English

Unit - 4

Question Bank

4.1        Write a short note on intensive reading?

Intensive reading is a type of reading where testing, evaluating and increasing knowledge is the primary focus. Understanding the literal meaning of what’s being read is vital. The process of intensive reading often includes note-taking and paying attention to subtle details.

Intensive reading consists of emphasis on deconstructing sentences to understand grammar and syntax rules as well as to extricate the details of the topic. Reading comprehension is also tested through intensive reading, such as finding answers to specific questions.

Types of intensive reading materials may include reports, contracts, news articles, blog posts and short pieces of text such as short stories.

4.2        What is meant by extensive reading? What materials does extensive reading cover?

There is a vast difference between Intensive reading and extensive reading.

Extensive reading implies readying just for the joy of reading. Like riding a bicycle or dancing, when you know it won’t matter if you don’t get the gears shifted perfectly or your dance steps don’t hit every downbeat.

Extensive reading is essentially reading for pleasure. And it involves reading it as frequently as possible.

Unlike Intensive reading, fluency and total comprehension aren’t necessary for extensive reading. It is advisable to read below a comfortable level of understanding in extensive reading. Most of the time, an unfamiliar word can be deciphered by the surrounding text and if not, that’s fine, too. It’s not essential in extensive reading to understand every single word in order to get the general idea of a particular passage. It’s a general assumption that 90-95% of the words should be familiar in order to read comfortably in any language. And therefore, it may not even be difficult to understand a text without having all that vocabulary in our toolboxes. Guessing or trying to understand the meaning of words and phrases, especially when reading extensively, may be beneficial as well.

The idea behind extensive reading is that increased exposure leads to stronger language skills. Think of the vocabulary you’re being exposed to when you read a lot. And seeing the structure, idioms and cadence of a language leads to familiarity, which leads to reading competence.

When extensive reading is concerned, it’s all about practice. The more you read the better you get.

Types of extensive reading material include magazines, graded readers, novels and even comic books.

4.3        What is a precis? How is it different from a summary?

The term precis comes from a French word “précis”, which can be translated as "precise, clear, up to the point”. Therefore, the word precis in the context of writing means a summary of any writing piece, be it a book, an article, or a novel. What is typical while writing a precis is the outline of the main points and arguments presented in the given text. A precis does not contain a deep or critical analysis of the text, but it nevertheless objectively explains the situation narrated in a text.

Precis vs. Summary

A precis and a summary are quite similar to each other but they do contain certain major differences which set them apart. Below are the two main differences between a precis and a summary:

1. A summary consists of a number of brief statements which covers the main points of the text. It has no pre-defined word limit. A precis on the other hand, has its own title and should be 1/3 of the total words of the original passage.
2. A summary is a sort of general overview of the contents of a passage. Here only the main events in the passage are discussed. A precis, however, focuses on every detail and analyses a particular situation.

4.4        What are the basic rules of writing a precis?

Below are the fundamental rules to be followed while writing a precis:

1. Understand the theme of the passage

The first and the most important thing is to thoroughly read and comprehend the purpose of the passage. Once you understand the theme, it is easier to grasp the key ideas in the passage, which will help you remember them while writing the precis.

b.     No copying from the passage

It is important in precis writing to use your own words and not copy from the passage. If you find certain sentences in the passage that you would like to incorporate in your precis, you need to understand them and then craft that sentence in your own words. Key words can be used but entire sentences should always be avoided.

c.      Carry clarity and conciseness

One of the most fundamental rules of writing a precis is clarity. The sentences should be clear, concise, meaningful and too the point. They should reflect the central ideas from the passage.

d.     A reflection of your intelligence

The precis should be written in such a way that it flaunts your writing skills. The use of language, vocabulary and structure of sentences should be perfect. A good precis will provide the readers a good impression of your writing skills and it will also make the precis comprehensible to the readers.

e.     Be original

Each and every sentence in the precis should be one's own creation with no plagiarism whatsoever. If you find a significant idea or motif from the passage that you want to include in your precis, read the passage again and again and try to re-construct the idea from your memory using your own words.

