Practical Manual
B. Sc. (Hons.) Agriculture
Communication Skills and Personality Development
Course No.: ASEE2104
Credit: 2(1+1)
Semester: 3rd
Department of Agricultural Extension and Communication
M. S. Swaminathan School of Agriculture
Centurion University of Technology and Management, Paralakhemundi
www.cutm.ac.in
June, 2019
Practical Manual
B. Sc. (Hons.) Agriculture
Communication Skills and Personality Development
Course No.: ASEE2104
Credit: 2(1+1)
Semester: 3rd
Department of Agricultural Extension and Communication
M. S. Swaminathan School of Agriculture
Centurion University of Technology and Management, Paralakhemundi
www.cutm.ac.in June, 2019
Department of Agricultural Extension and Communication
M. S. Swaminathan School of Agriculture
Centurion University of Technology and Management
Paralakhemundi
Certificate
Certified that this is a bonafide record of practical work done by
Mr./ Ms. ________________________________________________
Regd. No. _______________________ in B. Sc. (Hons.) Agriculture degree programme,
Course No. ASEE2104 entitled “Communication Skills and Personality Development” during
3rd semester of the academic year 2019-20.
Date:
Faculty In charge
Evaluation System
Communication Skills and Personality Development
Course No.: ASEE2104
Sl. No.
Marks distribution*
1
Record
2
Attendance
3
Assignment
4
Presentation
Total marks
Marks obtained
*NB: Marks distribution will vary department wise
Signature of Faculty In-charge
List of Experiments
Exp.
No.
1
Date
of Exp.
Date of
Submission
Title
Communication Skills:
Energisers and Activities
Page
No.
Icebreakers,
2
Conversation Practice and Quiz on
Grammar
3
Listening Skills and Note Taking
4
Writing Skills
5
Oral Presentation Skills
6
Field Diary and Lab Record
7
Indexing, Footnote and Bibliographic
Procedures
8
Reading and Comprehension of General
and Technical Articles
9
Précis Writing,
Abstracting
10
Individual Presentations and Group
Presentations
Public Speaking
Group Discussion
11
12
13
Summarizing
14
Organizing a Seminar/
Conference/Workshop
Curriculum Vitae/ Resume Writing
15
Interview Skills
and
Signature Remark
LAB I: COMMUNICATION SKILLS
ICEBREAKERS, ENERGISERS AND ACTIVITIES
This practice session will help the learners to improve their communication skills, covering things
like effective questioning, active listening and effective use of skills such as summary and
clarification.
ACTIVITY 1 : SQUARE TALK
Overview
This is a challenging activity where participants are all blindfolded and receive instructions from
the trainer that should be strictly followed, the exercise enables participants to recognise the
importance of communicating effectively, and understand the important aspects of
communication.
Tools/Items required:
One blindfold per participant , one long rope per sub group
Time /25 minutes
Directions and setup :
 Divide the group into sub-groups of ideally 5. If this is not possible, some delegates can
be given 2 pieces of information, or some the same information, ensuring all information
is communicated (NB The minimum number of participants required for the activity is 3)

Clear the room as far as is practicable

Blindfold each delegate and verbally communicate the objective of the activity

Disorientate each delegate individually, hand them the rope and subtly give them their
individual information

Be aware of time and inform delegates when they have 5 minutes of the 25 minutes left
Rules :
Verbally communicate the following to the whole group, once they are blindfolded:






The objective of the activity is to make a square from a rope. ( Stand to form a square
shape
The following information should be verbally communicated to delegates individually, as
they are handed the rope.
Participant A: All team members are blindfolded and must remain so for the duration of
the activity.
Participant B: The rope you are holding is approximately ____ foot in length.
Participant C: The rope you are holding is knotted together to form a circle; it must not be
undone.
Participant D: You must not let go of the rope.
Participant E: You will be told when you have 5 minutes of your 20 minutes left.
Discussion Questions :
Discuss with the group how they felt the activity went, giving feedback using the following
Review Questions
Do you feel as a group you communicated effectively?
During the Activity, what communication skills did you use effectively?
During the activity, what communication skills could you have used to improve performance?
How important is communication in the workplace? Why?
What key points have you learned about communication from this activity that you wish to apply
in the workplace?
What's the point from this activity?
This tough challenging activity reinforces the importance of being able to communicate
effectively with other team members while being blindfolded. It requires strong teamwork and
planning as well as efficient use of all possible communication skills the team has to succeed in
forming a square while blindfolded.
ACTIVITY 2: LISTENING DILEMMA
This activity can be modified. Often, failures to communicate can be traced back to a lack of
attentive listening or misinterpret someone’s words. This activity can help bring more awareness
to the listening process.

Explain to the participants that the average person is able to speak about 150 words per minute,
but we are able to hear about 1,000 words per minute. Ask participants what they do with this
extra time.

Ask the group to brainstorm things they could do to focus better on what is being said to them.
Perhaps practice some of these tips in a real conversation:

Pay attention to the tone, inflections, body language, and words of the speaker, taking note of
minute actions and changes to better get the message the speaker is trying to convey.

Try not to think about how you’re going to respond when the other person is speaking as this
will help derail your concentration on the present moment.

Interact with the speaker with short interjections that affirm them, “I see,” “I understand,” or
“Mhhm.” Nod or respond with facial expressions to tell the speaker you are fully engaged in
what they are saying.

Focus on not interrupting or finishing the other’s person’s sentence. Listen all the way through
before thinking of how to respond. (Garber, P.R., 2008)
ACTIVITY 3 : GUESS THE EMOTION
Many people don’t seem to be aware of the expressions they make that could either reinforce or
detract from what they are saying, or could give the wrong signals to those they are listening to.

Divide your group into two teams.

Give each team a set of cards with an emotion on it.

Have a participant from Team A act out the emotion on the card until his or her team guesses
correctly. Switch and have Team B act out their card.

Cycle out opportunities so that each group member has a chance to act.

Make it competitive. Award points and assign short time limits such as one or two minutes
for the group to guess. (Guess the emotion, n.d.)
Communication is such a broad, multi-layered word. To understand how to better your skills at
communicating, it’s probably best to establish that good communication is made up of many
things including:


active listening
appropriate posture and body language

friendly/appropriate tone

eye contact

speaking clearly and concisely

demeanor of confidence and friendliness

empathy and respect

knowing which medium of communication to use for which situation (Doyle, 2017).
Communicating effectively is, undoubtedly, a skill that must be practiced, reinforced, and learned
about.
LAB 2: CONVERSATION PRACTICE AND QUIZ ON GRAMMAR
In this session, learners will gain the art of conversation. The quizzes and exercises about
conversation and functional grammar are listed and suitable for classroom use and self-study.
ACTIVITY 1: PRACTISE GIVING INFORMATION ABOUT YOURSELF
USEFUL TIPS
In a speaking exam, there will usually be a part where the examiner asks you some questions
about yourself. These questions will be about the present, the past and the future.
Put the words in the correct order to make questions. Then ask and answer with your partner.
1 do / use / you / computer / How often / a?
2 usually / do / computer / you / what / for / use / your?
3 thing / an / happened / last summer / that / interesting / to / Tell me about / you
4 weekend / did / last / you / do / What?
5 primary / favourite / school / was / What / at / your / subject? Why?
6 is / your / day / part / favourite / the / What / of? Why?
OR
PERFORM ROLE PLAYS ON THE GIVEN SITUATIONS (ANY OTHER):
With a partner, role-play the following scenarios to practice appropriate formal and informal
communication skills for the college setting. You and your partner should role-play the scenario
once and then switch roles and do it again so you can each play both roles in all the scenarios.
Feel free to make up any details that are not specified in the scenario.
Scenario #1
You need to speak with a professor after class to ask a question about the lecture.
Scenario #2
You need to visit one of the adopted villages to identify the problems of the villagers. Conduct
focus group discussion with the important stakeholders.
Scenario #3
You are a graduate trainee working in an agriculture industry, a customer has come in to speak to
a member of staff to make a complaint. They are threatening to go to a consumer watchdog. Your
objective is to resolve the issue with minimum financial and reputation damage to the company.
Scenario #4
A customer enters your business, clearly angry, and he wants to vent about an unsatisfactory
experience with your product or service. He not only demands a refund but also wants to know
how you're going to make things right.
Scenario #5
Imagine that you are travelling in a train and would like to converse with the traveler sitting
opposite to you. How will you start a conversation?
Scenario #6
You and your friend have decided to watch a movie. Start a conversation about the movie you
have planned to watch.
Scenario #7
You happened to meet your old friend in the Kisan Mela. Write the dialogues between you and
your friend.
USEFUL TIPS:
Role-playing happens when two or more people act out roles in a particular scenario. It's
most useful for helping you prepare for unfamiliar or difficult situations.
You can also use it to spark brainstorming sessions, improve communication between team
members, and see problems or situations from different perspectives.
To role-play:

Identify the situation

Add details

Assign roles

Act out the scenario.
Discuss what you have learned.
ACTIVITY 2: SEE THE PICTURE AND TRY TO SPEAK IN FOR ONE MINUTE
WITHOUT STOPPING OR REPEATING YOURSELF.
ACTIVITY 3: TALK ABOUT YOUR ROLE MODEL/FIELD EXPERIENCE/
LEARNING EXPEIENCE/ MEMORABLE EXPERIENCE
USEFUL EXRESSIONS FOR PRACTICE: GENERAL CONVERSATION AND
DISCUSSION
ASKING FOR AN OPINION

What do you think about it?

