IGNOU Solved Assignments 2022-2023 - BEGS-183 Writing and Study Skills

 IGNOU Solved Assignments 2022-2023 

BEGS-183 Writing and Study Skills

BEGS 183  WRITING AND STUDY SKILLS

SECTION A

I. Write short notes on the following.

1. How are new words formed through affixation and compounding. Give examples.

Ans: Affixation: We can build new words in English by adding prefixes and suffixes to the base word. For example, to the word mortal we can use the prefix im to make a new word immortal and we can get the word immortalise by adding the suffix-ise. Similarly, the word agree can take the prefix dis- to make a new word disagree and another word disagreement with the suffix - ment.

Compounding: Compounds are made up of two or more parts which can also occur independently as words. These separate words are combined to form other new words which are listed separately in the dictionary and have separate meanings. Example; Blackboard Flowerpot Armchair

 

2. Describe the various steps involved in the process approach to writing.

Ans: The various steps involved in the process approach to writing are:

a) Writing a plan: It is important to write an outline. This may be in points, and remember these points will be changed if required. In fact, your plan must be dynamic and flexible.

 Writing a draft: While writing a draft, you will benefit from frequent pauses to reread what you have written. Rereading helps you to add an example, choose different words and fill in a gap in the logic of an argument. Rereading leads to substantial rethinking and revising; i.e. cutting, reorganizing, rewriting.

b) Conferencing: Sometimes it may be impossible to discover problems in your own writing – perhaps some ideas are not explained adequately or are not sequenced satisfactorily. There may be mistakes in punctuation, spelling, vocabulary or grammar. For this reason, it may be a good idea to show your draft to others to read. You may consult your teachers, seniors or even classmates.

c) Revising: Review the comments of your friends and teachers and incorporate them if they are reasonable. Check for spelling, punctuation and grammatical errors. See where you can improve your vocabulary or add clarity to your ideas. Then make another draft.

 

3. Explain with suitable examples, how diagras can be used to organize notes.

Ans: When the information in a paragraph can be presented visually, it is better to use a drawing, a flow chart, or a tree diagram. This is especially true of scientific material, where it is simpler and clearer to express information in the form of a labelled diagram than by using words only. The diagram should present a mental picture of what you understand from the paragraph.

Flow-charts: Preparing a flow chart especially for descriptions of processes, will help you to understand the texts. Later, when you are revising your work, it will be easier to recollect the information if it is available in a visual form.

Tree Diagrams: Passages that have information of a classificatory nature, for instance, can be analysed by means of tree diagrams. Such diagrams are useful both in classifying the information, and presenting it in the right order.

 

4. What aspects should be considered while writing a process analysis.

Ans: Another type of writing which involves chronological sequencing is what is known as process analysis. While writing a process analysis the following aspects should be considered.

i) Inform your readers of the special tools or materials needed for the job. These could be mentioned right at the beginning, in a section labeled ‘Tools Required’ or ‘Materials Required’. This is to enable the reader to have all his/her tools ready before making a beginning.

ii) Alert your readers to be careful with steps that require precise timing or measurement.

iii)Warn your readers of potentially dangerous steps or materials. For example, if there are some other materials which are flammable, let your readers know before they reach that step.

iv)Give illustrations if you think your instructions will be better understood that way. Illustrations can simplify instructions by reducing the number of words necessary to explain something. You will be able to focus your attention on the steps making up the instructions, rather than on the description of the various parts of the apparatus or equipment.

v) Use linking words which will make clear the sequence in which events or the stages in a process occur.

 

5. How can cohesive devices be used to bring about coherence in a paragraph? Give suitable examples.

Ans: Another technique which brings about coherence in a paragraph is the use of cohesive devices or signal words or signposts between sentences or at the beginning of sentences. These words/phrases will help you as a writer to move smoothly from one sentence to the next and show logical relationship between sentences.

It is explained in the example below:

Man has been able to spread across the earth so widely for four main reasons. First, he is a terrestrial animal, and not restricted to forest. Secondly, he can cross any natural barriers, such as deserts, oceans and mountains. Moreover, he can live off a very wide variety of food. Most important of all, he has developed culture; he has learned to make clothes and build fires which allow him to live in climates where he would otherwise perish. To a large extent, he shares some of these advantages with monkeys. They, too, can move over unfrosted land. They too, can cross some natural barrier, as they have the ability to swim. And they too, can digest many kinds of food. Thus, a single species of baboon has spread across Africa from Dakar in the west to Ethiopia in the east, and south all the way to the Cape of Good Hope. Similarly, Macaques have done at least as well. One species, the rhesus macaque, is equally at home in forest, in open cultivated fields, and inside heavily populated cities.