f.        Use of indirect speech

A precis must always be written in indirect speech since it employs the perspective of a third person. Direct speech leaves a personal impact and should be avoided while writing a precis.

g.     Use facts and statistics

To maintain the credibility of the text, try to include all the numbers and facts you read in the text. It will also help you enhance the quality of your writing and will build the interest of the reader in your precis. Therefore, any of the facts and numbers should not be missed while writing the Precis.

h.     An analysis of the various sections

Divide the text into sections and try to analyse each section carefully. A careful analysis of each section will let you draw in closer to the main themes and concepts in the text. Further, you can only mention the crucial content of the passage, if you have read it thoroughly and have identified the areas which carry high proportional value.

i.        An interpretation of the original passage

Always conclude the passage by providing your own understand instead of the writer's perspective. The conclusion has to be from your own point of view but should still be in the third person as if spoken by a third party. It is your interpretation of the text that gives meaning to the precis.

j.        The size of the precis

The size of a precis should always be one third of the original passage.  While writing the precis one should always be aware of the word count but one should also be able to retain the individuality of the passage in the prescribed word limit.

4.5        What are the steps involved in construction of a precis? What is its format?

A precis should be short and concise and comprises of three parts: The introduction, the main body and the conclusion.

The Introduction

• The introductory sentence of a precis should mention the author’s name along with the article/book title. It should also include the date of publishing in parenthesis. After that, the topic that you want to discuss in your precis has to be elaborated using a few key words. Extravagant detailing of the topic should be avoided.

• In the introduction, try to include a rhetorical verb outlining the author’s primary purpose (e.g., “assert,” “argue,” “deny,” “refute,” “prove,” disprove,” “explain”). This will give a strong definition to the facts and concepts you are about to present in the main body of your precis.

• It is important to include the thesis statement of the text in the introduction. A thesis statement is the main idea or crux of a particular text. This thesis statement will be elaborated in the main body by providing facts and evidences in its favour.

The Main Body

• The main body should include clarification of how the author formulates and further explains the main themes in the text. It should be informative enough to incite the reader's interest and short enough to retain that interest.

• It should include a sentence that states the purpose of the author in writing the text. Phrases such as “in order” are helpful in developing this sentence.

• Describe how the author establishes his connection with the readers. Always keep the audience for whom you are writing in mind while writing a precis. This includes the using vocabulary and structuring sentences according to the needs of your audience.

• All key points and arguments must be contained in this section.

The Conclusion

• Present a finishing remark of 2-3 sentences to shed light on the author’s intended idea for the book or passage.

• Give a 1-sentence restatement of the major claim which the author used to develop their evidence in the reading.

Steps for Writing a Precis

Below are the steps involved in writing a precis

Step 1: As discussed, the very first step of Precis writing is to form a clear understanding of the passage. You should fully acquaint yourself with the subject first in order to get the meaning behind a passage before starting to write a precis.

Step 2: While reading the content, make sure you highlight the important points of the passage. It will help you in keeping track of the important information that needs to be written in your Precis. Also, you should omit the information, which you feel is not important for your Precis.

Step 3: Further, you need to remember that logical ordering is highly important when it comes to precis writing. Additionally, a logically organised text helps in making things much clearer to your audience and they tend to understand your take in a processed way.

Step 4: If you have some names to be mentioned in your Precis, remember, they should be with the designations, as it helps to increase the credibility of the content. In case, the designations are not mentioned in the passage, you can write the first name.

Step 5: Moving on, the word count of the passage should be considered, because one- third of the same has to be written in Precis. Therefore, conducting a word count before beginning the precis could be beneficial.

Step 6: Now, prepare the draft of your Precis by jotting all the important points together. While writing always remember to maintain the flow of your concepts and you should not miss any important information you have gathered while reading the passage.

Step 7: Before finally submitting your Precis, make sure you review all the details carefully. Also, you must do a thorough check of your grammatical and structural errors. Furthermore, one thing not to miss is to mention the total count in a bracket after the end point of your Precis.

