BEGAE-182 Solved Assignment

Question 1: Short notes (choose any four)

Rewritten prompt: Write brief, clear notes on four topics related to communication and language use.

I– Homophones

Homophones are words that sound the same but have different meanings and spellings. They can confuse readers and listeners, especially in fast speech or informal writing. In exams and official writing, confusing homophones can change meaning and reduce clarity.

• Common examples: “their/there/they’re”, “to/too/two”, “principal/principle”, “sale/sail”.
• Why they matter in communication: In spoken communication, context usually helps. In written communication, spelling is the only clue, so accuracy becomes essential.
• Practical tip: When proofreading, specifically check words that “sound right” but may be spelt wrongly (for example, “accept/except”).

II- Stress and intonation

Stress means giving extra emphasis to a syllable or word. Intonation means the rise and fall of voice while speaking. Together, they guide meaning, attitude, and emotion in spoken English. A sentence can sound polite, angry, doubtful, or confident based on intonation.

• Word stress changes meaning: REcord (noun) vs reCORD (verb).
• Sentence stress highlights focus: “I asked Ravi to call” (not someone else).
• Intonation affects intent: “You’re coming.” (falling tone: statement) vs “You’re coming?” (rising tone: question).
• Real-life use: In interviews and presentations, controlled stress and steady intonation help you sound clear and professional.

III- Style

Style is the way we choose words and sentence patterns to suit purpose, audience, and context. In communication, style is not only “good writing”; it is also appropriate language use.

• Formal style: used in applications, reports, official emails (complete sentences, neutral tone, precise vocabulary).
• Informal style: used with friends and peers (contractions, everyday vocabulary, relaxed tone).
• Why style matters: A mismatch creates misunderstanding (for example, being too casual in a complaint email can reduce seriousness).
• Practical guideline: Decide your goal first (inform, request, persuade), then select a style that supports it.

IV– Silence and its role in communication

Silence is not “empty.” It often communicates meaning without words. In face-to-face interaction, silence may indicate thinking, hesitation, agreement, disagreement, embarrassment, respect, or refusal—depending on context.

• Positive roles: pauses for clarity; giving space for others to speak; showing respect (for example, listening quietly).
• Negative roles: avoiding an issue; passive resistance; creating discomfort or confusion.
• Classroom/workplace example: If a manager asks, “Is the deadline realistic?” and the team stays silent, it may signal uncertainty, fear of speaking, or disagreement that is not being expressed.
• Skill point: Good communicators learn when silence helps (reflection) and when it harms (lack of feedback).

V– Macro functions of communication

Macro functions describe what language is doing in a situation. Communication is not only about giving information; it also expresses feelings, maintains relationships, influences others, and manages context.

• Emotive: expressing feelings (for example, “I’m really relieved today.”)
• Directive: trying to influence behaviour (for example, “Please close the door.”)
• Phatic: opening/maintaining contact (for example, “Hello, can you hear me?”)
• Referential: giving information (for example, “The meeting starts at 11.”)
• Metalinguistic: talking about language (for example, “What does this word mean?”)
• Poetic: focusing on expression/form (for example, slogans, creative lines).
• Contextual: creating a situation/atmosphere (for example, “Right! Let’s start now.”).

Question 2-1: Replace the word “nice” by improving wording

Rewritten prompt: Rewrite the paragraph so it sounds more specific and natural, without repeating “nice”.

It was a pleasant morning. We went out for a relaxing picnic to a well-kept park near our house. The food was delicious, and we played fun games. We truly enjoyed the refreshing outing.

Question 2-2: Different meanings of the word “light” with sentences

Rewritten prompt: Show different meanings of “light” by using it correctly in sentences.

• Not heavy: This bag is light, so I can carry it easily.
• Illumination: Please switch on the light in the room.
• Pale in colour: She wore a light blue shirt.
• Not serious: Don’t take his joke too seriously; it was light humour.
• To ignite: He used a match to light the candle.
• Low-calorie (food): I prefer light meals at night.

Question 3: Conversation vs other speech events

Rewritten prompt: Explain how everyday conversation differs from speech events like lectures, interviews, meetings, or debates. Give examples.

1) Purpose and structure

Conversation is typically informal and relationship-based, while many speech events are goal-driven and planned (for example, a lecture aims to teach; a debate aims to argue and persuade). In conversation, topics can shift naturally; in a lecture, the topic follows an organized sequence.

2) Turn-taking and roles

In conversation, participants generally share turns, though not equally. Turn-taking is guided by social rules (people wait, interrupt, repair misunderstandings). In other speech events, roles are more fixed: a lecturer speaks more; an interviewer controls questions; a meeting chair manages turns.

3) Cooperative principle and adjacency pairs

Conversation often follows a cooperative pattern: speakers try to be relevant, clear, and informative. It also uses common “paired” exchanges (greeting–greeting, question–answer, compliment–thanks). These patterns help conversation flow smoothly.

4) Openings, closings, topic development, and repair

Conversations usually begin with openings (greetings, small talk) and end with closings (leave-taking). Topics can develop and change, and speakers use “repair” if something is misunderstood (for example, “Sorry, I meant next week, not this week.”). In formal speech events, openings/closings and topic sequence are more standardized.

Example

• Conversation: Two classmates discuss weekend plans, switch to exam stress, then talk about a film.
• Interview (speech event): The interviewer asks structured questions; the candidate answers with limited topic shifts.

Question 4: Choosing the best mode of communication

Rewritten prompt: For each situation, choose the most effective communication mode and justify your choice.

I– The message is urgent

Best choice: Phone call or face-to-face (if possible). Urgent messages need immediate feedback and quick clarification. Spoken modes reduce delay and allow instant response.

