Study Skills
1.What is Critical Thinking? State its importance for a student.
Showing posts with label Study Skills. Show all posts
Showing posts with label Study Skills. Show all posts
Wednesday, 31 January 2018
What is Critical Thinking? State its importance for a student.
Ans: Critical Thinking Critical thinking is purely objectively and rational activity. It is the process of thinking about something critically and with doubts in order to search its reality. It enables us to recognize a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our needs. Facts may be facts, but how we interpret them may vary.
Critical thinking includes a complex combination of skills. The main characteristics of critical thinking are:
1. Rationality We are thinking critically when we
• rely on reason rather than emotion, • require evidence, ignore no known evidence, and follow evidence where it leads, and • are concerned more with finding the best explanation than being right analyzing apparent confusion and asking questions.
2. Self-awareness We are thinking critically when we
• weigh the influences of motives and bias, and • Recognize our own assumptions, prejudices, biases, or point of view.
3. Honesty We are thinking critically when we recognize emotional impulses, selfish motives, nefarious purposes, or other modes of self-deception.
4. Open-mindedness We are thinking critically when we
• evaluate all reasonable inferences • consider a variety of possible viewpoints or perspectives, • remain open to alternative interpretations • accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or has fewer inconsistencies or covers more data • accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and • do not reject unpopular views out of hand.
5. Discipline We are thinking critically when we
• are precise, meticulous, comprehensive, and exhaustive • resist manipulation and irrational appeals, and • avoid snap judgments.
6. Judgment We are thinking critically when we
• recognize the relevance and/or merit of alternative assumptions and perspectives • recognize the extent and weight of evidence
To sum up:
• Critical thinkers are by nature skeptical.
They approach texts with the same skepticism and suspicion as they approach spoken remarks.
• Critical thinkers are active, not passive.
They ask questions and analyze. They consciously apply tactics and strategies to uncover meaning or assure their understanding. •
Critical thinkers do not take an egotistical view of the world. They are open to new ideas and perspectives. They are willing to challenge their beliefs and investigate competing evidence.
ELEMENTS OF CRITICAL THINKING
1. ANALYSIS
2. APPLICATION OF STANDARDS
3. INFORMATION SEEKING
4. LOGICAL REASONING
5. PREDICTION
Critical thinking includes a complex combination of skills. The main characteristics of critical thinking are:
1. Rationality We are thinking critically when we
• rely on reason rather than emotion, • require evidence, ignore no known evidence, and follow evidence where it leads, and • are concerned more with finding the best explanation than being right analyzing apparent confusion and asking questions.
2. Self-awareness We are thinking critically when we
• weigh the influences of motives and bias, and • Recognize our own assumptions, prejudices, biases, or point of view.
3. Honesty We are thinking critically when we recognize emotional impulses, selfish motives, nefarious purposes, or other modes of self-deception.
4. Open-mindedness We are thinking critically when we
• evaluate all reasonable inferences • consider a variety of possible viewpoints or perspectives, • remain open to alternative interpretations • accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or has fewer inconsistencies or covers more data • accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and • do not reject unpopular views out of hand.
5. Discipline We are thinking critically when we
• are precise, meticulous, comprehensive, and exhaustive • resist manipulation and irrational appeals, and • avoid snap judgments.
6. Judgment We are thinking critically when we
• recognize the relevance and/or merit of alternative assumptions and perspectives • recognize the extent and weight of evidence
To sum up:
• Critical thinkers are by nature skeptical.
They approach texts with the same skepticism and suspicion as they approach spoken remarks.
• Critical thinkers are active, not passive.
They ask questions and analyze. They consciously apply tactics and strategies to uncover meaning or assure their understanding. •
Critical thinkers do not take an egotistical view of the world. They are open to new ideas and perspectives. They are willing to challenge their beliefs and investigate competing evidence.
ELEMENTS OF CRITICAL THINKING
1. ANALYSIS
2. APPLICATION OF STANDARDS
3. INFORMATION SEEKING
4. LOGICAL REASONING
5. PREDICTION
Write methods of preparing an Assignment?
Ans: Methods of Preparing Assignment:An assignment is a document usually of education that is prepared by a student in order to prove himself as meeting the requirement set forth or assigned by the instructor. It is an educational requisite of the student who is preparing this document for accomplishing his educational need. As the name suggests, an Assignment is a task that is assigned by someone; by the instructor or professor to a student usually at a college or a university. For preparing the college or university, assignment there is adopted a method in which some of the aspects and entries do have basic importance.
The assignment is prepared consisting the following things:
1) Outline
2) Introduction
3) Numbering and Bullets
4) An Effective and Logical Conclusion
1) Outline An outline is included to the assignment that is the overview of the assignment body. The outline is like a synopsis of entire the assignment. 2) Introduction The Introduction part of the assignment is an initial lines that overviews the assignment contents. This portion tells the range of the body of the assignment. It tells the reader about the nature and scope of the assignment. 3) Numbering and Bullets The assignment is decorated with numbers and bullets. The ‘Numbers and Bullets’ is actually the shape and format of the assignment. Although the contents and body of the assignment is in the form of continuous text, still some of the contents that are written in ready information are written in the form either in numbers or bullets. 4) An Effective and Logical Conclusion As the effective and powerful intro is essential for the assignment, similarly an effective cum logical conclusion for an assignment is also necessary. An effective conclusion captures a gist and summary of the assignment.
TOPIC: XYZ
SUBJECT : STUDY SKILLS
NAME OF DEPTT: ENGLISH LANGUAGE & LITERATURE
SUBMITTED TO : INSTRUCTOR’S NAME
SUBMITTED BY : SCHOLAR’S NAME
ROLLNO: 12
CLASS: M.A ENGLISH-PART-I
DATE: 02-02-2018
COLLEGE Degree Collage Bhakkar
The assignment is prepared consisting the following things:
1) Outline
2) Introduction
3) Numbering and Bullets
4) An Effective and Logical Conclusion
1) Outline An outline is included to the assignment that is the overview of the assignment body. The outline is like a synopsis of entire the assignment. 2) Introduction The Introduction part of the assignment is an initial lines that overviews the assignment contents. This portion tells the range of the body of the assignment. It tells the reader about the nature and scope of the assignment. 3) Numbering and Bullets The assignment is decorated with numbers and bullets. The ‘Numbers and Bullets’ is actually the shape and format of the assignment. Although the contents and body of the assignment is in the form of continuous text, still some of the contents that are written in ready information are written in the form either in numbers or bullets. 4) An Effective and Logical Conclusion As the effective and powerful intro is essential for the assignment, similarly an effective cum logical conclusion for an assignment is also necessary. An effective conclusion captures a gist and summary of the assignment.
FORMAT OF ASSIGNMENT
ASSIGNMENTTOPIC: XYZ
SUBJECT : STUDY SKILLS
NAME OF DEPTT: ENGLISH LANGUAGE & LITERATURE
SUBMITTED TO : INSTRUCTOR’S NAME
SUBMITTED BY : SCHOLAR’S NAME
ROLLNO: 12
CLASS: M.A ENGLISH-PART-I
DATE: 02-02-2018
COLLEGE Degree Collage Bhakkar
What is a Seminar? Describe principles of conducting Seminar. Also describe its types.
Ans: Seminar:A seminar may be defined as a gathering of people for the purpose of discussing a specific topic. Such gatherings are usually interactive sessions where the participants engage in discussions about the delineated topic.
The sessions are usually headed or led by one or two presenters who serve to host of hold the discussion.
Seminars are more like being in a classroom than lectures, but they’re also quite different to what you might be used to at school. Seminars are for small groups of students studying the same course. They are normally led by a tutor in a seminar room. Seminars are designed for students to talk about topics in the course reading or lectures in detail, so students have to take an active part in the debate. Sometimes the tutor will lead the seminar, or they might choose students to make a presentation. But whether you’re presenting or not, you’ll still need to do some work before and after the seminar to make the most out of them.
Seminar is a small framework that is organized with 20 to 30 people. It is learner-oriented with the purpose of learning and practicing new things. The content is very specific, it is quite intensive and it normally lasts three to five days. The essential characteristic of a seminar is the fact that it is organized to enhance professionalism. The participants enroll in order to learn something. For that reason the size is not too large. We have seminars that only last one afternoon or one day. They may as well last two weeks. The seminar may be concerned with new ways to teach literature, run a teacher’s magazine, or integrate culture in language classes.
HOW TO ORGANIZE SEMINAR?
To help you with it, here are some straight forward steps that ensure the seminar running smoothly:
Principles of Conducting Seminars or Conferences
Within the first two minutes, tell the audience why your presentation is important to them. This creates a heightened level of interest and awareness (i.e., I’m going to give you eight specific significant information of….)
Be specific. Be concrete. Use numbers. Use examples. Make them understandable and tangible.
1. Develop your objectives
Decide on expected cost, technological requirements for every speaker, short-term plans, and the long-term goals for your seminar.
2. Create seminar agendas Create agendas highlighting the key events and speaking times of your seminar. Your attendees will appreciate having the ability to quickly check event times.
3. Stick to the time schedule as precisely as possible. Try run your material at least twice, including once the day before the program.
4. Be relevant to your audience. Choose examples or information that connect with the specific group, and tell them why you selected them. If you use a list (of techniques, advantages, of something), begin by saying “I will be giving you 18 quick ideas of….” Then count them as you present each one so the audience may be more certain.
5. Look for audience participation and questions throughout. Encourage questions and involvement. An involved audience is engaged and closer to you.
6. No commercials please. Your best commercial is to deliver a relevant, timely session (Your name, title, and other particulars are in the program). Stick to the topic that the audience came to hear.