 

 

 

 

SECTION B

II. Answer the following in around 150 words each:

 

1. What strategies would you adopt to become a critical reader?

Ans: To become a critical reader some of the critical reading strategies which will enrich your thinking as a reader are as follows:

Annotating: This entails recording your reactions to a text, your interpretation and questions as you read along. These are notes you write as you read along.

Taking inventory: Listing and grouping your annotations so that you find meaningful patterns. This would require looking for repetitions such as recurring images, stylistic features such as repeated words or phrases, repeated examples or illustration. These patterns may reveal something about the reading text.

 Outlining: Listing the text’s main ideas or the gist of the text as well as important supporting details.

 Summarizing: Distilling the main ideas or gist of a text.

Synthesizing: Integrating your own ideas with the information learned from other sources.

Contextualizing: Placing the reading text in its historical and cultural context and asking whether it would be useful for your context.

Explaining the significance of figurative language: This is when you examine how metaphors, similes, personification and other such literary devices are used in a text to convey meaning and evoke feelings.

 Reflecting on challenges to our beliefs and value: This refers to texts which may contradict some of your core ideas and beliefs. Instead of dismissing these, it would be a good idea to think again about your ideas and belief system.

Evaluating the topic of an argument: This entails understanding whether the arguments presented by the writer is well reasoned and adequately supported.

 Recognizing emotional manipulation: This is being aware whether the text is unfairly manipulating you, based on false or exaggerated claims.

 

2. What are the probable hard-spots in English Grammar, for those who learn English as a second language?

Ans: The probable hard-spots in English Grammar, for those who learn English as a second language can be identified as the following:

a. “Conditional clauses (in complex sentences) are related to (adverbial) reason clauses; they discuss the consequence of something which may or may not be a real event.” Usually, the second language learners are taught three types of conditionals.

 The first conditional is an open condition i.e. what is said in the condition is possible and refers to either present or future time. For example: - If we hurry, we will get the tickets for the morning show.

The second conditional is an unreal or improbable situation also known as a hypothetical condition. The tense of the verb in the conditional clause is in the simple past tense and the verb in the main clause is would or should.  Example: If I had more time, I would visit my friends more often.

Third Conditional: In these types of sentences we are talking of hypothetical or unreal conditions, and imagining the result of the situation. Example: If you had studied harder throughout the term, you would have done much better in the examinations. (But you didn’t work hard and therefore you did not do well.)

b. Passive Constructions

Understanding the meanings, uses and functions of the passive voice is another difficult area for ESL learners. As passive constructions are fairly frequent in academic and scientific writings, learners are often required to use passive forms in documenting experiments or reports of significant events of their institutions.

We often choose to use passive structures when we want to talk about an action, but are not interested in saying who or what does it. For example: English is spoken by everyone here.

 

3. How is persuasive writing different from argumentative writing? Illustrate your answer with examples of both.

Ans: Persuasive writing is all about trying to convince the reader to change their opinions and sway them with logic, moral appeals, and emotional language. The author places an argument before the readers and then tries to convince them. It also involves convincing the readers to perform an action. argumentative writing as it bears similarity to persuasive writing. But there are distinct differences between the two, which are tabulated below:

	Persuasive	Argumentative
1.	Objective- to win the reader over the author’s side	Objective- present a valid argument and allow the reader to adopt a position either to agree or disagree with the writer’s position -accept it as another point of view which merits further thought and discussion
2.	Only one side of the issue is presented/debated	Both side of the issue is presented – one to substantiate one’s own position and the other to refute the opposing argument
3.	In organization, basic essay format is followed	Statement is made, followed by claims and counter claims

 

4. Briefly describe the three major types of study skills and show how they help us to become better learners.

Ans: The three major types of study skills and show how they help us to become better learners can be describe as follow:

i. Gathering Skills : These skills enable learners to identify and locate relevant information. These skills include reference skills and sub-skills of reading viz. scanning and skimming. Together they equip the learner with the tools to find sources of information. Reference skills can be further subdivided according to the material to be consulted into the following:

i use of dictionary, thesaurus, etc.  ii use of library

 

ii.  Reference Skills :Use of dictionary, thesaurus, etc.

