the concluding paragraph of the essay.

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Types of Essays (we are going to discuss):

Definition and Classification Essay
Example Essay
Comparison and Contrast Essay
Agree / Disagree Essay (Opinion Essay)
Advantage & Disadvantage Essay
Discussion Essay
Cause / Effect Essay
Direct Question (Two-Part) Essay

Examples of different types of essays:

How to develop an essay from a paragraph

The Successful Interview

To be successful in a job interview (or for that matter in almost any interview situation), the applicant should demonstrate certain personal and professional
qualities. In as much as the first and often lasting impression of a person is determined by the clothes he wears, the job applicant should take care to appear
well-groomed and modestly dressed, avoiding the extremes of too elaborate or too casual attire. Besides care for personal appearance, he should pay close
attention to his manner of speaking, which should be neither ostentatious nor familiar but rather straightforward, grammatically accurate, and friendly. In
addition, he should be prepared to talk knowledgeably about the requirements of the position for which he is applying in relation to his own professional
experience and interests. And finally, the really impressive applicant must convey a sense of self-confidence and enthusiasm for work, factors which all
interviewers value highly. The job seeker who displays these characteristics, with just a little luck, will certainly succeed in the typical personnel interview.

Example Essay
The Successful Interview
To be successful in a job interview (or for that matter in almost any interview situation), you should demonstrate certain per- sonal and professional qualities.
You need to create a good image in the limited time available, usually from 30 to 45 minutes. Furthermore, you must make a positive impression which the
interviewer will remember while he interviews other applicants. At all times, you should present your most attractive qualities during an interview.
You should, for example, take care to appear well-groomed and modestly dressed, avoiding the extremes of too elaborate or too casual attire. On the positive
side, clothes may be a good leveller, putting you on a par with other applicants and re- quiring the interviewer to consider more important qualifications. On the
other hand, clothes which are too informal may convey the impression that you are not serious about the job or that you may be casual about your work as well
as your dress. Clothes which are too elaborate, too colourful, or too expensive suggest that you do not understand what behaviour is appropriate for the job or
that you are snobbish or frivolous. The right clothes worn at the right time, however, gain the respect of the inter- viewer and his confidence in your judgement.
It may not be true that ‘clothes make the man, but the first and often lasting impression of you is determined by the clothes you wear,

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Besides care for personal appearance, you should pay close attention to your manner of speaking. Since speech is a reflection of personality, you should reflect
confidence by speaking in a clear voice, loud enough to be heard without being aggressive or overpowering. Your speech should not call attention to itself, but
it should reveal the individuality and ability of the speaker. Obviously, you must speak without grammatical or dialect differences for which you might be criticised
or which might cause embarrassment to the employer. Although there are cultural differences with respect to the formality of the job interview, your speech
must show you to be a friendly and pleasant person.
Speaking without a subject worth talking about will not impress anyone. You should be prepared to talk knowledgeably about the requirements of the position
for which you are applying in relation to your own professional experiences and interests. Knowing something about the position enables you to ask intelligent
questions about the work and the requirements for the job. The interviewer can decide from the questions asked whether you are genuinely interested or
knowledgeable. You can comment on your own training, experience, and other qualifications in relation to the specific tasks of the position. The interviewer can
determine whether your background and potential seem to fit the position. The position for which you are applying is not only the safest topic for discussion, it
is essential that you demonstrate your understanding of the requirements and your abilities in meeting these requirements.
Finally, to be really impressive you must convey a sense of self-confidence and enthusiasm for work. As already indicated, you demonstrate self-confidence by
your manner of speech and dress. You further show it by being prepared for the interview with information and questions about the position. In addition, the
way you enter the room, sit, look at the interviewer, and fill out application forms and other papers may express self- confidence. The eagerness with which you
discuss the job rather than the salary may reveal your enthusiasm for work. You may express it also through your questions and comments about working
conditions and facilities. And, of course, your previous experience and success will tell the interviewer about your enthusiasm for work. Both of these qualities-
self-confidence and enthusiasm for work-are valued highly by all interviewers.
The appropriately dressed job applicant indicates his sound judgement. His manner of speaking suggests his friendliness and competence. His curiosity and
information about the position he is seeking demonstrate his sincerity and potential in the job. He exhibits self-confidence through his knowledge, and he shows
his enthusiasm for work. If you display these characteristics, with just a little luck, you will certainly succeed in the typical personnel interview.

