Communicative English Course PDF

C O M M U N I C AT I V E E N G L I S H I S R E A D I N G N E C E S S A RY ? Werner Horzog Related, but more reflective, will be a reading list. Required reading: Virgil’s “Georgics”, Ernest Hemingway’s “The Short Happy Life of Francis Macomber”, and Baker's "The Peregrine" (New Yor...

C O M M U N I C AT I V E E N G L I S H I S R E A D I N G N E C E S S A RY ? Werner Horzog Related, but more reflective, will be a reading list. Required reading: Virgil’s “Georgics”, Ernest Hemingway’s “The Short Happy Life of Francis Macomber”, and Baker's "The Peregrine" (New York Review Books Edition published by HarperCollins). Suggested reading: The Warren Commission Report, “The Poetic Edda”, translated by Lee M. Hollander (in particular The Prophecy of the Seeress), Bernal Diaz del Castillo “True History of the Conquest of New Spain”. T Y P E S O F RE A D E RS The Willing Learner – This reader is eager and open to acquiring new knowledge, despite lacking information and processing abilities. The Static Scholar – This reader has knowledge but struggles with the physical and interactive aspects of reading. They may be stuck in their ways and need encouragement to engage more dynamically with reading. The Apathetic Reader – This reader is disinterested and disengaged from reading, often lacking motivation and enthusiasm.. READING Look at the text “MP3- The Creative Process of Destructive Compression”. Identify the things you can predict about the text from looking at the picture and the title. 1. is about MP3? 2. defines MP3 as “MPEG” audio layer 3.”? 3. says that MP3 recording may have poorer sound quality than digital recording. 4. explains how MP3 works. 5. discusses human hearing. 6. explains that MP3 works through a process called destructive compression. 7. tell how many songs you can put on an MP3 player. ANSWERS 1. Yes 2. Yes 3. No 4. Yes 5. No 6. Yes 7. Yes  When you see an unfamiliar word in a text, check to see if it looks like a word in your language. Cognates are especially common in scientific writing and they can help you understand a text. 1. Canada 2. Canadian 3. Happy 4. Happily 5. Work 6. Worker 7. Him 8. Oh! 9. Although 10. If 11. Ouch! 12. In 1. Canada - Noun (A place) 2. Canadian - Adjective (Describes something related to Canada) 3. Happy - Adjective (Describes a feeling or state) 4. Happily - Adverb (Modifies the verb "work") 5. Work - - Noun (An activity)/ Verb (To perform labour or do a job) 6. Worker - Noun (A person who works) 7. Him - Pronoun (Replaces a noun) 8. Oh! - Interjection (Expresses surprise or excitement) 9. Although - Conjunction (Joins two clauses) 10. If - Conjunction (Introduces a conditional clause) 11. Ouch! - Interjection (Expresses pain) 12. In - Preposition (Shows a relationship between words)  " T E L L M E YO U R D R E A M S " B Y S Y D N E Y SHELDON" The man was a ghost. He moved silently, his footsteps muffled by the thick carpet. He was tall, his figure elongated by the dim light. His face was hidden in shadow, but his eyes, two glowing orbs, seemed to pierce the darkness.“ Questions: What is the man's appearance like? What is the atmosphere of the scene? What impression does the description of the man give the reader?  " T H E T O M O R ROW P E O P L E " B Y S Y D N E Y SHELDON" The city was a labyrinth of concrete and steel, a place where dreams were shattered and hopes were crushed. The people, like ants in a colony, scurried about, their faces etched with the weariness of endless toil.“ Questions: How is the city described? What is the mood or atmosphere of the city? How does the description of the people contribute to the overall tone?  " A S T R A N G E R I N T H E M I R RO R " B Y SYDNEY SHELDON "She was a chameleon, able to adapt to any situation. She could be charming, seductive, or ruthless, depending on what she needed. She was a woman of mystery, a puzzle that no one could solve.“ Questions: What is the main character's personality like? How is her ability to adapt described? What impression does the description of her give the reader? WRITING PLOT Plot is the main events of a novel or story devised and presented by the writer as an interrelated sequence. Main events mean what happens in your story, literally the actions or events that occurred. Devised and presented as an interrelated sequence means the connected order In which things happen in your story. So, plot then is What happens in your story and the connected order in which those events occur? What's the difference then between a story and a plot? The great English author Forster defines the difference like this. The king died And then the queen died is a story The king died and the queen died of grief is a plot.  