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WRITING UNIT-III
SUMMERISING
Since technical language is concise it is essential to know how to write summaries. It is
the most to know to write summaries. It is the most to important study skills needed by
professional students. It encourages study skills needed by active reading and helps
remember the material better.
The meaning of the words summery is ` summed up’ or `condensed’. Students need
summarizing skills for various study purposed. They may have to write:
An Abstract: It is a very short version of a long text or passage. Every research article
or paper contains an abstract, which the article briefly tells the reader what the article is
all about.
A Synopsis: It is generally a brief account of a research plan which researcher is
supposed to submit before he or she starts the research work.
Précis: which is synonymous with summery is a brief account of something without
details or formalities.
An Outline: It is a sketch in phrases or sentences that professional writers make before
they start writing a document like a proposal or report.
 It is a process of condensing information without changing the original
meaning and focus of a passage. This requires language competence
and regular practice.
SUMMERISING INVOLVES:
1. Reading Strategy:
 A careful reading plan to identify the central idea, the main points and
important supporting details .
Methods:



Glance through the text quickly in order to understand its central idea and
main points concentrate on the topic, heading and sub-headings.
Then, read the text again carefully in order to understand the details
Make a distinction between :
- main points verses secondary points.
- Facts verses opinions.
- Ideas verses examples and opinions
- Important verses less important points
-
Relevant verses irrelevant information.
Exploit verses implicit information.
During the detail reading, analyze the text in order to:

Recognize key lexical items and makers of cohesion to identify
relationships among different units within the text
 Identify all examples, repetitions, restatements and unnecessary details in
order to remove them.
 Note phrases and expressions that can be replaced by words or shorter
phrases.
 Note the logical organization of the passage.
2. Summarizing Techniques :
 Mainly three techniques are used in summarizing:
I.
Selection: choosing the information that is essential to the meaning of the
passage.
 Select the core information such as, the theme, as expressed in the main
heading or title.
 Select the main ideas of each paragraph and a few key phrases that
support the main idea.
 Select special terms or new phrases essential to understand the theme.
II. Rejection: is the process of removing all t hat is not important, such as:
 Repetitions
 Redundant ( unnecessary ) expressions
 Minor supporting details.
III. Substitutions: it is the process of replacing of synthesis sentences or
words and phrases. It involves:
 Synthesis: is the grammar strategy of combining several sentences into
one sentence.
E.g. in order to computerize a factory, we may have to use an effective
processing system. We may use distributed processing as an effective
method. Frankly speaking this seems to be the best way to go about
computerizing a factory.
Ans. (one sentence substitutes) e.g. Distributed processing in the best
way to go about computerizing a factory.
 Sentences substitution: short sentences may be used to substitute long
sentences.
E.g. In order to computerize a factory, what is needed most is an effective
time sharing systems.

One word substitution: one word should be used to substitute several
words or phrases
E.g. Our Boss always looks at the bright side of life.
Ans. (one word substitute) E.g. Our Boss is an optimist.
POINTS TO REMEMBER:
 Write the summery in your own word covering all the main points of the
original.
 Do not add any detail or comments which are on found in the original.
 Follow the original in the organization of the simmering to order
importance given to the main points.
 Use language that is direct, simple and concise.
 Make use of linking words, such as `firstly’, ` however ‘ etc. to make the
summery coherent.
 Avoid sentences in direct speech or when essential, change them to
indirect speech.
 Do not use colloquial expressions or slang.
 Omit tables, and diagrams included in the original.
 Omit examples ( limit them to one/two) for better understanding of the
points)
 Ensure that and your summery has the same tone as the original( no
personal tone)
STEPS IN NUTSHELL:
1)
2)
3)
4)
5)
6)
Read the text carefully
Make notes
Prepare a draft of the summery
Condense the draft further
Make a fair draft
Learn the techniques to condense.
GRAMMAR UNIT-III
DETERMINERS
Making naming words specific ( part – 2):DEMONSTRATIVES
THIS, THAT, THESE, THOSE
1. Function
The demonstratives this, that, these, those, show where an object or person is in
relation to the speaker.
This (singular) and these (plural) refer to an object or person near the speaker. That
(singular) and those (plural) refer to an object or person further away. It can be a
physical closeness or distance as in:


