ENG 101

Professor Dr. Surriya Shaffi Mir

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Lesson -19

Reading: Scanning and Language Functions

In today’s lesson, you are going to read about types of memory to be found in a computer. We
will follow the usual pattern of reading followed by comprehension exercises, scanning for
information, vocabulary and content review exercises. This will be followed by exercises on how
language functions operate in English.

Types of memory
[1] As mentioned previously, one of the most important characteristics of a computer is its
capability of storing information in its memory long enough to process it. Not all computers have
the same type of memory. In this section, three types of memory will be discussed: core memory,
semiconductor memory (or chip), and bubble memory.

[2] The memory of the first computers was made up of a kind of grid of fine vertical and
horizontal wires. At each intersection where the wires crossed, there was a small ferrite ring
called a core (hence the name ‘core memory’) which was capable of being either magnetized or
demagnetized. Every intersection had its unique address; consequently, when an electrical
current was passed through the wires, the magnetized as well as the unmagnetized cores were
identified by their respective addresses.

(2a] Each core represented a binary digit of either 0 or 1, depending on its state. Early computers
had a capacity of around 80,000 bits; whereas now, it is not surprising to hear about computers
with a memory capacity of millions of bits. This has been made possible by the advent of
transistors and by the advances in the manufacture of miniaturized circuitry. As a result,
mainframes have been reduced in both size and cost. Throughout the 1950s, 1960s and up to the
mid-1970s, core memory dominated the market.

[3] In the 1970s, there was a further development which revolutionized the computer field. This
was the ability to etch thousands of integrated circuits onto a tiny piece (chip) of silicon, which is
a non-metallic element with semiconductor characteristics. Chips have thousands of identical
circuits, each one capable of storing one bit because of the very small size of the chip, and
consequently of the circuits etched on it, faster.

[3a] Moreover, the size of the components containing the circuitry can be considerably reduced,
a step which has led to the introduction of both minis and micros. As a result, computers have
become smaller, faster, and cheaper. There is one problem with semiconductor memory,
however: when power is removed, information in the memory is lost-unlike core memory, which
is capable of retaining information during a power failure.

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4] Another development in the field of computer memories is bubble memory. The concept
consists of creating a thin film of metallic alloys over the memory board. When this film is
magnetized, it produces magnetic bubbles, the presence or absence of which represents one bit of
information. These bubbles are extremely tiny, about 0.1 micrometers in diameter.

[4a] Therefore, a magnetic bubble memory can store information at a greater density than
existing memories, which makes it suitable for micros. Bubble memories are not expensive;
consume little power, small in size, and highly reliable. There is probably a lot more to learn
about them, and research in this field continues.

1. Main Idea
Which statement does not express the main idea of the text?

1. Core memory was the first type of computer memory developed.

2. There are at least three different kinds of memory used in computers.
3. Bubble memory is the latest development in computer memory.

2. Understanding the Passage

Decide whether the following statements are true or false (T/F) by referring to the information in
the text. Then make the necessary changes so that the false statements become true.

1. The most important function of a computer is to hold information in its memory in order to
process it. T
2. Minicomputers, microcomputers, and mainframes all have the same kind of memory. T

3. Semiconductor memory was developed before core memory and after bubble memory. F

4. Core memory uses small metal rings which can be magnetized or unmagnetized. T

5. The state of the core can be represented by either 0 or 1. T

6. Early computer memories had less storage capacity than newer ones. T

7. A transistor and a chip are the same kind of device. T

8. The development of chips makes it possible for minicomputers and microcomputers to be

invented. T
9. Bubble memory is smaller than a chip. T

10. Bubble memory doesn’t have very many advantages. F

3. Locating Information
Find the passages in the text where the following ideas are expressed. Give the line references.
……p1… .... 1. First there is core memory.
……p3… .... 2. Further to this development, chips evolved.
……p1… .... 3. There are three types of memory board.

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……p3… .... 4. This consists of producing a thin film over a memory board.
……p4… .... 5. Then semiconductor memory was developed.
……p4… .... 6 There is still a lot to learn about this process.
……p2… .... 7. This is made up of thin wires and rings.
……p4… .... 8. Finally, bubble memory was invented.

4. Contextual Reference
Look back at the text and find out what the words in bold typeface refer to.

1. Long enough to process it (1.3)……….

2. Where the wires crossed (1.7)……….
3. Which was capable of being (1.9)……….
4. By their receptive addresses (1.12)……...
5. This has been made possible (1.6)………
6. Which revolutionized the computer field (1.21)……….
7. Each one capable of storing one bit (1.25)……….
8. Of the circuits etched on it (1.26)……….
9. It produces magnetic bubbles (1.37)……...
10. Of which represents one bit (1.38)……….

5. Understanding Words
Refer back to the text and find synonyms for the following words.

1. Said (1.1)…………mentioned...
2. Own (1.2)… .............. respective…
3. Progress (1.17)…………...advances….
4. Keeping (1.33)…………...retaining….
5. Appropriate (1.42)…………...suitable…..

Now refer back to the text and find antonyms for the following words.

6. Neither … nor (1.1)…………...either or…..

7. Bypassed (1.2)…………...passed through……
8. Increased (1.17)…………...reduced…..
9. Not producing (1.33)…………...creating…..
10. Don’t use up (1.42)… .............. consume…

6. Words Forms
First choose the appropriate form of the words to complete the sentences. Then check the
differences of meaning in your dictionary.

1. Alteration, alter, altered

a. When a program doesn’t work properly, it is often necessary to make…alteration… to it.
b. The omission of data from a program can……alter… .... its results drastically.
c. The use of the computer in business has……altered… the workload of many people.

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2. Electricity, electric, electrical, electrically
a. A lot of……electricity…….is needed to operate large computer systems.
b. Alexander Graham Bell invented the……electric………light bulb.
c. Many students today are studying to become…electrical… ........... engineers.

3. Reduction, reduce, reduced

a. The introduction of the computer in the workplace has…reduced………..the workload of
many people.
b. There will probably be a great………reduction…….in the consumption of oil in the next
decade due to the use of computer technology.

4. Creation, create, created, creative

a. A programmer usually has a…creative… ........ as well as a logical mind.
b. It takes a lot of inspiration and hard work to come up with a new……creation… ..... in
computer technology.
c. Computers have certainly ………created… .... few opportunities for fraud.

7. Content Review
Use the information in the text on ‘Types of Memory’ to complete the table.

Type Developed Size Composition Memory

Capacity
1. Large 80,000 bits

2. Integrated circuits on
non-metallic element

3.

8. Focus Review

Focus G Time sequence

Complete the following table by referring back to the text on ‘Types of Memory’.

Para Time Sequence Marker Information

[2] The computer had memories up of a kind of grid of fine vertical

and horizontal wires
[2] computers had a capacity of around 80,000 bits

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[2] whereas it is not surprising to hear about computers with
a memory capacity of millions of bits
[2] core memory dominated the market

[3] there was further development which

revolutionized computer field

Focus I Adding information

Complete the following sentences by referring back to the text on ‘Types of Memory’.

1. In the 1970s there was a ………further…………. development which revolutionized the

computer field. (Para. 3)
2. ……moreover……………., the size of the components containing the circuitry can be
considerably reduced… (Para. 3)
3. …………another……….development in the field of computer memories is bubble memory.
(Para. 4)

Focus J Giving an explanation or a definition

In texts similar to those in this book, authors often give definitions to new or unfamiliar terms, or
vocabulary items and concepts, or ideas specific to the subject being discussed. Not only are
definitions given, but explanations are often supplied, either implicitly or explicitly, to avoid
confusion in the mind of the reader.

1. Some expressions or markers used to define or explain a statement explicitly are:

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‘Means’ by We mean*

‘Is taken to be’ by Is meant*

‘Denotes’ In other words

‘Refers’ to is defined as That is (to say)*

* occurs in initial position

Examples:
 The term computer refers to the processor plus the internal memory.

 A chip is defined as a tiny square piece of silicon upon which several layers of an integrated
circuit are etched or imprinted, after which the circuit is encapsulated in plastic, ceramic, or
metal.

 By peripherals we mean those devices which are attached to the computer.

2. There are other methods used to define or explain, depending on the style used. One very
common method is to give the term being defined and say what it is without repeating the
term, i.e. X is/are Y.
Examples:
 A computer is an electronic device.
 Tapes and disks are memory devices.
 Printers are output devices.

3. Another very common method is to use the same pattern as in 2 above and also give some
distinguishing characteristics.
Examples:
 A computer is an electronic device which/that processes information.
 Tapes and disks are memory devices which/that can be stored away for future use.
 A programmer is a person who prepares programs to solve problems.

N.B. The relative pronouns used in this type of definition will be who or that for people, when
for a period of time, where for place or location, and that or which for things.

4. One of the most frequent forms of definition or explanation is to use two nouns (or noun
phrases) in apposition, separated by commas.
Examples:
 Computers, electronic devices for processing information, are now used in practically every
aspect of life.
 Systems software, programs, directs the computer to perform tasks.

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 Turnkey systems, complete hardware/software products, may be provided along with the
hardware by a systems supplier.

Exercise 1
Study the following definitions. A definition usually includes all three parts: the term to be
defined, the group it belongs to, and the characteristics which distinguish it from other members
of the group.

TERM GROUP CHARACTERISTICS

A core is a ferrite ring which is capable of being

either magnetized or demagnetized
Silicon is a nonmetallic element with semiconductor characteristics

Now analyze the following definitions and identify the different parts by highlighting the
term; by underlining the group once, and by underlining the characteristics twice.

1. A computer is a machine with an intricate network of electronic circuits that operate switches
or magnetize tiny metal cores.
2. An abacus is a bead frame in which the beads are moved from left to right.
3. Input is the information presented to the computer.
4. The term computer includes those parts of hardware in which calculations and other data
manipulations are performed, and high-speed internal memory in which data and calculations
are stored during actual executions of programs.
5. A system is a good mixture of integrated parts working together to form a useful whole.
6. Large computer systems, or mainframes, as they are referred to in the field of computer
science, are those computer systems fund in computer installations processing immense
amounts of data.
7. Although there is no exact definition for a minicomputer, it is generally understood to refer to
a to a computer whose mainframe is physically small, has a fixed word length between 8 and
32 bits, and costs less than $100,00 for the central processor.

In today’s lesson, we read about types of memory to be found in a computer. We did

comprehension exercises, scanning for information vocabulary exercise and content review
exercises and we finally looked at how language functions operate in English. With this we come
to the end of the lesson.

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Lesson -20

Reading: Classifying, Cause and Effect Relationship

In today’s lesson, you are going to read about Steps in Problem Solving. We will follow the
usual pattern of reading followed by comprehension exercises, scanning for information,
vocabulary and content review exercises. This will be followed by exploring the ‘Cause Effect
Relationship’ between texts and working with language for ‘Classifying’ in English.

Steps in Problem Solving:

Can a computer solve problems?
It is a machine that carries out the procedures which the programmer gives it. It is the
programmer then who solves the problems. There are a few steps that one has to follow in
problem solving:
Step 1: The programmer must define the problem clearly. This means that he or she has to
determine, in a general way, how to solve the problem. Some problems are easy, while others
take months of study. The programmer should always start by asking: ‘Do I understand the
problem’.

Step 2: The programmer must formulate an algorithm, which is a straightforward sequence of

steps of instructions used to solve the problem. Constructing an algorithm is the most important
part of problem solving and is usually time-consuming. An algorithm can be described by a
flowchart, which may be stated in terms of a sequence of precise sentences, or a block diagram.
The latter is a diagrammatic representation of the sequence of events to be followed in solving
the problem. The relationship between the events is shown by means of a connecting arrow. A
block diagram can show if a process has to be repeated or if there are alternative routes to be
taken.

Step 3: The programmer must translate the algorithm or flowchart into a computer program. To
do so, he or she writes detailed instructions for the computer, using one of the many computer
languages available and following the exact sequence of the flowchart algorithm. The program is
usually written on coding sheets which have a specific format drawn on them.

Step 4: The programmer must then keypunch the program, or give the coding sheets to the
keypunch operator to do it. The program is either punched on cards or entered into the computer
at a terminal with a visual display unit.

Step 5: The program must then be tested. To do so, the computer operator puts the deck of cards
in the card reader and presses the ‘read’ button. This transfers the information to the memory of
the computer. Next, a printout shows if the program works or if it has errors (called bugs). If the
programmer is using a terminal instead of cards to enter the instructions it is possible, with the
aid of a few commands, to store the program in the memory of the computer and get a printout.

Step 6: The last step is to add the data to the program and run the job completely. The computer
will then perform the calculations necessary to solve the problem. It will follow the instructions

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in the program to the minutest details. Therefore, one can say that the computer is a robot. It
doesn’t think, but simply does what it is told.

Exercises
1. Main Idea
Which statement best express the main idea of the text? Why did you eliminate the other
choices?
1. Constructing an algorithm is the basic step in solving a problem.
2. Solving problems becomes easier if certain steps are followed.
3. The computer does what the programmer tells it to do.

2. Understanding the Passage

Decide whether the following statements are true or false (T/F) by referring to the information in
the text. Then make the necessary changes so that the false statements become true.

1. The computer is a great help to people because it solves their problems. F

2. All problems are equally difficult to solve. F
3. An algorithm is a sequences of instructions used to solve a problem. T
4. The most important part of problem-solving is defining the problem clearly. F
5. Block diagrams cannot show relationships. F
6. Coding sheets are used for writing programs. T
7. Punched cards are the only way of transferring the program to the computer memory. F
8. If the data is not added to the program, the computer cannot perform calculations. T
9. It is a good idea to test the program before adding the data. T
10. A computer is very intelligent. It is capable of thinking. F

3. Locating Information
Find the passages in the text where the following ideas are expressed. Give the paragraph
references.
…P4….. 1. Programs are usually written on certain lined forms.
…P3…… 2. A block diagram can show decisions with two different outcomes.
…P1…… 3. The programmer is the one who solves the problems.
…P6…… 4. Even if the programmer is using a terminal instead of cards, it is possible to get
permanent copy of his program.
…P2……5. Not all problems are of the same level of difficulty.
4. Contextual Reference
Look back at the text and find out what the words in bold typeface refer to.

1. It is a machine (l.1)…computer………..
2. Which the programmer gives it (l.2)…procedure…..….
3. Who solves the problems (l.3)…programmer.…..
4. Which may be stated (l.14)…flow chart…….
5. The latter is a diagrammatic representation (l.15)…blocked diagram…….…
6. Operate to do it (l.27)…key punch the program
7. This transfers the information (l.32)…reading cards through card
readers

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8. Or if it has errors (l.33)… ........... program….
9. It will follow the instructions (l.40)………computer…….
10. Does what it is told (l.42)………computer…….

5. Understanding Words
Refer back to the text and find synonyms for the following words.
1. Construct (l.10)……formulate………………
2. Takes a lot of time (l.13)…………time consuming…………
3. Exact (1.15)…………precise…………
4. Mistakes (l.34) ………………bugs……
5. Help (l.35)………………aids…….

Now refer back to the text and find antonyms for the following words.

6. Ambiguously (l.5)………clearly…………..
7. Specific (l.6)……general……………..
8. Partially (l.39)………completely…………

6. Word Forms
First choose the appropriate form of the words to complete the sentences. Then check the
differences of meaning in your dictionary.

1. Procedure, proceed, proceeding

a) The machine carries out the……procedure… ..........................which the programmer gives it.
b) You should …………………proceed… ................. with care when using a calculator.

2. Program, programmer, programmed, programming

a) I would like to ……program .................... in COBOL.
b) There were quite a few errors in my……………program…………..
c) My calculator is ……………programmed… ......... it plays a tune on the hour.
d) Fortran is one of the many ……………programming………… languages available on the
market.
e) Computer…………programming… .........is a new field of study at the university.
f) He is a good ……………programmer………… because he always constructs algorithm for
his problems.

3. Relationships, Relate, Related

a. The first two steps in your program are not ……related…………………. they are basically
different.
b. In a flowchart the………relationship…………………between events is shown by means of
connecting arrows.
c. Assembler is one example of a machine……………………………….

4. Code, coding
a. Do you have any …coding… ................................... Sheet left.
b. I have to ……………code… ................. my program.

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c. Assembler is one example of a machine……code…………………………..

5. Printer, Printing, Print, Printed

a. …………print……………… your name and address in block letters.
b. ………………printing… .............. was introduced by Gutenberg in Germany.
c. The quality of the …………printed… ................. output from a daisy wheel printer is superior
to that from a dot matrix.
d. …………printers………………provided a hard copy of the results of data processing
operations.

7a. Content Review

Try to think of a definition for each of these items before checking them in the Glossary. Then
complete the following statements with the appropriate words. Make sure you use the correct
form, i.e. singular or plural.

Algorithm coding sheets flowchart

Robot printout bugs

1. Special forms which are usually used for writing programs are called …coding
sheets…………….
2. Another word for program errors is…………bugs…..
3. A number of steps used in solving a program is called a …algorithms………………..
4. A machine which is incapable of thinking but follows instructions is called a
…robot…………..
5. A ……………flow chart .....................is either a group of exact sentences to solve a problem
or a block diagram.

7b. Control review

Solving a problem is a process involving various steps. Complete the following diagram to show
the sequence of these steps.

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8. Focus Review

Focus On: Cause and effect/result

The following sentences were taken from the text on ‘Steps in Problem Solving’. While reading
these sentences underline the cause once, the effect/result twice, then circle the causal-
effect/result marker.
1. If the programmer is using a terminal instead of cards to enter his instructions, he can, with the
aid of a few commands, store the program in the memory of the computer and get a printout.
2. The computer will follow the instructions in the program to the minutest details. Therefore,
one can say that the computer is a robot.

Classifying
The term ‘classification’ means to separate objects from one another. The simplest classification
divides things into those that show groups of characteristics that are shared and those that are
not. For example, one would not place fish and birds together in the same class with trees.
Classification usually goes from general to specific and is essential in attempting to make sense
out of things around us.
Classification, then, is a process of bringing order out of confusion by breaking down the general
topic into its related parts in a logical way. Outlining is very closely related to classification,
because it organizes information in a logical fashion, going from general to specific, or from
least important to most important, or from specific to general.

1. From General to Specific

There are several ways to expressing each of these relationships. By focusing on the large or high-
level category and talking about its parts, that is, from general to specific, the following
expressions can be used:

is is made up of

can be divided into is composed of

is of comprises

has consists of
includes

A general to specific classification will usually have singular main verbs, unless two or more
things are being analyzed simultaneously.
Examples:
1. The CPU is divided into three parts: the control unit the arithmetic-logical unit, and
memory.
1. The CPU has three parts: the control unit, the arithmetic-logical unit, and memory.
2. The CPU includes three parts: the control unit, the arithmetic-logical unit, and
memory.

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 3. The CPU is made up of three parts: the control unit, the arithmetic-logical unit, and
memory.
4. The CPU is composed of three parts: the control unit, the arithmetic-logical unit, and
memory.
5. The CPU consists of three parts: the control unit, the arithmetic-logical unit, and
memory.

2. From Specific to General:

A specific to general classification, what the smaller (or lower-level) components make when
they are put together, usually has the following expressions:
are…. of constitute
make up may be
form can be
A specific to general classification will have plural verbs, because two or more lower-level
categories are the focus of classification.
Examples:
1. The control unit, the arithmetic-logical unit, and memory are the three parts of the CPU.
2. The control unit, the arithmetic-logical unit, and memory are the three parts that make up
the CPU.
3. The control unit, the arithmetic-logical unit, and memory are the three parts that form the
CPU.
4. The control unit, the arithmetic -logical unit and memory are the three parts that
constitute the CPU.
5. The control unit, the arithmetic-logical unit, and memory together are classified as the
CPU.
N.B. The active/passive pairs such as made up and make up are not interchangeable.

Example:
The CPU is made up of the control unit, the arithmetic-logical unit and memory (from general to
specific).
Not: ‘The CPU makes up the control unit, the arithmetic-logical unit, and memory.’
Not: ‘The control unit, the arithmetic-logical unit, and memory are made up of the CPU.’
Finally, understanding classification is important for understanding and recognizing definitions.

Exercise 1
A computer has four basic components: input, processor, memory, and output. The CPU consists
of two parts: the …………control unit… ..............which directs and controls the signals and
commands inside the processor, and the ………arithmetic-logical… .................unit which does
the arithmetic operations and the decision-making operations. While the …control
unit………….….……is made up of a ………register…….……., a ………decoder… ............. ,
a……counter………………. and a…………clock……………, the …ALU… ........................... is
composed of ……registers………….., a………binary adders… .............. and
…circuitry……………..,which compares information and makes decision based on the results
of the comparisons.
In a computer, internal memory or ……primary memory…..................... refers to the storage
location inside the computer, whereas………secondary memory… .................. refers to the

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storage embodied in the peripherals…………core… ........... can be divided into three
types:……chip……………………., ………………… and ………bubble… ............. on the other
hand may be grouped as ……secondary memory………… (….................... ) or
……sequential…………….. (…................. ).
The …………tape ……………. devices can be either a ………random access…......... , a
…………disk………, a……input………. or a …card reader… ...................... These devices enter
the information into the computer. After the processor has operated on it, the …tape
drive… ..........................devices display the results of the computations on either a
……………disk drive……… or a ……terminal… ... or store them on tape or disk for future use.
These devices enter the information into the computer. After the processor has operated on it, the
……………output………. devices display the results of the computations on either a
………printer…………… or a …terminal… .... or store them on tape or disk for future use.

Exercise 2
Using the diagram below, complete the paragraph that follows.

A
computer system
CPU

A computer has four basic Components: input, processor, memory, and output. The CPU consists
of two parts: the which directs and controls the signals and commands inside the
processor, and the unit which does the arithmetic operations and the decision making
operations. While the is made up of a a , a , and a
,the is composed of , a and , which
compares information and makes decisions based on the results of the comparisons.
In a Computer internal memory or refers to the storage locations inside the computer,
whereas refers to the storage embodied in the peripherals can be divided into
three types: , and .
on the other hand may be grouped as ( ) or (
).
The devices can be either a , a , a or a
.

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These Devices enter in information into the computer. After the processor has operated on it, the
devices display the results of the computations on either a or a , or
store them on tape or disk for future use.

Answer:
A computer has four basic components: input, processor, memory, and output. The CPU consists
of two parts: the Control unit which directs and controls the signals and commands inside the
processor, and the arithmetic- logical which does the arithmetic operations and the decision
making operations. While the Control unit is made up of a register, a decoder, a counter, and a
clock, the_ ALU_ is composed of registers, a binary adder and Circuitry, which compares
information and makes decisions based on the results of the comparisons.
In a computer, internal memory or primary memory refers to the storage locations inside the
computer, whereas secondary memory refers to the storage embodied in the peripherals. Primary
memory can be divided into three types: core, chip and bubble.
Secondary memory, on the other hand, may be grouped as sequential ( tape ) or random
access ( disk ).
The input devices can either be a card reader, a tape drive, a disk drive or a terminal.
These devices enter information into the computer. After the processor has operated on it, the
output devices display the results of the computations on either a printer or a terminal, or store
them on tape or disk for future use.

In today’s lesson you read about steps involved in ‘Problem Solving’. We followed the usual
pattern of reading followed by comprehension exercises, scanning for information, vocabulary
and content review exercises. This was followed by exploring the ‘Cause Effect Relationship’
between texts and working with language for ‘Classifying’ in English.

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Lesson -21

Reading: Presenting Information Graphically

In this lesson, we will read about presenting information graphically through a flowchart. We
will do exercises based on flow charts and read about constructing flow charts.

Flowcharting: So far, we have dealt mainly with computers, but now it is imperative that we
find out how a program is written. In all activities involving computers, it is necessary that the
programmer is aware of what the machine is doing and what a program is supposed to do. As
previously mentioned flowcharting, one of the steps in programming, indicates the logical path
the computer will follow in executing a program; it is a drawing very much like a road map.
Flowcharting is not restricted to the preparation of programs in a particular language and should
be done for each major problem before the writing of the program is attempted.
If the finished program does not run as it should, the errors are more easily detected on the
flowchart than in the maze of words, characters, and numbers that make up the computer
program. In order to develop a flowchart successfully, a programmer should be aware of the
sequence of steps needed to obtain a correct solution to a problem.

There are two ways of making a flowchart: the freehand version and the neater, more readable
version. In the former version, the graphic outlines are simply jotted down as the steps of the
program are worked out. This is quite satisfactory if the flowchart is not intended to be kept as a
permanent record. However, if a permanent, neater and more readable flowchart is needed, the
latter method whereby a template, a sheet of plastic with all the flowcharting symbols cut into it,
is used.

The following symbols should be used for the purpose of uniformity. The first and last symbol is
. This is terminal symbol which indicates the beginning or the end of a program.
The word ‘START’ must be inserted inside the figure if it is the beginning of the program and
‘STOP’ if it is the end of the program.
The figure in the form of a parallelogram is used as an input/output symbol. It indicates that
something is either brought to or taken form the program. The rectangular symbol stands for
processing and indicates a place in the program where action is taken. In a program, to indicate
that a decision has to be made, the diamond shaped symbol is used. The decision is usually in the
form of a question that must be answered by either ‘yes’ or ‘no’. Finally, the arrows are used to
show that the flow or direction in which the different actions in the program are performed.

It should be noted that flowchart is not a program, but only a step in the preparation of a
program, and is used in determining how to step up and write the program. However, if the
problem is not understood, neither the flowchart nor the program can be done correctly. It is
possible for two programmers working separately to write programs to solve the same problem
and come up with flowcharts and programs that may be altogether different.

After a program has been worked out, it is usually written down and kept with a copy of the
flowchart along with detailed instructions for the use and interpretation of the program. This

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procedure is part of what is referred to as program documentation. If documentation isn’t
available, it is always possible to work backwards and make a flowchart from an application
program. It may be necessary to create a new flowchart, when the original one is missing, to
understand the program for which it was a preparatory step. Flowcharting is one of the first
things a student programmer is taught, because a flowchart shows how a person thinks about a
problem. In other words, it is through this that a new programmer reveals his or her logical and
analytical ability, which is a must in programming.

Exercises

1. Main Idea
Which statement expresses the main idea of the text? Why did you eliminate the other choices?
1. Every programmer must know how to flowchart.
2. Program documentation specifies what the program is supposed to do.
3. Flowcharting is a basic step in programming.

2. Understanding the Passage

Decide whether the following statements are true or false (T/F) by referring to the information in
the text. Then make the necessary changes so that the false statements become true.

1. A good flowchart takes into account the steps which are necessary to solve the
problem.
2. It is not possible to draw a flowchart without using a template.
3. There is only one possible flowchart for every problem.
4. Every programmer must learn flowcharting and realize its importance.
5. The method of flowcharting depends on the programming language being used.
6. Flowcharts show the logic one has to follow to solve problem.
7. Documenting a program is essential in explaining what the program is
supposed to do.
8. If the flowchart is correct, the program will certainly work.
9. Each symbol in flowcharting has a specific meaning.
10. Flowchart can show processes, but not decision.

Answer:

1. A good flowchart takes into account the steps which are necessary to solve the
problem. T
2. It is not possible to draw a flowchart without using a template. F
3. There is only one possible flowchart for every problem. F
4. Every programmer must learn flowcharting and realize its importance. T
5. The method of flowcharting depends on the programming language being used. F
6. Flowcharts show the logic one has to follow to solve problem. T
7. Documenting a program is essential in explaining what the program is
supposed to do. T
8. If the flowchart is correct, the program will certainly work. F
9. Each symbol in flowcharting has a specific meaning. T

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 10. Flowchart can show processes, but not decision. F

3. Locating Information
……….. 1.A programmer must document his program in order that others may be able to
understand it.
……….. 2. Flowcharting resembles a map.
……….. 3. Flowcharting shows the logical ability of a programmer.
……….. 4. There is more than one way of flowcharting.
……….. 5. A certain symbol is used to indicate if a question is to be answered ‘yes’ or ‘no’.

Answers:
…P5... 1.A programmer must document his program in order that others may be able to
understand it.
…P1 ... 2. Flowcharting resembles a map.
…P6 ... 3. Flowcharting shows the logical ability of a programmer.
…P2 ... 4. There is more than one way of flowcharting.
…P3... 5. A certain symbol is used to indicate if a question is to be answered ‘yes’ or ‘no’.

4. Contextual Reference
Look back at the text and find out what the words in bold typeface refer to.

1. Does not run as it should (l.10)……………….

2. In the former version (l.16)……………….
3. This is quite satisfactory (l.18)……………….
4. The latter method (l.20)…….…………
5. Flowcharting symbols cut into it (l.21)………………
6. Which indicates the beginning (l.23)………………
7. It indicates that something (l.27)……………….
8. That may be altogether (l.40)… ..................... different
9. The original one is missing (l.48)………………
10. Which is a must in programming (l.53)………………

Answer:
1. Does not run as it should (l.10)………program….
2. In the former version (l.16)…………freehand version….
3. This is quite satisfactory (l.18)……… graphic jotting down outlines ……….
4. The latter method (l.20) ............. neater readable version…
5. Flowcharting symbols cut into it (l.21)………………sheet of plastic used….
6. Which indicates the beginning (l.23)… ............ symbol…
7. It indicates that something (l.27)……………….figure….
8. That may be altogether (l.40)… ..................... flow chart and program…
9. The original one is missing (l.48)… ................ flowchart…
10. Which is a must in programming (l.53)… .......... logical analytical ability …

5. Understanding Words

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Refer back to the text and find synonyms for the following words.

1. Route (l.6) ……………………

2. Try (1.9)……………………
3. Answer (l.14)…………………..
4. Put in (l.25)…………………..
5. Show (l.52)…………………..

Now refer back to the text and find antonyms for the following words.
6. Unlimited (l.7) ……………………
7. Undiscovered (1.11)……………………
8. Temporary (l.19)…………………..
9. Inaccessible (l.45)…………………..
10. Illogical (l.53)…………………..

6. Word forms
First choose the appropriate form of the words to complete the sentence. Then check the
differences of meaning in your dictionary.

1. Involvement, involve, involved, involving

a. In most operations ……………………..calculations, computers can do the job much faster
than man.
b. Flowcharting ……………………… a logical analysis of a problem and a diagrammatic
representation of the sequence of events to be followed in solving the problem.
c. The ...................................... of the new programmer in the user’s group was appreciated by his
manager.

2. Correction, correct, corrected, corrective, correcting

a. It is always a good approach to .............................. the errors in your program before running it
with the data.
b. In order to develop a good flowchart, a programmer should be aware of the sequence of steps
needed to obtain a ..................................... solution to a problem.
c. He submitted the ....................................... version of the program to be keypunched.

3. Process, processed, processing

a. The Central ....................................... Unit is responsible for executing the programs.
b. A block diagram can show if a ................................ Has to be repeated or if there are alternative
routes to be taken.
c. The applications of all the new students were....................................... by the computer.

4. Performance, perform, performed, performing, performer

a… .................................. is a verb used quite often in COBOL programming.
b. Data processing refers to the operations which are .................................... on the data either to
derive information from them or to order them in files.
c. The …………………… of the computer salesman was measured by the number of units he
sold.

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5. Documentation, document, documented, documenting
a. a program is essential so that other programmers can understand it.
b. It took the programmer one week to complete the .................................. of the programs in the
new system.
c. The payroll package we purchased is very well…………………………….

7a. Content Review

Try to think of a definition for each of these items before checking them in the Glossary. Then
complete the following statements with the appropriate words. Make sure you use the correct
form, i.e. singular or plural.

Executing Terminal Rectangle

Template Parallelogram Diamond
Documentation
1. The information describing what a program can do and what a program can do and what the
results mean is referred to as ……………..……………..
2. It is advisable to test the program without data before ........................................... it.
3. A piece of plastic with different shapes used for flowcharting is called a ……………….
4. Data used as input must be indicated with a ………………………………….
5. The symbol which marks the beginning and end of a program is called the .......... symbol.

7b. Content Review

Problem 1
Study the following flowchart, which shows the procedure followed in calculating an employee’s
salary.

In the following paragraph based

on the flowchart above, fill in the
blanks with the proper
connectives. Use these words: but,
that is, then, if, to begin with,
after, first, finally, next, before,
and in other words.

In calculating an employee’s
salary, a computer must go
through a number of operations in
a logical manner.
………………..it must read the
number of hours worked and the rate of pay for each hour worked ..............................................it
must calculate the gross salary; .............................. multiply the hours work by the rate of pay for
each hour worked… ............... doing these two operations it must find out whether the employee
has worked overtime or not.

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8. Focus Review
Focus on: Cause and Effect
Read again ‘Flowcharting’ to complete the table below
Making predictions:

A prediction is a statement about a particular subject which is related to a prior condition being
fulfilled. It is a special kind of inference in which we tell in advance what we think will happen
in the future. It is therefore impossible to predict without having any knowledge of an existing
condition.
By examining existing data, a logical conclusion can often be logically drawn about what is
likely to happen next. Predictions of results based on existing conditions can be expressed as
different levels of certainty. They are not absolute and can change according to context. For
example,
1. Certainly (100%) can be expressed by:

Will (definitely, certainly)

Certain, sure
Without a doubt, without question

2. Probability (75% - 90%) can be expressed by

Probable, probably (75%)
Like (75%)
Most probable, most probably,
Highly probable, most likely,
Highly likely (90%)

3. Possible can be expressed by:

May (not), might (not) can,
Could, possible, possibly,
Perhaps

4. Improbability (25%), 10%) can be expressed by:

Improbable, unlikely (25%)
Doubtful, questionable (25%)
Probably not (25%)
Most/highly improbable
Unlikely (10%)
Most/highly doubtful
Questionable (10%)
Most probably not 10%

5. Impossibility (0%) can be expressed by:

a. present or future
Cannot, could not
Not possible, impossible
b. past

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 Could not
Not possible, impossible

When a necessary condition exists in process, the following expressions are used:
For Y to occur/happen/take place {x must be present or there must be Y, Y depends on X}
In a condition-prediction relationship, the statement of condition is preceded by ‘if’; no matter to
what degree of certainty the prediction is expressed.
Also the verb tenses are important to note because a distinction between the statements of
condition which is made in the present must relate to the events of the prediction which will
happen in the future.

Examples:
1. The rate at which computer technology is growing, today’s computers might be
obsolete by 2005 and most certainly by 2010.