What do you think?

What is your opinion?

What is your point of view?

What is your attitude to this problem?

Alex, would you like to say something about it?
GIVING AN OPINION

I think that we should consult a specialist.

In my opinion, we need a detailed plan of actions.

In my view, it's a difficult task.

The way I see it, it might be difficult to realize at the moment.

As far as I know, it could be very expensive.

As far as I'm concerned, time is the biggest problem.

As for me, I'm not ready to discuss it.

This is a crazy idea, if you ask me.
ADDING INFORMATION

In addition to that, we don't have enough people for this work.

I'd like to add that we will need new equipment for this project.

What's more, this office is too small for all of us.

Besides, there might be travel expenses.

Also, we will need extra cash for food and other daily expenses.
MAKING A SUGGESTION

I suggest getting a bank loan.

Why don't we get a bank loan?

How about using our out-of-town laboratory for this project?

We could rent some equipment instead of buying it.

You could publish an article about the project in a local newspaper.

Wouldn't it be a good idea to start a fund-raising campaign?

Let's ask James for help.

Asking to explain

I'm afraid I don't understand.

Could you explain it, please?

Would you mind explaining it in detail?

What do you mean?

Why? Why not?
ASKING FOR CLARIFICATION

I'd like to know where you are planning to sell the product.

What do you mean by saying that we don't have enough people?

Do you mean that we should hire someone to manage extension department?

Could you be more specific, please?

What are you trying to say?
EXPLAINING AND CLARIFYING

I mean that we will have to move to a different office and hire more people.

What I am trying to say is that we don't have enough money for this awareness program.

What I wanted to say was that we could use volunteers.

In other words, we are not ready yet.

You misunderstood. Let me explain.
ASKING FOR AGREEMENT

Do you agree?

What do you think?

Right? Is that right?

Wouldn't you agree with that? / Don't you agree with that?

You agree, don't you?
AGREEING

I agree. I agree with you on this. I agree with Shivam.

I agree completely. / I couldn't agree more.

That's true. / That's right.

You are right.

Right.

Of course. / Certainly. / Sure.

Exactly. Definitely.

I think so.

I suppose so.
DISAGREEING

That's not exactly true.

I'm afraid I don't see it that way.

Not really.

I'm sorry, but it's not quite right.

I'm afraid I disagree.

I'm afraid I can't agree with that.

I don't really agree with you on that.

To tell you the truth, I have a different opinion.

Basically, I understand what you mean, but I think your conclusions are wrong.
UNDERSTANDING

I understand.

I see.

I see what you mean.

I see your point.

I got it.

When you don't know the answer

I don't know.

I really don't know.

I'm afraid I couldn't say.

I have no idea.

I wish I knew.

Don't ask me.
DOUBT

I'm not quite sure about it.

Maybe, but I'm not sure.

I'm not sure that I agree with your argument.

I have to think about it.

I have mixed feelings about it.

Are you sure that this information is correct / accurate?
DISBELIEF

It can't be true!

I can't believe it.

I don't believe it.

Are you serious?

You must be joking.
APPROVAL

I think that it is a great idea.

It's great! / That's great! / Great!

It's very good! / Very good!

It's a good point.

You did a great job.
DISAPPROVAL

I don't like this idea.

I'm against this plan.

I don't think it will work.

It's too expensive.

It will take too much time.

It's too time-consuming.
ASKING TO REPEAT

I'm sorry, but could you repeat what you just said?

I'm afraid I haven't heard what you said.

Could you repeat it, please?

Can you repeat it, please?

What did you say?

Sorry? / Beg your pardon?
INTERRUPTING THE SPEAKER

I'm sorry to interrupt you, but could you repeat the address, please?

I'm sorry to interrupt, but there's a telephone call for Mr. Green.

Forgive me for interrupting you, but I'd like to ask a question.

Excuse me for interrupting you, but I don't think this information is relevant to the
subject of our discussion.

I'm sorry for the interruption.
ACTIVITY 4: IDENTIFY THE CORRECT VERB OR PRONOUN THAT AGREES
WITH SUBJECT OF THE FOLLOWING SENTENCES:
1. The orator and statesman has/have arrived.
2. The poet and philosopher is/are dead.
3. Each day and every hour brings/bring a fresh anxiety.
4. Neither Rama nor his brother was/were present there.
5. Neither Afzal nor his friends was/were available for comment on the developments.
6. The king with all his ministers was/were killed.
7. The council that met in the town Hall was/were divided.
8. Every one of the boat’s crew was/were drowned.
9. The behaviour of the children was/were excellent.
10. Not one of his lectures has/have ever been printed.
11. A series of lectures has/have been arranged on the subject.
12. Four weeks is/are a good holiday.
13. He is one of those men who know/knows everything.
14. Four kilometers is/are a good distance.
15. None but the brave deserve the fair.
16. Neither children nor their mother is/are admitted.
17. Many a flower is/are born to blush unseen.
18. A large number of women was/were present at the meeting.
19. Mohan as well as his friend is/are guilty.
20. Time and tide wait/waits for no man.
21. A knowledge of modern languages is/are essential these days.
22. The accountant and treasurer has/have absconded.
23. Either Rama or his brother is/are a fault.
24. Not one of these five boys is/are present in the class.
25. Which one of these umbrellas belongs/belongs to you?
ACTIVITY 5: IDENTIFY THE CORRECT VERB OR PRONOUN THAT AGREES
WITH THE SUBJECT OF THE FOLLOWING SENTENCES:
1. It is these people who instigate/instigates the workers.
2. Neither Mary nor Joseph has collected his/her admit card yet.
3. The multitude was/were frightened at the sight of the lion.
4. Any boy or girl sees/see it at once.
5. Everyman and every woman was/were terrified.
6. Each faculty member as well as most of those students know/knows the names of the
miscreants.
7. More than forty boys was/were present at the meeting.
8. Bread and butter are/is a wholesome diet.
9. Mathematics seem/seems to be difficult.
10. I like everything and everybody who/which reminds me of the greatness of God.
11. The man and the woman, the judge said, is/are guilty.
12. The managing director, not his assistants was/were responsible for the omission.
13. Advice is/are more easily given than taken.
14. The furniture your wish to buy is/are very expensive.
15. The acoustics of new auditorium is/are excellent.
16. The proceeds of this programme go/goes to local charities.
17. The people of India have/has firm faith in democracy.
18. The jury has/have given its verdict.
Ted
20. None wants/want a change in the working hours
21. I who is/am your fiend will help you.
22. I am the person who has/have done this.
23. The number of students who reported to the class this morning is/are small.
24. A number of books are/is missing from the library.
25. Everyone is/are entitled to one month’s salary
LAB 3: LISTENING SKILLS AND NOTE TAKING
Learning to take notes effectively will help the learners improve their study and work habits and
to remember important information.
ACTIVITY 1: LISTEN AND SUMMARIZE THE MAIN IDEAS COVERED.
To practice your note-taking skills, watch and listen to the following YouTube video.
5 Ways to Listen Better | Julian Treasure https://www.youtube.com/watch?v=cSohjlYQI2A
Students also listen to the TED Talks and summarise.
ACTIVITY 2: READ THE FOLLOWING PASSAGE AND MAKE NOTES IN AN
APPROPRIATE FORMAT. ASSIGN A SUITABLE HEADING TO THE PASSAGE.
The cosmetics industry is growing day by day. Big cosmetics giants make tall promises of flawless
skin beauty upliftment, but on a contrary, there is an ugly side of this so-called beauty products.
Many health hazardous monsters are hiding in these products. Studies and researches are showing
that cosmetics usage is toxic, they contain chemicals and other chemicals which can cause cancer.
Some brands of talcum powders which are used every day contain asbestos.
Unfortunately, consumers, particularly woman, are carried away by the telling and attractive
advertisements. Very rarely do they read the contents of the cosmetics they use. For instance, the
skin lightning creams which are available in India has hundreds of brands available each
promising to make skin tone lighter, spot free and fairer. Research has proved that these products
contain potentially hazardous chemicals like ammonia and hydrogen peroxide, p –
phenylenediamine and toluene diamines. It causes skin irritation, pimples etc.
According to a report in the UTUSAN CONSUMER, temporary dyes contain metallic substances,
like lead, which are toxic and can be absorbed through the scalp into the body. These temporary
dyes are derived from Benzedrine, known to produce bladder cancer. Likewise, have you ever
tried to look beyond the glow of nail polishes to its effects? Nail polish remover contains an
ingredient called acetone which can cause your nail to become brittle and split. However, acetone
is less toxic when compared toluene, another ingredient found in the nail polish. The basic
ingredient used in nail polish is formaldehyde resin which can discolor the nails. It is a colorless
gas with a strong, irritating smell, used also as an antiseptic for killing germs. Formaldehyde is
also known by other names like methanol and meth aldehyde.
It may be interesting to know that of all the cosmetics lipstick is the most toxic and dangerous for
three reasons. Firstly, women who apply lipstick swallow the chemicals directly. Secondly, it gets
absorbed through the tender lip skin. And, finally, lipstick not only harms the user but also her
mate.
USEFUL TIPS: MECHANISM - NOTE MAKING
Usage of abbreviation:

Capital letters to be used for first letter of the words for (eg: UNO, NCERT etc.).