Who owns that house? (distant)
Is this John's house? (near)
Or it can be a psychological distance as in:


That's nothing to do with me.. (distant)
This is a nice surprise! (near)
2. Position




Before the noun.
Before the word 'one'.
Before an adjective + noun.
Alone when the noun is 'understood'.
Examples:




This car looks cleaner than that one.
This old world keeps turning round
Do you remember that wonderful day in June?
I'll never forget this.
THE QUANTIFIERS: Quantifiers are adjectives and adjectival phrases that give
approximate answers to the questions "How much?" and "How many?"
Examples
I've got a little money.
I've got a lot of friends.


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
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
Numbers: Ordinal and Cardinal,
Quantifiers with countable and uncountable nouns
A few and few, a little and little
Some and any
Compound nouns made with SOME, ANY and NO
Graded Quantifiers
Enough + Noun
Numbers
The Quantifiers: talking about numbers in English
CARDINAL and ORDINAL NUMBERS
The cardinal numbers (one, two, three, etc.) are adjectives referring to quantity, and the
ordinal numbers (first, second, third, etc.) refer to distribution.
Examples:





There are twenty-five people in the room.
He was the fourteenth person to win the award since 1934.
Six hundred thousand people were left homeless after the earthquake.
I must have asked you twenty times to be quiet.
He went to Israel for the third time this year.
THE QUANTIFIERS
Quantifiers with countable and uncountable nouns
Adjectives and adjectival phrases that describe quantity are shown below. Some can
only go with countable nouns (friends, cups, people), and some can only go with
uncountable nouns (sugar, tea, money, advice). The words in the middle column can be
used with both countable and uncountable nouns.
Only with
uncountable nouns
How much?
a little
a bit (of)
a great deal of
a large amount of
-
With uncountable
and countable nouns
How much? or How
many?
no/none
not any
some (any)
a lot of
plenty of
lots of
Only with
countable nouns
How many?
a few
a number (of)
several
a large number of
a great number of
-
+ noun
Note: much and many are used in negative and question forms.
Examples




How much money have you got?
How many cigarettes have you smoked?
There's not much sugar in the cupboard.
There weren't many people at the concert.
They are also used with too, (not) so, and (not) as: There were too many people at the
concert - we couldn't see the band.
It's a problem when there are so many people.
There's not so much work to do this week.
In positive statements, we use a lot of:
Examples


I've got a lot of work this week.
There were a lot of people at the concert.
A few and few, a little and little
These expressions show the speaker's attitude towards the quantity he/she is referring
to.
A few (for countable nouns) and a little (for uncountable nouns) describe the quantity in
a positive way:
Examples


"I've got a few friends" (= maybe not many, but enough)
"I've got a little money" (= I've got enough to live on)
Few and little describe the quantity in a negative way:
Examples


Few people visited him in hospital (= he had almost no visitors)
He had little money (= almost no money)
Some and Any
Some and any are used with countable and uncountable nouns, to describe an
indefinite or incomplete quantity.
Some is used in positive statements:
Examples


I had some rice for lunch
He's got some books from the library.
It is also used in questions where we are sure about the answer:
Examples


Did he give you some tea? (= I'm sure he did.)
Is there some fruit juice in the fridge? (= I think there is)
Some is used in situations where the question is not a request for information, but a
method of making a request, encouraging or giving an invitation:
Examples



Could I have some books, please?
Why don't you take some books home with you?
Would you like some books?
Any is used in questions and with not in negative statements:
Examples



Have you got any tea?
He didn't give me any tea.
I don't think we've got any coffee left.
SOME in positive sentences.
Examples





I will have some news next week.
She has some valuable books in her house.
Philip wants some help with his exams.
There is some butter in the fridge.
We need some cheese if we want to make a fondue.
SOME in questions:
Examples