CONDITION PREDICTION

The rate at which computer today’s computers might

technology is growing be obsolete by 2005 and
most certainly by 2010
2. If we couldn’t feed information in and get results back, computers wouldn’t be of much use:

CONDITION PREDICTION

If we couldn’t feed computers wouldn’t be of

information in and get much use
results back,

3. If the hammer in drum printers hits a little early or late, the characters will appear slightly
above or below the line.

CONDITION PREDICTION

If the hammer in drum the characters will appear

Printers hits a little early or slightly above or below the
late, line

Exercise:
Read the following sentences and underline the part that expresses a condition, once; and the part
expressing a prediction, twice.

1. It has been said that if transport technology had developed as rapidly as computer technology,
a trip across the Atlantic Ocean today would take a few seconds.

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2. Working for the U.S. Census Bureau, Dr. Hollerith realized that unless some means of
speeding up the analyses of census data were found, it would take more than ten years to
complete the job.
3. If the hammer in train printers hits a little early or late, the character will appear slightly to the
right of its proper position.
4. Mainframes would still be occupying a lot of space if it weren’t for microminiaturization.
5. If computer technology continues growing at the rate it has, bubble memory will soon replace
the chip.

In today’s lesson we read about flowcharting followed by comprehension exercises, scanning for
information vocabulary and content review exercises. We explored through exercises the
relationship between ‘Cause and Effect’. Finally, we looked at how to make predictions, what
language is to be used for making predictions.
With this we come to the end.

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Lesson -22

THE COMPOUND - COMPLEX Writing: Sentence Types

Until now the focus of our lessons has been on the development of your reading comprehension
skills but now the focus will shift to writing of sentences and paragraphs and grammar. In today’s
lesson we will look at different sentence types.

Sentence Types:
Despite the wide availability and use of computers, word processors and electronic
communication devices, most of us still communicate with one another by exchanging written
and spoken words. And we naturally want to express ourselves as well as possible. We want to be
able to communicate our thoughts to others accurately, convincingly, and of course, gracefully.
Thinking, speaking and writing are closely related to each other. If you are familiar with the
essential rules of good English and think clearly, you will speak and write with confidence - the
confidence that comes from a sense of having mastered the rules and conventions which must be
followed in all acceptable writing.
2You as a student interested in writing in English will have to learn and master these rules and
conventions if you are to communicate your thoughts successfully. These rules and standards are
important. Until you have grasped them well, you will be handicapped, for you will lack the
tools of the craft of writing.
Remember, writing does not come of itself. It is a skill, a learned skill. It’s a specialized skill
which needs a lot of practice. Writing in a foreign language is not easy, even native speakers
found it extremely difficult to express themselves, and for foreign learners of English like you
and me, it is all the more difficult. But with knowledge and practice one can learn to write well.
Good writing depends on knowledge of three things:
i) Rules of grammar-syntax
ii) Rhetoric and
iii)Composition.
Grammar: deals with the parts of speech, with the variations in the form of words when used in
different constructions, and with the relationship between different words within the sentence
(syntax). You will also discover that the rules of grammar are quite definite and at the same time
you will find that under certain circumstances, a form of a word is correct and other forms are
incorrect grammar. Grammar concerns all the rules of language use. It classifies words into all
sorts of categories and describes the peculiarities of each category. Grammar has many
categories and specifies each category by a term or name which enables us to recognize it. The
English language has 8 parts of speech – the different kinds of words used for different purposes
in a sentence. You are familiar with the 8 parts of English speech – Noun Verb Pronoun,
Adjective, Adverb, Proposition, Conjunction, and Interjection. In addition to the 8 parts of
speech there are other terms that you must become familiar with in order to understand and write
effective sentences. There are 4 kinds of words that are two parts of speech combined into one,
these are: participle, gerund, infinitive and relative adverb.

1. Participle:
It is a verb and adjective combined e.g. the retired headmaster distributed the prizes.
Gerund: is a verb and noun combined; e.g. She is thinking of leaving her job.

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Infinitive: is also a verb and noun combined. e.g. She wishes to deposit the money.
Relative Adverb: is partly an adverb and partly a conjunction e.g. I was relieved when the
program ended. Besides knowledge of grammar, the other two things required for good writing
are Rhetoric which deals with the choice of words and their effective arrangement and
Composition, which is ‘putting together’ of parts to form a whole: words into sentences,
sentences into paragraphs and paragraphs into longer units. This arrangement is essential to all
writing.
The rules of rhetoric and composition, which are less rigid than the rules of grammar, provide the
standards of good writing. Remember these rules of good English are the result of generations of
experiments in the art of using words for communication.
Even messages composed on word processors, for instance, are texts constructed of words and
sentences according to the rules and usages of English grammar, spelling and punctuation.
Writing then is a means of communication as well as self-expression. In most cases, students are
capable of communicating their ideas, knowledge, experiences and opinions. But almost
everyone, no matter how accomplished in communicating with others can benefit from help or
advice in improving his/her communication skills.

The tools of writing are

(i) Knowledge of rules of grammar & syntax, usage, punctuation
(ii) Knowledge of vocabulary & conventions of use.
Having said that I would like to remind you that good writing depends upon more than
grammatical correctness, Sentences, paragraphs and longer compositions may follow
grammatical rules accurately and may still not be effective. Ability to write well comes down to
how well you construct sentences. You can have the cleverest of ideas but if you have no control
over your sentences the results will be disappointing.

Control over sentences means the ability to employ different kinds of sentence patterns or forms.
Our students are generally weak in sentence structure. In the coming weeks you shall have
practice in sentence construction. A sentence is a group of words containing a subject (Noun or
Noun equivalent) and a verb (action or state of being) in which something is expressed about
something else. The sentence is the equivalent in words of the complete thought from your mind,
and it is with sentences i.e. complete thoughts that we compose paragraphs from which we
construct essays, letters, reports, books, etc….

In order to write well you must be able to construct good, effective sentences. In today’s lesson
you will learn about types of sentences and have practice in all types of sentences. Sentences can
be classified according to the way they are constructed and according to their purpose / meaning.
We will first consider sentences according to their meaning / purpose.
To make a statement, assertion or declaration:
e.g. He is a teacher. It is cloudy.
b. To ask a question. e.g. What day is it?
c. To issue commands. e.g. Go in
d. To utter exclamations. e.g. If only it would stop raining!
e. To offer greetings and other expressions which have no definite forms: e.g. Good morning.
Hello. Shut-up.

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II Sentences may be also classified according to their structure, which is determined by the kind
and number of clauses / statements in them. Depending upon how it is constructed, sentences in
English are either simple, compound, complex or compound - complex. So we can say these are
the four most basic kinds of sentences in English. We need to distinguish these four kinds of
sentences from each other.
The Simple Sentence:
(a) Any sentence, however long or short, that has only one subject - verb combination and
expresses a complete thought is a simple sentence consisting of one subject and one verb.
a) - Sparks fly upwards. (3)
- The tired, dirty and footsore tourists, straggled wearily across the bridge, up the hill, and
finally into the rest house. (20)
The second sentence contains 20 words, but, because it has one subject (tourists) and one finite
verb (straggled), it is classified as a simple sentence.
b) A simple sentence may have more than one subject. e.g.
- Lamb and Hazlitt wrote charming essays.
-Towels and bed sheets sway on the clothesline.

The Simple Sentence:

a) e.g. - Sparks fly upwards. (3)
- The tired, dirty and footsore tourists, straggled wearily across the bridge, up the hill, and
finally into the rest house. (20)
b) e.g. - Lamb and Hazlitt wrote charming essays.
-Towels and bed sheets sway on the clothesline.
c) A simple sentence may have more than one verb.
- The children splashed and squealed in the stream.
- They were born in the same year, 1950, attended the same university and wrote for the same
newspaper.
d) A simple sentence may even have several subjects and verbs. e.g.
- Every Saturday night, Shama, Salman and Minko go to the movies, eat at a Chinese restaurant
and play cards at the gymkhana club. (3 subjects & 3 verbs)

Practice 1:
Complete the simple sentences by filling in one or more subjects and one or more verbs.
1. is my favourite sport.
2. The batsman the ball.
3. The gave me the bill.
4. A suitcase off the van and into a ditch.
5. As it was raining the children indoors and cartoons on TV.
The Compound Sentence is made up of two or more complete thoughts e.g.
- Saima wants biryani for dinner, but she forgot to buy meat.
-His life was not an easy one, nor was it eventful.
Joining Words The following table explains all the joining words.
and means in addition
but - however
so - as a result
for - because

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yet - however
or is used to show alternatives
nor is used to show a second negative statement

Look at the following uses of the joining / co-coordinating words.

- The driver failed to signal, and he went through a stop sign.
- I was very tired, but I still had two hours of assigned reading.
- The meal was not well cooked, so we sent it back to the kitchen.
- She works at home, for she wants to be with her two young children
- My friend loves sewing, yet she decided to take to take up science in college.
- You can ride with us to the stadium, or you can go with someone else.
- Saad does not eat meat, nor does he eat fish.
Practice 2:
Use a comma and a suitable joining word to combine each pair of simple sentences into a
compound sentence. Choose from the following joining words.
And but so
1. The city sanitary workers are on strike. The streets are littered with garbage.
2. The computer was on. No one was working at it.

3. A storm was approaching, quickly. The mountain climber found shelter in a cave.
4. Dad likes coffee for breakfast. Mom prefers tea.
A complex sentence on the other hand, includes one independent statement (clause) and at least
one dependent statement, which cannot stand alone, e.g.
- When the century began, there were many noun coffee houses in the city (adverbial).
- Men who wanted to meet their friends visited these shops (adjectival)
-We know that these gatherings led eventually to the formation of a new political party. (Noun).

The second statement in the sentence is independent. It can stand alone as a simple sentence:
there were many coffee houses in the city. The first statement, however, cannot stand alone. It is
dependent - it depends on the rest of the sentence to complete the thought.
There are several ways in which a dependent statement (clause) may be used in a sentence -
adverbial, adjectival, noun.
- When the century began, there were many coffee houses in the city (adverbial).
- Men who wanted to meet their friends visited these shops (adjectival).
-We know that these gatherings led eventually to the formation of a new political party. (Noun)

- When the century began, there were many coffee houses in the city (adverbial).
- Men who wanted to meet their friends visited these shops (adjectival).
-We know that these gatherings led eventually to the formation of a new political party.
(Noun).

Dependent statements also begin with dependent words, such as although. They also include a
subject and a verb. e. g. In the sentence:
Although many nearby trees were uprooted, our house escaped the storm, (the subject of the
dependent statement is trees, the verb is “were uprooted”).
Now look at another sentence:

148
-As the mad man made demands on the phone, police surrounded the building.
-Although many nearby trees were uprooted, our house escaped the storm.
-As the mad man made demands on the phone, police surrounded the building.

This is also a complex sentence: one part can stand independently as a simple sentence:
Police surrounded the building. The other part of the sentence has a subject and a verb, but it
begins with a dependent word and cannot stand alone: As the mad man made demands on the
phone.
Here’s another complex sentence. See if you can spot the independent and dependent parts of the
sentence
- Ghazala will not sell her old gramophone even if she is offered a large sum of money.
Ghazala will not sell her old gramophone even if she is offered a large sum of money.

DEPENDENT WORDS: In the example you have seen, the words although, as, and even if
introduce statements that are dependent. There are various other dependent words also known as
subordinating conjunctions. Look at the previous examples again to understand how to punctuate
complex sentences.
- As the mad man made demands on the phone, police surrounded the building.
-Ghazala will not sell her old gramophone even if she is offered a large sum of money.

Punctuate
- As the mad man made demands on the phone, police surrounded the building.
-Ghazala will not sell her old gramophone even if she is offered a large sum of money.
List of some dependent words
After even
If unless where
Although even
Though until wherever
As if when
Whether
Because since whenever
While
Before though

Practice 3
Complete the following statements then underline the dependent statement/clause. Remember
every dependent should have a subject and a verb.
1. Didi cried .
2. Although , I was too tired to go for a swim.
3. Because I set my alarm for 4 a.m.
4. Asim did some research in the library
Practice 4: Combine the first two sentences into one sentence, and combine the last two
sentences into another sentence. Use any of the following joining words and dependent words.
Joining Words: and, but, so
Dependent Words: after, although, because, when
1. It had rained for many days.

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 The sum finally came out.
The children wanted a picnic.
The ground was too wet.
2. The teacher was late to class.
The classroom was quiet anyway
The students were reading their text books
They were taking an important test that day.
1. The Rawal Lake was impressive, but Shahid thought that Lake Saiful Malook was really more
beautiful than any other lake he had ever seen.
2. The crowd of labourers had been standing patiently in the water for three hours, and great
shout of relief arose when the rescuers finally appeared.
49
1. Didi cried when her son graduated.
2. Although I had finished my work, I was too
tired to go for a swim.
3. Because I had to leave for Sialkot the next
day, I set my alarm for 4 a.m.
4. Asim did some research in the library before
he wrote his term paper.
50
1. Didi cried .
2. Although , I was
too tired to go for a swim.
3. Because , I set my
alarm for 4 a.m.
4. Asim did some research in the library
.
51
Practice 4: Combine the first two sentences into one sentence, and combine the last two
sentences into another sentence. Use any of the following joining words and dependent words.
Joining Words and, but, so
Dependent Words after, although, because, when
1. It had rained for many days.
The sum finally came out.
The children wanted a picnic.
The ground was too wet.
(Use after to combine the first 2 sentences.)

2. The teacher was late to class.

The classroom was quiet anyway.
The students were reading their text books.
They were taking an important test that day.
(Use although to combine the first 2 sentences.)
(Use because to combine the last 2 sentences.)

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SENTENCE
Compound Complex sentences consist of a compound sentence (two or more independent
statements/clauses) and at least one dependent statement /clause. The following sentences are
samples of compound - complex sentences:
1. The Rawal Lake was impressive, but Shahid thought that Lake Saiful Malook was really more
beautiful than any other lake he had even seen.
2. The crowd of laborers had been standing patiently in the water for three hours, and great
shout of relief arose when the rescuers finally appeared.

Lesson Review:
1. In a compound sentence the statements / clauses are joined together by a
a. dependent word
b. comma and a joining word
c. semicolon

2. A dependent statement / clause includes a

a. dependent word
b. comma and a joining word
c. semicolon

3. Which sentence is a simple sentence?

a. The fire alarm sounded.
b. When the fire alarm sounded she was in bed.
c. The fire alarm sounded, and they evacuated the building

4. Which sentence is a compound sentence?

a. The room is painted yellow and it has big windows.
b. The book was very expensive so I didn’t buy it.
c. Terry seems unfriendly.

3. Which sentence is a simple sentence?

a. The fire alarm sounded.
b. When the fire alarm sounded she was in bed.
c. The fire alarm sounded, and they evacuated the building

4. Which sentence is a compound sentence?

a. The room is painted yellow and it has big windows.
b. The book was very expensive so I didn’t buy it.
c. Terry seems unfriendly.

5. Which sentence is a complex sentence?

a. Jack did a U-turn.
b. When Jack did a U-turn, his bike skidded.
c. Jack did a U-turn, and he fell off the bike.

6. Which sentence is a compound-complex sentence?

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a. The raindrops slide slowly down the window.
b. The bell rang six times, but no one answered
c. Because I heard a scream outside, I called the police.
d. When Bobby saw a rainbow he ran to get his camera and the rainbow disappeared.

In today’s lesson we worked on different sentence types. We looked at different kinds of

sentences and what makes them different. I hope you would be able to recognize sentences as
simple, compound and complex sentences. Moreover, that it will help you construct more
effective sentences.

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Lesson -23

Writing: Effective Sentences: Unity, Coherence, And Emphasis

We looked at different kinds of sentences in the last lesson, simple, compound and complex. In
this lesson, we will focus on writing effective sentences by looking at issues like the unity of a
sentence and the emphasis in a sentence.

Effective Sentences

What is it that makes sentences effective?

There are three elements which make for effectiveness in sentences: unity, coherence and
emphasis.
 By unity we mean that every part of a sentence/composition must contribute to one main
unifying thought.
 By coherence we mean that the various parts of a sentence/composition must follow one
another in an order which makes their relationship clear.
 By emphasis we mean that the most important parts of a sentence/composition must be so
placed that attention is directed toward them rather than toward less important parts.

I. Unity: A good sentence should have unity, that is, it must ex press one main idea. Although a
sentence may contain more than one fact, all the facts must relate to the main idea. E.g. the
models were all dressed in the latest fashions and many of them are unemployed. This sen tence
does not have unity. The first clause tells us about the model’s clothing, e.g. the models were all
dressed in the latest fashions and many of them are unemployed. While the second one mentions
unemployment; the two different ideas don’t belong to one another in one sentence. They should
be stated in two separate sentences. This sentence is a sample of a sentence that lacks unity.
Unity is violated in five ways:
(i) By combining unrelated ideas
(ii) Putting too many ideas / details in a single sentence.
(iii) Failure to complete an idea or grammatical construction
(iv) Subordination
(v) Parallelism

(i) Combining unrelated ideas e.g. The students at the college use a great deal of abusive
language and they are from all parts of the country.
(ii) Too many ideas or details put in a single sentence distract the reader from the main thought
of the sentence e.g. Reading his daily newspaper that morning, standing at the crowded bus stop,
the morning sun just lighting up the tops of the high buildings and making the sleepy-eyed people
shade their eyes, made a great impression on me.

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EXAMPLES

i. The students at the college use a great deal of abusive language and they are from all parts of
the country.
ii. Reading his daily newspaper that morning, standing at the crowded bus stop, the morning
sun just lighting up the tops of the high buildings and making the sleepy-eyed people shade their
eyes, made a great impression on me.

(iii) Failure to complete an idea or a grammatical construction: Such sentences are the result
of carelessness on the part of the writer who thinks that the reader will not object to filling in the
gaps in the thought e.g. -
 This is such a heavy chair.
 I was so pleased about the letter.
 The news is too wonderful.
All these expressions can be improved by adding a clause or substituting another word for such,
so and too. e.g.

 This is such a heavy chair that it is not easy to carry.

 I was so pleased about the letter that I ran to tell my mother.
The news is too wonderful to be believed. / The news is indeed wonderful.
Some clauses express complete thoughts and others do not. Those that express complete thoughts
are independent or main clauses, others are called dependent or subordinate clauses. Now if a
sentence contains not one single thought but a complete thought containing a number of
constituent thoughts, then you have to decide which of the several ideas is the main idea and
which ideas are subordinate and then so construct the sentence that the subordinate thoughts will
give emphasis to the main thought.

When you place the principal or main thought in a subordinate position unity of the sentence is
destroyed.
(Faulty) The fielder in the slips dropped the third catch, when the match was definitely lost.
(Improved) When the fielder in the slips dropped the third catch the match was definitely lost.
The fielder in the slips dropped the third catch, when the match was definitely lost (Faulty)

Consider these statements:

He was born of poor parents. He was obliged to work his way through college.
He graduated with honors at the heads of his class.
Two of these statements may be subordinated to the third.
Although he was born of poor parents and was obliged to work his way through college, he
graduated with honours at the head of his class.
He was born of poor parents. He was obliged to work his way through college.
He graduated with honours at the heads of his class.

Practice 1:
The following sentences can be improved by using the correct connectives and making the
subordinate thoughts give emphasis to the main thought.
1. I was reaching down to pick up my cap just as I saw the two snakes.

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2. We came within sight of the village when our car suddenly caught fire.
3. Because he has been to college is no sign he is cultured.
4. The main reason I left early was because I was bored.
5. Mr. Jamshed is the Vice President while the Saeed is the Secretary.

Practice 2:
The following sentences are lacking in unity. Improve them by adding details & changing words
where necessary.
1. The librarian was so discouraged about the lack of funds.
2. Our situation is too wonderful
3. Trying to work when my neighbour is playing his drum is such a problem.
4. The young ladies wore bright coloured socks and were kind hearted
5. She is so talented.
6. Computer courses have more appeal for the college student today.

We have seen that less important ideas must be made subordinate to the main idea of a sentence.
However, if two ideas are co-ordinate, they must be given equal rank in the sentence. This is
known as parallelism. Students very often use faulty parallelism. Great care must be used in the
matter of parallel structure. Nouns must be parallel to nouns, verbs to verbs, subordinate clauses
to subordinate clauses gerunds to gerunds, etc…..

The following sentences are examples of faulty constructions.

(a) She told me to look on the table and that I should tell her what I found.
(b) Seema’s job is reading books and to write book reviews.
(c) He was considerate, friendly, and people respected him.
(d) The couple want to travel extensively and new experiences.
(e) The professor drew attention to the beginning of the revolution and how it ended.
(f) Getting the groceries, taking the children to school and to feed the dog are his daily tasks.
NOTE 1: e.g. For lunch I had an apple pie and banana.

NOTE :(1) It is often necessary to repeat preposition or other words in order to make
parallelism clear. e.g. For lunch I had an apple pie and banana.
(Improved) For lunch I had an apple pie and a banana.

(2) Correlatives (either…or / not only…also) should be used only with parallel elements.
He not only likes tennis but also golf.
(Improved)
He not only likes tennis but also golf.

You must bear in mind that faulty parallelism is worse than no parallelism at all. You should use
parallelism freely in your sentences but should resist all temptation to force into parallel structure
clauses which are not parallel in thought.
Practice 3:

The following sentences contain errors in parallelism. Correct the errors.

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1. Swimming and to go fishing are my favourite sports
2. I both want exercise and to be amused.
3. He offered either to pay for it now or tomorrow.
4. Not only were they disappointed but also angry.
5. As we were unfamiliar with the route and because of approaching darkness, we decided to ask
for advice.
6. The boy’s face was streaked with dirt and his feet muddy.

II. So far we have looked at how the unity of sentences is destroyed. Now we shall turn to the
second element, coherence, which helps to create an effective sentence. A sentence has
coherence when the various parts follow one another in an order which makes their relationship
clear.
Correct handling of matters of unity, parallelism and subordination contributes to coherence.
When working for coherence there are 4 pitfalls which must be avoided at all costs. These are
weak, general or ambiguous reference of pronouns, split constructions, use of mixed
constructions and mixed figures of speech and needless shifting from one point of view to
another – all these destroy coherence in a sentence.

1. Reference of Pronouns: e.g.

(i) Ahmed saw Basit and Zahid yesterday and he said that he had the money. (ambig)
(ii) My aunt’s cat was crippled; and she was never the same again. (Ambiguous aunt, cat?)
(iii) She put the computer on the table, which her sister had bought.

Note: Don’t treat an antecedent first as singular and then as plural. e.g.
(i) The Guard Company is now using coal in their furnaces instead of fuel oil.
(ii) The club has done their best to raise the money.
2. Split Constructions: e.g.

(i) The batsman started to viciously hit the stumps.

(ii) If we had the time, we could make some changes, if we wanted to.
3(a). Bad construction

(i) This is the book to which I was referring to.

(ii) The author gives the best idea of the problem than any other I have read.
(b). Mixture of figures of speech
e.g. My castles in air came tumbling down into a bottomless heap.
4. Aimless shifting from one point of view another will destroy coherence in a sentence. This
can be due to a needless shift from
(a) Active to passive
(b) From singular to plural
(c) From past tense to present.

For Example

(i) He ran to the station and the train was taken by him. (Active to passive)

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(ii) If one tries hard, they can accomplish much. (Singular to plural)
(iii) The only words that we were able to distinguish are ‘horse’ and ‘cart’.
(Past to present)

Practice 4:

The following sentences lack coherence. Try to make them better.

1. Susan and her sister both saw the film, but she was disappointed.
2. I wrote and asked my uncle to let me know about the books as soon as he can.
3. He took an oath to never, no matter what happened, reveal the secrets of the organization.
4. She is as old if not older than Henry.
5. We have and will again talk to him about his plans.
6. She, having worked steadily at the sewing machine for three hours and having finished
stitching five dresses, she sat down wearily in the armchair.

III. Emphasis.

(a) Position: e.g.

(i) Her son graduated with honours, we were told.
(ii) You shall be called a liar, in all probability. (Weak)
(iii) She flatly refused to see him, for some unknown reason.
(b) Order of Climax: e.g.
During his long stay with the club he served as president, secretary, treasurer and vice president.
(c) Repetition e.g.
i) The dog was his only friend, his only companion, his only confidant, and his only heir.
ii) They believe that most of us believe they are lazy.
(i) I have never seen anything like it in my life. (Natural Order)

Practice 5:

The following sentences can be made more emphatic.

1. He testified that he had passed college, middle school, and high school examinations.
2. We were informed by the doctor that the young girl had been told of her mother’s death by
him.
3. Go away, if you don’t like it here.
4. His mother is one person he can confide in.
5. My sister is happy in her new house, on the other hand.
6. It is a worthy cause, I think.
In today's lesson we considered the general elements - unity coherence and emphasis which
make for effectiveness in sentences. We shall continue with sentence construction in the next few
lessons

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Lesson -24

Writing: Identifying Sentence Errors

In earlier lessons we have been exploring ways of writing more effective sentences. In this
lesson, we will look at the errors we all make and how to revise these errors.

Sentence Errors to be Avoided:

Having considered the general elements which make for effectiveness in sentences, we will now
take up four common errors in sentence construction. These errors should be avoided by all who
write in English. These errors are:
i Sentence Fragments
ii Run-on sentences
(a) Fused sentences (b) comma splice
iii Misplaced and Dangling Modifiers

Sentence Fragments

We said that a sentence is a group of words that must contain a subject and a verb. It must also
express one complete thought. Therefore a number of ideas must not be huddled together in a
simple unit. Now a sentence fragment, as the phrase tells you, is less than a sentence - it is a
fragment because it lacks a subject or a verb or because it does not express a complete thought.
The following are samples of fragments.
- My neighbour being a typical businessman who prides himself on his efficiency.
- Because there are two computers on his desk.
The writer of these incomplete statements apparently forgot that a sentence must express a
complete thought. You might say that professional writers-novelists, short story writers use
incomplete sentences, but if you look closely you will see that their fragments convey complete
thoughts and they convey them immediately

I. Dependent Word Fragments

Some fragments contain a subject and a verb, but they do not express a complete thought e.g.
- Since Ami was tired.
- When the postman arrived.
- After I had switched off the light.
- Since Ami was tired, she took a nap.

When the postman arrived, we handed him the letters.

There was loud knocking on the front door after I had switched off the light

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Practice1

Identify the part you think is not a complete sentence.

1. After the new department store opened. Several small shops went out of business.
2. The nurse pierced my arm four times with a syringe. Trying to take a blood sample.
3. The old lady was trembling with excitement. As it was her first airplane ride.
4. The police cordoned off the area. Because there was a gas leak.
5. The small child was always active. Running, jumping, climbing on chairs, dashing in and out
of rooms.
- Sarah had to clean up the mess that the children left in the verandah.
- I passed the chemistry which I had expected to fail.
- Yesterday I ran to a man who was my best friend in school.
- Sarah had to clean up the mess that the children left in the verandah.
- I passed the chemistry which I had expected to fail.
- Yesterday I rant into a man who was my best friend in school.

Practice 2:

This practice will give you a sense of the difference between a dependent-word fragment and a
complete sentence. Turn each fragment into a sentence by adding a statement that completes the
thought.
1. When I rang the doorbell, .
2. Since I had forgotten my house keys, .
3. As I walked into the classroom, .
4. Unless her temperature goes down soon, .
5. Schools were closed yesterday, .

1. When I rang the doorbell, the lights of the house went out.
2. Since I had forgotten my house keys, I had to break the door.
3. As I walked into the classroom, the fire alarm rang.
4. Unless her temperature goes down soon, we will have to consult a specialist.
5. Schools were closed yesterday because of the political rally.

II. -Ing and To Fragments

(a) When a word ending in -ing appears at the beginning of a group of words a fragment may
result. e.g.
- Hoping to buy things cheaply. Poor people often go the Sunday bazaars.Here the second
statement is a complete sentence. But the first group of words lacks both a subject and a verb, so
it is a fragment.
(b) Here is an example of a ‘to’ fragment.
- The ladies jogged through the park. To lose weight.
There are two ways to correct -ing and to fragments.
a) Connect the fragment to the sentence it explains. e.g. - Hoping to buy things cheaply, poor
people often go to the Sunday bazaar. Remember to put a comma after an-ing or a to word group
that starts a sentence.

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b) Create a complete sentence by adding a subject and a verb to the fragment and revise the
material as necessary. e.g. -Poor people often to the Sunday bazaar. They hope to buy things
cheaply.- The ladies jogged through the park. They wanted to lose weight.
Hoping to buy things cheaply, poor people often go to the Sunday bazaar.
-Poor people often to the Sunday bazaar. They hope to buy things cheaply.
- The ladies jogged through the park. They wanted to lose weight

Practice 3:

First identify the -ing or to fragment in each of the following items. Then rewrite the correct
version using one of the two methods just discussed.
1- Police officers stood all over the road. Directing traffic around the accident.
2. Rising high into the sky. The huge yellow kite could be seen for miles.
3. Sarah painted a landscape. To enter the contest
4. To get off the diving board. The swimmer did a somersault.

1- Police officers stood all over the road. Directing traffic around the accident.
- Police officers stood all over the road, directing traffic around the accident.
2. Rising high into the sky. The huge yellow kite could be seen for miles.
- Rising high into the sky, the huge yellow kite could be seen for miles.
3. Sarah painted a landscape. To enter the contest.
- Sarah painted a landscape. She wanted to enter the contest.
4. To get off the diving board. The swimmer did a somersault.
-The swimmer wanted to get off the diving board. He did a somersault.

III. Added-Detail Fragment

-

Another common kind of fragment begins with one of the following words: like, including, such
as, for example, for instance, except, without, especially, and also. All these words introduce an
additional point or example to what has already been stated. e.g.
- Everyone enjoyed the feast. Except the fish.
- We had to read several novels. Including ‘The Ice Age’.
In each of these examples, the second word group lacks both a subject and a verb.
Note that each of these fragments begins with an Added Detail word or phrase:
except and including. To correct an Added Detail fragment you follow the same
two methods as used for the last type of fragment -ing and to fragments.
A. Add the fragment to the sentence it explains.
B. Create a new sentence by adding a subject and verb to the fragment and revise the
material as necessary.

Practice 4

Identify the added - detail fragment in each of the following items then write the correct version
using one of the two methods given earlier.
1. The former playmates walked passed one another. Without saying a word.

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2. For a main dish, I often serve meat and vegetables. For example, fish and spinach.
3. The policeman searched the room for clues. Such as old photographs, old letters and old
receipts.
4. Oranges are full of nutrients. Especially vitamin C.

1- The former playmates walked past one another without saying a word.
2- For a main dish, I often serve meat and vegetables. For example, I mix fish with spinach.
3- The policeman searched the room for clues such as old photographs, old letters and old
receipts.
4- Oranges are full of nutrients especially vitamin C.

IV. Missing - Subject Fragments

Some word groups are fragments because, while they do have a verb, they lack a subject. e.g.
-The poor woman paid all her utility bills. But then had little money left over for food.
- The nurse held a smiling baby. Then posed for the photographers.
In each of the above examples the first statement is a complete sentence and second word group
is a fragment.
Note that in each fragment the subject is missing. The first fragments omits the subject of the
verb had and the second fragment omits the subject of the verb posed.
To correct a missing-subject fragment you again follow the same two methods that you used for
the correction of the earlier types of fragments.
(a) Connect the missing-subject fragment to the sentence that comes before it. Add a joining
word if needed for a smooth connection as given in the examples that follow.
(a) - The poor woman paid all her utility bills but had little money left for her food..
-The nurse held a smiling baby and then posed for the photographers.
(b) Create new sentence by adding a subject to the fragment. Normally you will add a pronoun
that stands for the subject of the previous sentence.
(b) - The poor woman paid all her utility bills. But she had little money left for her food..
- The nurse held a smiling baby. Then she posed for the photographers.

Practice 5:

Identify the missing subject-fragment in each of the following items. Then write the correct
version using one of the two methods you have learned.
1. The sleeping dog opened one eye to look at the postman. And then went back to sleep.
The sleeping dog opened one eye to look at the postman and then it went back to sleep.
2. Each morning, my secretary checks the answering machine for messages. Then opens the mail.
-Each morning, my secretary checks the answering machine for messages. Then she opens the
mail.
3. Maryam skipped her afternoon classes. And worked on a paper due the next morning.
Maryam skipped her afternoon. Classes and she worked on a paper due the next morning.
4. The movie had melodious music and popular actors. Yet made little money at the box office.
Melodious and popular Yet it made little money at the box of
The movie had melodious and popular actors. Yet it made little money at the box office.

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Lesson Review

Answer each question by filling in the correct word/words in the blank space.
1. To be sentence, a group of words must contain a subject and a and it must
express .
2. Words such as because, until and while are known as words because word groups that
begin with them depend on another statement to complete the thought.
3. Fragments that begin with words such as like, especially, and for example are known as
fragments.
4. One way to correct an added-detail fragment is to create a new by adding a subject
and to the fragment.
5. One way to correct a missing-subject fragment is to add a to the fragment.

TEST:

Sentence Fragments
Rewrite the following. Correct any fragments.
1. We go to Murree Hills during the summer vacations. Whenever we can, of course.
2. Our literary circle has only two officers. Miss Niazi being president and Mr. Awan being
secretary treasure.
3. Living in the city is not always pleasant. During the summer months particularly.
4. He hated learning foreign languages. Latin, French and German especially.
5. Moving up the mountain at a fast pace. The soldiers were soon exhausted. They were not used
to climbing at high altitudes. Where the air was thinner.
6. When people are scared. The hair on their bodies really can “stand on end”. Each hair is
attached to a tiny muscle. This can pull the hair straight up. The muscles react together in
response to a great fright.

The word groups beginning with when & which are dependent – word fragment, so each needs
to be added to the sentence that comes before or after it. When people are scared, the hair on
their bodies really can “stand on end”. Each hair is attached to a tiny muscle which can pull the
hair straight up. The muscles react together in response to a great fright.

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Lesson -25

WRITING: REVISING SENTENCE ERRORS

In earlier lessons we have been exploring ways of writing more effective sentences. In the last
lesson we did sentence errors and in today’s lesson we will continue to look at sentence errors
and how to revise these errors.
In the last lesson we looked at the most common type of sentence error - the sentence fragment.
Today we shall examine the next two most common types of sentence errors, which are the run-
on sentences and dangling modifiers. First we will look at run on sentences.
A run-on sentence is a sentence that is made up of two complete thoughts that have no clear
break between them.
There are two kinds of run-on sentences:
(i) Fused sentences
ii) Comma splice sentences.

