Professional Communication

Unit I-reading and listening skill:comprehension

1) Master Choa Kok Sui: The Great Invocation

The Great Invocation is a powerful prayer given to the world by Holy
Master Djwhal Khul, through Alice A Bailey in 1937. It is practiced
throughout the World in over 80 languages and dialects. It is a Universal
Prayer and is not confined to any one religion, caste or creed. It was also
adapted by our beloved Teacher, Master Choa Kok Sui.
The prayer invokes the three aspects of the Supreme God – light, love
and power. In Hindu mythology, these three aspects are depicted as
Brahma, Vishnu and Shiva. In Islam these three aspects correspond to it
is Allah Al-Khaliq, Allah Al-Wadud and Allah Al-Muqtadir; while in
the Christian tradition, these aspects correspond to God The Holy Spirit,
God The Son and God The Father.
Using this Prayer is an act of World Service. It can be used to manifest
the Divine Plan of God by bringing down the energies of Divine Light,
Divine Love and Divine Power into the consciousness of every person
and every being living on Earth.
The Purpose of the Great Invocation
The Great Invocation is a universal prayer which was given to Alice A.
Bailey through Holy Master Djwhal Khul as an instrument to help the
Divine Plan fulfill itself on earth. The philosophy behind this prayer is
that is that through invocation and meditation Divine Energies can be
brought into activity to spiritualize and strengthen the troubled world.
This also means that people, if united and focused, have the power to
affect world events and usher in change for the better.
As the spiritual evolution of the Earth accelerating, so are the physical
changes. There is hardly a week going by without the news of another
natural disaster as well as acts of terrorism, crime, military conflicts,
poverty etc. At this time Mother Earth needs tremendous amount of
blessings, healing and protection. The Great Invocation, recited with
humility and reverence, releases and harmonizes the Light, Love and
Will aspect of God manifested through Humanity. The Great Invocation
also has enormous healing and protection power. It is one of the most
 effective ways to harmonize and re-orient humanity toward
Unconditional Love, Intelligent Mind and Common Goals of spiritual
evolution according to the Divine Plan. Practicing the Great Invocation
is part of a World Service.
Regular practice of the Great Invocation has also been highly
recommended by Master Choa Kok Sui, the founder of Modern Pranic
Healing and Arhatic Yoga.

Benefits of the Great Invocation

In addition to being a form of world service, this prayer has many other
benefits.
• Regular practice of The Great Invocation is beneficial for all situations
where we need divine blessings.
• Regular use of the great invocation brings more peace and harmony,
more good luck, helps in harmonizing relationships
• Disintegrates negative thoughts and emotions floating within our aura.
• To a certain extent the practice of The Great Invocation energetically
purifies the surroundings.
• Regular practice balances the chakras (Advanced Pranic Healing
graduates are encouraged to experience and validate)
• This prayer results in balancing the qualities of Love, Light and Power
within our soul manifesting as balanced development of the soul.
• Given that it is a form of world service, the practice of the Great
Invocation also helps in generating lots of good karma.
• Finally any place where The Great Invocation is placed becomes like a
beacon of Light providing Divine Protection for all.
This is one of the reasons the invocation poster was designed by Master
Choa Kok Sui and subsequently has been in regularly production by
the Institute for Inner Studies. The poster is also available for purchase
at at Online Pranic Healing Shop.
Practicing The Great Invocation
 The modified version of The Great Invocation by Master Choa Kok Sui
can be used as a simple meditation by Pranic Healers and non-Pranic
Healers since this invocation belongs to all humanity.
Recommended instructions for the use of this invocation is as follows:
1. Invoke for Divine help and protection
2. Raise your hands at your chest level in blessing position, with palms
facing outwards
3. Visualise Earth the size of a small ball in front of you
4. Be aware of your crown (top of head), your hands and your feet
5. Recite the prayer (once, thrice, or seven times – as you may choose)
6. Release the excess energy by continuing to bless Mother Earth
7. End with a short prayer of Thanksgiving
It is recommended that one practice the Great Invocation daily and get
involved in Service to further maximize the opportunity for deep peace,
healing and purification. You may also perform the invocation in front
of the Great Invocation Poster if you have one.
By using the Invocation and encouraging others to use it, no particular
group or organization is sponsored. It belongs to all humanity. We
joyfully urge you to practice the Great Invocation regularly and also
share this lovely prayer with others around you.