4.8        Describe the essay writing process.

There are many types of essays and papers you can write as a student. The content and length of the essay varies depending on your level, subject of study, and the requirements of a particular course.

However, many subject bodies share the same goal. They aim to convince students of a position or perspective through informed, evidence-based, analytical and interpretive debates.

In addition, every story has an introduction, body and ending that always do the same or few things.

Essay Writing Process:

The essay writing process consists of three stages: preparation, writing and revision. These categories apply to each article or paper. However, the time and energy spent in each category depends on the sort of essay, for instance a private statement, a press release of intent, a high school essay or a grad school essay.

Preparation:

• Understand the assignment
• Understand your audience
• Select a topic
• Do some initial research
• Name the thesis statement
• Create an outline

Writing:

• Write an introduction
• Organize your arguments and give evidence
• Write the conclusion

Review:

• Analyse the organization
• Review the content of each paragraph
• Proofread for language errors
• Check for plagiarism

How to write an essay

• The story begins with a hook that catches your reader's interest.
• Introduction provides background and context that help your reader understand the topic.
• The introduction contains a thesis statement that provides focus and reflects your position on the topic.
• Paragraphs and titles are used for story planning.
• Each paragraph deals with a single idea, debate or issue.
• Subject sentences are used to create a smooth transition between paragraphs.
• The conclusion is not only brief, but draws a link between issues.
• The significance of the thesis statement is emphasized in the conclusion.
• Conclusion does not contain new ideas, arguments or evidence.

4.9        Describe the format of an essay in detail.

Introduction of an Essay:
 

The introduction is important to both capture the reader's interest and inform them of what will be found in the story. The introduction usually contains 10-20% of the text. To learn how to write an article introduction, first become familiar with its most important objectives.

• Move your student by chasing curiosity and curiosity:
  The first sentence of the introduction should draw your student's wish. This sentence is sometimes referred to as a hook. It can be a question, quote, a surprising number, or a bold statement that emphasizes the importance of a topic.
  Let's say you write an article about the development of Braille (a literacy program used by the visually impaired). A boat can be something like:
  The introduction of Braille marked the biggest turning point in the history of disability.

• Provide background and context for your topic:
  After you dismiss the student, it is important to provide context that will help your student understand your argument. This may include providing background information, providing an overview of important academic work or arguments on a topic, as well as explaining difficult words. Do not give too many details in the introduction - you can adequately describe the content of your essay.

• Explain the purpose and create a thesis statement:
  Next, you have to explain your basic argument or thesis statement. The thesis statement provides focus and reflects your position on the topic. Usually one or two sentences long. An example of a thesis statement from Braille essay can be seen as follows:
  The idea of ​​orthopaedics was not entirely new; Louis Braille adapted simple ways to create the first system for writing to the blind. But its success depended on the reception of people who had sinned before the social status of blindness was reversed, and the process was shaped by widespread debates about the place of people with disabilities in society.

• Provide a content map:
  Finish the introduction with an overview of your site structure. An overview should give the reader a general idea of ​​what each paragraph of your article is examining.

The Body of the Essay:
 

The theme of your article is when you make arguments that support your thesis statement, provide evidence, and develop your ideas. His main purpose is to present, interpret and analyse the information and sources you have gathered to support your argument.

• Length of body text:
  The length of the body depends on the type of description. On average, the body comprises 60-80% of your material. In a high school essay, this can be just three paragraphs, but with a 6,000-word graduate essay, the body can take 8-10 pages.

• Section layout/Paragraph Structure:
  In order to give your essay a clear structure, it is important to use paragraphs and topics. This makes the content unwanted and easy to digest. Each section should focus on a point of view or a single point of view.
  The purpose of each paragraph is presented using topic sentences. The topic clause creates a transition from the previous paragraph and informs the argument to be made in this paragraph. Change words can be used to create smooth transitions between sentences.
  After the topic sentence, demonstrate evidence by providing the reader with data, examples or quotes. Be sure to interpret and explain the evidence, and show how the paragraph helps improve your overall argument.