(i) Fused Sentences:

Two or more sentences that run together with no marks of punctuation between them are said to
be fused. The two sentences or two complete statements / thoughts are simply stuck together into
one sentence. The writer of such a sentence is either extremely careless or is ignorant of the most
elementary facts about sentence structure. E.g.
(a) Computer skills are useful in college. They will help you in getting a job as well.
(b) Our club raised money for the Red Crescent an organization like this is a wonderful thing.
(c) He left early he said he had a toothache.
A good way to prevent fused sentences is to read aloud what you have written. Also look within
the sentence for words like I, you, he, she, it, we, they, there, this, that, now, then and next. Such
words often signal the beginning of a complete thought.

Examples

(a) Computer skills are useful in college. They will help you in getting a job as well.
(b) Our club raised money for the Red Crescent an organization like this is a wonderful thing.
(c) He left early he said he had a toothache.

Recognizing Fused and Comma Splices

Practice1.

Identify the following sentences as fused (F) or comma splice (CS). Then mark the place
between the two complete thoughts with a slash (/). The first two have been done for you.
E.g. (a) The room is locked / no one has a key. F
(b) The wall is covered with ivy, / a stone path leads to the wall. CS
1. Raheel likes to cook his wife taught him how. ( ).
2. The bell rang the wrestlers returned to the ring. ( )

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3. The trunk is in the basement it has a handle missing. ( )
4. The waiters served soft drinks to the children they offered coffee to the adults.
( )
5. It rained during our trip to Murree we played cards and told stories. ( )

Correcting Fused Sentences:

There are 3 ways of correcting a fused sentence.

1. Divide the fused sentence into two sentences.
- The lake is calm today it looks like a blue mirror. (Wrong Version)
(Corrected Version)
- The lake is calm today. It looks like a blue mirror. (Corrected Version)
2. Put a comma and an appropriate joining word (such as and, but or so) between the two
complete thoughts E.g. (I) Computer skills are useful in college they will help you in getting a
job as well.(Erroneous version)
-Computer skills are useful in college, and they will help you in getting a job as well.( Correct
version)
(ii) Yousaf Youhanna has a pulled muscle he won’t play any cricket this season. (Erroneous
version)
-Yousaf Youhanna has a pulled muscle, so he won’t play any cricket this season. (Correct
version)
Note:

The comma always goes before the joining word - not after it.
3. Use subordination to make one of the complete thoughts dependent on the other one. To
subordinate a complete thought, change it from a statement that can stand alone as a sentence to
one that cannot stand by itself.
To do so, begin the thought with an appropriate word, such as because, when, if, before, since,
until, unless, while, as, though and after.

Example
- Youhanna has a pulled muscle he won’t do any batting in this tournament.
-Because Youhanna has a pulled muscle, he won’t do any batting in this tournament.
Note:

Put a comma at the end of a dependent word-group that begins a sentence.

Practice 2: Correct each of the fused sentences that follow using one of the methods described
earlier. Use a different method for each sentence.
1. It wasn’t his idea he should have known better than to do it.
It wasn’t his idea. He should have known better than to do it.
2. It’s easy to begin smoking it’s much harder to quit.
It’s easy to begin smoking, but it’s much harder to quit.
3. Some workers at the factory have been laid off the others are nervous.
Because some workers at the factory have been laid off, the others are nervous.

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4. The room looked wonderful the carpets had just been vacuumed.
The room looked wonderful. The carpets had just been vacuumed.
5. The fish was served with its head still on, I lost my appetite.
Because the fish was served with its head still on, I lost my appetite.
6. First you should clean the floor, and then you should vacuum the carpet.
First you should clean the floor, and then you should vacuum the carpet.

Correcting Comma Splice:

A comma splice can be connected by using one of the same three methods suggested for
correcting a fused sentence:
1. Divide the comma splice into two sentences:
-Saad is always nervous about tests. His grades are usually the best in the class.
2. Connect the two complete thoughts by placing a joining word (such as and, but or so) after the
comma:
-Saad is always nervous about tests, but his grades are usually the best in the class.
3. Use subordination (add a dependent word to one of the complete thoughts):
-Saad is always nervous about tests although his grades are usually the best in the class.

Practice 3:

Correct each of the comma splices that follow, using one of the methods suggested. Use a
different method for each sentence.
1. Fahd was talking on the phone; he was switching TV channels with his remote control at the
same time.
-Fahd was talking on the phone, and he was switching TV channels with his remote control at
the same time.
2. Mules are very sure-footed; they’re used for climbing steep mountains.
-Mules are very sure-footed, so they’re used for climbing steep mountains.
3. The electricity at the shopping center went out; all the shops had to close early.
-Since the electricity at the shopping center went out, all the shops had to close early.
4. Bicycles are the world’s best method of transportation, they don’t pollute the atmosphere.
- Bicycles are the world’s best method of transportation, because they don’t pollute the
atmosphere.
5. I don’t like the Principal’s way of expressing herself, I agree with many of her ideas.
- Although I don’t like the Principal’s way of expressing herself, I agree with many of her ideas.

Review of Fused and Comma Splice Constructions

Fill in the missing word in each space.

1. A is made up of two complete thoughts that are incorrectly joined together with nothing
between them.
2. A is made up of two complete thoughts that are incorrectly joined together with only a
comma between them.
3. One way to correct fused sentences and comma splices is to add a and a capital letter.

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4. Two complete thoughts can be joined together in a sentence by a comma and a word
such as and, but or so.
5. Two complete thoughts can be joined together in one sentence by adding a word such
as when or because.
6. The fused sentence and the comma splice are also known as sentences.

Answers:
1. Run-on
2. Comma splice
3. Full stop / period
4. Joining
5. Dependent
6. Run-on

Test:

Fused & Comma Splices

Rewrite each of the following sentences using the methods suggested.
1. A plane flew very low overhead, the houses rattled loudly.
-A plane flew very low overhead, and the houses rattled loudly.
2. Garlic may smell bad it tastes delicious. It has other good qualities as well. Garlic can help
lower cholesterol it is also supposed to keep away disease.
- Garlic may smell, but it tastes delicious. It has other good qualities as well. Garlic can help
lower cholesterol, and it is also supposed to keep away disease.
3. My psychology final exam is next week; I am very worried about passing it. Because I was
sick at the start of the term, I never completed the prescribed reading. For the past month I’ve
been working in the evening, it’s hard to find time to study; I will ask the teacher for extra help it
may be too late.
Modifier is one or more words that describe another word or group of words. In the following
examples the modifier is bold faced and the word it modifies is underlined e.g.
(i) The woman with gold-rimmed spectacles is my boss.
The modifier with gold-rimmed spectacles describes woman.
(ii) My neighbour has a spaniel with one ear missing
(iii) I have nearly a thousand stamps.

Misplaced modifier is a modifier that is incorrectly separated from the word or words that it
describes. The misplaced modifier seems to describe words that the writer did not intend it to
describe. When modifiers are misplaced, the reader may misunderstand the sentence.
-My brother bought a used car from a local dealer with a leaking pipe.
-The sparrow built a nest at the back of our house of grass and twigs.
-Anjum Nisar almost sneezed twenty times last night.
-
-My brother bought a used car (with a leaking pipe) from a local dealer.
-The sparrow built a nest (of grass and twigs) at the back of our house.
- Anjum Nisar sneezed (almost) twenty times last night.

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PRATICE 1:

Identify the misplaced word(s) in each sentence. Then rewrite the sentence placing the modifier
where it will make the meaning clear.
1. I am returning the jacket to the store that is too small.
2. The couple looked at thirty sofas shopping on Saturday.
3. The woman tore open the parcel she had just received with her finger nails.
4. The bracelet on Ayesha’s arm made of silver belongs to her mother.
5. Take this jar to uncle Aman’s home which he lent to me.

Single Word Modifiers

NOTE:

Pay special attention to single word modifiers, such as only, almost and nearly. For their
meaning to be correctly understood, they should be placed directly in front of the word they
describe.
e.g. (i) I only asked my boss for one day’s leave, but he refused.
(ii) I must have almost answered a hundred ads before I found this job
(iii) After returning from college my niece nearly spends all evening on the telephone.

I asked my boss for only one day’s leave, but he refused.

I must have answered almost a hundred ads before I found this job.
After returning from college my niece spends nearly all evening on the telephone.

Dangling Modifiers

Staring dreamily into space, the instructor’s loud voice startled me.
-Staring dreamily into space, I was started by the instructor’s loud voice. OR
-As I was staring dreamily into space, the instructor’s loud voice startled me.
Here are more samples of ways by which dangling modifiers can be corrected.
-When pulling out of the driveway, the pillar blocks my view.
-When pulling out of the drive way, I find my view blocked by the pillar.
OR
– Whenever I pull out of the driveway, the pillar blocks by view.

PRACTICE 2

In each sentence identify the misplaced or dangling modifier. Then rewrite each sentence so that
its intended meaning is clear.
1. The man returned the overdue book to the librarian with apologies.
2. The soldiers hold up in the caves almost went without food and water for a week.
3. The sky was blue and clear when we arrived home. But only a short while later, with a sudden
crash of thunder, we hurried to close the windows in the bedrooms. Staring out at the downpour,

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we were glad to be safe inside. Then we remembered our open car windows, groaning with
dismay.
4. I lost my raincoat last winter. I thought I’d looked everywhere for it. Then, yesterday, stuffed
under the bed, I spotted it. Wrinkled and dusty, I was still delighted to see it.

In today’s lesson you looked at some more sentence errors – the fragment, fused and comma
splices and dangling modifiers. All good writers avoid these errors, and you should also try to
avoid making such errors.

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Lesson -26

Subject Verb Agreement

In a correctly written sentence, the subject and verb agree i.e. match in number. In other words a
singular subject will take a singular verb and plural subjects will take plural verbs. Most students
have no problem handling a simple sentence where its not difficult to make the subject and verb
agree or match. e.g.
- My mother works at two jobs. My grandma takes care of my brothers and sisters.
Not all sentences are so straight forward.
In today’s lesson you shall learn about situations that can cause problems with subject - verb
agreement.

Revision of Present Tense

Before we look at the situations that can cause problems a little revision of the tenses is
necessary to brush up your knowledge. e.g.- Last night, I played chess. My friends played cards.
Now this sentence you must have noticed is in same for all subjects, whether singular or plural.
However, present tense verbs have two forms. Look at the following table. Notice the pattern of
present tense verbs.

Singular Plural
I work You work
You work We work
He works They work
She works
It works
Did you notice that:
(i) There is an S at the end of present tense verbs for singular subjects except for I and you.
(ii) There is no S at the end of present tense verbs for I, you and all plural verbs.

Practice1. Choose the correct form of the verb.

1. The rag picker (sort, sorts) huge bundles of rags.

2. The rage pickers (sort, sorts) huge bundles of rags.
3. The student (listen, listens) to music while studying
4. The students (listen, listens) to music while studying.
5. The worm (wriggle, wriggles) in the glass tube.
6. The worms (wriggle, wriggles) in the glass tube.
7. The gardener (whistle, whistles) while watering plants.
8. The gardeners (whistle, whistles) while watering plants.

Subject & Verb separated by Prepositional Phrase.

Having revised the present tense verbs we will now look at the situations which can pose
problems in subject-verb agreement.

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In many sentences the subject is close to the verb, without the subject coming first.
The 1st type of problem situation occurs when the subject and verb do not occur side by side.
e.g.
Most shops on Mall Road are having sales this week.
In the above sentence, a prepositional phrase on Mall Road, separates the subject shops and the
verb are having. A prepositional phrase is a group of words that begins with a preposition (such
as, in, on, for, from, of, to) and ends with a noun or pronoun.
S V V
Most shops on Mall Road, are having sales this week.
Remember the subject of the sentence is never part of a prepositional phrase.
Let us have short practice of finding the subject of a sentence with a prepositional phrase.

Practice2.

In the following sentences first identify the prepositional phrase, and then pick out the subject of
each sentence. Finally spot the verb that agrees with the subject.
1. One of my best friends now lives / live in Dubai.
2. The wafer in this ice cream taste / tastes like sawdust.
3. Many people in the Indo-Pak subcontinent speaks / speak several languages.
4. No person in my class sleep / sleeps through my lecture.
5. The toddler by the swings is / are my nephew.

Answer:
S PP V
1. One (of my best friends) now lives (in Dubai)
S pp v
2. The wafer (in this ice cream) tastes like sawdust.
S pp v v
3. Many people (in the Indo-Pak subcontinent) speak several languages.
S pp v
4. No person (in my class) sleeps though my lecture.
S pp v
5. The toddler (by the swings) is my nephew.

Verb Coming Before the Subject

In most English sentences, the verb usually follows the subject e.g.
I (saw) the film.
The plate (dropped) from her hands.
A plane (crashed)

But in some sentences the verb comes before the subject. Such sentences often are questions, or
they may begin with prepositional phrases or word groups like There is and Here are.
I (saw) the film.
The plate (dropped) from her hands.
A plane (crashed)

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i. What was the result of the cricket match?

Even in such cases where the verb comes before the subject, the verb must agree with the
subject. e.g.

i. What was the result of the cricket match?

(The verb was is singular, so it agrees with the singular subject result, of the cricket match is the
prepositional phrase).

Remember the subject of a sentence is never in a prepositional phrase.

ii. There are many unemployed teachers in the district. (Plural v, Pl subj).
iii. Here is the computer disk of the lesson. (Sing v, sing subj)
iv. In that box are other photographs (Pl v, pl subj)
v. What was the purpose of that lecture? (Sing v, sign sub)

If you are not sure of the subject in a sentence, find the verb and then ask “who?” Or “what”.
In the second sentence for e.g. you would ask, ‘what are there in the district?” The answer,
“unemployed teachers”, is the subject.
For the third sentence, the question would be, ‘what is here?’ the answer, ‘The computer disk’ is
the subject.

Practice3.

Identify the subject and verb in each sentence.

i. Where is / are the keys of the cupboard?
ii. Underneath the big stone live / lives may colonies of ants.
iii. In my back garden grow / grows many herbs. ,
iv. Why does / do you always have to be right?
v. Here is /are some cards for you.

Indefinite Pronoun Subject:

The third situation that can pose problems in subject-verb agreement is when there is an
indefinite pronoun subject. Indefinite pronouns are pronouns that do not refer to a specific
person or thing.

Each anyone anybody anything

Either everyone everybody everything
Neither someone somebody something
One no one nobody nothing

1. The pronouns in the above box are always singular.

2. They always take singular verbs.

Note the subject-verb relationships in the following sentences with indefinite pronouns subject.
e.g.

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i. One of those correspondence courses is still open. (Sing sub one; sing v is)
ii. Neither of my parents is alive.
(Sing sub neither; sing v. is)
iii. Somebody was opening my letters
(Sing. Sub somebody; sing. v was)
iv. Nearby everyone in my class owns a computer. (Sing sub. Everyone; sing v owns).

Note the subject-verb relationships in the following sentences with indefinite pronouns subject.
e.g.
i. One of those correspondence courses is still open.
ii. Neither of my parents is alive.
iii. Somebody was opening my letters
iv. Nearby everyone in my class owns a computer.

Practice4.

Identify the subject and the verb that agrees with it.
i. ‘Everything in this crate goes / go upstairs’, she said.
ii. Neither of the phones works / work.
iii. No one favors / favor a cheat.
iv. Each of the appear / appears to have been nibbled by the same person.
v. Something about her story sound / sounds suspicious.

Compound Subjects
The fourth and the last type of situation which can pose problems in subject-verb agreement are
compound subjects.

1- Compound Subjects

Usually two or more subjects which are joined by and, they require a plural verb. e.g.
i. Petrol and car repairs are my biggest expenses every month.
ii. There were VCRs and Cameras for rent.
iii. Crockery and cutlery items are included in the bill.

2- When compound subjects are joined by or, nor, either…or, neither…nor, not only… but also,
the verb agrees with the closer subject. e.g.
-Either grapes or mango ice cream is the specialty every Saturday at the students dining hall.
-Either mango ice cream or grapes are the specialty every Saturday at the students dining hall.

3- While most indefinite pronouns such as each, everyone, one somebody etc. are always
singular, there are a few pronouns that are not. The pronouns both and a few are always plural
and require plural verbs.
e.g. - Both of my aunts play the sitar and sing professionally. A few of my cousins are also actors

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4. The pronouns all and some are either singular or plural depending on the words that follow
hem. If the words after them are singular, then they are singular. If the words after plural, then
they are plural e.g.
-Some of the chicken is still on the table.
(Since chicken is singular, some is singular in this sentence a singular verb, is needed).
-Some of the guests are not having chicken.
(Since guests are plural, it makes some plural in this sentence. The plural verb ‘are’ is
appropriate over here).

Practice 5

Identify the verb given in brackets that agrees with the compound subjects.
i Our aunts and uncles (stay / stays) with us when they come to Lahore.
ii. (Is / are) the actor and actresses ready to take the curtain call?
iii. Ropes and a clamp (holds / hold) the mural.
iv. The broken head lights and side light (was / were) the result of my bad driving.
v. The batsmen and the wicket keeper (require / requires) a fitness certificate.
vi. All of the students at the lecture (was / were) glad when it was over.
vii. Either Jameela or her daughter (stay / stays) at home to take care of Iqbal.
viii. Neither the head clerk nor his assistant clerks (has been / have been) fired for corruption.
ix. Not only Khalid but also his friends (is / are ) to blame for the accident.
x. A few of the strawberries (tastes / taste) funny.

Test

Each of the following passages contains two mistakes in subject-verb agreement. Find these
mistakes and correct them.
i. The rain forests of Brazil is home to many species of frogs. Nobody among the world’s
scientists know exactly how many. More types are being discovered all the time.
ii. The paint on the house and garage are peeling. Also each of the buildings need repairs.
However, there is never enough time to do those jobs.
iii. One of our professors always listens to students and makes sure they understand the lecture.
Each of his students feel free to ask questions. Also the tests in his classes are always fair and
clear.

Review:

Fill in the correct words in each space.

1. A singular subject takes a verb. (Singular / plural)
2. A plural subject takes a verb. (Singular / plural)
3. The (singular or plural) of present tense verbs is sometimes formed by adding the
letter s to the end of the verb.
4. The subject of a sentence is often found in a prepositional phrase. (T / F) .
5. Compound subjects require a plural verb. (T / F) .
6. The indefinite pronouns anyone and everybody take a verb. (Singular / plural)
7. The pronouns both and few are always plural and require plural verbs. (T / F) .

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RECAP:
In this lesson, you looked at subject -verb agreement within sentences and how an awareness of
correctness can improve your written expression. All good writers keep in mind these aspects of
language and avoid these subject verb discrepancies, and you should also try to avoid making
such errors.

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Lesson -27

Writing

In earlier lessons we have been exploring ways of writing more effective sentences. In today’s
lesson we will look at pronouns, their agreement reference and pint of view which are essential
for good writing.

Pronouns (Agreement, Reference Point of View)

Look at the following sentences and see if you locate the mistake in each sentence.
1. Each of my students required four to five chances to pass their driving test.
2. If there are stains on any hotel sheets, they should be removed at once.
3. People go to the neighborhood restaurant because you get low-priced meals.
Explanation
1. Each of my students required four to five chances to pass his driving test. (Each is singular. It
requires a singular Pronoun, his to refer to it.)
2. If there are stains on any hotel sheets, the sheets should be removed at once. (Which is to be
removed-stains or sheets? Pronoun they could refer to either one. Replacing they with the sheets
makes the meaning of the sentence clear.)
3. People go to the neighborhood restaurant because they can get low priced meals. (People
requires a third person pronoun, they. Sentences that begin in the third person should not
suddenly shift their point of view to the second person, you.)
In today’s lesson you will learn how to avoid the three most frequent kinds of Pronoun mistakes:
pronoun agreement, pronoun reference, and pronoun point of view.
I. Pronoun Agreement
Agreement shows the relationship between nouns and pronouns and their verbs and between
nouns and their corresponding pronouns. Agreement specifies that a singular noun / pronoun uses
a singular verb, a plural noun /pronoun takes a plural verb, a singular pronoun refers to a singular
noun and plural pronoun refers to a plural noun. A pronoun must agree in number with the word
it refers to (sometimes call the pronoun’s antecedent. e.g.
1. The students have spent many hours studying for their examinations. The antecedent of
‘their’ is ‘students’.)
2. The book Yousaf lent me is missing its cover. (‘Its’, a sing. pronoun, refers to book, a single
pronoun.)
3. If your friends don’t get here soon, they’ll miss the train. (They, a plural pronoun, refers to
friends a plural noun).

The following is a list of indefinite pronouns which are always singular.

Each anyone anybody anything

Either everyone everybody everything
Neither someone somebody something
One no one nobody nothing

e.g.

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i). Each of the wild horses raced for its freedom.
ii) Neither of my sons ever feels like cleaning his room.
No one in the class wanted to read his / her paper aloud.
No students in the class wanted to read their papers aloud.

Practice 1 (A)
For each sentence write the pronoun needed and the word that the pronoun refers to. The first
sentence is done for you.
1. Neither of the babies has had (his, their) polio shot yet. (The pronoun needed is his. The word
it refers to is neither).
2. Many high schools now require (their, its) students to take a computer course.
3. Each of the girls invited (her, their) mother to the party.
4. Nobody can join the club unless (they are, he / she is) invited.
5. Everything in the office has (its, their) own place.

Practice 1 (A)
For each sentence write the pronoun needed and the word that the pronoun refers to. The first
sentence is done for you.
1. Neither of the babies has had (his, their) polio shot yet. (The pronoun needed is his. The word
it refers to is neither).
2. Many high schools now require (their, its) students to take a computer course. (The pronoun
needed is their. The word it refers to is schools).
3. Each of the girls invited (her, their) mother to the party. (The pronoun needed is her. The word
it refers to is each).
4. Nobody can join the club unless (they are, he / she is) invited. (The pronoun/s and verb needed
are he / she. The word the pronoun(s) and verb needed are he or she. The word the pronoun(s)
refer to is nobody).
5. Everything in the office has (its, their) own place. The pronoun needed is its. It refers to
everything.

Practice 1 (B)
Choose the correct pronoun(s) from the words given in brackets.
6. Each of the actresses who auditioned believes (she, they) should be chosen for the main role.
7. If anybody is interested in a part-time job at the library, (he / she, they) should let the chief
librarian known.
8. Either medicine is fine, but (it, they) must be taken regularly.
9. Somebody in the ladies’ lounge stole my dark glasses, and I would love to get back at (her,
them)
10. Neither of my uncles has ever smoked in (his, their) life.
Answer:
Practice 1(B): Choose the correct pronoun(s) from the words given in brackets.
6. Each of the actresses who auditioned believes (she, they) should be chosen for the main role.
7. If anybody is interested in a part-time job at the library, (he / she, they) should let the chief
librarian known.
8. Either medicine is fine, but (it, they) must be taken regularly.

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9. Somebody in the ladies’ lounge stole my dark glasses, and I would love to get back at (her,
them)
10. Neither of my uncles has ever smoked in (his, their) life.

II. Pronoun Reference

Just as a pronoun must agree in number with its antecedent it is also necessary for effective
communication for a pronoun to refer clearly to the word it stands for. If the meaning of a
pronoun is uncertain, the sentence will be confusing. This agreement between a noun and its
pronoun is related to number, person and gender, and is called, reference. e.g.

(i) Rabia told Nafeesa that she had got an A in her term paper.
(ii) Javeria told Laila she will be unable to keep her job.
(iii) Personnel and management have reached tentative agreement on its contract.
(iv) Each student is encouraged to submit their work on time.
(v) There was no question after the lecture, which was regrettable.
(vi) Both of Basits’s parents are doctors, but it doesn’t interest Basit.

(i) Rabia told Nafeesa that she had got an A in her term paper. (who got the A - Rabia or
Nafeesa? The word she and her could refer to either one).
(ii) Javeria told Laila she will be unable to keep her job.
(iii) Personnel and management have reached tentative agreement on its contract.
4. Each student is encouraged to submit their work on time.
(v) There was no question after the lecture, which was regrettable. (What was regrettable -
lecture lack of questions? Be careful with the use of the pronouns ‘which’ and ‘this’. They must
clearly, refer to one things or situation.
(vi) Both of Basits’s parents are doctors, but it doesn’t interest Basit. (What doesn’t interest Basit?
Pronoun it doesn’t refer to anything in the sentence.)

Notice how communication is enhanced in these sentences given earlier. For the first
example you can write

(i) Rabia told Nafeesa, “You got an A on your term paper”. OR

Rabia told Nafeesa, “ I got an A in my term paper”.
(ii) Javeria will be unable to keep her job – according to what she told Laila.
(iii) Personnel and management have reached tentative agreement on personnel’s contract.
(iv) Each student is encouraged to submit his or her work on time.
(v) There were no questions after the lecture. Not having questions was regrettable.
(vi) Both of Basit’s parents are doctors, but medicine doesn’t interest Basit.

Practice 2

Choose the correct word / words from those given in the brackets.
1. As Riaz told his father about being arrested, (Riaz, he) began to cry.
2. Students complain that (they, the maintenance staff) don’t keep the library tidy.

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3. Mahnoor tore off the wrapping paper from the present and then threw (it, the paper) in the
rubbish bin.
4. Many poor people shop at the Sunday bazaar because (they, the vendors) give a 05 percent
discount.
5. Many people enjoy hiking and camping, but I’m not interested in (them, those activities).

III. Pronoun Point of View

Pronouns that refer to the person who is speaking is called a first person e.g. I, me, our. A
pronoun that refers to someone being spoken to, such as you, is a second person pronoun. And a
pronoun that refers to another person or thing, such as he, she, it, is third person pronoun. Here
are the personal pronouns in first, second and third person groupings. (See on red slide only)
When you write your pronoun, point of view must stay the same. Do not shift unnecessarily from
one point of view to another, as in the following sentences.

Personal Pronouns

1st Person 2nd Person 3rd Person

Singular I, me, my you, your he, him, his
Mine she, her, it, its
Plural we, us, our you, your they, them, their

(i) The worst thing about my not writing letters is that you never get any back. (The writer begins
with the first person pronoun my, but then shifts to the second person pronoun you).

(ii) Though we like most of our neighbors, there are a few you can’t get along with. (The writer
begins with the fist person pronouns we and our, but then shifts to the second person pronoun
you).

These sentences can be improved by eliminating the shifts in person:

(i) The worst thing about my not writing letters is that I never get any back.
(ii) Though we like most of our neighbors, there are a few we can’t get along with.

Practice 3

Improve the following sentences by eliminating the shifts in person.

1. What I like best about holidays is that you don’t have to set an alarm.
2. The laborers have to take a break at 11:00 whether we want to or not.
3. Whenever students are under a great deal of stress, we often go into depression.
4. If you plan to do well on this course, one should plan on attending every lesson.
5. When I first began to work as a nurse, I was surprised at how rude some patients were to you.

Answer:

1. What I like best about holidays is that you don’t have to set an alarm.

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- What I like best about holidays is that I don’t have to set an alarm.
2. The laborers have to take a break at 11:00 whether we want to or not.
- The laborers have to take a break at 11:00 whether they want to or not.
3. Whenever students are under a great deal of stress, we often go into depression
-Whenever students are under a great deal of stress, they often go into depression.
4. If you plan t do well on this course, one should plan on attending every lesson.
- If you plan to do well on this course, you should plan on attending every lesson.
5. When I first began to work as a nurse, I was surprised at how rude some patients were to you.
- When I first began to work as a nurse, I was surprised at how rude some patients were to me.

TEST A:

Rewrite the following sentences after correcting the pronoun mistakes.

1. Neither friend wants to work in (his/their) family business.
2. If anyone does not want (his or her / their) pudding, I‘ll eat it.
3. When I was stopped for speeding, he said I’d been going beyond the speed limit.
4. I won’t go to Abrar ul Haq’s concert tonight because there’s no way you could get a ticket.

TEST – (A) Rewrite the following sentences after correcting the pronoun mistakes.
1. Neither friend wants to work in (his/their) family business. (Neither an indefinite pronoun is
singular. The second pronoun must agree with it in number).
2. If anyone does not want (his or her / their) pudding, I‘ll eat it.
3. When I was stopped for speeding, he said I’d been going beyond the speed limit.
- When I was stopped for speeding, the police officer said……
4. I won’t go to Abrar ul Haq’s concert tonight because there’s no way you could get a ticket.
- I won’t go to ……. No way could I get a ticket.

TEST B:

Each of the following passages contains two pronoun mistakes. Find the mistakes and rewrite the
correct version of the passage.

1. Bashir told Yousaf that he needed a new car. Bashir went on to say, “I still like my old Suzuki,
but the car spends more time in the workshop than on the road.” Yousaf agreed that anybody
who had to pay for so many repairs to their car should buy a new one.

(Bashir told Yousaf, “I need a new car”. Yousaf….. Yousaf agreed ……. So many repairs to his
car should buy a new one.

2. The restaurant down the road isn’t making a profit these days. During an inspection last
month, they found rats and cockroaches in the kitchen. The bad publicity caused the restaurant to
close down for a week, which was damaging to the restaurants business.

-The restaurant down the road …….. The health officials found ............ Close down for a week.
This closing was damaging

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-The restaurant down the road …….. The health officials found ........... Close down for a week.
This closing was damaging
3. Each of the sisters is a successful artist in their own field. Amina does oil paintings that she
sells at the Grow Eaters’ Gallery. Kamilia makes jewelry which one sells by herself from her
home.

Each of the sisters is a successful artist in her own field… Which she sells by herself from
her home.

4. An angry looking man stood outside the bank, shouting that they had stolen his money.
Passersby walked around him quickly because you did not know what he might do.

- (They have nothing in the sentence to refer to). Shouting that the bank employees had stolen
his money….quickly because they (passers by) did not know…….

TEST C:

In the following passage each sentence contains one pronoun mistake. Find the mistakes &
correct it.
1.
When Aunty Mussarrat and Uncle Riaz arrived, we all jumped up from the dinner table and
2.
rushed to the door, shouting their greetings. “I’m sorry we’re late,” said uncle Riaz, “but
3.
Mussarrat insists on driving at forty miles an hour, no matter how late you are.” “But you were
late in coming home from work and also in leaving Islamabad, and it’s all yours fault”, Aunty
4.
Mussarat answered. “The worst thing for me is living with such a fussy man you always have
to wait for him to finish selecting his wardrobe, washing his car and combing his hair just right,”
continued Aunty.

TEST C

Answer: In the following passage each sentence contains one pronoun mistake. Find the
mistakes & correct it.
1. When Aunty Mussarrat and Uncle Riaz arrived, we all jumped up from the dinner table and
rushed to the door, shouting their greetings. 2. “I’m sorry we’re late,” said uncle Riaz, “but
Mussarrat insists on driving at forty miles an hour, no matter how late you are.” 3. “But you were
late in coming home from work and also in leaving Islamabad, and it’s all yours fault”, Aunty
Mussarat answered. 4. “The worst thing for me is living with such a fussy man is you always
have to wait for him to finish selecting his wardrobe, washing his car and combing his hair just
right,” continued Aunty.

Sentence 1: their greetings - our greetings we all jumped

- We is a 1st person pronoun. Their is a shift to the 3rd person point of view.
Sentence 2: how late you are – how late we are
Sentence 3: its – it does not refer to anything in the sentence: and the lateness is all you fault.
Sentence 4: such a fussy man is you always have to wait for him - I always have to wait for him.

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Lesson Review

Answer each question by telling in the correct word or words in the blank.
1. Words such as each, everyone, and something are pronouns.
2. Words such I, you, and they are pronouns.
3. A person pronoun is one that refers to the person being spoken to.
4. True or False? A pronoun may be singular even if its antecedent is plural. ( )
5. True or False? A writer should not needlessly change from the first person to the second
person. ( _ )

Lesson Review

Answer each question by telling in the correct word or words in the blank.
1. Words such as each, everyone, and something are singular pronouns.
2. Words such I, you, and they are personal pronouns.
3. A second person pronoun is one that refers to the person being spoken to.
4. True or False? A pronoun may be singular even if its antecedent is plural. (F)
5. True or False? A writer should not needlessly change from the first person to the second
person. (T)

RECAP:

In today’s lesson you looked at some more sentence errors and how to improve your written
expression by focusing on – the pronouns, their agreement and the point of view. All good
writers keep in mind these aspects of language and avoid these errors, and you should also try to
avoid making such errors.

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Lesson -28

Word Choice

This lesson is in two parts. In the first part you shall learn about the use and choice of words and
expressions, and in the second part you shall look at a number of words that are often mistaken
for one another because they are homonyms – i.e. they are words that are pronounced the same,
or almost the same, but are spelled differently and are different in meaning.
To be a good writer you must learn to use words and expressions that are suitable to the subject,
to the occasion and also for the audience you are writing for.

Even the most casual student of English soon becomes aware of the fact that there are several
different speech levels. Some words are unmistakably bookish or literary, some are informal or
colloquial. Every trade and profession has its own technical jargon. Then there are words that are
used only for humorous effect and there are words that are never used in polite situations. So you
realize that there is a great variety of situations and an equal variety of words to go with them.
Not all writing problems involve grammar. A sentence may be grammatically correct, yet fail to
communicate effectively because of the words that the writer has chosen. The student of
language and literature must take an interest in words. Slang, clichés and wordiness are three
enemies of clear communication. Slang expressions are lively and add colour to our everyday
speech but it is generally out of place in formal writing. Most slang terms are often vague
substitutes for more exact words.

Careful writers avoid weakening their writing with slang. Slang is a living language no doubt, as
new words and expressions are coined almost daily and most of these die out equally quickly.
For example:

Slang: When my mother saw me zonked out on the sofa, she lost it.
Revised: When my mother saw me sleeping on the sofa she became angry.

Slang: When my mother saw me zonked out on the sofa, she lost it.
Revised: When my mother saw me sleeping on the sofa she became angry.

Slang by its nature is informal. Slang is commonly used in talk among friends or colleagues but
is not suitable for good writing or for formal occasions, especially the kind used by and typical of
only one class of persons, such as, army slang, prison slang... As I said earlier, slang may be
appropriate in casual conversation, but it is not appropriate in formal writing.

It is not realized by foreign learners of English that slang is used by limited social groups. Slang
in USA is different from that in the UK, Australia and other English speaking countries. Slang
expressions of the 1960s sound out-of-date or are meaningless now. Use slang only when you
have a specific purpose in mind, such as being humorous.

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Practice 1.

Rewrite the following sentences changing the expressions of slang by using more effective
language.
1- All the viewers trashed the new Tom Cruise film.
-All the viewers condemned the new Tom Cruise film.
2- I was really cheesed off when Rizwan called me a lair.
-I was really very angry when Rizwan called me a lair.
3- Working in the library has been a real drag.
-Working in the library has been boring.

CLICHES

Clichés: are expressions that were once lively and interesting. However, because these
expressions have been used so much and so often, they have become predictable, dull and
boring. A good writer tries to avoid clichés in his / her writing. Try to use fresh expressions. Here
are some examples of clichés.

After all is said and done clear as crystal

a long felt want cool as a cucumber

avoid like the plague light as a feather

bored to tears make ends meet

better half pretty as a picture

bolt from the blue red as a rose

busy as a bee sick and tired

cold as ice tried and true

In this day and age time and again

Clichés e.g.

i. The boys in my class were down in the dumps because they were fighting a losing battle with
their discrete maths course.
ii. She speaks loud enough to wake the dead.
Iii The children in the nursery class have been busy as bees all day, but they still seem fresh as
daisies.

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Wordiness

Some writers show off their command of the language by using big, difficult words. Actually this
is very annoying for the reader.
Notice, for example, how easily the following wordy expression can be replaced by one or two
words.

Wordy Expression Single Word

a large number of many

at an earlier point in time before

at this point in time now

due to the fact that because

during the time that while

each and every day daily

few in number few

green in color green

in order to to

in my own opinion I think

in the event that if

in the near future soon

made the decision to decided

on account of because

postponed until later postponed

small in size small

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Look at the following sentences and see which ones communicate well.

1. Due to the fact that the printer ran out of the toner, they went to the local store for the purpose
of buying some.
- Because the printer ran out of the toner, they went to a local store to buy some.
2. At this point in time we have not yet scheduled the date of the next meeting.
-We have not yet scheduled the next meeting.
3. In my opinion, I think the quota system in jobs is totally unfair and uncalled for.
- I think that job quotas are unfair.

To help you develop your skill in choosing words effectively, we will do a short exercise. See if
you can identify errors of cliché or wordiness in the following sentences. Then rewrite the
sentence.

1. My neighbour's conversation is too gross for me.

- My neighbour's conversation is disgusting.
2. The audience was bored to tears by the lecture on Iqbal.
- The audience was bored by the lecture on Iqbal.
3. Owing to the fact that the buses are on strike, no one arrived on time.
- Because of the bus strike, no one arrived on time.
4. The boys are pulling your leg when they say they can’t be at your party. Don’t listen to their
teasing - they wouldn’t miss your party for the world.
- Joking (sl) really want to go to your party
5. You can’t believe what my neighbor says. He’s a gas bag. During the time I’ve known him
I’ve heard him tell many lies.
1. always exaggerating (s), since (w)
6. She was as happy as a lark when she learned that she had got an A on her term paper. But her
happiness didn’t last long due to the fact that there had been a complete mistake in the compiling
of result.
- (happy (c), because (w)

Now we turn to the second part of today’s lesson. We shall look at 20 pairs of words that are
frequently confused with one another. The most commonly confused words are:

(i) Its: This is the possessive of it.

It’s: a contraction of it is.
-When she saw my dress, she said “It’s an unusual one, but I like its colour.

(ii) There: (a) in that place (b) used with is, are, was, were and other forms of the verb to be.
Their: belonging to them.
They’re: contraction of they are.
-The teacher told the students that there was no excuse for their failing in the test; they’re going
to sit for another test.
-Their belongings were scattered over there on the hill side. Tomorrow there will be an inquiry
into the incident.

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(iii) Your: belonging to you
You’re: contractions of you are
-If you’re going out in this heat, take your umbrella (belonging to you) for protection.
-Do you think your family will be upset when they learn you’re migrating to Canada? (The
family belonging to you).

-
(iv) Passed: The past tense of pass
(a) Handed to
(b) Went by
(c) Completed successfully.

Past: (a) Time before the present

-As Sajjad Ali walked past the fire, he passed his hands over it

(v) Whose: belonging to whom

Who’s: contraction of who is or who has
-The headmaster yelled, “Who’s responsible for the destruction of the painting? Whose fault is
it?”
(vi) Weather: Outside conditions (rain, wind, temperature…)
Whether: if
-The weather won’t spoil our holidays; whether it rains or not, our days will be spent fishing and
boating.

(vii) All ready: (two words) completely prepared.

Already: (adverb) previously or before; prior to some specified time.
- They were all ready for the work to begin.
- We were surprised to find the woman already there when we arrived.

(viii) Altogether: (adverb) meaning wholly or thoroughly.

All together: (two words) meaning simultaneously or “all at once”.
-The customers were altogether satisfied. (thoroughly).
-They were all together in the waiting room by eight o’ clock.
(ix)Angry about: We are angry about occasions or situations.
Angry with: We are angry with people
Angry at: We are angry at things /animals
- We were all angry about the increased taxes.
- She was angry with Mr. Khan for supporting her rivals
- He showed his dissatisfaction by becoming angry at his dog for barking.

(x) Liable and apt are sometimes used for likely.

Something is apt if it is “suited for, appropriate to” something else, or a person is apt if he has a
tendency to do something or is ready to learn.
Liable means “answerable for” and often suggests an undesirable possibility.
Likely means “probably”.

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-That was not an apt remark.
- He is liable to arrest.
- It will very likely rain tomorrow.

(xi) Accept (a) to receive willingly

(b) to agree to
Except (a) to leave out
(b) but
-All the workers except the part timers voted for a five day week.
-The management accepted the workers proposals.

(xii) Advice: suggestion(s)

Advise: to give advice or suggestions to
- Most astrologists’ advice is worthless. They advise their clients in such a way that they become
dependent upon them for guidance.

-
(xiii) Affect: as Verb, to influence
Effect: (a) as Verb, to cause
(b) as Noun, result
- The heavy downpour last night did not affect the success of the trip. The rain had the effect of
clearing the air of dust.
- His speech is sure to affect the voters.
- This film will have a great affect on the public.
- As Principal of the college he will effect certain changes in the curriculum.

(xiv) Desert: dry and sandy place (dez – ert)

Desert: to leave behind (de-zert)
Dessert: Final course of a meal
- The boys were lost in the Thar desert.
- The soldier deserted the army
- The hostess offered rice pudding as dessert.

(xv) Does: present tense of do

Dose: a measured amount of medicine.
- Does a double dose of medicine cure an illness quicker?

(xvi) Coarse: (a) rough

(b) not refined
Course: (a) a unit of instruction
(b) a part of a meal
(c ) Use with of as in ‘of course’
- The secretaries are required to take a course in handling telephone calls so that they do not
treat even irritating customers in a coarse manner.
- Some of the boys on the computer course were very coarse in their manners.

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(xvii) Lead: (a) a metal
Led: (a) Influenced or persuaded
(b) guided
(c) past tense and past participle of the verb ‘ to lead’.
- The lead-based paint is dangerous for health.
- You must lead the child by the hand.
- I led the old woman by the hand last week.

(xvii) Lead: (a) a metal

Led: (a) Influenced or persuaded
(b) guided
(c) past tense and past participle of the verb ‘ to lead’.
- The lead-based paint is dangerous for health.
- You must lead the child by the hand.
- I led the old woman by the hand last week.

(xix) Quiet: Silent

Quite: very
Quit: (a) to give up
(b) stop doing something
- This is a quiet neighborhoods.
- ‘This house is quite noisy’, said the visitor.
- If you don’t stop, quarrelling, I am going to quit being so patient’, said the man to his wife.
- I have quite finished (adv – completely)
- His home is quite near to his office.

(xx) Wander: (a) to move with no definite or fixed course in mind

(b) to be unclear in speech
Wonder: (a) to be amazed;
(b) used to introduce polite requests, for inquiring
(c) to speculate or ask oneself
-I wandered lonely as a cloud
-I wonder if he is arriving
-I wonder at his innocence

Practice:

In the following sentences select the correct word from those given in brackets.
1. (You’re, your) the only person (who’s, whose) never on time
2. (Its, It’s) different to (break, brake) the habit of taking drugs.
3. My neighbours discovered that (their, there) cat had eaten the mincemeat in the pan.
4. The (plane, plain) has (too, to, two) engines, and none was working.
5. The cheeky young man had (all ready, already) decided to (quit, quite, quiet) college, and he
refused to (accept, except) his father’s (advise, advice)
6. The rich (desert, dessert) had to (effect, affect) of giving guests a stomach ache. The host gave
them each a double (dose, does) of soda mint tablets.

188
7. The ladies’ complaints about the (coarse, course) language used in the waiting room (led, lead)
the director to issue a warning letter to the male members.
8. The two brothers have not had any (peace, piece) ever since (their, there) father left them a
(peace, piece) of land.
9. “(Your, you’re) overweight and you almost never exercise”, the physician warned the man.
10. (‘Whose, who’s) application is this?’ asked the office clerk. The young man raised his land,
(wandering, wondering) (weather, whether) the clerk thought his application was well written or
not.

Answer:

In the following sentences select the correct word from those given in brackets.

1. (You’re, Your) the only person (who’s, whose) never on time.

2. (Its, It’s) different to (break, brake) the habit of taking drugs.
3. My neighbours discovered that (their, there) cat had eaten the mincemeat in the pan.
4. The (plane, plain) has (too, to, two) engines, and none was working.
5. The cheeky young man had (all ready, already) decided to (quit, quite, quiet) college, and he
refused to (accept, except) his father’s (advise, advice)
6. The rich (desert, dessert) had to (effect, affect) of giving guests a stomach ache. The host gave
them each a double (dose, does) of soda mint tablets.
7. The ladies’ complaints about the (coarse, course) language used in the waiting room (led, lead)
the director to issue a warning letter to the male members.
8. The two brothers have not had any (peace, piece) ever since (their, there) father left them a
(peace, piece) of land.
9. “(Your, You’re) overweight and you almost never exercise”, the physician warned the man.
10. (‘Whose, who’s) application is this?’ asked the office clerk. The young man raised his land,
(wandering, wondering) (weather, whether) the clerk thought his application was well written or
not.

In today’s lesson you learnt about selecting the right words and their importance in good writing.
You also learnt about words that are often confused with each other because they sound similar.

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Lesson -29

Punctuation (Comma and Apostrophe)

Having looked at syntax, at what makes for good, effective sentences, errors in sentence
PARAGRAPH IN LOG FOR ALL PUNTUATION IN
construction and certain features of grammar, like pronouns and their Antecedents, subject-verb
agreement, we will turn to punctuation. In this lesson you will learn about the PAPERS
Comma and the
Apostrophe - two very important items of punctuation and which cause the greatest problems for
students of English.

Punctuation depends upon grammar. Until you understand how one part of a sentence is related
to another, you cannot punctuate efficiently. Commas are not marks to be added to a completed
sentence for artistic effect; they are very much a part of a well written sentence as are correctly
placed pronouns and adverbs.
In writing, punctuation takes the place of pauses, gestures, rising tone and other such features of
speech.

Most people make use of some system of vocal punctuation in their speech. Some sentences
would be clear enough without any punctuation marks. But readers have come to expect that
sentences that are constructed in the same way will be punctuated in the same way. Therefore,
certain rules of punctuation have come into being, and sensible writers follow them.
The greatest problems in punctuation have to do with the use of the comma, and the apostrophe.

We shall take up the comma first and then consider the apostrophe. This does not mean that there
a re no other marks of punctuation: the colon, semi-colon the full stop / period, the question mark,
e xclamation mark, the dash quotation marks, parentheses and square brackets are other well
known marks. But we shall focus on only two as these pose the greatest number of problems in
punctuation.

The Comma [,] indicates a very short pause. Writers may disagree about a few of its use, but
most of them agree about the five main uses which we will now consider.

Insert commas where needed in the following sentences.

i. Before leaving home the child’s nanny collected a milk bottle a bag full of diapers a blanket
and a rattle.
ii. Although he is eighty my grand dad walks ten miles daily.
iii The cutlery box if I remember correctly is in the big trunk upstairs
iv. The paint company displayed thirty shades of color but the fussy lady still could not find
anything to order.
V. The house agent said ‘It may take you a while to get used to the place.”

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Answer:

i -Before leaving home the child’s nanny collected a milk bottle, a bagful of diapers, a blanket,
and a rattle.
Explanation: Commas are needed to separate the items in a series.
ii - Although he is eighty, my grand dad walks ten miles daily.
Explanation: the comma separates the introductory phrase from the rest of the sentence.
iii -The cutlery box, if I remember correctly, is in the big trunk upstairs.
Explanation: The words if I remember correctly, interrupt the flow of the rest of the sentence, so
they are set off by commas.
iv -The paint company had displayed thirty shades of color, but the fussy lady still could not
find anything to order.
Explanation: The comma separates two complete thoughts connected by the conjunction or
joining word ‘but’.
v - The house agent said, “It may take you a while to get used to the place”.
Explanation: The comma separates a direct quotation from the rest of the sentence.

Today’s lesson explains five main uses of the comma.

Comma Rules

i. Between items in a series.

ii. After introductory material.
iii. Around words that interrupt the flow of sentence.
iv. Between complete thoughts connected by a joining word.
v. With direct quotations.

A comma often marks a slight pause / break in a sentence. When you read a sentence aloud, you
can often hear the points where slight pauses occur. These pauses / breaks occur at the point
where one of the five main comma rules applies.
In general, use a comma only when a comma rule applies. When you are in doubt about whether
or not to use a comma, it is often best to leave it out. We’ll look at these rules one by one.

Rule 1: Comma between items in a series

The comma is used to separate three or more items in a series - words, phrases, or clauses may
be used in a series as in following examples.

i. The village women sold pottery, baskets, blankets, and silver jewelry. (Words)
ii. The women spread their wares on the pavements, on doorsteps, and especially under trees in
the town square. (Phrases)
(iii) The tribal elders took part in the dance, their women sold pottery and jewelry, and their
children ran around happily playing games. (Clauses).
(iii) The tribal elders took part in the dance, their women sold pottery and jewelry, and their
children ran around happily playing games. (Clauses).

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NOTE: Do not use a comma when the series contains only two items. e.g.
-The college cafeteria now serves sandwiches and cold drinks.

Practice 1.

In the following sentences insert commas between items in a series.

i. Most countries now recycle newspapers plastic bottles and aluminum cans.
ii. Walking jogging and bicycling are all inexpensive exercises.
iii. The learner driver went through a red light steered off the side of a road and ended up on the
footpath.

Answer:

Practice 1. In the following sentences insert commas between items in a series.

(i) Most countries now recycle newspapers, plastic bottles, and aluminum cans.
(ii) Walking, jogging, and bicycling are all inexpensive exercises.
(iii) The learner driver went through a red light, steered off the side of a road, and ended up on
the footpath.

Rule No. 2 Comma After Introducing Material:

A comma is used to separate introductory material from the rest of the sentence.
Examples:
- After the mother had given the baby a bath, it feel asleep.
- Pushing and shoving each other, the ladies rushed into the sales section.
- With the ceremony of releasing doves in the air, the festival got off to a rousing start.
NOTE: The comma may be omitted if the introductory phrase/clause is so short that misreading
is unlikely. e.g. As the flames rose the crowd gave a shout.

Practice 2.

Insert commas after the introductory phrase/clause in each of the following sentences.
i. When the lights went off the children let out a loud yell.
ii. During the operation the doctor accidentally dropped the medicine bottle on the floor.
iii. Disappointed by the batsman’s performance the fans threw bottles and fruit peel at the
fieldsmen.
iv. After waiting in the queue for two hours the students were told that the office had run out of
admission forms.
Answer:

Practice 2.
Insert commas after the introductory phrase/clause in each of the following sentences.
i. When the lights went off, the children let out a loud yell.
ii. During the operation, the doctor accidentally dropped the medicine bottle on the floor.

192
iii. Disappointed by the batsman’s performance, the fans threw bottles and fruit peel at the
fieldsmen.
iv. After waiting in the queue for two hours, the students were told that the office had run out of
admission forms.

Rule No. 3. Put a comma around words that interrupt the flow of a sentence.

Sometimes sentences contain material that interrupts the flow of thought. Such words or group of
words should be set off from the rest of the sentence by commas. e.g. My mother, who is very
old, complains that I do not give her enough time.

One way of testing the interruption of the flow of thought is to read aloud such a sentence.

If you read aloud the above sentence you can hear the words “who is very old” interrupt the flow
of thought. Such interruption often contains information that is less important to the sentence.
Examples:
-The owner of the house, grumbling angrily, came out of the house to claim his dog.
-The college, which was built in 1937, needs a face lift.
-The college auditorium, though, is in fairly good condition.

Practice 3.

Insert commas around the interrupting words in each of the following sentences.
i. The house built of white stone was finally completed in 1890.
ii. the park forty acres of prime land provides a fine view for the surrounding buildings.
iii. The scenery of Switzerland which resembles that of Kashmir inspired him to write his novel.
iv. Laila who was wearing a new dress yelled at the boys who spilled tea on her.

Rule No. 4. Comma between complete thoughts connected by a joining word.

When two complete thoughts are combined into one sentence by a joining word like and, but or
so, a comma is used before the joining word.
Examples:
-Multan is one of the oldest cities in Pakistan, and it is also one of the most interesting.
- Some historians claim that Uch Sharif, another city in Punjab is older, but all agree that the
Indus Valley has been continuously inhabited for thousands of years.
-Perhaps you have read about this old city, or perhaps you have even visited Uch Sharif.
-Money may not buy happiness, but it definitely makes misery bearable.

NOTE: Do not add a comma just because a sentence contains the word and, but or so. A comma
is used only when the joining word comes between two complete thoughts. Each of those
thoughts must have its own subject and verb. e.g.
i- Shama spent the morning in the college, and then she went to the civil secretariat. (Comma:
each complete thought has a subject and a verb. Shama spent; and she went)
ii- Shama spent the morning in the college and then went to the civil secretariat. (No comma is
needed here, because the second thought is not complete, and it doesn’t have its own subject.)

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Practice 4: Insert commas before the joining words in the following sentences.

(i) The cricket team has lost five matches in a row but they are as popular as ever.
(ii) Kauser wasn’t wearing her reading glasses so she couldn’t read the fine print in the
dictionary.
5. I used to be able to play the sitar very well but now I’m out of practice.
6. It is not a festival precisely nor is it a village fair.

Answer:
Practice 4: Insert commas before the joining words in the following sentences.

(i) The cricket team has lost five matches in a row, but they are as popular as ever.
(ii) Kauser wasn’t wearing her reading glasses, so she couldn’t read the fine print in the
dictionary.
(iii) I used to be able to play the sitar very well, but now I’m out of practice.
(iv) It is not a festival precisely, nor is it a village fair.

Rule 5. Comma with Direct Quotations :

Commas are used to separate directly quoted material from the rest of the sentences.
Examples:
-The coach shouted, “Move, move fast.”
- The student said, “Do you mind if I ask a question?”
-The customer grumbled to the waiter, “This tea tastes like ditch water.”

Note: When the comma comes at the end of directly quoted words, it is included within the
quotation marks. e.g. - “After this class,” whispered one student to her friend, “let’s go to the
cafeteria.”

Practice 5. Insert commas to set off quoted material in the following sentences.

(i) “We are ready to leave” said a cheerful voice on the bus mike.
(ii) “This book” complained the student to the book store owner “is twenty rupees cheaper at the
other store.”
(iii) The cashier said “We don’t take cheques.”

Answer:
Practice5. Insert commas to set off quoted material in the following sentences..
(i) “We are ready to leave”, said a cheerful voice on the bus mike.
(ii) “This book,” complained the student to the book store owner “is twenty rupees cheaper at the
other store.”
(iii) The cashier said, “We don’t take cheques.”

Review: See if you can recognize which comma rule applies to each sentence. Then identify the
place where the comma(s) is / are required.

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 a. Comma between items in a series.
1. Comma after introductory material.
2. Comma around interrupting words.
3. Comma before a word that joins two complete thoughts.
4. Comma with direct quotations.
1. Glaring around the room the boss demanded silence. ( )
2. I heard a horn blowing so I glanced up at my rearview mirror. ( )
3. The professor won’t leave the house without his hat his briefcase and his umbrella. ( )
4. The city children unused to the darkness of the forest sound it hard to sleep. ( )
5. The man whispered “Listen very carefully to what I have to say”. ( )
Answer:
1. Glaring around the room, the boss demanded silence. (b)
2. I heard a horn blowing, so I glanced up at my rearview mirror. (d)
3. The professor won’t leave the house without his hat, his briefcase, and his umbrella.
(a)
4. The city children, unused to the darkness of the forest, sound it hard to sleep. (c)
5. The man whispered “Listen very carefully to what I have to say”. (e)

The Apostrophe [,]

Look at the following sentences and see if you can spot the word that needs the apostrophe.
1. it’s impossible to see stars in daylight.
- It’s the contraction of the words it is. The apostrophe takes the place of letter i, which has been
dropped.
2. The judge can’t hear the case until next month.
- Can’t is the contraction of the word cannot. The apostrophe shows that two letters (n, o) have
been left out.
3. No one likes the college principal’s new attendance rules.

The apostrophe plus s shows that the new rules belong to the principal. The apostrophe comes
after the last letter of the word principal. Likes does not take an apostrophe, because it is not
possessive. It is a verb.

4. The sandwiches at Greens’ restaurant are the best in town.

The apostrophe after the s, shows that the Greens own the restaurant.

The apostrophe is a punctuation work with two main purposes.

1. It is used in a contraction, showing that one or more letters have been left out of a word.
2. It is also used to show possession - that something belongs to someone.

The Apostrophe in Contractions:

A contraction is formed when two words are combined to make a new word. The apostrophe
takes the place of the letter or letters that are omitted when forming the contraction. Here are a
few common contractions.

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 I + am = I’m She + will = she’ll

It + is = it’s You + will = you’ll

Does + not = doesn’t You + would = you’d

Do + not = don’t Will + not = won’t

Contractions are commonly used in every day speech and writing. They are not slang. Some
people in Pakistan think using contractions is wrong. Read out a passage and you will notice how
frequently words are contracted.

Wouldn’t you like to go to the movies tonight? There’s a film I’ve been wanting to see, but it
hasn’t been in Lahore until now. You’ve been wanting to see it too, haven’t you? Shouldn’t we
ask the others to go with us? They’re always saying they’ve plenty of free time, don’t they?

Contractions That Cause Problems

There are 4 pairs of words that can cause problems to students. These are:
1. They’re-(meaning they are) and their (meaning belonging to them)
2. It’s (meaning it is or it has) and its meaning belonging to it.
3. You’re (meaning you are) and your meaning belonging to you
4. Who’s (meaning who is) and whose meaning (belonging to whom)

Notice how each of these words is used in the sentences that follow.

1. They’re their
2. It’s its
3. You’re your
4. Who’s whose
-They’re upset about the damage done to their new car.
- It’s a shame that the college failed to honor its own faculty.
-Your parents said you’re their favourite child.
- Who’s the person whose car number plate is missing?

- They’re (they are) upset about the damage done to their new car. (car belonging to them).
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- It’s (it is) a shame that the college failed to honor its own faculty.
-Your parents (belonging to you) said you’re (you are) their favorite child.
-Who’s (who is) the person whose care number plate is missing.

The Apostrophe to Show Possession [’s]

In the following phrases the apostrophe and s [’s] are used to show possession of singular or
plural norms not ending in s.

- This is a man’s job

- These are men’s jobs
- Children’s games are not always simple
- My sister-in-law’s great love is shopping.
-She reads Huxley’s essays.

In the case of plural nouns ending in S, the apostrophe alone is used.

- She rang the Shahs’ doorbell.

- The two dogs’ tracks were visible in the snow.
- The ladies’ toilet / wash-room was locked.

When Not to Use An Apostrophe: In Plurals and Verbs

The possessive and plural forms of words are often confusing. Remember that a plural is formed
simply by adding an s to a word; no apostrophe is used. Look at the following sentence to see
which words are plural and which are possessive:
- Samina’s new boots have golden buckles.
+boots, buckles -plural. More than 1 boot, buckle + Samina’s: the word with the apostrophe plus
s, is possessive: i.e. Samina owns the boots.
- also many verbs end with an S. e.g. He owns the cinemas . Owns is a verb. Do not put an
apostrophe in a verb.

Practice 6.

Add an apostrophe where necessary.

(i) The head of the departments mood is much better after he gives out the assignments for the
day.
(ii) This years new television shows are much worse than the programs of last year.
(iii) Mind your ps and qs.

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Answer:
Practice 6.

Add an apostrophe
(i) The mood of the department’s head is much better after he gives out the assignments for the
day.
Department’s – head belonging to the dept.
Gives – Verb. Assignments - Plural
(ii) This year’s new television shows are much worse than the programs of last year.
Year’s - belonging to this year. Shows - pl, programs: pl,
(iii) Mind your p’s and q’s.

Review: Identify the correct answer.

1. A contraction is two words combined into
a. one word
b. a possessive
c. a plural
2. In the contraction she’d, the apostrophe
a. shows that she posses something
b. takes the place of would
c. indicates a plural
3. To make a possessive, an apostrophe plus an s is usually added to
a. the name of the owner
b. whatever is owned
4. An apostrophe is not needed in
a. a contraction
b. a plural

In today’s lesson you have learnt about

Punctuation and the problem areas in punctuation skills that are required for effective writing.

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Lesson -30

Effective Writing (paragraphs)

In this lesson and the following couple of lessons, you will learn the principles of writing. We
will begin with how to write an effective paragraph and the principles you learn here will help
you to write longer essays/papers.

Writing is not easy, especially in a foreign language. Writing is, in fact, a process. It is done in a
series of steps & stages. It is a skill that comes with great effort, hard work and practice. If you
want to learn how to write, you can.

The first thing of concern in writing is content i.e. what you have to say - your ideas, thoughts
and feelings. Unfortunately, some students are so conscious about rules and mistakes that they do
not focus on what they want to say. Rules do matter but not at the beginning stage. Now students
in Pakistan have a fear of English, especially while writing because they have never learned how
to write. They resort to learning model essays and answers to questions by heart. Your attitude in
this respect is very crucial and important. It is your attitude that will determine how much effort
you will put in learning to write.

We will begin with a paragraph. A paragraph is a series of sentences about one main thought,
idea or point. The paragraph is like a sentence in the sense that it must concern itself with one
thought. While some ideas can be adequately treated in a single sentence, others require the fuller
treatment which is afforded by a series of sentences (i.e. the paragraph) or a group of paragraphs,
chapters, section(s) or even a book. A paragraph typically starts with a point and the rest of the
paragraph provides details to support and develop that point.

Your goal in writing a paragraph should be:

i) To make a point
ii) To support the point
iii) Orderly arrangement of material
iv) Write error free sentences

i) It is best to state the point in the first sentence. The sentence that expresses the main idea or
point of a paragraph is called the TOPIC SENTENCE. The topic sentence is a general statement
and the other sentences provide support for the general statement. If you recall the beginning of
the course, you had a lesson or two on identifying the topic sentence and its supporting details.
ii) To support the point, you need to provide specific reasons, examples, & other details that
explain & develop the point.
iii) You can organize the supporting details in a paragraph in two ways. You can use a listing
order (first of all, secondly next in addition.) or time order (first, next, and finally.)
iv) If you use correct spelling & follow grammar, punctuation & usage rules, your sentences will
be clear & well written.

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Look at the following two passages. Notice how the topic sentence which is underlined is
supported by the sentences that follow. The first passage is written by a student. The second one
is written by a famous writer. Notice how both make a point at the beginning and then go on to
support that point with specific evidence and this is what we are going to concentrate in this
lesson.

My Neighbours

1. The new family that has moved in next doors is quite a noisy family. Ever since they arrived,
we have not had peace for a day. Their young daughter is the loudest person I have ever known.
She pops out her head every half hour from her bed room window and screams for the old man
who works for them. Cries of ‘Babaji! Babaji!’ resound in the area. Then the whole
neighborhood can hear what she wants Babaji to fetch her from the market. As for the other
children they are no better.

Screaming and shouting at the top of their voices, they play hide and seek late into the night, and
their dogs, barking loudly, join them in their sport. As if this is not enough, just when the
neighborhood is about to turn in for the night, loud stereo music blares form their house, shaking
and rattling everyone's nerves. I think we need to call a meeting of the other neighbors and do
something about this.

2. On the day after the burial of a celebrated man, his friends and enemies apply themselves to
the work of writing his biography. His school fellows relate in the newspapers his boyish pranks,
another man recalls exactly, and word for word, the conversation he had with him twenty years
ago. The lawyer, who manages the affairs of the deceased, draws up a list of the different offices
he has filled, his titles, dates and figures, and reveals to the matter-of-fact readers how the money
left has been invested and how the fortune has been made; the grand nephews and second
cousins publish an account of his acts of humanity, and the catalogue of his domestic virtues.
- Taine, History of English Literature

Some writers like to start with an idea and then collect evidence to support it. Evidence is
supporting materials – statistics, examples, comparisons, contrasts, causes, effects, and expert
opinion. Other writers like to start with facts on a topic and then form their ideas from those
facts. Still others like to work with ideas and evidence at the same time. They shape their ideas as
new facts turn up and collect new evidence as they find fresh ideas.

Practice 1:

Arrange the ideas and evidence in logical order, the most general coming first.
1
A. The first shelf was crammed with copies of the daily newspapers, The Pakistan Times, The
2
News, The Dawn and The Nation. To the left of the papers, he had piled copies of The Herald,
3
She, The Friday Times and Mag. On the middle shelf, he had a set of the great Urdu and
Punjabi classics and a vast collection of science fiction novels and detective stories.

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4 5
On the top shelf, he had numerous new volumes on cooking, gardening and travel. His library
testified to the breadth of his reading habits.
Idea
Evidence
Sentence 5

Practice 2:

1 2
Mathematics has never been easy for me. Now that I am in college, I am having trouble
3
getting through even in business math. I never could solve the mysteries of X’s and Y’s, sines
4 5
and cosines. In primary school, I had serious trouble learning the simplest arithmetic. In high
6
school, I barely passed in algebra and trigonometry. My father threatened to take me out of
school if didn’t learn to add correctly.

Idea sentence 1

Evidence

Practice 3:

Select the most appropriate conclusion you might infer from the evidence given. Place the
number of the conclusion you select in the blank space.

1. Evidence: My four-year old Suzuki has 80,000 miles on it. It needs a new battery, the
alignment of the front wheels is out, the shock absorbers are weak and the upholstery is
frayed.
Conclusion: 1) Japanese cars give good service for 80,000 miles then break down. 2) It’s time
for me to get a new Suzuki. 3) My four-year old Suzuki needs some minor repairs.
2. Evidence: The rainfall in Dhaka was 88.6 inches in 1960, 86.2 in 1961, 84.2 in 1962, 81.2 in
1963, 80.1 inches in 1964 and 75.1 inches in 1965.
Conclusion: 1) Dhaka rainfall declined steadily between 1960 and 1965. 2) Dhaka rainfall
eventually returned to normal. 3) Dhaka rainfall was 74.1 inches in 1967.

Practice 4:

Identify the evidence that does not support the conclusion. Place the number of the
irrelevant evidence in the blank below the evidence. If all of the evidence is irrelevant, leave
the blank empty.
Conclusion: The trees in the back yard provide shade all day.

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Evidence: 1) Four neem trees to the front of the south side protected the yard form the morning
sun. 2) A row of towering eucalyptus trees on the west side protect the yard from the evening
sun. 3) Two great rubber trees further back on the south side caught the noon and early afternoon
rays.
4) Between the trees were low growing rose bushes, Hibiscus and jasmine bushes.
As I stated earlier writing usually takes place in steps. These are
(1) Brainstorming (2) Making brief outline (3) Writing first draft (4) Revising (5) Proof reading
Step I: Brainstorming

(a) Jot down points or ideas and their details as they come to your mind. Just write them down
without putting them in any special order. Try to accumulate as many details as you can think of.
(b) Clustering is another strategy. Begin by stating your subject in the center of a blank sheet of
paper. Then as ideas come into your mind put them in boxes/circles around the subject/topic.

children hide & seek daughter shouts Babaji

noisy neighbors loud music

TV
stereo
something needs to be done

dogs bark loud music

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Lesson -31

Writing: Paragraph

In the last lesson we started to look at paragraph writing. We considered different parts of a
paragraph, and we examined the paragraph My Neighbours. We noted that a good paragraph has
three major structural parts: a topic sentence, supporting sentences and a concluding sentence.
In addition to the three structural parts of a paragraph, a good paragraph also has the elements of
unity and coherence.

First we will look at the first element UNITY. By unity we mean that only one main idea is stated
in the topic sentence and the coherence that follows each and every supporting sentence develops
that idea. If you are writing on Dreams and you say in your topic sentence that you are going to
discuss two important characteristics of dreams, then discuss only these two characteristics only.
Do not discuss anything else such as what you dreamt the night before or if you were writing on
Television, and in your topic sentence you say that you are going to discuss the effects of TV on
society, then discuss only that. Do not discuss anything else such as the invention of television.
The second element of importance in a paragraph is COHERENCE. By coherence we mean that
your paragraph is easy to read and understand because (i) the supporting sentences are in some
kind of logical order and (ii) your ideas are connected by the use of appropriate transitional
words. We shall look at the topic sentence from the following points

Characteristics
Position
Practice: to recognize topic sentences
Parts of topic sentences
Writing topic sentences
Practice: Writing concluding sentence
Review:

A well written paragraph has 5 elements

(i) A topic sentence
(ii) Supporting sentences
(iii) A concluding sentence
(iv) Unity
(v) Coherence

Topic sentence: Remember the earlier reading lessons in which we have discussed the topic
sentence in detail. You have looked at the topic sentence from the readers’ point of view. Now
you will work at it from the writer’s point of view. The topic sentence is the most important
sentence in a paragraph as it indicates what the paragraph is going to discuss, and for this reason
it is a helpful guide, both for reader and writer.

The topic sentence is:

(a) A complete sentence - it contains a subject, a verb and a complement (which is a word or
words used to complete the meaning of a verb).

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 (b) A topic sentence contains a topic as well as a controlling idea. i.e. first it names the topic and
then it limits the topic to a specific area that is to be discussed in the paragraph.
For Example:
-Driving on the motor way requires skill and agility.
- Platinum, a precious metal is used for two purposes.

Notice that these 2 sentences are general statements; they do not contain any specific details.

The topic sentence may appear anywhere in the paragraph. It is usually the first or the last
sentence of the paragraph. The topic sentence may also be the first and the last sentence of the
paragraph. Let us look at three paragraphs:

I) My study table is well organized. I keep ball point pens and coloured pencils in the top right
drawer. Writing paper is in the middle right drawer. The bottom right side has all the other
material I might need, from paper clips to staples and tapes. The top of the desk is clear, except
for a study lamp and a monthly planner. The left side of the desk has two drawers. The bottom
one is a file drawer, where I keep my lecture notes from each class. And in the top drawer?
That’s where I keep peanuts, raisins, chocolates and chewing gum that I snack on while I study.

Here you notice the paragraph begins with a topic sentence “My study table is well organized”.
The first sentence is a general statement. The main idea-that the writer’s desk is well organized -
is in the first sentence. The rest of the sentences show us how well organized the desk is.

2) Do you have problems with sleeping? By following a few single guidelines many sleep
problems can be avoided. First, don’t drink tea or coffee close to bedtime. Next, do not exercise
at least three hours before bedtime. Lastly, work out a sleep routine. Try to go to bed at the same
time and try to get up at the same.

Here the first sentence introduces the topic of sleep problems by asking a question. A question
can never be a topic sentence. It is not making a statement. The second sentence “By following a
few simple guidelines many sleep problems can be avoided” states the author’s main idea about
that topic.

Topic sentences may even come later than the second sentence. See if you can find the topic
sentence in the following paragraph.

(3) Today world-wide communications are taken for granted. Through telephone, TV and the
internet, we learn instantly what happens all over the world. In ancient times, however, military
leaders relied on a much slower, less technical method of sending important messages - pigeons.
Homing pigeons are trained to return home from long distances. The birds were kept in cages at
the military camps. When a message had to be sent, it was tied to the bird’s leg. The bird was
then released and it flew back to its base camp after delivering the message.

At first glance, sentence 1 appears to state the main idea as sentence 2 gives examples of the
world-wide communication. But it isn’t. Sentence 3 which also states a general idea, but points
the reader towards another direction (as signaled by the word however) Sentences 4, 5, 6 and 7

204
provide details to support it. It becomes clear that sentences 1 & 2 lead up to the true main idea
of the paragraph which is stated in sentence 3. This is clear because sentences 4, 5 and 6 all give
information that explains in detail the general statement in sentence 3.
Sometimes a topic sentence may end a paragraph. When this is so the previous sentences build
up to the main idea. Here is an example of a paragraph in which the topic sentence comes last.

Probably in the coming decade there will be more use of home computers. People will use them
to shop, to cast votes, file taxes, and take college and university exams. Also, they will be used
for playing games. Experts say the work week will be reduced to less than thirty-two hours.
Moreover, robots will not only take over many routine service jobs but many dangerous jobs as
well. As these forecasts suggest, the coming decade is likely to be a decade of home computers.

Review 1- To find out what you have learned so far, answer each of the following questions.
Fill in the blank or put a tick mark against the answer you think is correct.

1. The topic sentence of a paragraph states the

(a) Supporting details
(b) Introducing material
(c) Main idea

2. To find the topic sentence of a paragraph, look for a general statement. True/False
3. The supporting details of a paragraph are more general than the main idea. True/False
4. The topic sentence may appear in a paragraph (a) only once (b) more than once?
5. When the main idea is stated in the last sentence of a paragraph, it is likely to be:
(a) A summary
(b) A conclusion
(c) Either a or b

Now we shall turn to the parts of a topic sentence. A topic sentence has two essential parts-the
topic and the controlling idea. The topic (names) the subject or main idea of the paragraph.
The controlling idea makes a specific comment about the topic, which indicates what the rest of
the paragraph will be about. It limits the topic to a specific aspect of the topic that will be
discussed in the paragraph. e.g.
- Driving in Lahore requires skill and nerves of steel.
- Living in an English speaking country improves English of a foreign student.
- Sri Lanka is famous for its tea gardens.
- Television commercials are misleading.

Writing Topic Sentence:

Now you will have some practice in writing topic sentence. Keep the given points in mind.
(i) A topic sentence should be neither too general nor too specific.
(ii) It should not unhide too many unrelated ideas e.g. Sri Lanka is famous for its temperate
climate, its many tea gardens and its ancient temple.
(Too many controlling ideas would require 3 separate paragraphs)

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 TRUE FALSE AP KHUD DEHKNA IS
Practice Writing Topic Sentences

Write a topic sentence for each of the following topics. Include both a topic and a
controlling idea
1. The effect of TV on children
2. Books on travel/Travel Books
3. Gardens
4. Popular Entertainment (general subject)
5. The Benefits of Foreign Travel

1. The effect of TV on children

Television is seriously affecting children. Their attention span has shortened notably. They are
now so used to a TV being on that they have trouble working in quiet classrooms.
2. Books on Travel/Travel Books
Books of travel have always been popular. Even in ancient times traveler's tales were eagerly
read. Name a few travelers.
- Marco polo
- Ibn-e- Batuta
3. Gardens
A beautiful garden is a constant source of pleasure. (Talk about some pleasure-sitting in peace
and calm environment. Place of retreat, rest.)
4. Popular Entertainment (General Subject)
Popular entertainment such as pop music has undergone great changes.
5. The Benefits of Foreign Travel
Whether travel in foreign lands will benefit the traveler depends entirely on the traveler himself.
Opening sentences given - try to carry on from here.

The Concluding Sentence: A concluding sentence has two purposes:

(i) It signals the end of the paragraph. For this you should use words like ‘in conclusion’, ‘in
summary’ or ‘finally’.
(ii) It gives a final comment on your topic.

The following examples illustrate two different types of concluding sentences. The concluding
sentence may repeat the main idea of the topic sentence in different words or it may summarize
the main points of the paragraph which are not stated in the topic sentence.

Examples:

(I) Synonyms: Most people think of ‘synonyms’ as words ‘having the same meaning’, but it is
easy to show that synonyms are always partial, never complete. ‘Tall’ and ‘high’ are usually
considered synonyms while we can have both a tall building and ‘a high building’ we cannot
have both ‘a tall boy’ and ‘a high boy’. Therefore, we should be careful in choosing words
because many words that we considered turn out not to be really synonyms. (Repeats main idea
of topic sentence)

206
(ii) Some people delight in inflicting pain on harmless little creatures. Such as flies, worms and
frogs. They also take pleasure in killing them. This is very cruel of them. They ought not to do
so, because it is wrong to cause unnecessary pain to any creature. Besides, from being cruel to
little animals, men are often led, to become cruel to the fellow creatures, and they learn to do
very cruel deeds. Whenever a man is tempted to hurt or kill any such creature he should pause to
think how he would feel if any creature more powerful than he, were to do the same to him.
(Concluding sentence summarizes the main 2 points not specifically stated in the topic sentence.)

Practice 4: Writing Concluding Sentences

In the following paragraphs underline the topic sentence.

(a) Determine the main idea of each paragraph.
(b) Add a good concluding sentence at the end of paragraph using signal words (Finally, to sum
up, at last, in conclusion).
Paragraph 1:

The scientist is more interested in doing scientific work than in defining it. He sometimes says
that a piece of work or book is unscientific, and what he actually means by that phrase is that it is
inexact, that it is badly arranged; that it jumps to conclusions without sufficient evidence, or that
the author has allowed his personal prejudices to influence his report… [by scientific work,
then we mean that which is as exact as is possible, orderly in arrangement, and based on sound
and sufficient evidence].
Paragraph 2:

The habit of economy can easily be formed if we have a will to save. The first important thing in
the formation of this habit, as in the case of many others, is to make a beginning. It does not
matter with what sum we begin. We should make use of the first opportunity to make a
beginning; secondly we should keep this habit alive by consistent effort. All this is possible only
by a strong will-power. If once we decide to save, we should start immediately……...

Paragraph 3:

There are numerous everyday words in English that have come from other languages. English
speakers relaxing at home, for example may put on pajama's which is a Persian word. A sleep in
the afternoon is called a ‘siesta’ a Spanish word. When we wash our hair we ‘shampoo’ it-from
the South Indian word champi.

Writing Practice Home Work

Choose a topic from the list below and write a paragraph of 4-5 sentences in length.
Step I : Begin your paragraph with a good topic sentence.
II : Write general supporting sentences that explain or support the topic sentence.
III : Write a good concluding sentence.
Topics
1. Arranged Marriages
2. Population Explosion in Pakistan

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3. Computers

Your instructor will give you a time limit, suggested limits:

Writing time = 13 minutes
Checking time = 02 minutes
Total = 15 minutes

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Lesson -32

(Unity, Coherence and Organization)

In the last lesson, we have looked at the three structural parts of a paragraph. In addition, we
have learned that a good paragraph requires the elements of unity and coherence. We will first
look at unity in a paragraph.

Unity

A good paragraph has unity i.e. in each paragraph only one main idea is discussed. Unity has two
parts. Every supporting sentence in the paragraph must be directly related to the main idea. This
is the first part of unity. Remember, do not include any information that does not directly support
the topic sentence e.g. if your paragraph is about the ‘advantages of foreign travel’ discuss only
that. Do not discuss traveling locally. To make it better, discuss only one advantage in each
paragraph. However, sometimes it is possible to discuss two or three aspects of the same idea in
one paragraph if they are closely related to each other.

The second part of unity is that every supporting sentence must directly explain or prove the
main idea expressed in the topic sentence. Students often write supporting sentences that are way
off the topic. For example, if you are writing about t he high cost of college fees, you could
mentions inflation as one factor. But if you go on to write three or four sentences on inflation and
the difficulty of educating three or four children of a family, then you are wide off the topic, and
your paragraph will lack unity. The unity of a paragraph is determined by the terms of the
topic sentence.
Your sentences must be related to the key terms of the topic sentence. Otherwise, it must be left
out.

Look at the following paragraph. Which sentence does not contribute to a unified effect?

Playing tennis keeps my mother fit.

1. Running around the courts keeps her muscles toned up and gives them the
flexibility of a teenager.
2. We still have the cup she won for finishing first in the one-mile race in her college
Annual Sports.
3. Serving especially gives her a sense of balance.
4. Even at the age of fifty two, my mother continues to play tennis and she plays it
well.

In the following paragraph notice how all the details are unified–they are about the same
subject/topic of the paragraph.

Hamid was a big, bouncy guileless man who slapped you on the back whenever he met you. He
loved to crack jokes and would poke you in the ribs to make sure you got the point of his jokes.
He had a passion for food and a passion for ideas. ‘Now take the constitution, for instance. I
can’t believe that we have made a mess of it. There is only one way to come out of this practical

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mess.’ he would continue, examining one idea after another. His strong, protruding teeth would
glisten from far away as he sat in the midst of friends, eating and discussing.

How do we determine that this is a unified paragraph?

Note the specific terms of the subject/topic and the specific terms of the comment about the
subject. Hamid is the subject, and it is obvious that only concrete explanations would maintain
unity, and not just any vague comment about him. That comment centers round the words, big,
bouncy, guileless, and on his having a passion for food, and a passion for ideas.

In the next example, note the details that have been selected to develop the topic of paragraph are
more specific, more concrete than the topic idea. One thing that you must remember is that do
not lengthen paragraphs by throwing in more generalities.

In the following paragraph which sentence is not concrete enough?

1- The young Pakistani woman has become a puppet in the hands of fashion gurus. 2- She does
everything they tell her to do. 3- She raises hemlines when they give the nod. 4-They are lowered
when a new look is needed to raise sales. 5-At their suggestion she wears bright colours, and
when they propose dull colors, she takes to wearing drab colors.

It is sentence no. 2 which merely repeats what the topic sentence says. You should not merely
repeat the same statement in different but equally general words. In the examples you have seen
so far all of the details have been equal to one another. This does not happen all the time. The
details of a paragraph may have other logical relationships to each other. There may be sub
divisions and further sub divisions of sub division. For example, if you are asked to write on the
characteristics of a good Pakistani citizen, you may break down the characteristics into three
subdivisions – awareness, knowledge and action. You may provide concrete details for all or
some of the subdivisions. It need not be in the same quantity for each.

Characteristics of a Good Pakistani Citizen

a) Awareness–what is happening in the world around him at the local, national and
international level?
b) Knowledge–of his basic human rights, constitutional rights.
c) Action–participation in community work, political participation (voting)

Length & Type

A good, effective paragraph should be long enough to clinch its point. How that can come about
will depend on the topic and the audience who is to read depends on the topic and the audience
who is to read the writing. For instance a strong argumentative position might require proof. You
will have to see if the terms of the topic have been discussed.

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Practice 1:
Here is a topic sentence. Look at its key terms. Then decide which detail would not be
related to the key term.
1. Topic sentence: Folk songs are popular because of their greater realism.
Key Terms: popular, greater realism
Details: a) spontaneous participation
b) Honesty about love
c) Powerful, down to earth emotions
d) Involved with ecology

2. Which detail would not be unified with regard to the key terms of the following topic
sentence.
Topic Sentence: Inflation has affected a varied cross section of the public
Key Terms: Affected, cross section
Details: a) people with fixed incomes
b) Petty shop owners
c) Medicine & hospital charges
d) Overcrowded conditions in hospitals

3. Which detail would not be unified with regard to the key terms of this topic sentence?
Topic Sentence: The pollution problem has increased in great proportions.
Key Term: Increased
Details: a) Cars & buses on city sheets
b) Deforestation
c) Polluted rivers
d) Competition by imported vehicles

4. Which detail is not a subdivision in the development of a paragraph on historical novels?

a) appeal to patriotic feelings
b) usually based on a factitious event
c) presents events in a very simplified way
d) glorify war

5. In a paragraph on Urdu films, which three details would be grouped under a major subdivision
about the qualities of the hero?
a) They can sing and dance.
b) Emerges from fights without a scratch.
c) Can jump from great heights
d) Monotonous plots

6.
Write three sentences that develop the following topic sentence: Modern technology has helped
the housewife.
Key Term: Helped, housewife
1. Save time, Labour, effort-kitchen
2. Cleaner, Efficient, Washing,

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 3._ Fridge, Saves daily cooking

II. Coherence

Now we shall look at the second element of a good paragraph i.e. coherence-which means “to
hold together.” Coherence in writing refers to the movement from one sentence to the next which
must be smooth and logical. In the same way in a longer piece of writing the movement form one
paragraph to another must be smooth and logical. In other words, it means there should be no
sudden jumps in thought. Each sentence should flow smoothly into the next. Coherence can be
achieved in two ways.
i) By using transition signals to show how one idea is related to the next.
ii) By arranging sentence in a logical order.

Transition Signals

We have had a lot of transition signals in our earlier lessons. It was from the perspective of
reading. Now we are going to look at transition signals for the perspective of writing. Some
writers think of transition signals similar to the road side traffic signs that tell the reader the
direction he/she has to take. In other words they tell the reader when the writer is taking a
similar route idea (words like similarly, moreover, furthermore, in addition) or an opposite
route/idea (on the other hand, however contrast) or giving an example (for example, for
instance) or result (as a result) or a conclusion (in conclusion).
By using transition words, you guide your reader and make it easier for him/her to follow the
writer’s ideas. Transition words give coherence to your paragraph.

PRACTICE:

Look at the following 2 paragraphs. Both paragraphs give the same information, yet one is easier
to follow than the other because of the use of transition signals.

Paragraph 1:

Students who come to college from high school find that at first they have a few problems. Their
college is usually much bigger than their high school. The new first year student often does not
know any of the students of the higher classes. These students are not always friendly to him/her.
They play tricks on him/her or tease him / her. Before he/she was one of he biggest students in
his / her school; now he / she is one of the smallest. Another problem is that he/she no longer has
his/her classroom. He/she has to go to a different classroom for every subject. The unfortunate
student has to carry all his things with him/her. He/she is not used to this. Our first year student
does not have a class teacher either.
Instead of one teacher whom he/she knows well, he/she has six or seven teachers whom he
hardly knows at all. The boy or girl starting college often finds it rather strange at first.
Paragraph 2:

Students who came into college from high school find that at first they have a few problems. The
main problem is that their college is much bigger, usually, than their high school. Another thing

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is that the new first year student often does not know any of the students of the higher classes.
And these students are not always friendly to him. Sometimes, they play tricks on him or tease
him. Another change is that before he was one of the biggest students in his school; now he is
one of the smallest.
Yet another problem is that he no longer has his own classroom. Now he has to go to a different
classroom for every subject. And the unfortunate student has to carry all his things with him. He
is not used to this. Moreover, our first year student does not have a class teacher either. Instead of
one teacher whom he knows well, he has six or seven teachers whom he hardly knows at all.
There is no doubt that the boy or girl starting college often finds it rather strange at first.

Each transition signal has a special meaning. Each one shows how the following sentence relates
to the preceding one. It does not mean that you use a transitional signal in front of every
sentence. That would be just as confusing as using a few transitional signals. Good writing
requires that you use enough transitional signals to make the relationships among your ideas
clear.

Practice: Choosing Transition Signals

Choose the transition signal that best shows the relationship between the sentences. Make
punctuation changes as required.
1. A recent article in The Herald suggested ways to reduce inflation. The article suggested that
the prime minister reduce the central budget; it suggested that the government reduce
central, provincial, and local taxes. (however, in contrast, furthermore)
2. The writer said that the causes of inflation were easy to find, the cure for inflation was
not easy to prescribe. (for example, therefore, however).
3. In physics the weight of an object is the gravitational force with which the earth attracts it.
if a man weighs 150 pounds, this means that the earth pulls him down with a force of
150 pounds.
(moreover, therefore, for example)

The second way to achieve coherence in a paragraph is by arranging the sentences in some kind
of logical order. As there are different kinds of logical relationships, there are different ways of
organizing ideas and sentences in a paragraph. Your choice of one kind of logical order over
another will depend on the topic and the purpose of your writing. It is possible to combine two or
more different logical orders in the same paragraph. The two most common kinds of logical
order in English way of writing are:
1- Chronological order
2- Order of importance

The word chronological is related to the word time. Chronological order, therefore, is a way of
organizing the ideas in a paragraph in the order of their occurrence in time.

You could use this order of organization for something as simple as a recipe, and for something
as complex as a history of any movement. However, chronological order is not just used for
historical events; it is also used to explain processes and procedures, business, science and

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engineering. A paragraph that explains how to solve a problem, perform an experiment are
known as ‘process’ or ‘how to’ paragraphs.

There are two important points to keep in mind when writing a good chronological paragraph.

1. Discuss the events or the steps in a process in the order in which they take place.

2. Use chronological transitional signals (first, next, after, then, in 1960).

Notice how the following two paragraphs are organized according to time.

a) The History of Computers

The first generation of computers which used vacuum tubes, came out in 1950. Univac I is an
example of these computers which could perform thousands of calculations per second. In 1960,
the second generation of computers was developed and these could perform work ten times faster
than their predecessor. Second generation computers were smaller, faster and more dependable
than first-generation computers. The third generation computers appeared on the market in 1965.

b) How to Make Carrot Pudding

If you want to cook something that is delicious and quick to make, try this recipe for carrot
pudding. First, scrape the carrots (1 kilo) and then grate them. Boil milk (1 kilo) and add the
grated carrots. Let them boil. Add I cup of sugar. Next beat one egg thoroughly; pour the beaten
egg into the boiling milk and carrots. Stir the mixture. Add 2 tablespoons of finely grated
coconut. Mix well. Cook till mixture becomes thick. Turn off the gas. When the mixture cools,
pour it into a dish.

The topic sentence of a chronological paragraph in some way indicates the time order. In the
paragraph on computers, phrases such as in 1950, in 1960 was developed, appeared on the
market, 1965 give the reader a hint that this is a chronological paragraph. In a process paragraph,
such as the one on how to make carrot pudding the process to be described is named in the topic
sentence.

The following are topic sentences. Check with a tick mark ( ) those suggesting a
chronological paragraph will follow. Circle the word/words that indicate the chronological
order. The first is done for you.

Example:
In the past thirty-five years, (developments) in the field of electronics have revolutionized the
computer industry.
1- The worst day in my life was the day I left my family and my friends to come to Canada.
2- In my opinion, television programs can be divided into three types: excellent, mediocre, and
poor.
3- The life cycle of the Pacific salmon is one of nature’s most fascinating phenomena.
4- Gold is prized for two important characteristics.

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Order of Importance:
The second common way to organize ideas in a paragraph is to discuss them in order of their
importance. This is done in 2 ways. You can discuss the most important point first and work
down to the least important point or you can begin with the least important and end your
paragraph with the most important. The way you choose will depend on your topic and your
purpose of writing; both ways can be effective.

Suppose you are asked to write about the two most important influences on your life besides
your family, and you decide to write about a teacher who had so much influence on you that it
somehow changed you. Here, again, you would discuss the two influences in the order of
importance–how strongly each affected you. Again, as with chronological order it is important to
use transition signals to guide your reader form one point to the next.
Now look at the following two model paragraphs. Notice how they are organized.

Model Paragraphs:

(1) As a child, my favorite food was salted peanuts, and I never seemed to get enough. Every
time I stepped out of the house I would think of some excuse to visit the corner shop which sold
small packets of salted peanuts. I even devised elaborate techniques for eating the stuff. Some I
would eat from beginning to end, starting at the top of the packet and ending at the salty base.
Others I would throw casually into the air, letting them land in my wide open mouth.

(2) For more than 75 years, my father functioned like a well-oiled machine. No matter what
the time of the year, what the weather, he got up at 4 a.m. while it was still dark, and went out for
a long, brisk walk with his dog. He came back at 7 and went to work at exactly 7:30. But then
one day, nobody knows why, the machine came to a halt. My father just lay in bed. It didn’t
matter anymore what time it was. He just didn’t care. His connections with the world seemed to
have been snapped. The lights seemed to have gone out. My father had decided not to live any
more, and that was it.

Choose any 2 topics, one form group A & one from group B and write a paragraph on that
subject. Remember to use transitional signals.

Group A Group B

(Order of Importance) (Chronological Order)

Why it is important to:
a) Learn English A typical day in my life

b) Stop smoking The happiest day of my life

c) Reduce pollution The unhappiest day of my life

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Lesson – 33

Essay Writing

In the previous lessons, we have looked at paragraph writing. Now we shall move forward and
look at longer pieces of writing which consist of several paragraphs. The problems we
considered in sentence and paragraph writing are also the fundamental problems of longer
composition–the same problems of unity, coherence, and emphasis. While some topics can be
treated in a single paragraph, others require more elaborate development. In longer compositions,
we find problems of arrangement. A longer composition, such as an essay, divides itself usually
into a number of parts. In what order shall we present them? How much emphasis should be
given to each fact? These are some of the problems faced in essay writing.

Now a lot depends on the purpose of your writing. If you are writing primarily to give
information, then you need to be as exact as possible in the interest of clear, logical presentation
of facts. If you are writing to describe something, or to create an image or a picture then you will
perhaps put less emphasis upon accurate measurement and more upon suggestive and revealing
details. If you are writing to tell a story, you will have to decide upon the point of highest interest
and arrange your material carefully to give your reader the feeling or illusion of taking part in the
action.
Writing an essay is not more difficult than writing a paragraph. There is only one difference of
length. The principles of organization are the same for both. Therefore, if you can write a good
paragraph, you can also write a good essay.

Process of Writing

Writing usually takes place in steps or stages. There are five stages or steps in the writing
process.
(1) Getting ideas: brainstorming, clustering & free writing
(2) Making brief outline
(3) Writing the 1st draft
(4) Revising
(5) Proof reading

Step I: Getting Ideas: Primarily from reading, talking to people, listening to talk shows, TV
programs on current issues etc.
(a) Brainstorming – For ideas jot down points or ideas and their details as they come to your
mind. Just write them down without putting them in any special order. Try to accumulate as
many details as you can think of. This is one strategy of beginning an essay.

(b) Clustering: The other strategy is clustering. Here you begin by writing your subject or topic
in the center of a blank sheet of paper. Then as ideas come into your mind you put them down in
boxes or circles around the subject or topic. You will now see a sample of clustering.
(c) Free writing, this is also a very useful technique. Here you just write down whatever comes
into your mind about the topic. Continue writing for some time without stopping to worry about
grammar or spellings etc.

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CLUSTERING

children hide & seek daughter shouts Babaji

noisy neighbors loud music

stereo TV
something needs to be done

dogs bark loudly

II. Step Two: Prepare a rough outline. This is going to be the backbone or skeleton on which the
rest of the writing will be built. It shows at a glance the point of the paragraph and the support
for that point. It will help you to see if you need to do more writing to clarify your main point or
its support. You will learn how to write an outline in your next lesson. Here I will just show an
example of an outline.

Example of an outline:
Biography of a celebrated man
a) Friends and enemies
b) School fellows-pranks, conversations
c) Offices held, distinguished figures
d) Relatives-accounts of his acts of humanity and virtues

(iii) Third step: Writing the 1st draft: The purpose here is to develop the context of your
document. So be ready to put in additional thoughts and details that did not come to your mind
earlier. Do not spend time correcting words or sentences that you may decide to remove later on.

(iv) Fourth step: Revising: This is the most important part of writing-a practice our students are
not encouraged to develop.

Revising means that you rewrite, build upon what has been written to make it better. It is at this
stage that you get rid of unnecessary material, improve on what you are going to retain. A typical

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revision means writing on two or more drafts. Here you insert details left out, put in transition
words which would make smoother reading. If you are working on a word processor, take out a
hard copy so that you can see your entire document at one time.

(v) Step Five: Proof reading: This is the final stage in the writing process. It means checking
carefully for spelling, grammar, punctuation and other errors. Use your dictionary for this
purpose. Proof reading is often hard work and students want to avoid proofing. If proofing is
done carefully, it will ensure that your written work looks as good as possible.

There is no single correct way of writing English. Good writing depends on a set of specific
writing skills. Three skills are involved in writing.
(i) Skill of communication i.e. putting your ideas across to the reader.
(ii) Skill of organizing your idea in the shape of sentences and paragraphs.
(iii) Stylistic - achieving the right level of formality i.e. appropriate tone.

Writing is a form of problem solving. The writer has two tasks before him (a) the task of
generating ideas and (b) of composing those ideas into some sort of shape in other words giving
structure to those ideas.

All writing, whether journalistic or academic (a report, an essay, an assignment, a term paper, a
project) has structure. There is first the introduction, second the main body in which the ideas are
developed and third the conclusion.

I. The Introduction

The introduction is concerned with the topic or subject of writing. In the introductory paragraph,
you will state the problem/the issue in a few general statements to attract your reader’s attention
and a thesis statement to say how you intend to treat the topic/issue of your essay. The thesis
statement is just like the topic sentence in a paragraph.

Try to catch the reader’s attention so that they would want to continue reading. This can be done
in a number of ways:
 By posing a question
 Using an apt quotation
 A dialogue
 A striking description or image
 Making a controversial statement
 Developing a historical perspective
 Background
 Making an appeal for action/change

II. The Main Body

The second part of the essay is the main body where you develop the main idea with the help of
examples and details. This part consists of more than one paragraph. Each paragraph develops a
subdivision of your topic. So the number of paragraphs will vary with the number of

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subdivisions. Moreover, you can organize the ideas by chronological order or by way of
importance just as you did for a single paragraph.

III. The Conclusion

In the third and last part of the essay you draw your conclusion. There are many ways of ending
your composition. You should create a feeling of finale /fina:li/. This may take the form of a
summary or review of the main points discussed in the body of the essay. Here you may even
propose recommendations.
Essay

11

111

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In essay writing, paragraphs are written and designed to serve as part of a longer composition. In
a skillfully written essay, each paragraph has its own proper place, just as each word has its
proper place in a coherent, emphatic sentence. And just as there is a problem of transition from
one sentence to another within the paragraph, so there is some problem when dealing with a
group of paragraphs. So you can see that writing an essay is essentially the same as writing a
paragraph. The difference is of length.

Lesson Review

Check your understanding of the material presented in this lesson.

1. Writing is a skill that can be learned with practice. T/F

2. An effective paragraph is one that

a. makes a point
b. provides specific support
c. makes a point and provides specific support
d. none of the above

3. The sentence that states the main idea of a paragraph is called the topic sentence. T/F

4. Prewriting strategies can help a writer find:

a. a good angle to write about
b. a good main point to make about the topic
c. enough details to support the main point
d. all of the above

5. In the early stage of the writing process, you should not be concerned with spelling,
punctuation or grammar. T/F

6. A brief plan of the paragraph or composition is known as an outline. T/F

7. Your first concern when you start writing should be:

a. spelling
b. content
c. grammar
d. punctuation

8. Two common ways of organizing a paragraph are using a chronological order and order of
importance. T/F

9. The words first, next, then, also, another, and finally are known as signal words. They are
also called transition words. T/F

10. The purpose of proof reading is to check for errors in:

a. grammar

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b. punctuation
c. usage and spelling
d. all of the above

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Lesson-34

Essay writing

In the last lesson, we briefly looked at the structure of the essay-a long composition. If you recall
it was said that an essay has three parts: I- the introduction, II- the main body and III- the
conclusion. We shall now look at the introductory paragraph, the thesis statement and the
concluding paragraph in greater detail.

Introductory Paragraph: Students often complain that they have difficulty in getting started. A
lot of time is spent in thinking the first sentence. Now if you know what the purpose of an
introduction is, you would not have so much difficulty.

An introduction has four purposes:

1. Introduce the topic of the essay.
2. Give a general background of the topic.
3. Specify the overall, ‘plan’ of the essay.
4. Arouse the reader’s interest in the topic.

If you remember the introductory paragraph has two parts: (i) General statements (ii) A thesis
statement

Look at the following introductory paragraph. Notice the two parts.

1. Anyone born in the twentieth century will have seen a lot of changes take place in nearly every
aspect of human life. 2. While some found these changes fascinating, others found them
discomforting and they want to return to the simpler, less mechanical life style of the past. 3. On
the one hand, the twentieth century brought about a higher standard of living, along with higher
pollution level, the weakening of human relationships and the diminishing of spiritual and moral
values.

You will have noticed that the first sentence in this paragraph is a very general comment about
the subject, the twentieth century. Its purpose is to attract the attention of the reader and
introduce the topic of the essay. The sentence no. 2 is more specific. The third sentence is the
thesis statement and is the most important sentence in the introduction. Why? Because it states
the specific topic (changes in the 20th century) and lists the major subtopics, that will be
addressed in the main body of the essay (the high standard of living, pollution, and values).
An introductory paragraph may even indicate the method of organization of the essay such as
chronological order, order of importance, comparison and contrast, or cause and effect.

In short, the thesis statement then:

(i) States the main topic
(ii) Lists the subdivision of the topic
(iii) May indicate method of organization of essay
(iv). Usually stated in the last sentence of the introductory paragraph

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Practice 1:

In the following three introductory paragraphs, the sentences in each are not in the correct
order. Rearrange the sentences beginning with the most general statement first until the
introduction becomes more specific. The thesis statement should come at last.

(A) 1- Lahore’s heavy traffic problems can be solved by building under and overhead passes
along the canal roads, by improving the public transport system within the city, and by building
rapid transit systems from the rural areas to the city. 2- Traffic congestion is caused by thousands
of cars, vans and buses that come into the city from the neighboring small towns as well as from
the thousands of cars that come from within the city limits. 3- One of the most serious problems
that Lahore faces with is traffic congestion. 4- This huge problem must be solved before it gets
worse.
Correct order: (Correct order from general to specific and finally thesis statement: 3,2,4,1).

(B) 1- However, in others, the nuclear family i.e. only parents and their dependent children living
in one household is the rule. 2- People in different cultures have different systems for family life.
3- In many cultures, people live in extended families in which three generations share the same
house. 4- In all parts of the world, the family system is undergoing great changes. 5 In Pakistan
too, the traditional family system, the extended family is rapidly giving way to the nuclear family
and this could have enormous effects on our society.
Correct order: 2,3, 1, 4, 5.

1-
(C) From observing animal behavior to measuring radio signals from celestial objects in
space, scientists have tried different methods to predict earthquakes, but have so far been
2-
unsuccessful. Earthquakes are the most catastrophic of natural disasters in terms of loss to
3-
human life and property. Despite advancements in scientific knowledge and technology
scientists are still not able to predict earthquakes. 4- This paper will examine the history of the
science of earthquake prediction, then discuss each of the methods in more detail, and finally
present data indicating the success - failure ratios of each method.
Correct order: 2, 3, 1, 4.

Practice 2.

Study these following thesis statements. Which method of organization (chronological

order/comparison and contrast) does each one indicate?

(a)
Beginning from the pre-independence period and continuing through the period immediately
after Independence, the status of women in Pakistan has changed remarkably.
.
Answer:
(a) (Method of Organization: chronological)

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(b) Despite the setbacks in the Zia period, the status of women in Pakistan has improved
considerably but it is still very low when compared to the status of women in the West.

Answer: (Method of Organization: comparison & contrast)

Practice 3

The following are thesis statements in which both the method of organization and the
major subdivision of the topic are indicated. Each subdivision will be the topic of a
paragraph in the main body. Read the statement and say (i) What will be the topics of each
paragraph (ii) How many paragraphs does an essay probably contain?

(a) The status of women in Pakistan has changed notably in the past decade due to increased
educational opportunities and economic independence.
No. of paragraphs ( ):
(b)The role of women in Pakistani society has undergone great changes especially in the areas of
political participation, economic self-reliance and job opportunities.
No. of paragraphs ( _) -
-
-
Practice 4

Look at the following thesis statements. The main topic is underlined and the subtopics are
in brackets. Indicate the words or punctuation marks that are used to introduce the
subtopics.

(i) Capital punishment should be abolished not only because it deprives a human being of life but
also because it does not stop crime.
Topic:
Subtopic:
Words that introduce subtopic:
Answer:
Topic -Capital punishment
Subtopic -Deprives a human being of life
-Does not stop crime.
Words that introduce subtopic - not only, but also

(ii) Women are likely to live longer than men for two reasons: they lead less stressful lives and
they look after their health.
Topic: Women live longer than men
Subtopic:

Words that introduce subtopic:

Answer:
Topic -Women live longer than men

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Subtopic -Less stressful lives
-Look after their health
Words that introduce subtopic: Punctuation mark, the colon :

(iii) We protect domestic animals because they are valuable to use materially and emotionally.
Topic:
Sub Topic:

Subtopic Introductory words

Answer:
Topic - Protection of domestic animals
Subtopic -Valuable materially
-Valuable emotionally
Subtopic -Introductory words -because

Practice 5

Complete the following thesis statements by adding topics to them. If you use correlative
conjunctions (both…and, not only… but also) make sure your structures are parallel.

(i) This life expectancy of the average person is increasing because of

(ii) Technology is changing our lives in three important areas:

iii) Foreign learner of English has problems with three sounds:

(iv) Nobody likes watching television commercials.

(v) A good teacher must have the following qualities:

Answer:
i) This life expectancy of the average person is increasing because of availability of good food,
proper medical care and better living conditions.

(ii) Technology is changing our lives in three important areas: transportation, communication and
entertainment.

(iii) Foreign learner of English has problems with three sounds: short vowels, diphthongs and
certain fricatives.

(iv) Nobody likes watching television commercials as they are not only dull and boring but they
are repetitive as well.

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(v) A good teacher must have the following qualities: A variety of teaching procedures to use in
the class, good knowledge and skill of her subject, and concern for her students.

Writing the concluding paragraph

The concluding paragraph is the final paragraph and is an important part of the essay. Here you
tell the reader that you have completed the essay. This is done by either writing a summary of the
main points discussed in the main body of the essay or by re-writing the thesis statement in
different words. After that you add your final comments on the topic subject. As it is going to be
your last opportunity to make your point, you should write a strong, effective message that will
be remembered. Let me summarize for you.

The concluding paragraph consists of:

(i)
A summary of the main points
(ii) A restatement of your thesis statement in different words
(iii) Your final comment on the topic of your essay

Model Essay: Look at the introduction and conclusion for the following model essay on ‘The
Advantages and Disadvantages of Living in the Twentieth Century’.

(Introduction) Anyone born in the twentieth century must have seen a lot of changes take place
in nearly every aspect of human life. While some find these changes fascinating, others find them
discomforting and they want to return to the simpler, less mechanical life style of the past. While
on the one hand the twentieth century brought about a high standard of living, on the other hand
it brought along pollution, the weakening of human relationships and the diminishing of spiritual
and moral values.
…………………………………………..
(Conclusion) In conclusion, although the twentieth century has indeed given us a lot of
advantages by making us more moneyed, healthier and freer to enjoy our lives, it has, in my
opinion, not made us any more sensible and happier. The twentieth century has also made the
earth dirtier, the people less humane and our spiritual lives miserable. We should continue to
enjoy the benefits of modern technology because they release us from the drudgeries of manual
work and allow us the freedom to pursue our interests and objectives. However, we must make
collective efforts to preserve the earth’s natural environment for future generations. Also, we
should try to build relationships with other fellow beings in this world which is increasingly
becoming more and more impersonal and mechanized. (Concluding paragraph is introduced with
a transition signal in conclusion)

Practice 6
Write concluding paragraphs for the following introductions by summarizing the main
points or paraphrasing the thesis statement or adding your own final comments as a final
message to the reader.
Introduction 1: Modern life is creating health problems. Stress affects nearly everyone, from the
highly pressurized administrator to the busy housewife or student. It can cause a variety of
physical disorders, ranging from headaches to stomach ulcers. Stress is not something that can be

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cured by self-medication like the common cold. However, it can be controlled. One can learn to
control stress by enjoying a good laugh or going for long walks, and by maintaining warm
relationship with friends, family and colleagues.

Conclusion 1:
In the end, we can say that although stress, a feature of modern life, causes many physical
disorder in the human body, it can be controlled by enjoying a good laugh, going for long walks
and by maintaining warm relationships with friends, family and colleagues. In my opinion, to
control stress we need to cultivate cheerfulness for our own sake.

Introduction 2:
Television is the most popular form of entertainment in Pakistan. People of all ages from all
walks of life enjoy watching television. It has been estimated that the average Pakistani watches
TV for an average of four hours daily. Thus, TV has had a tremendous influence on its viewers,
especially children. Doctors are now of the view that children are adversely affected by
constantly watching TV. This is due to the fact that they do not take part in physical activities,
spend less time reading, and are constantly exposed to a world of violence that can affect their
immature personalities.
Conclusion 2:
To sum up, it can be said that effects of television especially on children are not beneficial.
Doctors think that being glued to the mini-screen for many hours at a stretch and watching
violence has adverse effects. It will not only affect their physical health and eye sight but also
their personalities.

(NB: Transitional signal to sum up)

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Lesson-35

Writing an Outline

An essay is longer and more complex than a paragraph; therefore, it is even more important to
organize your thoughts and plan your essay before you begin to write. The best way to do this is
by making an outline. In this lesson, we will first consider what an outline is, and then consider
how it can be used for writing an essay and lastly we will have some practice in writing outlines.
Outlining is a useful skill to learn because it can be used in both your reading and your writing.

An outline is basically an organization of related ideas. It is a method of grouping ideas together

that are similar in some selected way, then presenting them in a simplified manner that clearly
shows the relationship within each paragraph and among all the paragraphs.

Preparing an outline is essentially a problem of classifying and organizing. As said earlier, an

outline is useful in both reading and writing. Because writing is language that is meant to be
read, you can think of reading and writing as different ends of the same communication. All
writers use an outline to help make their writing clear. If writers use an outline to organize their
writing clearly, their readers should be able to analyze that organization of writing. An outline is
like a skeleton which helps the writer to put flesh around it. It is the reader who removes the
flesh to see the skeleton underneath.

Suppose you are asked to write about the traffic problems of your city. As you think about the
topic, you decide that there are 3 main causes.
Jot down the ideas:
Traffic is a problem because:
- Great variety of vehicles on the road
- Narrow roads
- Drivers do not obey traffic rules

Later you develop these three points and write the following paragraph.

Traffic is becoming a serious problem in my city…(Name of the city) There are three basic
reasons. First, there is a great variety of vehicles moving on the road. There are fast moving,
mechanical vehicles like cars, buses, vans, motor cycles, motor rickshaws, and there are slow
moving vehicles like horse-drawn coaches for public transport called ‘tongas’, oxen and horse-
driven carts for carrying goods and merchandise. This mixture of fast and slow moving vehicles
is the greatest of traffic problems. Moreover, the number of these vehicles has risen considerably
in the recent years.

Another reason is that roads are old and narrow. As cars are parked along the side of these roads,
it makes the roads more narrow, leaving little room for the main traffic to move smoothly. Third,
as many drivers in my city do not obey traffic rules, the result is the traffic jams from cars going
one way and buses going the opposite way on the same road. Thus, there is chaos on the roads of
my city.

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Now a reader, who reads the above paragraph, can easily make out the outline of its organization
which would be something like this:

Traffic problems:
1. Great variety of vehicles
- fast moving
- slow moving
2. Narrow streets = cars parked on sides
3. Drivers do not obey traffic rules.

From this example, you can see that an outline has two purposes:
(i) In writing, its purpose is to organize and present ideas effectively
(ii) In reading, its purpose is to analyze the organization and relationship of ideas.

How an outline is written:

The writing of an outline will depend on the purpose and the subject of the essay. The important
point is that there is no one way that suits everyone and is superior on all occasions.

Look at the first example of an outline. Suppose you were asked to write on the works of
Shakespeare. Now that is a vast topic. The easiest way would be to make a list of all that
Shakespeare wrote. He wrote plays, and poetry. So you have already classified his work- plays
and poetry. You can further classify or divide his plays into three categories- tragedies, comedies
and histories. In the same way, you can divide his poetry into categories: long poems and
sonnets.

The Works of Shakespeare

1. Macbeth 8. Othello

2. Merchant of Venice 9. Henry V

3. King Lear 10. Henry IV, Parts I II

4. As You Like It 11. Venus and Adores

5. Romeo and Juliet 12. A Lover’s Complaint

6. Midsummer Night’s Dream 13. The Sonnets (154)

7. Richard III

The Works of Shakespeare

I. Comedies
- Merchant of Venice
- As you like it

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 - A Midsummer Night’s Dream
- Tempest
II. Tragedies
- Hamlet
- Macbeth
- King Lear
- Othello
III. Histories
- Richard III
- Henry IV, Part I
- Henry IV, Part II
- Henry V
IV. Poems
- Venus and Adonis
- A Lover’s Complaint
V. Sonnets (154)

You noticed the names are the same in the first and the second list, but the second list is clearer.
Why? Because the titles are listed and organized in a meaningful way. The titles are grouped
according to similar characteristics under 5 main headings: comedies, tragedies, histories, poems
and sonnets. This kind of organization helps in making the differences clear and in focusing on
one particular difference or category at a time.
Here are two more examples of topic outlines. Notice the difference between the two.

A B

Books I enjoy Reading Books I enjoy Reading

I. Fiction I. Fiction
A. Spy thrillers A. Love Stories
B. Historical Novels B. Historical Roman
C. Spy Thrillers
II. Love Stories

III. Non–fiction II. Non–fiction

A. Inventers A. Biographies
B. Biographies B. Science /Médical
Science/Space Exploration

IV. Military Heroes

V. Science/Space Exploration

Example (A) is a poor topic outline as it is confused; the main topics are not of equal importance
outline. Example (B) is a good topic outline.
In the two examples of topic outlines–Works of Shakespeare and Books I Enjoy Reading, the
topics are arranged in a logical order. You have noticed that only topics are given and each topic

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begins with a capital letter. Because they are topics and not full sentences a full stop/period has
not been used at the end of each topic.

Each topic of the same rank is expressed in the same grammatical form. Also, notice the
indentation and the same system of numbers or letters that are used. The method of outlining is
presented in brief for you.

1. Jot down ideas as they occur to you.

2. Arrange these ideas in a satisfactory natural or logical order with headings and sub-headings.
You may find that some of the ideas which you have jotted down are not included because they
do not fit in with the purpose.

3. Label your headings and sub-headings carefully:

Main headings: I, II, III…………

Sub-headings: A, B, C……………….
Further sub-divisions: 1, 2, 3,
4. Indent: i.e. set down the outline as follows
I………………………………………
A………………………..
B………………………..
II……………………………………….
A………………………….
1…………………………….
2…………………………….
B………………………………….
C…………………………………
III………………………………………

Subject: Travel

Ideas: Means of travel (bus, train, aero plane, car, etc.)

A particular journey–Peshawar
“To travel hopefully is better than to arrive.”
(R.L. Stevenson)
Bacon’s ‘Essay on Travel’, other travel books
Educational value, Holidays, People you meet
Countries I would like to visit, What to see, Language problem, Haj
Customs of the people, Preparation
Outline: Guiding purpose: Personal: Why I should like to travel.

I. Value of Travel

‘Travel in the younger sort is part of education; in the elder, a part of experience’--Bacon
A. Knowledge from books e.g. ‘From Oxus to Jumna
B. Knowledge from experience–visiting Iran, Afghanistan

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Pleasures of Travel
A. Seeing new place
1. Cities, buildings
2. Countryside
3. Historical sites
B. Meeting new people
1. Customs
2. Languages

III. Methods of Travel

A. car, bus, train–see the country, meet the people (takes longer)
B. aero plane (get there quicker)

iv Desire to Travel
A. Why I want to travel
B. Where I want to go

V. Preparations for Travel–passport, visa, buy ticket

Note 1: Each heading is expressed in phrase/word
2. Parallel points have parallel wording.
I. II, III, IV, V are all noun phrases
II A: seeing II. B. meeting
IV. A: why IV B. where
3. Do not allow headings to overlap.
4. Do not coordinate any heading which should be subordinated & vice versa.
5. Do not make a single heading or subheading anywhere in the outline e.g. where you have I
you must have II & similarly if you put A, there must be at least B, and if 1 at least 2.
6.
The outline provides for a prompt beginning (in this case a quotation) and ending (the buying of
a ticket) but information is given about these, and they are not labeled Introduction and
Conclusion.

Practice to illustrate the above points 1 & 2

On the left hand side are a series of ideas on the subject of ‘Flower Arrangement.’ On the right is
a framework for an outline. Using the material on the left, complete this outline.

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In the following the main headings overlap. Write two corrected versions of the outline:

History of the Punjab 1) History of the Punjab

I. Period before 1500 I.………………………

II. Moghuls II………………………
III. Sikhs III………………………
IV. Period after 1947 IV………………………
2) I Moghuls
II……………………….
III………………………
IV………………………

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Lesson-36

Writing: Selecting and Researching an Essay Topic

Students are asked to write essays on all the subjects they study. It is part of your academic work.
You write essays for English, Statistics, Psychology, Economics, etc. So, do not think that essays
are written for English only. You will be required to write essays for other subjects as well.

Today’s lesson is divided into three parts. First, we shall deal with choosing the essay topic,
second, with analyzing essay titles and last, with taking notes for essay writing. Students are
usually handed a list of essay topics to write by their teachers. Since a lot of energy and interest
is invested in essay writing, it is important to choose your topic carefully. When you first look at
the essay topics, you initially only separate those which immediately attract you from those
which do not.

Are you being asked about your knowledge of the novel (Let’s say ‘The Old Man and the Sea by
Hemingway to explore the nature of tragedy or the effectiveness of the minor characters and the
fish in developing plot and character, or their role in the creation of dramatic tension?

Your teachers read essay topics with care. They know what ideas and what content they want
you to cover in your reading and thinking about the topic. They may even help and guide you
the way in which they expect you to develop your material. Now this does not mean that you
should think that there is only one right way of answering the question. The word ‘essay’ has its
origin in the French word which means ‘to attempt’ or ‘to try out’. And when you write an essay,
you are actually ‘trying out’ your ideas. What I want you to remember is that there are limits on
the ways you can handle the essay topic. Therefore, from the very beginning you should analyze
what it is that the topic demands. This can save you from working hard over an essay only to
have it criticized as “irrelevant”. In this lesson, you will learn to develop an approach that will
enable you to read and make better notes. In this way, you will learn to refine your thoughts as
you learn more about the subject you are writing on.

Characteristics of Academic Essays

Most essays in the Social Sciences share certain general characteristics. There are 4 such
characteristics.
1. First you are seldom asked merely to explain or describe a process or event. The task is more
complex as you are nearly always asked to combine description with analysis. For example, look
at this history topic:

Choose any one day’s working session of the Report on The First Round Table Conference.
Identify the speaker and discuss the issues and attitudes revealed in that speaker’s speech? How
would you handle such a question? Would a summary satisfy all the demands made in the topic?

2. Second, you will find that your essays require you to relate general concepts, ideas and
theories to particular materials, events, texts, etc. Or you may be required to move from specific

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events and instances to a more general interpretation of their significance e.g. take the following
essay topics:
i. Laughter can range from good-humored banter to cruel mockery–How would you describe the
nature of the comedy in Henry IV (parts I & II) and V?

ii. Can the life of the tall Dingas of the southern Sudan living with their cattle be described as a
case of symbiosis between man and animal?

Here you will notice it is the relationship between the general and the particular which you are
being directed to explore.

3. The third characteristic of the most college essays is that they require you to gather ideas and
information from printed sources. Remember some weeks ago I told you that you get idea from
reading books, magazines and journals. It is from printed sources that you will get idea.

4. Finally, you will find that essay topics will involve materials that can be interpreted in more
than one way. There may be a problem or a controversy you are asked to analyze and make an
attempt to resolve. For example, if you get a topic like the following: “Who is freer---The master
or the servant”? It is obvious that you are not being asked to explain in a conclusive way the
nature of freedom.

Characteristics of Academic Essays

1. General concepts to particular and vice versa
1. Gather combine description with analysis
2. Relate ideas from printed sources
3. Consider various aspects of a problem

But you are being asked to consider various aspects of a problem, select the approach, which
seems appropriate to you and to develop it according to a well thought-out plan. So what would
be your immediate concern when choosing an essay topic? Ask yourself: what is the essay
about? In all respects, it would be CONTENT i.e. what has to be put into it. There are a number
of different aspects that you will have to consider: content, concepts, judgment, and knowledge.

1- First you need to check the general area of content defined by key words in the topic. e.g. To
what extent does environmental pollution affect global warning? The topic is about global
warming, environmental pollution and not about the Indus dolphin or the Houbara bustard or any
other near extinction species.

2- Second, you should identify the specific concepts on which the topic is focused.

e.g. to what extent environment and life style of the Hunza people affects their longevity. Here
the essay is about the relationship that exists between three concepts: environment, social
organization (life style) and health.

3- Third, you are asked for judgment. In the light of your reading and your knowledge, you are
asked to say something about the topic-pass some judgment or opinion.

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The term “To what extent” implies that there may be some truth in the relationship suggested.
The terms “Why”, “How far you think this is true” allow room for you to deny the whole basis of
the question asked. It is clear that in academic essays there is considerable room for difference in
judgment/opinion.

4- Lastly, I am sure you are aware that essays are usually about different bodies of knowledge,
i.e. disciplines.
There are some topics that are very broad e.g. Photography, Inflation, Happiness, Travel,
Discipline, etc. One of the major difficulties occurs in actually defining or limiting and wording
your topic. You should not expect that you will be able to settle on a precise topic at once. You
will need to read extensively and talk with your tutor before you can narrow down the subject or
topic to a specifically manageable focus.
So the first step must be to analyze your essay topic i.e. analyze the ways in which you are being
directed. Look first for the key words which direct how the content is to be handled e.g. what are
the key directional words in the following topics:
- In the past twenty years (developments) in the field of electronics have (revolutionized) the
computer industry.
-The (causes) of inflation
-Discuss important (religious and national holidays) in (Pakistan)
-The (milestone years) in my life.
-The (Hazards) of driving (small) cars.
-The (quality) of education in Pakistan high schools has (declined).

The task in most college essays is to ‘describe’ and ‘analyze’. The task of describing may be
identified by directional words such as ‘explain’, ‘review’, ‘outline’, ‘enumerate’, ‘list’,
‘summarize’, ‘state’, words which direct you to analyze your material include ‘assess’,
‘compare’, ‘contrast’, criticize’, ‘analyze’, ‘discuss’.

NOTE-MAKING FOR ESSAY WRITING

Note making, is a skill and it is also a peculiarly personal affair. You will find plenty of advice
from a lot of people on how to take notes or make notes. Notice the difference between note-
taking and note- making. Taking notes suggests a passive procedure of recording words verbatim
- /v3:beitim/- which means word for word, exactly as spoken or written, like a secretary does
while taking dictation from the boss. Making notes demands your full attention. It requires you
to be alert to the pattern of thought, its direction and development. You also have to distinguish
between what is important and essential and what is not. And it is this active involvement on
your part that makes note-making difficult: This is what makes note-making valuable.
As I said at the beginning, note making is a personal affair. How often you have found your
fellow students who have borrowed your notes complain, that they cannot follow them and vice
versa. This is because you recorded information and ideas which you decided suited your
purpose. Therefore what you select and how you record it one matters of personal choice. You
may pick up a few useful tips from working at other peoples methods, but ultimately you must
develop your own system, which must be flexible enough to meet many different purposes.

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Why Do You Make Notes?

Think for a moment of the role note-making plays in the process of writing your essay. Why
should we spend time recording the material which is already available in printed form? There
are practical and intellectual measures for this which are as follows:
1. Notes are aids to memory. If you are reading for writing a long essay, then you must
have some system of sorting and recalling information you will need when you finally
come to writing the essay.

2. Your notes are the raw material on which you will work: facts, figures, direct quotations
will quickly be available.

3. The process of note-making forces you to:

- Summarize ideas and arguments
- Select points relevant to your purposes
-Understand and interpret the original source
-Continually clarify and adjust your perception of your essay topic in the light of your
increasing understanding of the material.

So note making is an important stage in your understanding of your essay topic. It is the notes
that you make which provides the basis for your thinking and the material for your essay.

What do you note, and how much? The content and volume of your notes are governed by three
things.
1. The writer’s intention: You have to shift the information and ideas being presented by the
writer to meet your own specific intentions. The writer presented his ideas according to his
interests.
2- The discipline/subject in which you are working. If you are working on a literary or historical
topic you may need to include many direct quotations. You must copy them with great accuracy.
3. Your own purpose in relation to your essay topic. Do not take down everything-that is just
not possible you would be wasting your time.

Your notes will be more useful if they are shaped from the beginning to suit the demands of your
essay topic.

How do you take notes?

Your notes will develop their own format depending on your purpose and on the nature of the
sources. There are 4 general principles which apply to all methods of note-making.

1- Clear Identification:
You should record the author, title, place of publication, publisher and edition and even the year
of publication. Next to each key point or direct quotation you must note the exact page system.
Record your notes reference.

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2- Develop them flexibly, in such a way that it is easy to rearrange them for the purpose of your
essay; if on loose-paper, then remember to number the pages.

3- Leave room for your comments

Leave wide margins. They are useful for writing your own comments, adding cross-references,
etc.

4- Develop an abbreviation system

Common symbols can be used such as:

e.g. for example

b/w between
& and
btw by the way
= is equal to
> greater than or became
< lesser than or came from
.. therefore.

Use abbreviations for common words such as agri for agriculture, govt. for government, sci for
science, C18 for 18th century, C19 for 19th century. Abbreviate names that recur frequently: Q
for Quaid-e-Azam etc. Be careful not to create so many symbols and abbreviations that will
create confusion for you.

The techniques of outlining and note making are related whatever method you choose for
keeping notes. Their form should clearly show the relative importance of ideas and their
relationship. An outline, with its indentation and numbering system helps you visualize the way
each idea is related to the other.

Practice:
Read the following passage. Then read the two sets of notes and compare them.

In this discussion of art history, we give special emphasis to three basic factors. First, the
background: the religious, social, and economic conditions that make art possible in any period.
Second, the foreground: the work of art itself, its style and its variation form other styles. Third,
the contribution of the individual artist reveals his inspirations and the extent of his gift.

There are two wrong ideas we must guard against. First, art history is not a development from
primitive beginnings in the past to final perfection in our own period. Styles change but artistic
quality is more constant. Superior works of art occur in many periods. Second, often one style of
art is the characteristic expression of one period. It is useless to attempt any evaluation between
styles that have little in common. We should compare a work of art only with work of the same
period, as we must recognize that each period posed its own problems and arrived as its own
unique solutions.
Now read the following sets of notes (examples A & B). Compare them. Which one is better?

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Example A: The author says that there are three basic factors to be considered in art history. The
first is the religious, social and economic background. Then there is the style of the art itself, and
finally the contribution of the individual artist. But there are two wrong ideas about art history. It
is not a development through history: “superior works of art occur in many periods.” Since each
period in art history has its own problems and solutions, we cannot compare works of art form
different periods.

Example B:
I. Three basic factors in art history:
A. Background: religious, social, economic
B. Foreground: the art itself, its style & variation
C. Contribution of the individual artist
II. Must guard against two wrong ideas
A. Art history is not the development through time; there are superior works in many
periods, from primitive to present.
B. Cannot compare works of different periods.

Notice that both examples contain identical information. The only difference is the arrangement.
The main ideas and supporting details are set out clearly in Example B. This form makes it much
easier to recognize the important ideas at a glance.

Practice in Note Making:

Make notes on the following passage by writing an outline on the lines given at the end.

Study Skills for Students of English 2Ed, Richard C. Yorkey, McGraw Hill International
We have covered the following topics in this lesson: Choosing Essay Topic, Analyzing Essay
Titles, and Note Making for Essay Writing.

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Lesson -37

Ways of Organizing Texts

Linear Relationships: Line & Process

In today’s lesson and in the next few lessons, we shall examine the main body of the essay in
detail and give you practice firstly in using many common ways of organizing texts as a whole.
ONLY FOR CONCEPT
Secondly, you will be provided with plenty of examples of different types of texts which will
help you to see the principles on which the organization of these texts is based. Learning to write
in English is not as difficult as it seems. Of course, no one expects you to write like a
Shakespeare in a language which is not your own. You are not aiming at writing great literature.
Your need is to write clearly and accurately.

English has a central idea and other related information, and it gets the meaning across to your
readers. Here I would like to add a note of warning. Writing is such a complex activity that it
cannot easily be broken down into a series of skills and sub-skills for teaching. Although no
writing course can ever teach you everything you need to know in order to become a competent
writer. There is no reason why you cannot learn all that is required about effective writing.

I n the last couple of lessons, we have been looking at introductions and conclusions of essays.
G ood introductions and conclusions hold up the ideas and keep the evidence in order. Take away
either the introduction or the conclusion and the whole structure will fall but introductions or
conclusion do not make up the whole essay or composition. They only give directions and a
sense of finale or finality. Between these two ends of an essay, we use a system. The body of the
essay is written according to a system or a pattern and once you choose a pattern, you must stick
to it. It is possible to combine the patterns in any one essay.

Conclusion Restatement/Summary
Para

Conclusion opinion: final comment

There are three main patterns for organizing the body of the essay.
Writing showing relationships:
(i.i) Linear
(i.ii) Spatial relationships
(i.iii) Comparison and contrast

I- Linear relationships
a) Chronological
b) Process in linear sequence
II- Spatial relationships: classification & definition
III- Comparison and contrast

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c) Process in cyclic sequence
d) Cause and effect

Practice 1:
Read the following text and complete the diagram which follows.

As long ago as 1779, John Frere, an English country gentleman, discovered, at Suffolk, several
bones from extinct animals associated with Stone Age flint tools. He published his findings in
1800. Frere’s report was not appreciated for another 60 years. But now Frere is known as the
founder of prehistoric archaeology.
New Scientist, London, 1800

List the words and phrases that demonstrate the chronological order of the above paragraph.

Practice 2:
Put the following information in an acceptable order.

1-
In 1930, the first analog computer was built by an American named Vannevar Bush. 2- This
device was used in World War II to help aim guns. 3- Mark I, the name given to the first digital
computer, was completed in 1944. 4- This was the first machine that could figure out long lists of
mathematical problems, all at a very fast rate. 5- Another important advancement in computers
came in 1947, when John Von Newmann developed the idea of keeping instructions for computer
inside the computer’s memory. 6- In 1946, two engineers at the University of Pennsylvania, J.
Eckert and J. Mauchly, built the first digital computer using parts called vacuum tubes.

Practice 3:
Read the following text and see if you can answer the questions given at the end.

A Kashmiri Emigrant’s Story:

In 1947, Ahmed Din Butt, a poverty-stricken twenty years old farm worker, left Kashmir for
Pakistan. What the future held in store for him, he did not know. However, he was not
disappointed that it could not be any worse than the past. He had grown up during the cruel rule
of the Dogras in Kashmir and had known what it was to be hungry and jobless.
He had watched his mother died of tuberculosis a month before; his father had died a year after
Ahmed Din was born. There was nothing now to keep him in Kashmir, and on a cold March
morning, he got into a bus bound for Rawalpindi. In years to come, he would remember this
moment.
A) Why do you think the passage starts with 1947 and then goes back into the past rather than
starting in the past and ending with 1947?
B) If the text were in the expected sequence, what verb tense would you expect be used?
C) Which of the following tenses are used in the text?
Present/present perfect/past/past perfect

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Practice 4:
Look at another version of the same story. Compare the two versions, which is more
interesting?
Ahmed Din Butt was a bright but poverty stricken twenty years old farm worker who grew up
during the Dogra rule in Kashmir. He knew what it was to be hungry and jobless. His father had
died in 1928; he had watched his mother died of tuberculosis in February 1947. There was
nothing to keep him in Kashmir, so, on a cold March morning in 1947, he got into a bus bound
for Rawalpindi. In years to come, he would remember this moment.

Practice 5:
How to mend a punctured football?
Take bladder out of its cover, inflate it a little, dip into the tub of water, with marker let air out,
press to find out the hole mark spot, dry bladder, rub marked place and a rubber piece with sand
paper, apply rubber solution to both, let them dry, place rubber piece on bladder, press the two
very hard.

Practice 6:
Convert the following process into a flow diagram.

STEPS IN PROBLEM SOLVING:

Next the programmer must construct an algorithm flowchart or a block diagram. The relationship
between the events is shown by means of a connecting arrow. This is followed by translating the
algorithm / flow chart into a computer program. The program is usually written on coding sheets
which have a specific format drawn on them. The programmer must then keypunch the program.
Or key it in at a terminal. The program must then be tested. Next, take a printout showing if it
works or if it has errors (bugs). The last step is to add the data to the program and run the
program.

define the program formulate an translate

algorithm algorithm into
flowchart a computer program

Add data test the program keypunch program/

run the correct the bugs key it in at a
program terminal

The following table gives some sequencing words that are used when describing a process:
Beginning Middle steps End

-first -second (ly) -last (ly)

- firstly - third (ly) - finally
- To begin with - next -At the end
- initially - then
- subsequently
- after this

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 - before this
- At the same time

Read the given passage and notice how the writer uses transition words.

1) Many scientists have worked on solar heating. 2) One such attempt was made in 1949 when a
house was designed which was heated by using the energy from the sun. In this house, energy
from the sun was absorbed by a large area of blackened metal sheets which were covered by
double plates of glass. 3) The air circulating behind the metal sheets carried away the heat. 4)
Before the heat could be blown around the house it was first stored in large tanks containing
Glauber’s salt, a given volume of which can hold eight and a half times more heat than water.

Practice 7:

Read the given sentences and highlight those which carry agent/subject.
a) Rice is harvested out in the fields.
b) Hired laborers load the rice onto bullock carts.
c) The truck cart drivers bring the rice to the factory.
d) The laborers put the rice into the threshers.
e) The rice is threshed by machines.
f) These machines are regularly maintained.

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Lesson -38

Ways of Organizing Texts: Linear

(Cyclic Process & Cause – Effect)

In the last lesson you learned how to write up a time – based (chronological) sequence and a
linear process – a process that consists of a series of stages and which has a beginning and an
end. In today’s lesson you will still be looking at processes, but this time cyclic, not linear. A
natural process is more likely to be cyclic than linear. As the word itself tells you, in a cyclic
process, there is no clear beginning or end so that the cycle continues. The following two
diagrams illustrate clearly the difference between the two types of processes. A cyclic process is
described in very much the same way as a linear process is, except, it is not always clear where
the cycle begins.

The two types of processes are

A Linear Process

Input a b c d output

A Cyclic Process

step

step step

step

Practice 1:
The following flow diagram illustrates the Carbon Cycle. The diagram shows how Carbon is
found in the atmosphere, in animals, plants and in the soil. Below the flow diagram is a list of
sentences describing the stages in the cycle. The sentences are not in an acceptable sequence.
Using the flow diagram as a guide, match the sentences with the stages in the flow diagram to
produce a text in acceptable sequence.

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i) Sometimes, when plants and animals die and decay, bacteria act upon the decayed body and
liberate carbon dioxide as one of the products. ( )
ii) Similarly, plants respire at night and give out carbon dioxide to the atmosphere. ( )
iii) But this never happens because when plants take in carbon dioxide during the day time,
animals give out carbon dioxide as a result of respiration. ( )
iv) Carbon dioxide from the atmosphere is used by plants for photo synthesis ( )
v) Sometimes, coal, wood and oil are burnt and this produces carbon dioxide gas which goes into
the atmosphere. ( )
vi)
This is known as the carbon cycle in nature. ( )
vii) So in this way carbon dioxide is returned to the atmosphere. ( )
viii) Carbon dioxide is usually found in the atmosphere, while the compounds such as
carbohydrates, carbonates and bicarbonates are found in animals, in plants and in the soil. ( )
ix) Therefore, there is always a continuous cycle – in which carbon is being removed and
replaced in some way or the other. ( )
x) If plants keep on removing carbon dioxide from the atmosphere, then very soon the
atmosphere may be without any carbon dioxide. ( )
Acceptable order would be: viii, iv, x, iii, ii, i vii, v, ix, vi.

The Life Cycle of the Malaria Parasite

Practice 2:
Study the flow diagram and the text. Some of the sentences should not be there: i.e. they are
irrelevant. Which ones are they?

The Life-Cycle of the Malaria Parasite

1- Malaria is caused by tiny one-celled animal parasites, called PLASMODIA that are injected
into the blood of man by the female ANOPHELES mosquito.
2- Some diseases are transmitted by tiny water animals. 3- The anopheles mosquito sucks blood
from a person with malaria. 4- Once in the stomach of the mosquito these parasites undergo
some development and end up in the mosquito’s salivary glands. 5- House flies transmit
microbes on their feet.
6- If this mosquito now bits a healthy person, it introduces some parasites together with the
saliva, into the blood of the person. 7- The malarial parasites then enter the person’s liver, in
which they change and multiply.
8- From there, they pass into the blood cells, where they cause the malaria attack. 9- The spread
of insect-borne disease can be controlled.

Sentence No. 2: “Some diseases are transmitted by tiny water animals”, and sentence No. 5.
“House flies transmit microbes on their feet” are not part of the life cycle of the malaria parasite;
therefore, they do not form part of the text.

The above diagram shows how used water is treated and made clean for use. Write a description
of this cycle. While writing, keep the following points in mind.

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To explain the cycle, consider the best point to enter it.
Break down the cycle into stages. Consider the basis on which the stages might be defined. Use a
thesis statement in the introductory paragraph.
Use topic sentences for each paragraph within the text.

Give a title to your writing.

1-In the northern areas of Pakistan the once magnificent forests are slowly being destroyed by
the effects of air pollution. 2- Pine trees dying from pollution lose their needless, allowing
sunlight to reach the forest floor.
3- During this process grass thrives in the increased sunlight and drives out the plants native to
the soil, such as moss, which helps to hold rainwater. 4- The soil thus loses its natural power to
absorb water and in turn becomes hard which causes rain and snow to slide over the ground
instead of being slowly absorbed into it. 5- This results in erosion of the soil. 6- After a heavy
downpour, the eroded land finally falls away in huge land slides destroying villages and
whatever else that comes in its way, and later causing floods in the plains.

