10th grade basic english

By: Zainab Khan! Nasra School (DHS-Aft) Karachi, Pakistan

6.1 WRITING: 6.1.1 compose a formal application, complete scholarship or application forms;

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6.1.2 compose a formal letter to school authorities, newspaper editors, etc; (follow block style with open punctuation)

-Formal letters are sent to organizations, government departments, chair holders, newspaper editors and Human Resource Managers etc. to make complaints, requests, inquiries, orders, apply for jobs etc. The basic difference between a formal and an informal letter is that in case of formal letters, the person to whom you are addressing the letter is not a friend or any other person known to you. Your tone is respectful and formal words and sentences should be used to create a pleasant impression on the recipient.

Date: …………… Title (The Human Resource Mangaer / The Editor etc) Name of the organization / newspaper, Address Dear Sir / Madam Subject: . . . . . . . . . . . . . . . . . . . . . (The body of the letter could consist of the following):• Introduction - your reason for writing• Your views, feelings, or opinions about the matter• Your suggestions, recommendations etc. to solve the problem or the reasons for the incident• Action, you hope the concerned authorities should now take Thanking you Yours sincerely / SincerelyABC

Your address


6.1.3 compose a report of an experiment, investigation, incident or event;

How to Report on an Experiment

A laboratory report should communicate, as clearly and concisely as possible, the rationale for the experiment, what was done, what the results were and what the results mean. On the basis of a report on an experiment a reader should, basically, be able to repeat it and get similar results. The report should be as short and simple as possible to accomplish these ends; it takes practice to learn how to write a technical report which does this well.

Any report must have certain content to accomplish the above purpose and to facilitate the administration of the course. While the specific format outlined below is not essential for this, it is one way to accomplish it and students should find following it to be useful and instructive. However, as long as the objectives above are accomplished, this scheme may be reasonably modified for certain labs if desired. For instance, if an experiment has several parts which use different apparatus or if the same apparatus is used to do several different experiments, the material in some sections may need to be repeated for the various different situations and this should be organized in the most suitable way.

Heading

Identify the experiment by name and give the date performed, your name (first and underlined) and that of your lab partner(s), and lastly the name of your TA.

Abstract

Give an extremely short (only a few sentences) description of the object of the experiment and a statement of your principal results.

Theory

Start with the motivation (or reason) for the experiment. Follow this with the theory behind the experiment. Give a brief presentation, in your own words, of the essential ideas behind the experiment. Include only the most important formulas (explaining the meaning of any symbols used). Do not give any derivations unless they are original. The purpose is just to establish the context of the experiment and state, for reference, the relations you will be using in analyzing your data. (The proverbial interested reader should be able to look up details elsewhere on the basis of your outline.) One paragraph, in good English, should suffice.

Experiment

Succinctly describe, in your own words, the apparatus used and the procedures followed to get your results. It is best to do this without reference to the lab manual. Relying on your own memory is more authentic and provides practice for your powers of observation. Tell what you did so that someone else could duplicate it from your description. Obviously, neither your TA nor the other students need this exposition (anymore than they need your solutions to the homework problems for the lecture part of the course); they all know about the experiment. This is an instructive exercise, for your benefit, in attending to and understanding facts in a scientific manner and to give you practice in describing them intelligibly. Think of your reader as an intelligent physics student who has not done the experiment. You should demonstrate clearly to


your TA that you know and understand what you did and can articulate it simply. Often the simplest and clearest way to explain something is to give a schematic drawing. This means a drawing without the details that are not essential to the point you are trying to communicate. For example, in discussing the motion of a car. is more appropriate than, because the essence is that something is moving from one place to another and the details of the object moving are irrelevant. It is important to gain the skill of realizing and illustrating the essence of a situation. This will also make it easier for the TA to read and understand what you write. So you are encouraged to use such drawings and you should include one of the apparatus used. However, do not copy the detailed diagrams in the lab manuals directly, a rough sketch of the apparatus showing the relevant physical variables (e.i. x, y, [[theta]], etc.) is appropriate. Emphasize sketches of the equipment but three dimensional artist's sketches are inappropriate. Such a drawing should illustrate what you have to say.

Data Analysis

Give one example of each calculation made; it should be clear that you understand what you are doing. You may do the other calculations separately and include only the final results. For your own benefit (and for the instructor's sanity): BE NEAT! Calculate errors and show any error formulas used; again, include one sample calculation.

Conclusion

Summarize, in a paragraph or two, what you conclude from the results of your experiment and whether they are what you expected them to be. Compare the results with theoretical expectations and include percent error when appropriate. Don't use terms such as "fairly close" and "pretty good;" give explicit quantitative deviations from the expected result. Evaluate whether these deviations fall within your expected errors and state possible explanations for unusual deviations. Discuss and comment on the results and conclusions drawn, including the sources of the errors and the methods used for estimating them. Include brief answers to the specific questions asked in the lab instructions.

Remarks

Please critique the experiment as presented in the lab manual. Could the lab be done in a better way? Do you have some other or original method for obtaining the same results? Your suggestions are encouraged and are used to improve the lab manual.

Data

Attach a copy of the initialed data which you took in the lab to the back of your lab write-up.

Report of an investigation:

1. We’ve all seen that sort of writing: For the purposes of a non-pre-scheduled process of elective rehydration by means of the ingestion of a pre-prepared alkaloid infusion delivered by an on-demand user-operated dose-consistent process, the victim was of necessity engaged in a stepwise incrementation of his personal potential energy quotient by means of a progressive elevation of his bodily mass using a pre-existing manual-process “step-and-riser” system


originally installed at facility commissioning in accordance with standards then operative in workplace standards & facilities standards currently pertaining.

2. (e.g. “We intend, by addressing those root causes, to prevent similar and related incidents happening in the future.”) 2: Incident Description Describe precisely what happened, beginning with the initial incident statement and resisting the temptation to launch straight in with underlying or root causes or inappropriate detail.

3. We find that ordering our findings in accordance with the TOP-SET headings is extremely helpful: T ime, Sequence and History O rganisation / Control / Responsibility P eople and their involvement S imilar events E nvironment and its effects T echnology, equipment & processes We’d suggest you use these as sub-headings, and you may even want to put your findings in the categories of the planning chart you will have used on the course.

4. It, too, falls into clear sections, as follows: 1: Aims & Objectives Tell the reader what you were trying to do in the investigation (e.g. “The investigation was designed to get to the root causes of the fire in the Loading Dock”) and what you hoped to achieve by doing it.

5. STRUCTURING THE REPORT The other main thing which will help you write clear, pain-free, persuasive reports is following a clear and logical structure.

6. Having set out your findings, also - as in the introductory sections - set out your: 5: Recommendations In this fuller version, you will want to address not only the root causes but also all the individual contributory causes you found along the way; they have to be dealt with also.

7. WRITING TO PERSUADE The first thing to remember is that when you’re writing an investigation report, you’re trying to persuade someone to do something.

8. In all these cases, it’s worth noting the location of supporting data in your report; in the future, another investigating team may want to consult your own records and it will help them if they can find them as easily as you can.

9. During this process, said victim experienced an unpredicted decrement in personal adhesion due to a local area of out-of-specification frictional coefficient due to an adventitious “pooling” of non-pre-admixed solvent designed for subsequent admixture with an anionic/amphoteric surfactant product by a routine preventive anti-contamination operative, leading to said adhesion falling below the stress/shear tolerance necessary for the continuation of the said process.

10. This was followed by a rapid non-linear reduction in potential energy and the resultant transductive process caused the application of kinetic but non-fracturing shear stresses to the victim’s dextro-patellar region and subsequent contusion and minor haematomata… By which time you’ve long ago lost them.

11. Summarise the immediate causes and the root causes and anything else you think is specifically relevant, but don’t go charging off into detail.

12. All you have to do now is write the… Main Report Which outlines everything in much more detail.

13. SUMMARY In the summary, you explain briefly: - Who was involved in the incident - What actually happened - When it happened - Where it happened and - Who you are (and why you are investigating it) CONCLUSIONS In this section, you give a broad overview of WHY it happened.


14. Damage to property and potential injury.”) The Incident Description expands on that adding the rest of the detail which is known to be true.

15. Job done (or you can use the Reporting Template on the Kelvin TOP-SET web site at ) On the other hand, your investigation may be too complex to fit on the standard company form.

16. Summary The formal report and the news story are the only two human activities which start with the climax.

17. What do you do if that’s the case? Here’s a simple structure which will help you get the information across in a clear, logical and persuasive way.

18. Recommendations Finally, lay out your main recommendations which will prevent this sort of thing happening again and which are, therefore, the whole point of the exercise.

19. This section should also contain a summary of the details and the results of any simulations, tests or reconstructions you did in the course of the investigation.

20. 3: Methods of Investigation Begin this section by describing your investigation team: who it was made up of, their qualifications, their positions and anything else relevant about them.

21. Just like an advertisement or a direct-mail shot, you want the reader to get to the end of your report and take action.

22. Congratulations! You’ve now written the only bit of the report that 90% of people will actually read.

23. For the sake of clarity, we suggest you link your recommendations with the causes which prompted them.

24. Don’t say, “The man was bitten by the dog.” Say, “The dog bit the man.” The first way is called the “passive voice” and usually is a way of keeping yourself at arms’ length from what you’re saying.

25. Who did you talk to? Where? What was the relevant information the interviewee gave you? Again, no need to include the whole transcript or detailed notes - just be sure you can lay your hands on them if necessary.

Report of an Incident:

“In a health care facility, such as a hospital, nursing home, or assisted living, anincident report or accident report is a form that is filled out in order to record details of an unusual event that occurs at the facility, such as an injury to a patient.”

In a health care facility, such as a hospital, nursing home, or assisted living, an incident report or accident report is a form that is filled out in order to record details of an unusual event that occurs at the facility, such as an injury to a patient. The purpose of the incident report is to document the exact details of the occurrence while they are fresh in the minds of those who witnessed the event. This information may be useful in the future when dealing with liability issues stemming from the incident.

Generally, according to health care guidelines, the report must be filled out as soon as possible following the incident (but after the situation has been stabilized). This way, the details written in the report are as accurate as possible.

Most incident reports that are written involve accidents with patients, such as patient falls. But most facilities will also document an incident in which a staff member or visitor is injured.


1Organizing Your Event Report:Determine the presentation style and format for each audience. Event reports can be bound, stapled, emailed PDFs, PowerPoint presentations, and so on. [1]

Make sure the event report is organized into clear sections. You want to determine how the

results of the event compared to the objectives for it. Summarize the main outcomes of the

event.

Tailor the event report for the needs and interests of each sponsor and audience. Consider the

objectives of the sponsors. To some degree, sponsors are the key audience for an event report.

They want to know whether it was worth sponsoring the event. So consider what they will want

to know and what their hot buttons are.

Tailor the event report to also meet the specific needs of the uniqueness of the event and

sponsors. Don’t write a color-by-numbers report. Other audiences for the event report include

senior executives and financial managers.

Create a process to track information you will need throughout the event. You don’t want to have to rely on your memory.

Tracking key information before, during, and after the event will allow for a more specific, and

ultimately more effective, report. It will also allow you to compile it all in a timelier fashion.

Consider data collection to be continuous, using multiple people if necessary (including possible

interns) to collect data. The bottom line is that you should not wait to create the report until the

end of the event.

Boil it down to the key points. One problem with some event reports is that they do little more than regurgitate the agenda or focus on feel-good, booster-ish statements. Don’t do that. Instead, highlight the key points with a clear, analytical eye.

Pick out some of the event highlights to discuss in detail. Consider which three things worked

best, and which three points were most surprising.[4]

Avoid packing the article with mundane details, such as the luncheon menu or a detailed

summary of the entire presentation of the keynote speaker. You want to pull out the things that

mattered.

2Putting the Right Content in Your Report:

Write an executive summary. The event report should include an executive summary that is a concise version of the more detailed full report. Think of the executive summary as being like an introduction.


You could create two reports – an executive summary designed for people who have some

interest in the event’s outcome, and a more detailed fuller report for people actually involved in

setting up or sponsoring the event.

In the executive summary, you want to boil down and focus on the key objects and results. The

executive summary should be brief – just one or two pages. It should summarize the key

elements delivered by the event, and it should include a brief interpretation of the data.

Include visuals in your event report. It’s often more effective to offer a chart illustrating statistical trends, instead of just presenting readers with a bunch of numbers.

If the event included a new product, you could present a photo of it. Photos of the actual event

could help illustrate the event report. Try to get photos of sponsors’ exposure on the site to

document it for the report. Again, this is a task that can’t wait until after the event.

Samples, reproductions, and other on-site examples are good to include. Report the number of

people who received sponsor coupons, etc. Document both on-site and off-site exposure

generated by the event, in the media, to the audience, for sponsors.

Document all advertising and media exposure. You want to assess the media that was generated compared to the objectives outlined.

Focus on print ads and articles in which sponsors’ names and ads appeared, in addition to

gathering circulation figures and advertising rates.

Document television advertising, public service announcements, ratings and rate card values,

and news coverage.

Don’t forget to document radio, rate card ads, values for ads and promotions, audited reports,

and so on.

Include a statement of the event’s objectives. It’s really important to link the event’s objectives with its results, so make sure that you include a reminder of what the event’s original mission was and which goals were set.

You might include a listing of your event program. You should also discuss who the key

participants were in the event at some point. Keep these sections brief, though. [6]

Make sure to spend the most time listing and discussing the specific key outcomes of the event

and matching them to the outcomes that were listed. Be realistic, and don't try to sugarcoat

things that didn't work.


6.1.4 develop focus for own writing by identifying audience and purpose;

Imagine reading one long block of text, with each idea blurring into the next. Even if you are reading

a thrilling novel or an interesting news article, you will likely lose interest in what the author has to

say very quickly. During the writing process, it is helpful to position yourself as a reader. Ask yourself

whether you can focus easily on each point you make. One technique that effective writers use is to

begin a fresh paragraph for each new idea they introduce. Paragraphs separate ideas into logical,

manageable chunks. One paragraph focuses on only one main idea and presents coherent sentences

to support that one point. Because all the sentences in one paragraph support the same point, a

paragraph may stand on its own. To create longer assignments and to discuss more than one point,

writers group together paragraphs.

1. Purpose. The reason the writer composes the paragraph.

2. Tone. The attitude the writer conveys about the paragraph’s subject.

3. Audience. The individual or group whom the writer intends to address.

6.1.5: deduce the causes of a given phenomenon or happening;

Causes of phenomenon or happening:

“The introduction of pollutants into the air, water or soil is called pollution. The burning of fossil fuels

to power industries and vehicles is a major cause of pollution. Generating electrical power through thermal power

stations releases huge amounts of carbon dioxide into the atmosphere”

“Typhoid fever is an acute illness associated with fever caused by the Salmonella typhi bacteria. It can also be

caused by Salmonella paratyphi, a related bacterium that usually causes a less severe illness. The bacteria are

deposited in water or food by a human carrier and are then spread to other people in the area.”

“A tsunami is a series of large waves generated by an abrupt movement on the ocean floor that can result from an

earthquake, an underwater landslide, a volcanic eruption or - very rarely - a large meteorite strike. However,

powerful undersea earthquakes are responsible for most tsunamis”


6.1.6 paraphrase a given unseen poem;

1. Your first step might be to paraphrase (i.e. to put into words which make things clearer or simpler) the meaning of each sentence. Start with a very quick, straightforward comprehension exercise – what exactly is being said in the poem in basic literal terms as far as you can reasonably tell? This is a really important first stage, as this paraphrase will determine which interpretations are plausible and which might be ruled out (or at least which considered much less likely) by the content of the poem. It will also help you work out what can’t be paraphrased, what’s left for speculation.

2. Show us that you have a good eye for detail. Pay attention to grammar (i.e. past or present tense, use of auxiliary verbs, aspect, voice, though you don’t need to know any technical terms necessarily), and to whether things are being said as a statement or a question or in some other way. Look out for the little words that you might skip over in a rush (e.g. negatives, pronouns). Make sure your paraphrase is accurate in terms of the little words and the syntax (i.e. how individual words join together to make meaning).

3. Don’t try to guess the author of the poem or its date – this isn’t what we are interested in. More importantly, don’t use the details in the poem to guess at a biography or identity for the person who wrote the poem. Stick to the literal meaning to work out what the poem might be about, and then explore possible interpretations or observations. From these literal meanings, think about what the implications of these statements might be? What inferences can be drawn from the poem?

4. Don’t make guesses about meanings or ‘themes’ based on individual words or images picked out and isolated from the meaning of a whole sentence. Instead, think about how the poet’s choice of imagery or choice of particular words creates and particularises the meaning of the poem. Perhaps try to jot down a sentence or two of summary, capturing the main movements or developments of ideas in the poem.

5. Think about the tone of the poem. Is this serious, ironic, bitter, earnest, sceptical, sentimental, etc etc? Think carefully about what adjectives would best describe it. Does the tone affect how we should interpret the poem, what inferences we should draw about what the poem says? Are there changes or variations in tone or approach in the poem?

6. Have a look at the form of the poem. You don’t have to know lots of technical terms, but just look at the basics of the form of the poem (does it rhyme? what are its rhythms? what does it do with line endings? does it put words in unexpected orders?) Does it do anything experimental or unusual with language? Can you relate those formal qualities to the meaning of the poem?

7. The most important preparation is to practise. Why not look at Poetry Daily’s ‘Today’s Poem’ for ten minutes each day, and try following some of the advice above? If you have a friendly interlocutor to hand, you could ask them to ask you questions about the poem.


6.1.7 compare and contrast any two objects, situations, ideas, events and actions;


Contrast b/w light and dark:


6.1.8 use reasons, examples and / or evidences to convince and support a prompt / belief / view;

Headache-Reasons: Primary headaches are caused by dysfunction or overactivity in pain-sensitive structures in the head. The most common form of primary headache is the tension-type headache. A wide variety of conditions can cause secondary headaches, ranging from hangovers to brain tumors.

An adverb is a part of speech used to describe a verb, adjective, clause, or another adverb. It simply tells the readers how, where, when, or the degree at which something was done. Examples: The manager accepted the challenge very nicely.

10th grade basic english

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