Part II-Developing Composition

4. Suppose you are the coordinator of a local youth club. Now write an email

    to announce the date of picnic to the members of the club.

5. Suppose you are a student of class VIII. You know that a music festival in

    very helpful to drive the monotony of school activities. Now write an email 

    to the Headteacher of your school permitting you to organize a music 

    festival in your school after the final examination.

DEVELOPING COMPOSITION 

What is a composition? 

A composition contains a number of paragraphs which discuss one main idea. 

The main idea is the 'topic' which you are going to write about. A good 

composition has the same basic patterns as a paragraph does.

THE STRUCTURE OF A COMPOSITION 

A composition has three main sections. These are introduction, body, 

conclusion. 

How to write the 'Introduction' of your composition

The first paragraph of your composition is the introduction. It states the main 

idea of your composition. The introduction should be attractive or strong 

enough to catch the attention of the readers. The most important part of the 

introduction is to tell what you are going to write about. Just as the topic 

sentence of a paragraph states the main idea of a paragraph, an introductory 

paragraph expresses the main idea of a composition. It is usually a single 

sentence.

The Introduction tells the subject of your composition and makes a clear 

statement about your topic.








How to write the 'body' of your composition 
The body of a composition consists of different paragraphs. But each
paragraph of the body focuses one idea. Again, this idea should support what
is stated in the introduction. In the body of the composition, the main idea of
the introduction is narrated, explained and analysed.


To write the body of your composition:

 •  Write one supporting idea in one paragraph.
 • Each paragraph of your composition must contain a topic
    sentence, a middle and a conclusion.
• Support your idea with examples and explanations as clearly as
   possible.


How to 'end' your composition (conclusion)

This section sums up the idea presented in the composition


The difference between introduction and conclusion:
• The introduction states what you are going to write.
• The conclusion sums up what you have already written.


KINDS OF COMPOSITION

Composition can be of many types. However, the major kinds are:

• narrative  
• descriptive
• persuasive 
• informative/ expository

Narrative

It tells a story or presents a sequence of events as they occurred in time. The
purpose of this is to give the readers an impression of actual event. Here,
'what happened' and 'how happened' are discussed.

• It is about historical events or accounts of people's life and events.
• It answers questions like who, what, when, where and how.


Descriptive 

It is like describing a person, place or thing including details that appeal to the
readers. This kind of paragraph appeals to our five senses, sight, smell,
hearing, touch and taste.

It describes

• the details about a place, event, person or thing 
• ways they attract our senses

Persuasive

It contains arguments. Writers try to give some reasons to support their
arguments.

It contains

• arguments one after another 
• reasons supported by clear ideas

Informative/ Expository: It explains facts or ideas. It also explains the process.

Read the following example of developing composition on 'The Season You
Like Most'. Read the first two statements and decide which one is more
appropriate for an introduction.

The body of the composition
In a short composition, the body includes three or four paragraphs. In each
paragraph you will write about only one idea. Thus, in a composition of 200
words, you can write three or four major ideas. But remember that all
paragraphs of the body should support the main idea you provided in the


introduction.

• description of spring 
• its beauty 
• how is it different from other seasons

Note: You must have noticed that the first paragraph describes the physical 

features of spring. The second paragraph tells us about the boundless beauty 

of spring. Here we have a wider description of spring. The third paragraph 

describes the influence of spring on human mind and heart. Thus different 

paragraphs of a body give us different and separate ideas. But these must 

support the main idea.

Suppose, you are asked to write a composition on A Village Market in 200 

words.

Include the following points

i) What is a village market? 

ii) When does it start? 

iii) What are the activities? 

iv) How does it help the villagers? 

v) Why is it so important?

Suppose, you are asked to write a composition on 'Your Favourite Poet' in 200 
words. Do not forget to include the following points:

i) Who your favourite poet is 
ii) Where he was born 
lii) His education 
iv) His major works 
v) Why he is your favourite

Model 1
Instruction: Many students try to write paragraphs, compositions or letters 
themselves while others memorize them. Which is better?

Discuss the answers in groups or in pairs. Now 
write a composition and give your reasons to 
support your point.