Would you like some help?
Will you have some more roast beef?
ANY in negative sentences
Examples




She doesn't want any kitchen appliances for Christmas.
They don't want any help moving to their new house.
No, thank you. I don't want any more cake.
There isn't any reason to complain.
ANY in interrogative sentences
Examples




Do you have any friends in London?
Have they got any children?
Do you want any groceries from the shop?
Are there any problems with your work?
Compound nouns made with SOME, ANY and NO
Some +
Any +
-thing
-body
-one
-where
No +
Compound nouns with some- and any- are used in the same way as some and
any.
Positive statements:
Examples



Someone is sleeping in my bed.
He saw something in the garden.
I left my glasses somewhere in the house.
Questions:
Examples

Are you looking for someone? (= I'm sure you are)



Have you lost something? (= I'm sure you have)
Is there anything to eat? (real question)
Did you go anywhere last night?
Negative statements:
Examples


She didn't go anywhere last night.
He doesn't know anybody here.
NOTICE that there is a difference in emphasis between nothing, nobody etc. and not
... anything, not ... anybody:
Examples


I don't know anything about it. (= neutral, no emphasis)
I know nothing about it (= more emphatic, maybe defensive)
SOMETHING, SOMEBODY, SOMEWHERE
Examples






I have something to tell you.
There is something to drink in the fridge.
He knows somebody in New York
Susie has somebody staying with her.
They want to go somewhere hot for their holidays.
Keith is looking for somewhere to live.
ANYBODY, ANYTHING, ANYWHERE
Examples






Is there anybody who speaks English here?
Does anybody have the time?
Is there anything to eat?
Have you anything to say?
He doesn't have anything to stay tonight.
I wouldn't eat anything except at Maxim's.
NOBODY, NOTHING, NOWHERE
Examples






There is nobody in the house at the moment
When I arrived there was nobody to meet me.
I have learnt nothing since I began the course.
There is nothing to eat.
There is nowhere as beautiful as Paris in the Spring.
Homeless people have nowhere to go at night.
ANY can also be used in positive statements to mean 'no matter which', 'no matter
who', 'no matter what':
Examples



You can borrow any of my books.
They can choose anything from the menu.
You may invite anybody to dinner, I don't mind.
Graded Quantifiers
They function like comparatives and hold a relative position on a scale of increase or
decrease.
INCREASE From 0% to 100%
With plural countable nouns:
many
more
most
With uncountable nouns:
much
more
most
DECREASE From 100% to 0%
With plural countable nouns:
few
fewer
fewest
With uncountable nouns:
little
less
least
Examples



There are many people in England, more in India, but the most people live in China.
Much time and money is spent on education, more on health services but the most
is spent on national defense.
Few rivers in Europe are not polluted.

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


Fewer people die young now than in the seventeenth century.
The country with the fewest people per square kilometer must be Australia.
Scientists have little hope of finding a complete cure for cancer before the year
2,000.
She had less time to study than Paul but had better results.
Give that dog the least opportunity and it will bite you.
ADJECTIVES
Adjectives are words that describe or modify another person or thing in the
sentence..
E.g. the tall professor, the lugubrious lieutenant , a solid commitment, a month's pay, a
six-year-old child , the unhappiest, richest man


If a group of words containing a subject and verb acts as an adjective, it is called
an Adjective Clause. E.g. My sister, who is much older than I am, is an
engineer.
If an adjective clause is stripped of its subject and verb, the resulting modifier
becomes an Adjective Phrase: He is the man who is keeping my family in the
poorhouse.
.
Position of Adjectives
 Unlike Adverbs, which often seem capable of popping up almost anywhere in a
sentence, adjectives nearly always appear immediately before the noun or noun
phrase that they modify.
 Sometimes they appear in a string of adjectives, and when they do, they appear
in a set order according to category. When indefinite pronouns — such as
something, someone, anybody — are modified by an adjective.
THE ROYAL ORDER OF ADJECTIVES
Determi
ner
Observati
Physical Description
on
Size
Shape
Age
a
beautiful
old
an
expensiv
e
antiq
ue
four
gorgeous
her
our
big
Materi Qualifie
Noun
al
r
Italian
touring
Col
or
longstemm
ed
red
short
blac
k
old
Origin
car
silver
mirror
silk
roses
hair
English
sheepd
og
those
wood
en
square
dilapidate
little
d
that
enormo
us
several
some