This implies a causal relationship between those two events. in the first description First x happened, and y happened. There's no relationship between those two actions. It's like an itinerary of events that happened according to a timeline but are not related to each other. Think about the departure board in an airport. This plane leaves for Paris at 5 PM. The next plane leaves for London at 6 PM. The two flights occur at the same airport, but they are not related to each other in any way. But in the second description, first x happened and then y happened because of x. The queen died because she was sad about the first thing that happened. Those things are connected to each other. EXPOSITION This is where you give your initial important background information about the story. So for example, you can tell your readers information about setting, events that have occurred before the main plot of your story. Back story information about your characters, any information that might provide context for what your plot is about is exposition..  INCITING INCIDENT & RISING ACTION This is the actual event that kicks off the action in your story. This event also informs the reader what the main conflict in your plot will be about. This is where we are introduced to our protagonist. That's your novels main character. After that the pyramid goes up, that's your rising action. This is an event or series of exciting events that start right after your inciting incident that builds up to your climax The plot is dependent upon these exciting events to set up the climax of your story. This is where we usually meet our antagonist. This is our protagonist's chief opponent. The antagonist of your story tries to put as many obstacles as possible in your protagonist's way. CLIMAX Here's where the biggest tension in your story is. It's the most exciting event in your plot. This is everything that your rising action has built up to and sets sets up for all of the falling action that follows. Here's where your protagonist, your main character pushed up against the wall, finally reveals what they're made of. FALLING ACTION Now we're coming down the other side of the pyramid, falling action. These events are the fallout from the big action that happened in the climax. This is also where we learned the conflict between your protagonist and the obstacles that have been put in their way. RESOLUTION At the base of the other side of the pyramid, resolution. This is where the protagonist, or main character, solves the main problem or conflict. Last, on the other end of the pyramid, the denouement, this is your ending. The New Normal Any remaining secrets, questions, or mysteries which remain after the resolution is solved by the characters or explained by the author.  H A R RY P O T T E R A N D T H E S O R C E R E R ' S STONE Exposition. We're introduced to Harry and his horrible relatives, the Dursleys. We find out Harry is an orphan, and it's clear he's being mistreated by the Dursleys, especially concerning the odd incidents that seem to keep happening around him. Just before Harry's 11th birthday, letters are delivered to the house, which Harry's uncle intercepts with an increasing mania. Finally, after removing the family to a cabin on a remote island, just at midnight on Harry's birthday, Hagrid shows up to hand-deliver a letter that informs Harry he's a wizard.  RISING ACTION. This is where a majority of the book takes place. Harry learns what it means to be a wizard and starts discovering the wizard world. He also meets a few of his supporters, Hagrid, Ron, and Hermione and antagonists, Severus Snape and Draco Malfoy. We follow Harry through his first year in school where he faces the standard problems of a new student, getting lost on the way to class, trying out for the quidditch team, noticing mysterious happenings going on around the school. Ultimately, Harry, Ron, and Hermione reach an erroneous conclusion that Snape is trying to steal the sorcerer's stone and attempt to stop him.  CLIMAX. Harry reaches the end of the teachers' set traps and puzzles and sees not Snape, but Professor Quirrell attempting to steal the stone by looking for it in the Mirror of Erised. During the climax, Quirrell reveals that he had tried to kill Harry earlier in the year at a quidditch match and that he'd released a troll into the school. Ultimately, Quirrell reveals that he's being possessed by Lord Voldemort who forces Harry to look in the mirror and find the stone. Harry gets the stone but refuses to give it to Lord Voldemort slash Quirrell. When Voldemort tries to take the stone from Harry, Harry passes out. FALLING ACTION. Harry wakes up later to find out that Quirrell couldn't take the stone from him, likely because he's still under the protection of his mother's love, which saved him as a baby. Professor Dumbledore reveals that Voldemort left Quirrell to die, and that the stone has been destroyed.  