Foundation Engl

 

 

 

FOUNDATION ENGLISH-EN23C01 LEARNING MATERIALS PACKET 2

 

 

 

 

 

 

 

FOUNDATION ENGLISH- LEARNING MATERIALS (Assessment Period II)
Course Title: Foundation English	Academic Year 2025-2026
Course Code: EN23C01	Semester I
Credits: 3 (Lab integrated theory)	No of contact hours: 60

 

 

 

Assessment II - Plan
EN23C01-Foundation English
Internal Assessment –II
Pen& Paper test (30 Marks) (01.12.2025 – 08.12.2025)	LAB Assessment (25 Marks)
Grammar ·           Tenses (Future) ·          Preposition ·           Degrees of Comparison ·           Connectives	Listening Short TED Talks – Listening comprehension OR Speaking Short Speeches- product comparison/ product review/ picture description
Vocabulary ·           Compound nouns ·           Synonyms ·           Antonyms Writing ·           Letter writing/ Email writing (Enquiry / Permission) or
	Assignment (20 Marks) (Course Instructors can choose any assignment(s)* based on the proficiency requirements of the class).
	Writing ·           Compare and contrast (Essay) ·           Letter writing/ Email writing (Enquiry) ·           Letter writing/ Email writing (Permission)
·      Visual Image description
Reading ·      Compare and contrast (product- specification comparison table)	·      Visual Image description (Essay) ·           Grammar& Vocabulary Worksheets ·           Textbook exercises *Please give preference to those items that are not assessed in the pen and paper test.

 

Table of Contents

 

	Section I Grammar
1.	Prepositions	4
2.	Prepositions - worksheet	5
3.	Degrees of Comparison	7
4.	Degrees of Comparison- worksheet	8
5.	Connectives	10
6.	Connectives- Worksheet	12
	Section II Vocabulary
7.	Compound nouns	16
8.	Compound nouns- Worksheet	20
9.	Synonyms and Antonyms Wordlist	22
10.	Synonyms and Antonyms- Worksheet	26
	Section III Writing
12.	Compare and Contrast Essay	30
13.	Compare and Contrast Essay (products)- Sample	32
14.	Letter Writing	36
15.	Letter Writing (Enquiry)	38
16.	Letter Writing (Permission)	39
17.	Email Writing	40
18.	Email Writing (Enquiry)	41
19.	Email Writing (Permission)	42
20	Visual Images- Descriptive Essay	43
	Section IV Reading
21.	Product Specification - practice	47
22.	Additional Practice Resources	52

 

 

 

Section I: Grammar

 

1. What is a Preposition?

A preposition is a word that shows the relationship between a noun (or pronoun) and another word in a sentence. It usually indicates time, place, direction, cause, purpose, manner, or possession.

 

Example: The book is on the table.

(The preposition on shows the relationship between book and table.)

 

 

Common Functions of Prepositions
Function	Common Prepositions	Example
Time	at, on, in, before, after, during, since, until	The meeting is at 10 a.m. / I’ve worked here since 2020.
Place/ Position	in, on, at, under, above, between, among, near, beside	The cat is under the chair.
Direction/ Movement	to, into, from, towards, across, along, through, over	She walked across the road.
Agent/Inst rument	by, with	The poem was written by Frost. / He cut it with a knife.
Cause/ Purpose	for, because of, due to, from	She was praised for her honesty.
Manner	with, in, by, like	He spoke in anger.
Possession/ Relation	of, with, to	The cover of the book is red.

 

3. Prepositional Phrases

A prepositional phrase = Preposition + Object (noun/pronoun) Ex: in the classroom, on the wall, These phrases function as adjectives or adverbs:

The boy in the red shirt is my friend.

 

She sat on the chair.

 

 

A.  Fill in the blanks with suitable prepositions.

Paragraph 1

Last week, our class went        a field trip        the city museum. We arrived        the venue

       10 a.m. and the guide welcomed us        a short introduction. As we moved        the exhibits, many students were fascinated         the ancient tools and paintings. One section focused                                  inventions, while another explained the evolution         modern technology.  the end of the visit, we gathered                                   the courtyard to take a group photo                             returning to campus.

Paragraph 2

Good communication depends        choosing the right words and organising ideas clearly. A speaker must be aware    the audience and adjust the tone                                     the situation. Sometimes, visuals can help convey information          a simple manner. However, relying too much              slides may distract listeners the main message. Practising regularly and reflecting  feedback are two effective ways to improve                 time.

B.  Fill each blank with an appropriate preposition.

1.      The students discussed the project        great detail.

2.      She is responsible        coordinating the entire event.

3.      We will meet        the entrance gate at 9 a.m.

4.      The results depend        how well the team collaborates.

5.      He was absorbed        reading when I saw him.

6.      The experiment was conducted        two different conditions.

7.      Kindly submit your assignment        Monday.

8.      The teacher divided the class        four groups.

9.      The new policy was introduced        response to student feedback.

10.  They walked        the bridge to reach the other side.

11.  Please refrain        using mobile phones during the lecture.

12.  The committee agreed        the proposal after discussion.

13.  She insisted        reviewing the data once more.

14.  We sat        the shade of a large tree.

15.  The engineer explained the process        simple terms.

 

Answer Key

A.  Fill in the blanks with suitable prepositions.

Paragraph 1

Last week, our class went on a field trip to the city museum. We arrived at the venue at 10 a.m. and the guide welcomed us with a short introduction. As we moved through the exhibits, many students were fascinated by the ancient tools and paintings. One section focused on inventions, while another explained the evolution of modern technology. At the end of the visit, we gathered in the courtyard to take a group photo before returning to campus.

 

Paragraph 2

Good communication depends on choosing the right words and organising ideas clearly. A speaker must be aware of the audience and adjust the tone to the situation. Sometimes, visuals can help convey information in a simple manner. However, relying too much on slides may distract listeners from the main message. Practising regularly and reflecting on feedback are two effective ways to improve over time.

 

B.   Fill each blank with an appropriate preposition.

1.       The students discussed the project in great detail.

2.       She is responsible for coordinating the entire event.

3.       We will meet at the entrance gate at 9 a.m.

4.       The results depend on how well the team collaborates.

5.       He was absorbed in reading when I saw him.

6.       The experiment was conducted under two different conditions.

7.       Kindly submit your assignment by Monday.

8.       The teacher divided the class into four groups.

9.       The new policy was introduced in response to student feedback.

10.   They walked across the bridge to reach the other side.

11.   Please refrain from using mobile phones during the lecture.

12.   The committee agreed to the proposal after discussion.

13.   She insisted on reviewing the data once more.

14.   We sat under the shade of a large tree.

15.   The engineer explained the process in simple terms.

 

 

1.  Positive Degree: Basic form of the adjective/adverb- Used when no comparison is being made. Examples: fast, tall, intelligent, carefully

Usage:

She is tall.

He works carefully.

2.  Comparative Degree: Used to compare two people, places, things, or actions

Usually formed by: Adding -er to short adjectives (e.g., taller, faster). Using more + long adjectives/adverbs (e.g., more intelligent, more carefully) followed by than

Usage:

She is taller than her brother.

This method is more effective than the previous one.

3.  Superlative Degree: Used to compare three or more items

Usually formed by: Adding -est to short adjectives (e.g., tallest, fastest). Using most + long adjectives/adverbs (e.g., most intelligent, most carefully)

Usage:

She is the tallest in the class.

This is the most interesting topic in the course.

 

Positive	Comparative	Superlative
good	better	best
bad	worse	worst
far	farther / further	farthest / furthest
little	less	least
Many/much	More	Most

 

Key Points to Remember

 

❖    Never use double comparatives (e.g., more better, most fastest).

❖    Use "than" with comparative degree.

❖    Use "the" before superlatives.

❖    Some adjectives do not take comparison (e.g., unique, perfect, impossible).

 

A.  Use the correct degree of comparison. Pay attention to irregular forms, abstract vs. physical uses, and formal structures.

1.       Among all the proposals, her design was the                    (innovative) and received unanimous approval.

 

2.       The revised chapter is far                    (coherent) than the earlier draft.

 

3.       This method requires                    (little) time but yields better accuracy.

 

4.       Of the two solutions, the second is the                    (practical).

 

5.       The professor explained that ethical dilemmas are often                    (complex) than they appear.

6.       She provided                    (further / farther) evidence to support her claim about the data.

 

7.       His reaction was                    (bad) than we expected after the announcement.

 

8.       Climate change poses one of the                    (serious) challenges of our era.

 

9.       The south campus is                    (far) from the main gate than the library.

10.    Between the two authors, the                    (latter / later) has a clearer writing style.

 

11.    This is a matter of                    (less / lesser) concern compared to the funding shortfall.

 

12.    His interpretation is the                    (subtle) and requires careful reading.

 

13.    She has offered                    (much) convincing arguments in her recent paper.

 

14.    This dataset is                    (reliable) than the last one because it uses updated parameters.

15.   According to the report, the western region is the                      (dry) during winter.

 

A. Use the correct degree of comparison- ANSWER KEY
most innovative	latter
more coherent	lesser concern
less time	most subtle
more practical	more convincing arguments
more complex	more reliable
further evidence	driest
farther

 

B.  Rewrite the sentence as directed without changing the meaning.

 

Convert from Positive → Comparative → Superlative

1. The model is accurate.

Sample: Positive → Comparative → Superlative

Comparative: The model is more accurate. Superlative: The model is the most accurate.