7. Develop a relevant handout. Some events require it, and attendees always appreciate a well-considered support piece.
Benefits of Seminar
☺ A good deal of learning is achieved effectively
☺ Topics exploration is in more depth
☺ Information seeking behavior is encouraged
☺ Shared ideas in a way that advance thinking
☺ The participants take experience from group discussions
☺ It develops cognitive, effective domains based learning
☺ This method builds better social values and fault tolerance levels in the minds of
the learner
Limitations of Seminar
1. -Setting up of a seminar for every topic in the Text is not feasible
2. -The subject area to be taught must be relevant to the theme of the seminar
3. -The seminar themes must conform to the learning experiences to be inculcated to the students
4. -This method found fit for higher learning only, for lower classes is not fruitful
5. -The resourceful is required for the seminar method
6. -Time management is somewhat difficult
7. -Unnecessary gossips, glitches among the participants may deteriorate the scope and objectives of seminar
ROLE OF MEMBERS IN SEMINAR
Seminar Committee
Seminar is conducted or organized by the committee proposed for this purpose only. This committee constitutes a Chairperson, Organizing Secretary and Subject Experts who act as the speakers of the seminar. Usually a seminar has been conducted with the following team of organizing body:
1. Chairperson or President/Convener of Seminar
Naturally, the Chairperson may be the apex person of the Institution or the policy making of the concerned body or agency. The convener has to plan and prepare the total functionaries. He is the core person and decides the theme of the seminar and fixes the objectives of seminar. He is the key person to hold all administrative functions and advisory for the seminar.
2. Organizing Secretary
He is the key person of the Seminar and responsible for the planning and executing the functions of seminar. He is the prime advisory for the convener in selecting the appropriate functionaries for technical session and selection of paper presenters. The time and venue of seminar and other administrative works are decided by him with the advice of convener. He has to circulate the circulars regarding the seminar. The Organizing Secretary controls whole the management like documentation, record keeping and matter concerning the seminar event.
3. Role of Speakers/Experts
The speaker or paper presenter is the person who prepares an article or paper about the theme or sub-theme of the seminar to read and discuss in the seminar concerned. He should prepare his paper with right and updated information with sufficient knowledge about the paper or subject he dealt. This makes the observers and participants for warm participation with good discussion forum.
4. Role of Chairperson of the Technical Session of seminar
He is the only person to hold the complete responsibility of the whole technical session. He should have the adequate knowledge about the subject or theme dealt in the seminar. Also he is cooperative and clarifies the speaker’s presentation. He has to control the whole session.
5. Role of the participants of seminar
There may be 25-40 participants in each sitting only allowed. The participants should have knowledge about the theme of seminar. S/he must have the questioning skills. Participant may express his own experience and knowledge to interrogate speakers’ view. But it must be relevant to the discussion held in the seminar.
6. Role of the observer of seminar
The eminent persons and honorable guests are invited to attend / participate in the seminar are known as observers. They have to observe the discussion and other events occurred in the seminar and deliberate their own views regarding them with the permission of Chairperson of the technical session. Their views and impressions play a remarkable role with the discussion and finalization of the concepts derived from the seminar theme.
What are the steps taken before, during and after the seminar? Describe kinds and events related to Seminars.
Ans: Seminar is an event that is conducted or held for a multiple purposes but the chief of them is to give an awareness of a subject or topic. Seminar is an advanced type of learning technique that is often adapted as a teaching method in colleges and universities. The primary goal of a seminar, both as an event as well as a method of teaching, is gaining awareness and advanced learning of a topic or an issue at a massive scale.
PROCEEDING OF SEMINAR
STEPS TAKEN BEFORE SEMINAR
a) Finding the speakers for the seminar who can assist in the event.
b) Finding a proper venue for the seminar.
c) Ensure you have done any tasks agreed for the group.
d) Read around the subject. Think about it.
e) What questions do you want answered?
f) Allocation of the budget
g) Specification of the estimated time (time duration)
STEPS TAKEN DURING SEMINAR
a) Be open to hearing something new.
b) Jot down useful information.
c) Jot down questions to ask.
d) If you don't understand something, ask.
e) Make contributions – for example, raise points that interest you
f) BUT try to get others involved too - ask open questions: "did anyone else think that....?"
g) Keeping on track
h) Considering the time allocation/limit STEPS TAKEN AFTER SEMINAR
a) Analyze the outcome of the seminar
b) Sending thanking notes to the attendees through suitable follow ups
c) Go over your notes and summarise them.
d) Make sure you know exactly what you have to do for next time – put new tasks in your diary.
1. Mini Seminar
Its coverage and scope are small and simple. A small population is enough to hold this seminar. A discussion held over the topic taught or to be taught with the students is known as Group discussion. Such group discussions held in an organized way within a class room. The mini seminar gives the participants training in questioning skills, organizing the information and presentation skills of seminar. It is a good seminar because it gives good experience to conduct a major seminar at Institutional level.
2. Major Seminar
The seminar conducted at an institutional or departmental level for a specific topic or subject is known as Major seminar. Usually students and teachers are participating in this type of seminar. This major seminar can be organized at department level for every month. A specific topic or subject is selected for the theme of the seminar.
3. National Seminar
An association of any kind particularly with academic or professional interest or an organization (Government, Firm, etc.,) conducts the seminar at National level is called National seminar. The subject experts are invited to the seminar for discussion. The Secretary of the seminar prepares the schedule and functionaries for seminar.
4. International Seminar
Usually the seminar conducted by an international organization or agency is known as International seminar. Theme of this seminar has wider aspects. Globalization, Renovation, Atomic energy agreements, Policies implementation and modification etc., are examples for themes of International seminars. A Nation or its body can conduct or organize the international seminar.
Terms Synonymous with Seminar.
Convention: It is the largest of the events, aimed at large audiences of over two thousand people. It is often political in character and of divergent content. It lasts two or three days. Typical examples are the Democratic and Republican Conventions in the United States of America where the presidential candidates are selected.
Conference: This is a smaller organizational framework for approximately seventy-five participants, but still in the same league with Convention and Congress. The content of the conference is rather specific and its major aim is to provide an overview of the relevant field and discuss issues. It usually lasts one - two days.
Symposium: Originally the term ‘symposium’ is referred to a rather small conference in which experts or scholars discuss a certain problem. The members are convened by a single member or group of colleagues who work together more or less closely. The aim of symposium is to present and share the research findings.
Round Table Discussion: In a round table discussion, all the participants have an equal say in the discussion, which starts with a very short introductory statement or presentation of a problem. In the round table everyone present has the possibility of equal input.
The sessions are usually headed or led by one or two presenters who serve to host of hold the discussion.
Seminars are more like being in a classroom than lectures, but they’re also quite different to what you might be used to at school. Seminars are for small groups of students studying the same course. They are normally led by a tutor in a seminar room. Seminars are designed for students to talk about topics in the course reading or lectures in detail, so students have to take an active part in the debate. Sometimes the tutor will lead the seminar, or they might choose students to make a presentation. But whether you’re presenting or not, you’ll still need to do some work before and after the seminar to make the most out of them.
Seminar is a small framework that is organized with 20 to 30 people. It is learner-oriented with the purpose of learning and practicing new things. The content is very specific, it is quite intensive and it normally lasts three to five days. The essential characteristic of a seminar is the fact that it is organized to enhance professionalism. The participants enroll in order to learn something. For that reason the size is not too large. We have seminars that only last one afternoon or one day. They may as well last two weeks. The seminar may be concerned with new ways to teach literature, run a teacher’s magazine, or integrate culture in language classes.
HOW TO ORGANIZE SEMINAR?
To help you with it, here are some straight forward steps that ensure the seminar running smoothly:
- ✓ Step 1: Define your objectives
- ✓ Step 2: Choose the theme and format
- ✓ Step 3: Give the Agenda of the Seminar
- ✓ Step 4: Set a Venue ✓ Step
- 5: Choose the date
- ✓ Step 6: Choose the location
- ✓ Step 7: Set a Budget
- ✓ Step 8: The event schedule
Principles of Conducting Seminars or Conferences
Within the first two minutes, tell the audience why your presentation is important to them. This creates a heightened level of interest and awareness (i.e., I’m going to give you eight specific significant information of….)
Be specific. Be concrete. Use numbers. Use examples. Make them understandable and tangible.
1. Develop your objectives
Decide on expected cost, technological requirements for every speaker, short-term plans, and the long-term goals for your seminar.
2. Create seminar agendas Create agendas highlighting the key events and speaking times of your seminar. Your attendees will appreciate having the ability to quickly check event times.
3. Stick to the time schedule as precisely as possible. Try run your material at least twice, including once the day before the program.
4. Be relevant to your audience. Choose examples or information that connect with the specific group, and tell them why you selected them. If you use a list (of techniques, advantages, of something), begin by saying “I will be giving you 18 quick ideas of….” Then count them as you present each one so the audience may be more certain.
5. Look for audience participation and questions throughout. Encourage questions and involvement. An involved audience is engaged and closer to you.
6. No commercials please. Your best commercial is to deliver a relevant, timely session (Your name, title, and other particulars are in the program). Stick to the topic that the audience came to hear.
7. Develop a relevant handout. Some events require it, and attendees always appreciate a well-considered support piece.
Benefits of Seminar
☺ A good deal of learning is achieved effectively
☺ Topics exploration is in more depth
☺ Information seeking behavior is encouraged
☺ Shared ideas in a way that advance thinking
☺ The participants take experience from group discussions
☺ It develops cognitive, effective domains based learning
☺ This method builds better social values and fault tolerance levels in the minds of
the learner
Limitations of Seminar
1. -Setting up of a seminar for every topic in the Text is not feasible
2. -The subject area to be taught must be relevant to the theme of the seminar
3. -The seminar themes must conform to the learning experiences to be inculcated to the students
4. -This method found fit for higher learning only, for lower classes is not fruitful
5. -The resourceful is required for the seminar method
6. -Time management is somewhat difficult
7. -Unnecessary gossips, glitches among the participants may deteriorate the scope and objectives of seminar
ROLE OF MEMBERS IN SEMINAR
Seminar Committee
Seminar is conducted or organized by the committee proposed for this purpose only. This committee constitutes a Chairperson, Organizing Secretary and Subject Experts who act as the speakers of the seminar. Usually a seminar has been conducted with the following team of organizing body:
1. Chairperson or President/Convener of Seminar
Naturally, the Chairperson may be the apex person of the Institution or the policy making of the concerned body or agency. The convener has to plan and prepare the total functionaries. He is the core person and decides the theme of the seminar and fixes the objectives of seminar. He is the key person to hold all administrative functions and advisory for the seminar.
2. Organizing Secretary
He is the key person of the Seminar and responsible for the planning and executing the functions of seminar. He is the prime advisory for the convener in selecting the appropriate functionaries for technical session and selection of paper presenters. The time and venue of seminar and other administrative works are decided by him with the advice of convener. He has to circulate the circulars regarding the seminar. The Organizing Secretary controls whole the management like documentation, record keeping and matter concerning the seminar event.