Conclusion of an Essay:
 

Conclusion The last paragraph of the article or paper. It takes about 10-20% of your article. Strong conclusion:

• Draws connections between the arguments made in the body of the story.
• State the consequences of your argument.
• Emphasize the importance and importance of a thesis statement of policy, education or the wider world.
• Evaluates key findings and the importance of the topic
  A good conclusion should end with a memorable or impactful sentence that emphasizes the importance of your work and leaves the reader with a strong final impression.

What you should not do is enter the end
 

To make the end of your article as strong as possible, there are a few things you should avoid including. The most common errors are:

Includes new argument or evidence.

Minimize your conflicts (e.g. "This is one way for many").

Concluding phrases such as “Cheating…” or “Conclusion…” are used.

4.10         What is the role and importance of a good introduction?

Role of Introduction:

Introductions and conclusions can be the most difficult parts of a paper to write. Usually when you sit down and respond to an assignment, at least have some idea of ​​what you want to say in the body of the paper. You may choose a few examples that you want to use or have an idea that will helps to answer the main question of your assignment; these parts, therefore, may not be difficult to write. And it's nice to book it first! But in your final draft, these pieces of paper may come out of thin air; they need to be presented and behaved in a way that makes sense to the student.

Introduction and conclusion serve as bridges that move your readers into their lives in the “realm” of analysis. If students take the paper about education in Frederick Douglass's autobiography, example, they need a revolution to help them leave the world of Chapel Hill, television, email, and the Daily Tar Heel and help them temporarily enter the nineteenth-century American world of slavery. By providing an introduction that helps readers make the transition between their world and the issues written about, giving readers the tools, they need to get into the topic and care about what is said. Similarly, once   wrapping the students with an introduction and provided evidence to prove the thesis, conclusion can provide a bridge to help students make the change back into their daily lives.

Note that what constitutes a good introduction may vary depending on the type of paper written and the academic discipline written for it. If not sure what kind of introduction is expected, ask the instructor.

Importance of a Good Introduction

The first paragraph of the paper will give readers a first impression of the argument, the writing style, and the overall quality of the work. A vague, random presentation, full of errors, a wall, or a developing introduction may create a negative impression. On the other hand, a short, fun, and well-written introduction will start readers not thinking too much about writer's analytical skills, writing, and the paper.

Introduction is an important road map throughout the paper. It conveys a wealth of information to readers. Can let them know what the topic is, why it's important, and how it is planned to continue the discussion. In most academic disciplines, introduction should contain a thesis that will enhance the main argument.

Introduction should also give the reader a sense of the types of information to use to make that argument with the general organization of the paragraphs and pages to follow. After reading introduction, readers should not have any major surprises in store when reading the main body of the paper.

Ideally, introduction will make readers want to read the paper. The introduction should spark the interest of readers, making them want to read the rest of the paper. Opening up with a compelling story, an interesting question, or a clear example can get readers to see why the topic is important and serves as an invitation for them to join you in informative discussions (remember, however, that these strategies will not be appropriate for all papers and advice).

4.11         What are the techniques for writing a good introduction?

The entire article will be the answer to this question, and presentation is the first step to that. Your specific answer to the assigned question will be your thesis, and your opinion will be at the center of your introduction, so it is a good idea to use the question as an exit point.
 

Try writing your introduction eventually. You may think that you should write your introduction first, but that's not true, and it's not the most effective way to create a good introduction. You may find that you do not know exactly what to argue at the beginning of the writing process. It is best to start thinking that you want to argue a point but intensify the argument with something very small or very different when you have written a lot of paper. The writing process can be an important way of organizing your ideas, thinking about complex problems, refining your ideas, and developing complex issues. However, the introduction written at the beginning of that acquisition process will not reflect what you experience in the end. You will need to review your paper to make sure that the introduction, all the evidence, and conclusion reflect the argument you intend. Sometimes it is easy to write all your evidence first and then write the introduction at the end - thus making sure the introduction will fit the body of the paper.
 