GREAT INVOCATION

विश्ि सेिा का एक रूप होने के अलािा, इस प्रार्थना के कई अन्य लाभ हैं।

द ग्रेट इनिोकेशन का ननयमित अभ्यास उन सभी स्थर्नतयों के मलए फायदे िंद
है जहां हिें ददव्य आशीिाथद की आिश्यकता होती है ।
िहान आह्िान का ननयमित उपयोग अधिक शांनत और सद्भाि लाता है ,
अधिक सौभाग्य, ररश्तों को सािंजथय बनाने िें िदद करता है
हिारी आभा के भीतर तैरते हुए नकारात्िक विचारों और भािनाओं को मिटा
दे ता है ।
एक हद तक द ग्रेट इनिोकेशन का अभ्यास िातािरण को ऊजाथिान बनाता है ।
ननयमित अभ्यास चक्रों को संतुमलत करता है (उन्नत प्राणणक हीमलंग थनातकों
को अनुभि और िान्य करने के मलए प्रोत्सादहत ककया जाता है )
इस प्रार्थना से हिारी आत्िा के भीतर प्रेि, प्रकाश और शस्तत के गुणों का
संतुलन होता है , जो आत्िा के संतुमलत विकास के रूप िें प्रकट होता है ।
यह दे खते हुए कक यह विश्ि सेिा का एक रूप है , िहान िंगलाचरण का अभ्यास
बहुत सारे अच्छे किों को उत्पन्न करने िें भी िदद करता है ।
अंत िें कोई भी जगह जहां द ग्रेट इनिोकेशन रखा गया है , सभी के मलए ददव्य
संरक्षण प्रदान करने िाले लाइट ऑफ़ बीकन की तरह हो जाता है ।
इस प्रार्थना के पीछे दशथन यह है कक आह्िान और ध्यान के िाध्यि से ददव्य
ऊजाथओं को परे शान दनु नया को आध्यास्त्िक बनाने और िजबूत करने के मलए
गनतविधि िें लाया जा सकता है । इसका ितलब यह भी है कक लोग, यदद
एकजुट और केंदित हैं, तो दनु नया की घटनाओं को प्रभावित करने और बेहतर के
मलए पररितथन की शुरूआत करने की शस्तत है ।

2)Ganesh N. Devy : On Development

(born 1 August 1950) [1] is a thinker, cultural activist and an institution
builder, best known for the People’s Linguistic Survey of India and the
Adivasi Academy created by him.[2] He is credited to start the Bhaashaa
research and Publication Centre.[3] He writes in three languages—
Marathi, Gujarati and English. His first full length book in English After
Amnesia (1992)[4] was hailed immediately upon its publication as a
classic in literary theory. Since its publication, he has written and edited
close to ninety influential books in areas as diverse as Literary Criticism,
Anthropology, Education, Linguistics and Philosophy.[5]

GN Devy is one of those counted few who have been asking questions,
actively taking steps to show solidarity towards an undeterred,
dedicated, and innovative India which didn’t forget that it is the world’s
largest Sovereign, Socialist, Democratic, Secular, Republic.We
recognise the fact that as individuals, as a community, and as a nation,
we’re now standing at dangerously conflicting crossroads where true
leaders are needed to guide us. It is not the politicians whom we depend
on during these restless times but the people who could lead
innovatively and make their steps count towards transforming our
thoughts, bringing a reform of any sort towards creating an all-inclusive
society which will not discriminate against people based on any criteria
or condition.

This hope for a brighter future led us to feature Ganesh N Devy as our
Renaissance Person in this edition of Interactions themed PUBLIC. Who
could be a better fit than the man who has presented a seminal way of
understanding and engaging with the people of India, especially the de-
notified and nomadic tribes of India, who have been some of the most
marginalised cultures? Bhasha (language) is the first step towards the
freedom of an individual—an integral part of a society, a race, a nation.
Bhasha is the prime evidence of our humanity, and at the same time, it is
also the non-linear, symptomatic boundary which distinguishes the
humans. Ganesh Devy has been tirelessly working for the past 23 years
to assert the significance of different languages spoken by the Indian
diaspora.

G N Devy once said, ‘when a language dies, something irreplaceable

dies.’ Because, the language is where the soul is, and which language a
particular individual will choose does not only depend on the location of
their birth or upbringing. An individual can choose a completely
different language to reveal his thoughts at an acceptable age, and the
language gradually starts to influence his/her philosophical attitude,
social behaviour, political ideas and concepts, economic inclinations and
many other absolute and compulsory everyday perspectives. A language
prepares a person very systematically to follow the root culture and
lifestyle associated with that language. It may either nourishes itself
more from the dynamic practices of that culture, or like Latin, Sanskrit,
or Pali—the static culture-aspects associated with those languages might
diminish the very existence of those languages. According to the Sapir-
Whorf hypothesis of linguistic relativity, human cognition, perception,
phonological representation and distinction guide their reality.