                     Memorization Versus Self-writing

The writing of composition, letters or paragraphs is a part of creative writing. 
But many students do not try to write them themselves. On the other hand, 
they try to memorize them. The memorization of composition is difficult and 
boring.

Many of us think that writing is a very difficult task. So, they think that 
memorization is much easier. Thus, they do not even try to practise it. Another 
reason for memorization is that most of the topics are often repeated in the 
tests. So, students, without thinking much start memorizing.

Writing develops slowly and gradually. For this one should think that he can 
write and he must try. It is a step by step process. If one can make sentences, 
s/he can write. If one can point out information, can describe about people, 
place or things, one makes rapid progress in writing. Moreover, discussing 
with classmates or with teachers can make writing easier.

Memorization is boring and difficult because we have to spend long period of 
time for this. Again it is risky as there are lots of topics. So to depend on 
memorization is like depending on luck.


It is not possible to memorize all things and it is not creative. I think if we try, 
we may write by ourselves. It will increase our confidence and scores in a test.








Task 1
Instruction: Some people prefer to live in a village. Others prefer to live in a 
city. Which place would you prefer to live in? Give some reasons with 
examples and explanations. Now write a short composition on City Life 
Versus Country Life.

Model 2 
Instruction: The Internet is a popular mode of communication. It has saved 
our time. It has made communication easier than ever. Do you think that the 
Internet helps us in multiple ways? If so, explain them and write a short 
composition on The Internet.


                                                     The Internet

At present the Internet is the most powerful communication system or 
device. For personal, academic, business and social communication the 
internet is the strongest mode of communication. It has made our 
communication faster easier and cheaper.

The Internet is used for personal and social communication. People can send 
email and chat on the Internet. Email is a private communication and goes 
from one user to another. On the other hand, online chat can happen 
between two people or between groups.

Business communication largely depends on the Internet. Now most of the 
business transactions are done through the Internet. Our banks are 
providing different services through the Internet. Now we can deposit and 
withdraw money, pay bills, buy tickets and do many other things by using 
the Internet.

The Internet is very useful for students. Academic materials are stored 
online. Students can download and upload useful materials when necessary. 
Students now can attend real classes from a distance through the Internet. 
One can visit most of the libraries of the world through the Internet.










The Internet has brought the whole world in our hands. It is connecting 
people across the world despite social, racial and economic differences. It has 
made our life much easier than ever.

Task 2 
Instruction: The computer can help us in many ways. Now write a short 
composition to show how it can help your learning.


Model 3
interesting and full of excitement. You still think about it. Now discuss with your
 classmates and write a short composition on it.

Instruction: A journey by train is different from other journeys in many ways. 
Suppose recently you have made a journey by train. You enjoyed it much. Now 
discuss with your partners and write a composition on A Journey by Train

                                 A Journey by Train 
A journey by train is getting popular in our country. Recently I have made a 
journey by train. It was full of excitements and thrills. Perhaps I will never 
forget it.






During our last winter vacation, my eldest uncle sent me an email. In the mail 
he asked me to visit him. I was very excited to spend a few days there because 
my school was closed. My uncle then worked at Jessore. So, I decided to go 
there by train.


It was 26 December. I got early in the morning. I took my breakfast. My 
mother gave me some snacks which I kept in my traveling bag. My sister Runy 
who is two years senior to me, gave me a book to read on the train. Then I 
hired a rickshaw and went to the rail station. I reached there at around 9.45 in 
the morning.


It was Ishwardy rail station. It was crowded with people of different trades and 
professions. I noticed that there were many ticket counters for different 
trains. I bought a ticket for the Sunderban Express. It was a 10.15 train and it 
reached the station at 10.13. I got on the train.


The train started at 10.20. All passengers looked very cheerful. At first it was 
moving at a slow speed. Suddenly I noticed that it was making a loud noise 
and we were on the Hardinge Bridge. It is the oldest iron bridge of our 
country. I could also see the Lalon Shah Bridge just parallel to the Hardinge 
Bridge. The bridge has connected Pabna and Kushtia Districts. 

