Professional Communication

Module 2
1
Module 2
Reading, Comprehension, and Summarizing: Reading
styles, speed, valuation, critical reading, reading and
comprehending shorter and longer technical articles
from journals, newspapers, identifying the various
transitions in a text, SQ3R method, PQRST method,
speed reading.

Comprehension: techniques, understanding

textbooks, marking and underlining, Note-taking:
recognizing non-verbal cues.
 What are the most common reading materials?
2
•Magazines.
•Comics.. ...
•Manuals. ...
•Newspapers. ...
•Poetry. ...
•Travel Brochures. ...
•Encyclopedias. ...
•Sports Programs.
•Academic reading
3

Reading Styles
4
Form/way of
reading

Choose a style
better taking into
Help you to read account the
better and avoid Reading Styles purpose of
wasting time reading

There are 5
reading styles
5
Reading styles
Skimming
Scanning
In-depth reading
Intensive reading
Extensive reading
6 In-depth reading

❑To understand
concepts and
arguments

❑Requires a lot of
concentration

❑To gain deeper

meaning and clear
understanding
 Extensive reading
7
❑ Extensive reading involves learners reading texts for
enjoyment and to develop general reading skills.

❑ Extensive Reading helps learners to build reading speed

and reading fluency.

❑ In particular, developing reading speed is important

because it helps learners to understand language faster
and better.
 Extensive reading
❑One objective of Extensive Reading is reading for pleasure.
8
Examples of Extensive Reading
The latest marketing strategy book
A novel you read before going to bed
Magazine articles that interest you
9 Intensive reading
❑ Intensive reading is used on shorter texts in order to
extract specific information.

❑ It includes very close accurate reading for detail.

10 Intensive reading
❑ Use intensive reading skills to grasp the details of a specific
situation.

❑ In this case, it is important that you understand each

word, number or fact.

Examples of Intensive Reading

A bookkeeping report

An insurance claim

A contract
11
Scanning
Scanning is reading a text quickly in order to find
specific information, e.g. figures or names.

Examples of Scanning

The "What's on TV" section of

your newspaper.

A train / airplane schedule

A conference guide
 Skimming
12
Skimming is reading a text quickly to get a general
idea of meaning

Examples of Skimming:

The Newspaper (quickly to get

the general news of the day)

Magazines (quickly to discover

which articles you would like
to read in more detail)

Business and Travel Brochures

(quickly to get informed)
 Difference between scanning and skimming?
13

Skimming is reading rapidly in order to get a

general overview of the material.

Scanning is reading rapidly in order to find

specific facts.

While skimming tells you what general

information is within a section, scanning helps
you locate a particular fact.
14
 What Is Speed Reading?
15

❑Speed reading is the process of rapidly recognizing and

absorbing phrases or sentences on a page all at once, rather
than identifying individual words.

❑The amount of information that we process seems to be growing

by the day, whether it's emails, reports and websites at work, or
social media, books and magazines at home.

❑We likely feel pressure to get through this information more

quickly, so that we can "stay in the loop" and make informed
decisions.
16

❑Most people read at an average rate of 250 words per

minute (wpm), though some are naturally quicker
than others.

❑But, the ability to speed read could mean that you

double this rate.
 Reading Evaluation
17
❑The ability to understand what we read is evaluated
by asking students to read several passages and
answer a series of questions about the content of
their reading.

❑It's essential to determine whether a student can

actually follow what he reads.
 Critical reading
18

❑Critical reading is a more ACTIVE way of reading.

❑ It is a deeper and more complex engagement with a

text.

❑Critical reading is a process of analyzing, interpreting

and, sometimes, evaluating.

❑When we read critically, we use our critical thinking

skills to QUESTION both the text and our
own reading of it.
19
 How to Read a Thick Newspaper
20

1. Identify what you want to know about the news. This

is a good strategy to speed up any reading, including
reading a newspaper. Keep your reason for reading the
newspaper in mind as you go into reading it. This will keep
your focus sharp, and you'll be able to know which
information to read closely and which to skim

2. Go in with a positive attitude. If you see reading as a

chore, it will take longer and also feel longer. Instead of
thinking of reading the newspaper as a chore, look at it as
an opportunity
 How to Read a Thick Newspaper
21

3. Review the sections. Newspaper are divided by

sections. There is usually a table of contents somewhere
on the first page, alerting readers of the section divisions.
Before you dive into reading, quickly skim the sections.

4. Give the headlines and first paragraphs a quick

scan. The most important information about an article will
be in the first paragraph and headline. When starting a
fresh page, give the headlines a quick scan and skim the
first paragraphs.
22

Identifying the various

transitions in a text
 What are transitions?
23

❑Transitions are words or phrases that help

lead the reader from one idea to another.

❑They act as signals that connect ideas and

ensure that sentences and paragraphs flow
together smoothly.

❑ Transitional words and phrases introduce

examples, give directions, tell where the
paragraph is going, and hold sentences
together.
 Why are transitions important?
24

❑Transitions support the comprehension

(meaning-making) process.