RESOLUTION. The conclusion of the school year Harry, Ron, Hermione, and Neville win back on the house points they'd lost earlier by sneaking out of their common room, and Gryffindor wins the House Cup. Denouement. Harry returns home to the Dursleys for the summer without letting them know he's not allowed to use magic outside of the school. Now let's take a look at a pivotal book in the series, book four, Harry Potter and the Goblet of Fire, again, using the six points in Freytag's Pyramid. CHARACTER + ACTION = PLOT John Gardner, an American Novelist, once quipped, there are only two plots in all of literature: someone goes on a journey and a stranger comes to town. Hayao Miyazaki, one of Japan's most celebrated animators, director of Spirited Away, Howl's Moving Castle, Ponyo, and many others, said that what drives animation is the will of the characters. You don't depict fate, you depict will. W H A T D O T H E Y WA N T ? five key questions you should ask yourself when creating a great dynamic character. What do they want? This is the first and most fundamental question you have to answer when creating a good character. All great characters want something. Kurt Vonnegut, author of Slaughterhouse Five and many other great novels and stories wrote that, the first step in writing a good story was creating a character that wanted something. Even if that something was a simply a drink of water. Desire is a crucial component in creating a believable that we can follow. This is different from a character that needs something.  A character that needs something is fate. A character that wants something is will.  W H A T A RE T H E I R W E A K N E S S E S ? Many writers give their characters traits that make them honorable, virtuous, and in many cases invulnerable. Think of the list of the greatest characters in fiction: J Gatsby from The Great Gatsby, Holden Caulfield from The Catcher in the Rye, Harry Potter from the Harry Potter series. Each of these characters were more interesting to follow and to read about because of their weaknesses, not their strengths. Superman isn't an interesting character because he's invulnerable, Superman's an interesting character because he's vulnerable to kryptonite. So when compiling a list of traits for your characters, make sure that their weaknesses are more interesting than their strengths. WHERE ARE THEY FROM? There's both a literal answer for this and a deeper, more emotional answer. First the literal. What are your characters biographical information? What city, state, town, or country are they from? Did they grow up as a kid on the streets of New York City or were they born and raised in a farm in Indiana? Understanding this biographical information helps inform us of what a character wants because it can help us understand where they came from.  Then, there's the more emotional answer. Where are they from? As in, what is their emotional background? Did they have two loving parents? Or were they raised by a single, overworked mother? Did they lose a sister when they were very young? Were they bullied in junior high? Where are they from emotionally helps us understand a character's motivation for acting the way that they do. And it can be instrumental in helping us understand why a character desires a particular thing. It's also crucial in helping us answer the next question W H E RE A RE T H E Y G O I N G ? Pairing this question with where are they from gives you a complete character arc. That is, if I know why a character wants a particular thing and I understand where they're from, I have an understanding, not only of how hard they're going to try to get what they want, but how resilient they'll be when rising actions are put in their way to obstruct their path. I'll get to rising actions in a second. W H AT C A N YO U R C H A R A C T E R S D O T O S U R P R I S E YO U ? Last, what can your characters do to surprise you? Now this may sound weird, but characters sometimes don't do what we expect them to do when we put them on the page. They act in a more resourceful way than you imagine. Or if they suspect they were walking into an ambush in a dark room, they might decide, just like an actual person, not to go into that room.  Here is a simplest way to define what exactly is a rising action. Play video starting at :5:33 and follow transcript5:33 Your main character wants something. Some obstacle, it can be another thing another character, your main character's own flaws, gets in your main character's way of getting that one thing your character wants. Play video starting at :5:49 and follow transcript5:49 Those obstacles are rising actions. Your character overcomes these obstacles, these rising actions only to encounter even larger obstacles on the next level or in the next chapter.  That's the next rising action. So, like levels in a video game, your character has to keep overcoming obstacles. They have to keep overcoming rising actions until they reach the place where they can try and get what they want. Play video starting at :6:18 and follow transcript6:18 Once you have your character and your action, you essentially have the plot of your novel.  best way I know to summarize plot, or the best way to answer someone when they ask what your book is about. For this you'll need the inciting incident, a character, the obstacle, the quest.  When an inciting incident happens to character, they have to overcome conflict slash obstacles, to complete quest. Thissentence construction is also often called a pitch.  ESSAY WRITING  Thesis statement is in the introduction. That tells the reader the point that you' re trying to make in the essay. The second body paragraph gives your second support or reason and it supports to the thesis statement as well. The same is true with the third body paragraph. This is your third support of the thesis statement. This is an important thing to check in your essay. If the body paragraphs are not related to the thesis statement, then they don' t belong in the essay, or you need to fix your thesis statement.  