It was around 11 o'clock and the train was running at a high speed. I could see 
through the window that all trees along the rail track seemed to go backwards 
rapidly. It was amazing. We were leaving trees, plants, rivers, ponds, green 
fields, cattle, villages, houses and human beings behind us. It stopped at 
Veramara, Alamdanga only for a few minutes. It reached Jessore at 4 o'clock in 
the afternoon. When I got down the train I found that my uncle was waiting 
there. It was a boundless joy for me to see my uncle.


A journey by train is really a blessing of modern transportation system. If you 
get on it, you will feel safe and sound.








Task 3
Instruction: Suppose you have recently made a journey by boat. The journey 
was very interesting and full of excitement. You still remember it. Now discuss 
with your classmates and write a short composition on it.


Model 4

Instruction: Reading a newspaper is a good habit. It is said that the newspaper 
is a storehouse of knowledge. Now discuss in groups about how you can be 
benefited by reading newspapers. After the discussion, write a short 
composition on it.

                                            Reading the Newspaper

The newspaper is a good source of news or information. By reading 
newspapers, we can learn about many events of the present and the past. It is 
really a storehouse of events.

The newspaper gives us everyday information. When we go through it, we 
come to know about different events around us. Thus newspapers can enrich 
our knowledge about the world.

The newspaper not only contains news but also views on different national 
and international issues. The views are very important because they make us 
think of them from different angles. Thus it influences our understanding 
about different political, economic and social issues.

Newspaper reading is also very important for students. It develops their 
reading habit. They can also collect different educational materials from it. 
The newspaper also gives us some helpful suggestions on how to study 
different subjects. So, students read them and prepare themselves for 
examinations.

Reading the newspaper is really a good habit. By reading newspapers, we can 
understand the world. It is a good way to enrich our knowledge about the 
world.








Task 4
Instruction: Reading story books is a good habit. It is said that it widens our 
knowledge. Now discuss in groups how you can be benefited by reading story 
books. After the discussion, write a short composition on it.

Model 5
Instruction: Do you think that tree plantation is an important act to save the 
environment? Discuss in groups and point out why tree plantation is 
essential? Why should we plant more and more trees? Now write a short 

                                       Tree Plantation

Plants and trees are closely connected with our life and well-being. The 
benefits we get from them are countless. Trees are essential for us because 
they have made our life livable on earth.

Trees are most important for maintaining ecological balance. Trees can save 
us from different natural disasters like floods, draughts and cyclones.

Our life and trees are inseparable. For these reasons, we should plant more
and more trees. If we want to save our lives on earth, we must plant trees. We 
should take care of them as we take care of ourselves. We must prevent those 
who cut down trees aimlessly.

We get some direct benefits from trees. They provide shelter, food, fruits, 
fodder, wood and timber. We also get medicine from different plants and 
trees. These are called medicinal plants. Trees give us oxygen, without which 
we cannot even think of living even for a minute.

Trees are vital for our life and living. Without trees and forests, we cannot 
think of our own life on earth. Therefore, we all should realize this truth and 
plant and protect more and more trees.








Task 5
Instruction: Many people kill birds for many reasons. But, we all know that 
they are important for us in many ways. Now, discuss in groups about the 
matter and write a composition on it.


Model 6
Instruction: Many students of your age want to be doctors, engineers and 
pilots. Many of them think of becoming teachers, scientists and police 
officers. Do you have a plan like this? What do you want to be in your life? 
Think deeply about that. You can also share your plan with your partners. Now 
write a short composition about your future career plan. You must describe 
what you want to be and why you want to be that.



                                     My Career Plan

Careers are the types of work and activities that people prefer to do. A career 
means the job a person does until retirement. I have a plan about my future 
and I want to be a doctor.


I want to be a doctor for many reasons. It is a noble profession. A doctor can 
do a lot for people and society. When fall ill, we go to the doctor. It is a doctor 
who cures us from many diseases. When we feel very helpless, doctors stand 
beside us and help us to overcome our sufferings.


The social status of a doctor is also very high in a society. Everyone in the 
society respects the doctors. When I become a doctor, I will help people







around me. I will stay in a village because in the villages, we do not have many 
doctors. Therefore, people do not get proper treatment.

I have seen that at times, different health camps are organized where expert 
doctors give free treatment to patients who attend the programme. These 
charitable activities inspire me a lot. I often dream that one day I will also 
serve the suffering people.