Usage of abbreviations and symbols (for e.g. >, < @, % etc.)

Commonly used in newspapers and magazines. (gov., sec., Bio.)

Key to be used for own short forms (For e.g. Trans.=Transparent)
Proper Indentation

Title (reflects the main theme of the extract and carries 3 marks, it should not be more than
1/3 of the passage length)

Subheadings (grasp of the passage by the students)

Try to use only phrases and avoid using full sentences
METHODS
The Cornell method provides a systematic format for condensing and organizing notes without
laborious recopying. After writing the notes in the main space, use the left-hand space to label
each idea and detail with a key word or "cue."
The Charting Method
If the lecture format is distinct (such as chronological), you may set up your paper by drawing
columns and labeling appropriate headings in a table.
Mapping is a method that uses comprehension/concentration skills and evolves in a note-taking
form which relates each fact or idea to every other fact or idea. Mapping is a graphic representation
of the content of a lecture. It is a method that maximizes active participation, affords immediate
knowledge as to its understanding, and emphasizes critical thinking.
The Outlining Method
 Dash or indented outlining is usually best except for some science classes such as physics
or math.

The information which is most general begins at the left with each more specific group of
facts indented with spaces to the right.

The relationships between the different parts are carried out through indenting.

No numbers, letters, or Roman numerals are needed.
LAB 4:WRITING SKILLS
In this lab, students will learn to write effectively with clarity and ease.
Strategies to Develop Writing Skills:

Command over writing comes through practice.

Life experiences should be converted to activity ‘writing’.

Grammatical errors are continuously checked

Action words are concentrated upon

Accuracy and coherence

Re drafting

Remember your audience and their requirement

Gender neutral language
Different Types of Writing Skills

Letters, Formal and informal

Reports, Project reports, Memo reports and Minutes of meetings

Résumé or Job Application

E mails

Taking Notes
Important tips to Improve Writing Skills

Keep it simple

Keep it active: passive voice is avoided

Work together: share the work done by showing it to specialists in that area to get feedback

Invest on books and training: Look into dictionary or thesaurus to produce clear ad
understandable writing. Courses and workshops will help to improve writing

Make it interesting. As the readers are not familiar with subject matter, necessary details are
given

Use new and better Technology: update knowledge of giving headings, margins, alignment
and new words

Hiring a professional: when the volume of writing is large and professional matter, it can be
given to persons who are proficient in writing
ACTIVITY 1: LETTER WRITING
Write a letter to Minister of Agriculture about the affected farmers of your District after the super
cyclone Titli (or any other demanding situation)
Phrases and vocabulary to help write business letters:
Salutation
Dear Mr. Rahul
Dear Ms. Anima
Dear Sir
Dear Madam
Dear Sir or Madam
Dear Dr. Ravindra
Reason

I am writing to make a reservation/ to apply for the position of…/ to confirm my booking/ to
ask for further information about …

I am writing with regard to the sale of …/ to the complaint you made on 28th February

Thank you for your e-mail of 28th February regarding the sale of… / concerning the
conference in Chennai.

With reference to our telephone conversation on Friday, I would like to let you know that…
Closing

I look forward to seeing you.

I look forward to hearing from you.

I look forward to meeting you.
Complimentary Close
If you know the person’s name use:

Yours sincerely
If you don’t know the person’s name use:

Yours faithfully

For those you already know and/or with whom you already have a working relationship:

Regards
For Acquaintances and Formal Situations:

Best wishes

With best wishes

Best regards
ACTIVITY 2: REPORT WRITING
Write a report on your exposure visits and learning experiences.
Tips: Reports generally have a similar structure, but some details may differ. How they differ
usually depends on:

The type of report – if it is a research report, laboratory report, business report, investigative
report, field report etc.

How formal the report has to be.

The length of the report.
Depending on the type of report, the structure can include:

A title page

Executive summary

Contents.

An introduction

Procedure

Findings

Conclusions

Recommendation

References/Bibliography

Appendices
The sections, of a report usually have headings and subheadings, which are usually numbered
ASSIGNMENT 3: EMAIL WRITING
You are a project manager and you took the help of Biren, an additional resource, to complete the
task in time. Write a "Thank You" email to Biren appreciating his timely help including the below
phrases in the email.
Outline:
Accepting join - project months’ time - location constraints - flexibility - hard work - technical
expertise invaluable - high complexity task - co-operating - deliver service - critical moment deadlines - savior - look forward - to working with you - all the best
Tips: How to write a formal email
Follow these five simple steps to make sure your English emails are perfectly professional.





Begin with a greeting
Thank the recipient
State your purpose
Add your closing remarks
End with a closing
Useful Email Expressions: http://english.teamdev.com/resources/useful-phrases
Report Writing Example
XYZ Case study
Short Business Report: Guidelines
This document provides an outline for our annual business. Please follow this format when
preparing your case reports.
Contents
The report should begin with a table of contents. This explains the audience, author, and basic
purpose of the attached report. It should be short and to the point.
DATE: 4 February 2019
TO: Mr. Siddhartha Malik
FROM: Jeena Claudette, Marketing team, XYZ company
EMAIL ETIQUETTE: DO’S AND DON’TS
DO’S

DO include a heading in the subject line. With the number of emails and viruses that populate
inboxes, realize the significance of the subject line. A subject header is essential if you want
someone to read your message.
 DO make the subject line meaningful. A “Hi” or “Hello” won’t do. The recipient decides in
which order to read your message- or whether to read it all- based on who sent it and what it’s
about.
 DO personalize your message to the recipient. Although email is informal, it still requires a
personal greeting, such as, “Dear Ms. Jones,” or “Hi, Jack.” Failure to include a greeting can
make your message seem cold.
 DO account for tone. When you communicate in person, more than 90% of your message is
nonverbal. Email has no tell-tale body language! The reader cannot see your face or hear the
tone of your voice, so choose your words carefully and thoughtfully. Think about how your
words will come across in cyberspace.
 DO look at your email address and determine how it represents you. Names such as “looselips”
don’t sound professional. Students sometimes embarrass themselves by communicating with
an employer using an inappropriate address.
 DO include your name or a signature with additional details and contact information. The
recipient may want to communicate by means other than email.
DON’TS

DON’T forget to check for spelling and grammar. If you think this form of communication
does not have to be letter perfect, think again! It represents you. Poorly written messages may
indicate a poor caliber of work in other ways. Use proper capitalization, punctuation and
usage, and always check your spelling.

DON’T write the great American novel. Email is intended to be a brief communication. Keep
the message short and concise. Use only a few, brief paragraphs.

DON’T forward email without permission.

DON’T “reply to all” unless you are sending a response appropriate for group viewing.

DON’T fill in the “TO” line until you’ve written and proofed/edited your message. Is the
information accurate? Grammatically correct? In an appropriate tone? If you enter the “TO”
information first, a slip of the finger can send a message before its time!

DON’T think that no one but the intended recipient will see your email. After a message leaves
your mailbox, you have no idea where it may go.
LAB 5: ORAL PRESENTATION SKILLS
The purpose of this lab is to build confidence of learners. Learners begin speaking on the speech
topic coherently and fluently.
ASSIGNMENT 1: PREPARE A PRESENTATION ON ANY INTERESTING TOPIC OF
YOUR CHOICE.
ASSIGNMENT 2: PICK AND SPEAK (JUST A MINUTE)
Some Impromptu Speaking Topics:

Who am I?

My biggest concern for the future is...

Girls are girls, Boys are boys

Conservation is survival.

Real love is not the stuff of pop songs.

Plants have feelings too.

Junk food's popularity relies on marketing.

The world is a smaller place these days.

When I grow up...

The most important lesson of my life so far...

If I ruled the world...

Real learning doesn't occur in a classroom.

Uniforms stifle individuality.

Manners matter.
There are broadly three types of oral presentations. They are (i) Impromptu (ii)
Extempore (iii) Seminar
Impromptu
Impromptu refers to the type of oral presentation were the person has to speak on the spot
without any previous preparation this skill demands a good level of presence mind and selfconfidence apart from the skill of organizing the materiel in a quick pace. Impromptu reflects
highly competitive and agile environment in which we work.
In the absence of earlier arrangement of ideas and structuring of arguments, the speaker might
fail to present a coherence speech. The looseness as when compare to a seminar presentation
is expected. However, one should make an attempt to reduce chaotic presentation.
Extempore
In this type of presentation, the speaker is given time for presenting his/her speech. He or she
has time to work and rework his or her arguments and ideas taking into consideration the
equipment of the delivery say brevity, coherence and ample supporting evidence etc. In
extempore, we cannot directly use the material that is, read it out while delivering it to the
audience. Consequently, extempore presentation demands a deeper and thorough
understanding of the issue/topic being spoken.
Seminar
For a student, seminar is important an early exposure to this form of oral presentation is a
must. Seminars are regularly organized and conducted in colleges with a primary objective
of evaluating certain features that are present in both the two earlier forms - Impromptu and
Extempore. These provide the speaker with ample time to collect the material and organize
ideas.
Further, in a seminar like impromptu, the presence of mind, quick grasp of situation and prompt
action are essential. In a seminar the speaker can access his or her material directly.
Elements of oral presentation
A typical presentation will have the following steps
A)
Introduction
B)
Main Body
C)
Conclusion
D)
Questions and responses
Introduction: A well beginning is half done. The speaker has to prepare thoroughly and
motivate the audience. The introduction therefore should be attractive, attention drawing and
thought provoking. There are various ways to kick-start the presentation.