2.   The results are good.

Comparative: The results are better. Superlative: The results are the best.

3. This issue is of minor importance.

Rewrite using lesser: This issue is of lesser importance.

4. They requested additional clarification.

Rewrite using further: They requested further clarification.

5. Her design is more innovative than all the others.

→ Rewrite using “the rest”:                                                                     

 

6. This is the most significant finding in the study.

→ Rewrite using a comparative structure:                                                                     

 

7. Professor Rao is more experienced than every other faculty member in the department.

→ Rewrite using the superlative form:                                                                     

Answer Key

8. Her design is more innovative than all the others.

→ Using “the rest”: Her design is more innovative than the rest.

9. . This is the most significant finding in the study.

→ Comparative structure: This finding is more significant than any other finding in the study.

10.  . Professor Rao is more experienced than every other faculty member in the department.

→ Superlative: Professor Rao is the most experienced faculty member in the department

 

 

What are connectives?

Connectives are words/phrases that link ideas, sentences, and paragraphs. They improve coherence, flow, and clarity in academic writing.

Why are connectives important in academic writing?

●       They show logical relationships between ideas.

●       They make arguments easier to follow.

●       They create smooth paragraph transitions.

●       They make writing sound formal and organized.

 

 

Type of Connective	Examples
1. Additive Connectives	and, also, moreover, furthermore, in addition, besides, as well as, additionally, likewise, similarly
2. Contrastive Connectives	but, however, although, though, whereas, nevertheless, nonetheless, on the other hand, yet, despite
3. Cause–Effect (Reason / Result)	because, since, therefore, thus, hence, consequently, as a result, due to, owing to, so
4. Comparative Connectives	similarly, likewise, in the same way, just as, just like, compared to, in comparison, whereas, rather than, as…as
5. Concessive Connectives	although, even though, though, despite, in spite of, while, admittedly, granted that, nevertheless, notwithstanding
6. Temporal / Sequencing Connectives	first, then, next, after that, finally, meanwhile, earlier, later, eventually, subsequently
7. Exemplification / Illustration Connectives	for example, for instance, such as, in particular, especially, namely, to illustrate, including, specifically, notably
8. Conditional Connectives	if, unless, provided that, as long as, in case, even if, only if, whether or not, assuming that, given that
9. Summative / Concluding Connectives	in conclusion, to sum up, overall, in summary, finally, therefore, thus, on the whole, in short, to conclude
10. Clarifying / Reformulating Connectives	in other words, that is, namely, to put it simply, in fact, actually, essentially, specifically, that is to say, to clarify

 

 

A.  Complete the sentences using the appropriate connectives

1.      The experiment was successful;             , the data revealed unexpected patterns.

2.                   the model is widely used, it has several limitations.

3.      The results were inconsistent;             , the study must be repeated.

4.      Renewable energy is clean;             , it reduces long-term costs.

5.      The device malfunctioned              it was exposed to extreme heat.

6.      The second theory,             , explains the phenomenon more accurately.

7.      The survey included only 20 participants;             , the findings cannot be generalised.

8.                   the challenges, the project was completed on time.

 

Answers:

1.      The experiment was successful; however, the data revealed unexpected patterns.

2.      Although the model is widely used, it has several limitations.

3.      The results were inconsistent; therefore, the study must be repeated.

4.      Renewable     energy     is     clean;      moreover,     it     reduces     long-term     costs.

(You could also use “in addition”)

5.      The     device     malfunctioned    because     it     was     exposed    to    extreme     heat.

(Alternatively: “since”)

6.      The second theory, on the other hand, explains the phenomenon more accurately.

7.      The survey included only 20 participants; thus, the findings cannot be generalised.

8.      Despite       the       challenges,       the       project       was       completed       on       time.

(Alternatively: “In spite of”)

 

B.  Rewrite the sentences using a different connective

 

The system failed because the sensors overheated. → Rewrite using “due to” or “as a result”.	The system failed due to the sensors overheating. The sensors overheated; as a result, it failed.
The two methods are similar.→ Rewrite using “likewise” or “in the same way”.	One method is effective; likewise, the other method works in a similar manner. The two methods work in the same way.
She continued the experiment even though the results     were     discouraging.→     Rewrite               using “despite”.	She continued the experiment despite the discouraging results.
The project was delayed. It was finally completed last week.→ Combine using any temporal connective.	The project was delayed, but it was finally completed afterwards / eventually / in the end / later last week. The project was delayed; however, it was eventually completed last week.
The data looked promising, but it lacked consistency.→ Rewrite using “however”.	The data looked promising; however, it lacked consistency.

 

A.  Rewrite the paragraph by inserting suitable connectives:

1.  Add connective phrases to improve logical flow.

The company introduced a new work-from-home policy. Some employees welcomed the flexibility. Others were concerned about reduced opportunities for collaboration. The management plans to monitor the impact for six months. They will revise the policy based on employee feedback.

2.  Edit the paragraph with appropriate sequencing and contrastive connectives.

The device performed well during the initial tests. It failed several times during the stress tests. The engineers reviewed the internal circuitry. They identified a fault in the power distribution unit. They redesigned the component to enhance reliability.

3.  Improve clarity and cohesion by using suitable causal and concluding connectives.

The project team did not meet the initial deadline. They faced unexpected delays in acquiring materials. The budget increased significantly. The team proposed an extension to complete the remaining work. The client approved the revised schedule.

4.  Insert the appropriate connectives to link ideas more smoothly.

Smartphones have become essential in modern communication. Many students depend on them for academic tasks. Excessive use can lead to distraction. Some universities are implementing policies to limit usage during class. Educators continue to debate the effectiveness of such policies.

5.  Revise the paragraph with temporal, additive, and explanatory connectives.

The city expanded its public transportation system. It added new bus routes. It introduced a digital ticketing system. The government expects the improvements to reduce traffic congestion. They also hope to promote eco-friendly travel among residents.

Answer Key

 

1) The company introduced a new work-from-home policy. While some employees welcomed the flexibility, others, however, were concerned about reduced opportunities for collaboration. Therefore, the management plans to monitor the impact for six months. After that, they will revise the policy based on employee feedback.

 

2) The device performed well during the initial tests. However, it failed several times during the stress tests. In response, the engineers reviewed the internal circuitry. Eventually, they identified a fault in the power distribution unit. Subsequently, they redesigned the component to enhance reliability.

 

3) The project team did not meet the initial deadline because they faced unexpected delays in acquiring materials. As a result, the budget increased significantly. Therefore, the team

 

proposed an extension to complete the remaining work. Finally, the client approved the revised schedule.

 

4) Smartphones have become essential in modern communication. Moreover, many students depend on them for academic tasks. However, excessive use can lead to distraction. Therefore, some universities are implementing policies to limit usage during class. Nevertheless, educators continue to debate the effectiveness of such policies.

 

5) The city expanded its public transportation system. First, it added new bus routes. Then, it introduced a digital ticketing system. The government expects that, as a result, the improvements will reduce traffic congestion. Furthermore, they hope to promote eco-friendly travel among residents.

 

 

B.  Rewrite the following using connectives in the brackets.

 

(therefore, however, moreover, consequently, although, thus, in contrast, as a result).

1.      The sample size was small. The researcher continued with the study.

 

2.      The device needs regular calibration. Many technicians ignore the guidelines.

 

3.      The team conducted the experiment twice. The data was still unreliable.

 

4.      The old model is cheaper. It consumes more energy.

 

5.      The participants were from urban areas. The results cannot represent rural populations.

 

6.      The procedure was complex. The engineers completed it within one hour.

 

7.      Online classes are flexible. Some students struggle with time management.

 

8.      The module introduces basic concepts. It also prepares students for advanced courses.

 

9.      The system detected an error. The algorithm corrected it automatically.

 

10.  The budget was reduced. The project timeline had to be adjusted. Answer Key

Note: Other correct connectives are acceptable.