Don’t be afraid to write a tentative introduction first and change it over time. Some people find that they need to write some kind of introduction in order for the writing process to begin. Okay, but if you're one of those people, make sure you go back to your original introduction later and rewrite if necessary.

Open with something that will draw readers in. Consider these options (bearing in mind that they may not be suitable for all types of paper):

     A fascinating example - Douglass, for example, writes about a young woman who first taught her but then supported her teaching as she learned more about slavery.

     A controversial quote that is closely linked to your argument - for example, Douglass writes that "education and slavery were incompatible." (Famous quotes, inspirational quotes, etc. They may not work well for a reading paper; in this case, the rating is from the author himself.)

     A bright and perhaps unexpected anecdote - for example, "While studying slavery in the history of American history at Frederick Douglass High School, students learn the roles of slaves, the impact of slavery on their families, and the laws that govern their lives. Mary, raising her hand and asking, 'But when did they get to school?' Those high school students of today who cannot afford to exclude an American child without formal education speak volumes about the value of education for American youth today and also highlights the importance of education reduction in previous generations. "

     A thought-provoking question - for example, given all the freedoms denied to enslaved people in the American South, why did Frederick Douglass focus on his most important line in education and writing?

     Pay close attention to your first sentence. Start with the right foot of your readers by making sure that the first sentence is actually saying something useful and that you did it in a fun and easy way.

4.12         What is the role and features of a good conclusion?

The Role of Conclusion

A good conclusion will help readers see why all the analysis and information should be important to them after they have put the text down.

Your conclusion is your chance to have the final word on the matter. The conclusion allows you to have the final say on the issues you raised on your paper, to combine your thoughts, to show the importance of your ideas, and to give your reader a fresh look at the subject. It is also your chance to make a good final impression and end on a positive note.

Your conclusion should make your readers happy that they are reading your paper. Your conclusion offers your reader something to remove that will help them to see things differently or to inform your topic in appropriate ways. It can promote broad outcomes that will not only please your student, but also enrich your student's life in some way. It is your gift to the reader.
 

Features of a Conclusion

1. A conclusion is not just a summary of your points or a statement of your thesis. If you wish to summarize - and often should - do so in a new language. Remind the reader how the evidence you have contributed has contributed to your goals.
2. The conclusion, like the rest of the paper, involves critical thinking. Consider the significance of what you wrote. Try to convey the thoughts in the end about the great consequences of your argument.
3. Focus your attention a bit on the end of the article. A good last sentence leaves your reader with something to think about, in some way illuminated by what you wrote on the paper.
4. In many books, one well-formed paragraph is sufficient for a conclusion. In some cases, the conclusion of two or three paragraphs may be appropriate. As a presentation, the length of the conclusion should reflect the length of the description.

4.13         What are the techniques for writing an effective conclusion?

Techniques for Writing an Effective Conclusion:

• Play the “So” game. If you are frustrated and feel that your destiny is nothing new or exciting, ask your friend to read it with you. Every time you make a statement in your conclusion, ask a friend, "Now what?" or "Why should anyone care?"
  Here's how it could go: You: Basically, I'm just saying that education is important to Douglass. Friend: So what? You: Well, it was important because it was important for her to feel a free and equal citizen. Friend: Why should anyone care? You: That is important because plantation owners try to prevent slaves from being educated so that they can control. When Douglass received his education, he undermined that control himself. You can use this strategy yourself, wondering "So what?" as you develop your ideas or framework.

• Return to the theme or theme in the introduction. This strategy brings a full circle of students. For example, if you start by describing a situation, you may end up with the same situation as evidence that your article is helping to build new understanding. You can also refer to the introductory section by using keywords or similar concepts and images that you have used in the introduction.

• Synchronize, without limiting. Include a brief summary of the main points of the paper, but you can simply duplicate the contents of your paper. Instead, show your reader how the points you used and the support and examples you have used relate to each other. Pull it all together.

