Compulsory English-II (1424)
Q.1 Read pages 29-38 carefully (the content is related to "formal' and 'informal' styles of writing) and ANSWER the following question (in your own words). What are the main differences between formal and informal writing? Provide examples in the support of your answer.
I
apologize for the misunderstanding, but as an AI language model, I don't have
access to specific external content like page numbers or the ability to read
particular documents, such as pages 29-38 in a book or any other source.
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However,
I can provide you with a comprehensive answer to your question based on general
knowledge up to my last update in September 2021.
Formal
and informal writing are two distinct styles of communication used in various
contexts. They differ in their language, tone, structure, and intended
audience. The main differences between formal and informal writing can be
summarized as follows:
1. Language and Vocabulary:
Formal
Writing: Formal writing employs sophisticated language and standard grammar. It
avoids slang, colloquialisms, and contractions. Instead, it prioritizes precise
and concise language. For example, "I am writing to inquire about the job
position" uses formal language and avoids contractions like
"I'm" or "about the job."
Informal
Writing: Informal writing uses everyday language, colloquial expressions, and
contractions. It aims to create a friendly, conversational tone. For instance,
"Hey, I'm writing to ask about the job" uses informal language with
contractions like "Hey" and "I'm."
2. Tone and Style:
Formal
Writing: The tone in formal writing is serious, objective, and professional. It
maintains a sense of distance from the reader and avoids personal pronouns. It
relies on facts, evidence, and logic to support arguments. For example,
academic papers, business letters, and official reports are written in a formal
style.
Informal
Writing: The tone in informal writing is relaxed, friendly, and personal. It
often includes personal pronouns and may express emotions or opinions more openly.
Informal writing is commonly found in personal emails, text messages, and
casual blog posts.
3. Sentence Structure:
Formal
Writing: Formal writing follows a more rigid sentence structure and uses
complex sentences to convey ideas logically. Passive voice may be used more
frequently in formal writing. For example, "The report was prepared by the
marketing team" uses the passive voice.
Informal
Writing: Informal writing often employs shorter sentences and a more
conversational structure. It may use the active voice more frequently. For
instance, "The marketing team prepared the report" uses the active
voice.
4. Audience:
Formal
Writing: The audience in formal writing is typically a wider, more diverse
group that may include professionals, authorities, or a broader public. It
requires a higher level of respect and consideration for various cultural and
social backgrounds.
Informal
Writing: The audience in informal writing is usually closer to the writer, such
as friends, family, or acquaintances. The communication is more intimate and
can include inside jokes or shared experiences.
5. Purpose:
Formal
Writing: Formal writing is commonly used for professional, academic, and
official purposes. It aims to convey information clearly and authoritatively.
Informal
Writing: Informal writing is often used for casual communication, social
interactions, or personal expression. It focuses on creating a more relaxed and
approachable atmosphere.
Examples:
Formal Writing:
"Dear
Mr. Johnson, I am writing to apply for the position of Marketing Manager at
your esteemed organization. I have attached my resume and cover letter for your
consideration."
"According
to the research conducted by Smith et al. (2019), the results indicate a
significant correlation between the variables."
Informal
Writing:
"Hey
John, I wanted to apply for that Marketing Manager job. Can you believe it?
Let's catch up soon!"
"OMG,
did you see that study by Smith et al.? It's crazy how the results match what
we discussed last week!"
In
conclusion, formal and informal writing styles have distinct characteristics
and are chosen based on the context, audience, and purpose of the
communication. Understanding when to use each style is essential for effective
communication in various situations.
Q2 Read
pages 24-30 carefully (the content is about various parts of an academic essay)
and write an academic essay (of about 150 words) on 'the Importance of
Media".
As an
AI language model, I don't have access to specific external content such as
page numbers or the ability to read particular documents. However, I can
provide you with a concise academic essay on the importance of media based on
general knowledge up to my last update in September 2021.
Title: The Importance of
Media
Media
plays a pivotal role in modern society, serving as a powerful tool for
information dissemination, education, entertainment, and shaping public
opinion. Its significance lies in its ability to connect people, cultures, and
ideas across the globe. This essay explores the key reasons why media is of
utmost importance in today's world.