3. Role of Speakers/Experts
The speaker or paper presenter is the person who prepares an article or paper about the theme or sub-theme of the seminar to read and discuss in the seminar concerned. He should prepare his paper with right and updated information with sufficient knowledge about the paper or subject he dealt. This makes the observers and participants for warm participation with good discussion forum.
4. Role of Chairperson of the Technical Session of seminar
He is the only person to hold the complete responsibility of the whole technical session. He should have the adequate knowledge about the subject or theme dealt in the seminar. Also he is cooperative and clarifies the speaker’s presentation. He has to control the whole session.
5. Role of the participants of seminar
There may be 25-40 participants in each sitting only allowed. The participants should have knowledge about the theme of seminar. S/he must have the questioning skills. Participant may express his own experience and knowledge to interrogate speakers’ view. But it must be relevant to the discussion held in the seminar.
6. Role of the observer of seminar
The eminent persons and honorable guests are invited to attend / participate in the seminar are known as observers. They have to observe the discussion and other events occurred in the seminar and deliberate their own views regarding them with the permission of Chairperson of the technical session. Their views and impressions play a remarkable role with the discussion and finalization of the concepts derived from the seminar theme.
What are the steps taken before, during and after the seminar? Describe kinds and events related to Seminars.
Ans: Seminar is an event that is conducted or held for a multiple purposes but the chief of them is to give an awareness of a subject or topic. Seminar is an advanced type of learning technique that is often adapted as a teaching method in colleges and universities. The primary goal of a seminar, both as an event as well as a method of teaching, is gaining awareness and advanced learning of a topic or an issue at a massive scale.
PROCEEDING OF SEMINAR
STEPS TAKEN BEFORE SEMINAR
a) Finding the speakers for the seminar who can assist in the event.
b) Finding a proper venue for the seminar.
c) Ensure you have done any tasks agreed for the group.
d) Read around the subject. Think about it.
e) What questions do you want answered?
f) Allocation of the budget
g) Specification of the estimated time (time duration)
STEPS TAKEN DURING SEMINAR
a) Be open to hearing something new.
b) Jot down useful information.
c) Jot down questions to ask.
d) If you don't understand something, ask.
e) Make contributions – for example, raise points that interest you
f) BUT try to get others involved too - ask open questions: "did anyone else think that....?"
g) Keeping on track
h) Considering the time allocation/limit STEPS TAKEN AFTER SEMINAR
a) Analyze the outcome of the seminar
b) Sending thanking notes to the attendees through suitable follow ups
c) Go over your notes and summarise them.
d) Make sure you know exactly what you have to do for next time – put new tasks in your diary.
Kinds of Seminars
Seminars are conducted in various stages. Based on the size and organizational aspects the seminars can be classified into 4 types:
1. Mini Seminar (Classroom Seminar) 2. Major Seminar (Departmental Seminar) 3. National Seminar 4. International Seminar1. Mini Seminar
Its coverage and scope are small and simple. A small population is enough to hold this seminar. A discussion held over the topic taught or to be taught with the students is known as Group discussion. Such group discussions held in an organized way within a class room. The mini seminar gives the participants training in questioning skills, organizing the information and presentation skills of seminar. It is a good seminar because it gives good experience to conduct a major seminar at Institutional level.
2. Major Seminar
The seminar conducted at an institutional or departmental level for a specific topic or subject is known as Major seminar. Usually students and teachers are participating in this type of seminar. This major seminar can be organized at department level for every month. A specific topic or subject is selected for the theme of the seminar.
3. National Seminar
An association of any kind particularly with academic or professional interest or an organization (Government, Firm, etc.,) conducts the seminar at National level is called National seminar. The subject experts are invited to the seminar for discussion. The Secretary of the seminar prepares the schedule and functionaries for seminar.
4. International Seminar
Usually the seminar conducted by an international organization or agency is known as International seminar. Theme of this seminar has wider aspects. Globalization, Renovation, Atomic energy agreements, Policies implementation and modification etc., are examples for themes of International seminars. A Nation or its body can conduct or organize the international seminar.
Terms Synonymous with Seminar.
Convention: It is the largest of the events, aimed at large audiences of over two thousand people. It is often political in character and of divergent content. It lasts two or three days. Typical examples are the Democratic and Republican Conventions in the United States of America where the presidential candidates are selected.
Conference: This is a smaller organizational framework for approximately seventy-five participants, but still in the same league with Convention and Congress. The content of the conference is rather specific and its major aim is to provide an overview of the relevant field and discuss issues. It usually lasts one - two days.
Symposium: Originally the term ‘symposium’ is referred to a rather small conference in which experts or scholars discuss a certain problem. The members are convened by a single member or group of colleagues who work together more or less closely. The aim of symposium is to present and share the research findings.
Round Table Discussion: In a round table discussion, all the participants have an equal say in the discussion, which starts with a very short introductory statement or presentation of a problem. In the round table everyone present has the possibility of equal input.
What is CV? What’s Resume? Differ between them.
Ans: Curriculum Vitae (CV):CV stands for curriculum vitae, which is Latin for 'course of life'. It is a summary of an individual’s experience, skills and education. In the USA and Canada it is known as a résumé - this is the French word for summary.
Resume:A resume is a written compilation of one’s academic record, work experience, credentials, and accomplishments that are required to apply for jobs. It is one of the most important pieces of any job application.
Types of Resumes
There are several basic types of resumes used to apply for job openings, depending on your personal circumstances like:
1. Chronological resume 2. Functional resume 3. Combinational resume 4. Targeted resume 5. Non-traditional resume
Chronological resume starts by listing one’s working history. A Functional resume focuses on one’s skills and experience. A nontraditional resume is Web-based version of one’s resume.
DIFFERENCE BETWEEN C.V & RESUME
There are three major differences between CV and Resume:
1. Length (size)
2. Purpose
3. Layout (Style)
A resume is a brief summary of your skills and experience over one or two pages, a CV is more detailed and can stretch well beyond two pages. A Resume is basically a bio-data of a person, and the near information that is co-related to his academics and personal information.
What is Bio-Data?
In industrial and organizational psychology, bio data is biographical data. It deals with ‘Factual types of questions about life and work experiences, as well as items involving opinions, values, beliefs, and attitudes that reflect your life perspective.’
What to Include in a Cover Letter for a Job?
When you are writing a cover letter, there is specific information that needs to be included. Your cover letter will include a contact section, a salutation, information on why you are qualified for the job, a closing, and your signature. Here's what to include in a cover letter to send with a resume when you apply for a job.
Importance of Reference Section in CV
The References section in the CV is a vital part which cannot be entirely omitted. The references should be two people who know you well and could tell about you a positive comment, or who can vouch(believe) you to be the prospective employer.
Who can be Referenced on CV?
The first or one of your references or referees should be your current or previous employer; the second referee can be any person who knows you well. They can be your:
➢ Previous employer ➢ Current employer ➢ Manager ➢ Supervisor ➢ Teacher /Tutor /Professor ➢ Coach ➢ The Qari sahib of the Jamia mosque of your area
RESUME ENTRIES: A customized section of the resume lists key achievements, skills, traits, and experiences relevant to the position for which you are applying can serve dual purposes; it highlights the relevant experience and lets the prospective employer know that you have taken the time to create. The resume shows how you are qualified for the job in a brief manner.
Following are some of the general entries of a Resume:
Bio-Data & Personal Particulars
Academic Particulars
Professional Record
Special or Specific Qualifications (optional)
Special or Specific Interests & Traits (optional)
References
CV ENTRIES:
If you are including this section on your CV, limit your entries to conferences on special topics that are of direct relevance to the position you are applying to.
Honors and Awards (optional) This section comprises of Name of scholarships and awards, honors with date(s) awarded.
Leadership Qualities Organization, position held and dates of participation. If describing a leadership role included responsibilities that convey leadership.
Professional Qualifications(Optional) Any skills other than those already included in the Education and Education section that may be relevant to the position you are applying for.
Extra-curricular Activities (optional) This section can be customized depending upon the experiences.
Special Skills (optional) Examples include proficiency in a foreign language or scientific writing or specific computer skills that may be especially relevant to the position of interest.
References (mandatory) References should be included in the ending section and should contain the name, title and contact information of the referees.
WHY TO UPDATE CV AND RESUME?
The need to update the CV and Resume is an essential task that is done time and again in course of an individual who is seeking a job in some organization. If you update your resume just every few years or only when you’re looking for a job, you might completely forget about new skills because you mastered them so long ago. By keeping your resume up-to-date, you can see how you’ve grown even from a few months ago. The CV and Resume is updated and reviewed for the following purposes:
1. To Remind the Skills and Achievements
A resume isn’t just a list of job titles and how long you’ve worked at various jobs. It’s a record of your body of work.
2. To Give Confidence & Boost
When you’re in the thick of day-to-day work, it’s easy to forget how far you’ve come and in which areas you’ve developed. By revisiting your accomplishments periodically, you’ll better be able to track your own professional progress and make sure the important ones make it to your resume.
3. To Understand Oneself Better
One of the keys to happiness, impact and career development is understanding of yourself. Your resume is the blueprint not only of your skills and achievements, but also of your references, passions and values.
4. To Identify Development Areas
Your key achievements happened for a reason. And so did your mistakes. Have a look at your resume and think about which events have been great teachers. What did you learn? How have you moved forward with that learning? What could you do to develop even further?
5. To Develop a Clearer Idea of Strengths
Research has shown that the more you work to your strengths, skills and passions, the happier and more productive you are.
6. To Prepare for the Odds
The world of working has changed beyond recognition so having resume or CV that’s up-to-date helps you hit the ground running if you ever do need to look for alternative work.
Activities
i. Compose a comprehensive CV mentioning your entire academic record and interpersonal skills, traits and your personality.
ii. Update your Resume in order to apply in an international organization that is seeking services a suitable personnel as Receptionist.
iii. You are interested in taking the teaching profession. Write down a job letter to the Principal of your local college to take you as Teaching Internee, expressing the potentialities in your person.
Resume:A resume is a written compilation of one’s academic record, work experience, credentials, and accomplishments that are required to apply for jobs. It is one of the most important pieces of any job application.