• Include a billing insight or quote from the research or study you created for your paper.

• Suggest a course of action, a solution to a problem, or a question of learning progress. This can redirect your student's learning process and help him apply your insights and ideas to his life or to see wider results.

• Point to general meetings. For example, if your paper examines Greensboro sit-ins or any other event in the Civil Rights Movement, you can mention its impact on the Civil Rights Movement as a whole. A paper about the style of author Virginia Woolf may reveal her influence on other writers or on later women.

Do’s and Don’ts’s of Writing a Conclusion

• Starting with unnecessary, overused words such as "end," "summarize," or "close." Although these insurances may apply to speeches, they do come across as wooden and deceit in writing.
• Emphasize the thesis for the first time in the conclusion.
• Introducing a new idea or subtopic into your conclusion.
•  Try keeping with a rewritten thesis statement without major changes.
• Don’t make emotional arguments that are not relevant to the rest of the review paper.
• Include proofs (quotes, statistics, etc.) that were on the body of the paper.

4.14        Explain what is meant by clichés with the help of examples.

Clichés are those words or phrases which have been used repeatedly over time and because of this overuse they have lost their impact.

The word cliché can be traced to its French origin, which is why you'll often see it with an accent over the "e," but you can also write it as "cliche" in English. When printing presses were used, the cast iron plate that reproduced the words, phrases, or images was called a stereotype. The noise that casting plate made sounded like "cliché," meaning click, to French printers, so this onomatopoeia word became printer's jargon for the stereotype. Thus, cliché came to mean a word or phrase that gets repeated often.

Just because a phrase is overused doesn't mean it's a cliché, and because a phrase is a cliché doesn't mean it isn't true. A cliché will convey meaning but often loses its point along the way through over-usage. Below are some common English Clichés:

Common Cliché Sayings

     All that glitters isn't gold

     Don't get your knickers in a twist

     All for one, and one for all

     Kiss and make up

     He has his tail between his legs

     And they all lived happily ever after

     Cat got your tongue?

     Read between the lines

     Someone woke up on the wrong side of the bed

     We're not laughing at you we're laughing with you

Clichés that Describe Time

     Only time will tell

     In the nick of time

     Lost track of time

     Lasted an eternity

     Just a matter of time

     A waste of time

     Time flies

     In a jiffy

     The time of my life

     At the speed of light

Clichés that Describe People

     As old as the hills

     Fit as a fiddle

     Without a care in the world

     A diamond in the rough

     Brave as a lion

     Weak as a kitten

     Had nerves of steel

     Ugly as sin

Clichés that Describe Life, Love, and Emotions

     Opposites attract

     Every cloud has a silver lining

     Don't cry over spilled milk

     The calm before the storm

     Laughter is the best medicine

     Love you more than life itself

     Scared out of my wits

     Frightened to death

     All is fair in love and war

     All's well that ends well

     Haste makes waste

     The writings on the wall

     Time heals all wounds

     What goes around comes around

     When life gives you lemons, make lemonade

     Head over heels in love

     Gut-wrenching pain

     Heart-stopping fear

4.15         What are the disadvantages of using clichés in formal writing?

Clichés are normally now not suitable in educational writing, despite the fact that a few may be effective in each day conversation and less formal writing. Examine the context of your writing and be aware that you’re creating a desire when you use them.

     Clichés make you seem uninteresting. Through the usage of a cliché, you’re telling your reader that you lack originality, making them want to yawn and prevent analysing your paper.

     Clichés make your writing and argument interchangeable with absolutely everyone else’s. Make sure that your argument and writing are specific to you and your writing venture.

     Clichés are indistinct. It is best to apply the most particular wording so that it will present proof and aid your arguments as genuinely as viable. Particular info and motives make better proof than generalizations and trite phrases.

     Clichés make you appear lazy. They're a hedge when you don’t want to do innovative paintings.

     Clichés make you lose credibility. Your reader will not trust you as an authoritative supply if you can’t give you a higher description than a cliché.