And then we speak what we think, which according to Mr. Devy owes
to, “the peculiar structure of the human brain, which is described as the
recursive brain, that is, it can think about thought.” Following this
philosophy and passion, he went on to build People’s Linguistic Survey
of India, the Adivasis Academy (Tejgadh), Bhasha Research and
Publication Centre (Baroda), etc. and also created initiatives like
Denotified and Nomadic Tribes Rights Action Groups. In 1996, he
liberated himself from the professional responsibilities as the Professor
of English at the Maharaja Sayajirao University of Baroda. In 1998, he
co-signed a petition with the internationally acclaimed writer and activist
Mahashweta Devi, and renowned novelist Laxman Gaikwad, demanding
an investigation in the death of Budhan Sabar, a tribal belonging to
Kheria Sabar community of West Bengal, who was brutally murdered in
police custody. That was the beginning of a carefully thought-out
strategies dedicated to the well-being and development of the tribes of
India, especially those historically settled in Chhattisgarh and Madhya
Pradesh.

A very interesting and relevant theory we learn from Mr. Devy is that
intolerance and violence are rising because the languages are in a
declining state, and not the other way round. The solution to this
condition might be there in the largest survey of languages, which was
conducted by him with the help of nearly 3,000 volunteers. The research
survey was published in 50 multilingual volumes.

The Bhasha Centre took off with an aim and passion to improve the
overall life of the marginalised people. Mr. Devy told us that his
involvement with the marginal tribes of India has enriched his character
with humility. As a voice of strong resilience in India against all forms
of injustice and intolerance, Mr. Devy returned his Sahitya Akademi
Award in the year 2015. This happened as a part of the Dakshinayan
Movement launched by him in response to the murders of the
intellectuals and several other incidents of explicitly growing intolerance
which was being encouraged by the right-wing government.
An admirer of the philosophy of Dr. Babasaheb Ambedkar and Mahatma
Gandhi, GN Devy continues to connect his ideology of equality and
freedom with the urban as well the rural and marginal Indians. His
Dakshinayan movement has reached several states of India and has
gained power to register the resilient voices, and protect its people by
giving them a choice to unite their languages and cultures by
foregrounding the vastness of India—the cauldron of linguistic heritage
and practices it already is. Under the rapidly changing circumstances, it
is important to look at the ideas shared by Mr. Devy, which make us
aware of the lingo-cultural diversity of India, as well as the possibilities
of co-existence between them all.

• एक बहुत ही रोचक और प्रासंधगक मसद्िांत जो हि श्री दे िी से सीखते हैं,

िह यह है कक असदहष्णत
ु ा और दहंसा बढ़ रही है तयोंकक भाषाएं धगरािट
की स्थर्नत िें हैं, न कक दस
ू रे तरीके से। तेजी से बदलती पररस्थर्नतयों के
तहत, श्री दे िी द्िारा साझा ककए गए विचारों को दे खना िहत्िपण
ू थ है , जो
हिें भारत की भाषाई-सांथकृनतक विवििता के सार्-सार् उन सभी के
बीच सह-अस्थतत्ि की संभािनाओं से अिगत कराते हैं।

3) H. H. Munro(Saki)= "The Open Window”

Saki is the pen name of the British writer Hector Hugh Munro, also
known as H. H. Munro (1870-1916). In "The Open Window," possibly
his most famous story, social conventions and proper etiquette provide
cover for a mischievous teenager to wreak havoc on the nerves of an
unsuspecting guest.
Plot

Framton Nuttel, seeking a "nerve cure" prescribed by his doctor, visits a

rural area where he knows no one. His sister provides letters of
introduction so he can meet people there.

He pays a visit to Mrs. Sappleton. While he waits for her, her 15-year-
old niece keeps him company in the parlor. When she realizes Nuttel has
never met her aunt and knows nothing about her, she explains that it has
been three years since Mrs. Sappleton's "great tragedy," when her
husband and brothers went hunting and never returned, presumably
engulfed by a bog (which is similar to sinking in quicksand). Mrs.
Sappleton keeps the large French window open every day, hoping for
their return.

When Mrs. Sappleton appears she is inattentive to Nuttel, talking instead

about her husband's hunting trip and how she expects him home any
minute. Her delusional manner and constant glances at the window make
Nuttel uneasy.

Then the hunters appear in the distance, and Nuttel, horrified, grabs his
walking stick and exits abruptly. When the Sappletons exclaim over his
sudden, rude departure, the niece calmly explains that he was probably
frightened by the hunters' dog. She claims that Nuttel told her he was
once chased into a cemetery in India and held at bay by a pack of
aggressive dogs.