Types of Resumes
There are several basic types of resumes used to apply for job openings, depending on your personal circumstances like:
1. Chronological resume 2. Functional resume 3. Combinational resume 4. Targeted resume 5. Non-traditional resume
Chronological resume starts by listing one’s working history. A Functional resume focuses on one’s skills and experience. A nontraditional resume is Web-based version of one’s resume.
DIFFERENCE BETWEEN C.V & RESUME
There are three major differences between CV and Resume:
1. Length (size)
2. Purpose
3. Layout (Style)
A resume is a brief summary of your skills and experience over one or two pages, a CV is more detailed and can stretch well beyond two pages. A Resume is basically a bio-data of a person, and the near information that is co-related to his academics and personal information.
What is Bio-Data?
In industrial and organizational psychology, bio data is biographical data. It deals with ‘Factual types of questions about life and work experiences, as well as items involving opinions, values, beliefs, and attitudes that reflect your life perspective.’
What to Include in a Cover Letter for a Job?
When you are writing a cover letter, there is specific information that needs to be included. Your cover letter will include a contact section, a salutation, information on why you are qualified for the job, a closing, and your signature. Here's what to include in a cover letter to send with a resume when you apply for a job.
Importance of Reference Section in CV
The References section in the CV is a vital part which cannot be entirely omitted. The references should be two people who know you well and could tell about you a positive comment, or who can vouch(believe) you to be the prospective employer.
Who can be Referenced on CV?
The first or one of your references or referees should be your current or previous employer; the second referee can be any person who knows you well. They can be your:
➢ Previous employer ➢ Current employer ➢ Manager ➢ Supervisor ➢ Teacher /Tutor /Professor ➢ Coach ➢ The Qari sahib of the Jamia mosque of your area
RESUME ENTRIES: A customized section of the resume lists key achievements, skills, traits, and experiences relevant to the position for which you are applying can serve dual purposes; it highlights the relevant experience and lets the prospective employer know that you have taken the time to create. The resume shows how you are qualified for the job in a brief manner.
Following are some of the general entries of a Resume:
Bio-Data & Personal Particulars
Academic Particulars
Professional Record
Special or Specific Qualifications (optional)
Special or Specific Interests & Traits (optional)
References
CV ENTRIES:
If you are including this section on your CV, limit your entries to conferences on special topics that are of direct relevance to the position you are applying to.
Honors and Awards (optional) This section comprises of Name of scholarships and awards, honors with date(s) awarded.
Leadership Qualities Organization, position held and dates of participation. If describing a leadership role included responsibilities that convey leadership.
Professional Qualifications(Optional) Any skills other than those already included in the Education and Education section that may be relevant to the position you are applying for.
Extra-curricular Activities (optional) This section can be customized depending upon the experiences.
Special Skills (optional) Examples include proficiency in a foreign language or scientific writing or specific computer skills that may be especially relevant to the position of interest.
References (mandatory) References should be included in the ending section and should contain the name, title and contact information of the referees.
WHY TO UPDATE CV AND RESUME?
The need to update the CV and Resume is an essential task that is done time and again in course of an individual who is seeking a job in some organization. If you update your resume just every few years or only when you’re looking for a job, you might completely forget about new skills because you mastered them so long ago. By keeping your resume up-to-date, you can see how you’ve grown even from a few months ago. The CV and Resume is updated and reviewed for the following purposes:
1. To Remind the Skills and Achievements
A resume isn’t just a list of job titles and how long you’ve worked at various jobs. It’s a record of your body of work.
2. To Give Confidence & Boost
When you’re in the thick of day-to-day work, it’s easy to forget how far you’ve come and in which areas you’ve developed. By revisiting your accomplishments periodically, you’ll better be able to track your own professional progress and make sure the important ones make it to your resume.
3. To Understand Oneself Better
One of the keys to happiness, impact and career development is understanding of yourself. Your resume is the blueprint not only of your skills and achievements, but also of your references, passions and values.
4. To Identify Development Areas
Your key achievements happened for a reason. And so did your mistakes. Have a look at your resume and think about which events have been great teachers. What did you learn? How have you moved forward with that learning? What could you do to develop even further?
5. To Develop a Clearer Idea of Strengths
Research has shown that the more you work to your strengths, skills and passions, the happier and more productive you are.
6. To Prepare for the Odds
The world of working has changed beyond recognition so having resume or CV that’s up-to-date helps you hit the ground running if you ever do need to look for alternative work.
Activities
i. Compose a comprehensive CV mentioning your entire academic record and interpersonal skills, traits and your personality.
ii. Update your Resume in order to apply in an international organization that is seeking services a suitable personnel as Receptionist.
iii. You are interested in taking the teaching profession. Write down a job letter to the Principal of your local college to take you as Teaching Internee, expressing the potentialities in your person.
Write down general techniques of writing a Summary of a text?
Ans: Summary Making:Summary making is considered an essential as well as an important skill in the academics. Summarizing a text or some study matter is on one hand, very difficult task to do, and a very creative activity on the other hand as well. Other terms related to summary are ‘precis’, ‘abstarct’ and ‘gist’. The summary making process makes the students capable of producing a gist out of a long matter they read or listened. The process leads towards the ability of concluding the actual text in a few passages or a few pages. All this comes with a thorough and consistent practising. The student is needed to begin with simple exercises and proceed then to more complex material for practice for summarizing larger texts.
Benefits of Summary Making Skill
The summary making process is simple and very effective because it helps the students to:
Make sense of the text and think critically about the meaning
Condense or reduce information so that the crux of the text is clear
Focus as you pick out key facts, information and ideas that are relevant to the questions
Get rid of any unnecessary information or irrelevant to the questions
Link new information with what is already knows, and so helps to fit it into the existing “store” of knowledge
Principles for Writing Summary
✓ Select a good title; keep it short and simple
✓ The first sentence in summary making process is crucial
✓ Focus on the relevance, the application or the benefits
✓ Avoid technical and scientific terms
✓ Avoid acronyms and abbreviations. If you do use one, explain it.
✓ Be specific, brief and certain in summarizing
✓ Make it easy for the reader to understand
✓ Use short, simple words and sentences. Use plain language; avoid uncommon words. Sentences should be less than 25 words long
✓ Provide context. Give concrete words; paint a picture for the reader
✓ Write in the active voice.
✓ Get to the point and avoid ambiguity
✓ Keep the order and structure of the information
✓ Avoid nominalizations e.g. change instances of ‘utlisation’ to ‘using’.
✓ Avoid report writing phrases – they make no sense to the general public
✓ Make sure your abstract is grammatically correct with correct spelling and punctuation
✓ Don’t put secondary ideas
✓ If you are asked to meet certain requirements e.g. 250 words max and a title –then follow it
✓ Get feedback on your draft from colleagues, supervisors, experts or your professor
Techniques of Summary Writing
1. Develop a central message of the manuscript: Prepare a central message sentence (20-25 words).
2. Define the materials and methods: Briefly state the environment in which you worked, the sampling method you employed, the materials you used, and most importantly, the methods you used to carry out the study.
3. Summarize the question(s) and problem(s): summarize the questions used in the text. What was known before you started the study? What answers were needed to address the problem(s)? List the key points pertaining to the question(s) and problem(s). What did you do to answer the question(s)?
4. Define the principal findings: Your central message sentence probably encapsulates the most important findings.
5. Describe the conclusions: Make brief notes on each of the implications that arise from your study. For this analyze: What are the principal conclusions of your findings? What is new in your work and why does it matter? What are the limitations and the implications of your results? Are there any changes in practice, approaches or techniques that you would recommend?
6. Organize & Group related ideas together: List each key point separately. Key points can be arranged chronologically, by order of importance or by some other pattern. Identify the important details, describe the principal findings, and provide your analysis and conclusions that contribute to each key point.
7. Develop the introduction: Before beginning on the introduction, read through the notes you have made so far in your outline. Read them through and see whether there is a coherent and cohesive story and a unifying theme that runs through the outline.
Benefits of Summary Making Skill
The summary making process is simple and very effective because it helps the students to:
Make sense of the text and think critically about the meaning
Condense or reduce information so that the crux of the text is clear
Focus as you pick out key facts, information and ideas that are relevant to the questions
Get rid of any unnecessary information or irrelevant to the questions
Link new information with what is already knows, and so helps to fit it into the existing “store” of knowledge
Principles for Writing Summary
✓ Select a good title; keep it short and simple
✓ The first sentence in summary making process is crucial
✓ Focus on the relevance, the application or the benefits
✓ Avoid technical and scientific terms
✓ Avoid acronyms and abbreviations. If you do use one, explain it.
✓ Be specific, brief and certain in summarizing
✓ Make it easy for the reader to understand
✓ Use short, simple words and sentences. Use plain language; avoid uncommon words. Sentences should be less than 25 words long
✓ Provide context. Give concrete words; paint a picture for the reader
✓ Write in the active voice.
✓ Get to the point and avoid ambiguity
✓ Keep the order and structure of the information
✓ Avoid nominalizations e.g. change instances of ‘utlisation’ to ‘using’.
✓ Avoid report writing phrases – they make no sense to the general public
✓ Make sure your abstract is grammatically correct with correct spelling and punctuation
✓ Don’t put secondary ideas
✓ If you are asked to meet certain requirements e.g. 250 words max and a title –then follow it
✓ Get feedback on your draft from colleagues, supervisors, experts or your professor
Techniques of Summary Writing
1. Develop a central message of the manuscript: Prepare a central message sentence (20-25 words).
2. Define the materials and methods: Briefly state the environment in which you worked, the sampling method you employed, the materials you used, and most importantly, the methods you used to carry out the study.
3. Summarize the question(s) and problem(s): summarize the questions used in the text. What was known before you started the study? What answers were needed to address the problem(s)? List the key points pertaining to the question(s) and problem(s). What did you do to answer the question(s)?
4. Define the principal findings: Your central message sentence probably encapsulates the most important findings.
5. Describe the conclusions: Make brief notes on each of the implications that arise from your study. For this analyze: What are the principal conclusions of your findings? What is new in your work and why does it matter? What are the limitations and the implications of your results? Are there any changes in practice, approaches or techniques that you would recommend?
6. Organize & Group related ideas together: List each key point separately. Key points can be arranged chronologically, by order of importance or by some other pattern. Identify the important details, describe the principal findings, and provide your analysis and conclusions that contribute to each key point.