❑Good writers place transitions at specific

points to assist their readers; likewise, good
readers recognize that transitional words
are important for understanding the
author’s message.
25
1. Transitions separate supporting details.

Authors often use transitions to introduce

major details and examples.

2. Transitions occur within paragraphs.

Transitions within paragraphs act as cues by helping

readers to anticipate what is coming before they
read it. Within paragraphs, transitions tend to be
single words or short phrases.
 3. Transitions occur between paragraphs.
26
❑If the author has done a good job of arranging
paragraphs so the content of one leads to the
next, a transition will point out a relationship that
already exists by summarizing the previous
paragraph and suggesting something of the
content of the paragraph that follows.

❑A transition between paragraphs can be a word

or two (however, for example, similarly), a
phrase, or a sentence.

❑ Transitions can be at the end of the first

paragraph, at the beginning of the second
paragraph, or in both places.
4. Transitions are used between sections.

❑In longer works, the author may include

transitional paragraphs that summarize
for the reader the information just
covered and specify the relevance of
this information to the discussion in the
following section.
28
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30
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35
36
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38
39
 SQ3R is a reading
40

❑SQ3R is a reading comprehension method named for

its five steps: survey, question, read, recite, and
review.

❑The method offers a more efficient and active

approach to reading textbook material.

❑ It was created for college students, but is useful

for young students as well.

❑Classrooms all over the world have begun using

this method to better understand what they are
reading.
It is a sequence designed to increase retention and
understanding by encouraging the reader to use
each stage of the reading process

Before reading

During reading

After reading
42

Before During After

Reading Reading Reading
Survey Read Recite
Question Review
 •Step 1: Survey
43

• Skim through the book and read topical/sub-

topical headings and sentences.

• Read summaries at the end of chapters and

books.

• Try to anticipate what the author is going to

say.

• Write these notes on paper, then look it over

to get an overall idea.
 •Step 2: Question
44

• Turn paragraph headings into questions (e.g.

“Basic Concepts of Reading” to “What are the
Basic Concepts of Reading?”).

• Write these questions out.

 •Step 3: Read
45

• Read with alertness to answer the

questions you came up with.

• Write notes, in your own words, under

each question.
 •Step 4: Recall
46
•Without looking at your books or notes,
mentally visualize, in your own words,
the high points of the material
immediately upon completing the
reading

•** More time should be spent on recall

than reading
 •Step 5: Review
47

• Look at your questions, answers, notes

and book to see how well you did recall.

• Finish up with a mental picture of the

WHOLE*
48

SQ3R is a comprehension strategy that helps students

think about the text they are reading while
they're reading.

Often categorized as a study strategy, SQ3R helps

students "get it" the first time they read a text by teaching
students how to read and think like an effective reader.
 PQRST Method
49

❑The PQRST Method is a study reading strategy that

helps students tackle textbook material in a strategic
manner.

❑ It is designed to help students optimise their reading

and learning.

❑It comprises of 5 simple steps

Preview Question Read Summarise Test

50
51 “P”— PREVIEW to identify the main
ideas

When you first get your book:

Scan the title page and review the table of contents.
How is the book organized?

When you start a new chapter read the following:

• Chapter title and objectives
• Visual aids (graphs, images, text boxes)
• Headings and subheadings
• Chapter study questions and summary
 “R”— READ and REACT
52

➢ Be an active reader—
consider and question as you
read.

➢ Mark in the book or on sticky

notes to draw your attention to
specific ideas.

➢ Highlight only main ideas or

key words.

➢ Only about 10% of the text

should be highlighted.
53

“Q”— QUESTION Ask questions

such as:

➢What do I need to know from this assignment?”

➢What’s the purpose of this reading?
➢How will this information be used in my course?
➢Create questions for each chapter title, heading
or subheading in the chapter.
 “S”— STATE or SUMMARIZE
54
to help information get into long-term memory

➢ This is one of the most important and valuable steps.

➢ After each paragraph or section, look away, and say in

your own words what you just read.

➢ If you cannot, read it again with more focus and

concentration.

➢ Summarize aloud and write it down.

➢ If it is still unclear, seek help from a peer, teacher, tutor at

the Success Center, or online.
55

“T” — TEST

➢ Answer the test questions you developed.

➢ Memory doesn’t happen by review only; retrieval of

information requires practice.
56

Comprehension
57

❑Comprehension, or extracting meaning from what you

read, is the ultimate goal of reading.

❑Experienced readers take this for granted and may not

appreciate the reading comprehension skills required.

❑The process of comprehension is both interactive and

strategic.

❑Rather than passively reading text, readers must

analyze it, internalize it and make it their own.
58 Different comprehensive
techniques
Monitor Comprehension

Activate and Connect

Ask Questions

Infer and visualize

Determine importance

Summarize and synthesize

59 Monitor Comprehension

❑Monitoring comprehension is
a process in which students
determine whether they
understand what they are
reading.

❑If they realize that they cannot

articulate the main idea of the
passage, they can take steps to
repair their comprehension
before continuing to read.
60
Activate and Connect

❑Whether we are connecting, questioning, or interfering,

background knowledge is the foundation of thinking.