Comparison and Contrast Essay

Mohandas Gandhi and Martin Luther King

Two twentieth-century leaders who have continued to influence non-violent social protest movements internationally are Mohandas Gandhi and Martin Luther
King, Jr. Of different races and cultures, born on opposite sides of the world in nations vastly different in wealth and technology, these two aggressive men in
their later years shared the philosophy of non-violent, but direct, action and expended their lives in pursuit of peaceful solutions to social inequities. An
examination of their lives, consequently, reveals both similarities and differences in their family backgrounds, ideology, and plans for social action.
The family backgrounds of the two men show obvious parallels and also striking differences. Gandhi was a Hindu of the Baniyu (Trading) caste; his father,
nevertheless, was chief minister of the small state of Kathiawad. At the age of 19, Gandhi broke with the tradition of his family and went to study law in England,
where he had his first contact with Western culture. Although he read and studied the Bible with interest, he became more deeply convinced of the logicality
and profundity of the Hindu religion. King was a Black American born into a family of Christian ministers. His father was the pastor of a church which his father-
in-law had founded many years before. Unlike Gandhi, King decided to follow in the footsteps of his father and grand- father and study for the ministry. It was
only after studying the philosophic words of Plato, Aristotle, Hobbes, Marx, Nietzsche, and finally Gandhi, that he began to formulate his own philosophy. Early
environment. Family tradition, and study, at some points similar but at most points different, shaped the characters of Gandhi and King and formed their
expectations for their societies and their people.

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Both Gandhi and King believed that their aims could be achieved through non-violent means. They held a common ideology of non-violence. This common
ideology of non-violence was not to be understood as a failure to act. It should be under- stood as direct resistance which is grounded in love force or agraha.
Gandhi said men must resist the evil that men do by refusing to obey a man-made law which contradicted a higher moral law. He often reminded them that
blood would have to flow before the Indians attained their ends, but he said the blood must be their blood, not the oppressors. King cried out, ‘I hope no one
has to die as a result of our struggle...but if anyone has to die, let it be me’. King reminded Black Americans that they must love their enemies even if it means
suffering and death. Similarities in the ideologies of the two men are most apparent since Gandhi was one of the major influences in the development of King’s
philosophy.
An investigation of the plans for social action of Gandhi and King yields several points of agreement as well as numerous divergences. Gandhi’s main concern
was to establish India as an independent nation. He wanted to free the people to build and govern India for Indians and not for the use and development of an
external power. On the other hand, King’s conflict was internal. He sought to achieve justice and equality for Blacks in accordance with the ideals of American
democracy. Both men saw the necessity for some kind of economic pro- gramme which would make the masses of the poor self-supporting. Gandhi tried to
encourage the poor villagers in India to learn to hand-spin cloth as one means of achieving economic independence and cultural solidarity. In a like manner, King
urged Blacks to establish transportation and food services which would be supported by the Black community. The economic and social programmes, along with
the supportive marches and demonstrations, were important social-action techniques employed by both Gandhi and King as they struggled to improve the
quality of life for their oppressed peoples.
Both Gandhi and King were highly respected leaders, whose philosophies were articulated so clearly that they continue to influence contemporary thought and
social movements. Their family backgrounds, their belief in the dignity and worth of the individual, and their support of the poor masses led them to lives of non-
violent resistance and final martyrdom. But even a superficial examination of their lives reveals differences as well as similarities in their backgrounds and in the
development of their influential ideologies.

Definition and Classification Essay

Plagiarism in the Academic Community

Scholars, writers, and teachers in the modern academic com- munity have strong feelings about acknowledging the use of another person’s ideas. In the English-
speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one’s ideas. Simply stated, plagiarism is ‘the wrongful
appropriation or purloining, and publication as one’s own, of the ideas, or the expression of ideas (literary, artistic, musical, mechanical, etc.) of another.1 From
an ancient Latin word meaning to kidnap or steal the child or slave of another, plagiarism is universally condemned in the modern academic world, It is equivalent
to stealing the livelihood or savings of a worker, for it robs the original writer or scholar of the ideas and words by which he makes a living.
The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from
the university. In the literary world, where writers are protected from plagiarism by international copyright laws,2 the penalty may range from a small fine to
imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary
communities, is a relatively recent concept. Such social pressures and copy- right laws require writers to give scrupulous attention to docu- mentation of their
sources.

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Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars’ ideas and by giving
appropriate credit for the source of borrowed ideas and words. There are at least three classifications of plagiarism as it is revealed in students’ in- exactness in
identifying sources properly. These categories, which will be discussed in some detail in succeeding paragraphs, are plagiarism by accident, by ignorance, and by
intention.
Plagiarism by accident, or oversight, sometimes is the result of the writer’s inability to decide or remember where the idea came from. He may have read it long
ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding
whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism is the least serious, it must be
guarded against. If the idea, or the words used to label or express it, is unique, the writer must make an effort to identify the source.
Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to ac- knowledge their sources. The techniques
for documentation- note-taking, quoting, footnoting, listing bibliography-are easily learned and can prevent the writer from making unknowing mistakes or
omissions in his references. Although ‘there is no copyright in news, or in ideas, only in the expression of them’, 3 the writer cannot plead ignorance when his
sources for ideas are challenged.
The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and language of others
and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive,
and despicable are used to describe the practice of plagiarism by intention.
The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their
indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognise and assume their responsibility to
document all sources from which language and thoughts are borrowed. Other members of the profession will not only respect the scholarship, they will admire
the humility and honesty.