Social Conventions Provide "Cover" for Mischief

The niece uses social decorum very much to her favor. First, she
presents herself as inconsequential, telling Nuttel that her aunt will be
down soon, but "[i]n the meantime, you must put up with me." It's meant
to sound like a self-effacing pleasantry, suggesting that she isn't
particularly interesting or entertaining. And it provides perfect cover for
her mischief.
Her next questions to Nuttel sound like boring small talk. She asks
whether he knows anyone in the area and whether he knows anything
about her aunt. But as the reader eventually understands, these questions
are reconnaissance to see whether Nuttel will make a suitable target for a
fabricated story.

Smooth Storytelling

The niece's prank is impressively underhanded and hurtful. She takes the
ordinary events of the day and deftly transforms them into a ghost story.
She includes all the details needed to create a sense of realism: the open
window, the brown spaniel, the white coat, and even the mud of the
supposed bog. Seen through the ghostly lens of tragedy, all of the
ordinary details, including the aunt's comments and behavior, take on an
eerie tone.

The reader understands that the niece won't get caught in her lies
because she's clearly mastered a lying lifestyle. She immediately puts
the Sappletons' confusion to rest with her explanation about Nuttel's fear
of dogs. Her calm manner and detached tone ("enough to make anyone
lose his nerve") add an air of plausibility to her outrageous tale.

The Duped Reader

One of the most engaging aspects of this story is that the reader is
initially duped, too, just like Nuttel. The reader has no reason to
disbelieve the niece's "cover story"—that she's just a demure, polite girl
making conversation.

Like Nuttel, the reader is surprised and chilled when the hunting party
shows up. But unlike Nuttel, the reader finally learns the truth of the
situation and enjoys Mrs. Sappleton's amusingly ironic observation:
"One would think he had seen a ghost."

Finally, the reader experiences the niece's calm, detached explanation.

By the time she says, "He told me he had a horror of dogs," the reader
understands that the real sensation here is not a ghost story, but rather a
girl who effortlessly spins sinister stories.

The Powers of the Mind:shri

aurobindo

The true basis of education is the study of human mind. Any system
of education which ignores the instrument of study is more likely to
hamper and impair intellectual growth than to produce a perfectly
equipped mind.

There are distinct layers in our mind, which are mapped out with great
clarity in Indian Yogic Psychology. This article describes the nature of
these different layers of the mind.

Chitta: the Mental Substance

The lowest layer of the mind is what we call the chitta, the substance of
which the mental awareness is made of. It is this which holds all the
impressions that come into your mind as a memory. The substance is
extremely plastic. It can take impressions of all the events that happen in
your life and there is an automatic subconscious memory which records
everything that happens. Our problem is when our intellect tries to
search for a specific memory and cannot always find it. Our conscious
memory is not very effective; but our subconscious memory is automatic
and perfect. If I asked you, “How many steps have you taken since you
woke up this morning?” You will surely not know. But if I put you
under hypnosis and ask your subconscious mind how many steps you
took, it will say exactly 516 (or whatever) because every single detail of
what happened to you is automatically registered in the subconscious
memory of the chitta. When we speak of a poor memory, we mean by it
the conscious memory that has to access the subconscious memory and
pull out information. It depends on the clarity and calm of the chitta.
Stilling the mind makes it more capable of observation as well as
recalling precisely in detail. So it is in the chitta that the basic memory
of observation is held.

Manas: the Sense Mind

The next layer is the manas which is the sense mind, the mind turned to
sensory experience, living by it and in it. What does it do? From the
observation it makes a comparison, association, orders, and organizes
and even throws up sense-driven and sense-dependent thoughts. Let us
follow its working as you wake up from sleep, which is the time when
the sense mind is most dominant. At first you feel only sensations: you
feel hot or cold. Then this throws up a sensory emotion, you are
comfortable or uncomfortable. Your logic is not yet operational, just the
senses throwing up an idea of discomfort.

Then a crude logic comes in and asks why. It commands the senses to
look and listen and concludes from their observations and related
associations, “Oh, the fan has stopped! Why is that? Oh, there is a
power failure!” You see how that comes later. All of this sense-based
thought process takes place in the manas. The sensory logic of manas
acts as a first filter taking information to the next layer of mind which
does the real thinking.

Buddhi: the Intellect

This third layer of the mind is the buddhi, the intellect proper. This is the
part of the mind which is self-aware. In the lower layers there is sensory
awareness, but not self-awareness. That is why, when you wake up from
sleep, at first you are not aware of yourself as a self-conscious person
you know yourself only by your sensations. The experience of “I am
thinking” only happens when you are fully awake. Then you can
say, “Oh, I am thinking, but my thoughts are confused right now.” This
is the part of the mind that can stand back from itself, observe itself, and
even change itself! No other creature on earth, apart from humans, has
this ability. It is this self-awareness that makes us capable of changing
ourselves and exceeding our own limitations. Its development is
therefore of crucial importance for us.