❑Readers cant understand what they hear, read, or view

without thinking about what they already know.

❑To comprehend, learners must connect the new to the

known.

❑Students must be prepared not only to think about what

they already know but also to revise their thinking when
they encounter new and more accurate information
 61 Ask Questions

❑Questioning is a reading strategy that

is taught to students to help them
engage with the text.

❑It helps the reader to clarify what he

or she is reading and to better
understand the text.

❑Asking good questions is a way for

students to monitor their own
comprehension while reading.
 62 Infer and visualize

❑When students read, think and make an inference

about text they have just read, they must use their
schema, and prior knowledge and crosscheck it with
clues and evidence from the text.

❑When students use the strategy of

inferring and visualizing, they are
making meaning of the text.
 63 Determine importance

❑In short, determining importance means that the

reader focuses on what's most important in the text
so that he/she can develop deeper meaning and
overall understanding of the text.

❑Proficient readers are able to

decide, from everything on
the page, what is most
important to remember.
 64 Summarize and synthesize
❑Summarizing is relating the most important points in
a text (or a portion of a text) in our own words.

❑In fiction we consider the basic story elements –

main characters, setting, plot and sometimes theme
in a summary.

❑In nonfiction we pull together

the most important information
about a topic in a clear way.
 65

❑Synthesizing takes the process of summarizing one

step further.

❑Instead of just restating the important points from

text, synthesizing involves combining ideas and
allowing an evolving understanding of text.
66 Understanding Text books
 Do you often:
67

❖ Get bored or fall asleep when reading a textbook

chapter?

❖ Feel that you haven't remembered a thing after you

finish reading a chapter?

❖ Get poor grades in courses that require reading

textbook material?

❖ Get poor grades on chapter tests when you think that

you knew the material?

❖ Spend several hours rereading a chapter in a

textbook?
 68 YOU ARE NOT ALONE!
❑Textbooks are difficult.
❑They are meant to give information.
❑The words and concepts are complex.
 69
HOW TO READ A TEXTBOOK?
❑Step 1: LOOK AT THE COVER!
❖Are there any pictures that can give you a
clue on the topics you may be studying?

❖What about the title?

❖Is this a book for beginners or for someone

with more skill?
 70
HOW TO READ A TEXTBOOK?
❑Step 2: REVIEW THE TABLE OF CONTENTS!
❖How many chapters does the textbook
have?

❖What about sub-chapters?

❖Is there a wordlist or a series of

appendices?

❖What about a bibliography?

 71
HOW TO READ A TEXTBOOK?
❑Step 3: SURVEY/PREVIEW THE CHAPTER
(SKIM THE ENTIRE CHAPTER).

❖What immediately catches your attention?

❖ Is it the bold text of the chapter title or are

there clear photos or drawings ?
72
HOW TO READ A TEXTBOOK?

❑Step 3: SURVEY/PREVIEW THE CHAPTER

(SKIM THE ENTIRE CHAPTER).

❖What immediately catches your attention?

❖ Is it the bold text of the chapter title or are

there clear photos or drawings ?
 73
HOW TO READ A TEXTBOOK?
❑Step 4: REVIEW ANY CAPTIONS THAT MAY BE
IN THIS CHAPTER.

❖This includes the writing underneath

pictures or photographs, as well as the
titles for charts and diagrams.

❖ How do the words and pictures compare?

74
HOW TO READ A TEXTBOOK?

❑Step 5: WRITE DOWN THE BOLD TEXTS

OF THE CHAPTER.

❖Marking and underlining is an active

strategy that helps students to think about
their reading
75

❑Step 7: Note taking

❖Notes help to maintain a permanent

record of what you have read or listened
to.

❑Step 8: COMPARE THE QUESTIONS AT

THE END OF THE CHAPTER WITH YOUR
LIST OF BOLDED TEXT.
76
HOW TO READ A TEXTBOOK?
❑Step 9: REVIEW AND RECITE.
❖This is the most important step! Don't
delay!
❖Review immediately, during the same
study session.
❖ Once you get to the end of the piece, go
back and review the notes you've made.
❖ Look over the important words, points,
and lists.
 TIPS
77
✓Don't be hard on yourself. If this is hard for you, it's
probably just as hard for other students in your
class.

✓ Don't try to read in a noisy environment. That

might be OK under other circumstances, but it's
not a good idea when attempting difficult reading.

✓Talk to others who are reading the same material.

ASK SOME ADVICE.

✓ Don't give up!

78

Recognizing non
verbal cues

Great tricks for reading people’s body

language/Tips to improve your body language
 Crossed arms and legs signal resistance to your
79 ideas
 Crossed arms and legs signal resistance to your
80 ideas

❑Crossed arms and legs are physical barriers that

suggest the other person is not open to what you’re
saying.

❑Even if they’re smiling and engaged in a pleasant

conversation, their body language tells the story.

❑Psychologically, crossed legs or arms signal that a

person is mentally, emotionally, and physically
blocked off from what’s in front of them.

