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Winning english grammar and composition

English (University of Peshawar)

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WINNING
ENGLISH
GRAMMAR & COMPOSITION
CSS, PMS & Other Competitive Exams

SKILL

LEARNING
PRACTICE RECOGNITION

UNDERSTANDING FEEDBACK KNOWLEDGE

READING DREAM

MUREED HUSSAIN JASRA, CSP

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ABOUT THE AUTHOR

MUREED HUSSAIN JASRA, CSP
JULY 10TH, 2024

Mureed Hussain Jasra developed a passion for the English language

during his adolescence which inspired him to become a mentor in
English Essay and English Précis. Before joining the Central Superior
Service of Pakistan in 2011, he served as an English lecturer for the
Federal Government of Pakistan. Holding a Master's degree in
English Literature, he has held various positions within the Federal
Government, contributing to policy designing and its formulation.
Despite his diverse roles, his enduring dedication to teaching fuels
his commitment to mentoring young civil service aspirants.
Mr. Jasra has successfully guided numerous top performers in the
CSS and PMS exams, demonstrating his exceptional talent for
teaching English Essay and English Précis. His book Winning Essays
has helped thousands of aspirants advance their careers. To further
support students preparing for competitive exams, he founded the
Civil Services Preparatory School (CSPs) in Islamabad where person-
alized attention is a key focus.

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CHAPTER 1

PARTS OF SPEECH
Words in the English language are categorized into eight (8) basic types called parts of
speech or word classes based on their functions. It is quite important to recognize parts
of speech, analyze sentences, and understand sentence structure, as it helps to
construct effective sentences. They are;
1. Noun
2. Pronoun
3. Adjective
4. Verb
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
Nouns, Apostrophes and Articles
Nouns: Definition and Types
A noun is the name of any person, animal, place, thing and idea etc. In other words, any
name given to anybody, or anything is a noun.
Types:
Nouns can be classified into the following types;
1. Proper Noun: A proper noun is specifically used for a person, place, etc. It is
unique in its meaning and cannot be used commonly by others.For example,
Pakistan, the Indus River, Ali, the Himalayas, etc.
It has always been used as a singular and with a capital letter in any place of a
sentence; however, a few proper nouns start with a small letter, such as the
names of fruits, vegetables, colors, seasons, and directions.
Ahmad likes apples and mangoes.
2. Common Noun: A common noun can be commonly used for similar kinds of
people, things, or beings. It has singular as well as plural forms.E.g. girls, boys,
tables, chairs, people, students, etc.
Common nouns are used as a singular as well as a plural noun. Their first letters
are not capitalized unless they appear at the beginning of a sentence. They are
further divided into sub types;
A. Singular Noun: These words are used to name a single person, place,
animal, bird, or object. However, they are further used as countable or
uncountable nouns;
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CHAPTER 2

PHRASES, CALAUSES AND SENTENCES

PHRASE: ITS TYPES AND FUNCTIONS
Definition: A phrase is a group of words that forms a unit (two or more words) within a
sentence but does not contain a subject or a verb. It is either the part of a subject or a
predicate. Phrases can serve various grammatical functions within a sentence and come
in different types based on their structure and purpose.
in the east
for his courage
at the bus stop
It may be observed that a phrase can be turned into a meaningful sentence;
The sun rises in the east.
Eman was waiting at the bus stop.
He was praised for his courage.
Types of Phrases: Phrases can be categorized into several types based on their
structure, function, and the words they contain. Here are some common types of
phrases;
1. Adjective Phrase
2. Adverb Phrase
3. Noun Phrase
1. Adjective Phrase: A group of words which does the work of an adjective is
called an Adjective Phrase;
with his wife and children
in white dress
with a powerful army
with long hair
The above Adjective Phrases may be turned into meaningful sentences:
The man with wife and children is my uncle.
The girl in white dress is my elder sister.
The king with a powerful army tried to defeat his enemy.
I love animals with long hair.
2. Adverb Phrase: A group of words that does the work of an adverb is called an
Adverb Phrase;
with great speed
without any care
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CHAPTER 3

TENSES, THEIR STRUCTURE,

FUNCTIONS AND USAGE
Tense refers to the grammatical form of a verb, which denotes the time and state of an
action's occurrence—whether it happened in the past, is happening in the present, or will
happen in the future. English encompasses three primary tenses: Past, Present, and
Future. Each of these tenses further branches into four subtypes, explaining the precise
state or context of the action being described.
Tenses and their Functions

S. Structure Indicating
Tense Functions Examples
No. Words
st
1 form of Indicate facts, Every day, They write well.
the verb habits daily, She writes a lot
and add generalizations, usually, of papers for her
Present s/es if the and truths that Generally, classes.
1 subject is are not affected
Simple never,
singular by the passage always or
of time some facts
or habit
Is/am/are Describe Now, at She is writing a
th
with 4 /ing currently ongoing present, at paper for her
Present
2 form of the (usually the moment, class.
Continuous
verb temporary) etc
actions

3 Has/have Describe events Just, She has written

rd
with 3 that started in the already, yet, papers for most
form of the past and have for, since, of her classes,
verb been recently now, but she still has
Present
completed, recently, or some papers left
Perfect
emphasizing time not to write.
their relevance to mentioned
the present
moment

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CHAPTER 4

SENTENCE CORRECTION
Sentence correction is a writing practice aimed at refining and enhancing sentences,
necessitating adjustments in word choice, grammar, or context for improved
comprehension. This process is twofold, involving both the identification of errors and the
construction of a clearer meaning from the text by correcting these sentences. It is
included in the exam to check the following two abilities;
A. Recognition of Error
B. Correction of Error
A. Recognition of Error: It is the process of finding out the mistakes in a sentence.
There are only six types of mistakes:
1. Error of Replacement: It is incorrect usage of any word like;
I feel unwell among lazy people. (Incorrect)
I feel uneasy among lazy people.
2. Error of Omission: This is a mistake where one word is missing as;
Ali is not only a hard-working but a kind person (Incorrect)
Ali is not only a hard-working but also a kind person.
3. Error of Commission: It means once an extra word has been added for
example;
Until you do not work hard, you cannot pass CSS. (Incorrect)
Until you work hard, you cannot pass CSS.
4. The error Grammar: This includes any type of grammar mistake which
includes tenses, prepositions, punctuation, use of articles, conditional
sentences and spelling.
5. Misplaced Modifier: This means when an adjective and an adverb have not
been used near the word to which they are adding meaning for instance;
He has passed CSS finally. (Incorrect)
He has finally passed CSS. (Correct)
6. The Comma Splice: A comma splice is a particular kind of comma mistake
that happens when you use a comma to join two independent clauses like;
I am not angry with you, I am not happy with you, either. (Incorrect)
I am not angry with you; I am not happy with you, either. (Correct)
I am not angry with you, but I am not happy with you, either.
(Correct)
B. Correction of Error: Sentence correction involves applying rules to fix mistakes
identified during the initial assessment. These rules pertain to various parts of speech
and help pinpoint errors. By following these rules, you can identify and rectify mistakes
effectively.
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CHAPTER 5