How do we know that other animals do not have self-awareness? By a

simple experiment: place the animal in front of a mirror. Most animals
think that the mirror image is someone else because they live only in the
sense-mind! The more sophisticated animals recognise that it is not
someone else, but an image somehow connected with them. But they
cannot see themselves in it as we do. How can we test that? You put a
spot on the animal’s tail and then put it in front of the mirror. When it
sees the spot on the image of the tail, the self-aware animal will
immediately turn to look at its own tail because the sense of “I-ness” is
there and it identifies the image with itself.

There are only three creatures which can do that: the chimpanzee, the
dolphin and the human being. No other animal has it. This is such a
precious gift. But neither the chimpanzee nor the dolphin has it to the
extent that they can think for themselves, “I want to change myself. I
want to learn better. I want to concentrate. My mind is not clear today,
and so I am going to will myself to become more clear and
concentrated.” It is the buddhi that makes us capable of conscious and
unending progress.

The Two Brains

The buddhi has two branches of faculties which are identified with the
biological divisions of the left and right brains. The left brain is
primarily analytic, while the right brain is primarily synthetic. The left
brain handles numbers, quantities, grammar, logic, structure,
information, analysis. The right brain handles meaning, feeling,
understanding, intuition, comprehension, imagination, creativity,
synthesis. The left brain divides information to study it. The right brain
unites it all in order to understand. Which is more important? If you do
not have the power of comprehension and creativity, life will stagnate in
a repetition of old information and habits. There is no question of
progress. That is why the right brain is called the master of knowledge.
It knows the oneness of knowledge. The left brain cuts up experiences
into smaller and smaller pieces, to acquire knowledge over details. The
left brain is the one that expresses what the right brain knows. That is
why it is called the servant of knowledge. Modern education emphasises
the left brain faculties almost exclusively. Naturally our knowledge will
be fragmented and defective. You will find that most extraordinary
people have the right brain faculties equally developed. But what
happens if only the right brain is developed? I would be a great poet
with great inspiration but I would not be able to express them well
because my vocabulary and logical skills would be poor; I would have
no clarity in the expression of my thoughts. What is the use? We want to
develop both sides and harmonise their complementary working.