Firstly,
media acts as a primary source of information. Through various channels like
newspapers, television, radio, and the internet, media delivers news from local
to global events, keeping citizens informed and aware of critical developments.
This function is essential for maintaining a well-informed and engaged
populace.
Secondly,
media contributes to the education and enlightenment of individuals.
Educational programs, documentaries, and online resources widen knowledge
horizons, promoting lifelong learning and personal growth.
Furthermore,
media serves as a platform for social and cultural expression. It fosters
creativity, encourages public discourse on important issues, and preserves
cultural heritage through arts, literature, and documentaries.
In the
realm of democracy, media plays a vital role in providing a forum for diverse
perspectives and holding those in power accountable. Investigative journalism
and media watchdogs ensure transparency and prevent abuses of authority.
Lastly,
media serves as an entertainment medium, offering a much-needed escape from
daily routines. It brings joy, laughter, and emotional connections through
movies, music, and other forms of leisure content.
In
conclusion, the importance of media cannot be overstated. It is a cornerstone
of modern society, enabling the free flow of information, promoting education
and cultural exchange, and acting as a catalyst for social change and progress.
As technology continues to advance, the role of media will only grow in
significance, shaping the world we live in and influencing the future of human
communication and understanding.
Q.3 Read
pages 31-34 carefully (the content is about formal and informal styles of
writing) and decide what type of writing style (formal/informal) is used in the
following sentences and how?
|
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Can I leave early today? |
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Is it ok if I join you I the event? |
|
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Is it a problem if I don't do the
dishes? |
|
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We are leaving early, you don't mind, do
you? |
|
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I need to leave, do you mind? |
|
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Will you smoke outside please? |
|
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Can you drive slowly the car? |
|
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Go outside to play. |
|
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Why don't you go to watch a movie? |
|
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Let's go to watch a movie. |
|
The following questions are based on
Unit - 2 Read the unit carefully and answer the questions/solve the exercises
given below. |
|
Based
on my understanding of formal and informal writing styles, I will assess the
sentences provided and categorize them accordingly:
1. Informal: Can I leave early today?
Explanation:
This sentence is informal due to the use of the contraction "Can I"
instead of the more formal "May I." Informal language is common in
casual conversations.
2. Informal: Is it ok if I join you in the
event?
Explanation:
The use of "ok" instead of a more formal term like
"acceptable" or "permissible" makes this sentence informal.
3. Informal: Is it a problem if I don't do
the dishes?
Explanation:
The phrasing "Is it a problem if..." is informal. In a formal
context, it might be rephrased as "Would it be an issue if I don't do the
dishes?"
4. Informal: We are leaving early, you
don't mind, do you?
Explanation: The
use of "you don't mind, do you?" is an informal way to seek
confirmation or permission.
5. Informal: I need to leave, do you mind?
Explanation:
The sentence uses a direct question in an informal manner.
6. Informal: Will you smoke outside,
please?
Explanation:
This sentence is more on the informal side due to the use of the contraction
"you'll" instead of "you will."
7. Informal: Can you drive slowly the car?
Explanation: The
sentence is informal because it lacks a preposition. In formal writing, it
should be "Can you drive the car slowly?"
8. Informal: Go outside to play.
Explanation: This
sentence is in the imperative form, which is commonly used in informal
communication.
9. Informal: Why don't you go to watch a
movie?
Explanation: The
contraction "don't" and the phrasing "go to watch a movie"
make this sentence informal. A formal version could be "Why don't you
attend a movie screening?"
10. Informal: Let's
go to watch a movie.
Explanation:
The use of "let's" (a contraction of "let us") makes the
sentence informal. A formal version might be "Let us proceed to watch a
movie."
Please
note that context also plays a role in determining the formality of language.
In some situations, certain informal expressions might be deemed appropriate,
while in others, a more formal approach would be expected.
Q.4 Read
Unit-2 (pages 39-72) on 'sequence' or 'chronological order. Sequence is a
writing technique that writers use to present information in a step by step
manner or in a process or in a sequence (of story, for example).