As we know, a very important source of information in ESL (English as a second language) teaching/learning situation is the dictionary. Most of our learners use a bilingual dictionary and consult the dictionary when they encounter a problem with the meaning of a word. The use of a dictionary just to check the meaning is a valid use but also one of the many uses a dictionary can be put to. A good monolingual dictionary of English for learners is the most invaluable source of information regarding the knowledge of a word, which involves pronunciation, spelling, meaning, grammar, collocations, idiomatic expressions, associations, etc.

The dictionary remains an under-utilized source of information, if it is used at all. Every dictionary comes with a section at the beginning telling us how to use it with detailed annotated examples. However, these introductory sections often remain unread. Yet it is almost peremptory that learners know that an entry for a word is made up of several parts. Different symbols and typefaces indicate key features of the word –its pronunciation, for example and how to spell its various forms – as well as its definitions and grammatical information

 

iii. Skimming and Scanning :The reference skills have to be complemented by training in skimming and scanning the two sub-skills of reading, which require a different reading style and speed, dictated by one's purpose in reading, Let us again understand what we mean by skimming and scanning.

Skimming involves searching for the main ideas of a text by reading the first and last paragraphs or by looking for the topic sentences in each paragraph, noting other organizational clues such as semantic markers or summaries used by the author. Skimming does not require reading each and every word of the text, because the purpose of the reading is looking for the main drift of the text.

Scanning involves rapidly glancing down the page looking for specific facts or key phrases.

 

SECTION C

III. 1. Write a paragraph of about 150 words on the topic below. Underline the topic sentence after writing the paragraph.

 

“Protecting our cultural heritage: aspects to be considered.”

 

Ans: Safeguarding our social legacy is a pivotal undertaking that requires cautious thought of different perspectives. Right off the bat, it is critical to recognize and record social legacy destinations and antiquities. This incorporates directing overviews and appraisals to grasp the importance and worth of these destinations and antiques. Also, sufficient measures should be set up to guarantee the protection and preservation of social legacy. This might incorporate the utilization of particular preservation strategies, ordinary support, and reclamation. Moreover, lawful insurance and implementation are important to forestall unlawful uncovering, plundering, and dealing of social legacy things. At last, local area inclusion and instruction are vital for bring issues to light and advance the worth of social legacy. By considering these angles, we can safeguard and save our social legacy for people in the future to appreciate and gain from.

 

“Protecting our cultural heritage: aspects to be considered”

 

2. Write a well – developed composition on the topic given below:

“Importance of providing skills training to students in Indian higher education.”

 

Your composition should have a clear introduction, body and conclusion.

 

Ans: The Indian higher education framework has gone through huge changes somewhat recently. With the approach of globalization and the ascent of the advanced age, the customary techniques for instructing and learning have become old. Today, there is a requirement for understudies to have abilities that go past scholarly information. In this manner, it is fundamental to give abilities preparing to understudies in Indian advanced education.

 

Enhancing employability: Abilities preparing in advanced education can assist understudies with improving their employability. In the present serious work market, businesses search for up-and-comers who have scholastic information as well as viable abilities. Abilities preparing in advanced education can give understudies functional information and active experience, making them more employable.

 

Meeting industry interest: Giving abilities preparing to understudies in advanced education can assist with fulfilling the needs of the business. With the fast innovative headways and changing plans of action, there is a requirement for experts who have the right abilities to meet industry necessities. Giving abilities preparing to understudies can assist with overcoming any barrier between scholarly information and industry requests.

 

Developing business abilities: India is a nation of business people, and giving abilities preparing to understudies in advanced education can assist with fostering their business abilities. Abilities preparing can give understudies the important information and abilities to begin their organizations and become effective business visionaries.

 

Enhancing critical thinking abilities: Abilities preparing in advanced education can assist with improving understudies' critical thinking abilities. Functional abilities preparing can furnish understudies with potential chances to apply their insight to genuine issues. This, thus, can assist understudies with creating decisive reasoning abilities and become better issue solvers.

 

Fostering advancement: Abilities preparing in advanced education can likewise cultivate development. Pragmatic preparation can furnish understudies with valuable chances to investigation and think of groundbreaking thoughts. This, thusly, can assist understudies with fostering an inventive mentality and become more creative.

 

All in all, giving abilities preparing to understudies in Indian advanced education is fundamental. Abilities preparing can assist understudies with improving their employability, satisfy industry needs, foster business abilities, upgrade critical thinking abilities, and encourage development. Hence, Indian advanced education organizations must give abilities preparing to their understudies to set them up for the difficulties of the 21st hundred years.