Therefore, I have a great desire to be a doctor. People may have different 
professions. People do different things to contribute to the society. But I only 
think of becoming a good doctor.


Task 6 
Instruction: Suppose your parents want you to become a doctor. But you want 
to be a teacher. Now discuss in groups about your dream and write a
composition on it.



                            Tasks for Practice
1. Many people believe that watching television has a negative effect on 
students because it reduces their study time. Do you agree or disagree? Use 
specific reasons and examples to support your response. You could include:

i) When does watching television become harmful? 
ii) Is it altogether a waste of time? 
iii) How does it affect your study? 
iv) How can you get benefit from it?









2. We all have favorite activities that we enjoy. Write an essay trying to
convince your readers why you enjoy it most. 
You could also include the following points:

i) What is your favourite activity? 
ii) When do you do it? 
iii) Why is it your favourite? 
iv) Does it have social and economic values?

3. Have you ever travelled to a place that you found very significant and
interesting? Write an essay that persuades others to visit this important 
place.

i) Name of the place 
ii) Detailed location of the place 
iii) Significance of the place 
iv) Summary of your experience


4. Is there a book that you feel should be read by everyone? Write an essay
persuading your friends to read this book. 
You can also include the following points:

i) Name of the book and its writer 
ii) Main theme of the book 
iii) Main attraction of the book 
iv) Your opinion about the book

5. What is friendship? How can it help us? What are the essential qualities of
friendship? How can friends help you prepare your lessons? Now discuss 
in pairs and write a short composition on Friendship.











6.     Is there any person who you think as your role model? Who is he/she? 
        Why do you want to be like him/her? Why do you want to be like him/ 
        her? Write a short composition on The Person You Like Most.



7.     It has been said that television has little real educational value. What is 
        your opinion on this issue? Write an essay stating your opinion in 
        details. The topic of the essay will be The Educational Value of 
        Television.




8.     Are you familiar with online classes? Do you think them to be helpful? 
       How are they different from formal classroom teaching? Why more and 
       more students are attending online classes? How can they contribute 
       to education? Now discuss in groups or in pairs and write a short 
       composition on The Merits of Online Classes.




9.    What is a science fair? What is the importance if it? How can it 
        influence our students? Suppose you have recently attended a science 
        fair. Now write a short composition on The Importance of a Science
        Fair.





10.   Student life is very important for multiple reasons. Do you think that 
        the future success of a student largely depends on the habit that a 
        student maintains during student life? Discuss in groups or in pairs 
        about the importance of student life and write a composition on The 
        Importance of Student Life.

Sample Question 

English Second Paper for JSC Examination

Full Marks: 50

Time: 2 hours 

[Answer all the questions. Figures in the margin indicate full marks]

Section A: Grammar

1. Fill in the gaps of the following text with appropriate articles. Put a cross 
for zero article.                                                                                      0.5x6 =03 

Yesterday while I was going to Comilla by (a)....................... bus, I saw (b) 
.......... elderly lady carrying (C) ----- huge bag and (d) ..... .........................
umbrella struggling to get onto (e) ..................bus. She would not let anyone 
carry her bag. I invited her to take (f) ------ seat next to mine. She took the seat 
and thanked me.

Answers: (a) x, (b) an (c) a (d) an (e) the (f) the 

2. Fill in the blanks of the following text with prepositions.          0.5x6 = 03 

Moni: When did you last visit Tania? 

Sima: Oh, dear, I haven't seen her (a)----- ages. Does she still live (b) ----- Uttara? 

Moni: No, she has moved (C) ---------- Uttara. 

Sima: Where has she moved (d) ------? 

Moni: Lalmatia. Let's visit her one day. Tania would be very happy. 

Sima: Yes, I know, but I work (e)-----------about 10 pm most nights. When I get 
back home,I

am very tired. Okay, let's see...., Tomorrow I won't be much busy. So, we can 
make it tomorrow

Moni: That's fine. I will pick you (f) ------ from your office, is that okay? 

Sima: Of course, that'd be very nice 

Answers: (a) for (b) in (c) from (d) to (e) until (f) up









3. Make four sentences from the substitution table:

Answers: Answers will vary here. 
4. Change the following passage into indirect speech.        1x4=4

The patient said to the doctor, "Last month my blood pressure was too high. 
Since then I have changed my food habits.” The doctor asked “How?". "I'm 
taking more fruits and vegetables, and very little fat in my diet. I'm having less 
sugar and salt now."

