Professional Documents
Culture Documents
Assigned By:
Engr. Umar Mushtaq
Assigned To:
Ahmad Abdur Rahman
Roll No:
2K8-BS-28
Department:
Computer Science
Date:
15-12-09
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Topic: PCI Express
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• Listening
• Speaking
• Reading
• Writing
The four basic skills are related to each other by two
parameters. We can show their relationship in the following
chart:
Oral
Receptive (Input)
Listening
Listening
When we speak of listening what we really mean is listening
and understanding what we hear. In our first language, we
have all the skills and background knowledge we need to
understand what we hear, so we probably aren't even
aware of how complex a process it is. Here we will briefly
describe some of what is involved in learning to understand
what we hear in a second language.
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We can be involved in our listening, which is called
Interactive listening and that situation
Micro-skills
•recognize vocabulary
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•recognize grammatical word classes
Application
• Watch English TV
Listening as a Communications'
Skill:
Are you REALLY Listening?
Most of us do not realize the importance of listening as a
communicative tool. Yet studies have shown that we actually
spend 50% more time listening than we do talking. We often
take listening for granted, never realizing that it is a skill that
can be learned.
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After your next conversation, test your ability to benefit from
listening to that conversation. Analyze and ask yourself:
The ability to listen is a skill that can be improved with use. This
skill can and will improve all your relationships with friends,
mates, partners, children, and co-workers, even your boss!
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Listening skills fuel our social, emotional and professional
success, and studies prove that listening is a skill we can
learn.
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been made. They won’t feel the need to repeat it, and you’ll
know the whole argument before you respond. Research
shows that, on average, we can hear four times faster than
we can talk, so we have the ability to sort ideas as they
come in…and be ready for more.
10. Engage yourself. Ask questions for clarification, but,
once again, wait until the speaker has finished. That way,
you won’t interrupt their train of thought. After you ask
questions, paraphrase their point to make sure you didn’t
misunderstand. Start with: “So you’re saying…”
As you work on developing your listening skills, you may
feel a bit panicky when there is a natural pause in the
conversation. What should you say next? Learn to settle
into the silence and use it to better understand all points of
view.
Active Listening
Hear What People Are Really Saying
Given all this listening we do, you would think we’d be good
at it! In fact we’re not. Depending on the study being
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quoted, we remember a dismal 25-50% of what we hear.
That means that when you talk to your boss, colleagues,
customers or spouse for 10 minutes, they only really hear
2½-5 minutes of the conversation.
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Tip:
If you're finding it particularly difficult to
concentrate on what someone is saying, try
repeating their words mentally as they say it –
this will reinforce their message and help you
control mind drift.
1. Pay attention.
Give the speaker your undivided attention and
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acknowledge the message. Recognize that what is not
said also speaks loudly.
o Look at the speaker directly.
o Put aside distracting thoughts. Don’t mentally
prepare a rebuttal!
o Avoid being distracted by environmental factors.
o “Listen” to the speaker’s body language.
o Refrain from side conversations when listening in
a group setting.
3. Provide feedback.
Our personal filters, assumptions, judgments, and
beliefs can distort what we hear. As a listener, your
role is to understand what is being said. This may
require you to reflect what is being said and ask
questions.
o Reflect what has been said by paraphrasing.
“What I’m hearing is…” and “Sounds like you are
saying…” are great ways to reflect back.
o Ask questions to clarify certain points. “What do
you mean when you say…” “Is this what you
mean?”
o Summarize the speaker’s comments periodically.
Tip:
If you find yourself responding emotionally to
what someone said, say so, and ask for more
information: "I may not be understanding you
correctly, and I find myself taking what you
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said personally. What I thought you just said is
XXX; is that what you meant?"
4. Defer judgment.
Interrupting is a waste of time. It frustrates the
speaker and limits full understanding of the message.
o Allow the speaker to finish.
o Don’t interrupt with counter-arguments.
5. Respond Appropriately.
Active listening is a model for respect and
understanding. You are gaining information and
perspective. You add nothing by attacking the speaker
or otherwise putting him or her down.
o Be candid, open, and honest in your response.
o Assert your opinions respectfully.
o Treat the other person as he or she would want
to be treated.
Key Points:
It takes a lot of concentration and determination to be an
active listener. Old habits are hard to break, and if your
listening habits are as bad as many people’s are, then
there’s a lot of habit-breaking to do!
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This is because God knew that listening was twice as
hard as talking.
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A second skill is to use the other bodily receptors
besides your ears. You can be a better listener when
you look at the other person. Your eyes pick up the
non-verbal signals that all people send out when they
are speaking. By looking at the speaker, your eyes will
also complete the eye contact that speakers are trying
to make. A speaker will work harder at sending out the
information when they see a receptive audience in
attendance. Your eyes help complete the
communication circuit that must be established
between speaker and listener.
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have completed. An open mind is a mind that is
receiving and listening to information.