The following table gives some guidelines on the language available for writers to state then
degree of certainty
Degree of Certainty Verbs Adverbs
Complete is (not) certainly
definitely
will (not) clearly
must (not) undoubtedly

actually
strong

Partial can / cannot

less strong could (not)
probably
should (not) presumably
may (not) possibly
might (not) perhaps

Impersonal i.e. It is said that……

Not commitment x reports that…..
of self - there is evidence to suggest that …

HOW TO WRITE CAUSE AND EFFECT:

Cause and effect are closely related. There are several ways of the expressing cause-effect
relationship in English. You may either place the cause or the effect first in the sentence. The
following sentences contain the same expression, yet one focuses on cause while the other
focuses on effect.

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1. Because of his depression, he remained quiet.
2. He remained quiet because of his depression.
When you write about cause and effect you have to decide for yourself whether the cause or the
effect is more important to you, and what you will focus on. There are many ways of expressing
causal relatives in English. The simplest way of showing cause is: because + clause
e.g The war started because (the extremists had the upper hand in the government).

Practice 4:
Read the following text and note three expressions used by the writer to show causality. Use
(C) for cause and (E) for effect.

TUBERCULOSIS OF THE LUNGS

1- Pulmonary Tuberculosis is caused by infection of the lungs with the tubercle bacillus. 2-
Pulmonary damage is due almost entirely to the human form of the tubercle bacillus, as distinct
from the type found in cattle which is mainly responsible for glandular and bovine tuberculosis.
3- The bacteria lodge in the lungs is set up a chronic inflammation of a specific, type. 4- They
produce areas of infiltration which have a characteristic tubercle formation; hence the name of
the organism.
-Study Writing, Lyons & Heasley. CUP
Practice 5:
Which words in the following text show cause and effect relationship?

When rain falls on the mountains, it collects in depressions in the rocks. The extreme cold causes
the ice to freeze and glaciers to form. The ice melts and freezes again due to / with changes in
temperature. Erosion of the rock of the mountain depression occurs as a result of the continual
melting and re-freezing, and is worsened by / made worse by / increased by the action of wind
moving the water. Eventually, the water wears away the rock to form a small stream which
carries deposits of soil and rock which cause further erosion, gradually enlarging the stream.

Practice 6:
Read the following text and see if you can spot cause and effect words.

Watching violence on TV is beneficial and helps decrease violent behavior because viewers get
rid of some of their own aggressive impulses through viewing and in this way reduce the chance
that they will perform aggressive acts.
In today’s lesson you became familiar with
1- Cause- effect structures in texts and
2- expressions of certainty and doubt.
Now you should be able to identify and express cause and effect accurately and clearly by using
suitable expressions of certainty and of cause and effect.

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Lesson -39

Ways of Organizing Texts (Spatial Relationships & Classification)

In the last two lessons we examined ways of organizing long texts such as essays, etc… We
looked into details at the 4 types of linear organizations:
a) Chronological writing about events in time.
b) Describing processes in linear sequence.
c) Describing a cyclic process.
d) How to show cause – effect relationships.

In today’s lesson we shall consider two more ways of organizing texts:

(i) Spatial relationships
(ii) Classification.

Spatial Relationships:
We shall look at some of the conventions that are used in the description of spatial relationships
and you will be provided with practice in writing spatial descriptions. The word spatial means
dealing with, happening or existing in space. While writing, very often, we have to describe the
location of a place, how a place is laid out, or how a set of things / objects are connected.
Now you shall look at some ways of describing things spatially.

Practice 1:
Read the following passage and note the expressions which tell the reader where the place
is.

SHIRAZ CENTER
Shiraz Center is a complex mixture of high and low buildings on the edge of Shahdara and the
adjoining locality of Gujranwala, just to the North East of Lahore. Although the site itself was
industrial wasteland, it is in the heart of a residential district. Along one side of it, runs a rail
track, but in every other direction it is surrounded by bungalows and double story apartment
flats. Both Shahdara and Gujranwala are fairly prosperous areas, but Gujranwala in particular,
has undergone extensive industrial development.

There are basically two ways of organizing a description of a place. One way is to describe the
place as if it was being seen from the air - i.e. a bird’s eye view.
The other is to describe it from the point of view of a walk through it, which is known as a
pedestrian's view.
e.g. The sentence ‘Afghanistan is a landlocked country’ seems to be about Afghanistan. In this
case ‘Afghanistan’ is also the subject of the sentence. However, in the sentence ‘To the East lies
Pakistan’, ‘To the East’ is not the subject but is very important information as it locates the
position of Afghanistan in terms of some reference point which we already know.
to the North
to the West
Afghanistan
to the East

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Practice 2:
Read the following texts and see which is easier to understand.

a) I live in Quetta. The capital of Baluchistan is Quetta. A part of Pakistan is Baluchistan.

I live in Quetta. It is the capital of Baluchistan. Baluchistan is a part of Pakistan.

Practice 3.
Read the spatial description of Lahore and underline the location expressions that are used
to guide the reader through the description.

LAHORE: THE OLD & MODERN CITY

The hub of the old city of Lahore is the spacious Minar-e-Pakistan grounds which used to be
called Minto Park (the place where the historic Lahore Resolution, demanding the creation of
Pakistan, was made in 1940).
Here some of the city’s main traffic arteries meet. To the South West of the park are the old
Mughal buildings: the Badshahi Mosque built by Emperor Aurangzeb, the Old Fort dating back
to Emperor Akbar, the first Mughal ruler, as well as the famous Demontmorency College of
Dentistry. To the North East is the depleted river Ravi. To the North West of the park is the tomb
of Ali Hajwairy, popularly known as Data Sahib, the patron Saint of Lahore.
Just beyond Data Sahib are located the district and session courts, leading on to the main road of
Lahore, The Mall. It is lined by important buildings like the old Punjab University, The National
College of Arts, the Lahore Museum as well as hotels. The goods sold in the shops, here, are
marked with fixed prices which cannot be reduced by bargaining as in the shops in the old walled
city.

Note:
Descriptions of spatial locations are normally organized according to conventional ways of
looking at scenes. The most common are:
 general to particular
 whole to part
 large to small
 outside to inside
 top to bottom
 left to right / vice versa
The main point is to be consistent. What ever convention you choose, should be consistent and
you should use it throughout, so that the reader may not get confused.

Ways of classifying things:

How to relate classification to the conventions of writing and to practice writing texts based
on classification.
One of the easiest ways to organize things is to look for relationships among objects or ideas and
arrange them according to their similarities and differences.

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Practice 4:

Look at the following set of words and put them into groups.
(a) anger love fear emotion envy
(b) table menu waiter restaurant cash register
(c) greetings a wave ‘hello’ ‘hi’ ‘salaam’
(d) sleep, dream, manager, intelligent happy,
teacher.

Practice 5:

The following sentences form a text which refers to the classification chart on FRUITS. Except
for the first sentence, they are not in the most logical order. Try to arrange the sentences
according to a logical order to form a complete text which fits the organization of the
classification chart.
(i) There are three general types of fruits: simple, aggregate and multiple fruits. ( )
(ii) Examples of dry dehiscent fruits are the fruits of the African tulip, rubber and pod of the
flame of a forest. ( )
(iii) An aggregate fruit is one which develops from a flower with several ovaries. ( )
(iv) An example of fleshy indehiscent fruits is the papaya, mango and banana. ( )
(v) Each ovary develops into a separate fruit; and so a cluster of fruits may arise from the main
fruit stalk. ( )
(vi) The guava, tomato and coconut are simple fruits. ( )
(vii) A composite or multiple fruit is one which develops from a group of flowers ( )
(viii) The Jack fruit and the Pineapple are examples of multiple fruits. ( )
(ix) Both dry and fleshy fruits may be either dehiscent (i.e. they split open allowing the seed to
escape when ripe) or indehiscent (i.e. they do not split open when ripe. ( )
(x) Fruits are also classified as dry and fleshy fruits. ( )

Writing a Classification:
Writing a classification is based on convention i.e. how others have done it. But it is mainly
based on your purpose in making the classification. Data and ideas are divided into categories
and this is done in a logical way. Some types of order are:
(i) according to time (oldest to newest)
(ii) General to particular,
(iii) Scale:
(a) Importance: most important to least important
(b) Size: largest to smallest
(c) Familiarity: best known to least known

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Practice 6:
(Sample)

Formal Education Informal

Full time part time -

correspondence course
School evening classes Open University
College short intensive courses T.V. broadcasts
University research based study radio broadcasts
Adult learning centers
Self study course

Practice 7:
See how this letter is addressed.
Dr. Ms. A. T. Shah
# 41, St. 27
Mohalla Araian
Sialkot. Punjab.
Pakistan.
The logical order, here is, from the smallest unit (house to the largest (country)

In today’s lesson you learned how texts are organized according to a pedestrian’s view and bird’s
eye view. You became familiar with some expressions of location and learned how to use them in
writing. You also learned how data can be classified and arranged in diagrams and texts. You
should now be familiar with some expressions of classification and will be able to use them in
sentences and texts.

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Lesson -40

Writing Skills

Paraphrasing
In today’s lesson you will learn about two things;
1- How to paraphrase
2- To write a summary.
One of the things you have to learn in studying English is, how to express yourself in more than
one ways. This can be best done by practicing in paraphrasing. A paraphrase is the expression of
the meaning of a passage in a different way. Paraphrasing is a writing skill in which an idea (s)
or information written in another way without changing the meaning. It is, in other words,
writing the given information in different words i.e. you re-phrase the words without changing its
original meaning. Paraphrasing is often used in place of direct quoting what a writer has said. It
is a skill and is used to rewrite short selections, a series of sentences or paragraphs. A paraphrase
is usually as long as the original text in order to communicate its full meaning. Here are some
techniques that can help you in writing a paragraph.
1. Your paraphrase may contain some words from the original passage, but try to use
synonyms wherever possible.
2. Change direct quotations to indirect quotations - i.e. use reported speech
3. Change active sentences to passive sentences and vice versa.

Step 1. Read the passage carefully a number of times till you understand it fully.
Step 2. Look up words in a dictionary that you do not understand. Try to find synonyms for
them.
Step 3. Jot down the main points of the passage.
Step 4. Make an outline with the help of the points you have jotted down.
Remember your outline should contain
a The main idea
b. the main supporting ideas or points
c. the primary and secondary supporting details.
Step 5. Write the paraphrase using your own words without omitting any essential idea.
Step 6. Polish the paraphrase.

Practice 1:
It is said that, when in 1998, Brazil lost the World Cup to France; the Brazilians were so
disheartened that one had the impression that a big national disaster had taken place and the
country itself had died. They say that many did die of sadness. Defeat in championship matches
has often caused heart attacks and the despair of the public is usually so great that many take
their own lives. Such is the passion of football fans.
Outline
A Brazil lost World Cup 1998
1. Entire country sad
2. Some deaths

B Possible defeat causes strong reaction.

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 1. Heart attacks
2. Suicides
C Football fans very emotional.
Paraphrase:
In 1998 Brazil lost the World Cup to France. The entire country was overcome with sadness;
some people even died. Defeat in championship matches causes strong reaction among fans,
from heart attacks to even suicides. Football fans are very emotional about the game.

Practice 2:
The best approach to students’ co-operation is the organization of thrift societies. The principle
of thrift is as important from the co-operative as it is from the educational point of view. Thrift
gives a basic foundation of character and it is easy to form this habit in one’s early life. In the
process of the formation of this habit, the young student will have to exercise rigorous self-
discipline which will not only have a great effect on his own spiritual life but will react to his
family, and through the family on society as a whole.
Words: Thrift = saving, economy.
Rigorous = firm, demanding, strict.
Outline:
How students can best cooperate -- thrift societies -- threefold value of thrift -- foundation of
character -- formation of habits -- exercise of strict disciplines -- effect of thrift – its deeper
influence, spiritually and financially.

Practice 3.
Each of us is here for a brief sojourn; for what purpose, he knows not. Though he sometimes
thinks he feels it, but from the point of view of daily life, without going deeper, we exist for our
fellow men ---in the first place for those, one depends, and next for all those, unknown to us
personally to whose destinies we are bound up by the tie of sympathy. A hundred times every
day I remind myself that my inner and outer life depends on the labors of other men, living and
dead, and that I must exert myself in order to give in the same measure as I have received and
am still receiving. - Albert Einstein

Sojourn = stay, rest, stopover, visit

Destiny = lives, fate, fortunes
Exert = effort, apply
Measure = amount, portion, share

Outline:
Our life brief -- purpose unknown-- but simply felt -- our immediate relation first to those with
whom we are intimate, then to those we are allied with by sympathy -- the dependence of my life
on the labor of the living and the dead -- feel the duty of give and take.

Practice 4:

Paraphrase the following passage. Follow the steps given earlier.

254
Kaleem Omar, the journalist, has studied Japanese business customs and habits. He says that the
Japanese prefer to work collectively as members of groups rather than individually. This, he says,
is one of the main reasons for Japan’s economic success.

Outline.
A. Reported that Japanese work in groups not as individual.
B. This reason for Japanese economic success.

Paraphrase:
K. Omar the journalist says that the Japanese like to work together in groups and not singly. He
believes that this feature is one of the most important factors responsible for Japanese economic
success.

Practice 5:

POEM
Lives of great men all remind us
We can make our lives sublime,
And departing leave behind us
Footprints on the sands of time,
Footprints that perhaps another,
Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.

(i) Substituting other words:

Sublime – lofty, exalted, eminent, grand, noble-
Forlorn- abandoned, deserted, friendless,
Solemn - serious, sober, grave
Main - (obs.) open sea
(ii) The central idea in the above lines is that the lives of all great men remind us of certain
duties

(ii) Removing the inversions and rewriting the sentences in the same order.

Outline:
We may make our lives great--- Departing, we may leave behind us footprints on the sands of
time---There may be footprints which may be seen by a shipwrecked brother and may help him
to take heart again.

Paraphrase:
The lives of all great men remind us that we may also live (make) noble
(sublime) lives and when we die (departing) we may leave records of our actions (footprints) in
this world (sands of time) like the marks of footsteps left by travelers on the sands of the
seashore. These records (foot prints) may be noticed by some serious and grave person (a

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shipwrecked brother) who has no one to guide him (forlorn) and may encourage him (to take
heart) in his distress or sorrow.
iv) Polishing:
The paraphrase may be written as:
The lives of all great men inspire us so that we also may live noble lives, and that, when we die,
we may leave behind us records of our noble deeds like the marks of footprints left by a traveler
on the sands of the sea shore. These records may, by chance, read by some unfortunate person
who, having made a wreck of his life, is in the grip of despair, and this may give him fresh
encouragement in his loneliness and misery to make a new start in life.

PRACTICE 6:
News Item
Karachi APP – Rescue workers located the body of a New Karachi teenager on the beach at
Clifton, one day after a sand bar where he was walking with his friends washed out in the rising
tide. Police sources said the body of Mohammad Irfan, 15, was recovered on the beach on
Sunday morning. The body was found 2½ miles away from the area where he fell about 6:15
pm., Saturday afternoon. The boy and his friend, Ali Zaman, were walking on the sand bar with
other teens when the sand washed out form under them, said the victim’s mother, Zainab
Khatoon. Passers-by pulled Ali Zaman to safety, witnesses said.

Paraphrase:
On Sunday, the body of a young man who was drowned while walking on a sand bar, washed
away by the tide and was discovered at Clifton beach on Saturday afternoon. His friend who was
with him at the time of the accident had been rescued by passers – by.

Some more examples of paraphrase:

1) We have just enough religion to make us hate, but not enough to make us love one
another. (Swift)
Our religion is not of the true kind, for we act in just the opposite way of its teaching.

2) The narrowest hinge on my hand puts to scorn all machinery. (W. Whitman)
The smallest joint in the bones of my hand is a far more wonderful thing than any machinery.

3) The main argument in favor of keeping the death penalty for murder is that it will frighten
men out of the desire to commit the crime. In other words, it will act as a preventive.
The main argument for retaining capital punishment for murder is that it will act as a deterrent.
4) There are no gains without pains; then help, hands, for I have no lands, or if I have, they are
smartly taxed. (Benjamin Franklin)
Nothing can be earned without labour, so set to work, my hands, for what land I have is heavily
taxed.

5) No man is so void of understanding as to prefer war before peace; for in the letter children
bury their fathers; in the former, fathers bury their children.
No man would be as stupid as to prefer war over peace; for in peace the young bury the old,
while in war the old bury the young who die fighting in a war.

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6) Applicants are requested to state the reasons for any exceptional treatment they require.
(NOTICE AT A HOSPITAL)
Applicants should state why they need special treatment.

7) All drivers and visitors to the hospital are strictly forbidden to park in or on the verge of the
road. Attention is drawn to the fact that a public car park is available in Millat Street.
No parking on this road. Use the park in Millat Street.

8)
Civil personnel will halt here and report their presence at the guard room. They will on no
account proceed further till vetted and granted clearance by the security officer on duty.
Offenders are warned that any failure to observe these regulations will result in detention and
prosecution.
All civilians will report at the guard room for permission to enter. Offenders will be prosecuted.

9) In cases where the school day is terminated earlier than the normal time owning to the
necessity to get pupils home before the onset of monsoon rains, a careful note of the relevant
circumstances must be made and transmitted to the Education Office at the earliest possible
opportunity.
In case the school day is shortened owing to monsoon rains, the Education Office must be
informed immediately.
The Education Office must be informed as soon as possible if monsoon rains make it necessary
to end school earlier than usual.

You looked at different samples of paraphrases – single sentences, short prose passages, a poem,
and a news item.

1.
Paraphrasing takes time. It cannot be done hastily.
2. In a paraphrase on no account, you must introduce anything which is not in the original,
however, much you may wish or want to; that you can do in an essay but not in a paraphrase.
3. Don’t try to change every word of the original. Some words cannot be suitably replaced.
4. A paraphrase is neither an expansion nor a summary.
5. No introducing sentence is needed to begin it.
In today’s lesson you learned how to express yourself in a different way. Paraphrasing is a very
useful writing skill and goes a long way in helping develop your writing abilities.

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Lesson -41

Writing a Summary

Today’s lesson deals with another writing skill – how to write a summary. A summary is similar
to a paraphrase except that a summary is usually shorter. When you summarize, you compress
large amounts of information into the fewest possible sentences. In order to do this, you include
only the main points and main supporting points, leaving out the details.

A summary or precis (French word which means the same as summary) is a brief and clear
statement in a connected and readable shape of the substance of a longer passage.
Definitions are useful things, even when they make the thing defined sound dull as the above
definition does. The reasons for learning how to summarize are really sensible. They are:

Definition:
A summary or precis (French word which means the same as summary) is a brief and clear
statement in a connected and readable shape of the substance of a longer passage.

As a foreign learner of English any examination you take, the examiners are likely to test your
ability to read, write and think in English. A summary writing will give you;
i) Good practice both in clear writing and clear thinking.
ii) It enables you to express in your own words, somebody else’s ideas even if you do not agree
with those ideas.
iii) Read the passage carefully.
iv) Read the passage again. Note the different points it contains. Number the points.
v) Strike out points not essential to the meaning, repetitions, illustrations, anecdotes,
comparisons, etc...
vi) Arrange the points in a best possible way.
vii) Write summary – first draft.

Polish the draft:

A summary is a brief and clear statement in a connected and readable shape of the substance
of a longer passage.

You noticed five words have been underlined.

In the middle ages people had no ideas of scientific farming. Spare cattle were killed and salted
for winter eating. Spices were used a lot. They came from the East. The Turks cut the line of
supply. Voyages of exploration were undertaken partly to find spices.

As people in the middle ages had no idea of scientific farming, spare cattle had to be killed and
salted for winter eating. This unappetizing meat led to a demand for spices, and one reason for
the great voyages of exploration was the shortage of spices when the trucks cut the overland
route of their supply.
Here are some more examples of phrases that would be better expressed in single words:

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of a disagreeable nature
of a delightful description
in a brief manner
in a stupid way.
of a silly kind

Here are some more examples that show how easy it is to write wordily and also how the
wordiness might be avoided.

-Boys whose way of life is cast in an

urban environment - town boys ( (11)

Together with the

addition of (5) - also (1)

Special attention - special attention will

will be paid to be paid to activities
activities with an eye to the to cultivate initiative (10)
cultivation of the qualities
of initiative, etc. (18)

Judged in the light of - Judge by their results (4)

their results (7)

In this connection it - Here it should be said (5)

should be said (7)

Practice 1:
Writing Briefly & Clearly:
1. It is not without interest to observe, in connection with the duration of the school team, that
punishments show a tendency to increase in number as the term progresses. (29)
It is interesting to note that punishments increase as the school team progresses (13)

2. Having regard to the recent increase in the number of cases of malaria in this area, it is clearly
desirable that the scheme for the provision of more doctors should be put into effect. (34)
The recent increase in the number of malaria cases in this area requires that more doctors should
be posted (19)

3. Two men sustained serious bodily injury when their car came into collision with a truck today.
(16)
Today two men were seriously injured when their car collided with a truck. (13)
REPETIITON:
People seem, sometimes, to think that what they say twice is more impressive than what they say
once. Actually repetition shows weakness, not strength.

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Practice 2:
Avoiding Useless Repetition.

For three months, the river is in continuous flood; this state of affairs goes on for the whole of
that time without cease.
For three months the river is in flood.
In the end, we eventually agreed to go by the shortest route.
In the end, we agreed to go by the shortest route.
Without warning, unexpected, unheralded, the storm broke on us.
Without warning the storm broke on us.

Putting Ideas Together:

You can do this by subordinating the less to the more important ideas e.g.
It was quite dark; for the sun had set an hour before and the moon had not yet risen when the
thief carefully opened the door of his house and prepared to go about his business. (36)
(Here, there are 5 clauses, but it is possible to turn many of them into words or phrases). e.g.
An hour after sunset, in one dark, moonless night, the thief crept to his house to go about his
business (20 words)
(Here we have 20 words instead of 36 and the meaning, so little changed as to be almost the
same).

PRACTICE 3:
Shorten the following without losing any of the meaning.

His efforts, although, they were the best he could make do, ended in failure.
His best efforts failed.

Athar came upon a house that was green.

Athar came upon a green house.

His horses, which were two in number, he used for the single purpose of playing polo, which he
was only able to do on Mondays once in every two weeks.
He used his two horses for playing polo on Mondays every fortnight.

Four samples of summary writing:

1. Working conditions in the nineteenth century seem barbaric today: twelve-to-fourteen hour
work days; seven day weeks; cramped, unsafe factories; marginal wages, and no legal protection.
Yet employers seldom had problems motivating their workers: poverty and unemployment were
so widespread that any job was welcome.
- Widespread poverty and unemployment made nineteenth-century workers willing to put up with
terrible working conditions.
2. Compromise is a common and effective way of coping directly with conflict or frustration. We
often recognize that we cannot have everything we want and that we cannot expect others to do

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just what we would like them to do. We then compromise, deciding on a more realistic solution
or goal since an ideal solution or goal is not practical. A young person who loves animals and
greatly wishes to become a veterinarian may discover he has less aptitude for biology than he
had hoped and that dissecting is so distasteful to him that he could never bring himself to operate
on animals. By way of compromise, he may decide to become an animal technician, a person
who works as an assistant to a veterinarian.
-Compromise is a direct way of coping in which we decide on a more realistic solution or goal
since an ideal solution or goal is not practical. For example, a person not good in biology may
decide to be an animal technician rather than a veterinarian.

3. All family systems can be categorized into one of two types. The extended family is one in
which more than two generations of the same kinship live together either in the same house or in
adjacent dwellings. The extended family, which is commonly found in traditional, pre-industrial
societies, can be very large: It contains 3 generations living together. In contrast, the nuclear
family is one in which the family group consists only of the parents and their dependent children.
The nuclear family is the usual type in virtually all modern industrialized societies.
-There are two basic types of families. The extended family, which is more than 2 generations
living together, is common in pre-industrial societies. The nuclear family, made up of parents and
their dependant children, is usual in industrialized societies.

4. Again, when we feel fear of the dog, we learn to avoid similar situations. Finally, emotions
help regulate social interaction. Our observation of other people’s emotional states determines
how we respond to them. For example, if we notice that another person is experiencing fear, we
may be moved to comfort and reassure him.
-Psychologist has distinguished 3 functions of emotions in our lives. Emotions can prepare us to
take action, shape our future behavior, or regulate our social interaction.

Today’s lesson dealt with a very important writing skill – summarizing – which you will be
required to use very often in life. You were given practice in summarizing & shown samples of
good summaries.

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Lesson -42

Tenses and Passive Sentences

In this lesson first, we shall discuss verb tenses and the problems they pose for learners of
English and next we shall examine passive tenses.
In an English sentence, the verb is the most important word. It is through the action described by
the verb that the sentence comes alive. As a result, the verb is the lifeblood of the sentence.
Among other properties, verbs tell time by specifying when the action occurred. This time
feature is known as tense.

1. The Base Form:

It is the form in which verbs are listed in the dictionary. It is used in the present tense for all
subjects except third - person singular subjects.
- I eat kababs for lunch.
- Saima eats kababs for lunch.

2. Past Tense Form:

The past-tense form of most verbs is formed by adding -ed or -d to the basic form.
- They praised the president for his bold speech.
- I asked the students to leave the gym.

3. Present Participle:
It is the -ing form of a verb. The present participle is the form that is used with the helping verbs
am, is, are, was, or were to show continuing action.
- Jo is spreading the sheet on the ground.
As I was gathering the clothes on the line, the wind blew away some of them.

4. Past Participle:
The past participle of a verb is usually the same as its past tense form. The past participle is the
form that is used with the helping verbs have, has, and had and with am, is, are, was, were.
- The girl have asked the boss for a raise.
- The kitchen door was jammed tight.

Here are the main parts of the regular verbs.

Basic Form Past Tense Form Present Participle Past Participle
Jump jumped jumping jumped
Smile smiled smiling smiled
Hope hoped hoping hoped

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Main Tenses:

There are six main tenses in English. They are present, past, future, present perfect, past perfect
and future perfect.
The following chart shows the six basic tenses of the verb ‘jump’
Tense Example
Present I jump
Past I jumped
Future I will jump
Present perfect I have jumped
Past perfect I had jumped
Future perfect I will have jumped

We shall now look at these tenses in greater detail.

1. The Present Tense:

It is used to describe an action that is happening in the present or to describe a condition that
exists at the present time regardless of the other verbs in the sentence. Susan works in 1.
Children’s toys are on the third floor. (Habitual action)
2. The neighbor’s dog smells our plants. (Present action)

The Historical Present: The present tense is used to make a more vivid description of any past
actions through a restatement or a summarization of the facts from a book or a report etc….
1. In his report Mr. Farook states that the president will call candidates for interview in a year’s
time.
2. “Revenge”, says the Lord “is mine”. (Bible)

The historical present is used when we write about events or happenings in a work of literature.
The rationale for using the present tense is that the happenings of literature are unchangeable and
therefore are permanently true.

2. The Past Tense:

It is used to describe an action or state of being that occurred some time in the past.
1. At yesterday’s party, the host made a rude remark.
2. The goods were delivered late last night.

3. The Future Tense:

It is used to indicate an action which is to take place in the future or a state or condition that will
exist some time in the future.
1. According to the college schedule, the examination will be held in the Basemen at 9:00. a.m.
2 . If you are to succeed, you will need to set realistic goals.

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263
You can form the future tense by placing will or shall before the verb. In the past, the use of will
and shall was prescribed, but in today’s language usage, will is typically used to express ordinary
future tense and shall is used to express a demand or is used with laws, policies or contracts.

1. You shall have this term paper submitted on time.

2. Invigilators shall ensure that the examination rules are fully implemented.
3. If you meet the deadline, you will reap the benefits.

The Three Perfect Tenses are formed by adding the helping verb have, has, or had to the past
participle of the verb. The past participle of a regular verb is simply the form that ends in -ed.

4. The Present Perfect Tense is used to describe an action that started in the past and either has
been finished or is continuing at the present time.
The present perfect tense is formed when we add has or have plus the past participle.
1. Marina has worked at a number of jobs over the year.
2. After great efforts by the police, the building has been evacuated.

5. The Past Perfect Tense:

It describes an action that was completed in the past before another past action. The past perfect
tense is formed when we add had plus the past participle.

1. Marina had worked in a number of TV programs before she joined the company.
2. Before I reached my office, my friend Lylla had returned my call.

6. Future Perfect Tense:

It describes an action that will be completed before sometime in the future. The future perfect
tense is formed when we add shall have or will have to the past participle. By the end of the year,
the contractors will have completed the new block.

1. Mr. Saeed will have been employed by the printing firm for 25 years in December.
2. Our secretary shall have entered all data for your report by Saturday.

The Three Progressive Tenses: As their name suggests, these tenses express actions still in
progress at a particular time. They are made by adding a form of the helping verb -be to the -ing
form of the verb.

1. Present Progressive Tense:

It expresses an action taking place at this moment or that will occur sometime in the future.
1. Marina is working at the office today.
2. I am going to the bookstore.

2. Past Progressive Tense:

It expresses an action that was in progress at a certain time in the past.
1. Marina was working yesterday.

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2. I was practicing my speech last night.

3. Future Progressive Tense:

It expresses an action that will be in progressive at a certain time in the future.
1. Marina will be working tomorrow.
2. The visitors will be pacing in the reception hall.

Unnecessary shift in tense:

3. In my dream, a snake slithered along the side of my bed and slips quickly onto my pillow.
(Inconsistent tense)

Practice 1.

Spot the wrong tense word.

1. When my sister saw flames and smoke coming from her room, she reacted quickly. She picks
up her handbag and some pictures of her family. Then she rushed out into the open.

2. Pink flowers blossom on this peach tree every spring. Then tiny green buds appeared. Finally,
the peaches grow into sweet red fruit.

Practice 2:

Spot the tense shifts.

In his oversized T-shirt, the little boy looked even smaller than he was. His skinny arms stretch
out of the flopping sleeves that reach down to his wrists. He needed a haircut; he has to push his
hair out of his eyes to see. His eyes fail to meet those of the people passing by as he asked them,
‘Can you give me five rupees”?

Practice 3.

Spot the verb in each sentence that is not in the same tense as the others.
1. Hafeez rang the doorbell and wanted for several minutes. Finally, when no one answers, he
turned away disappointed.
2. As the campers drove away, they look back and saw their dog running after them.
3. He came home early because he wasn’t feeling well then he discovers his wife had the door
key.
4. Our children love going to the school library because they can take out any book they wanted,
even if they can’t read it yet.

Review:
Fill in the blanks where required with the correct word.
1. There are six basic tenses in English (T/F).
2. They are present, past, , present perfect, and future perfect.
3. The past tense is formed with regular verbs by adding or to the basic form of the
verb.
4. The tense is formed by adding the word will before the basic form of the verb.

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5. The tenses are formed by adding a form of the helping verb have, has or had to the past
participle of the verb.
6. The tense describes an action that was completed in the past before another past
action.
7. The present progressive tense is formed by adding the correct form of the helping verb be to
the) -s, -ing or –ed?) form of the verb.

Active and Passive Voices

1. Use active voice to emphasize the performer of an action.

2. Use passive voice to de-emphasize the performer of the action and in this way emphasizing
the object of the action.

Structure of Active Voice Sentences

Subject Verb Direct Object Complement

The estate
management will prosecute trespassers
Passengers may purchase tickets at any airline office
Students use computers in the laboratory
You should take the medicine once daily

Structure of Active Voice Sentences

Subject Verb Direct Object Complem ent

1. The estate
management will prosecute trespassers

2. Passengers may purchase tickets at any airline office

3. Students use computers in the laboratory

4. You should take the medicine once

Structure of Passive Voice Sentences

Subject Verb Complement

1. Trespassers will be
prosecuted
2. Tickets may be
purchased
at any airline office
3.Computers are used
in the laboratory

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4.The medicine should be
taken once daily

Formation of Passive Sentences

A passive sentence is composed of the following parts. Subject + some tense of BE + Past
Participle + Agent.
1. The object of an active sentence becomes the subject of the passive sentence.
2. The tense is formed by -BE
3. The subject of the active sentence becomes the agent of the passive sentence.
4. The agent may sometimes be omitted.

Verb Tenses in Passive Sentences

PRESENT TENSES

Simple Present:
Jewels are bought by ladies.

Present Continuous:
Jewels are being bought by ladies

Present Perfect:
Ladies have been advis ed to declare their jewelry in their wealth tax forms.

Present Modals:
Steps must be taken to educate the public about filling in tax returns.

PAST TENSES

Simple Past:
Maps of the rebel’s hide-out were shown to the press.

Past continuous:
Until recently hand crafted jewelry was not being designed locally.

Past Perfect:
Pakistani carpets ha d always been designed by local artists.

Perfect Modals:
The textile industry might not have been required by the government to pay taxes.

FUTURE TENSES

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‘will’ - Teaching assistants will be used to assist teachers in evaluating students’ examination
scripts.
‘going to’ - Factories are going to be built in the new export promoting zone.

Future Perfect
- By 2010 the new canal system will have been put into regular use.

The Agent in Passive Sentences:

A passive sentence can be written with or without the agent.

With the Agent:

The agent in the passive sentence answers the question by whom or by what the action is
performed.
1. The agent is named if it is important or necessary to complete the meaning or understanding of
the sentence. e.g.
- The accident was caused by a cyclist.- Noise in our neighborhood is produced by trains.

Without the Agent:

The agent in a passive sentence is not named under certain conditions.
1. When the identity of the agent is understood and does not have to be mentioned. e.g.
- The president has been re-elected for another year (by the council)
- Shina is spoken in many parts of northern areas of Pakistan (by people)

2. When the identity of the agent is unimportant. e.g

-Pakistan television newscasts are translated into both English and Arab ic. (by someone)

3. When the identity of the agent is unknown:

-An error has been made in the computer input data (by someone)

USES OF PASSIVE

1. When you want to give your writing an objective and impersonal tone. It is often used in
scientific, business writing and newspaper reports.
2. When you want to focus attention on the receiver of an action. e.g
If you are writing a paper about a discovery, the use of passive will focus on the discovery. But if
you were to write with active verbs, the reader might think your paper is about the person who
made the discovery and not the discovery itself.

