KU2AECENG105: ENGLISH IN CONTEXT

CONTENTS

Module 1: Grammar Usage 1

1.1​ Importance of proper language usage – Introduction to Parts of Speech – Nouns and Pronouns
1.2​ Verbs (Gerund, Infinitive, Modals and Auxiliaries) Tenses
1.3​ Adjectives and Adverbs, Degrees of Comparison
1.4​ Prepositions and Conjunctions
​
Module 2: Grammar Usage 2
2.1​ Sentence Structure – Subject, Predicate and Object
2.2​ Basic Sentence Types – Simple, Compound and Complex Sentences
2.3​ Subject Verb Agreement, Common Errors in Sentence Structure
2.4​ Punctuation and Capitalisation
​
Module 3 Creative Writings
3.1​ Picture/ Object Description
3.2​ Outline Story
3.3​ Diary Entry, Blog Writing
3.4​ Poem/ Short Story Writing
​
Module 4 Technical Writings
4.1​ Reviews – Book, Movie, Web Series
4.2​ Analysis of Literary Narratives
4.3​ Report Writing and SOP
4.4​ Preparing Questionnaires

MODULE I: GRAMMAR USAGE I

Effective communication hinges on precise language use. It ensures ideas are conveyed accurately,
minimizing misunderstandings and fostering stronger connections. Careful word choice lends credibility
and professionalism to written and spoken communication. Mastering grammar and vocabulary
empowers the expression of nuanced thoughts and facilitates meaningful engagement. Ultimately, proper
language use is a key tool for success in both personal and professional interactions.
Parts of Speech

Parts of speech refer to the categories into which words are classified based on their grammatical
function and role in a sentence. They help us understand how words relate to one another and contribute
to the overall structure and meaning of a sentence. The main parts of speech include nouns, pronouns,
verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Each part of speech serves a
specific purpose and provides essential building blocks for constructing sentences and conveying
information.

Noun

A noun is a word referring to the name of a person, place, thing, state, or quality. The noun is a part of
speech that can be classified into both singular & plural forms.

Nouns are words that name things. They can name a huge variety of things, including:

●​ People: teacher, student, doctor, friend, Mary

●​ Places: school, house, city, park, India
●​ Things: book, table, car, computer, idea
●​ Animals: dog, cat, bird, lion, fish
●​ Ideas: love, happiness, freedom, justice, courage
●​ Events: birthday, wedding, graduation, concert, game
●​ Qualities: beauty, strength, intelligence, honesty, kindness

Types of Nouns
There are 8 types of nouns in English.

1) Proper Noun

The particular name of the place or a person is known as the proper noun. Eg: India, China, Aman,
Meena etc.

Has Anand done his homework?

2) Collective Noun

A name or noun used to denote a group of people, things or a group of animals is called a collective
noun. Eg: Committee, Squad, Family.

The committee met to discuss the new budget.

3) Common Noun

The common name given to every person, place, thing or activity belonging to the same kind is known
as the common noun. A common noun is not a name of a particular person, place, activity or idea. Eg:
girl, boy, men, women, lawyer, Engineer etc.

The boy helped an old lady cross the road.

4) Material Noun

The names used to mention materials or substances which are made up of and can be perceived by our
senses are material nouns. Ex. Gold, Aluminium, Iron, Plastic, cement etc.

She bought Gold jewellery.

5) Concrete Noun

The names used for the materials or the things which have physical existence or that materials are
tangible are known as Concrete nouns. Ex. Chair, Bed, Car, Television, Laptop, Mobile phones etc.

The children played with their toys.

6) Abstract Noun

The names which are used for an idea, quality, concept or condition are known as Abstract nouns.
Abstract nouns are not physical substances, they don't have physical existence. Ex. Friendship, Love,
Freedom, Excellence, Patience etc.

Justice is a fundamental principle of a fair society.

7) Countable Noun

Countable nouns are nouns that can be counted and are plural, that can occur in a noun phrase with a
numeral or an indefinite article. Common nouns and concrete nouns can be countable nouns. Ex. One
man, Two books, Four students etc.

The classroom has twenty desks.

8) Uncountable Noun

The noun that cannot be counted is known as an uncountable noun. All abstract nouns are uncountable
nouns but not all uncountable nouns are abstract. Ex. Work, Knowledge, Water, Sugar, Advice etc.

There was a lot of traffic on the road today

Exercise 1.1
Identify the nouns in the following sentences.

1.​ The dog barked at the mailman.

2.​ She ate an apple for lunch.
3.​ He drove his car to work.
4.​ The children played with a ball.
5.​ They live in a house by the lake.
6.​ The team celebrated their victory with a party at the restaurant.
7.​ Honesty and kindness are important qualities in a friend.
8.​ They traveled to many different countries on their vacation.
9.​ The children played with their toys in the park.
10.​The scientist conducted experiments in the laboratory.

Pronoun
A pronoun is a word that is used instead of a noun. Pronouns enable one to refer to someone/something
without using their name repeatedly. It is one of the important parts of speech in English.

John is sleeping. He will wake up at 8 am.

Here, the word “he” is used to refer to John. “He” helps to communicate about “John” without
unnecessarily repeating the word “John”.

Important Notes about Pronouns:

1)​ Pronouns are used to replace nouns to avoid repetition.

2)​ They refer to previously mentioned or understood nouns.
3)​ Pronouns can indicate gender, person, or possession.
4)​ A pronoun must agree in number and gender with the noun it replaces.
Example: The dog wagged its tail. (singular dog, singular its)
The dogs wagged their tails. (plural dogs, plural their).

5)​ Pronouns change form depending on how they're used in a sentence.

"I" and "he/she/they" are used when the pronoun is doing the action (the subject).
Example: I went to the store.

"me" and "him/her/them" are used when the pronoun is receiving the action (the object).
 Example: He gave the book to me.

6)​ Make absolutely sure it's crystal clear which noun your pronoun is replacing. If it's confusing,
don't use a pronoun. It's better to repeat the noun than to make your reader guess.

Example (Unclear): The manager told the employee that she was doing a great job. (Who was
doing a great job?)

Example (Clear): The manager told the employee, "You are doing a great job." (Using quotation
marks makes it clear.)

Example (Clear): The manager said that the employee was doing a great job. (Rephrasing avoids
the pronoun altogether.)

Exercise 1.2
Fill up using pronouns
1.​ I can’t find my keys; can you help —--- look for —---- ?
2.​ —---- is coming to the party with —---- friends.
3.​ The dog chased —--- tail in circles.
4.​ —---- found a wallet and returned —--- to —---- owner.
5.​ —---- didn’t know the answer; so I explained —---- to —-----.
6.​ —----- haven’t finished —----- homework yet.
7.​ The students studied hard for ___ exams.
8.​ He hurt ___ leg playing soccer.
9.​ —--- can handle the situation on —-- own.
10.​—--- told —-- parents about the school trip.

Verbs

A verb is a word that expresses an action, occurrence, or state of being. Essentially, it's what the subject
of a sentence does or is.

Actions: These are the most common types of verbs. They describe physical or mental actions.
Examples: run, jump, think, eat, write, read, sing, dance, study, learn.
The dog ran across the yard.

Occurrences: These verbs describe things that happen. Examples: happen, occur, exist, become, seem.
 The accident happened quickly.

States of Being: These verbs describe a condition or state of existence. They often relate to how
someone or something is. Examples: is, am, are, was, were, feel, seem, appear, know, believe.

She is happy.

Key things to remember about verbs:

1.​ Every sentence needs a verb. It's one of the core components of a sentence.

2.​ Verbs change form. They can change tense (past, present, future), person (I, you, he/she/it, we,
they), and number (singular, plural). *

Example: I walk, I walked, I will walk. He walks, they walk.

3.​ Verbs can be more than one word. They can be phrases, especially when including auxiliary
verbs (helping verbs) like be, have, and do.

Example: She is walking. He has eaten. They will be going.

Tenses

Tenses in grammar refer to the form a verb takes to indicate the time of an action, event, or state of
being. They help us understand when something happened. English has three primary tenses: past,
present, and future. Each of these primary tenses also has aspects (simple, continuous, perfect, and
perfect continuous) that further refine the time frame.

1. Past Tense: Indicates an action, event, or state that occurred in the past.

●​ Simple Past: Describes a completed action at a specific point in the past.

Example: I walked to the store.

●​ Past Continuous (Progressive): Describes an action in progress at a specific time in the past.
Example: I was walking to the store when it started to rain.

●​ Past Perfect: Describes an action completed before another action in the past.
Example: I had walked to the store before the rain started.

●​ Past Perfect Continuous: Describes an action that was in progress before another action in the
past.
 Example: I had been walking for an hour before the rain started.

2. Present Tense: Indicates an action, event, or state that is happening now or is generally true.

●​ Simple Present: Describes habitual actions, general truths, or states of being. Example: I walk to
the store every day. The sun rises in the east.

●​ Present Continuous (Progressive): Describes an action in progress at the present time.

Example: I am walking to the store right now.

●​ Present Perfect: Describes an action completed at an unspecified time in the past that has
relevance to the present. Example: I have walked to the store many times.

●​ Present Perfect Continuous: Describes an action that began in the past and continues to the
present. Example: I have been walking for an hour.

3. Future Tense: Indicates an action, event, or state that will happen in the future.

●​ Simple Future: Describes an action that will happen at a specific point in the future. Example: I
will walk to the store tomorrow.

●​ Future Continuous (Progressive): Describes an action that will be in progress at a specific time
in the future. Example: I will be walking to the store at 10:00 AM tomorrow.

●​ Future Perfect: Describes an action that will be completed before another point in the future.
Example: I will have walked to the store by noon.

●​ Future Perfect Continuous: Describes an action that will have been in progress before another
point in the future. Example: I will have been walking for two hours by the time I get to the store.

Simple Continuous Perfect Perfect Continuous

Past went was/were going had gone had been going
Present go am/is/are going has/have gone will have gone
Future will go will be going will have gone will have been going

Link for tense exercises: https://englishforeveryone.org/Topics/Verb-Tenses.html#google_vignette

Types Of Verbs

Auxiliary Verbs

Auxiliary verbs, also known as helping verbs, work together with a main verb to express tense, mood, or
voice. They don't have a meaning on their own but add grammatical information to the main verb.