Greet the audience

Introduce yourself

Announce the topic either by asking questions or by directly giving clues before declaring it.

Explain the purpose of the presentation

Maintain time

Specify when you would like to ask questions

Give an outline of the PPT
Main Body
The main body should contain relevant matter, preferably divided into sub titles. Orderly
arrangement of these should cohere with the content. The relationship between the themes
and arguments should be clearly stated. It should contain a situation wherein, the audience
can effectively relate.
Conclusion
The main point here is, to reinforce the central idea, giving a brief summary of the main points.
“Great is the art of the beginning. But greater is the ending”
Specific Objectives of an oral presentation
1. Planning: - a. Purpose b. Audience c. Data needed and collection of it d. The action plan
2. Topic selection:- Right topic suitable for self and also for audience
3. Purpose:- Simple, concise statement of intention that helps to feel the pulse of the listener
throughout the presentation
Steps involved in oral presentation
1. Deciding the topic. It is good to choose a topic that is decent and relevant
2. Collecting or gathering information, data and visuals on the topic chosen, accessing library,
internet and discussion with people.
3. Arranging the information in a coherent manner.
4. A rough draft should be prepared keeping the length and time of the presentation.
5. Revise the rough draft number of times, to make it error proof.
6. Practice is essential. Rehearsing the speech before presenting it helps in boosting the
confidence. It helps to understand the flaws in delivery of speech for necessary correction. Take
the help of a friend or a mirror to practice.
LAB 6: FIELD DIARY AND LAB RECORD
Leaners need to keep a detailed record of what they are doing, for a number of reasons:




As a working record of an experiment/field assignment in progress
To ensure that good ideas or technical points are not forgotten, but can be looked up and
re-used
To track down problems if things do not go according to plan
As evidence that the work was done
Learning record templates are issued at the beginning of the lab session.
ASSIGNMENT: EACH STUDENT WILL SUBMIT THE LEARNING RECORD AT
THE END OF THE COURSE. THE STUDENT MAY USE THE UNIVERSITY
FORMAT OR THE FORMAT GIVEN BELOW:
STUDENT PROFILE:
Name:
If you have a recent photo,
add it here by choosing
Insert/Picture from the
menu above.
Semester:
Registration No:
Email address:
Phone:
LANGUAGES:
Primary Language:
Other Languages (reading, writing, speaking and
listening):
COURSE INFORMATION:
Course Instructor:
Course Number:
Course title:
Year:
Part A1: Reflections
Reflections on your own development with respect to reading, writing, speaking and listening,
personality development and other course strands or objectives (see the course syllabus)
Part A2: Aspirations and Intentions
Write here about your aspirations for this course, and how you are planning to realize them.
Teacher’s comments on Part A:
PART B1: MIDTERM ANALYSIS OF DATA
Develop your summary interpretation of your development in terms of the dimensions of
learning. Be sure to connect your interpretations with specific examples included in the
observations and samples of work.
PART C1: MIDTERM EVALUATION AND GRADE ESTIMATE
Include here any comments you'd like to add, especially concerning:
• Your estimated evaluation in terms of the grade criteria for the course.
• Suggestions for your own further development during the remainder of the term.
• Suggestions for class activities or for the professor to better support learning
Then, indicate your midterm grade estimate.
Evaluation:
Midterm Grade estimate (student):
Teacher’s comments on the Midterm LR:
Midterm Grade (teacher):
PART B2: FINAL ANALYSIS OF DATA
Develop your summary interpretation of your development in terms of the major
dimensions of learning. Be sure to connect your interpretations with specific examples
included in the observations and samples of work.
PART C2: FINAL EVALUATION AND GRADE ESTIMATE
Include here any comments you'd like to add, especially concerning:
• Reflections on your learning experience in the course.
• Any supplementary information or comments not included in Parts A and B.
• Any suggestions for the instructor for future classes.
• Then, indicate your final grade estimate.
Evaluation:
Final Grade Estimate (student):
Teacher’s comments on the final LR:
FINAL GRADE (TEACHER):
OBSERVATIONS
Please include the following information for each observation. Copy and paste these observation
fields for each new observation.
Date observed:
Date entered here:
Context (choose one):
Activity:
individual | pair | small group | large group | whole class | lab | field
Observation:
Teacher’s comments:
Paste here to create your first observation. Repeat for each new observation.
WORK SAMPLES
Please include the following information for each work sample. Copy the fields here and paste
them into the space below. Copy and paste these work sample fields for each new work sample.
Copy the whole box below, with all of its fields:
Name:
Assignment:
File name:
Location:
Your comments:
Teacher’s comments
Paste here to create your first work sample entry. Repeat for each new work sample.
COURSE STRANDS
(Provided by the teacher)
Course strand
GRADE CRITERIA
Description
Weight
(Provided by the teacher)
Grade
Criterion
Towards the end of each lab session, your diary will be marked by a lab tutor or facilitator,
who will briefly discuss the work you have done and highlight any problems. Marks for the
work is based on the following criteria:

Title and Date: clearly indicated

Introductory paragraph: aims clearly set out and correct; brief description of task

Method: explanation of method; discussion of any special points

Progress: good attempt made to complete specified work

Data presentation (tables): well laid out with column headings and units specified

Data presentation (graphs): well presented with good choice of axis and
scales; error bars on points; axes labelled, with units; key or legend if needed
Results: good results obtained; quoted to correct precision, with errors and units

Analysis

Conclusions: comparison with standard values with proper account of errors;
discussion of any discrepancies

Supplementary questions (if applicable): good answers demonstrating understanding of
material
The following grading system is used:
A: excellent work with only very minor shortcomings
B: good work but with room for improvement
C: barely acceptable work with significant problems
D: inadequate, little effort made
LAB
7:
INDEXING,
PROCEDURES
FOOTNOTE
AND
BIBLIOGRAPHIC
An alphabetical index is found in most non-fiction books, and the index is to make it easier for
you to find specific information in your book.
Footnotes are common in many non-fiction books, and are notes or references found at the
bottom of the page. You can add these as you write your book, or you can add them afterwards.
Endnotes are found at the end of the book, listed consecutively.
Lastly, the bibliography is also found in non-fiction books. If you have used other books in
your research, it is professional (and legal) courtesy to include a bibliography in your book.
In this lab, the learners will understand how to prepare index, footnote and bibliography.
ACTIVITY 1: PREPARE BIBLIOGRAPHY FOR YOUR REPORT. MENTION FIVE
BOOKS THAT YOU HAVE READ DURING THE PREPARATION OF YOUR
PROJECT WORK.
ACTIVITY 2: USE REFERENCE SECTION (MICROSOFT WORD), INSERT
CITATION AND CREATE SOURCE.
GUIDELINES
The Use of Footnotes
Footnotes are the acceptable method of acknowledging material which is not your own when
you use it in an essay. Basically, footnoted material is of three types:
1. Direct quotations from another author's work. (These must be placed in quotation marks).
2. Citing authority for statements which are not quoted directly.
3. Material of an explanatory nature which does not fit into the flow of the body of the text.
In the text of an essay, material to be footnoted should be marked with a raised number
immediately following the words or ideas that are being cited.
EXAMPLE:
"The only aspect of Frontenac's conduct the king...did not condemn was his care for military
security," Eccles stated, condemning Frontenac's administration.2
The footnotes may be numbered in sequence on each page or throughout the entire essay.
I.
Form and Content of Footnotes:
A. From a book:
1
W. J. Eccles, Frontenac The Courtier Governor (Toronto: McClelland and Stewart
Limited, 1959), 14.
[The information given in a footnote includes the author, the title, the place of publication,
the publisher, the date of publication and the page or pages on which the quotation or
information is found.]
B. From an article in a journal:
1
Peter Blickle, "Peasant Revolts in the German Empire in the Late Middle Ages," Social
History, Vol. IV, No. 2 (May, 1979), 233.
C. From a book containing quotations from other sources:
1
Eugene A. Forsey, "Was the Governor General's Refusal Constitutional?", cited in Paul
Fox, Politics: Canada (Toronto: McGraw-Hill Company of Canada Ltd., 1966), 186.
D. From a standard reference work:
1
Norman Ward, “Saskatchewan,” in The Canadian Encyclopedia, 2nd ed., Vol. 3, 1935.
J. K. Johnson and P. B. Waite, “Macdonald, Sir John Alexander,” in The Dictionary of
Canadian Biography, Vol. 12, 599
2
E. From the Internet:
In citing material read on the Internet, it is not sufficient to indicate the website alone. You
must provide information about author, title, and date of the document you are using, as
follows:
1
T. J. Pritzker, (1993). "An Early Fragment from Central Nepal"
[Online]. Available: http://www.ingress.com/~astanart/pritzker/pritzker.html [1995, June].
The final date [1995, June] is the date the website was consulted.
For more information about how to cite electronic information see Xia Li and Nancy
Crane, The Handbook for Citing Electronic Resources or
http://www.uvm.edu/~ncrane/estyles/.
II.
Rules to Remember in Writing Footnotes:
1. Titles of books, journals or magazines should be underlined or italicized.
2. Titles of articles or chapters—items which are only a part of a book--are put in quotation
marks.
III. Abbreviating in Footnotes:
The first time any book or article is mentioned in a footnote, all the information requested
above must be provided. After that, however, there are shortcuts which should be used:
(a) Several quotations in sequence from the same book:
The abbreviation to be used is "Ibid.," a Latin word meaning "in the same place." (Notice that
Ibid. is not underlined). Ibid. can be used by itself, if you are referring to the same page as the
previous footnote does, or it can be combined with a page number or numbers.
Example:
1
Gerald Friesen, The Canadian Prairies: A History (Toronto: University of Toronto
Press, 1984), 78.
2
Ibid.
3
Ibid., 351.
(b)
Reference to a source that already has been cited in full form but not in the
reference immediately preceding, is made by using the author's last name (but not the first name
or initials unless another author of the same surname has been cited), the title--in shortened
form, if desired--and the page number.
Example:
1
35.
William Kilbourn, The Firebrand (Toronto: Clark, Irwin and Company Limited, 1956),
2
John L. Tobias, "Canada's Subjugation of the Plains Cree, 1879-1885," in Sweet
Promises: A Reader on Indian-White Relations in Canada, ed. J. R. Miller
(Toronto: University of Toronto Press, 1991), 224.
3
Kilbourn, The Firebrand, 87.
4
Tobias, "Canada's Subjugation of the Plains Cree," 226.
Bibliography
The bibliography should be on a separate page. It should list the relevant sources used in the
research for the paper. This list should be arranged alphabetically by the surname of the
author. (Unlike the footnote reference, the surname is shown first, set off from the rest of the
information.) The information required is: author, title, place of publication, publisher and
date of publication.
NOTE: The information is separated for the most part by periods (rather than by commas,
as in the footnotes) and the parentheses enclosing the facts of publication are dropped.
EXAMPLE:
Eccles, W. J. Frontenac The Courtier Governor. Toronto: McClelland and Stewart Limited,
1959.
Johnson, J. K. and P. B. Waite. “Macdonald, Sir John Alexander.” In The Dictionary of
Canadian Biography, Vol. 12, 591-612.
Koenigsberger, H. G. and George L. Mosse. Europe in the Sixteenth
Century. London: Longmans, 1971.
Laslett, Peter. "The Gentry of Kent in 1640," Cambridge Historical Journal, Vol. IX, No. 2
(Spring 1948): 18-35.
Pritzker, T. J. (1993). "An Early Fragment from Central Nepal,"
[Online]. http://www.ingress. com/~astanart/pritzker /pritzker.html. [1995 June].
Tobias, John L. "Canada's Subjugation of the Plains Cree, 1879-1885." In Sweet
Promises: A Reader on Indian-White Relations in Canada, ed. J. R.
Miller. Toronto: University of Toronto Press, 1991: 212-240.
Ward, N. “Saskatchewan.” In The Canadian Encyclopedia, 2nd ed., Vol. 3, 1931-1938.
LAB 8: READING AND COMPREHENSION OF GENERAL AND
TECHNICAL ARTICLES
Reading comprehension is defined as 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.
TIPS