1.      Although the sample size was small, the researcher continued with the study.

2.      The device needs regular calibration; however, many technicians ignore the guidelines.

3.      The team conducted the experiment twice; however, the data was still unreliable.

 

4.      The old model is cheaper; however, it consumes more energy.

5.      The participants were from urban areas; therefore, the results cannot represent rural populations.

6.      Although the procedure was complex, the engineers completed it within one hour.

7.      Online classes are flexible; however, some students struggle with time management.

8.      The module introduces basic concepts; moreover, it prepares students for advanced courses.

9.      The system detected an error; consequently, the algorithm corrected it automatically.

10.  The budget was reduced; therefore, the project timeline had to be adjusted.

C.  Combine the pairs of sentences using connectives given in brackets.

[nevertheless, therefore, subsequently, in other words, consequently, alternatively, furthermore]

1.      The sensors were misaligned. The device produced inaccurate readings.

 

2.      The software update failed. The technicians installed a patch.

 

3.      She disagreed with the results. She submitted a revised analysis.

 

4.      The initial trial was successful. The team extended the study.

 

5.      The organisation reduced hiring. Workload increased for existing staff. Answer Key

1.      The sensors were misaligned; consequently, the device produced inaccurate readings.

2.      The software update failed; subsequently, the technicians installed a patch.

3.      She disagreed with the results; therefore, she submitted a revised analysis.

4.      The initial trial was successful; therefore, the team extended the study.

5.      The organisation reduced hiring; as a result, workload increased for existing staff.

 

 

 

 

 

 

 

 

 

Section II: Vocabulary

 

 

Compound nouns combine two or more words to form a single idea (e.g., blackboard, toothpaste, research center).

The meaning is often not a simple sum of its parts—it’s more specific or idiomatic.

Compounds can be closed (blackboard), hyphenated (20-year-old), or open (research center)

List of compound nouns with meanings

 

Black board	Board that is black
office manager	the manager of an office
armchair	a chair with arms
raincoat	a coat against the rain.
Hand wash	Something used for washing hands
Trouble shoot	Shooting out/ removing trouble
Internet hacking	Hacking(entering) into the internet
Anti- virus software	Software that removes virus
Passenger train	Train for passengers
Airport food	Food at/ available at the airport
Table tennis	Tennis played on a table
Computer table	Table used for placing computers
Attendance register	Register where attendance is recorded
Steam boat	Boat powered by steam

 

List of Compound words (Technical)

 

Solar power	Power from the sun , energy from the sun
Research centre	Centre where research is done
Power system	System that generates power
Steam Turbine	Turbine that works/runs on steam
Electricity generator	Generator that generates on electricity
Energy source	Source of energy
Word processor	Machine that processes words
Disk drive	A drive that is used for disks
Arithmetic unit	A unit in which arithmetic is performed
Mains electricity	Electricity that comes from the mains
Item code	Code for the item
Nuclear power plant	Plant (large factories) that produces nuclear power
Air supply	Supply of air
Motion capture	Capturing motion
Air cooler	Machine that cools the air
Steam engine	Engine that works on steam
Human brain	Brain of human being
Touch screen	Screen that works with/ uses touch
Filename	Name of the file
Metal conductivity	Conductivity of the metal

 

Electronics & communication Engineering	Engineering in the field of Electronics & Communication
Ceiling fan	Fan hanging from the ceiling
Electric motor	Motor that works on electricity
Hard Disk	Disk that stores data
Air filter	A filter that cleans the air
Friction break	Break that works by means of friction
Worm gear	Gear that is shaped like a worm
Bunsen Burner	A burner that was invented by Robert Bunsen
Electrical engineer	Engineer who specializes in electrical engineering
Induction motor	A motor that works by means of induction
Input current	Current at the input
Series combination	Combination in series
Transmission line	Line for transmission
Flux density	Density of flux
Commutation problem	Problem concerning commutation
Copper wire	Wire made of copper
Fossil fuel	Fuel created from fossils
Power network	Network distributing power
Investigation process	process of investigation
Digital library	Library that uses digital technology
Computer programs	Programs written for computers

 

Artificial intelligence	Intelligence created artificially
Research methodology	Methodology for research
Technical documents	documents that are technical
Privacy policy	Policy regarding privacy
Fire extinguisher	Device that extinguishes fire
Software bug	Defect in a software
Trigonometric functions	Functions related to trigonometry
Spherical mirrors	Mirrors that are part of a sphere
Chemical equilibrium	Equilibrium achieved in a chemical reaction
Undergraduate program	Program for undergraduates
Reactor waste	Waste from the reactor
Circuit diagram	Diagram of a circuit
Bullet train	Train that looks like a bullet
Cable television	Television that uses cable connection
Water vapor	Water that is in the form of vapor
Voltage source	Source of voltage
Bullet hole	Hole created by bullet

 

A. Identify and underline the Compound Nouns in the three passages.

1.  Life on Campus

The university research center was buzzing with activity. Inside the digital library, students were working on projects using advanced word processors and computer programs. An electrical engineer checked the voltage source for a new power system, while another group prepared a presentation on artificial intelligence. At the end of the day, everyone recorded their progress in the attendance register before leaving. Outside, the ceiling fans in the corridor spun slowly in the summer heat as students discussed their undergraduate programs and plans for the future.

2.  At the Railway Station

Early in the morning, a bullet train arrived at the platform with a loud whistle. Passengers hurried toward the ticket counter carrying handbags and water bottles. The station master gave instructions over the microphone, and vendors sold breakfast packets and newspapers. A security guard stood near the waiting room, keeping an eye on the luggage racks. Outside, an airport bus was ready to take travelers to connecting flights. The station, with its electric lights and information boards, was a perfect blend of tradition and technology.

In the Science Laboratory

In the chemistry lab, students examined spherical mirrors and studied chemical equilibrium. A Bunsen burner glowed softly while a copper wire changed color in the flame. The teacher explained the investigation process and drew a circuit diagram on the board. One group measured flux density, and another tested metal conductivity. Near the window, a steam engine model demonstrated how energy sources could be converted into motion. The air was filled with curiosity and the faint smell of reactor waste experiments safely stored in sealed containers.

Answer Key

1.  Life on Campus

The university research center was buzzing with activity. Inside the digital library, students were working on projects using advanced word processors and computer programs. An electrical engineer checked the voltage source for a new power system, while another group prepared a presentation on artificial intelligence. At the end of the day, everyone recorded their progress in the attendance register before leaving. Outside, the ceiling fans in the corridor spun slowly in the summer heat as students discussed their undergraduate programs and plans for the future.

 

2.  At the Railway Station

Early in the morning, a bullet train arrived at the platform with a loud whistle. Passengers hurried toward the ticket counter carrying handbags and water bottles. The station master gave instructions over the microphone, and vendors sold breakfast packets and newspapers. A security guard stood near the waiting room, keeping an eye on the luggage racks. Outside, an airport bus was ready to take travelers to connecting flights. The station, with its electric lights and information boards, was a perfect blend of tradition and technology.

 

3.  In the Science Laboratory

In the chemistry lab, students examined spherical mirrors and studied chemical equilibrium. A Bunsen burner glowed softly while a copper wire changed color in the flame. The teacher explained the investigation process and drew a circuit diagram on the board. One group measured flux

 

density, and another tested metal conductivity. Near the window, a steam engine model demonstrated how energy sources could be converted into motion. The air was filled with curiosity and the faint smell of reactor waste experiments safely stored in sealed containers.

 

 

B)  Fill in the blanks with the appropriate compound nouns from the options in the columns

 

 

cloud server	motherboard
submission portal	software program
lab coat	learning platform
attendance register	circuit diagram
microscope slide	reading room
circuit tester	research report

 

 

1.       Every student must sign the                    before entering the lab.

2.       The university has installed a new                    system for checking plagiarism.

3.       Please submit your assignment on the online                    by 5 p.m.

4.       The                    of the experiment was neatly drawn in the lab record.

5.       Our college has a separate                    for research scholars.

6.       The professor uploaded all lecture slides to the                   .

7.       The engineer tested the voltage using a                   .

8.       Always wear a                    when working with chemicals.

9.       The scientist used a                    to observe the structure of the sample.

10.   The company launched a new                    to store all customer data.

11.   The computer crashed due to a problem in the                   .

12.   The team presented their findings in a detailed                   .

 

●     Synonyms = words with similar meanings; useful for avoiding repetition and improving clarity.

●     They help writers express ideas more precisely (e.g., “identify” → “detect,” “recognise”).

●     Not all synonyms are interchangeable—each may differ in tone, formality, or intensity.

●     Antonyms = words with opposite meanings; useful for showing contrast and strengthening conceptual understanding.

●     They support effective compare-and-contrast writing, analytical writing, and argumentation.

●     Knowing both synonyms and antonyms improves vocabulary range, sentence variety, and academic style.

●     Strong word choice leads to clearer, more engaging, and more professional communication.