❑ It’s not intentional, which is why it’s so revealing.

 Real smiles crinkle the eyes
81
 Real smiles crinkle the eyes
82

❑When it comes to smiling, the mouth can lie but the

eyes can’t.

❑Genuine smiles reach the eyes, crinkling the skin to

create crow’s feet around them.

❑ People often smile to hide what they’re really

thinking and feeling, so the next time you want to
know if someone’s smile is genuine, look for
crinkles at the corners of their eyes.

❑If they aren’t there, that smile is hiding something.

 Copying your body language is a
83
good thing
 Copying your body language is a
84
good thing
❑Have you ever been in a meeting with someone and noticed
that every time you cross or uncross your legs, they do the
same?
❑Or perhaps they lean their head the same way as yours
when you’re talking? That’s actually a good sign.
❑Mirroring body language is something we do unconsciously
when we feel a bond with the other person.
❑It’s a sign that the conversation is going well and that the
other party is receptive to your message.
❑This knowledge can be especially useful when you’re
negotiating, because it shows you what the other person is
really thinking about the deal.
 Examine the position of the arms
85
 Examine the position of the arms
86

❑Think of a person’s arms as the doorway to the body and

the self.
❑If a person crosses their arms while interacting with you, it is
usually seen as a defensive, blocking gesture.
❑Crossed arms can also indicate anxiety, vulnerability, or a
closed mind.
❑If crossed arms are accompanied by a genuine smile and
overall relaxed posture, then it can indicate a confident,
relaxed attitude.
❑When someone places their hands on their hips it is typically
used to exert dominance and is used by men more often
than women.
 Eyes that lie
87
 Eyes that lie
88

❑Most of us probably grew up hearing, “Look me in

the eye when you talk to me!” Our parents were
operating under the assumption that it’s tough to
hold someone’s gaze when you’re lying to them,
and they were right to an extent.

❑But that’s such common knowledge that people will

often deliberately hold eye contact in an attempt to
cover up the fact that they’re lying.

❑The problem is that most of them overcompensate

and hold eye contact to the point that it feels
uncomfortable.
 Raised eyebrows signal discomfort
89
 Raised eyebrows signal discomfort
90

❑There are three main emotions that make your

eyebrows go up: surprise, worry, and fear.

❑Try raising your eyebrows when you’re having a

relaxed casual conversation with a friend. It’s hard
to do, isn’t it?

❑ If somebody who is talking to you raises their

eyebrows and the topic isn’t one that would
logically cause surprise, worry, or fear, there is
something else going on.
 Holding hands behind the back
91
 Holding hands behind the back
92

❑“The first place we look is someone’s hands.

❑“Hands are our trust indicator. They show our

intentions.”

❑The people you meet need to see your hands;

putting them behind your back makes others less
trustful of you.
 Exaggerated nodding signals
93
 Exaggerated nodding signals
94

❑When you’re telling someone something and they

nod excessively, this means that they are worried
about what you think of them or that you doubt their
ability to follow your instructions.
 A clenched jaw, a tightened neck, or
95
a furrowed brow
 A clenched jaw, a tightened neck, or
96
a furrowed brow
❑A clenched jaw, a tightened neck, or a furrowed
brow are all signs of stress.
❑Regardless of what the person is saying, these are
signs of considerable discomfort.
❑The conversation might be digging into something
they’re anxious about, or their mind might be
elsewhere and they’re focusing on the thing that’s
stressing them out.
❑The key is to watch for that mismatch between
what the person says and what their tense body
language is telling you.
 97

1. English for Engineers and Technologists

(Combined edition, Vol. 1 and 2), Orient
Blackswan 2010.
 98

2. Meenakshi Raman and Sangeetha

Sharma,”Technical Communication: Principles
and Practice”, 2nd Edition, Oxford University
Press, 2011
 99

3. Stephen E. Lucas, "The Art of

Public Speaking", 10th Edition;
McGraw Hill Education, 2012.
 10
0

4. Ashraf Rizvi, "Effective Technical

Communication", 2nd Edition, McGraw
Hill Education, 2017.
 10
1

5. William Strunk Jr. & E.B. White,

"The Elements of Style", 4th Edition,
Pearson, 1999.
 10
2

6. David F. Beer and David

McMurrey, Guide to writing as
an Engineer, John Willey. New
York, 2004.
 10
3

6. David F. Beer and David

McMurrey, Guide to writing as
an Engineer, John Willey. New
York, 2004.
 10
4

8. Training in Interpersonal
Skills: Tips for Managing
People at Work, Pearson
Education, India, 6 edition,
2015.
 10
5

9. The Ace of Soft Skills:

Attitude, Communication and
Etiquette for Success, Pearson
Education; 1 edition, 2013.
 10
6

10. Anand Ganguly, “Success in

Interview”, RPH, 5th Edition,
2016.
 10
7

Raman Sharma, “Technical

Communications”, Oxford
Publication, London, 2004.
 10
8

Professional Communication
By Deepak Benjamin and Tintu
P Joseph
10
9

Reading Styles
11
0

What is reading?