Learn to understand the structure of Paragraphs
Choose your Passages Carefully
Focus on Comprehension
Keep noting the main points of the passage on a sheet of paper
What to do:
1. Quickly scan the paper/article for headings.
This article is short, and does not have headings. It is interesting to note the information
highlighted under the picture of Jason-1:
Phase: Operating (ongoing)
Program Title: Earth Systematic Missions.
What did you note?
2. Use the headings in order to create a mind map.
A mind map is a diagram used to represent: words, ideas, tasks, or other items that can be
connected to a central key word or idea (wikipedia).
3. Skim the paper and highlight the key sentence or idea in each paragraph.
This may generate more ideas to add to or fine-tune your Mindmap.
4. Add the key ideas to the mind map.
See figures added in green on the mind map.
5. Read the article, and add any items that stand out that have not yet been noted.
6. Review your mind map.
New items added to mind map in red.
7. Underline and define any unknown terms. Write out the meaning of any acronyms.
8. Summarize your understanding in writing or verbally.
ACTIVITY: READ THE ARTICLE AND SUMMARISE IN ONE PAGE
(Source: https://www.livescience.com/topics/agriculture )
ATLANTA — Climate change is poised to affect the world's food supply in three key ways,
experts say.
"There will be impacts on the quantity, quality and location of the food we produce," said Dr.
Sam Myers, a medical doctor and senior research scientist studying environmental health at the
Harvard T.H. Chan School of Public Health.
"We've never needed to increase food production more rapidly than we do today to keep up
with global demand," Myers told Live Science.
But, "at the very same time, we're fundamentally transforming the biological underpinnings"
of how we produce food, he said. [The Reality of Climate Change: 10 Myths Busted]
Researchers studying climate change are looking at how the biological and physical changes
happening on Earth due to climate change will transform food production, Myers said at a talk
today (Feb. 16), here at the Climate & Health Meeting, a gathering of experts from public
health organizations, universities and advocacy groups that focused on the health impacts of
climate change.
FOOD QUANTITY
Ultimately, climate change will reduce the amount of food grown around the world, Myers told
Live Science.
Initially, some experts thought that rising carbon dioxide levels might act as a fertilizer and
increase food yield, Myers said. However, more recent research suggests that the net effects of
climate change will mean a decrease in food yield, he said.
For example, studies have shown that the combination of increased levels of carbon dioxide in
the atmosphere, rising temperatures and changes to precipitation may result in significantly
lower yields for staple crops such as corn and wheat, particularly in tropical areas, where food
production is normally high, Myers said.
Areas that experience increasing temperatures due to climate change will also likely see an
increase in crop pests, Myers said. Currently, pests are responsible for 25 to 40 percent of all
crop loss, he said, and as climate change continues, these pests will be able to expand their
reach. [7 Insects You'll Be Eating in the Future]
Insects may move into areas where they weren't found previously and where plants haven't
evolved defenses to ward them off, Myers said. It's also possible that certain predators of crop
pests, such as birds, may shift the timing of their migrations because of climate change in ways
that could prevent them from keeping pest populations in check, he added.
LOCATION
The location of much of the world's agriculture will also change in ways that affect the global
food supply, Myers said.
Agriculture in tropical regions will likely be the hardest hit by climate change, he said. And
higher global temperatures will make it more difficult for farmers to work in the heat of the
day, leading to less food production, he added. Indeed, existing research already shows that
heat limits work at certain times of day depending on the season in certain tropical and
subtropical areas, he said.
Other food sources, such as fish, will decrease in quantity, Myers said in his talk. And, as the
ocean warms, fish move toward Earth's poles, he said.
The problem with food production decreasing near the equator, he noted, is that almost all of
the human population growth that's predicted for the next 50 years will occur in the tropics,
Myers said.
And although regions closer to the poles will experience warmer weather and longer growing
seasons as a result of climate change, these changes won't be large enough to make up for the
loss of food production in the tropics, Myers said.
FOOD QUALITY
In addition to changes in the amounts and location of food production, research shows that
when certain foods are grown at high levels of atmospheric carbon dioxide, they lose some of
their nutritional value, Myers said.
Myers and his colleagues first published research on this phenomenon in 2014 in the journal
Nature.
In that study, the researchers grew crops, including wheat and corn, under two conditions:
elevated carbon dioxide levels, or normal carbon dioxide levels. The elevated carbon dioxide
levels represented the concentration that is estimated to be in the atmosphere in 50 years, Myers
said. They found that the crops grown under elevated carbon dioxide levels had lower levels
of protein, zinc and iron, Myers said.
The decreases in the nutrients could worsen the public health problem of nutrient deficiencies,
Myers added. Iron and zinc deficiencies are already huge health problems today. In the future,
200 million more people worldwide could develop a zinc deficiency, and the 1 billion people
who already have a zinc deficiency could see their deficiency worsen due to these nutritional
changes, Myers said. Research shows that there would be similar effects for iron and protein
deficiencies as well, he said.
More research on crop nutrient levels is needed; for example, researchers still aren't sure why
elevated levels of carbon dioxide cause crops to lose nutrients, Myers said. [Science You Can
Eat: 10 Things You Didn't Know About Food]
The findings illustrate how the effects of climate change are still surprising, even to scientists,
Myers said. "Never in a million years would we have" predicted that an effect of climate change
would be crops losing their nutritional value, he said.
"There's no way we would've anticipated that," Myers said.
LAB 9: PRÉCIS WRITING, SUMMARIZING AND ABSTRACTING
The purpose of this lab is to give the learners practice in writing a summary paragraph that
summarizes a longer article from a magazine, journal, or book.
Precis Writing /Abstracting/Summarizing is the one of the most useful skills for both the
student and the professional for reporting purpose. It is the art of shortening a document to
extract the maximum amount of information, then conveying this information to a reader in the
minimum number of words. But, it is necessary at the same time to be very careful not to lose
or distort the original meaning. The goal is to preserve the core essence of the original report
in a manner which is both clear and concise.
Precis Writing
A précis is a summary and précis writing means summarizing. This is an exercise in
compression. It is the gist or main theme of a passage expressed in as few words as possible. It
should be lucid, succinct and full (including all the essential points so that anyone, on reading
it, may be able to grasp the main points and general effect of the passage summarized.
USEFUL TIPS:
While writing a précis, you should follow the below given rules to make it an effective piece
of work.
Read Carefully
First read the passage twice or thrice carefully to summarize it. This will enable you to
understand the main theme of the passage.
Underlining
Underline and mark the important ideas and essential points from the original text.
Outline
With the help of underlined ideas, draw the outline of your précis.
Omission
Omit all the unnecessary information or the long phrases which could be replaced by one word.
All the adjectives and the adverbs can also be omitted in order to make a good précis.
Don’t Omit
While making a précis, the writer should never omit the important points and ideas which are
essential to be described.
Size
Keep the fact in your mind that the length of the précis should be the one third of the original
passage.
Indirect Speech
A précis should be written in indirect speech. If there is direct speech in the passage, it should
be changed into indirect speech.
Tense and Person
It should be written in the third person and past tense. In the case of universal truth the present
tense should be used.
Own Words
A précis should be written in your own words and the writer should abstain from borrowing
words from the original passage.
Précis of a Dialogue
The précis of a dialogue or conversation should always be expressed in form of narrative.
Objective Approach
A précis writer should adopt an objective approach. He should not add his personal ideas to a
précis. Put all the important points and ideas in a logical order.
One Paragraph
There could be two or more paragraphs in the original text. While making the précis, try to
write all the ideas in one paragraph.
Rough Draft
After omitting all the unnecessary ideas, the writer should prepare a rough draft to finalize it.
Final Draft
Having read the rough draft and pointed out some mistakes which may be found in the rough
draft, the writer can prepare the final draft.
SAMPLE
Home is the young, who known "nothing of the world and who would be forlorn and sad, if
thrown upon it. It is providential, shelter of the weak and inexperienced, who have to learn as
yet to cope with the temptations which lies outside of it. It is the place of training of those who
are not only ignorant, but have no yet learnt how to learn, and who have to be taught by careful
individual trail, how to set about profiting by the lessons of teacher. And it is the school of
elementary studies - not of advances, for such studies alone can make master minds. Moreover,
it is the shrine of our best affections, the bosom of our fondest recollections, at spell upon our
after life, a stay for world weary mind and soul; wherever we are, till the end comes. Such are
attributes or offices of home, and like to these, in one or other sense or measure, are the
attributes and offices of a college in a university.
Precis Summary
Home shelters the young who are weak and unexperienced and unable to face the temptations
in life. It is a centre of their elementary education and a nursery of sweet affections and pleasant
memories. Its magic lasts forever. A weary mind turn to it for rest. Such is the function of a
home and in some measure of the university.
ACTIVITY 1: WRITE A PRECISE ON THE FOLLOWING PARAGRAPH:
Teaching is the noblest of professions. A teacher has a scared duty to perform. It is he on whom
rests the responsibility of moulding the character of young children. Apart from developing
their intellect, he can inculcate in them qualities of good citizenship, remaining neat and clean,
talking decently and sitting properly. These virtues are not easy to be imbibed. Only he who
himself leads a life of simplicity, purity and rigid discipline can successfully cultivate these
habits in his pupils.
USEFUL TIPS:
Abstract and Summary
Abstract is generally restricted to 250 words or even less, but a summary may be somewhat
longer. If a summary is the précis of a report, an abstract is a précis of the summary. Long
reports, sometimes has a summary as well as an abstract; in short reports the abstract tends to
coincide with the summary.
Abstracts may also be descriptive or informative, depending on their scope:
A descriptive abstract (25-250 words) summarizes information about purpose, scope, and
methods used to arrive at findings; it may be like a table of contents of the longer work in
sentence form. Descriptive abstracts are crucial for progress reports and documents that
compile information.
An informative abstract is an expanded version of the descriptive abstract; it includes results,
conclusions, and recommendations from the original research. An informative abstract also
retains the tone and scope of the original work, and may be as lengthy as up to 10% of the
original document size (though clearly it must omit background and a great deal of detail).
Informative abstracts satisfy the widest possible researcher indexing needs.
Because the abstract is of major importance in a report, a summary of effective qualities of
abstracts is offered here.
A well-written abstract