Illustration is a kind of essay that supports a thesis using examples. Illustrate means to show, so this kind of essay shows the reader something through examples. Argument is a kind of essay that proves a point by giving reasons. Each body paragraph will give another reason to support the thesis. Classification divides a topic into categories, and each body paragraph will be a separate category. These essays have a thesis statement and several body paragraphs to support the thesis. Compare and contrast is a type of essay that shows the similarities between two things or the differences between two things. In this type of essay, the body paragraphs will be about the similarities or the differences. And finally, cause and effect will describe the causes of something or the effects of something. These essays all use the five paragraph structure that we've looked at.  Third person pronouns refer to other people like he, she, they, him, her, and so on. You and I are first and second person, and they are not appropriate for an argument or an illustration essay. So do not use I, me, we, my, our, you, your and so on. Next, sure to cite your sources. This means that if you use words that are not your own, maybe you got them from the internet or from a book or a magazine. If they are not your own words, you need to put them in quotation marks and give the name of the person who wrote them originally. You cannot use other people's words and pretend that they are your own. You need to use correct grammar and punctuation in your essay. Finally, make sure you use the correct format for the essay. Usually MLA and APA require you to have a particular kind of heading and it'll have page numbers. You also have to double space the lines and use 12 point font. These four essays use different structures. The description essay describes a place or an event. A narration tells a story about something that happened. A process tells how something happens or it tells the reader how to do something. And a definition essay does what it sounds like. It defines something. But there's a special way to define something with an essay. I N T RO D U C T I O N P A RA G RA P H hooks, the funnel method, and thesis statements. Format for Introduction paragraph  Funnel as a format for introduction paragraph. The top of the funnel is wide. This is where we put the most general statements. If you're starting with a hook, it should be the first sentence. This is considered general because it isn' t really what the essay is about. After your hook, you need to get more specific. You narrow the topic from that hook to something closer to your actual essay topic. Then finally, you end the introductory paragraph with the thesis statement. The thesis statement is specific, and has a topic and a controlling idea. At this point, your reader should know what your essay is going to be about. Whole introduction for a five or six paragraph essay should only be three to five sentences. If it's over six sentences, you're probably not writing a very organized introduction. Exercis e  The first two sentences are an anecdote. Then, there is a general statement about high crime neighbourhoods. Then, there is a more specific sentence telling why this kind of crime happens. Finally, there's an argument for more police to fight crime. The last sentence is very specific, telling us where this issue is, Smallville. And we find out what is needed, and why. This very specific sentence at the end of our introduction is called the thesis statement. And a thesis statement needs two things. The topic and the controlling idea. What is a topic? A topic is the subject or the thing that you are talking about. The controlling idea is what you want to say about the topic. It's where your argument is. This is the thing you're going to prove or show in your essay. The topic and the controlling idea should be as specific as possible.  Don' t announce your thesis. Don't say, I will talk about this, or this essay is about. Also don' t write a fact for a thesis statement. Your thesis should be arguable, and facts are not arguable. Your thesis might be your opinion, but it should not be an obvious or popular opinion. If most people agree with you, there is no reason to write your essay. You need to say something fresh, so choose a thesis that you will have to convince the reader of. Another thing you do not want to do is to use pronouns in your thesis. The reason for this is that you need to be specific and say what you are talking about in the thesis statement. Don't assume your reader knows what you're talking about. And finally, don't forget the two parts, the topic and the controlling idea.  