1 Oxford English Dictionary, London, 1933.

2 See ‘copyright,’ Encyclopedia Britannica, Chicago, 1968.
3 ‘Copyright,’ The New Caxton Encyclopedia, London, 1969.

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Letter
LETTER
[Formal, Informal, Business]
Letter
According to Oxford Dictionary, “A letter is a message that is written down or printed on paper and usually put in an envelope and sent to somebody.” That means a letter is a
written message, printed or hand written, that is sent to someone by post or mail or in some other way.
Try to make it simple and clear.
Strike the right tone.
Types of Letters
Formal Letters Informal Letters Business Letter Official Letter Social Letter
Report Letter Notice Letter Circular Letter Order Letter Complaint Letter
Employment Letters
Parts of a Letter

A B C
Personalized Letterhead Dateline Heading of a Letter
Dateline Recipient’s Address Recipient’s Address
Recipient’s Address The Salutation The Salutation
The Salutation The Body of the letter The Body of the letter
The Body of the letter The Complimentary Close The Complimentary Close
The Complimentary Close The Signature- Name of the writer The Signature- Name of the writer
The Signature- Name of the writer The Address Postscript, Enclosure, Copies
The Address Postscript, Enclosure, Copies
Postscript, Enclosure, Copies
Personalized Letterhead
Personalized letterhead may consist of no more than your initials or may include your full name and address.

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Dateline
Date/month/year Month/date/year
02 December 2024 December 02, 2024
02 Dec 2024 Dec 02, 2024
02/12/2024 12/02/2024
02-12-2024
12-02-2024
02.12.2024
12.02.2024
Heading of a letter
Heading of a letter basically consists of Two Parts:
(a) Address of the writer followed by
(b) The date on which the letter was written by him.

The Salutation or Courteous Greetings

The Salutation in the letter will depend upon the depth of relationship of the writer with the person to whom the letter is being written; thus it varies from letter to
letter.
The first and last words of the salutation are always started with Capital letters.
Note: Dear Friend or My dear Friend is never used as Salutations
The Body of the letter- Communication or the Message
The Body itself is considered as the life of the letter and the style in which it is written will depend upon the kind of letter one wishes to write. Thus, the style of the letter
to be written to a friend will be entirely different from the style of the letter to be written to an official and so on. But a few points that one has to keep in mind
irrespective of the style while writing the body of the letter are:
- Divide the letter into paragraphs, to mark changes of subject-matter etc.
- Use simple and direct language in short sentences. It will make the message clear and to the point
- Always try to be complete. For this think out what you want to say before the beginning of writing the letter, and put down all the points in a logical manner.
- Write neatly to avoid inconvenience to the reader because of your bad penmanship.
- Take care of the punctuation and be consistent with it. Incorrect punctuation may alter the whole meaning of the sentence.
Informal Letter Writing Format
Starting Endings
I got your letter yesterday. With Kind regards
I am in receipt of your letter. With best wishes
I am glad to receive your letter. Convey my best regards to your dear parents
It gives me pleasure to inform you. With love to your brother and sister
I cannot understand your long silence. Well, goodbye for now
It has made me very anxious. Hoping to hear from you very soon
I am sorry I could not write to you earlier. With love from all of us.
With sincere sympathy for your distress
Wishing you better luck.
Please remember me to all at home.

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Business Letter Writing Format

Starting Endings
I shall be obliged if you kindly... Thanking you
I shall be glad if you send me... Thanking you in anticipation
Would you be kind enough to send me the following articles... Hoping to be favoured with an early reply.
May I draw your kind attention to...

Formal Letter Writing Format

Starting Endings
I beg to submit... Thanking you
I beg to state... Thanking you in anticipation
I have the honour to report... Hoping to be favoured with an early reply.
I have the honour to bring to your kind notice...
With reference to your advertisement in ‘the Daily Star’...

The Complimentary Close

The Subscription of the letter i.e., the end should be according to the stating of the letter. It should start with a Capital letter and end with a comma if the salutation ends
with a comma.
Note: Never use an apostrophe (’) with ‘yours’ in the subscription.
To Blood Relations: Yours affectionately
To Friends: Yours Sincerely
To Principal/Headmaster/Teacher etc: Yours Obediently
To Officials/Businessmen: Yours faithfully
To Strangers: Yours truly
The Signature- Name of the writer
The Signature of the writer of the letter should be below the subscription.
The Address
The Address is written on the envelope, the postcard or the ending part of an email very clearly with a pin code.
Postscript, Enclosure, Copies

Where to Start ̶ Four Key Questions

 What is the purpose of my letter ̶ why am I writing it?
 Who am I writing to ̶ who will receive the letter?
 What should I say about this subject ̶ what do people need to know versus what is simply nice for them to know?
 What response or action do I want from the recipient ̶ OR
What key point(s) do I want the recipient to remember?