Have a careful look at the following
schedule of a university teacher. Then create sentences and LINK (connect) them
by using appropriate SEQUENCE MARKERS (such as first, secondly, subsequently,
then, after, finally, at last etc.). You are required to write a paragraph and
use at least TEN sequence markers in your answer.
|
Time |
Activity |
Time |
Activity |
|
5:00 am |
Gets up and gets ready |
1:30 pm |
Takes prayers brea |
|
8:00 am |
Off to work |
2:00 pm |
Eats lunch |
|
8:30 am |
Reaches his office |
2:30 pm |
Back to offic |
|
9.00 am |
Goes to his class |
3.00pm |
Takes one more class |
|
11:00 am |
Have tea/coffee break |
4:00 pm |
Ready to go home |
|
11:30 am |
Resumes work |
9:00 pm |
Time to sleep |
The
university teacher's day begins at 5:00 am when he gets up and gets ready for
the day ahead. At 8:00 am, he is off to work, and by 8:30 am, he reaches his
office. Firstly, at 9:00 am, he goes to his class, ready to impart knowledge to
his eager students. After a few hours of teaching, around 11:00 am, he takes a
well-deserved tea/coffee break to recharge. Following this break, at 11:30 am,
he resumes his work with dedication and focus. Subsequently, at 1:30 pm, he
takes another short break, this time for prayers and to have lunch at 2:00 pm.
After
refreshing himself, he returns to his office at 2:30 pm, fully prepared to
continue his work. Then, at 3:00 pm, he takes one more class, ensuring he
imparts the necessary information effectively. As the day progresses, by 4:00
pm, he is ready to go home, completing his daily commitments at the university.
Finally, at 9:00 pm, it's time for him to retire to bed and get a good night's
sleep to rest and rejuvenate.
In
conclusion, the university teacher's schedule is organized with a clear
sequence of events throughout the day. He diligently fulfills his professional
responsibilities, ensuring he balances his time effectively between teaching,
breaks, and administrative work. The use of sequence markers like
"firstly," "after," "subsequently," and "finally"
helps to outline the chronological order of his activities, making his day
structured and productive.
Q.5 Read
the text titled as 'A Day in the Life of a Nurse' on pages 56-57 carefully.
Also read Exercise-9 given on page 58. Now write down a PARAGRAPH of about 150
words on A Day in the Life of an Advocate'. Follow the use of SEQUENCE MARKERS
in your answer.
As an
AI language model, my training data includes a large variety of topics and
general knowledge, but I do not have access to specific external content such
as the text titled 'A Day in the Life of a Nurse' on pages 56-57 or Exercise-9
on page 58. Therefore, I cannot create a paragraph specifically based on that
text. However, I can provide you with a paragraph on 'A Day in the Life of an
Advocate' based on general knowledge.
A Day
in the Life of an Advocate is a busy and challenging one, filled with various
responsibilities and tasks. Firstly, in the early morning hours, the advocate
starts the day by preparing for court hearings and client meetings. Secondly,
upon reaching the office, they review case files, legal documents, and conduct
research to strengthen their arguments. Subsequently, they attend court
sessions and represent their clients, presenting compelling arguments in front
of judges. Throughout the day, advocates may engage in negotiations,
mediations, or depositions with opposing parties to seek the best outcome for
their clients. Then, during lunch breaks, they might take some time to consult
with their legal team or advise their clients on the progress of their cases.
After a rigorous day at the court, they return to the office to address pending
paperwork, draft legal documents, and prepare for the next day's proceedings.
At last, as the evening approaches, the advocate wraps up the day with a sense
of fulfillment, knowing that their dedication and legal expertise have made a
significant impact on their clients' lives.
Q.6 Read
the text titled as Planting a Tree: A Step by Step Guide' on pages 60-61
carefully. Now draw a flow chart for 'Visiting a Doctor' and write a paragraph
on it by using appropriate SEQUENCE MARKERS.
|
The following questions are based on
Unit - 3. Read the unit carefully and answer the questions/solve the
exercises given below. |
As an
AI language model, I don't have the ability to draw images directly, including
flow charts. However, I can provide you with a paragraph on 'Visiting a Doctor'
using appropriate sequence markers.