 

No.	Word	Root (Origin)	Meaning	Antonym
1	Abundant	abundare (Latin) – overflow	Plentiful	Scarce
2	Benevolent	bene (good) + velle (to wish)	Kind-hearted	Malevolent
3	Captivate	capere (to take)	Attract	Bore
4	Detract	de (away) + trahere (pull)	Reduce value	Enhance
5	Eloquent	loqui (to speak)	Fluent in speaking	Inarticulate
6	Frugal	frux (fruit)	Economical	Extravagant
7	Gregarious	grex (flock)	Sociable	Reserved
8	Hostile	hostis (enemy)	Unfriendly	Amiable
9	Illuminate	lumen (light)	Light up	Darken
10	Jubilant	jubilare (to rejoice)	Extremely happy	Mournful
11	Kindle	Old Norse kynda	Ignite	Extinguish
12	Lament	lamentari (mourn)	Express sorrow	Rejoice
13	Magnify	magnus (great)	Enlarge	Minimize
14	Notorious	notus (known)	Famous (for something bad)	Unknown
15	Obscure	obscurus (dark)	Unclear	Clear
16	Passive	pati (to suffer)	Inactive	Active
17	Quaint	cognitus (known)	Old-fashioned	Modern

 

 

18	Robust	robur (strength)	Strong	Weak
19	Solitary	solus (alone)	Alone	Social
20	Trivial	trivialis (commonplace)	Unimportant	Significant
21	Vibrant	vibrare (to move quickly)	Energetic	Dull
22	Withdrawn	Old English drauen (draw)	Shy	Outgoing
23	Zealous	zelos (Greek: passion)	Enthusiastic	Apathetic
24	Agile	agere (to do)	Quick, nimble	Clumsy
25	Brisk	Old Norse briskr (lively)	Energetic	Sluggish
26	Coherent	haerere (stick together)	Logical, connected	Incoherent
27	Diligent	diligere (esteem)	Hard-working	Lazy
28	Elusive	eludere (evade)	Hard to catch	Obvious
29	Futile	futilis (leaky)	Useless	Effective
30	Humane	humanus (human)	Compassionate	Cruel
31	Impede	impedire (to shackle)	Obstruct	Aid
32	Jubilant	jubilare (rejoice)	Joyful	Despondent
33	Keen	Old English cene (brave)	Sharp, eager	Indifferent
34	Lethargic	lethe (forgetfulness)	Sluggish	Energetic
35	Meticulous	metus (fear)	Extremely careful	Careless
36	Negligent	neglegere (ignore)	Careless	Careful
37	Optimistic	optimum (best)	Hopeful	Pessimistic
38	Ponder	pondus (weight)	Think deeply	Ignore
39	Radiant	radius (ray)	Shining	Dim
40	Stern	Old English styrne (strict)	Severe	Gentle
41	Tangible	tangere (touch)	Touchable	Intangible
42	Ultimate	ultimus (last)	Final	Initial
43	Vague	vagus (wandering)	Unclear	Precise
44	Witty	Old English wittig (clever)	Clever	Dull
45	Yearn	Old English geornian	Desire strongly	Reject

 

 

46	Zenith	Arabic samt (path)	Highest point	Nadir
47	Apathy	pathos (feeling)	Lack of emotion	Passion
48	Beneficial	bene (good) + facere (do)	Helpful	Harmful
49	Chaos	Greek khaos	Complete disorder	Order
50	Defiant	fidere (trust)	Disobedient	Obedient
51	Explicit	explicare (unfold)	Clear	Implicit
52	Fragile	frangere (break)	Easily broken	Strong
53	Genuine	gignere (to produce)	Real	Fake
54	Hinder	Old English hindrian	Obstruct	Facilitate
55	Inevitable	evitare (avoid)	Unavoidable	Avoidable
56	Justify	justus (lawful)	Prove right	Condemn
57	Kindred	Old English cynd (nature)	Related	Unrelated
58	Lucid	lux (light)	Clear	Confused
59	Mutable	mutare (change)	Changeable	Constant
60	Novel	novus (new)	New	Old
61	Omit	mittere (send)	Leave out	Include
62	Perilous	periculum (danger)	Dangerous	Safe
63	Query	quaerere (ask)	Question	Answer
64	Recede	cedere (go)	Move back	Advance
65	Surplus	plus (more)	Extra	Deficit
66	Terse	tersus (clean)	Brief	Wordy
67	Unique	unus (one)	One of a kind	Common
68	Valiant	valere (be strong)	Brave	Cowardly
69	Weary	Old English werig	Tired	Energetic
70	Zeal	zelos (passion)	Passion	Indifference
71	Ambiguous	ambigere (wander)	Unclear	Clear
72	Boisterous	boistous (rough)	Noisy	Calm
73	Candid	candere (shine)	Honest	Deceitful

 

 

74	Diverse	divertere (turn aside)	Varied	Uniform
75	Exceed	cedere (go)	Go beyond	Fall short
76	Fluctuate	fluere (flow)	Change continually	Stabilize
77	Gracious	gratia (favor)	Kind, courteous	Rude
78	Humble	humus (earth)	Modest	Proud
79	Indignant	dignus (worthy)	Angry at injustice	Pleased
80	Jovial	Jovis (Jupiter)	Cheerful	Gloomy
81	Keen	Old English cene (brave)	Eager	Apathetic
82	Lofty	luf (air)	High, noble	Lowly
83	Mundane	mundus (world)	Ordinary	Extraordinary
84	Nimble	Old English næmel	Quick-moving	Slow
85	Obsolete	obsolescere (fall into disuse)	Outdated	Modern
86	Prudent	providere (foresee)	Wise	Reckless
87	Quench	Old English cwencan	Satisfy thirst	Ignite
88	Reluctant	luctari (struggle)	Unwilling	Willing
89	Sparse	sparsus (scattered)	Thinly distributed	Dense
90	Tedious	taedet (weary)	Boring	Exciting
91	Urgent	urgere (press)	Needing immediate action	Unimportant
92	Versatile	versare (turn)	Adaptable	Limited
93	Wane	wanian (decrease)	Decline	Grow
94	Yield	gieldan (pay)	Produce, give in	Resist
95	Zest	zeste (flavor)	Enthusiasm	Apathy
96	Accurate	cura (care)	Correct	Inaccurate
97	Brittle	breotan (break)	Fragile	Durable
98	Composed	ponere (put together)	Calm	Agitated
99	Discreet	discernere (separate)	Cautious	Indiscreet
100	Endure	durare (to last)	Continue	Quit

 

 

A.  Choose the word that means the same or nearly the same as the underlined word.

 

1.       Her benevolent smile comforted the children.

a)  Harsh          b) Kind             c) Proud          d) Cold

 

2.       The teacher praised his diligent efforts.

a)  Lazy            b) Careful         c) Confused      d) Late

 

3.       The plan was feasible and worth trying.

a)  Possible       b) Difficult       c) Impossible    d) Futile

 

4.       The officer gave a concise report.

a)  Lengthy       b) Short and clear         c) Complicated             d) Irrelevant

 

5.       The speaker was eloquent and held the audience’s attention.

a)  Awkward     b) Fluent          c) Shy              d) Quiet

 

6.       His lucid explanation helped everyone understand the problem.

a)  Confusing    b) Clear            c) Abstract       d) Tedious

 

7.       The team showed resilience after their defeat.

a)  Weakness    b) Recovery      c) Exhaustion   d) Nervousness

 

8.       The gregarious host made everyone feel at home.

a)  Silent           b) Sociable       c) Moody         d) Shy

 

9.       The manager’s prudent choices helped the company grow.

a)  Careless b) Wise c) Wasteful d) Bold

 

10.    The doctor was meticulous about hygiene.

a)  Careful        b) Casual          c) Hasty           d) Impatient

 

Answer Key (Synonyms):

1-b, 2-b, 3-a, 4-b, 5-b, 6-b, 7-b, 8-b, 9-b, 10-a

B.  Choose the word that means the opposite of the underlined word.

 

1.       His humble attitude impressed everyone.

a)  Polite           b) Proud           c) Honest         d) Silent

 

2.       The old computer is obsolete and rarely used.

a)  Modern        b) Fragile          c) Cheap          d) Complicated

 

3.       Her tedious lecture made the class restless.

a)  Boring         b) Exciting       c) Sleepy          d) Predictable

 

4.       The optimistic student believed she would pass.

a)  Hopeful       b) Cheerful       c) Pessimistic    d) Friendly

 

5.       His vivid description brought the story to life.

a)  Dull             b) Bright           c) Realistic       d) Strong

 

6.       The teacher’s candid feedback surprised the students.

a)  Honest         b) Open            c) Secretive      d) Simple

 

7.       The general’s valiant soldiers fought bravely.

a)  Cowardly     b) Loyal           c) Noble           d) Young

 

8.       The robust system can handle heavy workloads.

a)  Strong          b) Weak            c) Secure         d) Durable

 

9.       Her plan was futile and achieved nothing.

a)  Useless        b) Worthless     c) Effective       d) Careless

 

10.    The coherent argument convinced everyone.

a)  Logical        b) Disorganized            c) Clear            d) Simple

 

Answer Key (Antonyms):

1-b, 2-a, 3-b, 4-c, 5-a, 6-c, 7-a, 8-b, 9-c, 10-b

C.  Replace the underlined word with the most suitable synonym that fits the sentence meaning.

 

1. The teacher encouraged the students to be more creative in their approach.

a)  inventive      b) lazy c) strict             d) obedient

 

2.  The witness gave a vague description of the suspect.

a)  clear           b) uncertain      c) exact            d) detailed

 