Is reading a receptive or productive skill?

Is reading a way to get input?

What is academic reading?

What are the most common reading materials?

11
1
What is reading?

Reading is the process of taking in the sense or

meaning of letters, symbols, etc., especially by
sight or touch.

Is reading a receptive or productive skill?

Reading and listening involve receiving information

and so they are called the receptive skills.
Speaking and writing are known as the productive
skills because they involve producing words,
phrases, sentences and paragraphs.
11
2
Is reading a way to get input?

Reading always help the reader to get input.

What is academic reading?

Academic reading is different from other forms

of reading because it is complex and discipline-
specific. It involves a measured, challenging, and
multifaceted process in which students are
dynamically engaged with a range
of reading strategies.
11
3
What are the most common reading materials?

•Magazines. There are lots of great magazines for

students, both at the news paper shelf and available for
digital downloads.
•Comics. Don't discount the power of comics to hook
students on reading. ...
•Manuals. ...
•Newspapers. ...
•Poetry. ...
•Travel Brochures. ...
•Encyclopedias. ...
•Sports Programs.
11
4 Form/way of
reading

Choose a style
better taking into
Help you to read account the
better and avoid Reading Styles purpose of
wasting time reading

There are 5
reading styles
11
5
Reading styles
Skimming
Scanning
In-depth reading
Intensive reading
Extensive reading
11
6
In-depth reading

❑To understand
concepts and
arguments

❑Requires a lot of
concentration

❑To gain deeper

meaning and
comprehension
11
7
Extensive reading

❑ Extensive reading involves learners reading texts for

enjoyment and to develop general reading skills.

❑ Extensive Reading helps learners to build reading speed

and reading fluency.

❑ In particular, developing reading speed is important

because it helps learners to understand language faster
and better.
 Extensive reading
11 ❑One objective of Extensive Reading is reading for pleasure.
8 Examples of Extensive Reading
The latest marketing strategy book
A novel you read before going to bed
Magazine articles that interest you
11 Intensive reading
9
❑ Intensive reading is used on shorter texts in order to
extract specific information.

❑ It includes very close accurate reading for detail.

12 Intensive reading
0

❑ Use intensive reading skills to grasp the details of a specific

situation.

❑ In this case, it is important that you understand each

word, number or fact.

Examples of Intensive Reading

A bookkeeping report

An insurance claim

A contract
12
1
Scanning
Scanning is reading a text quickly in order to find
specific information, e.g. figures or names.

Examples of Scanning

The "What's on TV" section of

your newspaper.

A train / airplane schedule

A conference guide
 Skimming
12
2
Skimming is reading a text quickly to get a general
idea of meaning

Examples of Skimming:

The Newspaper (quickly to get

the general news of the day)

Magazines (quickly to discover

which articles you would like
to read in more detail)

Business and Travel Brochures

(quickly to get informed)
 Difference between scanning and skimming?
12
3

Skimming is reading rapidly in order to get a

general overview of the material.

Scanning is reading rapidly in order to find

specific facts.

While skimming tells you what general

information is within a section, scanning helps
you locate a particular fact.
12
4
12 What Is Speed Reading?
5

❑Speed reading is the process of rapidly recognizing and

absorbing phrases or sentences on a page all at once, rather
than identifying individual words.

❑The amount of information that we process seems to be growing

by the day, whether it's emails, reports and websites at work, or
social media, books and magazines at home.

❑We likely feel pressure to get through this information more

quickly, so that we can "stay in the loop" and make informed
decisions.
12
6

❑Most people read at an average rate of 250 words per

minute (wpm), though some are naturally quicker
than others.

❑But, the ability to speed read could mean that you

double this rate.
12 Reading Evaluation
7
❑The ability to understand what we read is evaluated
by asking students to read several passages and
answer a series of questions about the content of
their reading.

❑It's essential to determine whether a student can

actually follow what he reads.
12 Critical reading
8

❑Critical reading is a more ACTIVE way of reading.

❑ It is a deeper and more complex engagement with a

text.

❑Critical reading is a process of analyzing, interpreting

and, sometimes, evaluating.

❑When we read critically, we use our critical thinking

skills to QUESTION both the text and our
own reading of it.
12 What are transitions?
9
❑Transitions are words or phrases that help
lead the reader from one idea to another.

❑They act as signals that connect ideas and

ensure that sentences and paragraphs flow
together smoothly.

❑ Transitional words and phrases introduce

examples, give directions, tell where the
paragraph is going, and hold sentences
together.
13 Why are transitions important?
0
❑Transitions support the comprehension
(meaning-making) process.

❑Good writers place transitions at specific

points to assist their readers; likewise, good
readers recognize that transitional words
are important for understanding the
author’s message.
13
1
1. Transitions separate supporting details.

Authors often use transitions to introduce

major details and examples.

2. Transitions occur within paragraphs.

Transitions within paragraphs act as cues by helping

readers to anticipate what is coming before they
read it. Within paragraphs, transitions tend to be
single words or short phrases.
 3. Transitions occur between paragraphs.
13
2
❑If the author has done a good job of arranging
paragraphs so the content of one leads to the
next, a transition will point out a relationship that
already exists by summarizing the previous
paragraph and suggesting something of the
content of the paragraph that follows.