The primary auxiliary verbs in English are:

●​ Be (am, is, are, was, were, being, been): Used to form continuous tenses and the passive voice.
○​ Continuous Tenses: I am walking. She was eating. They will be studying.
○​ Passive Voice: The cake was eaten by John. The letter is being written.

●​ Have (has, had, having): Used to form perfect tenses.

○​ Perfect Tenses: I have finished. He had gone. They will have arrived.

●​ Do (does, did, doing, done): Used to form questions, negations, and emphatic statements in the
simple present and simple past tenses. It can also be used for verb emphasis.

○​ Questions: Do you like coffee? Did she go?

○​ Negations: I do not like coffee. She did not go.
○​ Emphatic Statements: I do want some cake! He did go to the party.

Key Characteristics of Auxiliary Verbs:

●​ They always accompany a main verb.

●​ They help to express different tenses, aspects, moods, or voices.
●​ They often change form depending on the subject and tense.
●​ They can be used in contractions with the subject or "not" (e.g., I'm, he's, we're, doesn't, didn't).

Exercise 1.3
Fill up using the correct form of the auxiliary verb.
1.​ What ________________ the children doing when you last saw them? (was, were, are, did,
been)
2.​ Barry ________________ always wanted to try skydiving. (was, doesn’t, has, is, have)
3.​ Where __________________ you go during your August holiday? (were, been, are, did, does)
4.​ Why do you think he __________ call you like he said he would? (didn’t, is, hasn’t, has been,
have)
 5.​ Mr Nel _____________ going to be upset when he hears what you did. (will, don’t, is, didn’t,
has)
6.​ Johnathon _____________ want to go to the movies; he wants to stay home instead. (doesn’t,
isn’t, wasn’t, hasn’t, was not)
7.​ I _________________ appreciate his comments. They weren’t funny. (did, have, been, didn’t,
haven’t)
8.​ I really like fish but I _______________ care for chicken. (weren’t, been, don’t, is, was)
9.​ Where _____________ you going when I saw you yesterday? (were, was is, do, did)
10.​Mom ________________ called yet; she’s late as usual. (are, were, has, hasn’t, wouldn’t)

Modal Verbs
Modal verbs (also called modal auxiliaries) are a type of auxiliary verb (helping verb) that express
possibility, obligation, permission, ability, or certainty. They add nuance to the main verb of a sentence,
indicating the speaker's attitude or viewpoint about the action.

Can: ability, possibility, permission

●​ Example: I can swim. (ability) It can rain tomorrow. (possibility) You can borrow my book.
(permission)

Could: ability (past), possibility, polite request

●​ Example: I could swim when I was younger. (past ability) It could be true. (possibility) Could
you please pass the salt? (polite request)

Will: future, intention, certainty

●​ Example: I will go to the store later. (future) I will help you. (intention) She will be there soon.
(certainty)

would: conditional, polite request, past habit

●​ Example: I would go if I had time. (conditional) Would you like some coffee? (polite request) He
would often go for walks. (past habit)

Shall: future (formal), suggestion (formal)

●​ Example: I shall return. (formal future) Shall we go now? (formal suggestion)

Should: advice, obligation (less strong than "must")

●​ Example: You should see a doctor. (advice) We should leave soon. (less strong obligation)

May: possibility, permission (formal)

●​ Example: It may rain. (possibility) You may enter. (formal permission)

Might: possibility (less strong than "may")

●​ Example: It might snow. (less strong possibility)

Must: obligation, certainty (strong)

●​ Example: You must finish your homework. (strong obligation) That must be the reason. (strong
certainty)

Exercise: 1.4
1.​ You ______ be quiet in the library. (obligation)
2.​ I ______ swim when I was younger, but I can't anymore. (past ability)
3.​ ______ I borrow your pen, please? (polite request)
4.​ It ______ rain later, so bring an umbrella. (possibility)
5.​ She ______ speak French fluently. (ability)
6.​ You ______ finish your homework before you go out. (strong obligation)
7.​ He ______ be at home now; I saw his car in the driveway. (probability)
8.​ ______ we go for a walk? (suggestion)
9.​ They ______ arrive by noon. (future possibility/expectation)
10.​I ______ help you if you like. (offer)

Infinitive

An infinitive is the base form of a verb, usually preceded by the word "to." It's like the verb in its
simplest form, before any conjugations for tense, person, or number are added. Eg: "to run," "to eat," "to
sleep," "to think"

Key Characteristics

The "to" is usually present: Most of the time, infinitives are easily recognized because they have "to"
in front of them. However, there are some cases where the "to" is omitted (called a "bare infinitive"),
especially after certain modal verbs (like can, could, will, would, must, may, might, should) and certain
other verbs (like let, make, see, hear, feel). For example, "I can swim" (not "I can to swim").

It can function as different parts of speech: While it's based on a verb, an infinitive can act as a noun,
an adjective, or an adverb in a sentence.

●​ Noun: To err is human. (The infinitive phrase acts as the subject of the sentence.)
●​ Adjective: I have a lot of work to do. (The infinitive phrase modifies "work.")
●​ Adverb: He went to the store to buy milk. (The infinitive phrase explains why he went to the
store.)

Examples of Infinitives in Sentences:

1.​ I want to travel the world.

2.​ She needs to study for the exam.
3.​ It is important to be on time.
4.​ He helped me carry the bags. (Bare infinitive after "help")
5.​ They made him clean his room. (Bare infinitive after "made")

Exercise 1.5
Determine if the underlined words are infinitives or not.
1.​ Tharini wishes to see a movie.
2.​ We are going to the market.
3.​ I will assist you prepare the lasagne.
4.​ We were hoping to catch the 9:20 train to Chennai.
5.​ Will you accompany me to the hospital?
6.​ Riya wished to buy her friends tickets to the Rangers' game.
7.​ Fiona tried to inform the police about the burglary in her apartment but her brother asked her not
to.
8.​ You need to strictly follow the medication to get healthy.
9.​ The children ran to their buses as soon as the bell rang.
10.​Can you teach me to play?

Gerund
A gerund is “a word ending in ‘-ing’ that is made from a verb and used like a noun,” according to the
Cambridge Dictionary. A gerund is used in the same way as other types of nouns. That means it can
serve as the subject of a sentence, the object of a verb, or the object of a preposition.
 Subject: Swimming is my favorite exercise. (Swimming is the thing being discussed.)
Object: I enjoy reading. (Reading is the thing I enjoy.)
Object of a preposition: She is good at singing. (Singing is the thing she's good at.)

Gerunds & Infinitives

Gerunds Infinitive
These are verb forms that are used as nouns. These are verb forms that can act as an adverb
noun, or adjective in a sentence.
The base form of the verb with 'ing' added at thThe base form of the verb (bare infinitive) or w
end. a 'to' before the root verb (full infinitive).

Examples: Examples:
○​ Listening to music while working can ○​ I was planning to shift to the nearest
calm your mind and help you work mo locality next week.
efficiently. ○​ We have been waiting to see you perfo
○​ She spends her free time gardening.

Link for exercise: https://agendaweb.org/verbs/infinitive-gerund-worksheets-lessons.html

Adjectives
Adjectives are words that describe or modify nouns or pronouns. They add detail and make the meaning
of a noun or pronoun more specific. They tell us what kind, what color, how many, or other qualities
about the noun or pronoun.

The red car. (What kind of car?)

The tall building. (What kind of building?)
Three delicious apples. (How many apples? What kind of apples?)
This interesting book. (Which book?)
She is happy. (Describes the pronoun "she")

Key things to remember about adjectives:

They usually come before the noun they modify: Example: a big dog (not "a dog big").

They can be comparative or superlative:

●​ Comparative: Used to compare two things. Example: This car is faster than that one.
●​ Superlative: Used to compare three or more things. Example: This car is the fastest of them all.
Exercise 1.6
Underline the adjectives in the following sentences:
1.​ The fluffy white clouds drifted across the bright blue sky.
2.​ A small, brown dog barked at the noisy mail carrier.
3.​ She wore a beautiful red dress to the elegant party.
4.​ He carried a heavy box up the winding staircase.
5.​ The delicious aroma of freshly baked bread filled the cozy kitchen.
6.​ Three playful kittens chased a bright red ball across the wooden floor.
7.​ The old, creaky house stood on a quiet, tree-lined street.
8.​ She wrote a long, heartfelt letter to her best friend.
9.​ He told an exciting, adventurous story about his travels.
10.​The colorful, fragrant flowers bloomed in the sunny garden.

Adverbs
An adverb is a word that modifies a verb, adjective, or another adverb. Adverbs provide additional
information about how, when, where, or to what extent an action or condition takes place.

Modifying a verb: She ran quickly. (How did she run?)

Modifying an adjective: He is a very tall man. (To what extent is he tall?)
Modifying another adverb: She spoke quite softly. (To what extent did she speak softly?)

Exercise 1.7
Underline the adverbs in the following sentences:
1.​ She sang beautifully at the concert.
2.​ He arrived quite early for the meeting.
3.​ They walked slowly down the street.
4.​ The cat jumped quickly onto the table.
5.​ I usually go to bed late.
6.​ He spoke very softly so no one could hear him.
7.​ She finished her homework rather quickly.
8.​ They will travel abroad next summer.
9.​ He often forgets his keys.
10.​The children played happily in the park.
Degrees Of Comparison

In English grammar, degrees of comparison are forms of adjectives or adverbs used to compare two or
more things. There are three degrees of comparison:

1.​ Positive: The base form of the adjective or adverb. It is used when no comparison is made.
○​ Example: The cat is small.
2.​ Comparative: Used to compare two things.
○​ Example: The mouse is smaller than the cat.
3.​ Superlative: Used to compare three or more things.
○​ Example: The ant is the smallest of the three.

Exercise 1.8
Fill in the blanks with the correct degree of comparison (positive, comparative, or superlative) of the
adjective or adverb in parentheses.
1.​ My cat is __________ (lazy) than my dog.
2.​ This flower is __________ (pretty) than the one in your garden.
3.​ She speaks French __________ (fluently) than I do.
4.​ That was the __________ (funny) joke I've ever heard.
5.​ This problem is __________ (difficult) than the last one.
6.​ He is the __________ (generous) person I know.
7.​ The traffic is __________ (bad) today than it was yesterday.
8.​ She writes __________ (neatly) than her sister.
9.​ This building is __________ (modern) than the one across the street.
10.​He is the __________ (old) member of the club.