3.  His explanation was concise, but very informative.

a)  brief           b) lengthy         c) confusing     d) repetitive

 

4.  The committee reached a mutual agreement after long discussions.

a)  one-sided     b) shared          c) partial           d) individual

 

5.  The earthquake caused massive destruction in the region.

a)  tiny              b) moderate      c) huge              d) minimal

 

6.  The police found concrete evidence against the criminal.

a)  abstract       b) solid             c) weak            d) false

 

7.  The manager’s stern tone indicated his disappointment.

a)  strict            b) gentle           c) kind             d) humorous

 

8.  The scientist gave a plausible explanation for the strange phenomenon.

a)  doubtful       b) believable     c) false             d) mysterious

 

9.  The student’s performance was mediocre compared to others.

a)  excellent     b) average        c) terrible         d) remarkable

 

10.   The poet’s work was admired for its aesthetic value.

a)  practical      b) artistic          c) logical          d) factual

 

1.a 2.b 3.a 4.b 5.c 6.b 7.a 8.b 9.b 10.b

 

 

 

 

Section III: Writing

 

11. Compare and Contrast Essay

 

A compare and contrast essay examines similarities and differences between two or more subjects, ideas, processes, or objects. Its purpose is not only to list features but to help the reader understand relationships, patterns, and significance. In academic writing, this type of essay is common because it develops analytical thinking and supports well-reasoned decision-making.

 

Purpose of a Compare–Contrast Essay

·         To show how two subjects are similar, different, or both.

·         To analyse concepts, systems, or theories in a structured way.

·         To help readers understand which option is better, more suitable, or more effective for a given context.

Common Structures

Block Method (Subject-by-Subject) Useful when each subject has many features or needs detailed description. ·         Discuss all key points about Subject A. ·         Then discuss the same points for Subject B. ·         Analyze and summarize key findings

Point-by-Point Method Preferred for technical and analytical writing. Helps maintain clarity and avoids repetition ·         Compare both subjects under specific headings or criteria (e.g., cost, performance, design).

 

Key Elements

Clear Thesis Statement: Explains whether the essay focuses on similarities, differences, or both, and what the overall conclusion is.

Organised Paragraphs: Each paragraph should focus on one point of comparison. Use of Appropriate Vocabulary:

Similarity: similarly, likewise, both, in the same way, comparable to Difference: however, whereas, on the other hand, in contrast, differs from Degree: more, less, stronger, fewer, better, higher

Steps to Write

·         Identify the purpose of comparison (evaluation, analysis, recommendation).

·         Select criteria—the basis for comparing (features, functions, outcomes).

·         Organise ideas using block or point-by-point structure.

·         Develop balanced paragraphs with evidence, examples, or data.

·         Use transition words to guide the reader through similarities and differences.

·         Conclude by summarising findings and stating which option is preferable or what the comparison reveals.

·         Conclusion

A compare and contrast essay is more than a description—it is a structured analysis that shows relationships and helps readers understand the significance of the two subjects. Mastering this form improves academic writing, critical thinking, and decision-making skills.

 

Sample Compare and Contrast Essay

Comparing and Contrasting London and Washington, DC

Both Washington, DC, and London are capital cities of English-speaking countries, and yet they offer vastly different experiences to their residents and visitors. Comparing and contrasting the two cities based on their history, their culture, and their residents show how different and similar the two are.

Both cities are rich in world and national history, though they developed on very different time lines. London, for example, has a history that dates back over two thousand years. It was part of the Roman Empire and known by the similar name, Londinium. It was not only one of the northernmost points of the Roman Empire but also the epicenter of the British Empire where it held significant global influence from the early sixteenth century on through the early twentieth century. Washington, DC, on the other hand, has only formally existed since the late eighteenth century. Though Native Americans inhabited the land several thousand years earlier, and settlers inhabited the land as early as the sixteenth century, the city did not become the capital of the United States until the 1790s. From that point onward to today, however, Washington, DC, has increasingly maintained significant global influence. Even though both cities have different histories, they have both held, and continue to hold, significant social influence in the economic and cultural global spheres.

Both Washington, DC, and London offer a wide array of museums that harbor many of the world’s most prized treasures. While Washington, DC, has the National Gallery of Art and several other Smithsonian galleries, London’s art scene and galleries have a definite edge in this category. From the Tate Modern to the British National Gallery, London’s art ranks among the world’s best. This difference and advantage has much to do with London and Britain’s historical depth compared to that of the United States. London has a much richer past than Washington, DC, and consequently has a lot more material to pull from when arranging its collections. Both cities have thriving theater districts, but again, London wins this comparison, too, both in quantity and quality of theater choices. With regard to other cultural places like restaurants, pubs, and bars, both cities are very comparable. Both have a wide selection of expensive, elegant restaurants as well as a similar amount of global and national chains. While London may be better known for its pubs and taste in beer, DC offers a different bar-going experience. With clubs and pubs that tend to stay open later than their British counterparts, the DC night life tend to be less reserved overall.

Both cities also share and differ in cultural diversity and cost of living. Both cities share a very expensive cost of living—both in terms of housing and shopping. A downtown one-bedroom apartment in DC can easily cost $1,800 per month, and a similar “flat” in London may double that amount. These high costs create socioeconomic disparity among the residents. Although both cities’ residents are predominantly wealthy, both have a significantly large population of poor and homeless. Perhaps the most significant difference between the resident demographics is the racial makeup.

Washington, DC, is a “minority majority” city, which means the majority of its citizens are races other than white. In 2009, according to the US Census, 55 percent of DC residents were classified as “Black or African American” and 35 percent of its residents were classified as “white.” London, by contrast, has very few minorities—in 2006, 70 percent of its population was “white,” while only 10 percent was “black.” The racial demographic differences between the cities is drastic.

Even though Washington, DC, and London are major capital cities of English-speaking countries in the Western world, they have many differences along with their similarities. They have vastly different histories, art cultures, and racial demographics, but they remain similar in their cost of living and socioeconomic disparity. [Lumen English Composition]

 

 

 

12. Compare and Contrast Essay (Products)- Practice

 

Based on these details, write a compare and contrast essay

 

	Laptop 1	Laptop 2
Laptop Name	Zoom 3X205	Heist M4 Pro15
Weight	1.35 kg (2.98 lbs)	2.14 kg (4.72 lbs)
Dimensions	306 x 224 x 15.7 mm 12.05 x 8.82 x 0.62 inches	355.7 x 248.1 x 16.8 mm 14 x 9.77 x 0.66 inches
Area	685 cm2 (106.3 inches2)	882 cm2 (136.8 inches2)
Screen-to-body ratio	~83.9%	~86.2%
Side bezels	6.1 mm	3.4 mm
Colors	Black, Gray	Black, Silver
Material	Aluminum	Aluminum
Opening angle	150°	135°
Cooling solution
Cooling system	Active	Active
Vapor chamber	No	No
Liquid metal	-	No
Number of fans	1	2
Noise level (max. load)	-	42.3 dB
Display	3300 x 2200	3456 x 2234
Size	13.9 inches	16.2 inches
Type	IPS LCD	Mini LED
Refresh rate	60 Hz	120 Hz
PPI	285 ppi	254 ppi
Aspect ratio	3:2	16:10

 

Resolution	3300 x 2200 pixels	3456 x 2234 pixels
HDR support	No	Yes, Dolby Vision
Touchscreen	Yes	No
Coating	Glossy	Glossy (Antireflective)
Ambient light sensor	Yes	Yes
Battery Capacity	67 Wh	100 Wh
Full charging time	2:00 hr	1:25 hr
Battery type	Li-Ion	Li-Po
Replaceable	No	No
Fast charging	Yes	Yes
Charging via USB (Power Delivery)	Yes	Yes, 100 W
Charging port position	Left	Left, Right
Charge power	65 W	140 W
CPU
Base frequency	0.9-2.4 GHz	4.51 GHz
Turbo frequency	4.2 GHz	-
Cores	4	14 (10P + 4E)
Threads	8	14
L3 Cache	8 MB	-
Fabrication process	10 nm	3 nm
Graphics Card
TGP	15 W	26 W
Type	Integrated	Integrated
Fabrication process	10 nm	3 nm
GPU base clock	300 MHz	500 MHz

 

FLOPS	1.7 TFLOPS	9.2 TFLOPS
Memory type	LPDDR4X	LPDDR5X
Memory speed	3.73 Gbps	8.53 Gbps
Shading units (cores)	640	2560
Texture mapping units (TMUs)	40	160
RAM	8 GB	24 GB
Channels	1x8 GB	3x8 GB
Clock	3733 MHz	8533 MHz
Type	LPDDR4X	LPDDR5X
Upgradable	No	No
Storage
	512 GB	512 GB
Bus	PCI-E Gen 3.0 (4x)	Custom
Storage type	SSD (M2)	SSD (M2)
Channels	1x512 GB	2x256 GB
Upgradable	Yes	No
Total slots	1	-
NVMe	Yes	Yes

 

 

Comparison of Zoom 3X205 and Heist M4 Pro15 Laptops Introduction

The Zoom 3X205 and the Heist M4 Pro15 are two laptops that differ in design, performance, and usability. Both are built with aluminum bodies and have similar storage capacities, but they are aimed at different kinds of users. While the Zoom 3X205 emphasizes portability and basic functionality, the Heist M4 Pro15 focuses on performance and high-end processing capability.