The first one tells us the topic is Iceland and the controlling idea is that it's a beautiful place to learn about a new culture. The second thesis statement has the topic eating a vegetarian diet, and the controlling idea is that it improves health and extends life. So we know what that essay is going to explain, what it's going to be about. It's going to explain how a vegetarian diet improves health and extends life. In the third thesis statement, we learn that the essay is about the American government, and that the essay will argue that the government should provide health care to all its citizens. We know this because the thesis statement has a topic and a controlling idea. What's wrong with this thesis statement? Well, what is the topic? We don't know, because the sentence uses the pronoun it several times. What is it? Probably the student talked about the topic earlier in the introduction, and then used pronouns in the thesis statement. This is correct grammar, but it is not good writing. The thesis statement must have the topic and controlling idea specifically stated.  Look at the second sentence. I will give is an announcement. Remember, we don' t want to announce our topic. That's elementary.  What's wrong with the next thesis? It has a topic, stop smoking, and a controlling idea, because it's dangerous and a bad habit. But this is what we would call an obvious opinion. Few people think smoking is a good idea anymore. Most people are aware that it's dangerous. So this is not a good thesis statement.  This one is not a good thesis statement either, because it doesn' t have a controlling idea. Important is not a controlling idea because it's too vague. Important can mean a lot of different things to different people. Also, the sentence doesn't give any context to the statement. Saving money is important for whom, or for what purpose? We don't know because there's no controlling idea. B O DY P A RA G RA P H  These five types of essays follow similar structures, and that includes the structure of the body paragraphs. The body paragraphs in those types of essays will all have this structure. They'll start with a topic sentence, and they should have between two and four supporting ideas. And then you'll have a couple of details or examples for each of the supporting ideas. And then you'll end to the each body paragraph with a conclusion sentence or transition sentence that helps the paragraph flow to the next paragraph. Each supporting idea supports the topic sentence, so it has to relate back to that idea. Each detail and example have to support the supporting idea. The details and examples are the most specific sentences in the paragraph. The purpose of the supporting ideas is to show what you mean by the topic sentence, and the purpose of the details is to show what you mean by the supports. That's why they get more specific as you go because you're showing the reader more specifically, what you're trying to say.  The topic sentences in your body paragraphs should have two parts, the topic and controlling idea. That should sound familiar to you because that's what a thesis also has. A topic sentence is similar to a thesis, but the topic sentence controls that paragraph. Each topic sentence also must support the thesis statement, and you do this by using keywords from the thesis statement. Remember, your thesis statement must be specific, and you use nouns instead of pronouns so that it is specific. And those nouns from your thesis statement become keywords that you' ll repeat in your topic sentence. This will help your reader to follow along with your point, you also should use transitions on your topic sentences. And because we' re using keywords, you' re going to avoid pronouns in your topic sentences. Contrasting Paragraphs? Cause Paragraph?  All supporting ideas are more specific than topic sentences Conclusion Should reflect topic sentence Conclusion Should reflect topic sentence Conclusion Should reflect topic sentence Conclusion Should reflect topic sentence Conclusion Should reflect topic sentence S U M M A RY Topic Sentence Topic and Controlling Idea Supporting Ideas Details and Examples Conclusion Sentence Unity and Cohesion C O N C L U S I O N P A RA G RA P H W RI T I N G P RO C E S S S T E P 1 - P RE W RI T I N G Clustering - Jot your ideas down on a piece of paper. You can circle the different thoughts that you have and connect them to other thoughts. When you do this, you should not think very much about it. You should do it quickly, just to get your ideas out on paper.  PREWRITING Another prewriting activity is outlining. After you do a cluster, you can start to organize your ideas into an outline. The benefit of using an outline is that you can see, before you start writing, if you have enough supporting ideas, and enough details, and enough examples to develop your essay. It also helps you to organize your ideas so that they flow logically. S T E P - W RI T I N G The next step is writing. After you do the prewriting and you get some ideas about what you're going to write about, it's time to just start writing. In the writing step, you start with a rough draft. A rough draft starts to look like an essay, but as you can see in these two examples, it's very messy. Again, you don't have to think too much about what you're writing, you just wanna get your ideas down on the paper. So, write quickly and don't stop to think about what you're going to say next. It's also okay to scratch out words or to change your mind about what you're going to say. When you're writing the rough draft, you don't have to worry about mistakes, you'll worry about