❑A transition between paragraphs can be a word

or two (however, for example, similarly), a
phrase, or a sentence.

❑ Transitions can be at the end of the first

paragraph, at the beginning of the second
paragraph, or in both places.
4. Transitions are used between sections.

❑In longer works, the author may include

transitional paragraphs that summarize
for the reader the information just
covered and specify the relevance of
this information to the discussion in the
following section.
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6
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1
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6

Reading Styles
14 SQ3R is a reading
7
❑SQ3R is a reading comprehension method named for
its five steps: survey, question, read, recite, and review.

❑The method offers a more efficient and active

approach to reading textbook material.

❑ It was created for college students, but is useful

for young students as well.

❑Classrooms all over the world have begun using

this method to better understand what they are
reading
It is a sequence designed to increase retention and
understanding by encouraging the reader to use
each stage of the reading process

Before reading

During reading

After reading
14
9

Before During After

Reading Reading Reading
Survey Read Recite
Question Review
 •Step 1: Survey
15
0
• Skim through the book and read topical/sub-
topical headings and sentences.

• Read summaries at the end of chapters and

books.

• Try to anticipate what the author is going to

say.

• Write these notes on paper, then look it over

to get an overall idea.
 •Step 2: Question
15
1

• Turn paragraph headings into questions (e.g.

“Basic Concepts of Reading” to “What are the
Basic Concepts of Reading?”).

• Write these questions out.

 •Step 3: Read
15
2

• Read with alertness to answer the

questions you came up with.

• Write notes, in your own words, under

each question.
 •Step 4: Recall
15
3

•Without looking at your books or notes,

mentally visualize, in your own words, the
high points of the material immediately
upon completing the reading

•** More time should be spent on recall

than reading
 •Step 5: Review
15
4

• Look at your questions, answers, notes

and book to see how well you did recall.

• Finish up with a mental picture of the

WHOLE*
15
5

SQ3R is a comprehension strategy that helps students

think about the text they are reading while
they're reading.

Often categorized as a study strategy, SQ3R helps

students "get it" the first time they read a text by teaching
students how to read and think like an effective reader.
15 PQRST Method
6
❑The PQRST Method is a study reading strategy that
helps students tackle textbook material in a strategic
manner.

❑ It is designed to help students optimise their reading

and learning.

❑It comprises of 5 simple steps

Preview Question Read Summarise Test

15
7
15
“P”— PREVIEW to identify the main
8 ideas

When you first get your book:

Scan the title page and review the table of contents.
How is the book organized?

When you start a new chapter read the following:

• Chapter title and objectives
• Visual aids (graphs, images, text boxes)
• Headings and subheadings
• Chapter study questions and summary
 “R”— READ and REACT
15
9

➢ Be an active reader—
consider and question as you
read.

➢ Mark in the book or on sticky

notes to draw your attention to
specific ideas.

➢ Highlight only main ideas or

key words.

➢ Only about 10% of the text

should be highlighted.
16
0

“Q”— QUESTION Ask questions

such as:

➢What do I need to know from this assignment?”

➢What’s the purpose of this reading?
➢How will this information be used in my course?
➢Create questions for each chapter title, heading
or subheading in the chapter.
16
“S”— STATE or SUMMARIZE
1
to help information get into long-term memory

➢ This is one of the most important and valuable steps.

➢ After each paragraph or section, look away, and say in

your own words what you just read.

➢ If you cannot, read it again with more focus and

concentration.

➢ Summarize aloud and write it down.

➢ If it is still unclear, seek help from a peer, teacher, tutor at

the Success Center, or online.
16
2

“T” — TEST

➢ Answer the test questions you developed.

➢ Memory doesn’t happen by review only; retrieval of

information requires practice.
16
3

Comprehension
16
4

❑Comprehension, or extracting meaning from what you

read, is the ultimate goal of reading.

❑Experienced readers take this for granted and may not

appreciate the reading comprehension skills required.

❑The process of comprehension is both interactive and

strategic.

❑Rather than passively reading text, readers must

analyze it, internalize it and make it their own.
16
5 Different comprehensive
techniques
Monitor Comprehension

Activate and Connect

Ask Questions

Infer and visualize

Determine importance

Summarize and synthesize

16
6 Monitor Comprehension

❑Monitoring comprehension is
a process in which students
determine whether they
understand what they are
reading.

❑If they realize that they cannot

articulate the main idea of the
passage, they can take steps to
repair their comprehension
before continuing to read.
16
7 Activate and Connect

❑Whether we are connecting, questioning, or interfering,

background knowledge is the foundation of thinking.

❑Readers cant understand what they hear, read, or view

without thinking about what they already know.

❑To comprehend, learners must connect the new to the

known.

❑Students must be prepared not only to think about what

they already know but also to revise their thinking when
they encounter new and more accurate information
 16
8 Ask Questions

❑Questioning is a reading strategy that

is taught to students to help them
engage with the text.