Answer: The patient said to the doctor that last month his blood pressure was 
too high. Since then he has changed his food habits. The doctor wanted to 
know how he changed the habit. The patient replied that he was taking more 
fruits and vegetables, and very little fat in his diet. He also added that he was 
having less sugar and salt then.

5. Change the following sentences as directed in the brackets.        1x5=5

(a) Rana is one of the meritorious boys in our class (Make it a positive 
sentence.). (b) He is always attentive in the class (Make it a negative sentence 
without changing meaning.). (c) He is never disobedient to his teachers (Make 
it an affirmative sentence). (d) No other boys in our class is as popular in as 
Rana (Make it a superlative sentence.). (e) A boy like him is always loved by all. 
(Make it an interrogative sentence.)

Answers: (a) Very few meritorious boys are as meritorious as Rana. (b) He is 
never inattentive in the class. (c) He is always obedient to his teachers. (d) He is 
the most popular of all the boys in our class. (e) Isn't a boy like him always loved 
by all?











6. Rewrite the following passage using capitalization and punctuation:
                                                                                                          0.5x6 = 03

yesterday we all went to visit one of our uncles' house at shafipur we spent the 
day eating delicious food and roaming around it took us about five hours to 
come back due to heavy traffic.

Answer: Yesterday we all went to visit one of our uncles' house at Shafipur. We 
spent the day eating delicious food and roaming around. It took us about five 
hours to come back due to heavy traffic.


7. Fill in the gaps used in the following text by adding suffix, prefix or both 
with the root words underlined in the text.                                             5x8=4

Ernest Hemingway, one of the famous American writers had a great (a) attract 
to war. He had wanted to become a soldier, but (b) fortune he couldn't because 
of his poor eyesight. Later, he became a war (c) correspond in the Spanish Civil 
War and World War II. Many of his books were about war. His most (d) success 
book is For Whom the Bell Tolls is about the Spanish War. Another novel, A 
Farewell to Arms, is also about the (e) hollow of war. This book also gained 
much (f) popular. However, (g) like his writing, his personal life was full of 
misery. One of the reasons was his physical (h) sick for which he couldn't even 
receive the Nobel Prize he was awarded in person.


(Adapted from "New Headway Intermediate Students' book by Liz and John 
Soars, pg 27)

Answers: (a) attraction (b) unfortunately, (c) correspondent (d) successful (e) 
hollowness (f) futility (g) unlike (h) sickness







8. Complete the following text with suitable verbs in the box with their right 
form. .5x8 = 04

Paul (a)-------- when he met Sue at the party. He thought that she (b) ------ away 
from their locality. The last time he saw her while she (c) -------- her driving 
test. Paul came to (d) ------- that she (e) -----------sick for the last two months. 
She (f) --------- very thin. Anyway, (g)-------- her back again, Paul was happy and 
(h) ------ her good health.

(Adapted from Heaton JB (1988) Writing English Language Test. Longman 
Group UK Ltd. London and New York.)

Answers: (a) was surprised (b) had gone (c) was taking (d) know (e) had been 
(f) became (g) seeing (h) wish


                                  Section B: Composition

9. You want to participate in an Essay Writing Competition organized by a 
national daily. Write an email to the Editor requesting him/her for sending you 
the guidelines and other detail of that Competition. Word limit: 150 Words
                                                                                                                   08

10. Write a composition on the following topic in 250 words.                  12

A school excursion you have recently been to a nearby town










Guidelines for question setters and markers for English

1. Multiple Choice Questions (MCQ)

MCQ can be set for testing a number of strategies and skills related to reading such as 
scanning, skimming, reading for gist, inferencing (guessing the meaning from the 
context) comprehension check etc. Each MCQ item will carry 1 mark. However, 
depending on the level of difficulty some items may have 1 mark as well.