धचत्त: िानमसक पदार्थ

िन की सबसे ननचली परत िह है स्जसे हि धचत्त कहते हैं, स्जस पदार्थ से
िानमसक जागरूकता बनती है । यह िह है जो आपके ददिाग िें एक थिनृ त के
रूप िें आने िाले सभी छापों को रखता है । पदार्थ अत्यंत प्लास्थटक है । यह
आपके जीिन िें घदटत होने िाली सभी घटनाओं को प्रभावित कर सकता है और
एक थिचामलत अिचेतन थिनृ त होती है जो सब कुछ दजथ करती है । हिारी
सिथया तब है जब हिारी बद्
ु धि एक विमशष्ट थिनृ त की खोज करने की कोमशश
करती है और हिेशा इसे नहीं पा सकती है । हिारी जागरूक थिनृ त बहुत प्रभािी
नहीं है ; लेककन हिारी अिचेतन थिनृ त थिचामलत और सही है । अगर िैंने
आपसे पछ
ू ा, "आज सब
ु ह उठने के बाद से आपने ककतने कदि उठाए हैं?"
आपको ननस्श्चत रूप से नहीं पता होगा। लेककन अगर िैं आपको सम्िोहन के
तहत रखता हूं और आपके अिचेतन िन से पूछता हूं कक आपने ककतने कदि
उठाए, तो यह बबल्कुल 516 (या जो भी) कहे गा तयोंकक जो कुछ भी आपके सार्
हुआ उसका हर एक वििरण थिचामलत रूप से धचत्त की अिचेतन थिनृ त िें
पंजीकृत है । जब हि एक खराब िेिोरी की बात करते हैं, तो हिारा ितलब है
कक सचेत िेिोरी स्जससे अिचेतन िेिोरी को एतसेस करना है और जानकारी
को बाहर ननकालना है । यह धचत्त की थपष्टता और शांतता पर ननभथर करता है ।
िन को भरने से यह अिलोकन िें अधिक सक्षि होता है और सार् ही सार्
विथतार से याद भी करता है । तो यह धचत्त िें है कक अिलोकन की िूल थिनृ त
आयोस्जत की जाती है ।
िानस: सेंस िाइंड
अगली परत है िानस जो कक इस्न्िय िन है , िन इस्न्िय अनुभि िें बदल गया,
उसके द्िारा जीवित है । यह तया करता है ? अिलोकन से यह तुलना, संघ,
आदे श, और व्यिस्थर्त करता है और यहां तक कक भािना-संचामलत और
भािना-ननभथर विचारों को भी फेंकता है । आइए हि नींद से जागने के बाद इसके
काि का पालन करें , जो कक िह सिय है जब इंदिय िन सबसे अधिक प्रभािी
होता है । सबसे पहले आप केिल संिेदनाओं को िहसूस करते हैं: आप गिथ या
ठं डा िहसूस करते हैं। तब यह एक संिेदी भािना को फेंक दे ता है , आप सहज या
असहज होते हैं। आपका तकथ अभी तक चालू नहीं है , मसफथ इंदियााँ बेचैनी का
अंदाजा लगा रही हैं।
कफर एक क्रूड लॉस्जक आता है और पूछता है कक तयों। यह इंदियों को दे खने और
सन
ु ने और उनकी दटप्पणणयों और संबंधित संघों से ननष्कषथ ननकालने की आज्ञा
दे ता है , "ओह, प्रशंसक बंद हो गया है ! ऐसा तयों है ? ओह, एक बबजली की
विफलता है ! ” आप दे खते हैं कक बाद िें कैसे आता है । यह सभी ज्ञान-आिाररत
विचार प्रकक्रया िानस िें होती है । िानस का संिेदी तकथ िन की अगली परत की
जानकारी लेने िाले पहले कफल्टर के रूप िें कायथ करता है जो िाथतविक सोच
को दशाथता है ।
बुद्िी: बुद्धि
िन की यह तीसरी परत है बुद्िी, बुद्धि उधचत। यह िन का िह दहथसा है जो
थि-जागरूक है । ननचली परतों िें संिेदी जागरूकता है , लेककन आत्ि-
जागरूकता नहीं है । इसीमलए, जब आप नींद से उठते हैं, तो सबसे पहले आप
थियं के प्रनत सजग व्यस्तत के रूप िें नहीं जानते हैं, आप अपनी संिेदनाओं से
खुद को जानते हैं। "िैं सोच रहा हूाँ" का अनुभि केिल तभी होता है जब आप पूरी
तरह से जागत
ृ होते हैं। तो आप कह सकते हैं, "ओह, िैं सोच रहा हूं, लेककन िेरे
विचार अभी उलझन िें हैं।" यह िन का िह दहथसा है जो खुद से पीछे खडा हो
सकता है , खुद को दे ख सकता है , और खुद को भी बदल सकता है ! इंसानों के
अलािा िरती पर ककसी और जीि िें यह क्षिता नहीं है । यह आत्ि-जागरूकता
है जो हिें खुद को बदलने और अपनी सीिाओं को पार करने िें सक्षि बनाती है ।
इसमलए इसका विकास हिारे मलए िहत्िपूणथ िहत्ि का है ।
हि कैसे जानते हैं कक अन्य जानिरों िें आत्ि-जागरूकता नहीं है ? एक
सािारण प्रयोग द्िारा: पशु को दपथण के सािने रखें। ज्यादातर जानिर सोचते
हैं कक दपथण की छवि कोई और है तयोंकक िे केिल इस्न्िय-िन िें रहते हैं!
अधिक पररष्कृत जानिर पहचानते हैं कक यह कोई और नहीं है , बस्ल्क एक छवि
है जो उनके सार् जड
ु ी हुई है । लेककन िे खुद को उसिें नहीं दे ख सकते हैं जैसा
हि करते हैं। हि उसका परीक्षण कैसे कर सकते हैं? आप जानिर की पंछ
ू पर
एक थर्ान रखते हैं और कफर उसे दपथण के सािने रखते हैं। जब यह पंूछ की
छवि पर जगह दे खता है , तो थि-जागरूक जानिर तरु ं त अपनी पंछ
ू को दे खने के
मलए बदल जाएगा तयोंकक "आई-नेस" की भािना िहां है और यह छवि को खुद
के सार् पहचानती है ।
हि कैसे जानते हैं कक अन्य जानिरों िें आत्ि-जागरूकता नहीं है ? एक
सािारण प्रयोग द्िारा: पशु को दपथण के सािने रखें। ज्यादातर जानिर सोचते
हैं कक दपथण की छवि कोई और है तयोंकक िे केिल इस्न्िय-िन िें रहते हैं!
अधिक पररष्कृत जानिर पहचानते हैं कक यह कोई और नहीं है , बस्ल्क एक छवि
है जो उनके सार् जुडी हुई है । लेककन िे खुद को उसिें नहीं दे ख सकते हैं जैसा
हि करते हैं। हि उसका परीक्षण कैसे कर सकते हैं? आप जानिर की पूंछ पर
एक थर्ान रखते हैं और कफर उसे दपथण के सािने रखते हैं। जब यह पूंछ की
छवि पर जगह दे खता है , तो थि-जागरूक जानिर तुरंत अपनी पूंछ को दे खने के
मलए बदल जाएगा तयोंकक "आई-नेस" की भािना िहां है और यह छवि को खुद
के सार् पहचानती है ।