that later. Just get as much written as you can in your rough draft. S T E P - W RI T I N G S T E P - RE W RI T I N G The third step of the writing process is rewriting. This means writing again. The first thing you do in the rewriting phase is to revise. When you revise, you read through your rough draft and you look for ideas that don't work, or maybe need to be developed more. When you're revising, you're looking at the ideas in your paper, and you're trying to make them better. You might add more examples, or you might word something differently so that it makes a stronger point. When you revise, you should expect to have lots of things written on your paper, like this. Going through this process and making changes is what's going to make your writing better. And this revision process can go on for a while. You might write and then revise. You might write your paper again, and then when you read through it again, you find other things that you want to revise. And you keep doing this until your paper is just the way you want it. EDIT Finally, you will edit your paper. When you edit, this means looking for mistakes like spelling mistakes, or punctuation, or grammar mistakes. Don't worry about these things early in the writing process. Wait until the end and then check your spelling and grammar mistakes. Then, it's time to write your final draft. And when you do your final draft, this is where you need to pay attention to making things correct. You'll want to follow your teacher's instructions about how to format the paper. If your teacher requires that you type it, you'll need to type the final draft. And your final draft should not have any corrections on it. If you find a mistake in the final draft, you need to type it again, and print it again. The final draft should be perfect. RESUME WRITING TYPES OF RESUMÉS Chronological, functional, combined and CV. A functional resume is a resume that focuses more on your skills and a little bit less on the work experience. In a chronological resume, it tends to focus most heavily on the work experience. Combination resume is one of the more common types of resumes today. CV is a much different document then a resume entirely. A CV is typically a loaner document and it's something that's mostly going to be used only in areas of research or academia. A CV (Curriculum Vitae) is not a resume, but a longer more detailed document. These are sometimes used interchangeably with resumes in parts of the world, but in US and some other countries a CV is typically only requested in the industries of research and academia. TYPES OF HEADINGS Making your headings prominent but not distracting is a very important part of building your resume. Objective statements are optional, and might also be called things like professional summary, or maybe summary of skills, or even summary of qualifications. After the objective, we have the education section. It is very common to have your education as the highest section on your page. You will want to format your school name exactly as it will appear on your degree. Feel free to include your GPA, as long as you feel comfortable with it (is if it's over a 3.0, on a 4.0 scale). Skills, Projects, internships, related experience, leadership activities, honors and awards, these are just some examples for this particular resume. Other headings we frequently see on resumes could include things like certifications, languages, professional affiliations, volunteer experience, study abroad, campus involvement and more. S TA RT W R I T I N G YO U R OW N R E S U M E Think about your most fulfilling, and the least rewarding jobs, internships, or volunteer experiences you've had. What is one transferable skill you developed at each, which you can highlight on your resume? How did you use that skill in that experience?  In some parts of the world, the word “resume” is synonymous with “CV or Curriculum Vitae.” In the US, they are different documents. In some countries, information in each resume section is presented in chronological order rather than in reverse chronological order. In the Education section, you may be expected to go back as far as K -12 education. Personal information, such as date of birth, marital status, state of health, number of children, ethnicity, and even height and weight may be expected. Some countries expect to see a photo attached to the resume. Some countries, notably Japan, have national resume templates which can be purchased at convenience stores. BULLET POINTS Think about using bullet points as a way to say the same thing but to say it with less words and make it more meaningful. So, when do you use bullet points? You are going to be using bullet points anytime you're talking about any sort of accomplishments or skills you developed, in any of your work experiences, volunteer experiences, maybe projects, any sort of experience that you've had where you're trying to tell an employee about something that you gained out of that experience, or something that you did in that experience. Structurally, there are some very important things to consider when you're using bullet points on your resume. First, you want to make sure that your bullet points are consistent.You want to have one type of bullet point that is found throughout your document.  