Visiting
a Doctor involves several essential steps to ensure proper medical care and
diagnosis. Firstly, when feeling unwell, the individual may experience symptoms
that prompt them to seek medical attention. Secondly, they make an appointment
with the doctor's office, considering the availability and convenience of both
parties. Subsequently, on the appointed day, they arrive at the clinic or
hospital, register at the front desk, and wait for their turn to see the
doctor. Then, during the consultation, the patient discusses their symptoms and
medical history with the doctor, who may perform a physical examination or
order tests for further evaluation. After the examination, the doctor provides
a diagnosis and recommends appropriate treatment, which might include
medication, lifestyle changes, or further investigations. Finally, the patient
may be advised to schedule a follow-up visit to monitor their progress and
ensure the effectiveness of the treatment plan. With the proper use of sequence
markers like "firstly," "secondly,"
"subsequently," and "finally," the process of visiting a
doctor becomes clear and organized.
Q.7 Read
the text titled as 'Pollution' on pages 89-91 carefully and complete the
following tasks briefly:
a. Define
pollution.
b. Create
a diagram illustrating various types of pollution (air, water, environmental
and noise etc.).
c.
Explain what causes noise and air pollution?
a. Pollution is the introduction
of harmful substances or contaminants into the environment, which can cause
adverse effects on the natural ecosystem, human health, and the quality of
life. It is the result of human activities, industries, and various natural
processes that release pollutants into the air, water, or soil.
b. [Diagram illustrating various
types of pollution]
[Note: As an AI language
model, I'm unable to directly create images or diagrams. However, I can
describe the contents of a diagram representing different types of pollution.
The diagram should have separate sections or branches for air pollution, water
pollution, environmental pollution, and noise pollution, with arrows pointing
to each section to indicate their interconnectedness.]
c. Noise pollution is caused by
various human activities, including industrial processes, construction,
transportation (traffic noise), and recreational activities. Additionally, loud
music, honking horns, and loudspeakers contribute to noise pollution in urban
areas. Air pollution, on the other hand, results from the release of harmful
substances into the atmosphere. Primary sources of air pollution include
vehicle emissions, industrial activities, burning of fossil fuels, and
construction dust. These activities release pollutants such as carbon monoxide,
nitrogen oxides, sulfur dioxide, particulate matter, and volatile organic
compounds (VOCs) into the air. Both noise and air pollution can have
detrimental effects on human health, wildlife, and the overall environment,
necessitating the implementation of measures to reduce their impact.
Q.8 Read
the text on 'classification' titled as "Types of Teachers on pages 96-98
carefully and answer the following questions briefly:
a. What
are the characteristics of your "ideal" teacher?
b. How
would you define your ideal teachers by using the techniques of classification?
|
The following questions are based on
Unit-4. Read the unit carefully and answer the questions/solve the exercises
given below. |
As an
AI language model, I don't have access to specific content like the text on
"Types of Teachers" on pages 96-98, so I cannot refer to any specific
characteristics mentioned there. However, based on general knowledge, I can
provide a brief response to the questions.
a. The characteristics of my
"ideal" teacher would include:
1. Expertise:
Possessing a deep knowledge and understanding of the subject matter they teach.
2. Passionate:
Showing enthusiasm and passion for teaching, which inspires students to learn.
3. Effective Communication: Being
able to explain complex concepts clearly and engagingly.
4. Empathy:
Understanding and empathizing with students' needs, challenges, and emotions.
5. Supportive:
Providing guidance and support to help students overcome difficulties.
6. Approachable: Being
open to questions and discussions, fostering a comfortable learning
environment.
7. Fairness:
Treating all students equally and providing a fair assessment of their work.
8. Creativity: Employing
innovative teaching methods to make learning exciting and enjoyable.
9. Encouraging:
Motivating students to reach their full potential and believe in themselves.
10. Adaptability: Being
flexible in teaching approaches to accommodate diverse learning styles.
b. My ideal teachers can be classified
into different types based on their teaching styles and personalities. They
could include:
1. The Knowledgeable Mentor: This
teacher is highly knowledgeable and acts as a mentor, guiding students with
expertise and genuine care.
2. The Energetic Motivator: This
teacher's infectious energy and enthusiasm motivate students to participate
actively in class and take an interest in the subject.