THINGS TO REMEMBER
Speaking skill
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Speaking involves more than just pronouncing words.
Interactive speaking situations include face-to-face
conversations and telephone calls, in which we are
alternately listening and speaking, and in which we have a
chance to ask for clarification, repetition, or slower speech
from our conversation partner. Some speaking situations
are partially interactive, such as when giving a speech to a
live audience, where the convention is that the audience
does not interrupt the speech. The speaker nevertheless
can see the audience and judge from the expressions on
their faces and body language whether or not he or she is
being understood.
Micro-skills
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• use the register or language variety that is appropriate to
the situation and the
Application
• Talk to yourself
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have to rack your brains to remember one? Sadly, too
many presentations are easy to forget. And that's a big
problem because the only reason the presenter gave the
talk was to communicate something to you!
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When? Timing is important here. Develop a sense of
timing, so that your contributions are seen and heard as
relevant to the issue or matter at hand. There is a time to
speak and a time to be silent. ‘It’s better to be silent than
sing a bad tune.’
Keep it simple
When it comes to wording your message, less is more.
You're giving your audience headlines. They don't need to
and are usually not expecting to become experts on the
subject as a result of hearing your talk.
Be prepared
Preparation is underrated. In fact, it is one of the most
important factors in determining your communication
successes. When possible, set meeting times and speaking
and presentation times well in advance, thus allowing
yourself the time you need to prepare your
communications, mindful of the entire communication
process (source, encoding, channel, decoding, receiver,
feedback and context). By paying close attention to each of
these stages and preparing accordingly, you ensure your
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communications will be more effective and better
understood.
Unforgettable delivery
Your delivery of your speech or presentation will make or
break it, no matter how well you've prepared and crafted
your clear, concise message. Some useful tips for keeping
your presentation vivid include:
My reply was:
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Areas assessed
Pronunciation scoring
Nine-band scale
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Band 3: The test taker’s pronunciation shows some of the
features of Band 2 and some, but not all, of the positive
features of Band 4.
2. Recognizing scripts
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Instructors can help students develop speaking ability by
making them aware of the scripts for different situations so
that they can predict what they will hear and what they will
need to say in response. Through interactive activities,
instructors can give students practice in managing and
varying the language that different scripts contain.
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Tell your personnel experiences and avoid white lies. Be
prepared to inject relevant story at appropriate part of your
speech. Let your audience see you and your enthusiasm,
and you will have a great speaking performance.
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This talk must be accessible to a general Computer Science
audience. It should be advertised as ``In Partial Fulfillment
of the Speaking Requirement'' so the audience knows what
kind of feedback the student is seeking and so all interested
and available Speakers Club members can mark their
calendars accordingly.
Reading skill
Reading can develop independently of listening and
speaking skills, but often develops along
Micro-skills
recognize vocabulary.
•(written) context.
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•detect sentence constituents, such as subject, verb,
object, prepositions, etc.
Application
• Review Who, What, Where, When, Why for each story you
read
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Chall's Stages of Reading
Development
Jeanne Chall's model of the stages of reading acquisition is well
known.(Resnick, pg 38) In Chall's model, each stage builds on
skills mastered in earlier stages; lack of mastery at any level can
halt the progress beyond that level.
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Stage 3. Reading to learn: At this stage, the motivation for
reading changes. The reader has enough reading skill to begin
to read text in order to gain information. Readers' vocabulary
development accelerates at this point resulting from increased
exposure to the written word. Typically developing children
usually achieve this stage in 4th grade, around the age of 9.
Other views
Phase 1: Uta Frith's view of phase 1 as
the logographic phase. Linnea Ehri calls it the visual-cue phase.
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According to the National Reading Panel, the ability to read
requires proficiency in a number
of languagedomains: phonemic awareness, phonics (sound-
symbol correspondence), fluency, vocabulary, and text
comprehension.
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right, beginning with the onset consonant, s/he typically
does not yet know the vowel with which it must be
coarticulated. And, the vowel sound itself cannot be known
until the remaining rime (the rime is the portion of the
syllable beginning with the vowel and extending to its end:
ig in rig vs ight in right) is fully encountered.
The following example illustrates the dysfluency that this
can create. Without looking ahead, begin to sound out the
following word, left to right, using letter-sound knowledge.
The first letter is b, the sound of which is- try to say it. The
second letter is o. If you said the sound of b was buh, you
have some revision to do since you have ended in a vowel
sound that does not allow for blending with the o. But how
does the o sound? Now you have bo. What does it sound
like? The o could be long or short. Try bou, bough. At this
point you might have begun to appreciate that the vowel is
not knowable until you reach the end of the syllable, i.e.,
until you have considered the full rime. Now try bought.
For these reasons, teaching reading through orientation to
rime first and then adding the onset (ought-bought) can be
helpful in promoting fluency through supporting the
phonological problems of coarticulation. Emphasis on the
rime also supports the development of an intuitive, and
therefore more fluent, awareness of orthographic
patterns. [7]
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Reading Comprehension :The NRP describes
comprehension as a complex cognitive process in which a
reader intentionally and interactively engages with the
text. Reading comprehension is heavily dependent on
skilled word recognition and decoding, oral reading
fluency, a well-developed vocabulary and active
engagement with the text.