Considers the readers it will encounter

States what was done and what results were found

Is concise

Avoids vagueness by stating specific results

Uses past tense to report what was done

Is informative

Is self-sufficient and does not refer to the body of the report

Makes concrete, useful recommendations
ACTIVITY 2: WRITE A SUMMARY OF THE TEXT IN ENGLISH, INCLUDING
THE MOST IMPORTANT POINTS, USING YOUR OWN WORDS WHENEVER
POSSIBLE.
Revolutions are likely to occur in states with “modernizing agrarian bureaucracies.” In other
words, the country has to be in the process of modernization, with a primarily agrarian economy
and a landed elite capable of posing constraints on the absolute power of the king. Such
conditions weaken the state and are favourable to peasant insurrection. Modernizing states are
in a paradoxical state of governance, as existing domestic bureaucracies often oppose state
efforts to modernize. Thus, there is an impasse on a governmental level in the protorevolutionary state. When this impasse is coupled with agrarian class struggle (which foments
peasant insurrection) and external pressures, such as war in the Russian case, the state is in a
prime position for social revolution. However, the revolution will only occur when the state is
weak. Thus, state weakness is the most important factor in pushing a state into social
revolution. Even if all other characteristics are present, strong states will not succumb to social
revolution. Unlike Marxism and other theories of linear development, such as Modernization
theory, Skocpol’s structuralist framework lacks teleological pretext. Skocpol argues, “. . . to
suppose that the Revolution could have proceeded, let alone broken out, in a France somehow
suddenly and miraculously ripped out of the context of the European states system in which it
had always been embedded [is absurd].”
SUMMARY WRITING TIPS:
A summary begins with an introductory sentence that states the article's title and author.
A summary must contain the main thesis or standpoint of the text, restated in your own
words. (To do this, first find the thesis statement in the original text.)
A summary is written in your own words. It contains few or no quotes.
A summary is always shorter than the original text, often about 1/3 as long as the original. It
is the ultimate fat-free writing. An article or paper may be summarized in a few sentences or
a couple of paragraphs. A book may be summarized in an article or a short paper. A very large
book may be summarized in a smaller book.
A summary should contain all the major points of the original text, and should ignore most of
the fine details, examples, illustrations or explanations.
The backbone of any summary is formed by crucial details (key names, dates, events, words
and numbers). A summary must never rely on vague generalities.
If you quote anything from the original text, even an unusual word or a catchy phrase, you
need to put whatever you quote in quotation marks ("”).
A summary must contain only the ideas of the original text. Do not insert any of your own
opinions, interpretations, deductions or comments into a summary.
A summary, like any other writing, has to have a specific audience and purpose, and you must
carefully write it to serve that audience and fulfill that specific purpose.
LAB 10: INDIVIDUAL PRESENTATIONS AND GROUP PRESENTATIONS
The purpose of this lab is to learn the essentials of clear and effective communication to achieve
the goals, and have collective understanding on the topics of discussion.
Both individual and group presentations are important. But, it is more valuable to deliver a
group presentation than a solo one. Many people prefer group presentations because there is
less pressure on the individual. However there are also unique challenges, such as having to
ensure multiple individuals collaborate in order to produce a cohesive piece of work.
ACTIVITY : EACH GROUP WILL BE RESPONSIBLE FOR RESEARCHING AND
PRESENTING A TOPIC TO THE CLASS.
SAMPLE TOPICS (Source: http://www.indiaclass.com/agriculture-topics-presentation,
http://www.indiaclass.com/presentation-topics-for-college-students/)

Future of Agriculture!

Zero Budget Natural Farming: Need of the Hour

The future is Organic: But it’s More than Organic!