The second important thing to consider with your bullet points is the degree of indentation. From your left margin of your page, you want your bullets to be consistently indented at the same length. The third thing to consider with the structure of your bullet points is that you avoid using sub points. E.g, you write a bullet point and then you tab underneath of that, and you add another bullet point underneath of it into the side. What makes a strong bullet point? A strong bullet point is going to start with a strong action verb that tells something about what it is you did in that experience. - Assisted professor with research study (Consider giving more concrete details) - ‘collected 150 water specimens over the course of a semester for the water pollution project'  you are a software developer or computer science student, odds are you have coded things and probably implemented things. Those verbs themselves are great for a resume, but if every other line is coded, implemented, coded, implemented, the document starts to look a little stale.  Write some of the bulleted action- statements you plan to use in your resume.  Template? Better starting with just a blank page. The good thing of starting from your own blank document is you have full control over that. So any time you want to make a change, any time you want to remove something or add something in, it's all your format. Having the flexibility to work within your own template, your own document that you've created is important.  The first thing that we need to consider is the margins. Your margins by default should be somewhere around one inch on all four sides. Also consider the font face and size. Your font size should be somewhere between 10.5 and 12. The only thing that should be larger on your document is going to be your name at the very top. You want that to be at least two or four points bigger than the rest of it. So if your font that you use throughout your document was size 12, consider size 14 or 16 for your name. For the font face you want to use something traditional. Think Arial, Calibri, Times New Roman, Trebuchet, those are all great options.  The final thing to consider is your headings. You want your headings to be the exact same size font as the rest of your resume. Consider using all caps for your headings, or possibly using bold and all caps, or using underline to break up your sections as well. An important note about the headings for your sections is you want them to be left- aligned with your document. Centered headings might be acceptable when you're writing a research paper or an essay in school, but on a resume, left aligned headings help the reader's eye navigate to sections more quickly.  bold the names of the organizations he was a part of, or worked for. In addition, he used italics to call attention to his titles at those places. Another point of consistency is the dates. Make sure to format your dates consistently. If you choose to shorten months to their abbreviated names, such as Jan instead of January, make sure to shorten all of the months. If you choose to go to just the numbers of the month, be conscious of doing so for all of the dates you include on your resume.  Another point of consistency is the dates. Make sure to format your dates consistently. If you choose to shorten months to their abbreviated names, such as Jan instead of January, make sure to shorten all of the months. If you choose to go to just the numbers of the month, be conscious of doing so for all of the dates you include on your resume.  use of bold and italics, let's look closer under his leadership and work experience sections. For each experience, he has included four key pieces of information. For each experience, he has indicated the name of the organization, the geographic location of the organization, the dates he was there, and the title he held.  save your resume as a PDF file before you distribute it.  D OS A ND D ON' T S I N P RO F E S S I O N A L E M A I L E-MAIL WRITING Do you have email id? [email protected] [email protected] [email protected] [email protected]  Use your First and Last name - Sadie Hitzfeldt ([email protected])?? BASIC OF AN EMAIL Subjectline The greeting The email text The closing SUBJECT LINE GREETING Dear Mrs. Jinu? Dear Mr Eun Jeong? Use Gender nonspecific Titles  Dear Prof John Dear Dir Anish If you know only gender,  To whom it may concern – for recommendation.. Addressing group E-MAIL TEXT SELF-BLAMING CLOSING ORGANIZE, STYLE AND EDITING WO R D S T O AV O I D Must Should Demand Require Necessity P U N C T U AT I O N E R RO R S Apostrophe ‘ Exclamation point ! Comma , Semicolon ; Quotation mark “ “ Emoticons ☺ C A P I TA L I Z AT I O N SUBJECT LINES Catch readers eyes Be brief Be clear Be direct B O DY T E X T  http://www.inc.com/guides/2010/06/email-etiquette.html I N T RO D U C T I O N & A NNO UNCE ME NT E MA I L S ANNOUNCEMENT EMAIL APOLOGY EMAIL  May vs. Can | Grammar Quizzes Using Softening Phrases to Make Polite Requests - Business English Resources  High and Low Context Chapter 1 Lecture: High-Context & Low-Context Culture Styles