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Formats of a Letter
- Full Block: Easiest to use since all lines are flush with the left margin
- Block: Date line is flush with the right margin, and complimentary close and signature are aligned with the date
- Semiblock: The complimentary close and signature block appear near the centre of the page
- Simplified: No salutation and complimentary close, all lines begin flush with the left margin, and subject line, writer’s name and title are typed in cape

Taken from A Handbook of English Writing & How to Write First-Class Letters

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Cover Letter
A cover letter is a document that you submit as part of your job application, alongside your resume or CV.
The purpose of a cover letter is to introduce you and briefly summarize your professional background. On average, it should be around 250 to 400
words long.
A good cover letter is supposed to impress the hiring manager and convince them you’re worth interviewing as a candidate.
So, how can your cover letter achieve this?
First of all, it should complement your resume, not copy it. Your cover letter is your chance to elaborate on important achievements, skills, or
anything else that your resume doesn’t give you the space to cover.
For example, if you have an employment gap on your resume, the cover letter is a great place to explain why it happened and how it helped you
grow as a person.
If this is your first time writing a cover letter, writing about yourself might seem complicated. But don’t worry—you don’t need to be super creative
or even a good writer.
All you have to do is follow this tried and tested cover letter structure:

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YOUR NAME
Phone Number | Email | LinkedIn URL

Month Date, Year/ Date Month Year

Employer or HR Manager’s Name

Position
Company Name
Address City, State Zip code

Sir/Madam/ Mr./Ms./Dr. Last Name of Addressee or Hiring Manager

Opening Paragraph: State the position you are applying for, and how you found out about it, and ask for consideration based on the skills and experiences you have to offer. If you
were referred by someone (ie: someone you know at the company, a recruiter you met at a career fair, etc) state that here. Make a general statement summarizing what qualifies
you most for the job.

2nd Paragraph: In this section, you want to build a direct connection between the company’s needs and your background and skills. Stress what you have to offer, and avoid talking
about what you want from them. Identify those parts of your experience that will interest THIS employer (refer to the job description if possible). You can draw attention to
relevant coursework, special projects, and campus activities if they show a direct relationship to this position. Do not restate what’s in your resume, rather expand upon a specific
project or accomplishment.

3rd Paragraph – Optional: Convince the employer that you have the personal qualities, passion, and motivation to succeed at this specific company. Relate your interests/passion
to what you know about the company. (Convince the employer that you not only have the skills to do well at the job, but a vested interest in the company, industry, and the work
itself.)

Closing Paragraph: Restate your interest in this position and how your unique qualifications fit the position. Request an interview, or tell the reader that you will contact him/her
soon in order to schedule a mutually convenient time to meet. Thank the reader for his/her time and consideration.

Sincerely
Your Signature
Type Your Name

Enclosure
i. CV
ii. …

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Marty Lewis
650-555-5555 | student@berkeley.edu | www.linkedin/in/martylewis

July 21, 2022

Patricia Scott
Director, Human Resources Yahoo!
896 Mission College Blvd. Santa Clara, CA 95003

Ms. Scott

I am excited to submit my application for the Training Specialist position I saw listed in Handshake. I am confident that my relevant education, experience, and skills related to this
position merit your consideration.

As you can see on my resumé, I will complete my bachelor’s degree in Business Administration at UC Berkeley in May 2017. While this degree has provided me with a strong
background in many aspects of business, it has also given me the opportunity to demonstrate my abilities through practical experience. As a Training Department Intern with UCSF,
I was responsible for a new computer software education program. This project allowed me to develop and refine my training and organizational skills while designing a program
to teach basic software applications to users with limited experience working with computers. The success of this program has been so overwhelming that the department has
integrated it into its new staff training course.

Through my experiences at UCSF, it became clear to me that training and development is an incredible passion of mine – whether I am facilitating or designing them, I aim to make
all training innovative, effective, and fun. Yahoo is known for being one of the best employers to work for in the world, in part because of its innovative, inclusive and welcoming
training programs. For this reason, I am particularly excited to be applying for this position in hopes that I may have the opportunity to contribute to such a reputable team in
creating and providing top-quality employee training.

Although the enclosed resumé thoroughly outlines my education and experience, I would appreciate the opportunity to demonstrate in an interview my knowledge of employee
training and development, initiative, and interpersonal skills. You can contact me at (650)555-5555 to set up an interview. I look forward to hearing from you soon.

Sincerely
Marty Lewis
Marty Lewis

Enclosure
i. Resumé

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18 September 1999

Dr. F Robert Boscamp

Northern Scientific Company
1123 Melrose Drive
Hopkins, MN 55343

Dr. Boscamp

I am responding to your advertisement in the Sunday Star-Tribune placed under both the education and engineering categories. This dual listing intrigued me.
As my experience has been strong in both teaching and in industry. Also, I have long admired your company’s consumer product line.

While obtaining my PhD, I taught physics and electrical engineering at the University of Minnesota for three years. Since that time I have been working at Gould
Electronics as a process engineer involved with inspection, qualification, and upgrading materials on a product assembly line. My latest project has been
supervising work on a prototype color flat-panel display unit. I also continue to teach one course a semester in the University’s physics department.

The details of my education, work history, and publications are given in the enclosed resume. I would enjoy an opportunity to meet you and learn more about
Northern and your program needs. Would it be possible to set an interview next week? I can be reached at 566-1907 after 6:00 PM.

Sincerely
CStreeter
Chris Streeter
4930 Beard Avenue N.
Minneapolis, MN 55429

Enclosure
i. Resume

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Susan T. Davis
650-555-5555 | student@berkeley.edu | www.linkedin/in/susantdavis

21 July 2022

Mr. Earl Jones

Goodworks Agency
234 E Santa Clara Street
San Jose, CA 94567

Sir

I learned about Goodworks in the process of researching nonprofits online. I have been seeking an organization whose mission matches my desire to help low-income clients with
practical matters and emotional support and was inspired by Goodworks’ range of services and successful track record. I am writing to see whether you would be interested in
hiring an intern this summer.

I am a junior at UC Berkeley, pursuing my BA in Sociology and a Spanish Minor, and considering an eventual career in social work or nonprofit management. Since August, I have
been conducting HIV test counseling sessions as a volunteer at the Berkeley Free Clinic. It has been rewarding working with people from diverse backgrounds, many of whom are
struggling to meet basic life needs and to use my Spanish-speaking skills. I would love to apply and further develop my counseling skills while making a positive contribution at
Goodworks.

I will be available to work up to 20 hours a week this coming summer and would welcome the opportunity to meet with you to discuss the possibility of interning with you. I will
follow up on this letter in a week to see if we can set up a time. Thank you very much for your attention.

Sincerely
Susan
Susan T. Davis

Enclosure
i. CV

Taken from www.career.berkeley.edu & https://novoresume.com/career-blog/how-to-write-a-cover-letter-guide

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CV/Resume
Curriculum Vitae/ Resume
Your CV, short for curriculum vitae, is a personal marketing document used to sell yourself to prospective employers. It should tell them about you, your professional history and
your skills, abilities and achievements. Ultimately, it should highlight why you’re the best person for the job.

A CV and resume are similar in that they’re both documents that summarize your professional history, education, skills and achievements. They’re also both documents you might
provide an employer with for consideration for an open position.

It is important to note that in the United States and most of Europe, resumes and CVs are not interchangeable. A resume is a shorter-form of document that provides a concise
overview of your previous roles, skills and details about your education. (The French word résumé means “abstract” or “summary.”) A CV, on the other hand, is typically a longer,
more detailed document focused largely an academic coursework and research.

While your CV should be specific to your background and tailor the job for which you’re applying, there are several steps you can the to ensure that you write an effective CV.
Most CVs include can

Here are steps for writing a simple CV:

1. Include your contact information. 5. List honours and awards.
2. Detail your academic history in reverse-chronological order. Grants and fellowships
3. Record your professional experience. Licenses and certificates
Voluntary work 6. Include relevant publications and presentations.
4. Include relevant skills and qualifications. 7. List your professional associations and affiliations.
Personal information (optional)
Hobbies and interests (optional)
Three CV format types
1. Chronological
This is the most common type of CV. For a chronological CV, list your academic history and professional experience first after your contact information. This type of CV focuses
largely on your academic and professional experience.

Contact information Awards and honors

Academic history Publications and presentations Grants and scholarships
Professional experience Licenses and certifications
Qualifications and skills Professional associations

A chronological CV is best if you have consistent employment within the same industry, and your work experience displays advancement within your field.

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2. Functional (Skills)
This CV format places more emphasis on your skills, awards and honours. If you are writing a functional CV, you should place your relevant skills near the top under your
contact information. In a functional CV, you will allocate more space to your qualifications, skills, awards and honours and less space to your professional experience. Here
are the sections you should include:

Contact information Publications and presentations

Qualifications and skills Grants and scholarships
Awards and honours Licenses and certifications
Academic history Professional associations
Professional experience

A functional CV may be the right choice if you have recently graduated and are entering the job market for the first time, have multiple gaps in employment or you’re changing
careers.

3. Combination (Hybrid)
This CV type is a hybrid of the chronological and functional formats and allows adequate space for details about both your professional and educational history, as well as
your skills and accomplishments. The elements you place first depend on your experience, career goals and what you believe is most relevant to the types of positions you’re
seeking.

For example, if you’re hoping to earn a teaching position at a university and you’ve spent the past ten years as an educator, you should list your professional background first.

A simple Resume usually includes:

1. Your name
2. Your address
3. Your contact number
4. Your work experience
5. Your education
6. References
7. A brief line about the position or career objective you are seeking, or a line about interests

Taken from-
A Handbook of English Writing
How to Write First-Class Letters
www.career.berkeley.edu

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YOUR NAME
Present Address
Phone Number | Email Address

Personal Information
Father’s Name:
Mother’s Name:
Permanent Address:
Date of Birth:
Blood Group:
Religion:
Marital Status:
NID/Birth Certificate:

Educational Information
MA
Department, University Name
Passing Year, CGPA

BA
Department, University Name
Passing Year, CGPA

HSC (Science/Arts/Commers)
College, Board
Passing Year, GPA

SSC (Science/Arts/Commers)
School, Board
Passing Year, GPA

Skills:
Language:
Computer:
Interests:
Publications:
Training/Courses:
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References
Name Name
Position Position
Institution Institution
Phone Number Phone Number
Email Address Email Address

Signature
Date
Full Name

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YOUR NAME
Present Address
Phone Number | Email Address

Personal Information
Father’s Name:
Mother’s Name:
Permanent Address:
Date of Birth:
Blood Group:
Religion:
Marital Status:
NID/Birth Certificate:

Educational Information
Degree Department/Subject/Group Institution Board Passing Year CGPA/GPA
MA
BA
HSC
SSC

Skills:
Language:
Computer:
Interests:
Publications:
Training/Courses:
Course Name Institution Institution Address Results Session

References
Name
Position
Name
Institution Position
Phone Number Institution
Email Address Phone Number
Email Address
Signature
Date
Full Name

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YOUR NAME
Present Address
Phone Number | Email Address

Experiences
Position
Institution
Address
Period of Employment

Personal Information
Father’s Name:
Mother’s Name:
Permanent Address:
Date of Birth:
Blood Group:
Religion:
Marital Status:
NID/Birth Certificate:

Educational Information
Degree Department/Subject/Group Institution Board Passing Year CGPA/GPA
MA
BA
HSC
SSC

Skills:
Language:
Computer:
Interests:
Publications:
Training/Courses:
Course Name Institution Institution Address Results Session

References
Name
Position Name
Institution Position
Phone Number Institution
Email Address Phone Number
Email Address
Signature
Date
Full Name

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Report Writing
A report is a statement of the results of an investigation or of any matter on which definite information is required. Reports are written for different purposes.
They therefore contain different information and structures. There are different types of reports such as: short reports, science reports, business reports,
newspaper reports, survey reports, research reports, engineering reports, progress reports, periodic reports, etc.
A reports may contain some or all of the following elements:
1. A description of a sequence of events or a situation;
2. Some interpretation of the significance of these events or situation, whether solely your own analysis or informed by the views of others, always
carefully referenced of course;
3. An evaluation of the facts or the results of your research;
4. Discussion of the likely outcomes of future courses of action;
5. Your recommendations as to a course of action; and
6. Conclusions.
A News Report
A report published in a newspaper.
The purpose of a news report is to inform readers of what is happening in the world around them.
It is formal in style and informal in tone.
It presents news in an objective manner. This means that the author of the news should not include his or her own opinions in the article.
News reports are generally written in the past tense.
A report needs to be short and concise.
Format of a news report:
Headline/Title: It catches readers’ attention and sums up the news.
Byline: Writer’s name
Dateline/Paceline/Location: It describes where and when the incident occurred.
Lead: It answers 5 W’s and one H (Who, What, When, Where, Why, How)
WHO will do, said or did something
WHAT will be done, was said or happened
WHEN it will be done, it was said or happened
WHERE it will be done, it was said or happened
WHY it will be don, it was said or happened
HOW it will affect me or how it was done.
Body: It supplies details.
Quotations: these retell, word for word, what someone actually said.

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A Survey Report
A survey report is a formal piece of writing based on research.
It presents and analyses the findings of research regarding reactions to something such as a product, plan, etc.
In it, information is presented in the form of facts or generalizations.
It uses expressions such as: one in ten, two out of five, twenty percent of the people questioned, a large proportion, etc. as well as verbs such as: agree,
claim, state, etc.
Present tenses are normally used in a survey report.

Parts of a survey report:

Introduction: The introduction of a survey report states the purpose or aim of the report, and when and how the information was collected.
Body: All the information is presented clearly and in detail in the body. Subheading or numbers can be used to separate each piece of
information.
Conclusion: The conclusion of a survey report summarizes the above mentioned points and a recommendation can be included if necessary.

A Research Report
A research document that contains basic aspects of the research project.
A publication that reports on the findings of a research project or alternatively scientific observations on or about a subject.
It is written clearly and concisely about the research topic so that the reader can easily understand the purpose and results of the research.

A research reports should have:

1. A title that explains the topic
2. Abstract (a summary in the beginning)
3. Table of contents
4. Aims and objectives
5. Literature review
6. An introduction
7. The main body consists of different sections with subheadings, findings and data analysis
8. A conclusion that summarizes the main outcomes
9. References/Bibliography
10. Appendix

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Report Sample
News Report

1. Write a report on fire in a garments factory.

Fire Gutted Garments Factory at Gazipur
Staff Correspondent, The Daily Mail Dhaka, 10 August, 2022: At least 21 people were killed and 200 were injured in a fire that gutted Rosemary Garments at
Gazipur yesterday.
About four hundred workers were trapped within the nine-storey building when the fire spread. It is primarily suspected that the fire originated from an electric
short-circuit. According to the local witnesses, the fire broke out on the first floor of the building and rapidly spread to all other floors due to the presence of
burnable materials. There was no emergency exit in the building. Hearing the news of the fire, the panicky workers rushed towards the gate and many of them
were trampled by other workers and got injured.
The fire brigade was informed, but the major damage took place before their arrival. Three units of the fire brigade arrived at the spot within 30 minutes of the
accident. The fire-fighters, with the assistance of the local people, tried to extinguish the fire. The fire came under control after three hours.
Twenty-one people, mostly women, were burnt, and a huge number of workers were injured. The death toll might rise as a few of the wounded workers were
critically injured. Of the dead, three were identified as Utpol (21), Pritom (19) and Proma (18). The identities of others could not be known as they were burnt
beyond recognition.
Major Rashel, a director (operations) of the FSCD, said that, although the fire came under control within three hours, the fire-fighters had been cooling down by
watering the floor. Heavy and thick black smoke engulfed the entire area. Vehicular movement in the area remained suspended.
The honorable Prime Minister and the opposition leader have expressed grief over the incident.
A probe committee has been formed to investigate the matter. A case has been filed with the Gazipur police station. But the owner and the manager of the
company could not be contacted.