Sustainable Agriculture

Smart Farming: The Future of Agriculture

Driver-less Cars: Future of India

Beti Ko Bachao Cyber Cime Se
USEFUL TIPS:
The following steps may help to accomplish this objective:
SHARE INFORMATION: Once you have been assigned to a group, exchange names, email addresses, and phone numbers. Figure out the best days and times for you to meet as a
group outside of class.
MEET: In meetings, groups should brainstorm presentation topics of interest and possible
class activities, select topics by consensus, divide up the topics, and assign research tasks to
each group member. Talk about your project frequently to keep group members informed.
RESEARCH: Conduct outside research on your topic area using the library and the web (your
textbook is a good place to start, but you MUST use sources besides your book), then write up
a short summary of your findings to discuss with your group members. When gathering
research, be sure to keep a record of the sources you plan to use in case it makes sense to cite
them. Be selective about what information you will present- you should not try to summarize
the entire topic, or to present all of the information you know. Instead, select those parts of the
topic that are the most relevant and interesting.
OUTLINE: As a group, select which topics you will present (keep in mind you CAN'T present
everything- pick what is important & interesting). Plan your presentation and prepare a written
outline of your research, including the topic order, who is responsible for each part, and
approximately how long each part will take (this will be handed in). It is not required that
every group member talk in front of the class, but remember that if you do not present in front
of the class you must contribute more to your group in other ways.
PRESENT: On presentation day, arrive a few minutes early to set up. Your presentation
should follow a clear outline, including an introduction and conclusion. The format is up to
each group to decide, so be creative.
Ideally, a group’s presentation generates new ideas and discussion in the listeners. Try to get
your audience as involved in your presentation as possible: ask questions, incorporate a brief
activity, show a brief video clip, or pop a brief quiz! (Brief = no more than 5 minutes).
Don’t forget to cite important sources aloud.
All group members should contribute in some way (if not by speaking, then by preparing the
powerpoint slides, handouts, etc.).
HAND-IN:
Before presentation day (at least 1 week before):
Powerpoint slides to be posted to the web
Handouts to be photocopied
An outline of your presentation (including who presents what)
Class period of the presentation: reference section
A FEW DOS AND DON’TS:
Do: listen, prepare, cooperate, take turns speaking, get assignments completed on-time, be
creative, open-minded, flexible, and courteous. Also, coordinate your information into a
cohesive group project, rather than one of five individual projects tacked together. Arrange
speaking order to create smooth transitions between sub-topics. Let me know if you have
difficulties with a group member, are unclear on part of the assignment, need help planning
how to involve your audience – anything of concern!
Don’t: wait until the last minute to start, interrupt, be late for meetings, forget to get the class
involved, prepare sloppy handouts or slides, forget to use outside sources, and do not repeat
class activities we’ve already done.
LAB 11:PUBLIC SPEAKING
The Public Speaking Lab strives to help learners to improve their abilities and confidence when
it comes to public speaking.
Why public speaking matters
Public speaking is a craft that fuses cleverly crafted prose with oratory skills that bring the
written word to life. It plays a pivotal role in your success, especially in today’s society and
ever-changing corporate landscapes. Public speaking is the greatest soft skill that will ensure
success. The lab includes Stand Up and Speak activities to help the learners to hone and
effectively utilise the public speaking abilities.

Become a proficient public speaker

Manage group dynamics

Make better presentations

Think fast on your feet

Debate with flair

Participate in discussions confidently

Communicate effectively to motivate and inspire
ACTIVITY: STAND UP AND SPEAK / PUBLIC SPEAKING WORKSHOPS/
AWARENESS PROGRAMS
SAMPLE TOPICS:

My biggest concern for the future is...

Real love is not the stuff of pop songs.

Plants have feelings too.

Junk food's popularity relies on marketing.

The world is a smaller place these days.

When I grow up...

To be grown up is a state of mind.

The most important lesson of my life so far...

Intelligence is not enough.

If I ruled the world...

Team sports build strong individuals.

Laughter is the best medicine.

Poverty is a state of mind.

Being young is over-rated.

What human quality do we need more of and why?

Who has been the most influential person in your life and why?

Summer is the best and worst of times. Why?

The media controls how and what we think.

Real learning doesn't occur in a classroom.

A sense of humor is essential.

Uniforms stifle individuality.

Manners matter.

Peace is possible.
In this lab, students listen to motivational talks (Ted) and talk on the same theme in the same
tone to motivate peers.
DESCRIPTION
Organizing a Presentation:
It is a fun and interactive way to learn how to organize your presentations without making them
boring and scripted. All you need is half an hour to make all of your future presentations so
much more effective and fun (for the audience AND for you!).
Breaking Bad Habits:
How many times do you say "uhm, like, so yeah, and y'know" during a presentation? Do you
play with your hair, clothes, or jewelry? Does making eye contact with your audience terrify
you? Luckily for you, this workshop is here to help you break all of these bad habits with some
helpful tips and many hands-on activities!
Impromptu Speaking:
This practice session will teach you tips and tricks to be more comfortable creating impromptu
speeches at the drop of a hat. Instead of being terrified of blanking on the spot, you'll learn how
to think on your feet to organize your thoughts, and conquer the fears of impromptu questions!
Visual Aids:
Perfect the 4 P's: Props, Poster Boards, Prezi and Powerpoint! You'll learn the best tips on
what visual aids to use and when to use them.
Presentation Anxiety:
Feeling nervous, jittery, and scared to present?! Feeling anxious? Rest assured, the public
speaking anxiety workshop will help you with those shakes and stutters. This workshop will
help you deal with anxiety in a positive way and prepare you to give a better presentation.
Verbal Delivery:
This lab will help you with different communication styles and how to address target audiences.
Participate in Verbal Roulette, where you will receive tips on all of the little intricacies that go
into grabbing your audience's attention and leave with polished verbal communication skills.
Group Presentations:
Ever had a group presentation go horribly wrong? Did a group member bail on you? Learn how
to be prepared for a group presentation and ensure that it goes off without a hitch. You will
leave this lab understanding the importance of collaborating with your group and transitioning
flawlessly between members.
Effective Public Speaking:
Sometimes in life you want a little bit of everything. Why settle for one when you can have a
variety? The lab will give you an overall view of what makes a presentation great and how you
can overcome various public speaking obstacles. This lab ranges from working on impromptus
to tackling anxiety and much more.
SPEECH OUTLINE TEMPLATE
Topic: _____________________________________________________________________
General Purpose: _____________________________________________________________
Specific Purpose: ____________________________________________________________
Thesis: ______________________________________________________________________________
INTRODUCTION
I. Attention Getter: ____________________________________________________
II. Connect With Audience: ______________________________________________
III. Establish Credibility: ________________________________________________
IV. Thesis Statement: ___________________________________________________
V. Preview Main Points: ________________________________________________
BODY (3-4 Main Points for a 5-7 minute speech)
I. Main Point #1 (full sentence): ___________________________________________
A. Sub-Point: _______________________________________________________
1. Supporting Point: ______________________________________________
2. ____________________________________________________________
a. _______________________________________________________
b. _______________________________________________________
B. ________________________________________________________________
1. ____________________________________________________________
2. ____________________________________________________________
a. _______________________________________________________
b. _______________________________________________________
Transition Statement: _________________________________________________________
II. Main Point #2: ______________________________________________________
A. ________________________________________________________________
1. ____________________________________________________________
2. ____________________________________________________________
a. ______________________________________________________
b. ______________________________________________________
B. ________________________________________________________________
1. ____________________________________________________________
2. ____________________________________________________________
a. _______________________________________________________
b. _______________________________________________________
CONCLUSION
I. Signal Closing-or- Transition to Conclusion: ______________________________
II. Summary of Main Points: _____________________________________________
III. Restate Thesis Statement: _____________________________________________
IV. Concluding Remarks:
LAB 12: GROUP DISCUSSION
A topic- factual, controversial, abstract or case is given for discussion. It is not a formal debate
but an informal, conversational exercise among five to twelve persons. Students must be aware
that GD is treated as a part of recruitment or elimination process, as a part of eliciting opinions
/ideas on any subject or plan of action, as part of decision making, problem solving, as part of
reaching a consensus. While a group discussion is under way, the observer/s would note the
following: Communication Skills, Analytical Power, Team Orientation, Leadership Qualities,
and General Awareness.
Standards of performance in GD will vary from company to company as well as from interview
to
Interview.
GD TIPS
1. Initiation Techniques
2. Body of the group discussion
3. Summarization/ Conclusion
(Most GD do not really have conclusions. But every GD is summarized. You can summarize
what the group has discussed in the GD in a nutshell).
ACTIVITY: MAKE A GROUP DISCUSSION ON ANY ONE OF THE TOPICS/ANY
OTHER CURRENT TOPIC

Digital payments are secure and India is ready to go cashless.

Modi’s ‘Make in India’ campaign is better than the old ‘Made in India’ campaign.

India needs bullet trains!

Should national anthems be played in cinema halls?

WhatsApp should be banned in India.

Driverless car ban in India – is it a right move?

Women’s IPL is a welcome move.

Minor’s abortion: should it be left to the mercy of the court?

More and more mobile towers in residential areas. Boon or bane?

Caste-based reservation must be replaced with economic status and education of parents.