delicious
youn
g
Americ
an
Thai
hat
boxes
hunting
cabin
basketb
players
all
food
The adjective comes after the pronoun:
E.g. Anyone capable of doing something horrible to someone nice should be
punished.
Something wicked, this way comes.
 There are certain adjectives that, in combination with certain words, are always
"postpositive" (coming after the thing they modify):
E.g. The president elect, heir apparent to the Glitzy fortune, lives in New York
proper.
Degrees of Adjectives
 Adjectives can express degrees of modification:
E.g. Gladys is a rich woman, but Josie is richer than Gladys, and Sadie is the
richest
woman in town.
 The degrees of comparison are known as the positive, the comparative,
and the superlative.
i.
The positive: we use the positive when there is no comparison,
merely works to describe. Ravi is tall.
ii.
The comparative: We use the comparative for comparing two
things.
 Notice that the word than frequently accompanies the
comparative.
 We use the inflected suffixes –er to form most comparatives
 We use -ier when a two-syllable adjective ends in y (happier)
 we use more when an adjective has more than one syllable
iii.
The superlative: we the superlative for comparing three or more
things.
 The word `the’ precedes the superlative.
 We use -est to form most superlatives
 We use -iest when a two-syllable adjective ends in y
(happiest)
 we use the most when an adjective has more than one
syllable.
Positive
Comparative
Superlative
rich
richer
richest
lovely
lovelier
loveliest
beautiful
more beautiful
most beautiful
Irregular Comparative and Superlative Forms
good
better
best
bad
worse
worst
little
less
least
much
many
some
more
most
far
further
furthest
Certain adjectives have irregular forms in the comparative and superlative degrees
 Be careful not to form comparatives or superlatives of adjectives which
already express an extreme of comparison — unique, for instance — although
it probably is possible to form comparative forms of most adjectives: something
can be more perfect, and someone can have a fuller figure. People who argue
that one woman cannot be more pregnant than another have never been ninemonths pregnant with twins.
Grammar's Response
"complete" is one of those adjectives that does not admit of comparative degrees. We
could say, however, "more nearly complete. The list of other words is as follows:
absolute
impossible
principal
adequate
inevitable
stationary
chief
irrevocable
sufficient
complete
main
unanimous
devoid
manifest
unavoidable
entire
minor
unbroken
fatal
paramount
unique
final
perpetual
universal
ideal
preferable
whole
 Be careful, also, not to use more along with a comparative adjective formed with
-er nor to use most along with a superlative adjective formed with -est (e.g., do
not write that something is more heavier or most heaviest).
 The as — as construction is used to create a comparison expressing equality:
He is as foolish as he is large.
She is as bright as her mother.
 Premodifiers with Degrees of Adjectives
Both adverbs and adjectives in their comparative and superlative forms can be
accompanied by premodifiers, single words and phrases, which intensify the
degree.
We were a lot more careful this time.
He works a lot less carefully than the other jeweler in town.
We like his work so much better.
You'll get your watch back all the faster.
 The same process can be used to downplay the degree:
The weather this week has been somewhat better.
He approaches his schoolwork a little less industriously than his
brother does.
 And sometimes a set phrase, usually an informal noun phrase, is used for this
purpose:
He arrived a whole lot sooner than we expected.
That's a heck of a lot better.
 If the intensifier very accompanies the superlative, a determiner is also required:
She is wearing her very finest outfit for the interview.
They're doing the very best they can.
 Occasionally, the comparative or superlative form appears with a determiner and
the thing being modified is understood:
Of all the wines produced in Connecticut, I like this one the most.
The quicker you finish this project, the better.
Of the two brothers, he is by far the faster.
 Adjectives and adverbs
Many languages, including English, distinguish between adjectives, which modify
nouns and pronouns, and adverbs, which modify verbs, adjectives, and other
adverbs. Not all languages have exactly this distinction, however, and in many
languages (including English) there are words that can function as both. For
example, in English fast is an adjective in "a fast car" (where it modifies the noun
car), but an adverb in "he drove fast" (where it modifies the verb drove).
 Determiners
Linguists today distinguish determiners from adjectives, considering them to be two
separate parts of speech (or lexical categories), but traditionally, determiners were
considered adjectives in some of their uses. (Determiners are words that are neither
nouns nor pronouns, yet reference a thing already in context). Determiners generally
do this by indicating definiteness (as in a vs. the), quantity (as in one vs. some vs.
many), or another such property.
 Form
A given occurrence of an adjective can generally be classified into one of four kinds
of uses:
Attributive adjectives are part of the noun phrase headed by the noun they
modify; for example, happy is an attributive adjective in "happy people".
Predicative adjectives are linked via a copula or other linking mechanism to
the noun or pronoun they modify; for example, happy is a predicate adjective in "they
are happy" and in "that made me happy."
Absolute adjectives do not belong to a larger construction (aside from a larger
adjective phrase), and typically modify either the subject of a sentence or whatever
noun or pronoun they are closest to; for example, happy is an absolute adjective in "The
boy, happy with his lollipop, did not look where he was going."
Nominal adjectives act almost as nouns. One way this can happen is if a noun
is elided and an attributive adjective is left behind. In the sentence, "I read two books to
them; he preferred the sad book, but she preferred the happy", happy is a nominal
adjective, short for "happy one" or "happy book ".
 Adjectival phrases
An adjectival phrase consists solely of the adjective; more complex adjectival phrases
may contain one or more adverbs modifying the adjective ("very strong"), or one or
more complements (such as "worth several dollars", "full of toys", or "eager to please
VOCABULARY UNIT III
COLLOCATION
A collocation is two or more words that often go together. These combinations just sound "right"
to native English speakers, who use them all the time. On the other hand, other combinations
may be unnatural and just sound "wrong". Look at these examples:
Natural English... Unnatural English...
the fast train
fast food
the quick train
quick food
a quick shower a fast shower
a fast meal
a quick meal
Why learn collocations?