Design and Build

 

In terms of design and build, the Zoom 3X205 is lighter and smaller, weighing 1.35 kilograms with a 13.9-inch screen. This makes it easier to carry and handle. The Heist M4 Pro15, on the other hand, is larger and heavier at 2.14 kilograms with a 16.2-inch display. Both laptops have aluminum bodies and glossy coatings, but the Heist M4 Pro15 has thinner bezels and a higher screen-to-body ratio, resulting in a slightly more immersive display. The Zoom 3X205 includes touchscreen functionality, while the Heist M4 Pro15 does not.

Display Features

 

The display features show clear differences. The Heist M4 Pro15 has a Mini LED screen with a higher refresh rate of 120 Hz, adaptive refresh capability, and Dolby Vision HDR support. These features make it suitable for visual work such as video editing or graphics-intensive applications. The Zoom 3X205, with its IPS LCD display and 60 Hz refresh rate, provides standard visual quality but lacks HDR or adaptive refresh options. However, its higher pixel density (285 ppi) ensures sharp image clarity for everyday use.

Performance and Memory

 

When comparing performance, the Heist M4 Pro15 has stronger hardware. It uses a 14-core CPU with faster clock speeds and a 20-core integrated GPU. Its RAM operates at 8533 MHz with a larger capacity of 24 GB. The Zoom 3X205 has a 4-core CPU, 8 GB of RAM, and lower processing frequencies, making it less suitable for demanding computational tasks. These differences indicate that the Heist M4 Pro15 can handle multitasking and high-performance applications more effectively.

Battery and Overall Suitability

 

Battery and charging features also show a contrast in focus. The Heist M4 Pro15 offers a 100 Wh battery with faster charging (1 hour 25 minutes) and dual charging ports, while the Zoom 3X205 has a smaller 67 Wh battery that takes two hours to charge. However, the Zoom 3X205 remains more convenient for travel because of its lighter weight and simpler design. In summary, the Zoom 3X205 is better suited for portability and basic tasks, whereas the Heist M4 Pro15 is designed for users who prioritize performance and display quality.

Conclusion

 

Both laptops meet different user needs. The Zoom 3X205 is practical for students and professionals who value portability and touch-based operation, while the Heist M4 Pro15 is better suited for users who require higher computing power and advanced display performance. The comparison shows that choosing between them depends on whether mobility or performance is the user’s main priority.

 

13. Letter writing

Things to Remember While Writing a Letter

 

1.  Understand the Purpose ·         Identify why you are writing (request, inquiry, complaint, permission, information). ·         Keep the tone appropriate—formal, semi-formal, or informal.	2.  Follow the Correct Format ·         Sender’s address at the top. ·         Date below the address. ·         Receiver’s address (for formal letters). ·         Salutation (e.g., Dear Sir/Madam,). ·         Subject line (clear and precise). ·         Body of the letter (3 structured paragraphs). ·         Complimentary close (Yours sincerely,). ·         Signature and name.
3.  Be Clear and Concise ·         State the main purpose in the first paragraph. ·         Use short sentences and focused paragraphs. ·         Avoid unnecessary details and repetition.	4.  Maintain an Appropriate Tone ·         Use polite expressions (I kindly request…, I would like to inform…). ·         Formal letters should avoid contractions (use cannot, not can’t). ·         Stay respectful even when expressing dissatisfaction.
5.  Organise the Content ·         Opening: Introduce yourself and the reason for writing. ·         Middle: Provide important details, evidence, dates, or explanations. ·         Closing: Mention expected action or next steps.	6.  Use Correct Grammar and Vocabulary ·         Check spelling, punctuation, and sentence structure. ·         Use formal vocabulary for official letters. ·         Ensure pronouns and tenses are consistent.
7.  Keep the Subject Line Precise ·         One line that summarises the purpose. ·         Avoid general phrases—be specific.	8.  Proofread Before Sending ·         Ensure names, dates, and details are accurate. ·         Remove errors, unclear sentences, and informal expressions. ·         Check alignment and spacing for neat presentation.

 

 

Write a letter requesting permission to attend a quiz competition and asking for On duty leave.

From

(Name of the Student 1)

Register No.:                              Department of                    College of Engineering, Guindy Chennai

 

To

The Dean

College of Engineering, Guindy Chennai – 600025

Date:         /         / 2025

Respected Madam,

Subject: Request for permission and On-Duty leave to attend a national- quiz competition-

Reg.

We, the undersigned second-semester students of the Department of                                   , wish to seek your kind permission to participate in a National-Level Quiz Competition to be held at

                                                               (Name of the Institution/Organization) on

                                  (Date).

We are representing our college in this event and believe that our participation will help enhance our knowledge and exposure to intercollegiate competitions.

We therefore request you to kindly grant us permission and On-Duty (OD) leave for the above date(s) to enable us to attend the competition. We assure you that we will maintain discipline and uphold the reputation of our esteemed institution during the event.

Thanki ng you, Yours faithfully,

(Signature)                                         Name:                  Register No.:  Department:                                                     

Recommended and Forwarded by:

(Signature of Faculty Advisor)                                     Name:

Department:                                       

 

14. Letter writing (Enquiry) - Sample

 

Your Address Chennai – 600 0XX 12 November 2025

The Scholarship Coordinator

Office of Student Financial Aid National Institute of Higher Education Bengaluru – 560 0XX

Dear Sir/Madam,

Subject: Enquiry Regarding Eligibility Criteria for the Merit Scholarship

I am writing to seek information about the eligibility requirements for the Merit Scholarship offered by your institution. I recently completed my second year of undergraduate studies in Computer Science, and I am interested in applying for this scholarship for the upcoming academic year.

I would be grateful if you could clarify the specific academic qualifications, supporting documents, and any minimum grade requirements needed for the application. Additionally, I would like to know whether the scholarship considers extracurricular achievements, community service, or financial need as part of the selection process.

Could you also provide details about the application deadlines and the procedure for submitting the required documents? I want to ensure that I meet all the criteria and complete the application within the stipulated timeframe.

Thank you for your time and assistance. I look forward to your response.

Yours faithfully,

 

Your Name

 

From

N. Nimisha

Representative – AB Batch – 1st Semester (2025-26) Department of Computer Science

College of Engineering Guindy Anna University, Chennai

To

The Dean

College of Engineering Guindy

Anna University, Chennai – 600025                                                             26 October 2025

 

Respected Madam,

Subject: Request for permission to go on an industrial visit- Reg.

 

We, the students of the Department of Information Technology, wish to seek your kind permission to organize an industrial visit to gain practical knowledge that complements the theoretical learning we have acquired so far.

We plan to visit Silicon City, Bangalore, and explore various companies in the area. The objective of the visit is to understand in detail their working methodologies, gain practical exposure, and familiarize ourselves with the latest developments in the field of technology.

The trip is scheduled to commence on April 11 from the college. The itinerary is divided into three major parts. On Day 1, we will settle into our accommodation at Mahindra Vajra, followed by local sightseeing to experience the scenic beauty of the Garden City. On Day 2, we will visit four major manufacturing units in Silicon Avenue to observe and learn about the production processes of computer motherboards and smartphone chip sockets. Day 3 will focus on software and networking activities, during which we will visit leading software companies and interact with network and security experts, as well as experienced software developers. We plan to return to the college on April 14.

We would also like to inform you that two faculty members will accompany us during the visit. On behalf of all the students, I assure you that we will conduct ourselves with responsibility and decorum, upholding the values and reputation of our esteemed institution.

We kindly request you to grant us permission to proceed with this industrial visit and to provide the necessary approval to make the arrangements.