Exercise 1.9
Change into superlative form
1.​ This mountain is higher than any other mountain in this range.
2.​ She sings more beautifully than any other singer I've heard.
3.​ This book is more interesting than all the other books on the shelf.
4.​ He runs faster than anyone else on the team.
5.​ She is more intelligent than any other student in the class.
Change into comparative degree
1.​ That movie was the longest movie I've ever seen.
2.​ This apple is the ripest apple in the basket.
3.​ She is the most athletic person I know.
4.​ This problem is the most complicated problem I've ever encountered.
5.​ He is the most generous person in our community.

Preposition
A preposition is a word that shows the relationship between a noun or pronoun and other words in a
sentence. Prepositions indicate location, time, direction, manner, or other relationships between elements
within a sentence.

Some very common prepositions include:

●​ Time: at, on, in, before, after, during, since, until

●​ Place/Location: in, on, at, by, near, under, over, above, behind, between, among
●​ Direction: to, from, toward, through, across, into, out of, up, down
●​ Other Relationships: of, for, with, without, about, like, as

Exercise 1.10
Fill up with appropriate prepositions
1.​ As time went on, the boy changed _______________ a man.
2. She works at night and sleeps _______________ the day.
3. He is very arrogant and always looks _______________ at us.
4. We went _______________ the stairs to get our gym clothes.
5. She couldn't talk to me because she was _______________ a hurry.
7. You can't drive over that bridge because it is _______________ repair at the moment.
8. We shared the money we received _______________ us.
9. She was able to solve the difficult math test _______________ ease.
10.She prefers volleyball _______________ basketball.
11.You can't leave _______________ any money. You'll need some for your ticket.

More worksheets : https://agendaweb.org/grammar/prepositions-worksheets-resources.html

Conjunctions
A conjunction is a word that connects words, phrases, or clauses. They act like bridges, linking different
parts of a sentence together.

Most common conjunctions are: For, And, Nor, But, Or, Yet, So (often remembered by the acronym
FANBOYS), although, because, before, after, if, since, when, while, until, unless, where, whether,
both/and, either/or, neither/nor, not only/but also, whether/or.

They help avoid short, choppy sentences and make writing flow more smoothly. For example, instead of
saying "I like apples. I like oranges," you can use a conjunction to combine the ideas: "I like apples and
oranges." Conjunctions are essential for clear and effective communication.
Because it was raining, I stayed inside.
The sun was shining, but it was cold.
Do you want coffee or tea?
I will go if you come with me

Worksheet: https://agendaweb.org/grammar/conjunctions-worksheets-resources.html

Answer Key:
Exercise 1.1
1.​ The dog barked at the mailman.
2.​ She ate an apple for lunch. (apple, lunch)
3.​ He drove his car to work. (car, work)
4.​ The children played with a ball. (children, ball)
5.​ They live in a house by the lake. (house, lake)
6.​ The team celebrated their victory with a party at the restaurant.
7.​ Honesty and kindness are important qualities in a friend.
8.​ They traveled to many different countries on their vacation.
9.​ The children played with their toys in the park.
10.​The scientist conducted experiments in the laboratory.

Exercise 1.2
1.​ I can’t find my keys; can you help me look for them?
2.​ She/He/They is coming to the party with her/his/their friends.
3.​ The dog chased its tail in circles.
 4.​ He/She/They found a wallet and returned it to its owner.
5.​ He/She/They didn’t know the answer; so I explained it to him/her/them.
6.​ We haven’t finished our homework yet.
7.​ The students studied hard for their exams.
8.​ He hurt his leg playing soccer.
9.​ I/He/She/They can handle the situation on my/his/her/their own.
10.​He/She/They told his/her/their parents about the school trip.

Exercise 1.3
1.​ What were the children doing when you last saw them?
2.​ Barry has always wanted to try skydiving.
3.​ Where did you go during your August holiday?
4.​ Why do you think he didn't call you like he said he would?
5.​ Mr. Nel is going to be upset when he hears what you did. "Will be" also works.
6.​ Johnathon doesn't want to go to the movies; he wants to stay home instead.
7.​ I didn't appreciate his comments. They weren’t funny.
8.​ I really like fish but I don't care for chicken.
9.​ Where were you going when I saw you yesterday?
10.​Mom hasn't called yet; she’s late as usual. 1

Exercise 1.4
1.​ You must/should be quiet in the library. (Must implies a very strict rule, while should is a strong
recommendation.)
2.​ I could swim when I was younger, but I can't anymore. (Could indicates past ability.)
3.​ Could/May/Can I borrow your pen, please? (Could is the most polite, may is formal, can is less
formal but still acceptable.
4.​ It might/may/could rain later, so bring an umbrella. (All three express possibility, with might
being the least certain.)
5.​ She can speak French fluently. (Can indicates ability.)
6.​ You must/have to finish your homework before you go out. (Must expresses a very strong
obligation. Have to also works and is more common in spoken English.)
7.​ He should/must be at home now; I saw his car in the driveway. (Should implies a reasonable
expectation. Must suggests a strong degree of certainty based on the evidence.)
 8.​ Shall/Could/Should we go for a walk? (Shall is more formal and often used for suggestions.
Could and should also work, with should being more common.)
9.​ They should/will/might arrive by noon. (Should implies an expectation. Will suggests a stronger
likelihood. Might indicates a possibility but less certainty.)
10.​I can/could/will help you if you like. (Can is a general offer. Could is a more tentative offer. Will
implies a stronger intention to help.)

Exercise 1.5
1. Tharini wishes to see a movie. – Infinitive verb
2. We are going to the market. – Prepositional phrase
3. I will assist you prepare the lasagne. – Infinitive verb
4. We were hoping to catch the 9:20 train to Chennai. – Infinitive verb
5. Will you accompany me to the hospital? – Prepositional phrase
6. Riya wished to buy her friends tickets to the Rangers' game. – Infinitive verb
7. Fiona tried to inform the police about the burglary in her apartment but her brother asked her not
to. – Infinitive verb
8. You need to strictly follow the medication to get healthy. – Infinitive verb
9. The children ran to their buses as soon as the bell rang. – Prepositional phrase
10. Can you teach me to play? – Infinitive verb
Exercise 1.6
1.​ The fluffy, white clouds drifted across the bright, blue sky.
2.​ A small, brown dog barked at the noisy mail carrier.
3.​ She wore a beautiful, red dress to the elegant party.
4.​ He carried a heavy box up the winding staircase.
5.​ The delicious aroma of freshly baked bread filled the cozy kitchen.
6.​ Three, playful kittens chased a bright, red ball across the wooden floor.
7.​ The old, creaky house stood on a quiet, tree-lined street.
8.​ She wrote a long, heartfelt letter to her best friend.
9.​ He told an exciting, adventurous story about his travels.
10.​The colorful, fragrant flowers bloomed in the sunny garden.

Exercise 1.7
1.​ She sang beautifully at the concert.
2.​ He arrived quite early for the meeting.
3.​ They walked slowly down the street.
 4.​ The cat jumped quickly onto the table.
5.​ I usually go to bed late.
6.​ He spoke very softly so no one could hear him.
7.​ She finished her homework rather quickly.
8.​ They will travel abroad next summer.
9.​ He often forgets his keys.
10.​The children played happily in the park.

Exercise 1.8
1.​ lazier
2.​ prettier
3.​ more fluently
4.​ funniest
5.​ more difficult
6.​ most generous
7.​ worse
8.​ more neatly
9.​ more modern
10.​oldest

Exercise 1.9
Superlative Form:

1.​ This mountain is the highest mountain in this range.

2.​ She sings the most beautifully of any singer I've heard.
3.​ This book is the most interesting book on the shelf.
4.​ He runs the fastest on the team.
5.​ She is the most intelligent student in the class.

Comparative Degree:

1.​ That movie was longer than any other movie I've ever seen. (Or: That movie was longer than all
other movies I've ever seen.)
2.​ This apple is riper than any other apple in the basket. (Or: This apple is riper than all other apples
in the basket.)
 3.​ She is more athletic than any other person I know. (Or: She is more athletic than all other people
I know.)
4.​ This problem is more complicated than any other problem I've ever encountered. (Or: This
problem is more complicated than all other problems I've ever encountered.)
5.​ He is more generous than any other person in our community. (Or: He is more generous than all
other people in our community.)

Exercise 1.10
1.​ As time went on, the boy changed into a man.
2.​ She works at night and sleeps during the day.
3.​ He is very arrogant and always looks down at us.
4.​ We went up/down the stairs to get our gym clothes. (Up is more common, but down is also
possible depending on the context.)
5.​ She couldn't talk to me because she was in a hurry.
6.​ You can't drive over that bridge because it is under repair at the moment.
7.​ We shared the money we received among/between us. (Among is generally used for three or
more people, between for two.)
8.​ She was able to solve the difficult math test with ease.
9.​ She prefers volleyball to basketball.
10.​You can't leave without any money. You'll need some for your ticket.

MODULE 2: GRAMMAR USAGE 2

2.1: Sentence structure- Subject, Predicate and Object

What is a sentence?
A group of words which makes complete sense, is called a sentence.
Example: Anita works for a software company.

Every sentence has two parts:

(1) The part which names the person or thing we are speaking about is called the subject of the sentence.
(2) The part which tells something about the subject is called the predicate of the sentence.
For example, in the above given sentence, ‘Anita’ is the subject whereas ‘works for a software company’
is the predicate.
Exercise 2.1.1
Identify the subject and the predicate in the following sentences.
1.​ The girl flew down the stairs.
2.​ Dr. Ambedkar was a man of might.
3.​ Stone walls do not make a prison.
4.​ The dancing of the peacocks delights us.
5.​ Ravi has a good memory.
6.​ The earth revolves round the sun.
7.​ Nature is the best physician.
8.​ Edison invented the phonograph.
9.​ Borrowed garments never fit well.
10. The early bird catches the worm.
11. Delhi is the capital of India.
12. No man can serve two masters.

Object of a sentence
The object of a sentence receives the action of the verb.
For example, in the sentence:
Phil baked a cake, ‘a cake’ is the Object

Two types of objects are associated with verbs: direct objects and indirect objects.

A direct object is the object of a verb. The direct object follows the verb and tells ‘who’ or ‘what’
receives the action of the verb.
For example, in the sentence Smriti played cricket, ‘cricket’ is the direct object.

