GUIDED COMPOSITION

'Guided writing' refers to the expansion of a set of points or short sentences to form a short passage or an essay. There are five essential stages in the process of expansion: examination, exposition, elaboration, conclusion and copying out. 'Examination' refers to studying the given points or ideas. Through 'exposition' and 'elaboration', a systematic interpretation or explanation is written based on the points or ideas, and providing extra material and examples, and clarifying details. The passage also needs a logical conclusion that rounds off the discussion.

HOW TO WRITE AN ESSAY

An essay must have unity of theme, which means that you should have your aim clearly set down before you start writing.
You can give emphasis to the main idea in the essay by placing it in a prominent position ( for example, the beginning or end), either by giving more space to it or by directly starting it.
The beginning introduces the subject of the essay, the middle develops the theme and the concluding paragraph (s) take (s) it to a suitable close.
To ensure that your essay has the quality of balance, the points that are included in it must be given the treatment they deserve according to their importance.
For an essay or passage to be coherent, arrange the ideas it contains in a definite order and also make clear the link between any two adjacently placed points.
An essay or passage should not be loosely structured are rambling, and every part should contribute to its total meaning.
Most essays are written in a formal style. Thus, complete sentences are used and colloquial expressions and slang are avoided.

Follow the steps given below to help you write a well-developed passage or an essay.
Step 1 : Specify the topic.
Step 2 : Jot down relevant points.
Step 3 : Order the main points as headings.
Step 4 : Arrange the remaining points under the main headings to get an outline.
Step 5 : Develop the outline into a complete essay.

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CONSONANTS

Consonants are produced when there is either a closure or narrowing of the air passage in the oral cavity. For example, /t/ is pronounced with the front of the tongue pushing against the palate. The 24 consonants in English are listed below: Consonants are further classified in terms of how the sounds are made: Plosives: Plosive sounds are produced when the vocal tract is blocked, building up air pressure, and then the air stream is abruptly released. Fricatives: In the production of fricatives, airstream is directed through a narrow construction in the vocal tract. Nasals: In the production of nasal sounds, air flows through the nasal cavity. Affricates: Affricates begin as stops and conclude as fricatives. Consonant Clusters : Consonant clusters are groups of two or more consonants sounds that come before, after or between vowel sounds. Look at a few examples below:

ROOT FORMS OF WORDS

The process of making new words from a base or root from (or the most basic form of a word, without anything attached to it, which you will find in a dictionary) is known as word formation, and understanding how this works will help us build our vocabulary by deriving many new words according to our needs. Many words that we use come from a root word. If we disconnect prefixes and suffixes, the root can be identified. A little digging will uncover just what the root word really means. For example, in a word such as 'bicycle', the root what is 'cycle'. Since English is a derivational language, it has borrowed many words from other languages especially from Greek and Latin roots. (A 'root' is a form of a word from which other words are derived using affixes.) For example, pater (or patr) is a Latin word which means 'father'. It serves as root for English words such as 'patriarch', 'patrimony', 'patron', etc. DETERMINING A R

INTERPERSONAL SKILLS

In our day to day life, we have to communicate with one another for our needs. lnterpersonal skills are the most necessary skills in life as we cannot interact or communicate with other people in groups or individually without them. It is found that most organisations and individuals who achieved success have used these interpersonal skills better than others. These skills are not only useful at workplaces but also in one's personal and social lives where you could reap good results in comparison with others who never use interpersonal skills at the right time at the right place. People who have good interpersonal skills are mostly perceived as optimistic, claim, confident, charismatic, dynamic and possessing good leadership qualities. The following are the the characteristics of interpersonal skills: fluent verbal communication good nonverbal communication positive thinking negotiation ability listening ability problem solving skills stress management

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