7. Develop the introduction: Before beginning on the introduction, read through the notes you have made so far in your outline. Read them through and see whether there is a coherent and cohesive story and a unifying theme that runs through the outline.
What is an Outline? How to make an outline for study matter or for a speech?
Ans: Outline:An outline is a formal system used to think about and organize the matter on paper. The process of outlining a speech or other material is also a way to see whether the ideas connect to each other and they have harmony and symmetry, what order of ideas works best, or whether there is sufficient evidence to support each of the points. Outlines are useful as paper work for the purpose of overall picturesque.
There are two kinds of outlines: the topic outline and the sentence outline.
The Topic Outline consists of short phrases. It is particularly useful when you are dealing with a number of different issues that could be arranged in a variety of ways in your paper.
The Sentence Outline is done in full sentences. It is normally used when your paper focuses on complex details. The sentence outline is especially useful for this kind of paper because sentences themselves have many of the details in them. A sentence outline also allows you to include those details in the sentences instead of having to create an outline of many short phrases that goes on page after page.
Both topic and sentence outlines follow rigid formats, using Roman and Arabic numerals along with capital and small letters of the alphabet. This helps both the student and anyone who reads the outline to follow the organization easily. There is no rule for which type of outline is best.
Process of Outlining
When should you start outlining?
Some students like to start outlining at the beginning of the semester as a method of review. They may begin outlining once the professor has finished discussing one section of the course syllabus. Other students begin once they are able to see the big picture concepts of the course, which may cause them to begin outlining later in the course. They begin once they can predict where the course is going or once they have a sound understanding of what the course has already covered. Some students use the outlining process as a comparison tool; they begin outlining at the beginning of the semester and look at their reading notes and draft portions of their outline before class to compare their outline with what is covered in class. All these exercises cause panic in the work and instead of benefiting, they mostly cause harm. The outlining process neither should be devised at the outset, nor from the mid, instead outlines should be made thoroughly and throughout when needs be. The student should himself consider what type of the topic is, and also what sort of outlining he may need.
The outlining process requires a complete planning and sketching of the whole study matter. When deciding when to begin outlining, you should consider how many exams you have to prepare for and whether you will be outlining for each. Your time constraints may guide your decision on when to start outlining more than any other factor. Many people like to start outlining first semester during the first week in November because most of the course material has been presented at that point and the remaining material will require minimal additional effort to include in the outline. However, many successful exam-takers start outlining over Thanksgiving break, when they have a block of uninterrupted time. Choose the one that you think works best for your paper.
HOW TO MAKE OUTLINE
1. Identify the Topic
The topic of your paper is important. Try to sum up the point of your paper in one sentence or phrase. This will help your paper stay focused on the main point.
2. Identify the Main Categories.
What main points will you cover? The introduction usually introduces all of your main points, then the rest of paper can be spent developing those points.
3. Create the First Category.
What is the first point you want to cover? If the paper centers around a complicated term, a definition is often a good place to start. For a paper about a particular theory, giving the general background on the theory can be a good place to begin.
4. Create subcategories
After you have the main point, create points under it that provide support for the main point. The number of categories that you use depends on the amount of information that you are going to cover; there is no right or wrong number to use. By convention, each category consists of a minimum of two entries. If your first category is Roman numeral I, your outline must also have a category labeled roman numeral II; if you have a capital letter A under category I, you must also have a capital letter B. Whether you then go on to have capital letters C, D, E, etc., is up to you, depending on the amount of material you are going to cover. You are required to have only two of each numbered or lettered category.
FORMAT OF OUTLINE
One-Level Outline: as a beginner, the student is needed to start with a one level outline. A common basic one-level outline looks like this one:
I. Introduction
II. Explanation
III. Analysis
IV. Results
V. Discussion
VI. Conclusion
Using the above outline as a guide, create a one level outline for your paper by making the topic headings more detailed. For example, instead of “Literature review”, a more detailed heading could be “Literature review on the impacts of literature and its implications.” After providing details, read your outline. Then overview and see does it flow clearly and provide a structure to build a complete paper around the chosen topic. If not, refine it. When it does, move to a two level outline.
The Two-Level Outline: as the student feels comfort and expertise in outlining, s/he should proceed toward the two-level outline.
A common basic two-level outline looks like this:
1. Introduction
i.Definition
ii.Basic data and information
2. Explanation
i.Implications
ii.Extent of the review
iii.Periods to be covered
3. Analysis
i.Comparative
ii.Analytical
4. Results
i.Statistics and figures
ii.Outcomes
5. Discussion
6. Conclusion
PURPOSE OF MAKING OUTLINE
Preparing an outline is the most important step in the process of producing a manuscript for publication in a journal. The outline bears roughly the same relation to the final manuscript as an architectural blueprint does to a finished house. The purpose of an outline is to divide the writing of the entire paper into a number of smaller tasks. A good outline organizes the various topics and arguments in logical form. By ordering the topics the students identify, before writing the manuscript, any gaps that might exist.
Outlining is an important step in organizing a paper. When done well, it clearly shows the relationships between ideas in your paper and provides a plan for writing. It also helps the student to think about the topic and to reach the level of synthesis and evaluation in learning. Further, it can help to determine whether student has researched the topic thoroughly. Finally, it can help to determine whether the paper makes a convincing argument, before spending time agonizing over grammar, sentence structure, word choice, and transitional sentences etc.
Before continuing, the student should make a rough and sketched outline. Some important activities that are generally done prior to outlining include extensive reading, taking notes on important ideas (with citations), brainstorming and listing ideas, grouping related ideas together, ordering groups from general to specific (from abstract to concrete.) After having done a lot of these activities, the student is ready to start outlining. Here will be needed to revisit these activities as before making an outline whenever there may occur new ideas and material for writing.
There are two kinds of outlines: the topic outline and the sentence outline.
The Topic Outline consists of short phrases. It is particularly useful when you are dealing with a number of different issues that could be arranged in a variety of ways in your paper.
The Sentence Outline is done in full sentences. It is normally used when your paper focuses on complex details. The sentence outline is especially useful for this kind of paper because sentences themselves have many of the details in them. A sentence outline also allows you to include those details in the sentences instead of having to create an outline of many short phrases that goes on page after page.
Both topic and sentence outlines follow rigid formats, using Roman and Arabic numerals along with capital and small letters of the alphabet. This helps both the student and anyone who reads the outline to follow the organization easily. There is no rule for which type of outline is best.
Process of Outlining
When should you start outlining?
Some students like to start outlining at the beginning of the semester as a method of review. They may begin outlining once the professor has finished discussing one section of the course syllabus. Other students begin once they are able to see the big picture concepts of the course, which may cause them to begin outlining later in the course. They begin once they can predict where the course is going or once they have a sound understanding of what the course has already covered. Some students use the outlining process as a comparison tool; they begin outlining at the beginning of the semester and look at their reading notes and draft portions of their outline before class to compare their outline with what is covered in class. All these exercises cause panic in the work and instead of benefiting, they mostly cause harm. The outlining process neither should be devised at the outset, nor from the mid, instead outlines should be made thoroughly and throughout when needs be. The student should himself consider what type of the topic is, and also what sort of outlining he may need.
The outlining process requires a complete planning and sketching of the whole study matter. When deciding when to begin outlining, you should consider how many exams you have to prepare for and whether you will be outlining for each. Your time constraints may guide your decision on when to start outlining more than any other factor. Many people like to start outlining first semester during the first week in November because most of the course material has been presented at that point and the remaining material will require minimal additional effort to include in the outline. However, many successful exam-takers start outlining over Thanksgiving break, when they have a block of uninterrupted time. Choose the one that you think works best for your paper.
HOW TO MAKE OUTLINE
1. Identify the Topic
The topic of your paper is important. Try to sum up the point of your paper in one sentence or phrase. This will help your paper stay focused on the main point.
2. Identify the Main Categories.
What main points will you cover? The introduction usually introduces all of your main points, then the rest of paper can be spent developing those points.
3. Create the First Category.
What is the first point you want to cover? If the paper centers around a complicated term, a definition is often a good place to start. For a paper about a particular theory, giving the general background on the theory can be a good place to begin.
4. Create subcategories
After you have the main point, create points under it that provide support for the main point. The number of categories that you use depends on the amount of information that you are going to cover; there is no right or wrong number to use. By convention, each category consists of a minimum of two entries. If your first category is Roman numeral I, your outline must also have a category labeled roman numeral II; if you have a capital letter A under category I, you must also have a capital letter B. Whether you then go on to have capital letters C, D, E, etc., is up to you, depending on the amount of material you are going to cover. You are required to have only two of each numbered or lettered category.
FORMAT OF OUTLINE
One-Level Outline: as a beginner, the student is needed to start with a one level outline. A common basic one-level outline looks like this one:
I. Introduction
II. Explanation
III. Analysis
IV. Results
V. Discussion
VI. Conclusion
Using the above outline as a guide, create a one level outline for your paper by making the topic headings more detailed. For example, instead of “Literature review”, a more detailed heading could be “Literature review on the impacts of literature and its implications.” After providing details, read your outline. Then overview and see does it flow clearly and provide a structure to build a complete paper around the chosen topic. If not, refine it. When it does, move to a two level outline.
The Two-Level Outline: as the student feels comfort and expertise in outlining, s/he should proceed toward the two-level outline.
A common basic two-level outline looks like this:
1. Introduction
i.Definition
ii.Basic data and information
2. Explanation
i.Implications
ii.Extent of the review
iii.Periods to be covered
3. Analysis
i.Comparative
ii.Analytical
4. Results
i.Statistics and figures
ii.Outcomes
5. Discussion
6. Conclusion
PURPOSE OF MAKING OUTLINE
Preparing an outline is the most important step in the process of producing a manuscript for publication in a journal. The outline bears roughly the same relation to the final manuscript as an architectural blueprint does to a finished house. The purpose of an outline is to divide the writing of the entire paper into a number of smaller tasks. A good outline organizes the various topics and arguments in logical form. By ordering the topics the students identify, before writing the manuscript, any gaps that might exist.
Outlining is an important step in organizing a paper. When done well, it clearly shows the relationships between ideas in your paper and provides a plan for writing. It also helps the student to think about the topic and to reach the level of synthesis and evaluation in learning. Further, it can help to determine whether student has researched the topic thoroughly. Finally, it can help to determine whether the paper makes a convincing argument, before spending time agonizing over grammar, sentence structure, word choice, and transitional sentences etc.