Your language will be more natural and more easily understood.
You will have alternative and richer ways of expressing yourself.
It is easier for our brains to remember and use language in chunks or blocks rather than as
single words.
How to learn collocations ?







Be aware of collocations, and try to recognize them when you see or hear them.
Treat collocations as single blocks of language. Think of them as individual blocks or
chunks, and learn strongly support, not strongly + support.
When you learn a new word, write down other words that collocate with it (remember
rightly, remember distinctly, remember vaguely, remember vividly).
Read as much as possible. Reading is an excellent way to learn vocabulary and
collocations in context and naturally.
Revise what you learn regularly. Practice using new collocations in context as soon as
possible after learning them.
Learn collocations in groups that work for you. You could learn them by topic (time,
number, weather, money, family) or by a particular word (take action, take a chance,
take an exam).
You can find information on collocations in any good learner's dictionary. And you can
also find specialized dictionaries of collocations.
Types of Collocation
There are several different types of collocation made from combinations of verb, noun, adjective
etc. Some of the most common types are:





Adverb + Adjective: completely satisfied (NOT downright satisfied)
Adjective + Noun: excruciating pain (NOT excruciating joy)
Noun + Noun: a surge of anger (NOT a rush of anger)
Noun + Verb: lions roar (NOT lions shout)
Verb + Noun: commit suicide (NOT undertake suicide)