3. The Patient Listener: Known
for their empathetic nature, this teacher listens patiently to students'
concerns and helps them through challenges.
4. The Creative Innovator: This
teacher utilizes creative teaching methods and innovative approaches to make
learning exciting and engaging.
5. The Supportive Guide:
Always ready to provide support and encouragement, this teacher ensures
students feel confident in their abilities.
6. The Approachable Friend: This
teacher establishes a friendly rapport with students, making them comfortable
to share their thoughts and questions openly.
7. The Fair Assessor: This
teacher maintains fairness in evaluations and ensures each student's work is
assessed impartially.
8. The Adaptive Facilitator:
Recognizing diverse learning styles, this teacher adapts their teaching methods
to suit individual needs.
By
using the classification technique, we can identify different categories of
teachers based on their unique qualities and attributes.
Q.9
Read about 'Cause and Effect (as given on pages 107-112) carefully and complete the exercises (given on pages
112-146) in the unit. Now answer the following questions:
(10 + 10 = 20)
What are the specific ways to use 'cause
and effect' vocabulary effectively? What are those words and phrases which are
used for showing the 'cause and effect' relationship?
b.
Complete the following sentences using the relevant cause and effect' vocabulary:
i.
The parents were so happy today
ii.
The players were given a historic reception by the public
iii.
The heavy traffic was jammed
iv.
We had to leave early
v.
The emergency section of the hospital was opened
vi.
There was a heavy flood in the streets of the city
vii.
The students were on strike and they were making noise
viii. The leaders of the country were so
united
ix.
She had to leave the country as soon as possible
x.
The police arrived and controlled the public
As an
AI language model, my training data includes a vast amount of information up to
September 2021, but I don't have access to specific content like the exercises
on 'Cause and Effect' in the unit you mentioned. Therefore, I'm unable to
complete the exercises on pages 112-146.
However,
I can provide you with some specific ways to use 'cause and effect' vocabulary
effectively and some common words and phrases used to show the 'cause and
effect' relationship.
a. Specific ways to use 'cause and effect'
vocabulary effectively:
1. Clear and Direct Language: Use
straightforward and concise language to establish cause and effect
relationships without ambiguity.
2. Transition Words and Phrases:
Employ appropriate transition words and phrases to indicate causation, such as
"because," "since," "as a result," "due
to," "consequently," "therefore," "resulting
in," etc.
3. Logical Connectors: Utilize
logical connectors like "if...then," "cause...effect,"
"cause and effect," to establish a causal relationship between events
or actions.
4. Causal Chains: Build
causal chains to show a sequence of cause-effect relationships, linking
multiple events.
5. Provide Evidence: Support
the cause-effect relationship with evidence, data, or examples to strengthen
your argument.
Common words and phrases used to show the
'cause and effect' relationship include:
Cause: because, since, as,
due to, as a result of, owing to, on account of, the reason for, leads to,
triggers, provokes, brings about, results from.
Effect: consequently,
therefore, thus, so, as a result, hence, thereby, thereby, causes, leads to,
brings about, results in, produces.
b. Complete the following sentences using
the relevant 'cause and effect' vocabulary:
i. The
parents were so happy today because their son received an academic award at
school.
ii.
The players were given a historic reception by the public due to their
outstanding victory in the championship match.
iii.
The heavy traffic was jammed because of a major accident on the highway.
iv. We
had to leave early as a result of the sudden thunderstorm.
v. The
emergency section of the hospital was opened to accommodate the influx of
injured patients after the accident.
vi.
There was a heavy flood in the streets of the city as a result of continuous
heavy rainfall.
vii.
The students were on strike, and they were making noise to protest against the
tuition fee hike.
viii.
The leaders of the country were so united that they could pass crucial
legislation for the welfare of the nation.
ix.
She had to leave the country as soon as possible due to a family emergency.
x. The
police arrived and controlled the public after a series of riots broke out in
the city.
Dear Student,
Ye sample assignment h. Ye bilkul
copy paste h jo dusre student k pass b available h. Agr ap ne university
assignment send krni h to UNIQUE assignment
hasil krne k lye ham c contact kren:
0313-6483019
0334-6483019
0343-6244948
University c related har news c
update rehne k lye hamra channel subscribe kren: