COMMUNICATI

ON
ASSESMENT
FILE
MODULE 1, MODULE2 AND
MODULE 3

SUBMITTED BY:
PALAK RANPURA
MOMINA GHAYAS
SHWETA CHOUDHARY
BHAGYALAXMI
UMAPATHY
AMAN VASHISHT
B.ARCH SEM-5 SEC-B

MODULE 1
READING COMPREHENSION

Reading comprehension is the act of understanding what you are reading. While
the definition can be simply stated the act is not simple to teach, learn or
practice. Reading comprehension is an intentional, active, interactive process
that occurs before, during and after a person reads a particular piece of writing.
Reading comprehension is one of the pillars of the act of reading. There are two
elements that make up the process of reading comprehension: vocabulary
knowledge and text comprehension. In order to understand a text the reader
must be able to comprehend the vocabulary used in the piece of writing. If the
individual words dont make the sense then the overall story will not either.

IMPORTANCE

Without comprehension, reading is nothing more than tracking symbols on a

page with your eyes and sounding them out. Imagine being handed a story
written in Egyptian hieroglyphics with no understanding of their meaning. You
may appreciate the words aesthetically and even be able to draw some small
bits of meaning from the page, but you are not truly reading the story.
Reading comprehension is a critical component of functional literacy. Think of
the potentially dire effects of not being able to comprehend dosage directions
on a bottle of medicine or warnings on a container of dangerous chemicals. With
the ability to comprehend what they read, people are able not only to live safely
and productively, but also to continue to develop socially, emotionally and
intellectually.
DEVELOPING READING COMPREHENSION
There is wide agreement among reading researchers that every time a reader
reads anything, they make use of the following strategies:

Activate prior knowledge, and connect the applicable prior experiences to

the reading (if students don't have the requisite background knowledge about a
topic, they will be unable to comprehend)
Set Purposes
Predict
Decode Text identify word and sentence meanings
Summarize bring meaning forward throughout the reading, building on
prior information to create new and fuller meanings
Visualize see characters, settings, situations, ideas, mental models
Question
Monitor understanding the most salient difference between good and
poor readers is that good readers know when and often why they are not
comprehending
Use Clarifying and Corrective strategies where needed
Reflect on and Apply the meaning that has been made to new situations

SUMMARISING- TECHNIQUES AND PRACTICES

Summarizing teaches students how to take a large selection of text and reduce
it to the main points for more concise understanding. Upon reading a passage,
summarizing helps students learn to determine essential ideas and consolidate
important details that support them. It is a technique that enables students to
focus on key words and phrases of an assigned text that are worth noting and
remembering.
Writing a good summary is not as easy as it may appear. It actually requires
quite a bit of finesse. First the student must read and comprehend the text. This
may involve unpacking lengthy sentences and decoding challenging
vocabulary. Then they must identify main ideas and key points, which means
that they must have a good enough understanding of the text to distinguish

between essential and nonessential information. Finally they must express this
information in their own words. This means that summarizing a text requires
both comprehension and expression skills.

STRATEGY

1. Begin by reading OR have students listen to the text selection.

2. Ask students to write a summary of the target text based on the following
framework questions:
1. What are the main ideas?
2. What are the crucial details necessary for supporting the ideas?
3. What information is irrelevant or unnecessary?
3. Guide students throughout the summary writing process. Have them use
key words or phrases to identify the main points from the text.
4. Encourage students to write successively shorter summaries, constantly
refining their written piece until only the most essential and relevant
information remains

MODULE 2
ESSAY WRITING
An essay is a piece of writing that methodically analyses and evaluates a topic
or issue. Fundamentally, an essay is designed to get your academic opinion on a
particular matter.
Writing a great essay is not about simply surveying and re-telling existing ideas.
Instead, a good essay takes into account various opinions and points of view
and puts forward an argument that reflects the writer's informed opinion.
Before you begin planning any essay, then, its crucial to have a clear idea of
what you think about your topic; you need to have a position, argument, or clear
stance on a topic, that you defend with evidence and argument
Types of Essays

Narrative Essays: Telling a Story

In a narrative essay, the writer tells a story about a real-life experience.
While telling a story may sound easy to do, the narrative essay challenges
students to think and write about themselves. When writing a narrative
essay, writers should try to involve the reader by making the story as vivid
as possible. The fact that narrative essays are usually written in the first
person helps engage the reader. I sentences give readers a feeling of
being part of the story. A well-crafted narrative essay will also build
towards drawing a conclusion or making a personal statement.

Descriptive Essays: Painting a Picture

A cousin of the narrative essay, a descriptive essay paints a picture with
words. A writer might describe a person, place, object, or even memory of
special significance. However, this type of essay is not description for
descriptions sake. The descriptive essay strives to communicate a deeper
meaning through the description. In a descriptive essay, the writer should
show, not tell, through the use of colourful words and sensory details. The
best descriptive essays appeal to the readers emotions, with a result that
is highly evocative.

Expository Essays: Just the Facts

The expository essay is an informative piece of writing that presents a
balanced analysis of a topic. In an expository essay, the writer explains or
defines a topic, using facts, statistics, and examples. Expository writing
encompasses a wide range of essay variations, such as the comparison
and contrast essay, the cause and effect essay, and the how to or
process essay. Because expository essays are based on facts and not
personal feelings, writers dont reveal their emotions or write in the first
person.

Persuasive Essays: Convince Me

While like an expository essay in its presentation of facts, the goal of the
persuasive essay is to convince the reader to accept the writers point of
view or recommendation. The writer must build a case using facts and
logic, as well as examples, expert opinion, and sound reasoning. The
writer should present all sides of the argument, but must be able to
communicate clearly and without equivocation why a certain position is
correct.

IMPORTANCE OF ESSAY WRITING

Demonstrating Understanding of Material

Whether the course is ancient Chinese history, introduction to sociology,
or medieval literature, students demonstrate their knowledge of the

material through essay writing. Essays serve as a tool to test the students'
knowledge by assessing their arguments, analyses, and specific
examples, as well as the conclusions they draw regarding the material
covered in the course.

Structuring and Organizing an Argument

A successful university essay is one that is structured and organized
properly. This aspect communicates the student's preparation -- whether
the student spent sufficient time on the essay or completed it at 4 a.m.
the day it was due -- and clarity of thought. It also shows the instructor
whether or not the student can distinguish between relevant and
irrelevant information.

Learning About "Real Life"

The value of learning how to write good essays transcends university
learning into real-life applications outside of academia. Correct grammar
and spelling usage is important to any form of writing, whether it be a
business report or a note to a child's principal. The practice of peer editing
teaches students to revise their work and constructively incorporate
feedback to improve their original project. This skill teaches students to be
a team player in the professional world. Finally, understanding audience,
an important aspect of academic essay writing, is important when writing
to or meeting with different audiences in different environments outside of
academia.

WRITING EMAILS
Messages distributed by electronic means from one computer user to one or
more recipients via a network.
Techniques to effective email writing:

Write a meaningful subject line.

Keep the message focused.
Avoid attachments.
Identify yourself clearly.
Be kind dont flame.
Proofread.
Dont assume privacy.
Distinguish between formal and informal situations.
Respond Promptly.
Show Respect and Restraint.

Watching programs that focus on business is an excellent way to improve

language skills, because the people in those programs will be using key terms
frequently and correctly.

MODULE 3
LANGUAGE DEVELOPMENT
1. Group Work- This could be through partners or cooperative groups. Group
work provides frequent opportunities to communicate, to share observations
and insights, test hypotheses, and jointly construct knowledge. In this method,
people of different linguistic and educational backgrounds and different skill
levels work together on a common task for a common goal in the language.
Depending on their language proficiency, they can be assigned various roles as
facilitator, recorder, reporter, or illustrator.
2. Use of Graphic Organizers- Graphic organizers are an instructional tool
that visually organizes and presents information so that it can be understood,
remembered, and applied. Graphs, concept maps, concept webs, KWL charts,
tables, maps, flow charts, timelines can be used.
3. Activation of Prior Knowledge- Connect learning objectives to the
students' background experiences and knowledge. Students can be expected to
share their prior knowledge through short verbal responses or by making a
nonverbal choice from pictures or real. This can be done by simply asking
students what they already know about a subject. It can also be done through
discussions, creating visuals like 'semantic webs', language experience stories,
or free-writing on a topic. The key is to engage students in making connections
between what they are learning in class and their own interests and
experiences.
4. Use of Academic Language Scaffolding- Language Scaffolding is a stepby-step process of building students' ability to complete tasks on their own.
Students identify science vocabulary by participating in an introductory activity.
Scaffolding consists of several strategies used in conjunction to "shelter"
curriculum content for ELLs. These strategies include modelling the use of
academic or technical language; contextualizing academic or technical
language through the use of visuals, gestures, graphic organizers, and
demonstrations; and using hands-on learning activities that involve the use of
academic or technical language.
5. Context Clues through Visual Scaffolding- The teacher uses concurrent
verbal explanation and physical demonstration of directions or concepts by
using gestures, visuals, and demonstrations while giving directions. Gestures or
actions in addition to graphs, visuals and other props can be used to
communicate meanings.
6. Task-based or Experiential Learning.-This provides appropriate contexts
for developing thinking and study skills as well as language and academic
concepts for students of different levels of language proficiency. Students learn
by carrying out specific tasks or projects: for example, "doing science" and not
just reading about it.

9. Multiple Intelligence Strategies. The teacher employs instructional

techniques that address the multiple intelligences present in each student.
Teachers use a myriad of multiple instructional strategies to target the varied
intelligences of English Learners. This method allows the student to actively use
his own personal strengths in order to gain confidence in his abilities.

ADVANCED GRAMMAR: SYNTAX, TENSES, VOICES

This course will extend the grounding in the fundamentals of grammar, syntax,
and style that are dealt with in WRIT6030 Professional Communication and
WRIT7025 Academic and Corporate Editing. It will build on students' intuitive
understanding of how words work, and equip them with a command of sentence
structure and style by providing them with strategies to edit at an advanced
level. The course will cover word usage; phrases and clauses; sentence
structure and types of sentences; case of nouns and pronouns; tense, mood,
form, and voice of verbs; modal verbs; agreement of subject and verb; pronoun
reference; adjectives and adverbs; modifiers, conjunctions, parallelism;
prepositions; punctuation; coherence and cohesion; figures of speech;
emphasis, euphony, rhythm, and elegance; ethos and persona
ADVANCED VOCABULARY SKILLS: JARGONS, TERMINOLOGY,
COLLOQUIALISM
Argon is a type of language that is used in a particular context and may not be
well understood outside of it. The context is usually a particular occupation (that
is, a certain trade, profession, or academic field), but any in group can have
jargon. The main trait that distinguishes jargon from the rest of a language is
special vocabularyincluding some words specific to it and, often,
narrower senses of words that out groups would tend to take in a broader sense.
Jargon is thus "the technical terminology or characteristic idiom of a special
activity or group". Most jargon is technical terminology, involving terms of
art or industry terms, with particular meaning within a specific industry. A main
driving force in the creation of technical jargon is precision and efficiency of
communication when a discussion must easily range from general themes to
specific, finely differentiated details without circumlocution. A side effect of this
is a higher threshold for comprehensibility, which is usually accepted as a tradeoff but is sometimes even used as a means of social exclusion (reinforcing
ingroup-outgroup barriers) or social aspiration (when intended as a way of
showing off).

The philosopher tienne Bonnot de Condillac observed in 1782 that "every

science requires a special language because every science has its own ideas".
As a rationalist member of the Enlightenment, he continued: "It seems that one
ought to begin by composing this language, but people begin by speaking and
writing, and the language remains to be composed."

REFERENCES
https://www.youtube.com/watch?v=WgbG5lo5Usg
https://archive.org/stream/EffectiveCommunicationSkillsForEngineers/Effective%20Communication
%20skills%20for%20Engineers#page/n21/mode/2up
https://mmcdonald.biz/markito-web/c/creative-english-for-communication-2nd-edition-202934.pdf
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.473.2775&rep=rep1&type=pdf

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.473.2775&rep=rep1&type=pdf
http://www.wikihow.com/Improve-Your-Reading-Comprehension
https://en.wikipedia.org/wiki/Reading_comprehension
http://www.slideshare.net/tondion/summary-writing-tips-and-techniques
http://www.slideshare.net/daniMD/summarizing-tips
http://learnonline.canberra.edu.au/mod/book/view.php?id=178430
http://www.time4writing.com/writing-resources/types-of-essays/
http://writingcenter.unc.edu/handouts/effective-e-mail-communication/