     Clichés are terrible substitutes for actual proof. Because clichés aren't particular, they do no longer provide robust enough commentary to prove your point. Make certain that every sentence of your paper is operating in the direction of a aim with the aid of eliminating meaningless terms.

4.16        What are redundant phrases? Explain with examples.

Redundancies refer to the use of two or more words together that carry the same meaning thus making them repetitious and unnecessary. Redundant words often make communication longer but definitely not better and therefore, must be strictly avoided. In some specific contexts however, some of these phrases may serve a purpose. Although more often than not, these phrases weigh down our writing with unnecessary words and jargon.

Below are some common redundancies in the English language, the words in parentheses are to be omitted to make the phrase correct in meaning:

A

(absolutely) essential

(absolutely) necessary

(actual) facts

Advance (forward)

(advance) planning

(advance) preview

(advance) reservations

(advance) warning

Add (an additional)

Add (up)

(added) bonus

(affirmative) yes

(aid and) abet

(all-time) record

Alternative (choice)

A.M. (in the morning)

(and) etc.

(anonymous) stranger

(annual) anniversary

(armed) gunman

(artificial) prosthesis

Ascend (up)

Ask (the question)

Assemble (together)

Attach (together)

ATM (machine)

Autobiography (of his or her own life)

B

Bald(-headed)

Balsa (wood)

(basic) fundamentals

(basic) necessities

Best (ever)

Biography (of his--or her--life)

Blend (together)

(boat) marina

Bouquet (of flowers)

Brief (in duration)

(brief) moment

(brief) summary

(burning) embers

C

Cacophony (of sound)

Cameo (appearance)

Cancel (out)

(careful) scrutiny

Cash (money)

Cease (and desist)

Circle (around)

Circulate (around)

Classify (into groups)

(close) proximity

(closed) fist

Collaborate (together)

Combine (together)

Commute (back and forth)

Compete (with each other)

(completely) annihilate

(completely) destroyed

(completely) eliminate

(completely) engulfed

(completely) filled

(completely) surround

(component) parts

Confer (together)

Connect (together)

Connect (up)

Confused (state)

Consensus (of opinion)

(constantly) maintained

Cooperate (together)

Could (possibly)

Crisis (situation)

Curative (process)

(current) incumbent

(current) trend

4.17          What are some standard abbreviations used in the English language?

An abbreviation is a shortened form of a word where the last letters of a word are omitted.  Abbreviation is useful in writing when one has to cram a lot of words into a small space. Although they help at simplifying the language it is essential to note that one must avoid using them in formal writing except for some universal abbreviations. It is essential to know if your audience knows the abbreviation before using it while conversing with them.

Below are examples of some commonly used abbreviations:

Professor – Prof.

B.S. = Bachelor of Science B.A. = Bachelor of Arts M.A. = Master of Arts M.B.A. = Master of Business Administration Ph.D. = Doctor of Philosophy

UN – United Nations

Times and dates -

• a.m. (ante meridiem) = before noon p.m. (post meridiem) = after noon
• Jan., Feb., Mar., Apr., May, Jun., Jul., Aug., Sep., Oct., Nov., Dec.
• Mon., Tues., Wed., Thurs., Fri., Sat., Sun.

Places -

U.S. (United States), U.K. (United Kingdom), E.U. (European Union), U.A.E. (United Arab Emirates).

Units of Measurement -

• In. (inches) ft. (feet) lbs. (pounds)
• Mm. (Millimetres) cm. (centimetres) m. (meters)

There are some rules that must be kept in mind while using abbreviations, they are as follows:

1. Periods should be used in abbreviations that contain lowercase letters. For example – c.o.d.
2. Periods should not be used for organizations, titles, time zones, businesses, and acronyms. For Example: UN, CIA, NASA, ISRO, IBM, EST.
3. Proper nouns always have capitalized abbreviation such as United Nations – UN or World Health Organization – WHO. Common noun do not have capitalized abbreviation such as compact disk – cd or air conditioner – ac.