An indirect object can only be found in a sentence that has a direct object. The indirect object in a
sentence tells ‘to/ for whom’ or ‘to/ for what’. The indirect object of a verb denotes the person to whom
something is given, or for whom something
is done.
For example, in the sentence John organised a party for his colleagues, ‘a party’ is the direct object and
‘his colleagues’ is the indirect object.

Exercise 2.1.2
Identify the direct and indirect objects in the following sentences.
1.​ Simi threw a stone at the cat.
2.​ The horse kicked the guard.
3.​ Will you do me a favour?
4.​ Rama gave a ball to Hari.
5.​ Get a taxi for me.
6.​ Mira composed a melody for the new movie.
7.​ Fetch her a coat.
8.​ She played a song for him.
9.​ Hari bought his son a guitar.
10.​Buy me an ice cream.

2.2: Basic Sentence Types (Based on structure): Simple, Compound, Complex

Examine the following sentences:

a) Amit goes for a walk everyday.
b) The road was clear and we could drive fast.
c) Lights went of and there were no candles and we all got very scared.
d) They left when the show was over.
e) As the politicians reached the venue, the protesters said that they would not allow them to enter.

Here, sentence (a) has only one Subject and one Predicate. Such a sentence is called a Simple Sentence.
Definition —A Simple sentence is one which has only one Subject and one Predicate.

Sentence (b) consists of two parts :

(i) The road was clear.
(ii) We could drive fast.

Each part is a Principal or main clause, having a Subject and a Predicate of its own. They are joined by
the Co-ordinating Conjunction ‘and’.
Definition— a sentence, which is made up of two or more Principal or Main Clauses, and joined by a
co-ordinating conjunction, is called a Compound Sentence.
*co-ordinating conjunctions: and, or, but, also, either.. or, neither.. nor, yet, so, still, therefore

Sentence (c) is also a compound sentence, consisting of three Principal or Main Clauses:
(i)​ Lights went off.
(ii)​There were no candles.
(iii) We all got very scared.

Sentence (d) consists of two parts :

(i)​ They left.
(ii)​ When the show was over.
Each part contains a Subject and a Predicate of its own, and forms part of a large sentence. Each part is
therefore a Clause.
The Clause, They left, makes good sense by itself, and hence can stand by itself as a complete sentence.
It is therefore the Principal or Main Clause.
The Clause, when the show was over, cannot stand by itself and make good sense. It is dependent on the
Main Clause, they left. It is therefore called a Dependent or Subordinate Clause. Such a sentence is
called a Complex Sentence.

Sentence (e) is also a complex sentence consisting of One main clause and two subordinate clauses.
(i) The protesters said (Main Clause)
(ii) As the politicians reached the venue (Subordinate Clause)
(iii) That they would not allow them to enter (Subordinate Clause)

Definition —A sentence having one Main Clause and one or more Subordinate Clauses is a Complex
sentence.
* subordinating conjunctions: because, though, although, unless, as, when, whenever, till, until, before,
after, if, that, where, while, once, since, even though, except

Exercise 2.2.1
State whether the sentences are simple, compound or complex.
1. He tried hard, but did not succeed.
2. Drive slow, else you will crash the car.
3. She must strive or she will lose.
4. Jerry was late for the class.
5. I called her, but she gave me no answer.
6. Veena studied hard because she wanted to ace the exam.
7. Neenu went for the party because she was invited.
8. Sheela bought a new computer.
9. Since there was a bus strike, Jenny could not reach school on time.
10. Mridula returned home because she was exhausted.
11. He hid the truth; therefore he is guilty.
12. God made the country and man made the town.
13. He continued to struggle, though he was very tired.
14. A guest is unwelcome when he stays too long.
15. Priya and Anu are going Hawaii this summer.
16. The Commons passed the bill, but the Lords threw it out.
17. He must have done his duty, for he is a conscientious man.
18. They decided to go for a walk, although it was raining.
19. Listen carefully and take notes.
20. Whenever it is cold, Deepa likes to wear her blue sweater.
21. Your efforts are worthy; still you need to work hard.
22. We must eat to live, but we should not live to eat.
23. If you need any help, please let me know.
24. They [rats] fought the dogs, and killed the cats and bit the babies in the cradles, and ate the cheese
out of the vats and licked the soup from the cook’s own ladles.
25. My heart leaps up when I behold a rainbow in the sky.

2.3 Subject-Verb Agreement

A Verb must agree with its Subject in Number and Person. The general rule is that the singular subject
takes the singular verb, and the plural subject takes the plural verb.
​ ​ Examples: Mike writes poems
​ ​ ​ ​ He buys vegetables
​ ​ ​ ​ Children play in the garden
​ ​ ​ ​ He doesn’t like me

However, do not use singular verbs with the pronouns I and You.
​ ​ Examples: I write poems.
​ ​ ​ ​ You buy vegetables
​ ​ ​ ​ I don’t like him
​ ​ ​ ​ You don’t care

Here are some rules to keep in mind

1.​ Words such as jeans, pants, trousers, scissors, squeezers, tweezers, clothes, goods, belongings,
particulars, congratulations, outskirts, etc. are used as plurals and they invariably take plural verbs.
​ ​ Example: Where are my trousers?
​ ​ ​ ​ These are my belongings.

1.​ Names of subjects such as Physics, Mathematics, Statistics, Electronics, Economics are singular
nouns and therefore take singular verbs ( however, statistics and economics take plural verb when
they mean data or economic policies, respectively).
​ ​ Example: Economics is my favourite subject.
​ ​ ​ ​ Recent statistics show that the youth of India are migrating to European ​ ​
​ ​ ​ countries.

3. Collective nouns like committee, team, herd, fleet, jury, council, etc. take singular verbs.
​ ​ Example: Our team has won the first prize
​ ​ ​ ​ A committee is constituted to investigate the case

4. Nouns of measurement are normally used only in singular, particularly when they are ​ ​ ​
​ ​ ​ used after numerals.
​ ​ Example: Billion dollar question.
​ ​ ​ ​ I bought 2 dozen eggs.

5.When some percentage (%) precedes a plural noun, the verb must be singular.
​ ​ Example: 25% of 3000 is not a big amount.
​ ​ ​ ​ 30% of the country’s population is poor.

6. In some cases, if two separate nouns express a single idea, then the verb used must be singular.
​ ​ Example: Slow and steady wins the race.
​ ​ ​ ​ Gandhiji’s aim and objective was to bring communal harmony.

8. If two separate nouns do not essentially express a single idea, they should be treated as plural nouns
and must take a plural verb.
​ ​ Example: Kohli and Sharma are in the World Cup team.
​ ​ ​ ​ Penguin Books and NBS are organising the literature festival.

9. The expressions such as a majority of/ majority of/ a number of/ a lot of/ plenty of/all of etc. are
generally followed by plural nouns and therefore take plural verbs.
​ ​ Example: A lot of people were present for the event.
​ ​ ​ ​ A number of projects are implemented by the government.
10. If expressions such as plenty of/most of/ a lot of/ a great deal of, etc. are not followed by a plural
noun, the verbs chosen are singular.
​ ​ Example: A great deal of money is wasted in the name of luxury.
​ ​ ​ ​ Most of the discussion was about the upliftment of the marginalised.

11. The expressions everybody, everyone, everything, each and every, etc. are followed by singular
verbs.
​ ​ Example: Everything was over between them.
​ ​ ​ ​ Everybody was injured in the accident.

12. When two separate singular nouns are denoted through co-ordinating conjunctions such as
either…or and neither …nor, the verb chosen is singular. However, when one of these nouns is plural,
the verb chosen is also plural and it is placed closer to the plural noun.
​ ​ Example: Either Ram or Shyam has broken the window pane.
​ ​ ​ ​ Either Ram or his friends have broken the window pane.

13. Expressions such as neither of the …, either of the …, one of the …, none of the … which are
generally followed by plural nouns, normally take singular verbs.
​ ​ Example: One of the students was missing.
​ ​ ​ ​ Neither of the girls has come.

14. When expressions like as well as, with, along with, besides, in addition to are preceded by a singular
noun, then the verb chosen must be singular; whereas if they are preceded by a plural noun, the the verb
must be plural.
​ ​ Example: The teacher along with the students was at the exhibition.
​ ​ ​ ​ The students along with the teacher were at the exhibition.

*​ It is important to understand the distinction between as well as and and. The former is parenthetical in
nature whereas the latter is not. It is ideal to combine two singular nouns using and instead of as well
as.
​ ​ Example: The Manager as well as the employees was interrogated.
​ ​ ​ ​ The Manager and the employee/s were interrogated.
15. If two singular nouns are preceded by the definite article ‘the’, the subject of the sentence will be
plural and therefore must take the plural verb.
​ ​ Example: The guide and the supervisor have put the signature.
If we refer to two different attributes of the same person, we do not repeat the article ‘the’. Since the
different attributes refer to the same person, the subject of the sentence would be singular and hence
takes a singular verb.
​ ​ Example: The guide and supervisor has put the signature.

Exercise 2.3.1
Choose the correct form of the verb in the following sentences.
1.​ It is true that everyone was/ were silent.
2.​ Majority of the students in our school is/ are girls.
3.​ Either Ishaan or his brothers has/ have painted the picture.
4.​ The jury has/ have given a unanimous decision on the issue.
5.​ That we are a Democracy is/ are known to everyone.
6.​ A lot of Afro Americans has/ have faced the issue of racism.
7.​ None of the allegations against him was/ were true.
8.​ One of my friends lives/ live in Sweden.
9.​ A few students find/ finds the grammar lessons boring.
10.​ Sachin as well as his team members is/ are given credit to their victory.

Answer key:
Exercise 2.2.1
1.​ Compound 2. Compound 3. Compound 4. Simple 5. Compound 6. Complex 7. Complex 8. Simple 9.
Complex 10. Complex 11. Compound 12. Compound 13. Complex 14. Complex 15. Compound
16. Compound 17. Compound 18. Complex 19. Compound 20. Complex 21. Complex 22. Compound
23. Complex 24. Compound 25. Complex
Exercise 2.3.1
1.​was 2. are 3. have 4. has 5. is 6. have 7. was 8. lives 9. find 10. Is
2.4 Punctuation and Capitalisation

Punctuations

Punctuation is the correct use of various stops and marks in writing, designed to make the meaning of a
sentence or passage clear. The principal marks of punctuations are:

1 Full stop or period . 7 Inverted commas or

Quotation marks “”

2 Comma , 8 Apostrophe ’

3 Semicolon ; 9 Dash –

4 Colon : 10 Hyphen -

5 Question Mark ? 11 Brackets or parenthesis ()

6 Exclamation mark !

1.​ a) Full stop (.) indicates longest pause or separation. It is used to mark the end of a declarative or
an imperative sentence.