2. Write a report on a road accident.

A Terrible Road Accident at Bogura Claims 10
Staff Correspondent, The Daily Mail Bogura, 10 February, 2022: A serious road accident took place on Rajshahi-Bogura highway at 7 am yesterday in which 10
people were killed and 28 more severely injured.
A bus teeming with passengers was heading towards Bogura. Due to the fog of the early winter morning, it was hard for the drivers to follow the signals. A Dhaka-
bound truck from the opposite direction collided with the bus at a high speed. The bus was totally smashed after being hit by the rule-breaking truck.
Ten people, including four women and two children, died on the spot. The death toll may rise as few of the wounded people were critically injured. Of the dead,
four were identified as Mim (35), Russel (20), Ratul (26), Tithi (21), all from Bogura. The identities of the others could not be known immediately. The dead bodies
were sent to Bogura Medical College Hospital for autopsy. The injured passengers were also admitted to the same hospital, but three of them were later shifted
to Dhaka Medical College Hospital as their condition deteriorated.
The eyewitnesses caught the truck driver responsible for the accident, but he managed to escape the spot. A case has been filed with Sherpur Police Station,
Bogura. However, nobody has been arrested so far in this connection.

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3. Write a news report on the celebration of Independence Day.

The Independence Day celebrated across the country
Jobayer Ahmed, 27 March 2020: The 26th March, the Independence Day of Bangladesh, has been observed with due solemnity and enthusiasm all over the
country. It is the biggest state festival. On this day the independence of Bangladesh was declared. The then Pakistani Government ruled over our country then
called East Pakistan with an iron hand. They oppressed the people of this country. On the night of 25th March 1971, Pakistani Army brutally committed genocide
on unarmed civilian Bengalis in the name of “Operation Searchlight”. This led us to declare our liberation war on 26 March 1971. Following the declaration, a
nine-month bloody war was fought and we achieved our independence at the cost of 30 lakh lives.
In keeping with the age-old tradition, the day began with 31 gunshots. It is a national holiday. All offices, educational institutions, shops and factories remain
closed on this day. Early in the morning the President and the Prime Minister on behalf of the nation placed floral wreaths at the National Mausoleum at Savar.
Then diplomats, political parties, social and cultural organizations, and freedom fighters paid homage to the martyrs. Bangladesh Television telecast various
programmes highlighting the significance of the day. National dailies brought out special supplements while Bangladesh Betar aired special programmes on the
occasion. Shilpakala Academy, Jatiya Press Club, Bulbul Lalitakala Academy, Liberation War Museum and Bangladesh National Museum organised cultural
functions on the occasion.

4. An Annual Cultural Programme was observed in your college. Now write a report on it.
Or,
A cultural week of your college has recently been held. Now, write a report for the press.
Annual Cultural Programme held
Staff Correspondent, Dhaka, 26 March 2020: A weeklong cultural function of Ali Asgar and Abdullah Degree College was held at the college premises in a befitting
manner. The function lasted from 20 to 25 March. The weeklong function came to an end yesterday. Our honourable Principal, Bishuddhanandya Chakraborty
inaugurated the function and handed over the charge of anchoring the function to the secretary of the staff council, Gobin Chand Mondal. The function was
started with the recitation from the Holy Quran. Then, a group of girls sang a patriotic song in chorus.
The events of the weeklong function included music, dance, recitation, storytelling, extempore speech, pantomime and chorus. The function ended with the
distribution of prizes among the winners on the last day of the week.
On the last day, the function was presided over by the Principal of the college. The honourable Education Minister attended the function as the chief guest and
the local MP was present as the special guest. Distinguished guests, elite guardians, and the students of the college also attended the function. On the last day
of the function, the chief guest delivered his valuable speech thanking all the participants and the audience.

5. Write a report on the celebration of the annual prize giving ceremony in your college.
Annual Prize giving ceremony held in X College
December 8, 2012, Special Correspondent Y: The annual prize giving ceremony of X College of this year was held on the 8 December with the Principal of the
college in the chair. The Director General, Secondary and Higher Secondary Education, was the chief guest at the function. The big college campus was very nicely
decorated with flags and festoons. Every class of people, guardians and elites of the town attended the function along with the students, teachers and the staff
of the college. The function started with the recitation from the holy Quran at 2:00 pm on the big stage made in the central playground. The Vice Principal read
out the annual report on various subjects of the college. Then the chief guest gave away the prizes among the students for their outstanding result and
performances in different academic, sports, literary, cultural and other co- curricular achievements. After the prize giving, an attractive cultural show was
organized by the students of the college. The function ended at 5:00 pm with a note of thanks from the chair.