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8. Get help promptly for reading problems.
Reading problems do not magically disappear with time.
The earlier children receive help, the more likely they will
become good readers. Make sure your children receive
necessary help from teachers, tutors, or learning centers as
soon as you discover a problem.
Reading Strategies
Reading Efficiently by Reading Intelligently
Once you know this, you can examine the text to see
whether it is going to move you towards this goal.
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An easy way of doing this is to look at the introduction and
the chapter headings. The introduction should let you know
at whom the book is targeted, and what it seeks to achieve.
Chapter headings will give you an overall view of the
structure of the subject.
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Doing this also helps to keep your mind focused on the
material and stops it wandering.
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Newspapers tend to be arranged in sections. If you read a
paper often, you can learn quickly which sections are useful
and which ones you can skip altogether.
• News Articles:
Here the most important information is presented first,
with information being less and less useful as the
article progresses. News articles are designed to
explain the key points first, and then flesh them out
with detail.
• Opinion Articles:
Opinion articles present a point of view. Here the most
important information is contained in the introduction
and the summary, with the middle of the article
containing supporting arguments.
• Feature Articles:
These are written to provide entertainment or
background on a subject. Typically the most important
information is in the body of the text.
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Strategy 6: Using glossaries with technical
documents
If you are reading large amounts of difficult technical
material, it may be useful to photocopy or compile a
glossary. Keep this beside you as you read. It will probably
also be useful to note down the key concepts in your own
words, and refer to them when necessary.
Key points:
This section shows six different strategies and techniques
that you can use to read more effectively.
These are:
Writing skill
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Writing is more complicated than it seems at first, and often
seems to be the hardest of the
Micro-skills
conventions.
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• judge how much background knowledge the audience has
on the subject and make clear what it is assumed they
don't know.
Application
Keep a diary/journal
•make lists
•Write emails
•Get an penpal
The better your writing skills are, the better the impression
you'll make on the people around you – including your
boss, your colleagues, and your clients. You never know
how far these good impressions will take you!
Definitely not.
Once you know what you're writing, and for whom you're
writing, you actually have to start writing.
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A blank, white computer screen is often intimidating. And
it's easy to get stuck because you don't know how to start.
Try these tips for composing and styling your document:
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• Use simple language – Unless you're writing a
scholarly article, it's usually best to use simple, direct
language. Don't use long words just to impress people.
Structure
Grammatical Errors
• Affect/effect
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• "Affect" is a verb meaning to influence. (Example:
The economic forecast will affect our projected
income.)
• "Effect" is a noun meaning the result or outcome.
(Example: What is the effect of the proposal?)
• Then/than
• Your/you're
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To learn more about commonly misused words, misused
apostrophes, and other grammatical errors, take our Bite-
Sized Training session on Written Communication.
Tip:
Some of your readers – arguably an increasing number – won't be
perfect at spelling and grammar. They may not notice if you make
these errors. But don't use this as an excuse: there will usually be
people, senior managers in particular, who WILL notice!
Proofing
The enemy of good proofreading is speed. Many people
rush through their documents, but this is how you miss
mistakes. Follow these guidelines to check what you've
written:
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Key Points
More than ever, it's important to know how to communicate
your point quickly and professionally. Many people spend a
lot of time writing and reading, so the better you are at this
form of communication, the more successful you're likely to
be.
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1. List each item you need to discuss in your memo
or report.
2. Put them in order — from most to least important
3. Write a brief summary of your entire memo —
this will be your first paragraph.
4. Expand on each item listed in step 1.
5. If any action needs to be taken by the recipient,
state that in your closing paragraph.
Some Tips
Avoid wordiness. Say out loud what you are trying to write.
Listen to how the words sound. For example, the sentence,
"I found out that I should take a look at our past sales
figures in order to come up with a plan to help us re-
evaluate our sales technique" could be more simply stated
as "I must take a look at our past sales figures to re-
evaluate our sales technique."
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that this question can be translated to "What would you like
the background color of your site to be: Light Blue or
White?" However, don't expect your client to be more
familiar with this technical jargon than you would be with
her discussion of a psychological term such as
trichotillomania.
When possible, use the active voice. The active voice makes
your sentence stronger and usually shorter. Let's try these
examples. Passive voice: "Sales increased due to the
networking I did." Active voice: "My networking increased
sales."
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computer, you have access to automated spelling and
grammar checkers. Beware though — some words, used in
the wrong context may be missed by computerized spell
checkers. For example the sentence "To employees
attended too meetings two learn about the gnu software,"
would pass through the spell check without any misspellings
being detected. Have someone else proofread your
document, if possible. If time allows, put your composition
away, and proofread it later, or even better, the next day.