Is GST a ‘one nation’, ‘one tax’ reform?
LAB 13:ORGANIZING A SEMINAR/ CONFERENCE/WORKSHOP
The purpose of this lab is to: (1) To develop personality and communication skills and (2) To
make a positive impact on career.
ACTIVITY: STUDENTS ORGANISE AWARENESS PROGRAMS/SEMINARS AS PART OF
THEIR COURSE EVALUATION AND LEARN THE PROCESS OF ORGANISING BY
DOING
(E.G.,
SANITATION,
LIVELIHOOD,
COMMUNICATION
SKILLS
&
AGRICULTURE RELATED TOPIC)
HELPFUL STEPS:
Unlike lectures, where a speaker will address the audience, seminars and workshops are led by
learners acting as a mediator. This allows for opening up the floor for discussion pertaining to
the professions and hearing about other ideas on the topic/traditional knowledge – in a setting
that encourages conversation.
Here are five (5) helpful S.T.E.P.S. in achieving a successful and smooth-running seminar:
1) Set the objectives and goals
2) Take time to select the best roster of topics and speakers
3) Event details and cost projections must be identified
4) Prepare all the seminar materials and other technical requirements.
5) Schedule one final production meeting before the actual event
6) Once all the details are in place, schedule a production meeting with the entire team,
suppliers and speakers included, to ensure a smooth-flowing (if not stress-free)
seminar!
7) Market your event
The guidelines provide advice to associations on organising training workshops and seminars.
The lab covers planning activities by students that will ensure the organisation of a successful
event such as awareness program on cashless transaction, use of technology in farming,
organic farming.
LAB 14: CURRICULUM VITAE /RESUME WRITING
The primary differences between a resume and a curriculum vitae (CV) are length, what is
included, and what each is used for. While both are used in job applications, a resume and a
CV are not always interchangeable. Most resumes are competency-based: they are personal
marketing documents intended to showcase the candidate’s skills, notable achievements, and
work experience to the greatest advantage. CVs, submitted for jobs in academia, scientific
research, and medical fields, are credential-based, providing a comprehensive (and often
lengthy) listing of one’s education, certifications, research experience, and professional
affiliations and memberships.
Résumés can be used for a variety of reasons, but most often they are used to secure new
employment. The résumé is usually one of the first items, along with a cover letter and
sometimes an application for employment.
ACTIVITY: STUDENTS VISIT HTTPS://WWW.INDEED.CO.IN/AGRICULTURE-JOBS
OR
ANY
JOBSITE
TO
WRITE
A
RESUME
IN
RESPONSE
TO
THE
JOB
ADVERTISEMENTS, E.G.,
Field Officer
Institute for Integrated Rural Development (IIRD)
Aurangabad, Maharashtra
₹14,000 - ₹20,000 a month
Should be a graduate or post graduate in agriculture/food processing/veterinary with 2 to 3
years’ experience in field work. Responsibilities and Duties*....
Apply securely with Indeed Resume
USEFUL TIPS
PREPARING A RESUME
The key to creating a high-impact resume is to look at the document from the employer’s point
of view. From this point of view, the purpose of the resume review is to screen out applicants
who don’t fit the job requirements. Your objective is not to include anything that will get your
resume stacked on the "rejects" pile.
What should be included on a Resume?

Header

Summary Statement

Key Skills & Technologies

Work Experience

Education

Do showcase your core skills, including managerial abilities, and soft skills.

Don’t include extensive details that are not directly relevant to your pursuit of a position in
the agriculture sector.

Do phrase your experience clearly and succinctly so that prospective employers will easily
understand your qualifications.

Don’t overlook the importance of skill and specialized knowledge in the agricultural work
that you have done.

Do explain the breadth of your agricultural expertise, including your specializations and
prior work environments you have become familiar with.

Don’t overcomplicate your experience by using too much jargon or ambitious phrasing
throughout the text of your CV.
SAMPLE RESUME
Michael K. Finnegan
164 Felosa Drive
Mira Loma, California 91752
Phone: 323-983-1875
Email: michael.finnegan@anymail.com
Job Objective:
Meticulous agricultural inspector seeking a respectable senior position where I can use my
knowledge and experience to provide adept inspection procedures or suggest top farming
practices as per federal rules.
Summary of Skills:







Adept at various inspection procedures to be applied in different food processing
environment
Possess comprehensive knowledge about agricultural regulations
Proficient in using computer applications and software to track inspection stages
Sound knowledge of various practices of crop cultivating techniques and other farming
procedures
In-depth information about manures, pesticides, disinfectants, medicines, artificial and
natural fertilizers
Possess good knowledge about various animal diseases and their curable treatments
Excellent observer with good interpersonal and communication skills
Work Experience:
Agriculture Inspector
New Parkland Agricultural Inspections Department, Mira Loma, California
February 2019 – Present





Conducting periodic inspections of local farms, dairy farms, poultry and meat packing
centers
Preparing inspection documents as per guidelines provided by state and federal
regulations
Inspecting plant equipment used at industry to process farming products and documenting
a report on findings
Responding to anonymous customer complaints regarding food safety violations and
improper care of livestock
Updating inspection checks on the software to track quality or violations and taking
appropriate actions
Agriculture Assistant
Green Field Farming Incorporation, Mira Loma, California
May 2016 – March 2019

Managed health and maintenance of livestock on various farms and ensured mass
production of dairy products




Scheduled routine veterinary checks for the livestock and ensured proper maintenance of
their sheds, poultry and fencing around the farms
Provided guidance to farmers on the latest farming practices and the use of advanced
machinery to separate grains from the crop
Monitored diets fed to livestock animals and prepared a report on the amount of animal
products produced – milk, wool, meat, eggs etc.
Inspected that farmers follow regulated practices and do not have illegal procedures to
boost production or harm the environment
Agriculture Specialist
Becket Farms & Animal Husbandry, Mira Loma, California
July 2014 – April 2016







Joined on a part-time basis to tend to livestock and later confirmed for a full-time post
to carry out various farming activities
Ensured proper and timely use of medicines to keep the crop and livestock free from
diseases
Took responsibility to spray pesticides, insecticides on the crops by using standard
products and following safety norms to carry out these tasks
Incorporated special techniques like using natural manures and fertilizers to increase
production
Enrolled in basic activities like providing guidance to workers on sowing seeds
efficiently
Took initiative to try horticulture methods in farm
Monitored the different crops in the field and noted down their weekly growth
Education:

Bachelor's Degree in Agricultural Science University of Arizona, Tuscon, Arizona
2012
Awards/ Recognition:


College of Agriculture Academic Scholarship, 2012
Department of Agricultural Education Honors List, 2010
College of Agricultural Life Sciences Honors List, 2010
Best Outgoing Agricultural Student Award, 2010
References (If Any)
LAB 15:INTERVIEW SKILLS
Upon successful completion of this lab, students will be able to successfully participate in a
mock interview.
ACTIVITY: EACH STUDENT WILL PARTICIPATE IN MOCK INTERVIEW (5-10
MINUTE) TO DEVELOP SKILLS TO CRACK JOB INTERVIEWS.
The Mock Interview Evaluation form has been included to provide students with feedback.
SAMPLE HR QUESTIONS:

Tell me about yourself.

Why should I hire you?

What are your strengths and weaknesses?

Why do you want to work at our company?

How do you feel about working nights and weekends?

Can you work under pressure?

Are you willing to relocate or travel?

What are your goals?

How long would you expect to work for us if hired?

What are your interests?

Who is your role model?

What was the toughest decision you ever had to make?

Have you considered starting your own business?

How do you define success?

Tell me something about our company.

How much salary do you expect?

Where do you see yourself five years from now?

Do you have any questions?
USEFUL TIPS
BEFORE THE INTERVIEW

Do your homework! Learn as much as you can about the company or college before
the interview. Do some research: ask people who work there, go to the library, look
on the internet. Find out what services/products the company provides, how long they
have been in business, whether the company is growing or downsizing, the company’s
reputation, etc. An interviewer will be impressed that you have made an effort to learn
about the company. Read any material they send you!

Know where you are going. Drive by the site of the interview a day or two before the
interview. Arrive 5 - 15 minutes early.

Be prepared when you go to the interview. Bring extra copies of your resume, your
portfolio, a notepad with some questions prepared for the interview, and a pen.

Dress for Success! Hair should be clean and combed. Fingernails must be clean with
no gaudy polish. Keep perfume, cologne and aftershave to a minimum.
Women: Formal Salwar, skirt (not too short), or dress pants with a blazer, No
excessive jewelry, make-up, or “big hair.”
Men: pants (not jeans!), collared shirt, tie, sport coat and shoes. A suit is not always
necessary. Do not wear loud clothes! Be conservative!
THE START OF THE INTERVIEW (BEGINNING)

When you meet the interviewer, look straight into his/her eyes, shake hands firmly,
introduce yourself, smile, be confident and wait until you are offered a seat.

Be positive in your communication (Remember: You’re selling yourself!!), don’t
slouch, try not to be too bold or too shy. Let the interviewer lead the interview.
Express that you are happy to have the opportunity to interview.

When all else fails: SMILE!!
DON’T:
Chew gum, curse, slouch, put your hands on items on the interviewer’s desk, fidget with
rings, pens, ties, change, or other things in your reach.
THE INTERVIEW (MIDDLE)

Always face the interviewer with good posture and body language.

Stay positive with your attitude and your answers. Let the interviewer know about the
skills, knowledge and experience that make you a qualified candidate.
INTERVIEW

Know your resume and portfolio well and be prepared to answer questions about them.

Don’t be a know-it-all! Express your willingness to learn!

Be honest with all answers.

Be thorough with your answers. Never answer with just a “yes” or “no.” Always provide
explanations and examples.

If you don’t understand the question, ask the interviewer to explain.

Pay close attention to what the interviewer is saying.

Organize your thoughts before speaking. Feel free to think for a moment about tough
questions.
DON’T:

Emphasize your weaknesses.

Draw attention to negative attributes such as poor attendance, grades, being fired, etc.

Criticize former employers, co-workers, or school personnel.

Discuss personal issues, good or bad, which are irrelevant.

Discuss salary or benefits unless the interviewer brings it up first.
Remember that you represent a risk to the employer. A hiring mistake is expensive. Show
you are highly motivated and energetic.
THE INTERVIEW (END)

Ask the job-related questions you prepared for the interview.

If you are told you will be contacted, ask about how long it will be. Offer to call in a few
days to find out the decision. This shows your continued interest.

Make sure the interviewer knows how best to contact you and that you are available for
any additional information that may be needed.

Thank the person for the interview and their interest in you as a potential employee or
student. Shake hands firmly on the way out.
THE FOLLOW-UP

Send the interviewer a thank-you letter soon after the interview.