Before continuing, the student should make a rough and sketched outline. Some important activities that are generally done prior to outlining include extensive reading, taking notes on important ideas (with citations), brainstorming and listing ideas, grouping related ideas together, ordering groups from general to specific (from abstract to concrete.) After having done a lot of these activities, the student is ready to start outlining. Here will be needed to revisit these activities as before making an outline whenever there may occur new ideas and material for writing.
Friday, 26 January 2018
What is the significance of Dictionary?
Ans: Importance of Dictionary:Dictionary is one of the basic tool and necessities of a student regardless s/he is a student of secondary level or the masters level. The dictionary is a basic requirement of a student. The usage of dictionary is necessary at the initial stage of academics, but as the education level is upgraded, the dictionary use becomes minimal. Although dictionary is both essential as well as helpful at the initial stage of academics, its overwrought usage causes harms. The too much use of dictionary develops dependence in students and they become so much used to it that the power of connotation and meaning prediction is extensively suffered. The too much dependence upon dictionary is proved a hindrance in learning process.
Irrespective of the dependence upon dictionary, however, the importance of dictionary cannot be minimized. The dictionary plays a vital role in memorizing words and their meanings, building vocabulary, memorizing word structures and their patterns, and a multiple other ways. Dictionary is storehouse of knowledge that has a vast range of know-how.
Experts believe that most English-speaking adults use between 25,000 and 50,000 words. That seems like a large number, yet the English language has over a million words. Effective readers use a dictionary to understand new or difficult words. All dictionaries have guide words at the top of each page. However, dictionaries differ from each other in the way they give other information about words. Some dictionaries give more information about the origin of the word; other dictionaries give long lists of synonyms. Each dictionary will explain how to use its resources in the first few pages.
Although much has been said about the importance of training users how to use dictionaries to learn and to find out what their needs are, research in this area has not featured prominently as an academic or educational focus in Asia. In Europe, several large-scale projects which aim at determining students' habits in dictionary use are underway. However, the focuses of most of the research are on using bilingual or bilingualised dictionaries to complete a task on translation, for example the EURAJJEX/AJLA research project into dictionary use. The main objective of the project are on dictionary users' look-up processes and on bilingual dictionaries.
A salient component relevant in dictionary-using skills in this age is the movement away from the word-based model implied by print lexicography, and a greater focus on multi-word units and larger text chunks. An important concern is finding an appropriate context for teaching e-dictionary skills. An online platform for courses integrating dictionary skills and language awareness, preferably embedded in the curriculum, appears promising.
ENTRIES OF A DICTIONARY:
A standard dictionary does have the following entries:
1. Guide Words
2. Spelling and Syllables of Words
3.Definition/Meaning of Words
4. Pronounce Words
5. Inflected Form of Words
6. Etymology
7. Word Division
8. Contextual Usage
9. Origin of Words
10. Synonyms of Words
A dictionary enables a student to develop some of the following skills:
Interpreting etymological information Skill
➢ Interpreting morphological and syntactic information Skill
➢ Interpreting the definition or translation Skill
➢ Interpreting information about collocations Skill
➢ Interpreting information about idiomatic and figurative use Skill
Search Techniques for Dictionary Entries
Here are enlisted the following search methods in order to look up a dictionary entry:
1. Incremental Search
2. Wildcard Search
3. Boolean Search
4. Filtered Search
5. Sound Search
6. Fuzzy-Spelling Search
7. Inflected Form Search
8. Index-Based Search
9. External-Text-Based Search
10. Picture-Based Search
11. Scanner-Based Search
Kinds of Dictionaries
1. Visual Dictionaries
2. Translation Dictionaries
3. Unusual-Words Dictionaries
4. Beginners’/Learners’ Dictionaries .
What is Writing? Describe the ways and steps to improve Writing skill.
Writing:There is a great difference between spoken language and written language. In speech, we use more contractions and more incomplete sentences than they do in writing. It is common to use a subordinate clause alone in speaking. However, in writing, a subordinate clause must always be combined with the main clause. The short conversations below are acceptable in spoken English. However, the answer in each conversation is an incomplete sentence.
Rewrite each incomplete sentence with a main clause. Follow the example.
1. “When will we eat the cake?” ,“When the guests arrive.”
We will eat the cake when the guests arrive.
2. “How long must we wait?”, “Until they come.”
We must wait as long as they come.
Creative Writing:With the exception of speaking, writing is the most popular and prevalent method of creating connections among people. As a means of building links between individuals and within communities, writing serves as the flexible foundation for almost every type of communications media. Print, video, audio, speech and interactive web media all begin with writing. Benefits of Writing
Writing connects people across time, space and culture. Because of the influence of writing, individuals can learn from yesterday, gain knowledge about today and design for tomorrow. Writing—being inanimate, amoral and disinterested—transmits good or evil. It can destroy or create, cover up or reveal. Writing can prevaricate or be straightforward. It can build up or tear down, poison or heal. Writing can cause conflict or encourage peace. Because writing in itself is neutral and indifferent, its purposes and results depend totally on the intentions and hearts of writers and their audiences. Strong writing skills in English come from practice and determination. No one is born an excellent writer. Learning to be an excellent writer in English takes a lot of time and practice. Anyone can be a good writer if he is determined enough.
Methods to Improve English Writing Skills:
1. Keep All of your Writing in One Sitting
2. Practice Writing in English Daily
3. Pick a Topic and Start writing putting your own idea in your own words
4. Write More than One Draft
5. Use Online Resources to Correct your Grammar
6. Think Outside the Lines
7. Have a Pal Edit You’re Writing
What is creative writing?
Creative writing is the very fine art of making things up, in the most attractive, apt and convincing way possible. It's the telling of lies in order to reveal illuminating and dark truths about the world and our place in it. We tend to think of Poetry, Fiction and Plays.
How to Write Well There is no secret to writing well. Following these guidelines can improve writing: Research to what you have something to say Think to address the interests and needs of your audience Organize to make your content sensible Write with carefully chosen words and meaningful phrases Edit out inaccuracy, rumor, fluff, rage and pretense Revise to improve your writing Relax to regain your energy and focus
Brainstorming :For the brainstorming process, should be discussed themes that could work for six word stories: embarrassment, betrayal, surprise,failure, loss, revenge, regret.
The following measures are helpful in developing creative writing:
✓ Start in the middle or at the end of events. Expect the reader to invent the back-story or context.
✓ Begin with a two word statement, question or person’s name.
✓ Suggest, show, hint for the account and try to write more and more topics.
✓ Use sentence structure properly
✓ Start with simple words and sentences and proceed towards complex structures.
✓ Set the time for writing and then edit and evaluate the work.
Thursday, 25 January 2018
What are ‘skimming’, ‘scanning’, ‘note-taking’ and ‘transcribing’ in Reading skill?
Ans: Skimming : The Skimming technique for quick and rapid reading is sometimes called “speed reading”. Skimming is made into utilization for reading very quickly to get the “gist” of a topic or an overview of the chapter/story/instructions/experiment/other. It is usually an initial reading but it leads to a more advanced and quick reading. When the reader find some information he required, he follows up with close reading. While for detailed information, the reader most likely makes notes. All this is done through skimming technique.
Scanning :
The Scanning technique of reading is used where the reader is looking for specific answers to information. For this technique, the reader knows exactly what questions he wants answered, so he does read speedily. The eyes scan over the words/pages very quickly until the requisite information is eventually got. Then, rather like in a radar signal, the brain is alerted and focuses in on the details required information.
Note - Taking :
For the purpose of summarizing, the notes-taking technique is made into use. Notes are in the reader’s own words, short, clear, in logical order and understandable. They are “mental prompts”, a sort of external memory-jogging technique. The key to good note making is to use as few words as possible. They are a short-cut to the brain. The act of making notes or summarizing makes one think. Notes are excellent preparation for examinations, where timing and quick recall of information is very important. They give a ready-made outline plan for exam questions- easier than trying to memorize the information from a book.
When making notes, bear in mind the following:
Leave wide margins, lots of white space and room for added ideas. You should be able to read the information easily and accurately.
Use a double page of your copybook, one side for diagrams, mind- maps or visual cues, the other for linear written notes.
Use also flow-charts, charts, diagrams, spider-grams, anything that works for you.
It is pointless having brilliant notes and never being able to find them when you need them. Put the date on each set of notes, and file them in order under headings.
Subject, Topic, Date, Other. You will be able to look them up quickly and revise the knowledge, whether in two weeks’ time, or two days before an examination.
Transcribing :The process basically is the Bypass of the Mind. Simply copying chunks from textbooks wastes time and effort. The principle is to make textbook knowledge your own knowledge rather than try and learn off someone else’s version. Copying is more a dictation exercise rather than a learning experience, in effect a “bypass of the mind” ot transcribing. It doesn’t improve the handwriting, rather it spoils handwriting. It also doesn’t do much for your thinking or learning process. In fact, it has very little value, other than it is a great excuse to avoid getting down to the real business of learning. While the transcribing process, stick to the “golden rule”: ALWAYS SUMMARISE IN YOUR OWN WORDS.
Effective Note - Taking Techniques
Here are some effective Notes Taking pointers be devised:
✓ Use key words
✓ Use note cards
✓ Use pictures and diagrams
✓ Take notes in different colors
✓ Copy the material that is written on the board
✓ Use a three ring binder to stay organized
✓ Try not to use too many details within your notes
✓ Highlight important facts that one could see on the test .
Scanning :
The Scanning technique of reading is used where the reader is looking for specific answers to information. For this technique, the reader knows exactly what questions he wants answered, so he does read speedily. The eyes scan over the words/pages very quickly until the requisite information is eventually got. Then, rather like in a radar signal, the brain is alerted and focuses in on the details required information.
Note - Taking :
For the purpose of summarizing, the notes-taking technique is made into use. Notes are in the reader’s own words, short, clear, in logical order and understandable. They are “mental prompts”, a sort of external memory-jogging technique. The key to good note making is to use as few words as possible. They are a short-cut to the brain. The act of making notes or summarizing makes one think. Notes are excellent preparation for examinations, where timing and quick recall of information is very important. They give a ready-made outline plan for exam questions- easier than trying to memorize the information from a book.
When making notes, bear in mind the following:
Leave wide margins, lots of white space and room for added ideas. You should be able to read the information easily and accurately.