In preparing MCQ item, question setters will make sure that learners have to apply 
certain skills or strategies of reading in order to be able to choose the right options. 
Depending on the level of the learners, items will be set to test learners' lower order 
thinking skills (knowing and understanding) as well as higher order and more critical
thinking (analyzing, synthesizing, and evaluating). Use synonyms in the questions to 
avoid quoting directly from the original passage. Make the questions a bit round about 
so that learners think.

For example :

Text : The Great Wall of China, one of the greatest wonders of the world, was first 
built between 220-206 BC.

Question : When was the Great Wall first built? (Don't make this type of question. 
Student will just get the answer from the question paper as 'was born' is common in 
both the text in the question paper and the answer.)

Question : What is the initial construction period of the Great Wall? (This question is 
Okay as learners has to understand that 'was built' and 'construction period' are same.)

Students will write the question number and then write only a/b/c/d that refers to the 
correct answer. Whole sentence from the question paper is not required.

The same text can be used for guessing the meaning from the context and Question 
Answer (open ended and close ended). However, the same text cannot be used for 
Question-Answer and True/False. Depending on difficulty level and text length, 
information transfer and True/False questions can be set from the same text or from 
two different texts. Two different texts are preferred to a single text.

Please note the following points while setting MCQ test items :

• Phrase stems as clearly as possible. Confusing questions can generate wrong 

              answers from students who do understand the material.







•Avoid redundant words and phrases in the stem. Extraneous details make a 
 question more complex and less reliable.

•Include any language in the stem that you would have to repeat in each answer option.
 Options should be similar in length and structure.

•The number of answer options should not be more than four.

•Distracters must be incorrect, but plausible. Try to include among the 
 distracters options that contain common errors.

•To make distracters more plausible, use words that is familiar to students.

•If a recognizable key word appears in the correct answer, it should appear in 
 some or all of the distracters as well. Don't let a verbal clue decrease the validity 
 of your exam.

•Avoid using extreme or vague words in the answers. Use rarely extreme words 
 like all, always and never or vague words or phrases like usually, typically and 
 may be in the answers.

• Avoid using All of the above or None of the above as an answer choice. 

In designing MCQs the following class wise guidelines have to be followed.


MCQ for grades 6 and 7

Altogether 7 MCQs will be set. Each MCQ will have 1 mark (or One mark) for a 
correct answer. There will be MCQs on vocabulary test (guessing meaning from 
the context) and 4 MCQs on answering questions (scanning for specific information, 
search reading, deducing the meaning of unfamiliar words).


MCQ for grade 8

As given in NCTB Sample Question.







MCO for grades 9-10

Altogether 7 MCQs will be set. Each MCQ will have 1 mark for a correct answer. 
There will be 2 MCQs on vocabulary test (guessing meaning from the context and 
inferencing) and 5 MCQs on answering questions (skimming, reading for main ideas 
and supporting details, reading to infer meaning). Thus the marks distribution will be:

 Vocabulary 1X2 = 2 

Questions 185 = 5 

Total                  = 7

2. True/False

True-false questions are typically used to measure the ability to identify whether 
statements of fact are correct. The questions are usually a declarative statement that the 
student must judge as true or false. 
Follow the general guidelines below while writing True/False items for your students:
• Base the item on a single idea. 
• Write items that test an important idea. 
• Avoid lifting statements right from the text.
•Make the statements a brief as possible. 
•Write clearly true or clearly false statements.
•Try to avoid such words as all, always, never, only, nothing, and alone. 
• The use of words like more, less, important, unimportant, large, small, recent,
   old, tall, great, and so on, can easily lead to ambiguity. 
• State items positively. Negative statements may be difficult to interpret. This
   is especially true of statements using the double negative. If a negative word,
   such as "not" or "never," is used, be sure to underline or capitalize it. 
• Beware of detectable answer patterns. 

3. Matching
There is no need of a separate reading text for matching. The question itself will have 
a context after the texts in part A and part B are properly matched. The numbering of 
texts in column A can be i. ii. iii, iv ..... and the texts in column B can be a, b, c, d........ 
Students only need to match the numbering in the two columns, e.g i, ii, iii, iv etc. (in 
column A) and a, b, c, d etc. (in column B). You can also use 3 columns with texts to 
match.