Unit II-Writing-I

writing

Writing is one of the language skills that plays important role in human
communication. It is used to communicate with other people in society
and also to express our opinion in writing form. The teaching of writing
requires the students to write accurately. Have a good competence in
English does not only mean to be fluent speakers of the language, as
many people have in mind but in writing as well; a lot of varieties of
occupations require skilled people in English both in speaking and
writing. There are some factors that influence the students’ ability to
write; they are the vocabulary, the interesting topics were given the
interest of students in learning writing such as picture, map, graphic, etc
and the time to teach writing in English course or inappropriate
technique. Among these factors, technique is an important factor that
should be given a special attention because by applying a good
technique, the students can improve their ability to organize their ideas
into a good writing. This research is intended to find out the
improvement of the students’ writing ability by using Information
Transfer Technique at first semester students’ of Muhammadiyah
University of Makassar. The method will use a Pre-Experimental
research with the one group pretest and posttest design. The sample is
only one class that consisted of 40 students which were selected by
using Purposive sampling technique. The data were obtained through
writing test.

The importance of writing

Margareta in Hariston (1986:2) states that there are some reasons
why writing is important; those reasons are:
a. Writing is a tool for discovery. We stimulate our thought process
by the act of writing and into information and image we have in our
unconscious mind.
b. Writing generates new ideas by helping to make connection
and see the relationship with other aspects.
c. Writing helps us to organize our ideas and clarify concept by
writing down ideas into coherent form.
d. Writing helps us to absorb and process information. When we
write about the topic, we learn it better.
e. Write on a subject makes us be active learners rather than passive
learners of information
Raimes (1983:3) also states some reasons about the importance of
writing. reasons for that are as follows:
a. Writing reinforces the grammatical structure idiom and vocabulary
that have been taught to the students.
b. When students write, they also have a chance to adventure with the
language, to go beyond what they have learned to say, to take risks.
c. When the students write, they necessarily become very involved
with the new language to express ideas or thinking in paper.

Information Transfer

According to Palmer (1994:15), Information Transfer is an activity

that reproduces either from a full linguistic form into diagrammatic
or semi diagrammatic form, or vice versa during the transfer
activity, the information remains the same, but the form of
information changes for instance, from nonlinguistic form to linguistic
form.
It is different from Nation in Husain (1994:15) explains that
information transfer as one of the teaching techniques is an excellent
strategy for learning and teaching English. A teacher helps the learners
develop their language skills. This technique based on the fact that
the learner’s attention should be entirely on understanding meaning
on form oriented procedure in teaching.
a. Why should Information Transfer?
Information transfer activity is the most enjoyable method to
organize thought, it is so suitable for teaching and learning English,
because the learners an develop their language skill. For example,
when the learners are provided with information in the form of
table or diagram, they can be motivated or stimulated to organize
ideas or thoughts. It can be basic to produce a good writing,
because some learners are usually so difficult to find new ideas.
During teaching and learning process of writing, the learners will
be provided with series of activity, such as they are asked to look
at the table carefully, finding the content of information they get
into written form. In transferring the content of information, the
learners need to concentrate in arranging and organizing it in order to
produce a good writing. Thus, the learning goal can be achieved.
The Advantages of Using Information Transfer Technique
Palmer (1991:52) gives some advantages of information transfer
technique as follows:
1)It can give variety of teaching technique including four skills:
listening, speaking, reading, and writing.
2)It can be used from very wide range of texts.
3)It can be arranged or organize easily that develops learners’ ability
to organize information.
It is clear that writing by using information transfer technique is
more interesting and easier to be taught for students. And it can motivate
and stimulate the students in learning English writing. Writing is one
way to recognize our ideas and help us to absorb and process
information that can be transferred for the others. Bell and Burnaby in
Nadwiah (2002:16), point out that writing is an extremely complex
cognitive activity in which the writer is required to demonstrate
control of a number of variables simultaneously. At sentence level,
these include control of content format, sentence structure,
vocabulary, punctuation, spelling letter formation. Beyond the sentence
the writer must be able to structure band integrate information into
cohesive and coherent paragraphs and texts.

Information Transfer is a writing skills.. It is of two types, If a

Paragraph is given then we have to convert it into Diagrammatical Table
or Graphs.. and if It is given Graph, or pie diagram or any other Forms..
then we have to convert it into small paragraph... Generally Information
transfer must be short and Simple.
topic of writing skill that is information transfer information. transfer
means to convert the information nonverbal to verbal or verbal to
nonverbal. so what is the non verbal nonverbal. information means the
information will be given in a chart table pie chart flow chart tree
diagram wave etc.