Use a double page of your copybook, one side for diagrams, mind- maps or visual cues, the other for linear written notes.
Use also flow-charts, charts, diagrams, spider-grams, anything that works for you.
It is pointless having brilliant notes and never being able to find them when you need them. Put the date on each set of notes, and file them in order under headings.
Subject, Topic, Date, Other. You will be able to look them up quickly and revise the knowledge, whether in two weeks’ time, or two days before an examination.
Transcribing :The process basically is the Bypass of the Mind. Simply copying chunks from textbooks wastes time and effort. The principle is to make textbook knowledge your own knowledge rather than try and learn off someone else’s version. Copying is more a dictation exercise rather than a learning experience, in effect a “bypass of the mind” ot transcribing. It doesn’t improve the handwriting, rather it spoils handwriting. It also doesn’t do much for your thinking or learning process. In fact, it has very little value, other than it is a great excuse to avoid getting down to the real business of learning. While the transcribing process, stick to the “golden rule”: ALWAYS SUMMARISE IN YOUR OWN WORDS.
Effective Note - Taking Techniques
Here are some effective Notes Taking pointers be devised:
✓ Use key words
✓ Use note cards
✓ Use pictures and diagrams
✓ Take notes in different colors
✓ Copy the material that is written on the board
✓ Use a three ring binder to stay organized
✓ Try not to use too many details within your notes
✓ Highlight important facts that one could see on the test .
What is Reading? Describe the importance of Reading skill for a student.
What is Reading? Describe the importance of Reading skill for a student. Also state its types and the ways to make quick reading.
Ans: Reading :Reading is an essential process in the use as well as developing the language skills on the part of the students. In the language skills list, reading comes at number 3. Reading is considered as a passive skill like the listening. Reading ability or skill leads the reader toward a sound basis of writing skill and eventually leads to the creative writing.
Reading skill is an individual’s standing on some reading assessment. Skilled readers are those who score above some standard on this assessment; readers of low skill are those who score below some standard. The substantive question is this: What are the processes of reading that produce variation in assessed reading skill? This question is the focus here: given that two individuals differ in some global assessment of their reading, what differences in reading processes are candidates to explain this difference?
Reading skill is a very beneficial skill for the students. Although the reading habit is going to be vanished and minimized from the language learning process, still is significance can not be minimized. All the bookish knowledge is hidden in the reading skill which is exposed in the form of better scholastic abilities in the individuals as well as a potential writing power and comprehension of language structures and patterns.
Hence, reading skill is an important skill in the process of learning and mastery of a language.
Significance of Reading
The benefits of this active, information seeking approach to reading can be clearly seen from the results of research that was carried out on efficient (expert) learners. The results showed that they all followed certain patterns in their reading behaviour.
1. They looked for information that was directly related to their goals (They had a clear purpose before they started reading, and that purpose helped them to identity what they were looking for).
2. They searched forwards and backwards when looking for a particular piece of information, and tried to guess ahead about information in the text.
3. They summarized important or central points often, often by making notes or writing in the margin.
4. They re-read any sentences/parts that they found difficult or unclear.
5. They had questions already prepared so that they were searching for specific information as opposed to reading blankly, hoping to somehow absorb all the information.
6. They evaluated new information from the text in light of what they already knew.
7. They checked their progress and understanding in light of what they already knew. This is a very good template for the apprentice reader, or indeed for any reader who wishes to improve his or her reading capabilities. Practise the techniques suggested above. You will find it very helpful if you have a lot of reading to do, particularly if you have not read much to date, or you are finding the content and style of your reading material somewhat difficult.
Purposes of Reading
There can be a multiple different purposes and aims of reading; You are reading to widen your knowledge on a given topic, to develop your thinking, or to weave new information or ideas into your existing store of knowledge and understanding any of these is usually the purpose of your reading as a reader when you adopt something to study. Reading for a specific purpose or intention has a very powerful effect on memory. Be selective in your reading, as you cannot expect to read everything on a given subject. You remember more easily when you are actively looking for answers to specific questions or topics, and when you are interested in the material. Always use an active approach to your reading.
The four types of effective reading techniques are the following: Skimming Scanning Intensive Extensive Types of Reading
There are many kinds of reading that depend on the purpose and aim for which it is undertaken. There are generally the following types of reading:
1. Reading for Meaning
Everywhere you go you are presented with images that require you to make sense of them. You “read” these stimuli, even though you might not be aware of it, or indeed you might not really consider it reading. For example, when you make sense of pictures, advertisements directions or traffic signs, you are in effect “reading” their message. In a more specific sense, however, reading is an active process where you make meaning of written symbols on a page (or computer screen). All readers do this. Even young children (emergent readers) will try to make sense of words they don’t actually know, for example they will read “home” for house because they understand the context.
2. Reading for Enjoyment or Interest
It is important to be aware that this activity of taking in information, processing it, and making sense of it, is a normal everyday activity of your everyday life. You read for a variety of reasons: for enjoyment, interest, or information. For instance, you might be an avid reader of fact, fiction, sports magazines, or current affairs, and so on. However, much of the time, you will not bother to retain what you have read. You may have a general if somewhat vague idea of the content, unless of course you found it extremely interesting. This is often the case when you really “get into” a good book, where you are likely to remember it in great detail, as you feel a personal involvement with the characters, events, or ideas put forward.
3. Reading for Study Purposes
When it comes to following a course of study, you most likely have other concerns about reading. These can include the amount or volume of reading required, and whether you do have enough time to read it all and take it in. Then there may be issues around the level of difficulty of the reading material. This may be with style or syntax, that is, the way it is written. Or indeed it may be with content, the issues under discussion, and the level of difficulty in both understanding and remembering the material. You may also find technical language or “jargon” off-putting and incomprehensible.
Reading, then, is much more than just decoding signs on a page. When you read, you actively try to make sense of what you read, and you remember more easily if you are interested or feel involved in the process. You can build on these natural advantages when you are studying. For all the same, you see that this is something you can capitalize on when and whatever you are reading for a purpose.
Ans: Reading :Reading is an essential process in the use as well as developing the language skills on the part of the students. In the language skills list, reading comes at number 3. Reading is considered as a passive skill like the listening. Reading ability or skill leads the reader toward a sound basis of writing skill and eventually leads to the creative writing.
Reading skill is an individual’s standing on some reading assessment. Skilled readers are those who score above some standard on this assessment; readers of low skill are those who score below some standard. The substantive question is this: What are the processes of reading that produce variation in assessed reading skill? This question is the focus here: given that two individuals differ in some global assessment of their reading, what differences in reading processes are candidates to explain this difference?
Reading skill is a very beneficial skill for the students. Although the reading habit is going to be vanished and minimized from the language learning process, still is significance can not be minimized. All the bookish knowledge is hidden in the reading skill which is exposed in the form of better scholastic abilities in the individuals as well as a potential writing power and comprehension of language structures and patterns.
Hence, reading skill is an important skill in the process of learning and mastery of a language.
Significance of Reading
The benefits of this active, information seeking approach to reading can be clearly seen from the results of research that was carried out on efficient (expert) learners. The results showed that they all followed certain patterns in their reading behaviour.
1. They looked for information that was directly related to their goals (They had a clear purpose before they started reading, and that purpose helped them to identity what they were looking for).
2. They searched forwards and backwards when looking for a particular piece of information, and tried to guess ahead about information in the text.
3. They summarized important or central points often, often by making notes or writing in the margin.
4. They re-read any sentences/parts that they found difficult or unclear.
5. They had questions already prepared so that they were searching for specific information as opposed to reading blankly, hoping to somehow absorb all the information.
6. They evaluated new information from the text in light of what they already knew.
7. They checked their progress and understanding in light of what they already knew. This is a very good template for the apprentice reader, or indeed for any reader who wishes to improve his or her reading capabilities. Practise the techniques suggested above. You will find it very helpful if you have a lot of reading to do, particularly if you have not read much to date, or you are finding the content and style of your reading material somewhat difficult.
Purposes of Reading
There can be a multiple different purposes and aims of reading; You are reading to widen your knowledge on a given topic, to develop your thinking, or to weave new information or ideas into your existing store of knowledge and understanding any of these is usually the purpose of your reading as a reader when you adopt something to study. Reading for a specific purpose or intention has a very powerful effect on memory. Be selective in your reading, as you cannot expect to read everything on a given subject. You remember more easily when you are actively looking for answers to specific questions or topics, and when you are interested in the material. Always use an active approach to your reading.
The four types of effective reading techniques are the following: Skimming Scanning Intensive Extensive Types of Reading
There are many kinds of reading that depend on the purpose and aim for which it is undertaken. There are generally the following types of reading:
1. Reading for Meaning
Everywhere you go you are presented with images that require you to make sense of them. You “read” these stimuli, even though you might not be aware of it, or indeed you might not really consider it reading. For example, when you make sense of pictures, advertisements directions or traffic signs, you are in effect “reading” their message. In a more specific sense, however, reading is an active process where you make meaning of written symbols on a page (or computer screen). All readers do this. Even young children (emergent readers) will try to make sense of words they don’t actually know, for example they will read “home” for house because they understand the context.
2. Reading for Enjoyment or Interest
It is important to be aware that this activity of taking in information, processing it, and making sense of it, is a normal everyday activity of your everyday life. You read for a variety of reasons: for enjoyment, interest, or information. For instance, you might be an avid reader of fact, fiction, sports magazines, or current affairs, and so on. However, much of the time, you will not bother to retain what you have read. You may have a general if somewhat vague idea of the content, unless of course you found it extremely interesting. This is often the case when you really “get into” a good book, where you are likely to remember it in great detail, as you feel a personal involvement with the characters, events, or ideas put forward.
3. Reading for Study Purposes
When it comes to following a course of study, you most likely have other concerns about reading. These can include the amount or volume of reading required, and whether you do have enough time to read it all and take it in. Then there may be issues around the level of difficulty of the reading material. This may be with style or syntax, that is, the way it is written. Or indeed it may be with content, the issues under discussion, and the level of difficulty in both understanding and remembering the material. You may also find technical language or “jargon” off-putting and incomprehensible.
Reading, then, is much more than just decoding signs on a page. When you read, you actively try to make sense of what you read, and you remember more easily if you are interested or feel involved in the process. You can build on these natural advantages when you are studying. For all the same, you see that this is something you can capitalize on when and whatever you are reading for a purpose.