4. Gap filling with or without clues

The text in the gap filling activity is separate and complete. The text for this item will 
have a meaningful context too. There will be five gaps in the text. The gaps can be used 
for article, preposition, or any other parts of speech without verb as there is separate test 
for it. A question setter will choose one particular item mentioned earlier to set a 
question and use a gap at the particular place. For example, if the question setter wants 
to test the article then there will be a gap at the position of a, an, the or before a noun 
that does not take any article. For a question of 3 marks, there will be six gaps in the 
text; for 4, there will be 8 gaps; and for 5 marks there will be ten gaps.

Follow the guidelines while writing gap filling test items:

• Prepare a scoring key that contains all acceptable answers for each item. 
• Prefer single word or short phrase answers.
•Beware of open questions that invite unexpected but reasonable answers. 
• Make all the blanks of an equal length. 
• Avoid grammatical clues such as "an."
•Place the blanks near the end of the statement. Try to present a complete or
  nearly complete statement before calling for a response. 
• Limit the number of blanks to one or two per sentence. Statements with too
   many blanks waste time as students figure out what is being asked. 
• If a numerical answer is called for, indicate the units (e.g. currency) in which it
  is to be expressed. 

5. Cloze test with/without clues
A cloze test is a fill-in-the-blank activity that assesses students' comprehension of 
vocabulary and reading passages or knowledge of grammatical items. In cloze tests 
there are recurrent gaps at every 4th, 5th, 6th or 7th word. If the first gap, for example, 
is used at the 5th place, all through the text the gap will be at the 5th place. Unlike the 
gap filling activity that tests a particular grammar item (e.g. preposition, article, 
pronoun, or verb) it is a test for vocabulary (key words) in general. This is why gap 
filling activity in the reading section is usually a cloze test. In contrast, gap filling 
activity is a merely a grammar test item.

A cloze test with 5 marks will have ten gaps (.5 for each gap). Considering the level of 
difficulty cloze tests without clues at grade 10 can have 5 gaps (1 mark for each gap).

In answering the question, an examinee does not need to reproduce the text in the 
answer script. Writing the missing word with the corresponding question number is 
enough. However, the whole text with suitable words in the gaps will neither earn any 
extra credit or discredit.










6. Information Transfer

Depending on the level of difficulty and length of the text, information transfer and 
True/False questions can be set from the same text. However, if the text is too small, do 
not use the same text for both the tests as the content will be inadequate for setting 
questions. Make sure there is no overlapping or repetitions in the question you have set. Alternatively you can use two different texts for these two test items.

The marks allocated for information transfer is 1X5 =5

7. Changing sentences

A text will be designed with a certain context. Some of the sentences in the text will 
have instructions in the parenthesis on how to change them. Depending on the marks in 
the test item, students will be asked to change 5 or 10 sentences. Students will write 
only the changed sentence as their answers. They can write the changed sentences in 
any order but must use the correct number used for each sentence in the given text.


8. Writing a paragraph answering questions 

Make sure while answering questions your students will be guided to write a well 
structured paragraph. In other words, if the students answer the questions properly, 
there will be a paragraph of a befitting topic sentence followed by arguments/ideas to 
support the topic sentence and a conclusion to summarise what has been told in the 
topic sentence and the body. There cannot be any new ideas in the conclusion. 
However, if there are 5 questions to answer, it does not mean that students will write 
only five sentences. They will use sentences as per their discretion but the paragraph as 
a whole answer the questions. If there are 10 marks for this item, learners should be 
able to make at least 10 sentences. The word limit for class 8, is words 10% plus minus 
can be accepted. Keep an eye on the content rather than the mechanical calculation of 
sentences. Assess the paragraph from different aspects such as grammar, ideas, 
organisation of ideas, communication, punctuation, and spelling. Do not assess the 
paragraph from the perspective of grammar accuracy only.