Eg. The Sun rises in the East.

Don’t hurt others feelings.

b) It can be used after initials or abbreviations. However, they are often omitted in modern style.
Eg. M.A. or MA
U.N.O or UNO
P. B. Shelley

2.​ a) Comma (,) is used to represent the shortest pause and is used to separate a series of words in
the same construction and also to separate items in a list.

Eg. He lived honestly, happily and prudently.

​ Example: I bought apples, bananas, oranges, and grapes.

b) When the words of the same class go in pairs, each pair is set off with a comma.
Eg. We should be devoted and humble, cheerful and serene.
c) It is used to set off a noun of address and also After an Introductory Word or Phrase (A
comma is used after words like yes, no, well, however, after, before, when at the start of a
sentence)

Example: Yes, I will help you with your homework.

 How are you, Mohan?

d) To set off extra information (Parenthetical Phrases)​

When extra information is added that isn’t essential to the sentence, commas are used to
set it off.

Example: My brother, who lives in Canada, is visiting next week.

3.​ Semicolon (;) represents a pause of greater importance than that shown by the comma. It is used
to connect closely related ideas and improve sentence clarity. Here are its common uses:
a)​ To join two related sentences without a conjunction.​
A semicolon joins two independent sentences that are closely connected in meaning.

Example: I wanted to go for a walk; the weather was perfect.

b)​ To separate items in a complex list:​

When list items contain commas, semicolons help avoid confusion.

Example: We visited Paris, France; Rome, Italy; and Berlin, Germany.

c)​ When introducing examples with for example, namely, that is, a semicolon is used
before them.

Example: I enjoy outdoor activities; for example, hiking, cycling, and swimming.

4. Colon (:) is used

a)​ to introduce a list, an explanation and a long quotation.

Example: The bag contains: fruits, vegetables and groceries.

This is what I want: a comfortable little room properly furnished with lots of books.

The Gita says: “only action is within your power, not its reward”

b) A colon is used to separate two contrasts.

example : Man proposes: God disposes

c) colon is used between sentences grammatically independent but closely connected in sense.

Example: Study to acquire a habit of thinking: no study is more important

5. Question mark ( ?) is used after direct questions.

Example: May I help you?

( * but it's not used after an indirect question. For example, I wanted to know what his demands were.)

6. Exclamation Mark (!) The sign of exclamation is used

a)​ after words, phrases or sentences expressing emotion, wish, excitement, surprise, intense
longing, etc.,

Example: May God bless you!

Oh! It’s so beautiful.

b) Sometimes it is used after short commands.

Example: Shut up! I don’t want any arguments.

*Note: The exclamation mark is not put immediately after ‘O’

For example, O Hamlet! Speak no more or O Hamlet, speak no more!

7. Inverted commas ( “”) are used to enclose the exact words of a speaker, or a quotation.

Example: She said, “ I am sorry, I can’t do this”

The Gita says: “only action is within your power, not its reward”

(* A quotation within a quotation is marked by single inverted commas.)

8. Apostrophe ( ’) is used to show the emission of a letter or letters.

Example : don’t - do not

He’ll - he will

b) to form plurals of letters and figures.

I discussed this matter with a number of MP’s

Two 5’s make 10

9. Dash (--) is used to show a sudden change in thought or an abrupt stop.

Example: If my husband were alive– but why lament the past?

b) A dash is used to summarize several subjects all belonging to the same verb
Example: Friends, colleagues, relatives– none stood by him.

10 Hyphen (-) is used to join the parts of a compound word.

Example: brother-in-law
Jack-of-all-trades
11. Brackets () are used to separate from the main part of the sentence a phrase or a clause which does
not belong to it.

Example: He gained from heaven ( it was all he wished) a friend.

Examples:

1.​ What a beautiful day it is! (Exclamation mark for expression)

2.​ My favorite fruits are apples, bananas, and grapes. (Commas for list items)
3.​ She said, "I will meet you at 5 PM." (Quotation marks for direct speech)
4.​ I wanted to go for a walk; however, it started to rain. (Semicolon before "however")
5.​ John, who is my best friend, lives in London. (Commas for extra information)
6.​ Let's go to the park, shall we? (Apostrophe in "let's" and comma before tag question)
7.​ The meeting is on Monday, June 10, 2024, at 3 PM. (Commas in date and time format)
8.​ I have three pets: a dog, a cat, and a rabbit. (Colon before list, commas for separation)
9.​ Without hard work, success is impossible. (Comma after introductory phrase)
10.​Wow! That was an amazing performance. (Exclamation mark for excitement)

Exercise 2.4

Punctuate the following:

1.​ Which way did they go asked the inspector up that second road on the left hand side replied the
shopkeeper and then across the square thanks said the inspector and hurriedly went away.
2.​ The day after Christmas Mr Basu MP called on the chief minister Mrs Sen.
3.​ O death where is thy sting
4.​ what a beautiful day it is
5.​ my favorite fruits are apples bananas and grapes
6.​ she said i will meet you at 5 pm
7.​ i wanted to go for a walk however it started to rain
8.​ john who is my best friend lives in london
9.​ lets go to the park shall we
10.​the meeting is on monday june 10 2024 at 3 pm
11.​i have three pets a dog a cat and a rabbit
12.​without hard work success is impossible
13.​wow that was an amazing performance
14.​ The boy asked what is your name
15.​ Rivers lakes forests hills and grasslands are examples of natural ecosystem

Capitalisation

Capitals/ Upper case letters are used:

(1) To begin a sentence.
(2) To begin each fresh line of poetry.
(3) The first word in a sentence that is a direct quote.
(4) Salutations and Closings in letters (first word only unless the proper name is used)
(3) To begin all Proper Nouns and Adjectives derived from them : as,
Delhi, Rama, Africa, African, Shakespeare, Shakespearian.
(4) Countries, Nationalities, Languages, Religions, Political parties, Companies, racial, social, civic and
athletic groups
(5) Majority of the titles like nouns, verbs, and adjectives, and exclude prepositions, articles and
conjunctions
(6) Periods, eras, Days of the week, months of the year, holidays, and specific events
(7) Job titles, designation/ position, honourifics.
(8) For all holy books and nouns and pronouns which indicate the Deity; as,
The Lord, He is the God.
(9) To write the pronoun ‘I’ and the interjection ‘O’.

MODULE 3- CREATIVE WRITINGS

3.1 Picture/ Object description
A picture/ object description is a write-up that describes the essential information in a picture or of an
object. It is a gesture of care, and an essential part of accessibility because without them, content would
be completely unavailable to those who are visually challenged. By writing picture/ object descriptions,
we show support of cross-disability solidarity and cross-movement solidarity.

How to write a good picture/ object description

Object—action—context
There is a storytelling aspect to writing descriptions. It doesn’t necessarily make sense to go from left to
right describe everything in a picture or of an object because that might lose the central message or
create a disorienting feeling. The object should be the main focus. The action describes what’s
happening, usually what the object is doing, and the context describes the surrounding environment.
This format is recommended because it keeps the description objective, concise, and descriptive.
It should be objective so that people using the description can form their own opinions about what the
picture/ object means. It should be concise so that it doesn’t take too long for people to absorb all the
content, especially if there are multiple images. And it should be descriptive enough that it describes all
the essential aspects of the picture/ object. Make sure that you describe the picture/ object in a clear,
brief, and impersonal manner.
Description: Black Lives Matter sign being held in a crowd.
Object: Black Lives Matter sign​
Action: being held​
Context: in a crowd
We can add more detail to this description to paint a more vivid picture.
A concise way to add detail would be: A painted Black Lives Matter cardboard sign being held
anonymously in a blurred out crowd in front of a stone building.
A redundant way to add detail would be: Black Lives Matter sign being held in a crowd. Behind them,
there is a building made of stone. The crowd is blurred out. The sign is painted on cardboard. The person
holding the sign is anonymous.
You can see that the redundant example repeats a lot of words and skips from one thing to another,
making it longer and more disorienting. The object-action-context format helps fixate on the primary
focus, and then slowly expands to get the full picture.
However, sometimes there is so much detail that adding it will cause one big run-on sentence. In this
case, it’s better to keep the first sentence short and in an object-action-context format. This way, people
can get a basic understanding and skip through the rest of the details if they want.
Example:
Description: A tattooed person holding a sign that says, “Teach your children well,” in a crowd of
people. In the middle of the sign, there’s an illustration of the earth with 2 raised fists on either side that
have a rainbow pride square background, a trans pride circle background, and brown skin tone stripes on
the fists.
Object: person​
Action: holding a sign​
Context: crowd
To be even more descriptive, you can go into the meaning of the visual imagery. This is where picture
descriptions are useful to sighted people too because they provide an additional explanation for things
that might not be obvious otherwise.
Example of adding meaning: The raised fist is a symbol of solidarity and specifically Black power as
popularised by the Black Panther Party in the 1960s. The rainbow pride flag has rainbow stripes and
symbolises general LGBTQ pride. The trans pride flag has pink, blue, and white stripes and celebrates
pride for the trans and gender non-conforming umbrella.
This is obviously a longer commitment and might not be necessary if you have written other content in a
surrounding article, or if you’d rather reserve your energy from explaining and encourage people to look
it up themselves. And obviously, if you choose to explain symbolism, then make sure to do the proper
research.
Describing race and gender:
Describe race and gender only if (1) it’s relevant to the picture, (2) you know what their identity is, and
(3) the way you’re describing it is consistent with other descriptions.
It is relevant if it’s an essential part of the message — such as an idea conveying specifically about
identity or celebrating the radical visibility of marginalised people. It is known if the people in the photo
have confirmed their identity. It is consistent if you’re describing everyone’s race and not just people of
color (rather assuming white as the default).
This is an example of describing identity that is relevant, known, and consistent.

Description: Three Black women (a non-binary person, a woman sitting in a power wheelchair, and a
woman sitting in a chair) partially smiling at the camera while a rainbow pride flag drapes on the wall
behind them.
In many situations, mentioning race or gender might not be relevant at all. And while it might be
tempting to label folks as “women” or “men” there is the risk of misgendering them. It is actually better
to say “person” or “people” and talk about physical characteristics more literally instead of assigning
gender to every presentation (e.g. say “person with long hair” instead of “woman” or “femme-presenting
person”).
Description: Four people sitting on a sidewalk bench, most wearing sunglasses and heels and one with a
big brown dog, in a city on a sunny day. They look cheerful and contented. They are urban, independent
and seem to be chilled out. Not all of them share a common racial identity.
Keep in mind that this article is written by a non-binary person, inclined to avoid gendering people in
descriptions. However, this isn’t everyone’s experience and there are many situations where gendering
people is important for visibility and representation. For that reason, encourage yourselves to write in a
way that feels most genuine to you while also being respectful of others.

(Courtesy:Alex Chen, US Collective)

Describing an Object
The features related to the object which we intended to describe like its uses, its physical appearance and
its unique features need to be studied before describing.
1.​Describe the basic physical size, colour, dimension, and material of the object
2.​Analyse the use/ purpose of the object
3.​Interpret the object’s functionality by describing “it functions like a …”
Adjectives used to describe Physical Features of an Object: rectangular, rounded, oval-shaped, long, tall,
small, tiny, big, circular, spherical, straight, curved, angular, conical, jagged, irregular etc.
Adverbs used to show the position of the object: Diagonally placed, in front of, behind below, beneath,
at the end of , near, above, at the edge, at the covering, outer and inner circle, proximity, parallel,
vicinity, vertical, horizontal etc.
Try to describe these objects:
3.2 How to develop a story from a given outline
Here are a few steps to keep in mind while developing a story:
•​ Set a premise for the story from the hints given in the outline

•​ Write in simple sentences

•​ Choose a suitable narrative point of view- first person/ omniscient narrator

•​ Be consistent in time and tense

•​ Insert dialogues/ quotes

•​ Follow the chronology of events given in the outline. Do no alter the chronology.

•​ Provide a befitting title

Here is an example:

Outline: The mice very unhappy-the cat killed many of them-held a meeting to discuss how to get rid of
the cat-various suggestion - no plan practicable. Then a young mouse suggested that a bell should be
tired round the cats's neck - all welcomed the proposal with joy - an old mouse stood up ? asked who
was going to tie the bell round the cat's neck?

Story:

Belling the Cat

​ In a certain house which was infested with mice, the cat found easy prey. The mice were very
unhappy. The cat killed so many of them that they were all in great fear. At last they held a meeting to
discuss how they could get rid of the nasty cat. One mouse said this, another said that but none of the
plans was of any use. Then a young mouse stood up and said,' The best thing we can do is to tie a bell
round the cat's neck. Then when the cat comes we will hear the bell and get out of the way.? All the mice
shouted. 'Good! Admirable! Simple! Easy! They all thought it was a very good plan, indeed. But now an
old mouse, who had all the while been listening to the proposals quietly, stood up and said, 'Yes, it is a
very good plan, no doubt, but who will tie the bell round the cat's neck?' No one came forward to say
that he would.

Moral: It is easy to suggest, but difficult to follow.

Develop a story from the given outline:

A vain stag was thirsty _____ reached a pool ___ saw his own reflection glad to see his horns ___ hated
his thin and ugly legs ___ hounds ran after him __ stag ran for life ___ his leg carried him out of danger
but his horns got stuck in bushes ___ proved to be the cause of his death.

3.3 Diary entry, blog writing

Diary entry

Diaries allow you to express your emotions, record dreams or ideas, and reflect on daily life in a safe,
private space. Writing a diary is a cathartic experience and not a chore. While there is no single,
definitive way to write a diary, there are some basic tricks you can use to get the most out of your
writing. If you are not sure what to write about, using prompts like inspirational quotes can help you get
started on new entries. Generally, begin the diary entries by recording the date and if required, the day.

Write about the events of your day: Think about everything that happened that day and ​ ​
​ record any highlights or feelings that stand out to you. Even if you had a pretty standard day, you
might be surprised by deeper thoughts and feelings that come up as you write down details about your
day.

​ For example, you could write about the English exam you took at school that day. Are you ​
​ feeling good about the exam? Do you wish you had studied more? Are you nervous to ​ ​
​ receive your grade?

Contemplate your goals for the future and how to achieve them: Make a list of your short-term and
long-term goals. Then, go through each item on the list and write in detail about your plan to accomplish
the goal. Breaking each goal up into smaller tasks that you can work on can make your goals feel less
overwhelming.

​ For example, you could write about short-term goals like participating in the University Arts ​
Fest or taking up swimming lessons.

​ Long-term goals would be things like choosing and applying to colleges or saving up money ​
to buy a new smart phone.
Jot down your current feelings or mood: Do not worry about providing any context for your
emotions, just focus on accurately describing what they are. You can then use those feelings and
thoughts as prompts for creating detailed diary entries. Work on one thought or emotion at a time and
explore it as fully as you can.
​ For example, if you're feeling sad, you can write a diary entry about why you feel ​​ ​
​ that way and any events that may have contributed.
​ You can add a line from the lyrics of a song you are often listening to in your entry ​ ​
​ to preserve the current mood.
Write down inspirational quotes and what they mean to you: Inspirational quotes can come from
anywhere—a famous person, your favourite book or movie, or even a friend or a family member. Any
quote you find inspiring is a great starting point. Record the quote in your diary and note where it came
from. Then, explain what it means to you in your own words.
​
For example, you might write down a quote like, "The secret of getting ahead is getting ​ ​
started," which came from Mark Twain. Write a diary entry about what this means to you and what
things you need to get started on to achieve certain goals.
Explore your favourite subjects or hobbies in-depth: Make a list of topics that you love or your
favourite hobbies. You might love movies, sports, food, travel, art, or fashion. The subjects can be
anything you want, as long as they interest and inspire you. Then, choose one item from the list and
create a diary entry about it.
​
For example, if you love sports, write about why you love a certain sport, your favourite ​ ​
​ teams, and personal goals you have if you play any sports yourself.
​ If you love movies, you could write about your favourite actors, the genre of movies you ​​
​ like the most, recent movie you've watched, etc.
Here is a sample entry:
Creating a Blog
A blog is a website that publishes regularly updated content about a specific topic. The word ‘blog’ is a
combined version of the words “web” and “log.” At their inception, blogs were simply an online diary
where people could keep a log about their daily lives on the web. They are often written in an informal
style and present information in reverse chronological order. A blog is different from a website. While
website is a group of connected web pages, a blog is a space where writers share their opinions on a
specific topic.

Structure of a blog
1.​Header: The top section of a blog often contains your blog's title or logo, along with a navigation
menu that helps visitors explore different sections or categories of your blog.
4.​Content body: This is where the content of your blog posts is displayed. Each post usually includes a
title, author name, date of publication, and the main content of the post, which can include text,
images, videos, or other multimedia.
3. Sidebar: A blog may have a sidebar on one or both sides of the main content area. The sidebar often
contains additional information or features such as a search bar, recent posts, popular posts, categories,
tags, social media links, an about section, and advertisements.
4. Comments: Many blogs allow readers to leave comments on their posts. The comments section
typically appears below the main content of each post and may include the ability for readers to reply to
comments or upvote them.
5. Footer: The bottom section of your blog usually contains copyright information, links to your privacy
policy and terms of service, additional navigation links, and sometimes widgets like a subscription form,
social media icons (social share buttons), or related posts.
Blog designs can vary greatly depending on the theme, customisation options, and personal preferences
that you choose. These elements provide a general overview of what a blog looks like, but blogs may
have unique layouts or additional features based on your chosen platform and your design choices.

Here is a screenshot of a blog:

3.4 Writing poem/ short story
Poetry is “the best words in the best order”: Samuel Taylor Coleridge
A poem is
1.​ an arrangement of language that conveys a story, an idea, or an emotion.
2.​ an emotional expression including (but not limited to) loss or love.
3.​ a purposeful gathering of literary techniques, which may include the visual (imagery), the sonic
(assonance, alliterations, repetition), and the figurative (metaphor, simile).
How do you make your own poem? There’s no one way and certainly no best way. All you can do is
find a way—preferably, a way that makes poetry interesting and exciting to write and one that helps you
discover things about yourself in the process. There are no officially sanctioned rules for poetry.
However, as with all creative writing, having some degree of structure can help you.

1.​Begin with a topic: Nature, people, various emotions, memories, incidents that happened in your life,
real world events, everyday, mundane happenings can all be taken as topics for your poem.
5.​Choose a form: Most often, the form of a poem is chosen depending upon the topic. Whether you
need to express the topic in a three-line haiku, or a fourteen-line sonnet, or lyric, or free-verse is up to
you.
6.​Choose a narrative point of view: The Point of view would be either first person or third person. Then
start to write the first line. The first line sets the scene, or states the conflict or the contradiction, or
probably sets the tone of the poem.
7.​Figures of Speech: Avoid using too many abstract nouns, develop striking images, use metaphors and
similes to strike interesting comparisons, and above all, speak from the heart.
8.​Conclusion: Poems don’t always have a perfect ending. It is not necessary that they have to come in a
full circle. Poems can end with a question, or a statement or philosophy etc.
9.​Editing: In the course of editing, one should pay attention to the diction used and it is significant that
one uses adjectives and adverbs sparingly. Most imagery shouldn’t rely on adjectives and adverbs,
because the image should be striking and vivid on its own, without too much help from excess
language. Concrete Line Breaks- Line breaks help emphasise important words, making certain images
and themes clearer to the reader. As a general rule, most of your lines should start and end with
concrete words—nouns and verbs especially. Stanza Breaks- Stanzas are like paragraphs to poetry. A
stanza can develop a new idea, contrast an existing idea, or signal a transition in the poem’s tone.
Make sure each stanza clearly stands for something as a unit of the poem.

Writing short story

All fictional narratives — whether it’s a short story, novel, or even a film or TV show — share the same
core elements: characters, conflict, and themes.

1. Start with an idea

2. Prepare an outline and conceive your characters. A short story should have 2-3 main characters at
most.

3. Decide upon the structure including the length of the story and the narrative point-of-view

4. Build scenes and dialogues around a conflict

5. The conclusion of a story is important. The whole story should be made to lead up to it naturally, and
then it should come as a bit of surprise.

6. For the title of the story, you may choose the main character, object or incident of the story.

7. See that your composition is grammatical and idiomatic and in good simple English. Revise your
work, and if necessary rewrite it, until it is as good as you can make it.

Attempt a short story on the topic “Friends”

MODULE IV : TECHNICAL WRITINGS

Reviews

A review is a systematic presentation of opinions and factual analysis based on a primary text or subject.
This subject can range from books, news events, social incidents, and debatable topics to individuals,
movies, or web series. The core purpose of a review is to provide an analytical overview, evaluating the
subject's strengths and weaknesses. Effective review writing necessitates a structured approach, enabling
the reviewer to dissect and understand the subject matter thoroughly. For example, a movie review aims
to inform the audience about the film's merits and demerits, ultimately guiding their decision on whether
to watch it.

What is Review Writing?

Review writing is a form of summary writing that delivers a critical overview of a topic. This overview
can be formal or informal, depending on the subject matter and the intended audience. Reviews are
commonly published in newspapers, blogs, and journals, serving to inform and influence readers'
perspectives.

Steps to Write a Review

1.​ Understand the Topic: Begin by thoroughly comprehending the subject of the review.
2.​ Conduct Basic Research: Gather relevant background information to provide context.
3.​ Gather Relevant Background Information: Deeper research to add substance to your review.
4.​ Form an Argument/Opinion: Develop a clear stance or viewpoint on the topic.
5.​ Present and Analyze Facts: Critically examine the facts and present a balanced analysis.
6.​ Write the Final Review: Compose the complete review, incorporating all the gathered
information and analysis.

Structure of Review Writing

1.​ Introduction:
○​ Provides an introductory statement with essential background information about the
topic.
2.​ Plot Summary (or Subject Overview):
○​ Offers a concise summary of the subject, including key events or points.
 ○​ For books, movies, or web series, this includes the plot, characters, and storyline.
3.​ Critique:
○​ Presents a critical analysis of the subject, including its strengths and weaknesses.
○​ Expresses the reviewer's opinion and provides a general assessment of its value or
validity.
4.​ Conclusion:
○​ Summarizes the review's key points and provides a final overall assessment.
5.​ References:
○​ Lists the sources used to gather information and support the review's arguments.

Key Considerations

●​ Reviews should be critical but objective, avoiding abusive or overly negative language.
●​ Critical assessment is essential for understanding and evaluating subjects.
●​ Review writing is a way to present opinions in a structured and informative manner.
●​ Reviews help readers gain deeper understanding of the subject matter.

Book Review - Sample

Here's a sample book review of "Aadujeevitham" (Goat Days) by Benyamin, structured according to the
points discussed above:

Aadujeevitham by Benyamin

Introduction:

Benyamin's "Aadujeevitham" is a powerful and harrowing novel based on the real-life experiences of
Najeeb, a Malayali man who finds himself trapped in forced servitude as a goatherd in the Saudi
Arabian desert. This novel delves into the depths of human endurance, exploring themes of survival,
isolation, and the desperate yearning for freedom.

Plot Summary:

The narrative follows Najeeb's journey from his hopeful departure from Kerala to the nightmarish reality
of his existence. Deceived and abandoned, he is forced to tend to a herd of goats in a desolate landscape,
enduring brutal treatment and unimaginable hardships. The book vividly portrays his physical and
emotional struggles, capturing the raw intensity of his isolation and the constant threat of death.
Critique:

"Aadujeevitham" stands as a masterfully crafted work that leaves an indelible mark on the reader,
primarily through Benyamin's stark and unflinching prose. This narrative effectively conveys the brutal
realities of Najeeb's ordeal, immersing the audience in his experience and fostering a deep sense of
empathy. The novel's most compelling strength lies in its unyielding realism, offering a raw and honest
depiction of the suffering endured by migrant workers.

Benyamin's evocative writing vividly paints the harsh desert environment and Najeeb's psychological
state, further amplifying the narrative's impact. The book's thematic depth is also noteworthy, raising
crucial questions about human resilience and the exploitation of vulnerable individuals.

However, the intensity of the suffering depicted can prove emotionally draining for some readers, and
the inherent nature of the story may render certain passages difficult to digest. Despite these potential
challenges, "Aadujeevitham" ultimately serves as a powerful testament to the indomitable strength of the
human spirit, showcasing the ability to endure even amidst extreme adversity.

Conclusion:

"Aadujeevitham" is a must-read for anyone seeking a powerful and thought-provoking literary

experience. It is a story that will stay with you long after you finish reading, prompting reflection on the
realities of human suffering and the enduring power of hope.

Movie Review: Drishyam (2013), Directed by Jeethu Joseph

Introduction:

"Drishyam," directed by Jeethu Joseph, is a compelling thriller that captivated audiences with its
intricate plot and gripping narrative. The film centers around Georgekutty, an ordinary family man who
goes to extraordinary lengths to protect his family after they become entangled in an unexpected crime.
It's a masterclass in suspense, exploring themes of family, resourcefulness, and the lengths a person will
go to for their loved ones.

Plot Summary:

Georgekutty, a self-made man and devoted father, lives a peaceful life with his wife and two daughters.
Their lives are shattered when his elder daughter accidentally kills Varun, the son of the Inspector
General of Police, Geetha Prabhakar. To shield his family from the consequences, Georgekutty devises
an elaborate plan, using his love of cinema to create an alibi and manipulate the investigation. The film
follows the tense cat-and-mouse game between Georgekutty and the police, as he meticulously executes
his plan.

Critique:

"Drishyam" is a remarkable film that excels in its storytelling and execution. Jeethu Joseph's direction is
precise, and the film maintains a consistent level of suspense throughout. Mohanlal's performance as
Georgekutty is exceptional, portraying a seemingly ordinary man with extraordinary cunning.

The film's strength lies primarily in its meticulously crafted plot. Jeethu Joseph masterfully weaves
intricate twists and turns, maintaining a high level of suspense that keeps the audience captivated from
beginning to end. Adding to this, Mohanlal delivers a truly nuanced performance as Georgekutty. He
portrays a seemingly ordinary man with extraordinary resourcefulness, making him a relatable and
compelling protagonist. Furthermore, "Drishyam" powerfully explores the depths of familial bonds,
particularly the lengths a parent will go to protect their children, resonating deeply with viewers.
Remarkably, the film transforms a seemingly simple premise into a highly engaging and thrilling
narrative, a testament to the director's and screenwriter's skill. Finally, the overall execution of the film,
from its direction to its screenplay, is exceptionally well done, contributing to its overall success.

Despite its many strengths, "Drishyam" is not without its minor flaws. Some viewers might find certain
plot points to be slightly contrived, relying on coincidences that stretch credibility. Additionally, while
the film's pacing is generally well-maintained, some may perceive the initial setup as being somewhat
slow, requiring patience before the narrative truly takes off.

Analysis of Literary Narratives

Literary narrative analysis is the systematic study of how stories are constructed and how they convey
meaning. It involves examining the elements of a narrative, such as plot, character, setting, theme, and
language, to understand how they work together to create a cohesive and impactful whole. It goes
beyond simply summarizing a story; it delves into the "how" and "why" of the narrative's construction.

Purpose:

●​ Understanding Meaning: To uncover the deeper meanings and messages embedded within a
narrative.
●​ Appreciating Craft: To gain a greater appreciation for the author's craft and the techniques they
employ.
 ●​ Identifying Themes: To identify and analyze the central themes and ideas explored in the
narrative.
●​ Exploring Cultural Context: To understand how the narrative reflects and engages with its
cultural and historical context.
●​ Developing Critical Thinking: To enhance critical thinking and analytical skills through close
reading and interpretation.
●​ Understanding human nature: to see how narratives reflect different aspects of human nature.

How to Analyze Literary Narratives:

1.​ Close Reading:

○​ Pay close attention to the language, imagery, and symbolism used by the author.
○​ Identify key passages and analyze their significance.
○​ Note any patterns or repetitions.
2.​ Character Analysis:
○​ Examine the characters' motivations, actions, and relationships.
○​ Consider how the characters develop and change throughout the narrative.
○​ Analyze the characters' roles in relation to the themes of the story.
3.​ Plot Analysis:
○​ Identify the key events and turning points in the plot.
○​ Analyze the structure of the plot (e.g., exposition, rising action, climax, falling action,
resolution).
○​ Consider how the plot contributes to the overall meaning of the story.
4.​ Setting Analysis:
○​ Examine the physical and social setting of the narrative.
○​ Consider how the setting influences the characters and events.
○​ Analyze the symbolic significance of the setting.
5.​ Theme Analysis:
○​ Identify the central themes and ideas explored in the narrative.
○​ Analyze how these themes are developed and conveyed through the various elements of
the story.
○​ Consider any recurring motifs.
6.​ Language and Style Analysis:
○​ Examine the author's use of language, including diction, syntax, and figurative language.
○​ Analyze the author's narrative style and how it contributes to the overall effect of the
story.
 ○​ Consider the use of tone.
7.​ Contextual Analysis:
○​ Consider the historical, social, and cultural context in which the narrative was written.
○​ Analyze how the narrative reflects and engages with these contexts.

How to write literary narrative analysis

I. Introduction Paragraph

The introduction is your first opportunity to engage the reader and set the stage for your analysis. It
should be clear, concise, and compelling.

●​ Hook/Attention Grabber:
○​ Start with a captivating sentence or two that draws the reader in. This could be a relevant
quote, a thought-provoking question, a brief anecdote, or a general statement about the
literary work or its themes.
●​ Context/Background Information:
○​ Provide necessary background information about the author, the work, and its context.
This should be brief but informative, giving the reader the essential information they need
to understand your analysis.
○​ Include the author's name, the title of the work, and any relevant historical or cultural
context.
●​ Thesis Statement:
○​ This is the most crucial part of your introduction. Your thesis statement is a clear and
concise statement of your argument or interpretation of the literary work.
○​ It should be specific, debatable, and focused on a particular aspect of the work.
○​ It acts as a roadmap for your entire analysis.

II. Body Paragraphs

The body paragraphs are where you develop and support your thesis statement with evidence from the
text. Each body paragraph should focus on a specific aspect of your argument.