What is the importance of Speaking, Presentation and Speech making? Discuss different methods and techniques of Presentation and Speech making.
Ans: Speaking :Speaking is the name of oration or utterance of a language in speech situation. All the languages of the world in recent times are in spoken form. The system of speech symbols and patterns of the world languages may vary but their speech format does exist nearly in the same way. Every language does have speech archetypes that bind its speakers in different parts of the world in the thread of the language. Although speaking skill comes at second stage in the process of the use of a language, but its importance is not less than other language skills. The place of speaking in a language cannot be undermined in any case. In this way, the spoken form of a language has basic place in a language.
Importance of Presentation
Presentation skills is not a black and white off/on switch. It is a rainbow of colors. Everybody has presentation skills. Some are better than others. The primary goal is for your presentation skills to be better than your competition, whoever and whatever that is. The secondary goal is for your presentations to get better with every presentation that you deliver. So the presentation skills are critically important.
Techniques of Presentation
Presentation techniques can help a student to improve the delivery and convince his audiences and give them convictions about himself. Here are some of the tricks that work in the Presentation-giving process like:
1) Inspire the listeners: Start with “Why” not “What”
2) Begin With What You Know
3) Tell Stories, Not Stats 4) Use Imagery When You Speak
Giving Presentation:
There are some things and factors that are kept in view while giving presentation as well as a public speech. In this regard, following factors are most important in the process of giving a presentation in a class:
Self Introduction
Introduction Of The Topic
Eye-Contact
Energetic Voice
Gestures And Posture
Delivery Method
Signaling The End
End Or Conclusion
1. Introduction: In the introduction section, the presenter lets the audience, or class mates the self introduction first of all, like Hi, Its me or My name is Yasir Qadri. The presenter gives a brief introduction that includes his/her name, academics and personality traits in a very brief and short way. Self introduction is given only in case of first presentation to a class or the speech. In the intro, the presenter or speaker also adds a few initial sentences like; Your Excellency, the Chair of the ceremony, worthy audiences, respectable colleagues and fellows------. The presenter afterwards specifies the presentation/speech topic and Type of presentation delivery. Here the presenter has to decide what the delivery method he has to adopt for his speech or presentation.
2. Presentation Delivery Method: In the delivery part, four things are very much significant in order to have a successful presentation. The four aspects that are included in this section are:
– Voice
– Gestures
– Eye contact
– Posture & movement
Using the Voice:
In the voice the speaker is needed to put variety, fascination, charm and vitality. The voice should have a potential and thrilling aspect also. The tone and pace of the speech should be moderate, neither so high pitched tone nor so too low to understand. The pace is also kept moderate. The speaker is needed to put warmth in the voice. There should have energy and animation in the voice.
Gestures:
Gestures are the movements that are a natural part of the motions of the body which we all do have in normal state of being. In the presentation and speech delivering process, the gestures are an essential requisite for the speaker to show natural way of bodily movements. However, the bodily gestures necessarily must be lively and in moderation. If the speaker looses the balance in the animation of his/her gestures, whole the impact and success of the speech may spoil. So the successful delivery of a speech and presentation heavily depends upon a good animation of bodily gestures.
The bodily gestures are adopted in the following manner:
✓ The hands should be in a “ready position”
✓ Keep gestures simple and varied
✓ Avoid overuse of one or two gestures
✓ Don’t grip immovable objects
✓ Avoid crossing your arms and legs while presenting
Eye Contact
As the FACE IS INDEX OF MIND, so the EYE IS THE INDEX OF THOUGHT. In this way, Eye contact keeps people engaged and is a great source of feedback. Eye contact is an essential practice in presentation, teaching process as well as speech delivery. Through eye contact, the speaker does know the condition of his audience whether they are getting his message, getting bore by his speech, or having applause for his delivery manner. All the postures and response on the part of the audience is got by the speaker through eyes and the eye contact is the way that provides the feedback to the speaker. In the process of eye contact, following practice should be adopted:
Make eye-contact often
Be mindful of duration
Don’t ping-pong back and forth
Make contact with the entire room or audience
Posture & Movement
Posture and movement is an essential part in the process of making speech and the presentation. It comes in the physical appearance of the speaker. The posture and movement on the part of the speaker is required to be a balanced one, having complete harmony and symmetry in the bodily actions and movements. The imbalance and overuse of a bodily action puts very bad impact on the audiences. The speaker should adopt a balanced and moderate type of posture and movement. In this respect, he should:
Adopt a comfortable, confident stance
Evenly distribute the bodily weight
Keep as few barriers as possible between the audience
Pay attention to the following:
– Rate and volume of speech
– Level of energy and animation
– Body language
– Rapport with the audience
Habits to Avoid:
– Being cemented in one place
– Pacing across the room
– Rocking back and forth
3. Signaling the End:
The speaker is needed in his/her making a speech process to signal the end of the speech to the audiences. Signaling the ends is an indicator for the audience to get ready for the conclusion of their assumptions relating to the speech or lecture they make during the course of the speech process. Actually it is an activity to make the audience ready for the end of the speech. In this part of the speech, the speaker makes clear the main points of his speech or revise them briefly.
4. The End or Conclusion:
After giving indication for the end of the speech, the speaker concludes his speech. As it is the last part of the speech, the speech does this it briefly. This portion of the speech is done with giving an assignment or home work to the class in case of a lecture. While, in case of speech-making process, the speaker does this part by giving a logical ending to it. This part is essentially done in an optimistic note or with a happy end.
Importance of Presentation
Presentation skills is not a black and white off/on switch. It is a rainbow of colors. Everybody has presentation skills. Some are better than others. The primary goal is for your presentation skills to be better than your competition, whoever and whatever that is. The secondary goal is for your presentations to get better with every presentation that you deliver. So the presentation skills are critically important.
Techniques of Presentation
Presentation techniques can help a student to improve the delivery and convince his audiences and give them convictions about himself. Here are some of the tricks that work in the Presentation-giving process like:
1) Inspire the listeners: Start with “Why” not “What”
2) Begin With What You Know
3) Tell Stories, Not Stats 4) Use Imagery When You Speak
Giving Presentation:
There are some things and factors that are kept in view while giving presentation as well as a public speech. In this regard, following factors are most important in the process of giving a presentation in a class:
Self Introduction
Introduction Of The Topic
Eye-Contact
Energetic Voice
Gestures And Posture
Delivery Method
Signaling The End
End Or Conclusion
1. Introduction: In the introduction section, the presenter lets the audience, or class mates the self introduction first of all, like Hi, Its me or My name is Yasir Qadri. The presenter gives a brief introduction that includes his/her name, academics and personality traits in a very brief and short way. Self introduction is given only in case of first presentation to a class or the speech. In the intro, the presenter or speaker also adds a few initial sentences like; Your Excellency, the Chair of the ceremony, worthy audiences, respectable colleagues and fellows------. The presenter afterwards specifies the presentation/speech topic and Type of presentation delivery. Here the presenter has to decide what the delivery method he has to adopt for his speech or presentation.
2. Presentation Delivery Method: In the delivery part, four things are very much significant in order to have a successful presentation. The four aspects that are included in this section are:
– Voice
– Gestures
– Eye contact
– Posture & movement
Using the Voice:
In the voice the speaker is needed to put variety, fascination, charm and vitality. The voice should have a potential and thrilling aspect also. The tone and pace of the speech should be moderate, neither so high pitched tone nor so too low to understand. The pace is also kept moderate. The speaker is needed to put warmth in the voice. There should have energy and animation in the voice.
Gestures:
Gestures are the movements that are a natural part of the motions of the body which we all do have in normal state of being. In the presentation and speech delivering process, the gestures are an essential requisite for the speaker to show natural way of bodily movements. However, the bodily gestures necessarily must be lively and in moderation. If the speaker looses the balance in the animation of his/her gestures, whole the impact and success of the speech may spoil. So the successful delivery of a speech and presentation heavily depends upon a good animation of bodily gestures.
The bodily gestures are adopted in the following manner:
✓ The hands should be in a “ready position”
✓ Keep gestures simple and varied
✓ Avoid overuse of one or two gestures
✓ Don’t grip immovable objects
✓ Avoid crossing your arms and legs while presenting
Eye Contact
As the FACE IS INDEX OF MIND, so the EYE IS THE INDEX OF THOUGHT. In this way, Eye contact keeps people engaged and is a great source of feedback. Eye contact is an essential practice in presentation, teaching process as well as speech delivery. Through eye contact, the speaker does know the condition of his audience whether they are getting his message, getting bore by his speech, or having applause for his delivery manner. All the postures and response on the part of the audience is got by the speaker through eyes and the eye contact is the way that provides the feedback to the speaker. In the process of eye contact, following practice should be adopted:
Make eye-contact often
Be mindful of duration
Don’t ping-pong back and forth
Make contact with the entire room or audience
Posture & Movement
Posture and movement is an essential part in the process of making speech and the presentation. It comes in the physical appearance of the speaker. The posture and movement on the part of the speaker is required to be a balanced one, having complete harmony and symmetry in the bodily actions and movements. The imbalance and overuse of a bodily action puts very bad impact on the audiences. The speaker should adopt a balanced and moderate type of posture and movement. In this respect, he should:
Adopt a comfortable, confident stance
Evenly distribute the bodily weight
Keep as few barriers as possible between the audience
Pay attention to the following:
– Rate and volume of speech
– Level of energy and animation
– Body language
– Rapport with the audience
Habits to Avoid:
– Being cemented in one place
– Pacing across the room
– Rocking back and forth
3. Signaling the End:
The speaker is needed in his/her making a speech process to signal the end of the speech to the audiences. Signaling the ends is an indicator for the audience to get ready for the conclusion of their assumptions relating to the speech or lecture they make during the course of the speech process. Actually it is an activity to make the audience ready for the end of the speech. In this part of the speech, the speaker makes clear the main points of his speech or revise them briefly.
4. The End or Conclusion:
After giving indication for the end of the speech, the speaker concludes his speech. As it is the last part of the speech, the speech does this it briefly. This portion of the speech is done with giving an assignment or home work to the class in case of a lecture. While, in case of speech-making process, the speaker does this part by giving a logical ending to it. This part is essentially done in an optimistic note or with a happy end.
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