8. Open-Ended Questions 

Open ended or essay format questions are excellent for measuring higher level 
cognitive learning and overall comprehension of a reading text/passage. They allow the 
student to select content for their response, to organize their thoughts in a logical 
manner and to present their ideas on a given subject matter. Overall, these types of test

questions allow teachers to test student's broader understanding of a reading item. 
When writing good open-ended questions, keep the following guidelines in mind:







•Be sure that the test question clearly states the answer that you are seeking from 
 the student. For example, "Discuss the outcomes of environment pollution" is a 
 poor test question. But, worded as "Describe the potential impacts of the 
 environment pollution on the people of coastal regions in Bangladesh" or, what 
 are the causes and impacts of environmental pollution on the people of coastal 
 regions in Bangladesh? is a better test question as it clearly gives the student 
 something to compare and contrast within a focused area. 
•If you are looking to test comprehension, a good opening line for the tes
 question is, 'Explain the following..." 
• If you are seeking to test the student's ability to analyze a concept, a goo
  opening phrase for your test question is, 'compare and contrast....." 
•Don't give students the     option to pick 2 or 3 questions from among 5. This can 
 add confusion for the students and complexity for the teacher when grading fo 
 a classroom. This type of test format often compromises with validity an
 reliability of the test. 
•Here you are setting recalling questions, design the question in a way so tha 
 examinees do not have opportunity to pick answers by matching the vocabulary
 in the question and answer. 


Question setters have to go by the following class-wise guidelines in setting question


Grade 8

There will be 4 open ended questions each bearing 2 marks for the correct answer 
There will be questions for recalling answer, check students understanding, and 
analyzing information.

(for more information please visit: 
http://cft.vanderbitt.edu/guides-sub-pages/blooms-taxonomy/)


15. Dialogue writing 

A dialogue in real situation is an exchange of information. This has to be reflected in 
the dialogue written by the test giver. A dialogue cannot be a mere combination of 
fragmented sentences or snappy phrases or collocations like Hi/Hello/Yes/No/Very
 good/Thank you/Welcome/See you/Bye etc. There must be some questions and answers 
in full sentences. A dialogue has to contain at least 5 questions and their answers or 10 
exchange of statements including some questions in full sentences other than greetings. 


16. Writing letters/e-mails 

If it is an informal letter, content is important. If it is a formal letter, both content and 
form are important. Formal letter can be written either in British style (each paragraph 
indented at the beginning for one space, date at the upper right hand corner, name at the








right hand corner at the bottom). It can also be written in American style (A11 
paragraphs in a line without indenting, date name everything at the left hand corner). 
Picture of an envelope or stamp is not needed but address can be written. Yet, if any 
student provides them - it will not earn any extra credit or penalty.

For e-mails, student must write the e-mail id, subject, and content as written in a 
genuine email. Students should be taught in the class that there should be a 
considerable margin at the answer script. However, there should not be any penalty for 
any examinee if the answer script has no margin. Margin has nothing to do with 
assessment of the answer.








                                   Acknowledgement 

Communicative English grammar is comparatively a new idea in Bangladesh. In 
writing this book we have collected ideas from different online and offline sources 
and we are also grateful to suggestions offered by our esteemed colleagues and 
other ELT practitioners in Bangladesh. In particular, we would like to acknowledge 
that we have gathered ideas from the following sources -

Bland SK (2004). Grammar Sense 1. New York, Oxford University

David, J. (1990). Writing Tasks. New York. Cambridge University Press

Hornby AS (2010). Oxford Advanced Learner's Dictionary. Oxford University Press

Hornby AS (1975). Guide to patterns and Usage in English. Oxford, Oxford University Press

Khan, M & Amin, M.2014 Selective English. Centre for Education, Dhaka

Leech, G & Svartvik, J. 1994. A Communicative Grammar of English: Longman, New York 

McDonough, J. & Shaw C. 2003. Materials and Methods in ELT. Maldens, USA: Blackwell Publishing

Murphy R (2004) English Grammar in Use. Cambridge, Cambridge University Press

Murphy, R. 1996. Intermediate English Grammar. New York, Cambridge University Press 

Quirk et al. (2010). A Comprehensive Grammar of the English Language: New York, Longman 

Richards JC, Jonathan H, Susan P (1997). New Interchange. Cambridge, Cambridge University Press

Swan M (2001) How English Works: A Grammar Practice Book. Oxford, Oxford University Press

Swan, M. 1996. Practical English Usage. New York, Oxford University Press Ur P (2009). 

Grammar Practice Activities: A Practical Guide for Teachers. Cambridge, Cambridge
University Press


Weir, J. C. 1998.Communicative Language Testing. London, Prentice Hal Europe






                                                      The End