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Lesson -43

Word Order

In many of the lessons on writing and, even in those on reading, we looked at how ideas are
organized and put together or connected within and between sentences. In today’s lesson we shall
look at the way certain words like adverbs, which cause problems to learners of English, are
placed in the sentence. We are going to look at ways words are positioned or ordered in an
English sentence and give you some practice in their use. The words are:

(1) Verb + object - place and time

(2) the position of : also, always, probably, am, is, are…
(3) Still, yet, anymore, any longer, no longer
(4) Although, yet, even though, in spite of, despite
(5) Even
(6) As (time) as (reason)
(7) Use of like and as

1. Verb & Object

A) In English the verb and its object, usually go together. Other words are not put between them.
e.g
V O
I like animals very much.
I like very much animals.
1.. Shazia
Did youoften
see Fahd
plays yesterday?
tennis.
2

3. Do you clean the house every fortnight?

Do you clean every fortnight the house?

4. Everybody enjoyed the picnic very much.

Everybody enjoyed very much the picnic.

5. The guide spoke French fluently

The guide spoke fluently French

6. I not only lost all my money, I also lost my jewelry.

I not only lost all my money, I lost also my jewelry.

7. At the end of the road you’ll see a petrol pump on your left.
At the end of the road you’ll see on your left a petrol pump.

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B) Place and Time

(1) In English the place (where?) is mentioned before the time (when? How often? How long?)
e.g
1. Huma walks to work every morning.
Huma walks every morning to work.

2. Their family has been in the United States since last year.
3. He arrived at the railway station early.

4. I’m going to Sibi on Monday.

I’m going on Monday to Sibi.

5. Why weren’t you at the party last night?

Practice 1:

Decide whether the word order is right (R) or wrong (W)

1. Tony walks every morning to work.

2. Maha speaks very well French.
3. After eating quickly my breakfast, I went out.
4. I think I’ll go early to bed.
5. Did you do interesting things at work today?
6. At the top of the page please write your name.

(2) Adverbs with The Verb:

(a) There are some adverbs such as ‘always’, ‘also’, ‘probably’ that are generally put with the
verb in the middle of a sentence. This happens when the verb is a one word. (Such as goes, fall)
e.g.
- Huma always goes to work by bus.
- She was feeling very tired. She was also hungry.
- Your bike has probably been stolen.
‘Always’, ‘often’, ‘also’, go before ‘have to’
- The students always have to wait a long time for the professor. But they go after the verbs ‘am,
is, was, were
- I was feeling very tired. I was also hungry.

(b) Sometimes when a verb is composed of two or more words such as can remember, doesn’t
drive, has / have been eaten; the adverb is put after the first part of the verb.

1 2
V ADV V
He can never remember my name
I don’t usually smoke
Are you definitely resigning?
Your bike has probably been stolen

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In negative sentences probably goes before the negative. So we have:

- He probably won’t see you. OR

- I will probably not see you.

Practice 2:

Decide whether the underlined words are in the correct order. Use W for wrong and R for
right.

1. I washed the clothes and also cooked dinner.

2. Those tourists over there probably are French.
3. My mother gets hardly ever angry.
4. I usually take a bath when I get home from work.
5. I usually am very tired when I get home form work.
6. I will probably not see you.
7. He won’t probably meet you.

(3) The position of still, yet, anymore, any longer, no longer in a sentence
Still is used to say that a situation or action is continuing. Still usually is used in the middle of the
sentence with the verb. e.g.
- It’s 11:00 p.m. and Sara is still working.
- Are you still living in the same locality or have you moved?
-Do you still want to go to the post office, or have you changed your mind?

Yet is used to ask if something has happened or when we say that something has not happened.
Yet is used mainly in questions and negative sentences.
Yet is usually found at the end of the sentence. e.g.
- Have you finished packing that suitcase yet?
- It’s 11 o’clock and the typist hasn’t arrived yet.
-We’re hungry. Is dinner ready yet?

Yet is often used with the present perfect (Have you finished washing that dress yet?).
Compare still and yet in the following sentences.
- My brother lost his job last year and he is still unemployed.
- My brother lost his job a year ago and hasn’t found another job yet.
- Is it still raining?
- Has it stopped raining yet?

Still is possible in negative sentences.

-She said she would be here half an hour ago, and she still hasn’t come.

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 ‘She still hasn’t come’ shows a stronger feeling of impatience as can be seen from the following
sentences:
- She hasn’t called me yet (but I expect she will soon)
-She still hasn’t called me (she should have called before now)

not … anymore, not… any longer and no… longer are used to say that a situation has
changed. Anymore, and any longer come at the end of the sentence
- Miss Mir doesn’t work here anymore / any longer.
- They were great friends once, but they aren’t friends any more / any longer.

No longer comes in the middle of the sentence.

- They are no longer friends.
- He no longer lives with her.

But ‘no more’ cannot be used in this way. You can have:
- He is no longer our employee. But not * He is no more our employee.

Practice 3:

Change the following sentences using still and not …. anymore.

1. Tony used to have long hair and a beard. (still / long hair but..).
(Tony still has long hair, but he doesn’t have a beard anymore.)
2. Teddy used to play tennis and football. (still / tennis but).
(Teddy still plays tennis but he doesn’t play football anymore.)
3. Mother was in hospital and she was in critical condition. (still / hospital but...)
- Mother is still in hospital but she isn’t in critical condition anymore.
4. I used to like Kathy and Karen (still / Kathy but…)
- I still like Kathy but not Karen anymore.
5. He was a good batsman, and he was the best in the team. (still / good batsman but)
- He is still a good batsman but isn’t the best in the team anymore.
6. I was feeling depressed and homesick. (still / depressed but….)
- I am still feeling depressed but not homesick anymore.

(4) The position of although / though / even

though / in spite of / despite.
(A) After although we use a subject + verb.
- Although he is fat, he seems quite healthy.
- Although it rained a lot, we enjoyed our holidays.
-He didn’t get the job, although he had all the necessary qualifications.

A noun, a pronoun or -ing is used after in spite of / despite.

- In spite of (the rain), we enjoyed our holidays.
- She is not tired, in spite of (working) all day.
- Despite (what) she said, I still think her work is worthless.

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Note:‘In spite’ takes ‘of ’ but ‘despite’ doesn’t
(a) In spite of the fact that he had resigned, he completed his assignment.
(b) Despite the fact that he smokes 5 cigarette packets a day, he seems healthy.

Compare although and in spite of / despite.

- Although it was raining since morning, all the school kids arrived on time.
- In spite of the traffic jam, the guest arrived on time.
- I couldn’t sleep, although I was tired.
- I couldn’t eat, despite being hungry.

(B) Sometimes though is used instead of although. This happens more often in spoken English
with though coming at the end of a sentence.

- The dress isn’t very nice, I like the color though.

-I meet her everyday. I’ve never spoken to her though.
Even though is a more emphatic form of although.
- Even though I don’t really like her, I must say she is honest.

Practice 4:

(A). Complete these sentences by using although and a phrase from the box.
It was quite chilly
She had been rude to them.
I had never seen my aunt.
He holds an important office
He had promised to be on time`
1. Although he is not paid well.
2. Although , I recognized her from a photograph.
3. She didn’t wear a shawl, although
4. They decided to invite her to the function, although .
5. They were late, although .

Practice 4:

(B). Complete the following sentences with ‘although’ or ‘in spite of’.

1. all my careful plans, a lot of things went wrong.

2. we had planned everything very carefully, many things went wrong.
3. I love music, I can’t sing.
4. being very tired, we worked till midnight.
5. All the air conditioners were working, but this the room was pretty warm.

Practice 4:

(C). Using the words in the brackets make sentences with though at the end.

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1. He’s very nice. (Don’t like / wife).
- He is very nice. .
-
2. Its very warm. (windy).
- Its very warm. .
-
3. We didn’t like the pudding (ate).
- We didn’t like the pudding. .

(5) Use of ‘EVEN’

(A) Even is used to say that something is unusual or surprising .e.g.
- Her driving is not very good; even I could drive better.
- She always wears a shawl even in summer.

(B) Very often ‘even’ is used with the verb in the middle of a sentence.

- She always wears a watch. She even wears it in bed.

- He is very rich. He even has his own private plane.

Here are some examples with not even:

- She has just climbed the ten flights of stairs and she is not even out of breath.
- They are a very unfriendly lot. They did not even say ‘hi’.
- Nobody lent him money; not even his best friend.

(C) ‘Even’ is often used with the ‘comparative form’.

- It was very cold yesterday, but today it’s even colder.
- I got up at 5:00 but mother got up even earlier.
- I was surprised to get a call from her. I was even more surprised when she appeared at my door
the next day.

(D) ‘Even’ is used with ‘if ’, ‘when’ and ‘though’.

- I’ll probably see you tomorrow. But even if I don’t, we’re sure to see each other before the end
of the week.
- She is never loud even when she is angry.
- She has bought a pressure cooker, even though she can’t cook.

Practice 5:
Complete these sentence with even + a comparative
1. I bought a cheap umbrella, but the one Julie bought was .
2. This house is two hundred years old, but the mosque next to it is .
3. The restaurant is always crowded, but today its .

6. Use of As (Time) and As (Reason)

A) As (time) can be used to refer to two things happening together or over the same period of
time:
- We watched her as she opened the parcel.

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- As we walked along the street we looked in the shop windows.
- Turn off the fan as you go out, please.

‘As’ is used especially for two short actions, happening at the same time.

-Hamid arrived as I left (he arrived & I left at the same).

Just as (= exactly at that moment) is also very commonly used.
- Hamid arrived just as I left.
- Just as I sat down, the phone rang.

As is also used when two changes happen over the same period of time
- As the day wore on, the weather got worse.
- I began to enjoy the work as I got used to it

B) As (time): You can use as to show one thing happening during another i.e. in the middle of
doing something else. When ‘as’ is used in this way, both actions are usually quite short.

- The old woman slipped as she was getting off the bus.
- I burned my hands as I was taking the cake out of the oven.

The use of just as is also very common.

- Just as I was going out, the telephone rang.
- I had to leave just as the conversation was getting interesting.
Note: Do not use as if one action follows another. e.g.
- *As I got home, I took a bath (wrong)
- When I got home I took a bath.

C) As (reason): meaning ‘because’

- As I was feeling tired, I went to bed early. (Meaning because I was tired….)
- As they live near us, we meet quite often.
- As tomorrow is a national holiday, all the shops will be closed.

Practice 6:

Rewrite the following sentences showing one thing happens during another.

1.Saeed was climbing out of the window. He fell.

Saeed fell
2. I was driving along the road. A cat ran in front of the car.
A cat
3. She was getting out of the car. She dropped her keys.
She

7. Use of Like and AS

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A) Like means similar to/the same as for example:
- What a beautiful scene! Its’ like a picture. (not as a picture)
- What does Saima do? She is a teacher like me. (not as me)
Like is a preposition, so it is followed by
(a) a noun: like a picture, like your job
(b) a pronoun: like me, like this
(c) – ing : like walking, like crying

- “What’s that sound?” ‘Sounds like crying’.

B) As is used before a subject + verb.

- Don’t move anything. Leave everything as it is.

Compare like and as in the following sentences:

- You should’ve done it like this. (like & ProN)

- You should’ve done it as I showed you. (as + subj + v)

Note: You say as usual not like usual.

- You’re late as usual.
You’re late like usual.

C) As + S + V can have other meanings.

- Do as you are told (Do what you are told)
- They did as they promised. (They did what they promised.)

You can also say as you know / as we expected / as I said.

- As you know it’s my birthday today.
- She failed her driving test, as we expected.

We use as + N to say something really is / was especially when we talk about someone’s job or
how we use something.
- A few weeks ago he was working as a bus conductor.
- Asad has just found a job as a clerk.
-We don’t have a car, so we use the garage as a store room.
We use like when we compare things.
- She is beautiful like a princess.
(She really isn’t a princess.)
- Everyone is sick in the college hostel. It is like a hospital. (It isn’t really a hospital)

Practice 7:

Put in like or as in the following sentences.

1. Your Arabic is very fluent. I wish I could speak you.
2. You don’t listen to anyone. Do you like.

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3. You don’t have to change. You can go out you are.
4. Arifa has been working a waitress for the last few weeks.

In today’s lesson we looked at the order in which certain words occur. The words we looked at
often pose problems for learners of English in their writing. I hope today’s lesson clarified the
use of these words.

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Lesson -44

Articles and Their Use:

Now a days grammarians divide English words into two categories - major and minor. In the
major category are words like nouns, verbs, adjectives and adverbs. These are sometimes called
CONTENT words because they carry the main meaning in communication, e.g. they’re the
words that you would send in a telegram “Arriving PK 421 Sunday” “Send money broke”
In the minor category are determiners, pronouns, prepositions and conjunctions.

Minor words express or signal subtle shades of meaning, obvious information, or redundant
grammatical information i.e. words that perform no particular function. Minor class words occur
more frequently than members of the major classes. There are around 50 of these words and they
are very common. All of these fifty words are function words; they make up about 60% of words
that are used in speech and about 45% of those that are used in writing.

These minor words are like bricks that cement together the content words. For this reason minor
words are also known as structure words.

(1) Determiners are a class of minor words. A determiner is a word which precedes or comes
before nouns and adjectives e.g.
- The cat sat on my bag. (art, poss)
- I don’t want any tea. (indef deter)
- Have you some yogurt? (indef deter)

M ajor / Content words – Noun, Verb , Adjective, Adverb

M inor / Function words – Determi ners, Pronouns, Prepositions, Conjunctions

Determiners come before nouns & adjectives

- The cat sat on my bag. (art, poss)
- I don’t want any tea. (indef deter)
- Have you some yogurt? (indef deter)

There are 5 main types of determiners.

(i) Articles: a, an, the

(ii) Demonstratives: this, that, these, those
(iii) Possessives: my, you, his, her, its, our, them
(iv) Quantifiers: some, any, all, enough, no, both, each, ever, few, much, more, most, fewer,
less, either, neither
(v) Wh-determiners: what (ever) which (ever) whoever, whose
This party will be the /di/ social event of the week.

The reason why we are going to look at articles is that Pakistani learners of English make the
most mistakes in the use of articles. They insert articles where they are not required and do not
use them where they are required.

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In today’s lesson we shall only examine articles, a subclass of determiners in detail. There are 2
articles in English, the definite ‘the’ and the indefinite, a / an. Articles are easily recognized and
indicate that a noun follows, but sometimes nouns require no articles. While articles have a
single function: they modify or the head noun in a noun phrase, their meaning is quite complex.

1. Forms Of The Articles:

Pronunciation: The spelling of the indefinite article ‘a’ and the pronunciation of both the
definite and indefinite articles depend on the initial sound of the word that follows. Articles are
normally not stressed, but may be stressed for the sake of emphasis.

The unstressed definite article is always written ‘the’ and is pronounced / / before consonants
and / i/ before vowels. The indefinite article ‘a’ is pronounced / / before consonants and -/ n/-
before vowels. e.g.
the girl, the pilot, the bridge
the aunt, the egg, the octopus

a girl, a pilot, a bridge

an apple, an octopus, an egg.

The stressed definite article / i/ is used to show excellence or superiority in some way e.g. - Is
she the / i / Mrs. Butt?
- No. she’s a Mrs. Butt, but not the famous one.
- This party will be the /di/ social event of the week.

2. Article Usage:
The general rules are:
(a). The definite article ‘the’ can be used with all kinds of nouns except most proper nouns.
sing. count nouns: the dog / child / train
plural count nouns: the dogs / children / trains
Sing. mass nouns: the silver / water

(b) The indefinite article ‘a/ an’ can normally only be used with singular count nouns: e. g.
a ball / child / exams
plural count nouns: (some) balls/children/ exams singular
mass nouns: (some) silver/milk/ knowledge
For other nouns the zero article i.e. no article at all is used for indefinite meaning.

Look at the following table which summarizes the above rules.

Definite meaning Indefinite meaning

sing. count noun the train a train
pl. count noun the trains (some) trains

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mass noun the silver (some) silver

3. Use of The Definite Article:

When we use the definite article ‘the’, it indicates that a hearer or reader can identify the thing
referred to, or know what is being talked about. e.g.
I saw the film (reader/hearer knows which one)
But this is not the case when we use the indefinite article ‘a’ / ‘an’ e.g.
I saw a film (reader / hearer doesn’t know which one).
If we want to express indefinite meaning of amount, etc., we use the indefinite article a (n) with
sing. count nouns or plural count nouns. e.g.
- Would you like a soda?
- Do you like chocolate?
(zero indef. article with mass noun ‘chocolate’

1. sing. count nouns: nouns showing ‘one’:

a girl, the chair,
2. plural count nouns:
nouns showing ‘more than one’: two girls, five chairs
3. mass nouns :
advertising, music, butter, evidence, etc.

There are 4 conditions in which definite meaning arises. We use the definite article for: (1)
Referring – Back Use: When identity has been established by an earlier mention e.g.
- Saba bought a TV and a video recorder, bu t she returned the video recorder (second mention).

(2) Forward-Pointing Use: When identity is established by the post modification that follows
the noun: e.g.
- Saba returned the view-recorder she bought yesterday.

(3) The Unique Use of ‘The’: When the object or group of objects or things is the only one that
exists or has existed such as: the moon, the earth, the South Pole, the equator, the Moghals, the
human race. This unique use of ‘the’ also occurs when the thing being referred to is understood
to be unique in the context. e.g. the kitchen, the town-hall, the President, etc.

(4) Institutional Use of ‘The’: When reference is made to something that is shared by the
community such as: the radio, the telephone, the papers e.g.
- What’s in the paper(s) today?
Sometimes ‘the’ may be omitted in the institutional use.

The definite article ‘the’ has a Generic or Typical use when it refers to what is general or typical
for a whole class of things. This use of ‘the’ is found with count. Nouns. e.g.
i) ‘The’ peacock is a beautiful bir d.
Here ‘the’ indicates the class of birds, not one individual member of the class.
ii) Peacocks are beautiful birds. (General use of the plural indefinite form)
iii) A peacock is a beautiful bird.

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(generic use of the indefinite singular).

You will have noticed that sentence 1 expresses the same meaning as sentences 2 & 3. Now this
means that when we are dealing with a whole class of things the difference between definite and
indefinite, singular and plural are apt to lose their significance.
We can say the peacock (generic) refers to the species as a whole, while a peacock (generic)
refers to any member of the species. We can say:
The peacock is in danger of becoming extinct
But not:
A peacock is in danger of becoming extinct.

Let us look at the use of the definite article with nouns. The following table illustrates the ways
of expressing generic meaning.

Count Nouns Mass Nouns

the peacock
a peacock water
peacocks

5. Specific vs. Generic Meaning:

Another way of explaining the use of the definite article is to look at it from the specific vs.
generic meaning. The following examples illustrate the use of the definite article with generic or
typical meaning.
a) I like milk, Belgian glass, Burmese wood..
(concrete mass noun; no definite article)
b) I like music, Punjabi mystical poetry, contemporary art.
(abstract mass noun; def. article not used)
c) I like dogs, horses, oriental languages.
(definite article not used with plural nouns)

But see how the following nouns take the definite article.
Specific use Generic use
a) Pass the butter please. Butter is imported now a day.

b )The acting was poor but I simply love acting and music.
the music was super.

c) Before you visit Japan, Linguistics is the study of

you ought to learn language.
the language.

Notice that in English, mass nouns and plural nouns are treated as generic and they do not take
the definite article. When these nouns (mass & plural) are modified by an – of phrase the definite
article is normally used, especially with abstract mass nouns.

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The following table will make this clear.

1. Japanese history the history of Japan

2. Pakistani society the society of Pakistan
3. Early Moghal the architecture of early Moghal period
4. Child behavior the behavior of children

We find that with concrete mass nouns and plural nouns ‘the’ can be omitted as in
-eighteenth century furniture (the) furniture of eighteenth century
-tropical birds (the) birds of the tropics

6. Adjectives & Group Nouns:

‘The’ is also used with adjectives to show:
i) a class of people: - the poor, the rich, the disabled, the wealthy, the handicapped
OR
ii) to denote an abstract quality: the sublime, the ridiculous, the absurd.

‘The’ is also used with adjectives showing nationality especially those ending in ‘ch’ or
‘sh’ e.g.
-the Dutch, the English, the French, the Spanish
‘The’ is also used with group nouns like:
-the aristocracy, the public, the administration, the government which can be used with either a
singular or a plural verb e.g.
- The audience is/are enjoying the music.
- The police never decide/decides in a hurry.

7. Some Common Nouns Without Article:

The following is a list of groups of common nouns without the article, which occur mainly in
idiomatic expressions. These are given under column I. Under Column II are examples where the
article is used:

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 I
II
A) Institutions
bed
lie down on the bed
be in church walk past the church
g o to prison drive by the prison
hospital live by the hospital

school go into the school

be at college the college tower has collapsed
sea
look out towards the sea
university work at the University

be at home, go home
be in town, leave town approach the town

(B) Means of Transport

(no article) (With article)

by bike/bicycle ride on the bicycle

come by bus
catch the bus
leave by boat/ship get on the boat
travel by train
get into the train
by plane
get off the plane

(C) Times of the Day

at down, at daybreak during the day

at sunrise, at sunset admire the sunrise/sunset

meet at noon, at midnight in the afternoon
leave at dusk, at twilight invisible in the dusk
at night, by night wake up in the middle of the night

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(D) Meals (no article) (with article)

have breakfast/lunch/tea Were you at the lunch

dinner/supper
for the stars?

Have you made the tea?

Dinner is at eight
The dinner was well cooked.

(E) Parallel Phrases

(no article)
(with article)
They walked arm in arm She took him by the arm.

They walked hand in hand A bird in the hand is worth

two in the bush.

They are husband and wife She’s the wife of a famous

pop star.

ARTICLES AND PROPER NOUNS:

Proper nouns usually take no articles.
A. Personal Name: James Brown, Hilary Shaw, but - the President of the United States of
America - the Lord (God) - the Duke of Edinburgh

Family Terms:
No article is used in the vocative
- hello mummy, hello daddy,
- did you thank aunty/uncle?

B. Calendar Items
a) Names of Festivals: Christmas, Eid, Independence Day, Republic Day
b) Names of the months & the days of week:
January, February, Mon day, Tuesday
c) Names of seasons may have the article omitted:
… I met them in summer BUT
…. in the summer of 1945

Geographical Names
Normally there is no article whether the name is pre-modified
a)Names of continents

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 (Central) Asia, (East) Africa
b) Names of Countries
Ancient Bhutan modern Pakistan
(Victorian) England (medieval) India

Exceptions: The Sahara, the Punjab, the Lebanon, the Middle East, the Ukraine, the Crimea.
c) Cities & Towns: Rome, Lahore, Karachi, Sibi

Exceptions: The Hague, The West End

d) Lakes & Mountains: Mount Everest Mount K-2
Article with Proper Nouns:
e) Plural Names:
-The Himalayas, the Alps, The Rockies
-The Austins (meaning ‘the Austin family)
-The Netherlands, the Midlands
-The Indus, the Ravi, the Atlantic, the Pacific
-The Suez Canal, the Panama Canal

f) Public Places
-hotels & restaurants - the Moghal, the Hilton
-cinemas, clubs - the glob e, the gymkhana
-museum, - the Lahore Museum,
- the British Museum

g) Magazines & periodicals normally have no article: Newsweek, Time, Punch, Mag, New
Scientist.

Practice 1:

Insert an article where you think it is needed

1. We went to most expensive restaurant in town.

2. Do you want to watch television this evening?
3. Last night we went out for meal in restaurant.
4. Braille is a system of reading and writing by touch for blind.

Practice 2:

Choose the correct form, with or without ‘the’

1. I am afraid of dogs / the dogs

2. Can you pass salt / the salt, please?
3. Women / the women are sometimes better teachers than men / the men
4. Second World War / The Second World War ended in 1945.
5. All books /All the books on the top shelf belong to me

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6. Tom left college / the college without taking his exams.
7. After the work / work Ann usually goes to the home/ home.

Practice 3:

Some of the following sentences are correct, but some need the definite article. Can you
spot those that need correction?
1. Next year we are going skiing in Swiss Alps.
2. Nile is longest river in Africa.
3. There are many different languages spoken in Far East.
4. They now live in the United Arab Emirates / United Arab Emirates.
5. South of England is warmer than north.
6. United Kingdom consists of Great Britain and Northern Ireland.
7. Plains of Punjab are very hot in May and June.
8. Malta has been a republic since 1974.

Practice 4:

Choose the correct form with or without ‘the’.

1. One of the oldest buildings in Lahore is Old Fort / the Old Fort.
2. “Which hotel are you staying at?” “At Sheraton / the Sheraton.”
3. Yesterday I opened an account at Standard Chartered Bank / the Standard Chartered
Bank.
4. Have you ever visited the University of Management Sciences / University of
Management Sciences?
5. ‘Where did you buy those shoes?’ ‘At Service’s / the Services’.
6. The President / President of United States / the United States lives in White House / the
White House.
7. “Is there a cinema hall near here?”
“Yes, Odeon / the Odeon on Montgomery Road / the Montgomery Road.

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Lesson -45

Language Forms and Functions

Knowing a language means being able to communicate one’s ideas and opinions to others. A
foreign learner of a language may know the linguistic rules of the language he is learning - in
your case, English - but unless he or she learns to demonstrate or use this knowledge
appropriately, the learner would not be considered fully competent in the language that he / she is
learning. In today’s lesson - which is the last lesson of this course - you shall learn about
language forms & how they are used to perform functions.

What is a language function? A language function, to put it very simply, is something you want
to do with language. The primary function of language is to give factual information and convey
essential commands, feelings and emotions. Have you ever asked yourself the question what are
people trying to do when they speak? The aims of speaking involve not only broad functions
such as conveying information, expressing emotion, keeping in touch socially, and so on…, but
also more specific purposes for which language can be used, such as

Utterance Purpose
- Where the suitcase? - to get information
- Open the window - make someone
do something.
- I’ll pay you next week - make a promise.

How many language functions there are, we do not know exactly. But we do know that there are
some language functions that are regularly required for the purposes of normal everyday
communication.

The following are some very common language functions.

1. Requesting information: to ask, question, request, inquire.
2. Giving information : to announce, describe, explain, instruct, to summarize...
3. Establishing contact / interpersonal relations: to greet, to welcome, to introduce, take leave,
bid farewell, interrupt…
4. Responding to others’ behavior / actions / statements: to apologize, deny, disagree, often,
thank, etc...
5. Expressing emotions / inclinations: fear, happiness, shock, surprise, dislike, etc…
6. Influencing others’ behavior / actions: to allow, blame, discourage, order, warn.
7. Judging / evaluating: to complain, compare, criticize, disapprove, praise, etc…

To be competent in a language, the learner should know how its speakers use the language in
ways which cannot be predicted from linguistic rules alone. It means that the learner must be
aware of the various devices / structures / forms used by native speakers and writers to knit their
speech and writing into a comprehensible whole. This is done by using appropriate forms of the
language.

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If somebody expresses an opinion and you want to disagree with it, the first thought that will
come into your mind is ‘Disagree!’

The next thing you will do is to decide the language forms or structures that you will use to show
your disagreement. i.e. you will decide what grammatical structures, what vocabulary items,
what intonation patterns are to be used. There are a variety of forms to choose and use. A great
deal depends on the situation and the person you are speaking to. For instance, if the other person
is a good friend, you might say, ‘Shut up! It’s not true.”

But if it was your boss or somebody of a higher rank or status than you, you might say. ‘Excuse
me, sir / madam; you may not be quite right there.’
So when you speak who you are speaking to, will influence the language you will use.
Look at the following example:
A part of a conversation is provided. You have to see what function is being performed by the
language used by the speaker (i.e. the underlined words).

Saba: I think Junaid Jamshed is an awful singer.

Naila: Do you? I think he’s marvelous.

When Naila says “I think he’s marvelous,” what language function is being carried out? Is she
agreeing with Saba? Is she criticizing Junaid Jamshed? Or is she admiring him?
Because Naila’s answer is ‘I think he’s marvelous’ it means that she admires the singer. So we
can say she is admiring him. If she was criticizing him she would not have used these words of
admiration.

Now you shall have some practice, first in identifying or describing functions and second in
identifying statements which illustrate the function required.

I. Identifying Functions:

Parts of conversation / sentences are provided. Choose from the four alternatives given the one
which best describes the functions of the underlined part of the conversation.
1. Ahmed: Come on man, drive a bit faster.
Saleh: At the rate he's driving we won’t get to the airport in time, you know.
a. to express fear
b. to express anxiety
c. to express disappointment
d. to express shock.
2. Aziza: It was nice of you to invite my mother as well to your party last night.
Bibi: Not at all. It was nice to have her.
a. to express agreement.
b. to express appreciation.
c. to show sympathy
d. to give an invitation.

3. Jane: Mind the vase!

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 Hina: Too late!… Such a beautiful vase.
a. to express fear
b. to express sympathy
c. to express admiration
d. to express dismay

4. Son: I don’t want to take the double maths course.

Father: I’m afraid you’re got to.
a. to allow
b. to insist
c. to forgive
d. to fear

5. You have been regular in your payment in the past. But we notice from our records dating
from six months ago that your payment has not been received. Kindly send us your cheque
within seven days without fail.
a. to plead
b. to consent
c. to persuade
d. to instruct

6. Faraz: I hope you don’t mind my saying this but what you’ve first said is not exactly true.
a. sympathize
b. scold
c. disagree
d. surprise

7. Sara: If you want to increase the literacy rate you must educate women and girls.
Zara: I think the same as you.
a. to agree
b. to compliment
c. to reject
d. to persuade

8. Zain: There’s a letter for you on desk

Faraz: Ah, yes, so there is.
Zain: Why don’t you open it now and see who is it from ?
Faraz: It can wait.
a. administration
b. curiosity
c. dissatisfaction
d. instruction

9. Boss: The typing you’ve just done for me is hopeless. It is full of mistakes. You’ll have to do it
again.
Secretary: I’m sorry, sir.

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a. to show regret
b. to warn
c. to criticize
d. to demand

10. John: Have you heard the news? The vice principal is getting the sack.
Jane: Oh. No!
a. anger
b. sympathy
c. disbelief
d. regret

11. Jill: How about going to the theatre tonight?

Pat: Sorry. I’ve work to do.

a. suggestion
b. announcement
c. request
d. welcome

B. Extended conversation
For each underlined statement or question select one response to indicate its function.
1. Father: Sajid, I don’t like your moving around with that friend of yours.
a) accuse
b) deny
c) disapprove
d) explain

2. Sajid: Why not?

a. disagree
b. question
c. reject
d. claim

3. Father: He’s a bad influence on you.

a. instruct
b. advise
c. command
d. explain

4. Father: I’ve heard he’s on drugs.

a. anxiety
b. condemn
c. warn
d. explain

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5. Sajid: On drugs!
a. shock
b. admiration
c. curiosity
d. sympathy

6. Sajid: I don’t believe it.

a. interest
b. declined
c. deny
d. disbelief

7. Father: Just stay away from him.

a. suggest
b. order
c. say
d. threaten

C. Conversation on the telephone:

1. Rafia: Mama. Is that you?

Mother: Yes. What is it? You’re all right, aren’t you ?
a. disappointment
b. surprise
c. worry
d. interest

2. Rafia: I’ve got some good news to tell you.

a. describe
b. suggest
c. confirm
d. announce

3. Rafia: I’ve won a scholarship to study abroad.

a. request
b. accept
c. tell
d. claim

4. Mother: Oh, that’s wonderful. I’m so glad.

a. interest
b. praise
c. preference
d. happiness

5. Manager: Where should we set up the new mill ?

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a. showing anxiety
b. explaining
c. asking
d. announcing

6. Supervisor: I would say across the river.

a. suggesting
b. uncertainty
c. explaining
d. announcing

7. Manager: Are you sure it would be the right place ?

a. suggesting
b. doubting
c. explaining
d. questioning

I. Response Identification:

From the four responses given choose the most appropriate which best matches the function
given.
1. Zohra: You wanted the telephone number of the girls hostel. Well, I’ve managed to
get it for you.
Jabeen: (to show gratitude)
a. I’ve already got it
b. That’s very kind of you
c. Tell me the number
d. Yes, good.

2. Saira: I’m leaving college. I’m thinking of taking up a job.

Bina: (to discourage)
a. That’s an interesting idea
b. How foolish
c. Is it well paid?
d. I wouldn’t do that if I were you.

3. Mina: Would it be possible for you to return the money I lent you?
Sana: (to express regrets)
a. I’m sorry. Not till the end of the week.
b. Which money?
c. I clean forgot.
d. Sure I will.

4. Wendy: Do you think you would be able to the money by the end of this month?
Cindy: (to promise)
a. Depends when I get my salary

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b. Give me some more time.
c. Sure, I’ll give it back on time.
d. I’m broke.

5. Manager: Your work is not up to the mark. You’ll have to work harder to stay in this
company.
Employee: (to express an intention)
a. How can you say that?
b. You’re biased.
c. I’m sorry I’ll try harder.
d. I do my best.

6. Andy: There’s a vacancy in my factory. Would you be willing to work here?

Brenda: (to show interest)
a. I’m well settled over here.
b. I’ll think over it.
c. Can you arrange an interview for me?
d. What’s the package being offered?

7. Aziz: I’ve just heard Abida is returning from London tomorrow morning.
Bina: (to express surprise)
a. Yes, that right. She wrote to me about it.
b. Sorry. What did you say ?
c. It’s not tomorrow but the day after.
d. No. I can’t believe it ! Tomorrow did you say?

8. Mechanic: I’ve checked your car. The engine is fine. It doesn’t need any repairs.
Car owner: (to express relief)
a. You sure?
b. Thank you.
c. Thank God for that.
d. Good old car.

1. Saad: I’m sorry I can’t accompany you.

Fahd: Why?
Saad: (to give a reason)
a. Why don’t you take someone else with you?
b. I can if you really want me to.
c. My mother’s not well.
d. It’s been very hot lately.

10. Statement: Illiteracy is a serious problem in our country.

( to ask if someone else agrees).
a. You understand my point?
b. What’s your opinion?

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c. Have you been told this before?
d. Wouldn’t you say so?

Recap and Final Exam

The Final Exam will consist of all that we have covered in our lessons. For any surprises just
depend on your common sense and any background knowledge you have of English. Please go
over the lessons and focus on the following:
Reading Comprehension
Vocabulary
Main Ideas and Supporting Ideas
Topic Sentences of Paragraphs
The Different Organization Patterns of Essays
The functions of Introduction, Body and Conclusion in an Essay
Continuity and Transition Devices

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