●​ Topic Sentence:
○​ Begin each body paragraph with a clear and concise topic sentence that introduces the
main point of the paragraph.
○​ The topic sentence should be directly related to your thesis statement.
●​ Evidence/Textual Support:
 ○​ Provide specific evidence from the literary work to support your topic sentence.
○​ This evidence can include direct quotes, paraphrases, or summaries of key passages.
○​ Be sure to properly cite your evidence.
●​ Analysis/Explanation:
○​ This is the heart of your body paragraph. Explain how your evidence supports your topic
sentence and your overall thesis.
○​ Analyze the language, imagery, symbolism, and other literary devices used by the author.
○​ Explain the significance of your evidence and how it contributes to the meaning of the
work.
●​ Transition/Concluding Sentence:
○​ End each body paragraph with a transition or concluding sentence that smoothly connects
to the next paragraph or reinforces the main point of the current paragraph.
○​ This sentence should provide closure to the current paragraph's point, and if possible, a
bridge to the following paragraph.

III. Conclusion Paragraph

The conclusion is your final opportunity to leave a lasting impression on the reader. It should effectively
summarize your analysis and reinforce your thesis statement.

●​ Restatement of Thesis (in a New Way):

○​ Begin by restating your thesis statement, but use different words to avoid repetition.
○​ This demonstrates that your argument has been proven and reinforced throughout your
analysis.
●​ Summary of Key Points:
○​ Briefly summarize the main points you've discussed in your body paragraphs.
○​ This provides a concise overview of your argument and reminds the reader of the key
insights you've offered.
●​ Synthesis and Integration:
○​ Connect the various elements of your analysis to show how they work together to support
your overall interpretation.
○​ Demonstrate how the different aspects of the literary work contribute to its meaning and
impact.
●​ Broader Implications:
○​ Consider the broader implications of your analysis. What does your interpretation reveal
about the work, the author, or the themes it explores?
 ○​ You might connect your analysis to larger literary, cultural, or social contexts.
●​ Final Thought or Insight:
○​ End with a memorable final thought or insight that leaves a lasting impression on the
reader.
○​ This could be a reflection on the significance of the work, a question for further
consideration, or a statement about the enduring relevance of the themes explored.
●​ Avoid Introducing New Information:
○​ The conclusion is not the place to introduce new evidence or arguments.
○​ Focus on summarizing and synthesizing the information you've already presented.

Report Writing

Report writing is the process of presenting information in a clear, concise, and organized manner.
Reports aim to convey factual information, analysis, and recommendations.

Purpose:

●​ To inform: Provide accurate and relevant information.

●​ To analyze: Interpret data and draw conclusions.
●​ To recommend: Suggest actions based on findings.
●​ To document: Create a record of events, research, or progress.

Key Features:

●​ Objectivity: Reports should be unbiased and based on facts.

●​ Structure: Reports typically follow a standard format, including:
○​ Title page
○​ Executive summary
○​ Table of contents
○​ Introduction
○​ Methodology (if applicable)
○​ Findings/Results
○​ Analysis/Discussion
○​ Conclusions
○​ Recommendations (if applicable)
○​ References/Appendices
●​ Clarity and Conciseness: Language should be clear, concise, and easy to understand.
 ●​ Evidence-Based: Claims and conclusions should be supported by data and evidence.

Examples:

●​ Scientific research reports

●​ Business reports (e.g., sales reports, financial reports)
●​ Progress reports
●​ Incident reports

Statement of Purpose (SOP)

●​ Definition:
○​ An SOP is a written statement that outlines your academic or professional goals,
motivations, and qualifications. It's typically required for applications to graduate
programs, scholarships, or professional positions.
●​ Purpose:
○​ To demonstrate your suitability for a program or position.
○​ To showcase your academic or professional background.
○​ To articulate your research interests or career goals.
○​ To highlight your unique qualifications and experiences.
●​ Key Features:
○​ Personal and Persuasive: SOPs are personal narratives that aim to persuade the reader
of your potential.
○​ Focus on Goals: Clearly state your short-term and long-term goals.
○​ Highlight Qualifications: Emphasize your relevant skills, experiences, and
achievements.
○​ Demonstrate Fit: Show how your goals and qualifications align with the program or
position.
○​ Structure: While less rigid than reports, SOPs typically follow a logical structure:
■​ Introduction (captivating opening, statement of intent)
■​ Academic/Professional Background
■​ Reasons for Applying
■​ Research Interests/Career Goals
■​ Why This Program/Position
■​ Conclusion (reiteration of goals, closing statement)
○​ Strong Writing: Use clear, concise, and compelling language.
●​ Examples:
 ○​ College applications
○​ Scholarship applications
○​ Fellowship applications

Preparing Questionnaire

Creating effective questionnaires is crucial for gathering accurate and useful data.

1. Define Your Objectives:

●​ What information do you need? Clearly state the purpose of your questionnaire.
●​ What are your research questions? Break down your objectives into specific questions.
●​ Who is your target audience? Tailor your questions to their knowledge and understanding.

2. Choose Question Types:

●​ Open-ended questions:
○​ Allow respondents to provide detailed, free-form answers.
○​ Useful for exploring complex topics and gathering qualitative data.
○​ Example: "What are your thoughts on...?"
●​ Closed-ended questions:
○​ Offer a limited set of answer choices.
○​ Easier to analyze and quantify.
○​ Types:
■​ Multiple-choice: Select one or more options.
■​ Yes/No: Binary responses.
■​ Rating scales (Likert scales): Measure opinions or attitudes (e.g., "Strongly
agree" to "Strongly disagree").
■​ Ranking questions: Order items based on preference.
■​ Checkboxes: select all that apply.
●​ Semi-closed questions:
○​ Include a "Other" or "Prefer not to answer" option in closed question formats.

3. Write Clear and Unbiased Questions:

●​ Use simple and direct language: Avoid jargon or technical terms.

●​ Be specific: Avoid vague or ambiguous questions.
●​ Keep questions short and concise: Long questions can be confusing.
 ●​ Avoid leading questions: Don't phrase questions to suggest a desired answer.
○​ Example (leading): "Don't you agree that...?"
○​ Example (neutral): "What is your opinion on...?"
●​ Avoid double-barreled questions: Don't combine two questions into one.
○​ Example (double-barreled): "How satisfied are you with the product's quality and price?"
●​ Ensure questions are relevant: Only ask questions that are essential to your objectives.
●​ Consider sensitivity: Be mindful of sensitive topics and provide options for respondents to skip
questions.

4. Structure Your Questionnaire:

●​ Start with easy and general questions: Build rapport and ease respondents into the survey.
●​ Group related questions together: Create logical sections to improve flow.
●​ Place sensitive questions towards the end: Allow respondents to become comfortable before
addressing sensitive topics.
●​ Use clear instructions and transitions: Guide respondents through the questionnaire.
●​ Consider the order of questions: The order can influence responses.

5. Design and Format:

●​ Use a clean and professional layout: Make the questionnaire visually appealing.
●​ Use a consistent font and formatting: Ensure readability.
●​ Provide sufficient space for open-ended responses: Allow respondents to write comfortably.
●​ Number questions for easy reference: Facilitate data analysis.
●​ Consider online vs. paper format: Choose the format that best suits your target audience.
●​ Test your questionnaire: Have others review it for clarity and completeness.

6. Pilot Testing:

●​ Conduct a pilot test with a small group: Identify any problems with the questionnaire.
●​ Gather feedback from participants: Ask them about the clarity, length, and flow of the
questionnaire.
●​ Revise the questionnaire based on feedback: Make any necessary changes before distributing
it to your target audience.
Example Question Types:

●​ Multiple-choice: "Which of the following social media platforms do you use most often? (Select
one) a) Facebook b) Instagram c) Twitter d) TikTok"
●​ Rating scale: "Please rate your satisfaction with our customer service. (1 = Very dissatisfied, 5 =
Very satisfied)"
●​ Open-ended: "What improvements would you suggest for our website?"
●​ Yes/No: "Have you purchased a product from us in the last month?"

Pattern of Question Paper (2 Credits)

A Type: 6 x 2 = 12

B Type: 4 x 4 = 16

C Type: 1 x 7 = 07

Total marks: 35
 KU2AECENG105: ENGLISH IN CONTEXT
MODULE DIVISION FOR QUESTION BANK PREPARATION
Module 1/4
Type A Importance of proper language usage –
introduction to parts of speech – nouns and
pronouns
Type A Verbs (gerund, infinitive, modals and
auxiliaries) Tenses
Type B Picture/ object description
Type B&C Outline story
Module 2/4
Type A Adjectives and adverbs, degrees of comparison
Type A Prepositions and conjunctions
Type B Diary entry, blog writing
Type C Poem/ short story writing
Module 3/4
Type A Sentence structure- subject, predicate and
object
Type A Basic sentence types – simple, compound and
complex sentences
Type B&C Reviews – book, movie, web series
Type B&C Analysis of literary narratives
Module 4/4
Type A Subject verb agreement, common errors in
sentence structure
Type A Punctuation and capitalisation
Type B Report writing and SOP
Type C Preparing questionnaires,
 Second Semester FYUGP English Examination APRIL 2025 (2024
Admission onwards)
KU2AECENG101: English in Context
Model Question Paper
Time: 90 Minutes​ Marks: 35
Type A. Answer any six questions (2Marks)

1.​ Identify the correct form of the verb in these sentences

a.​ I am —— for you (wait)
b.​ Phelps —— swimming (love)

2. Fill in the blanks with modals

a.​ You —- reach on time

b.​ Revathy —— sing melodiously.

3. Identify the proper noun in the sentences

a.​ Donald Trump is the President of the U.S.

b.​ She went to Spencers for shopping

4. Identify whether the sentences are simple, compound or complex

a.​ We couldn’t win the match even though we played well

b.​ Amit wants to come with me.

5. Fill in the blanks with the correct pronoun

a.​ Let —- take care of the situation. (We, us)

b.​ The keys are —-(my, mine)

6. Do as Directed

a.​ Sam is taller than all other boys in the class (Change to superlative degree)
b.​ Asoka was the wisest Emperor of India (Change to positive degree)

7. Change the tense

a.​ Smitha went to college by bus (past perfect)

b.​ The school will reopen after the Christmas vacation (Future continuous)

Type B: Answer any four questions (4 marks)

8. Write a diary entry on your first day at college
9. Prepare a fitness blog
10. Write a review of a web series you watched recently
11. Prepare an SOP for applying for the post of Research Assistant at Futura Chemicals Ltd.
12. Describe the given picture
Type C. Answer any one question (7marks)
13. Prepare a questionnaire on the use of smartphones among teenagers
14. Write a short story on the topic “Summer Holiday”