II- The message is important and lengthy

Best choice: Written communication (email/report/letter) supported by a short call if needed. Lengthy and important content is easier to organize in writing and the receiver can reread it.

III- The message should remain available as a record

Best choice: Written mode (email, memo, letter). Written communication creates a stable record and reduces confusion about “who said what.”

IV– You must consult your boss (out of town) and decide quickly

Best choice: Phone/video call for quick discussion, followed by a confirming email summarizing the decision. The call supports speed; the follow-up message preserves accuracy and record.

Question 5: Making impersonal phrases more personal

Rewritten prompt: Rewrite each line so it sounds more direct, human, and reader-friendly.

• I We think you’ll appreciate the 10% discount on computers this month.
• II Thanks for your message. I’m enclosing the quotation you asked for.
• III If you have any questions, please call us at 9886745612.
• IV We found an error in the salary totals.
• V We have not finalized the list of names and the number of participants yet.

Question 6: Rewriting wordy phrases in simpler English

Rewritten prompt: Replace each wordy expression with a shorter, clearer option.

• A “In the course of …” → “During …”
• B “During such time that …” → “While …” / “Until …”
• C “In spite of the fact that …” → “Although …”
• D “Anything over and above this …” → “Anything extra …”
• E “For a period of 14 days …” → “For 14 days …”
• F “Up to a maximum of four people …” → “Up to four people …”
• G “It would be appreciated if you would …” → “Please …”
• H “I am writing with reference to …” → “I’m writing about …”
• I “At this moment in time …” → “Now …”
• J “In accordance with your request …” → “As you requested …”

Question 7: Writing simpler sentences (any five)

Rewritten prompt: Rewrite each sentence in simple, direct English.

• A clerk checks and records all incoming mail.
• Today, the medical profession focuses on preventing disease.
• Our branch did not have enough tellers on Friday and Saturday rush hours, so customers were unhappy with the service.
• She can influence the outcome.
• We must take a stand on this urgent issue.

Question 8: Completing the paragraph on liberty

Rewritten prompt: Continue the paragraph by explaining both the positive and negative sides of liberty, as you understand them.

Liberty also involves the freedom to make meaningful choices and to shape one’s own life. On the positive side, liberty allows individuals to think independently, express opinions, choose education or work, and participate in social life without unfair control. It encourages creativity and responsibility, because a person who is free must also learn to decide wisely and accept consequences. At the same time, liberty has a negative side if it is misunderstood as doing “anything I want.” When liberty is used without self-discipline, it can harm others’ rights and create disorder. For example, freedom of speech does not mean spreading false information that damages someone’s reputation. Similarly, personal freedom in a community must respect rules that protect safety and equality. In this way, liberty works best when it is balanced with duty: my freedom should not become a burden for someone else. True liberty therefore needs both rights and a sense of responsibility.

Question 9: A 200-word description of your city/town/village for foreign visitors

Rewritten prompt: Write an attractive, travel-magazine style description of your place, including location, layout, physical features, and a little history.

[Replace the bracketed parts with your details.]

[Name of Place]—a welcoming corner of [Region/State] sits between [nearby hills/river/plain/coast] and the lively routes that connect [two nearby major places]. The first thing visitors notice is the layout: quiet residential streets open into busy market lanes where small shops, local food stalls, and everyday life blend naturally. At the heart of the town is [a landmark: fort/temple/lake/old market], which reflects the area’s history and gives the place its distinctive character. The architecture is a mix of [older styles] and modern buildings, with shaded courtyards and narrow lanes that stay pleasantly cool in summer.

Geographically, [Name of Place] is known for its [feature: greenery, riverfront, clean air, scenic views]. Mornings are best for a walk along [a park/river road/heritage area], while evenings come alive with street food and local conversations. Visitors who enjoy culture can explore [a museum, festival, craft], and those who prefer nature can take short trips to [nearby spots]. Whether you come for a day or stay longer, [Name of Place] offers a calm, authentic experience that feels both simple and memorable.

Question 10: Reading as a “psycholinguistic guessing game” and key reading concepts

Rewritten prompt: Explain why reading is sometimes called a “psycholinguistic guessing game.” Then explain how readers are selective, list four levels of comprehension, and describe two interpretive abilities with examples.

I– Why reading is called a “psycholinguistic guessing game”

Reading is not only decoding letters. A skilled reader actively predicts meaning using language knowledge and world knowledge. Instead of reading every letter, the reader samples text, anticipates what comes next, and confirms or corrects guesses based on context. This is why reading is described as a “psycholinguistic guessing game”: the mind uses clues from vocabulary, grammar, and the situation to construct meaning quickly and efficiently.

II- How a reader is “selective”

Readers do not give equal attention to every word. They select information based on their purpose (for example, scanning a timetable vs reading a story). Selection includes skipping predictable parts, focusing on key words, and using headings or topic sentences to locate important ideas. Skilled readers adjust speed: faster for familiar or less important parts, slower for complex ideas.

II- Four levels of comprehension

• Literal: understanding information stated directly (facts, details, sequence).
• Interpretive: reading between the lines; making inferences and connections.
• Critical: judging ideas, evidence, tone, and reliability; forming an informed opinion.
• Creative: using ideas to imagine alternatives, new endings, or new applications.

IV– Two interpretive abilities (with examples)

• Inference (drawing implied meaning): If a text says, “Rahul kept checking the clock and tapping his foot,” we can infer he is anxious or in a hurry, even if the text does not say “Rahul was anxious.”
• Prediction (anticipating what comes next): In a story, if the writer introduces a storm and a character traveling alone, the reader may predict a delay or trouble, and then reads on to confirm or revise that guess.