Verb + Expression With Preposition: burst into tears (NOT blow up in tears)
Verb + Adverb: wave frantically (NOT wave feverishly)
Sample Collocations
There are several different types of collocation. Collocations can be adjective + adverb, noun +
noun, verb + noun and so on. Below you can see seven main types of collocation in sample
sentences.
1. adverb + adjective



Invading that country was an utterly stupid thing to do.
We entered a richly decorated room.
Are you fully aware of the implications of your action?
2. adjective + noun



The doctor ordered him to take regular exercise.
The Titanic sank on its maiden voyage.
He was writhing on the ground in excruciating pain.
3. noun + noun



Let's give Mr Jones a round of applause.
The ceasefire agreement came into effect at 11am.
I'd like to buy two bars of soap please.
4. noun + verb



The lion started to roar when it heard the dog barking.
Snow was falling as our plane took off.
The bomb went off when he started the car engine.
5. verb + noun



The prisoner was hanged for committing murder.
I always try to do my homework in the morning, after making my bed.
He has been asked to give a presentation about his work.
6. verb + expression with preposition



We had to return home because we had run out of money.
At first her eyes filled with horror, and then she burst into tears.
Their behaviour was enough to drive anybody to crime.
7. verb + adverb



She placed her keys gently on the table and sat down.
Mary whispered softly in John's ear.
I vaguely remember that it was growing dark when we left
Collocation Lists
Some common verbs
have
have a bath
have a drink
have a good time
have a haircut
have a holiday
have a problem
have a relationship
have a rest
have lunch
have sympathy
do
do business
do nothing
do someone a favour
do the cooking
do the housework
do the shopping
do the washing up
do your best
do your hair
do your homework
make
make a difference
make a mess
make a mistake
make a noise
make an effort
make furniture
make money
make progress
make room
make trouble
take
break
take a break
break a habit
take a chance
break a leg
take a look
break a promise
take a rest
break a record
take a seat
break a window
take a taxi
break someone's heart
take an exam
break the ice
take notes
break the law
take someone's place
break the news to someone
take someone's temperature break the rules
catch
pay
keep
save
save electricity
pay a fine
save energy
pay attention
save money
pay by credit card
save one's strength
pay cash
save someone a seat
pay interest
pay someone a compliment save someone's life
save something to a disk
pay someone a visit
save space
pay the bill
save time
pay the price
save yourself the trouble
pay your respects
catch a ball
catch a bus
catch a chill
catch a cold
catch a thief
catch fire
catch sight of
catch someone's attention
catch someone's eye
catch the flu
keep a diary
keep a promise
keep a secret
keep an appointment
keep calm
keep control
keep in touch
keep quiet
keep someone's place
keep the change
come
come close
come complete with
come direct
come early
come first
come into view
come last
come late
come on time
come prepared
come right back
come second
come to a compromise
come to a decision
come to an agreement
come to an end
come to a standstill
come to terms with
come to a total of
come under attack
go
go abroad
go astray
go bad
go bald
go bankrupt
go blind
go crazy
go dark
go deaf
go fishing
go mad
go missing
go on foot
go online
go out of business
go overseas
go quiet
go sailing
go to war
go yellow
get
get a job
get a shock
get angry
get divorced
get drunk
get frightened
get home
get lost
get married
get nowhere
get permission
get pregnant
get ready
get started
get the impression
get the message
get the sack
get upset
get wet
get worried
Miscellaneous
Time
bang on time
dead on time
early 12th century
free time
from dawn till dusk
great deal of time
late 20th century
make time for
next few days
past few weeks
right on time
run out of time
save time
spare time
spend some time
take your time
tell someone the time
time goes by
time passes
waste time
Business English
annual turnover
bear in mind
break off negotiations
cease trading
chair a meeting
close a deal
close a meeting
come to the point
dismiss an offer
draw a conclusion
draw your attention to
launch a new product
lay off staff
go bankrupt
go into partnership
make a loss
make a profit
market forces
sales figures
take on staff
Classifiers
a ball of string
a bar of chocolate
a bottle of water
a bunch of carrots
a cube of sugar
a pack of cards
a pad of paper