❑It helps the reader to clarify what he

or she is reading and to better
understand the text.

❑Asking good questions is a way for

students to monitor their own
comprehension while reading.
 16
9 Infer and visualize

❑When students read, think and make

an inference about text they have just
read, they must use their schema,
and prior knowledge and crosscheck
it with clues and evidence from the
text.

❑When students use the strategy of

inferring, they are making meaning of
the text.
 17
0 Infer and visualize

❑When students read, think and make an inference

about text they have just read, they must use their
schema, and prior knowledge and crosscheck it with
clues and evidence from the text.

❑When students use the strategy of

inferring and visualizing, they are
making meaning of the text.
 17
1 Determine importance

❑In short, determining importance means that the

reader focuses on what's most important in the text
so that he/she can develop deeper meaning and
overall understanding of the text.

❑Proficient readers are able to

decide, from everything on
the page, what is most
important to remember.
 17 Summarize and synthesize
2
❑Summarizing is relating the most important points in
a text (or a portion of a text) in our own words.

❑In fiction we consider the basic story elements –

main characters, setting, plot and sometimes theme
in a summary.

❑In nonfiction we pull together

the most important information
about a topic in a coherent way.
 17
3

❑Synthesizing takes the process of summarizing one

step further.

❑Instead of just restating the important points from

text, synthesizing involves combining ideas and
allowing an evolving understanding of text.
17
4 Understanding Text books
 Do you often:
17
5
❖ Get bored or fall asleep when reading a textbook
chapter?

❖ Feel that you haven't remembered a thing after you

finish reading a chapter?

❖ Get poor grades in courses that require reading

textbook material?

❖ Get poor grades on chapter tests when you think that

you knew the material?

❖ Spend several hours rereading a chapter in a

textbook?
 17
6
YOU ARE NOT ALONE!
❑Textbooks are difficult.
❑They are meant to give information.
❑The words and concepts are complex.
 17 HOW TO READ A TEXTBOOK?
7

❑Step 1: LOOK AT THE COVER!

❖Are there any pictures that can give you a
clue on the topics you may be studying?

❖What about the title?

❖Is this a book for beginners or for someone

with more skill?
 17 HOW TO READ A TEXTBOOK?
8

❑Step 2: REVIEW THE TABLE OF CONTENTS!

❖How many chapters does the textbook
have?

❖What about sub-chapters?

❖Is there a glossary or a series of

appendices?

❖What about a bibliography?

 17 HOW TO READ A TEXTBOOK?
9
❑Step 3: SURVEY/PREVIEW THE CHAPTER
(SKIM THE ENTIRE CHAPTER).

❖What immediately catches your attention?

❖ Is it the bold text of the chapter title or are

there clear photos or drawings ?
18 HOW TO READ A TEXTBOOK?
0

❑Step 3: SURVEY/PREVIEW THE CHAPTER

(SKIM THE ENTIRE CHAPTER).

❖What immediately catches your attention?

❖ Is it the bold text of the chapter title or are

there clear photos or drawings ?
 18 HOW TO READ A TEXTBOOK?
1
❑Step 4: REVIEW ANY CAPTIONS THAT MAY BE
IN THIS CHAPTER.

❖This includes the writing underneath

pictures or photographs, as well as the
titles for charts and diagrams.

❖ How do the words and pictures compare?

18 HOW TO READ A TEXTBOOK?
2

❑Step 5: WRITE DOWN THE BOLD TEXTS

OF THE CHAPTER.

❖Marking and underlining is an active

strategy that helps students to think about
their reading
18
3
❑Step 7: Note taking

❖Notes help to maintain a permanent

record of what you have read or listened
to.

❑Step 8: COMPARE THE QUESTIONS AT

THE END OF THE CHAPTER WITH YOUR
LIST OF BOLDED TEXT.
18 HOW TO READ A TEXTBOOK?
4

❑Step 9: REVIEW AND RECITE.

❖This is the most important step! Don't
delay!
❖Review immediately, during the same
study session.
❖ Once you get to the end of the piece, go
back and review the notes you've made.
❖ Look over the important words, points,
and lists.
18 TIPS
5
✓Don't be hard on yourself. If this is hard for you, it's
probably just as hard for other students in your
class.

✓ Don't try to read in a noisy environment. That

might be OK under other circumstances, but it's
not a good idea when attempting difficult reading.

✓Talk to others who are reading the same material.

ASK SOME ADVICE.

✓ Don't give up!

18
6

Recognizing non
verbal cues

Great tricks for reading people’s body

language/Tips to improve your body language
 Crossed arms and legs signal resistance to your
18 ideas
7
 Crossed arms and legs signal resistance to your
18 ideas
8
❑Crossed arms and legs are physical barriers that
suggest the other person is not open to what you’re
saying.

❑Even if they’re smiling and engaged in a pleasant

conversation, their body language tells the story.

❑Psychologically, crossed legs or arms signal that a

person is mentally, emotionally, and physically
blocked off from what’s in front of them.

❑ It’s not intentional, which is why it’s so revealing.