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6. Suppose people are suffering from a recent heatwave. Now write a newspaper report on that.
Heatwave to hang on
Staff Correspondent, 20 April 2015: A heatwave that has been blazing across Bangladesh, making life miserable all around will continue at least for two more
days, the Met office says.
On Sunday, the mercury shot 40 degrees Celsius in Rangamati, the highest temperature of the season-six notches higher than the normal reading of 34 degrees
for this time of the year.
Capital Dhaka recorded a temperature of 38.5 degrees in the day. The weather office declares heatwave conditions when the maximum temperature rises five
degrees above normal to either touch or cross 40.
Senior Met officer Mahbubul Hoq said the high levels of humidity made the heat unbearable. On Sunday Dhaka recorded 77 percent humidity.
He said such heatwaves are common in April at the beginning of the Bengali month of Baishakh. “The temperature will come down gradually,” he said.
The drastic change in weather over the past few days has triggered illnesses, mainly viral infections resulting in sore throat, fever and gastroenteric disorders.
Anyone stepping out without adequate skin protection risks having rashes along with sunburn, medical experts say. Weakness and fatigue caused by dehydration
is another common complaint.

7. Write a report for a daily newspaper on the freshers’ reception in your department.
Freshers’ Reception Held in Dhaka City College
Ishtiyak Ahmed, Dhaka, 10 September: Yesterday a colourful Freshers’ Reception was held in English department at Dhaka City College with great fervour and
enthusiasm. It was arranged under the auspices of Students’ Union in the college auditorium. About 2000 students enjoyed the function. The Principal of the
college presided over it. The local MP was the chief guest and some local elites were the special guests. At 10 a.m. the function started with the recitation from
the Holy Quaran. At first the Principal delivered his inaugurating speech. Many students of Second year and the lecturers of the department welcomed the
newcomers in their speeches. One of the newcomers expressed his feelings and gratitude on behalf of the new students.
The special guests and the chief guest also delivered their precious speeches. The students of 2nd year then distributed sweets and flowers among the freshers.
Then a fascinating cultural programme was held. The cultural group of the college performed their songs, dances, jokes, etc. At last they staged the drama
“Raktakabori” written by Rabindranath Tagore.
At the end of the function, the Vice President of the Students’ College Union thanked the chief guest, the Principal, the teachers, and the students of the college
for their cooperation in making the function a success. The function came to a close at 2.30 pm.

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Survey Report
1. Suppose a survey was conducted in your institution to discover the reading habits in English of the students. Now write a report on that survey.
Survey of Academic and general reading in English
On 8th February 2009, a survey was conducted among 16 overseas post-graduate students at the XYZ University. The purpose of the survey was to discover the reading
habits in English of the students.
The survey was conducted by means of a questionnaire given to the students. The first part of the questionnaire dealt with the type of reading and its frequency. The
second section was concerned with newspapers: the type of items read and those that were read first.
From the table of data, the most significant items are as follows. In the first section 81% of the students regularly read academic books while 44% regularly read academic
journals. Nothing else is read regularly or often by 40% or more of the students. The following comments can be made about the reading of newspapers, magazines and
fiction. 75% sometimes read regional or local newspapers, 69% sometimes read books of fiction, 62% sometimes read general magazines, and 56% sometimes read
national daily newspapers. On the other hand, 37% never read Sunday newspapers and 31% never read fiction.
In the second section, not surprisingly, 100% read news about their own country in newspapers and 56% read this first. 94% read international news, 25% read this first.
81% read about Bangladesh and look at radio and TV information. The only other item that is usually read by more than 50% of the students is current affairs (read by
56%).
If any conclusion may be drawn from the data, they are, perhaps, as follows. Students presumably have little time for general reading: most of their reading time is spent
on books and journals on their own subject. Outside their studies, apart from reading news about their own country, international news, and news about Bangladesh,
they probably spend most of their time watching TV and listening to the radio.
2. Suppose you were asked to submit a report on employee benefits satisfaction of your company. Write a report on that.
Terms of Reference
Majharul Islam, Director of Personnel has requested this report on employee benefits satisfaction. the report was to be submitted to him by 28 June.
Procedure
A representative sample of 15% of all employees were interviewed in the period between April 1 st and April 15th concerning:
Overall satisfaction with our current benefits package
Problems encountered when dealing with the personnel department
Suggestions for the improvement of communication policies
Problems encountered when dealing with our HMO
Findings
Employees were generally satisfied with the current benefits package.
Some problems were encountered when requesting vacation due to what is perceived as long approval waiting periods.
Older employees repeatedly had problems with HMO prescription drugs procedures.
Employees between the ages of 22 and 30 report few problems with HMO.
Most employees complain about the lack of dental insurance in our benefits package.
The most common suggestion for improvement was for the ability to process benefits requests online.
Conclusions
Older employees, those were 50, are having serious problems with our HMO’s ability to provide prescription drugs.
Our benefits request system needs to be revised as most complaints concerning in-house processing.
Improvements need to take place in personnel department response time.
Information technology improvements should be considered as employees become more technologically savvy.
Taken from A Handbook of English Writing Skills
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