Thanking you,

Yours sincerely,

(Signature)

N. Nimisha (Ph:9900054321)

Representative – AB Batch – 1st Semester (2025-26)

 

 

Things to Remember While Drafting an Email

 

1.  Use a Clear and Specific Subject Line ·         Summarise the purpose in a few words. ·         Avoid vague subjects like “Hi” or “Request”. Example: Request for Project Deadline Extension.	2.  Start with an Appropriate Salutation ·         Use Dear Sir/Madam, Dear Professor Rao, Dear Ms. Anita, etc. ·         Avoid informal greetings like Hey or Hi in academic or professional contexts.
3.  State Your Purpose Early ·         Mention why you are writing in the first one or two sentences. ·         Keep it brief and direct.	4.  Maintain a Professional Tone ·         Use polite expressions such as I would like to request, I am writing to enquire, Thank you for your assistance. ·         Avoid emojis, slang, abbreviations, and casual language.
5.  Organise Your Email Clearly ·         Opening line: Context or reason for writing. ·         Middle: Details, explanations, dates, or supporting information. ·         Closing line: Expected action, request, or next step. ·         Use short paragraphs for readability.	6.  Use Correct Grammar, Punctuation, and Format ·         Avoid long, unpunctuated sentences. ·         Check spelling and subject–verb agreement. ·         Use complete sentences with a formal register.
7.  Be Brief and Relevant ·         Include only necessary information. ·         Do not add unrelated points or personal stories. ·         Keep your email concise and easy to read.	8.  Use a Proper Closing ·         Examples: Regards, Best wishes, Sincerely, Yours faithfully. ·         Follow with your full name, course, and contact details (if needed).
9.  Proofread Before Sending ·         Verify names, dates, attachments, and facts. ·         Check if the tone is polite and professional. ·         Ensure the attachment (if mentioned) is actually attached.	10.  Use a Professional Email Address ·         Prefer an institutional or full-name based email ID. ·         Avoid inappropriate or informal usernames.

 

 

 

 

To: abc.thermalplant@gmail.com

Subject: Request for Permission to Visit Your Thermal Power Plant

Dear Sir/Madam, I am            , studying [Year, Department] at [College Name]. I am writing to request permission for our class to visit your thermal power plant at [Location] as part of our academic learning.   This visit will help us understand the working of thermal power generation, safety procedures, and industrial operations. It will also give us practical exposure that supports our coursework. We kindly request your approval for the visit on [Proposed Date], or any other date convenient for your team. The group will include [Number of Students] and [Number of Faculty Members]. Please let us know if there are any procedures or documents required to confirm the visit. We will follow all the rules and guidelines provided by your plant. Thank you for considering our request. We look forward to your positive response. Warm regards, (Your Contact Information: Email, Phone Number)

 

 

To: admissions office@cweu.com

Subject: Inquiry Regarding Academic Programs, Funding, and Admission Requirements

Dear (Recipient’s Name),   My name is (Name), and I am writing to inquire about the academic programs, courses, and admission requirements at (University/Organization Name) and would greatly appreciate your assistance in providing the following information:   First, I kindly request detailed information about the range of academic programs offered at (University/Organization Name), with a particular focus on (mention specific programs or fields of study of interest). Second, could you please provide comprehensive details about the course curriculum for the (specific program/field of study)? I am particularly interested in understanding the core courses, elective options, and any specialized tracks or concentrations available.   Also, I would greatly appreciate receiving the admission requirements for (specific program/field of study) at (University/Organization Name). This includes information regarding minimum academic qualifications, standardized test scores, letters of recommendation, and any other necessary documents or prerequisites for admission. Additionally, if there are any scholarship or financial aid opportunities, I would like to know how to apply for them.   As I evaluate my options, I am eager to learn more about the campus facilities, research resources, libraries, laboratories, and other relevant amenities that contribute to the academic environment and student experience at (University/Organization Name).   In the event that I have further questions or require additional information, kindly provide me with the appropriate contact details or the name of an individual whom I can reach out to for further guidance. I understand you receive numerous inquiries, and I truly appreciate your time and effort in providing the requested information. Your assistance will be invaluable in my decision-making process.   Thank you for your attention to my inquiry. I look forward to receiving your response at your earliest convenience.   Yours sincerely, (Your Full Name) (Your Contact Information: Email, Phone Number)

 

 

	1. Purpose of Descriptive Writing
Descriptive writing aims to create a vivid picture in the reader’s mind using: Use strong vocabulary, sensory details, precise observations, suitable grammar structures It is commonly used in narratives, reports, reflective writing, and observational tasks.
2. Key Features of Effective Description
A. Sensory Language Use words related to: Sight: bright, dusty, shadowed, colourful Sound: rustling, quiet, murmuring Smell: earthy, fresh, musty Touch: rough, cool, smooth Feeling: relaxed, tense, cheerful Sensory details make writing immersive.		B. Precise Adjectives Avoid vague words like nice, good, bad. Use more specific ones: tranquil, uneven, crowded, crisp, faded, energetic C. Strong Verbs Replace weak verbs (is/are/was/were) with dynamic verbs: curved, leaned, gathered, piled, shimmered, echoed.
D. Comparison and Imagery- To enrich the picture. Use: Similes: “as bright as sunlight” Metaphors: “a carpet of leaves” Personification: “the flowers seemed to greet us”		E. Spatial Organisation: This helps the reader visualise the scene. Organise description logically: left to right far to near top to bottom centre to surroundings
3. Grammar Useful in Descriptive Writing
A. Adjective Phrases “a slightly dusty wooden bench” “the brightly lit corridor”		B. Adverbials of Manner Explain how actions are done: “worked patiently” “moved quietly along the path”
C. Participial Phrases Useful for concise detail: •                      “Students gathered around the tree, carefully sweeping the leaves.” •                      “The plants, blooming in soft colours, brightened the garden.”		D. Connectives: to Organise and add detail: Time: meanwhile, later, afterwards Addition: also, furthermore, in addition Contrast: however, although Cause/Effect: therefore, as a result
4. Useful Descriptive Vocabulary Bank
●                    Appearance: vibrant, muted, spotless, worn-out, uneven, lush, delicate, weathered ●                    Emotion: relieved, thoughtful, enthusiastic, tense, delighted, hesitant, calm, content ●                    Movement: gliding, shuffling, sweeping, bending, arranging, gathering, scattering ●                    Environment: shaded, breezy, quiet, fragrant, sunlit, airy, refreshing, cluttered
5. Tips for Students
·         Focus on what stands out most. ·         Avoid listing details; connect them smoothly. ·         Choose descriptive words that match the tone. ·         Mix longer descriptive sentences with shorter ones for rhythm. ·         Re-read the paragraph and remove unnecessary repetition.

 

 

A.     Imagine you are one of the students in this picture. Describe the activities your team conducted and what happened on the day.

The picture shows a group of eleven schoolchildren engaged in a collective effort to clean and maintain their school garden. There are five girls and six boys, each participating in a different activity that contributes to the overall teamwork.

On the left side of the image, two girls are gathering dry leaves into baskets. One of them is bending down to collect leaves by hand, while the other is holding a basket steady. Near them, two boys are sweeping the ground with brooms, focusing on clearing fallen leaves around the tree.

In the centre of the scene, one girl is sweeping the path, while another girl behind her is using a small rake to level the soil near the flower bed. A third girl is standing beside the plants and seems to be tidying the edges of the garden.

Towards the right side, two boys are digging or loosening the soil near the bench, possibly preparing it for planting. Another boy in the front is watering the flower bed, ensuring that the young plants receive enough moisture. The last boy, positioned near the centre, appears to be carrying a pile of leaves or helping with collection.

All the students seem focused and involved, and their expressions appear cheerful and energetic. The overall scene reflects a well-organised school activity in which students are actively participating in maintaining their environment. It highlights teamwork, shared responsibility, and a positive attitude toward community cleanliness and environmental care.

 

 

B.  Describe the picture

 

The Silent Strain of Cyber Bullying

This black and white sketch offers a stark, emotionally intense depiction of cyber bullying, capturing the isolating and overwhelming nature of digital harassment among students. The composition centres on a group of young adolescents, likely in their early teens (around 12-13 years old), whose physical proximity contrasts sharply with their emotional isolation, all centred around the glow of their smartphones.

The image focuses on a group of young students. One of the characters is a figure holding a device with a visibly cracked screen, symbolizing the painful, breaking impact of the messages being received. This person looks downcast, and shoulders slightly hunched, and visibly sad. Around them, others are shown looking at their own phones, with detached faces and concentration on their phones.

The most striking element is the use of speech bubbles and thought blurbs that act as tangible representations of the digital assault. Words like "UGLY," "FREAK," "GO AWAY!," and "LOSER!" float prominently, originating near the phones held by the surrounding figures. This technique effectively takes the intangible nature of online communication and its hidden dangers.

The drawing is a powerful commentary on the modern form of bullying, particularly its effect on mental health. The banner at the bottom, which reads "CYBER BULLYING: THE UNSEEN HURT," serves as the thesis statement for the entire visual narrative. It underscores that while the bruises of physical bullying are visible, the wounds inflicted online are internal, emotional, and often hidden.

The black and white pencil sketch adds to the somber mood, stripping the scene of the distraction of color to focus purely on emotion, line, and shadow. It suggests a universally recognized crisis, a shadow cast over the vibrant world of adolescence. The proximity of the students—all together in one space—while being utterly disconnected, highlights the paradox of digital life: connection can breed isolation, and the power of a screen can make people feel safe enough to inflict deep, emotional damage on those sitting just feet away. This image is a vital tool for prompting a discussion on digital citizenship, empathy, and the urgent need to address the "unseen hurt" of online harassment.

 

 

 

 

 

 

 

 

 

 

Section IV: Reading

 

The product specifications and functions of two laptops are given here. Analyse the table and answer the questions.

