ASSIGNMENT # 03

Name : MAIMOONA SHAH

Roll No : 025

Subject : ENGLISH

Submitted To :

MA’AM AFFIFA AWAN

 ABBREVIATION
Defination:

An abbreviation is a shortened form of a written word or phrase. Abbreviations

may be used to save space and time, to avoid repetition of long words and
phrases, or simply to conform to conventional usage.

The styling of abbreviations is inconsistent and arbitrary and includes many

possible variations. Some abbreviations are formed by omitting all but the first
few letters of a word; such abbreviations usually end in a
period: Oct. for October, univ. for university, and cont. for continued. Other
abbreviations are formed by omitting letters from the middle of the word and
usually also end in a period: govt. for government, Dr. for Doctor,
and atty. for attorney. Abbreviations for the names of states in the U.S. are two
capitalized letters, e.g., AR for Arkansas, ME for Maine, and TX for Texas.

EXAMPLES :
Approx. - approximately

Appt. - appointment

Apt. - apartment

A.S.A.P. - as soon as possible

Mr. - Mister

Mrs. - Mistress (pronounced Missus)

No. - number

Dept. - department

Tel. - telephone

Temp. - temperature or temporary

Vet. - veteran or veterinarian

Vs. - versus
 ACRONYMS
Defination :

Acronyms are abbreviations formed from the initial letters of an expanded phrase

and usually do not include periods: PR for public relations, CEO for chief executive
officer, and BTW for by the way. Some acronyms are pronounced as
words: FEMA for Federal Emergency Management Agency and NATO for North
Atlantic Treaty Organization. Although some people assert that all acronyms not
pronounced as words, such as EPA for Environmental Protection Agency, be
referred to as initialisms, the term acronym is in fact applied to both.

EXAMPLES :
 AIDS - Acquired Immunodeficiency Syndrome

(He tested positive for AIDS.)

 ASAP - As Soon As Possible

(We have to get to the hospital ASAP!)

 LASER - Light Amplification by the Stimulated Emission of Radiation

(Our cat loves to chase a little red LASER beam.)

 PIN - Personal Identification Number

(You’ll need your PIN to use your bank card at the ATM.)

 RADAR - Radio Detection and Ranging

(The police officer used RADAR to catch them speeding.)

 WASP - White Anglo-Saxon Protestant

(Many citizens in the Colonial Era were WASPs.)

 FEMA - Federal Emergency Management Agency

(After the hurricane, FEMA helped the survivors rebuild.)

 HIPAA: Health Insurance Portability Accountability Act

(I can’t give you that information because of HIPAA.)

  HUD - Department of Housing and Urban Development

(You’ll have to go to the HUD office to get help finding affordable housing.)

 NAFTA - North American Free Trade Agreement

(NAFTA requires the U.S. to follow this rule.)

 NASA - National Aeronautics and Space Administration

(We watched the NASA engineer explain how a launch works.)

 UNICEF - The United Nations International Children's Emergency Fund

(UNICEF appointed a new chairman of the board.)

 INITIALISM
Defination :

A set of initials representing a name, organization, or the like, with each letter
pronounced separately, as FBI for Federal Bureau of Investigation.

An unpronounceable abbreviation comprising the initial letters of a term and

commonly used in place of that term. Each letter of an initialism is pronounced
independently. Fox example, SDH is the initialism for Synchronous Digital
Hierarchy.

EXAMPLES :
 DVD - Digital Versatile Disc
 CD - Compact Disc
 ATM - Automated (or Automatic) Teller Machine
 JK - Just Kiddin
 RIP - Rest in peace
 VIP - Very Important person
 HMO - Health maintenance organization
 NY - New York
 BBC - British Broadcasting corporation
 MP - Member of Parliament
 UN - United States
 TUC - Trades union Congress
 UK - United kingdom
 ASSIGNMENT # 02

Name : MAIMOONA SHAH

Roll No : 025

Subject : ENGLISH

Submitted To :

MA’AM AFFIFA AWAN

 READING COMPREHENSION:
Defination:

Reading comprehension is the level of understanding of a text/message. This

understanding comes from the interaction between the words that are written,
and how they trigger knowledge outside the text/message. Comprehension is a
"creative, multifaceted process" dependent upon four language
skills: phonology, syntax, semantics, and pragmatics.

Reading comprehension is considered one of the most critical skills needed for
success in school and the workplace in a modern society. Many students with
learning disabilities (LD) have significant difficulties with understanding what has
been read and will require explicit reading comprehension instruction to develop
this valuable skill. Fortunately, a large research-base of effective reading
comprehension interventions for school-aged students with LD has been
established over the past 30 plus years.

Reading comprehension is essential for successful functioning in our society. In

virtually all instances, the goal of reading is to identify the meaning or message of
the text at hand. Doing so involves the execution and integration of many
processes. 

Reading comprehension is the ability to process text, understand its meaning, and

to integrate with what the reader already knows.

Reading comprehension involves Two levels:

- Shallow ( Low-level) :

Shallow processing involves structural and phonemic recognition, the processing

of sentence and word structure
 - Deep ( High-Level):

Deep processing involves semantic processing, which happens when we encode

the meaning of a word and relate it to similar words.

READING STRATEGY :

There are a variety of strategies used to teach reading. Strategies are key to help
with reading compression. They vary according to the challenges like new
concepts, unfamiliar vocabulary, long and complex sentences, etc. Trying to deal
with all of these challenges at the same time may be unrealistic. Then again
strategies should fit to the ability, aptitude and age level of the learner. Some of
the strategies teachers use are: reading aloud, group work, and more reading
exercises.

-INSTRUCTIONAL CONVERSATION:

"Instructional conversations", or comprehension through discussion, create

higher-level thinking opportunities for students by
promoting critical and aesthetic thinking about the text. Class discussion help
students to generate ideas and new questions.

- TEXT FACTOR:
 There are factors, that once discerned, make it easier for the reader to
understand the written text. One is the genre, like folktales, historical
fiction, biographies or poetry. Each genre has its own characteristics for text
structure, that once understood help the reader comprehend it. A story is
composed of a plot, characters, setting, point of view, and theme. Informational
books provide real world knowledge for students and have unique features such
as: headings, maps, vocabulary, and an index.

- NON-VERBAL IMAGERY:

Media that utilizes schema to make connections either planned or not, more
commonly used within context such as: a passage, an experience, or one's
imagination. Some notable examples are emojis, emoticons, cropped and
uncropped images, and recently Imojis which are humorous, cropped images that
are used to elicit humor and comprehension.

-VISUALIZATION:

Visualization is a "mental image" created in a person's mind while reading text,

which "brings words to life" and helps improve reading comprehension. Asking
sensory questions will help students become better visualizers.

-PARTNER READING:

Partner reading is a strategy created for pairs. The teacher chooses two
appropriate books for the students to read.First the pupils and their partners,
must read their own book. Once they have completed this, they are given the
opportunity to write down their own comprehensive questions for their partner.
The students swap books, read them out loud to one another and ask one
another questions about the book they read.