The graph below shows Internet Usage in Malaysia by Age Group,

2005 – 2007.

Write a report from the information by selecting and reporting the

main features, and make comparisons where relevant.

Include an introduction and conclusion in your writing. Write

in ONE paragraph only. You should write at least 150 words.

So, from this test, students need to interpret the non-liner data found in
the bar graph as well as to explore the connection or co-relation between
each aspect or each bar in the graph. The skills tested here are
transferring information from non-linear to linear texts, understanding
non-linear information, making predictive connection or co-relation
from the graph, summarising information and presenting a conclusion.
In short, students must analyse the data found in the non-linear graphic
and report the findings. Also, this essay allows students to utilise writing
skills such as making comparisons, organising materials and making
judgment. Teaching formal writing might be very dry for the class;
therefore teacher should always present interesting materials relating to
students’ lives such as entertainment, technology, movies, celebrities,
and even sports.

Model Answer
The graph shows changes in the age profile of Internet users in
Malaysia between 2005 and 2007. The main users of Internet are young
adults between 16-30 years old. In 2005, they accounted for more than
half of all users. In 2006, it dropped slightly to 45%, and 44% in 2007.
The second biggest group is aged between 31 and 50. They made up
41% in 2005, failing slightly to 37% in 2007. When combined with the
16-30 age groups, both groups made up over 90% of all users in
Malaysia. However, this number is dropping steadily as more children
and older users started to use the Internet. In 2006, children online
quadrupled from 2% to 8%, and it continues to increase in 2007. There
were similar increases for older users, rising from 4% in 2005 to 10% in
2000. In conclusion, although adults have the highest percentage, their
share is declining as more children and older users join the web. (160
words)

https://www.omtexclasses.com/2019/03/ssc-10th-important-verbal-to-
non-verbal.html and
https://englishwithmahure.blogspot.com/2015/10/note-making.html

click on above link and do the practice of given examples.

summarizing

Summary writing skills help you to decide what needs to be said, how it
should be said, and how it should be organized and presented. First, a
summary includes the source of information, its nature, its title, its form,
and its author. This simply identifies what you are summarizing.

Summarising is an important skill in academic writing. It enables

you to extract the most important points from a text and rewrite
them in your own words, in a shortened form. Such skills are
invaluable when you are note taking and researching for an essay.
Being able to write a good summary also demonstrates that you
have fully understood the text you are reading.

Activity 1: Recognising a good summary

In this activity you will learn about the different techniques used to
create a good summary.

1) Nominalisation, i.e. changing a verb into a noun [5kb]

2) Changing adverbs to adjectives

3) Breaking up long sentences into shorter sentences

4) Joining short sentences together with linking words.

what exactly is summarizing? Summarizing is writing a summary or a brief
of the passage or writing the synopsis which includes the main points
mentions in the passage and is always much shorter than the passage.
Purpose of a Summary

• It helps to judge the understanding of an individual about the given

passage.
• Helps to build the comprehending capability of the students
 • Helps curate the essential components from the passage without
causing a confusion
• Help to remember the passage and its important details i.e helps
build memory.
Summarising

A summary of the content of a piece of writing. Older pupils are taught

to find the key facts and events in a text and write them in a shortened
form in order to increase their comprehension technique.
What is a Summary?
A summary is a brief recollection or account of the main points of a
piece of writing, action or event. It typically excludes needless details,
remaining short and to the point. There are a number of techniques to
use for summarising which can help children retain important parts of a
passage of text. Having this skill is ideal for assignment or examination
preparation.

Here is an example of un-summarised text:

“500 years ago, the world was a very different place. European people
had only just made contact with the Americans. England and Scotland
were separate kingdoms, each with their own royal family. During this
time, the Tudor family ruled England and Wales from 1485 to 1603.
They encouraged new religious ideas, exploration and colonisation.
There were six different monarchs during the 118 years of the Tudor
reign.”

This is an example of the same text summarised:

"The Tudors reigned England and Wales from 1485 to 1603.

England and Scotland were separate kingdoms.

 There were six different monarchs during their reign."

What is the purpose of summarising?

The purpose of summarising allows the reader to digest small snippets of
information in a simple structure so that they’re able to understand the
basics of the text without needing to read it all.
Summarising helps students to sort the important information from the
irrelevant. As a result, it can improve their memory for the topic and
enforce positive habits during reading.

There are many technique variations for summarising information, such

as mind maps, bullet points, story retelling and writing frames. These are
used to discern the who, what, where and when from a piece of text.

For example:

• Who/What - The Tudor family reign.

• When - 1485 to 1603.
• Where - England and Wales.