 

	Laptop 1	Laptop 2
Laptop Name	Zoom 3X205	Heist M4 Pro15
Weight	1.35 kg (2.98 lbs)	2.14 kg (4.72 lbs)
Dimensions	306 x 224 x 15.7 mm 12.05 x 8.82 x 0.62 inches	355.7 x 248.1 x 16.8 mm 14 x 9.77 x 0.66 inches
Area	685 cm2 (106.3 inches2)	882 cm2 (136.8 inches2)
Screen-to-body ratio	~83.9%	~86.2%
Side bezels	6.1 mm	3.4 mm
Colors	Black, Gray	Black, Silver
Material	Aluminum	Aluminum
Opening angle	150°	135°
Cooling solution
Cooling system	Active	Active
Vapor chamber	No	No
Liquid metal	-	No
Number of fans	1	2
Noise level (max. load)	-	42.3 dB
Display	3300 x 2200	3456 x 2234
Size	13.9 inches	16.2 inches
Type	IPS LCD	Mini LED
Refresh rate	60 Hz	120 Hz
PPI	285 ppi	254 ppi
Aspect ratio	3:2	16:10

 

Resolution	3300 x 2200 pixels	3456 x 2234 pixels
HDR support	No	Yes, Dolby Vision
Touchscreen	Yes	No
Coating	Glossy	Glossy (Antireflective)
Ambient light sensor	Yes	Yes
Battery Capacity	67 Wh	100 Wh
Full charging time	2:00 hr	1:25 hr
Battery type	Li-Ion	Li-Po
Replaceable	No	No
Fast charging	Yes	Yes
Charging via USB (Power Delivery)	Yes	Yes, 100 W
Charging port position	Left	Left, Right
Charge power	65 W	140 W
CPU
Base frequency	0.9-2.4 GHz	4.51 GHz
Turbo frequency	4.2 GHz	-
Cores	4	14 (10P + 4E)
Threads	8	14
L3 Cache	8 MB	-
Fabrication process	10 nm	3 nm
Graphics Card
TGP	15 W	26 W
Type	Integrated	Integrated
Fabrication process	10 nm	3 nm
GPU base clock	300 MHz	500 MHz

 

FLOPS	1.7 TFLOPS	9.2 TFLOPS
Memory type	LPDDR4X	LPDDR5X
Memory speed	3.73 Gbps	8.53 Gbps
Shading units (cores)	640	2560
Texture mapping units (TMUs)	40	160
RAM	8 GB	24 GB
Channels	1x8 GB	3x8 GB
Clock	3733 MHz	8533 MHz
Type	LPDDR4X	LPDDR5X
Upgradable	No	No
Storage
	512 GB	512 GB
Bus	PCI-E Gen 3.0 (4x)	Custom
Storage type	SSD (M2)	SSD (M2)
Channels	1x512 GB	2x256 GB
Upgradable	Yes	No
Total slots	1	-
NVMe	Yes	Yes

I.  Choose the correct answer: (6 × 1 = 6 Marks)

 

1.        Which laptop is lighter in weight?

a)  Zoom 3X205 b) Heist M4 Pro15 c) Both weigh the same d) Information not given

 

2.        Which laptop has a touchscreen display?

a)  Heist M4 Pro15        b) Both            c) Zoom 3X205            d) Neither

 

3.        The Heist M4 Pro15 has                    battery capacity compared to Zoom 3X205.

a)  Lower          b) Higher          c) Equal           d) Slightly lower

 

4.        Which laptop has faster RAM?

a)  Heist M4 Pro15 b) Zoom 3X205 c) Both d) Cannot be determined

 

5.        Which laptop is likely to provide better graphics performance based on GPU cores and frequency?

a)  Zoom 3X205     c) Both perform the same

b)  Heist M4 Pro15 d) Zoom 3X205 because of higher PPI

6.        The Zoom 3X205 would be more suitable for someone who values:

a)  Portability and touch use      b) Gaming and performance

c) Fast charging only              d) Larger display size

 

II.  State whether the following statements are True or False: (4 × 1 = 4 Marks)

 

1.        Both laptops have the same storage capacity.

 

2.        Heist M4 Pro15 supports HDR and adaptive refresh rate, while Zoom 3X205 does not.

 

3.        Zoom 3X205 charges faster than Heist M4 Pro15.

 

4.        Heist M4 Pro15’s charging port is located only on the left side.

 

III.  Fill in the Blanks (4 × 1 = 4 Marks)

 

1.        The screen size of Zoom 3X205 is                inches, while Heist M4 Pro15 is                inches.

 

2.        The number of fans in Zoom 3X205 is               , while Heist M4 Pro15 has               .

 

3.        The material used in both laptops is                   .

 

4.        The full charging time for Heist M4 Pro15 is                hours.

 

IV.  Analytical / Short Answer Questions (4 × 2 = 8 Marks)

 

1.        Based on the display features, which laptop would provide a better viewing experience for video editing? Give one reason.

2.        Compare the battery and charging features of both laptops. Which is more suitable for long travel and why?

3.        Which laptop would appeal more to a student who travels frequently? Give two reasons.

 

4.        Overall, which laptop would you recommend for graphic-intensive tasks like video rendering? Support your choice with data from the table.

Answer Key: Comparative Analysis of Laptop Specifications

 

I.  Multiple Choice Questions (6 × 1 = 6 Marks)

 

No.	Correct Answer	Explanation
1	a) Zoom 3X205	Zoom 3X205 = 1.35 kg; Heist M4 Pro15 = 2.14 kg
2	c) Zoom 3X205	Only Zoom 3X205 has touchscreen support

 

 

3	b) Higher	100 Wh vs. 67 Wh
4	a) Heist M4 Pro15	RAM speed: 8533 MHz vs. 3733 MHz
5	b) Heist M4 Pro15	More GPU cores (2560 vs. 640) and higher GPU clock speed
6	a) Portability and touch use	It is lighter and has a touchscreen

 

II.  True or False (4 × 1 = 4 Marks)

 

No.	Answer	Explanation
1	True	512 GB each
2	True	Heist: HDR (Dolby Vision) + adaptive rate; Zoom: No HDR, no adaptive refresh
3	False	Zoom: 2 hrs; Heist: 1 hr 25 mins
4	False	Ports: Left and Right

 

III.  Fill in the Blanks (4 × 1 = 4 Marks)

 

No.	Correct Answer
1	13.9 inches; 16.2 inches
2	1; 2
3	Aluminum
4	1 hour 25 minutes (1:25 hr)

 

IV.  Analytical / Short Answer Questions (4 × 2 = 8 Marks)

 

No.	Question	Model Answer (Sample Response)
1	Better viewing experience for video editing?	Heist M4 Pro15 — has a larger Mini LED display, HDR support, Dolby Vision, and higher refresh rate (120 Hz).
2	Battery and charging comparison	Heist M4 Pro15 offers a larger battery (100 Wh), faster charging (1 hr 25 min), and dual ports — ideal for travel.
3	Better for a student who travels frequently	Zoom 3X205 — lighter weight (1.35 kg) and touchscreen convenience; easier portability despite smaller battery.
4	Better for graphic- intensive tasks	Heist M4 Pro15 — more GPU cores (2560 vs. 640), higher GPU clock (1800 MHz), and faster RAM, ensuring smoother performance.

 

22. Additional Reading Materials and References

Useful links: Tense forms https://www.englishgrammar.org/tenses-exercise-57/?pdf=13521 https://www.englishgrammar.org/tenses-exercise-55/ https://www.englishgrammar.org/tenses-exercise-54/ https://www.englishgrammar.org/tenses-exercise-51/ https://www.englishgrammar.org/tenses-worksheet-12/

Simple present vs. Simple past: https://www.englishgrammar.org/simple-present-vs-simple-past-2/ https://www.englishgrammar.org/simple-present-vs-simple-past/ Simple present, present continuous, simple future:

https://www.englishgrammar.org/simple-present-present-continuous-or-simple-future/ Present Perfect vs. Present Perfect Continuous: https://www.englishgrammar.org/present-perfect-vs-present-perfect-continuous-2/ Subject –verb agreement Exercise 1:

https://www.englishgrammar.org/subject-verb-agreement-14/ Subject – Verb Agreement online exercise 2: https://www.englishgrammar.org/subject-verb-agreement-15/

PDF: https://www.englishgrammar.org/subject-verb-agreement-15/?pdf=13382

Subject Verb agreement exercise 3: https://www.englishgrammar.org/subject-verb-agreement-13/ Modal auxiliaries:

https://www.englishgrammar.org/modal-auxiliaries-4/ https://www.englishgrammar.org/modals-exercise-4/ https://www.englishgrammar.org/modal-auxiliaries-4/ https://www.englishgrammar.org/modal-auxiliary-verbs-exercise-6/

Degrees of Comparison: https://www.englishgrammar.org/degrees-of-comparison-exercise-5/ Comparative and Superlative:https://www.englishgrammar.org/comparative-and-superlative/ You can use the following link: https://www.englishgrammar.org/