18 Real smiles crinkle the eyes
9
19
Real smiles crinkle the eyes
0
❑When it comes to smiling, the mouth can lie but the
eyes can’t.

❑Genuine smiles reach the eyes, crinkling the skin to

create crow’s feet around them.

❑ People often smile to hide what they’re really

thinking and feeling, so the next time you want to
know if someone’s smile is genuine, look for
crinkles at the corners of their eyes.

❑If they aren’t there, that smile is hiding something.

19 Copying your body language is a
1 good thing
19
Copying your body language is a
2 good thing
❑Have you ever been in a meeting with someone and noticed
that every time you cross or uncross your legs, they do the
same?
❑Or perhaps they lean their head the same way as yours
when you’re talking? That’s actually a good sign.
❑Mirroring body language is something we do unconsciously
when we feel a bond with the other person.
❑It’s a sign that the conversation is going well and that the
other party is receptive to your message.
❑This knowledge can be especially useful when you’re
negotiating, because it shows you what the other person is
really thinking about the deal.
19 Examine the position of the arms
3
19
Examine the position of the arms
4

❑Think of a person’s arms as the doorway to the body and

the self.
❑If a person crosses their arms while interacting with you, it is
usually seen as a defensive, blocking gesture.
❑Crossed arms can also indicate anxiety, vulnerability, or a
closed mind.
❑If crossed arms are accompanied by a genuine smile and
overall relaxed posture, then it can indicate a confident,
relaxed attitude.
❑When someone places their hands on their hips it is typically
used to exert dominance and is used by men more often
than women.
19 Eyes that lie
5
19
Eyes that lie
6
❑Most of us probably grew up hearing, “Look me in
the eye when you talk to me!” Our parents were
operating under the assumption that it’s tough to
hold someone’s gaze when you’re lying to them,
and they were right to an extent.

❑But that’s such common knowledge that people will

often deliberately hold eye contact in an attempt to
cover up the fact that they’re lying.

❑The problem is that most of them overcompensate

and hold eye contact to the point that it feels
uncomfortable.
19 Raised eyebrows signal discomfort
7
19
Raised eyebrows signal discomfort
8
❑There are three main emotions that make your
eyebrows go up: surprise, worry, and fear.

❑Try raising your eyebrows when you’re having a

relaxed casual conversation with a friend. It’s hard
to do, isn’t it?

❑ If somebody who is talking to you raises their

eyebrows and the topic isn’t one that would
logically cause surprise, worry, or fear, there is
something else going on.
19 Holding hands behind the back
9
20
Holding hands behind the back
0
❑“The first place we look is someone’s hands.

❑“Hands are our trust indicator. They show our

intentions.”

❑The people you meet need to see your hands;

putting them behind your back makes others less
trustful of you.
20 Exaggerated nodding signals
1
20
Exaggerated nodding signals
2

❑When you’re telling someone something and they

nod excessively, this means that they are worried
about what you think of them or that you doubt their
ability to follow your instructions.
20 A clenched jaw, a tightened neck, or
3 a furrowed brow
20
A clenched jaw, a tightened neck, or
4 a furrowed brow
❑A clenched jaw, a tightened neck, or a furrowed
brow are all signs of stress.
❑Regardless of what the person is saying, these are
signs of considerable discomfort.
❑The conversation might be delving into something
they’re anxious about, or their mind might be
elsewhere and they’re focusing on the thing that’s
stressing them out.
❑The key is to watch for that mismatch between
what the person says and what their tense body
language is telling you.
20
5
20
6
20
7
 20
8

1. English for Engineers and Technologists

(Combined edition, Vol. 1 and 2), Orient
Blackswan 2010.
 20
9

2. Meenakshi Raman and Sangeetha

Sharma,”Technical Communication: Principles
and Practice”, 2nd Edition, Oxford University
Press, 2011
 21
0

3. Stephen E. Lucas, "The Art of

Public Speaking", 10th Edition;
McGraw Hill Education, 2012.
 21
1

4. Ashraf Rizvi, "Effective Technical

Communication", 2nd Edition, McGraw
Hill Education, 2017.
 21
2

5. William Strunk Jr. & E.B. White,

"The Elements of Style", 4th Edition,
Pearson, 1999.
 21
3

6. David F. Beer and David

McMurrey, Guide to writing as
an Engineer, John Willey. New
York, 2004.
 21
4

6. David F. Beer and David

McMurrey, Guide to writing as
an Engineer, John Willey. New
York, 2004.
 21
5

8. Training in Interpersonal
Skills: Tips for Managing
People at Work, Pearson
Education, India, 6 edition,
2015.
 21
6

9. The Ace of Soft Skills:

Attitude, Communication and
Etiquette for Success, Pearson
Education; 1 edition, 2013.
 21
7

10. Anand Ganguly, “Success in

Interview”, RPH, 5th Edition,
2016.
 21
8

Raman Sharma, “Technical

Communications”, Oxford
Publication, London, 2004.
 21
9

Professional Communication
By Deepak Benjamin and Tintu
P Joseph