DIRECT AND INDIRECT/ NARRATION

The art of using/reporting the words of a speaker/writer in one speech or writing is known
as Narration. There are two ways to convey a message of a person or the words spoken
by a person to another person.
Direct Speech: In this form, the actual words of the speaker are put in quotes “ ”.
For example; He says, “He is here.”
Indirect Speech: In this form, the actual words of the speaker are transformed and
said/written in a simple manner.
For example; He says that he is here.
It involves a conversation between three or more persons. Suppose your friend whose
name is Javed tells you in school, “I will give you a pen”. You come home and you want
to tell your brother what your friend told you. There are two ways to tell him.
Direct Speech: Javed said, “I will give you a pen.”
Indirect Speech: Javed said that he would give me/him/us/you a pen.
In Narration, a minimum of two Independent Clauses are required. One is known as
Reporting Speech and the other is considered as Reported Speech.
Changes required to Convert Direct Speech to Indirect Speech;
This process requires minor and major changes. Major changes are required in Reported
Speech whereas minor Changes are required in Reporting Clause.
Major Changes: There are three major changes which are required in the Reported
Clause to convey the accurate meanings;
1. Change in some words
2. Change in tenses
3. Change in pronoun
1. Changes in Some Words: Adverbs are required to be adjusted as Present,
Future and Past have their respective adverbs. If the writer does not change
them, it will change meaning. However, the following words require changes, if
the first part (Reporting Speech) is in past tense. If the Reporting Part is in
Present and Future, following words do not need any change:
Here There
This That
Today That day
Yesterday Previous day
Tomorrow Next day
Now Then
Ago Before
Direct: He said, “He i s here.”
Indirect: He said that he was there.
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CHAPTER 6

ACTIVE AND PASSIVE VOICE

It is a grammatical construction of the sentence where the focus of the writer can be
judged. The active voice can be used when the subject of a sentence performs an action
on an object. In other words, the subject does the action, and the object receives the
action. The active voice is easy to identify in writing. Whereas, the passive voice is
basically the opposite of the active voice: it’s when the subject is acted upon by the
object. In other words, the subject receives the action, and the object does the action.
The passive voice is a little trickier to identify, as it uses more words than the active
voice. The basic structure of both are as follows:
Active Voice: Subject (doer) Verb Object ( recipient )
He has delivered a lecture.
Passive Voice: Object (doer) Verb ( Helping Verb + be form {be, being, been, is,
rd
am, are, was and were} + 3 form of ver (b) Subject ( recipient )
A lecture has been delivered by him.
Required Changes: The process of changing Active Voice to Passive Voice requires
three changes for example:
1. Change the position of a Subject with an Object
2. Only the Third Form (Past Participle) of the Verb
3. Always add be form {be, being, been, is, am, are, was and were} with the
helping verb and main verb as per the following;
a. All Simple Tenses: is, am, are, was, were and be like
A lecture is delivered by him.
A lecture was delivered by him yesterday.
A lecture will be delivered by tomorrow.
b. All Continuous Tenses: being
A lecture is being delivered by him.
A lecture was being delivered by him.
c. All Perfect Tenses: been
A lecture has been delivered by him.
A lecture had already been delivered by him when we reached.
A lecture will have been delivered by him.
d. All Model Verbs require: be
Education must be provided by the government to all citizens.
How to Change Imperative Sentences: Imperative sentences are sentences that do not
have subjective; therefore, they in the passive voice have the following structure Let +
object + be + past participle.
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CHAPTER 7

PUNCTUATION
In the ancient world, punctuation was absent across all languages. As civilizations
progressed, the written form of language underwent a transformation with the introduction
of punctuation. This innovation served to aid readers in distinguishing between words and
ideas, while also emulating the natural cadence of spoken language.
Punctuation is a set of symbols that are used to regulate texts and clarify their meanings,
principally by separating or linking words, phrases, clauses and sentences. The marks or
signs are called punctuation marks. Punctuation marks are signals to readers. When you
speak, you can pause, stop, or change your tone of voice to make your meaning clear.
You cannot do this when you write. When writing, you must use punctuation marks such
as commas and question marks to make your meaning clear.The use of punctuation
marks can be very complex. Each punctuation mark can be used in many ways. Here are
the punctuation marks that are most commonly used when writing and the most typical
way or ways they are used. These include;
1. Full Stop/Period
2. Question Mark
3. Exclamation Mark
4. Capitalization
5. Apostrophe
6. Colon & Dash
7. Brackets, Dashes and Pair of Commas
8. Semicolons
9. Hyphen
10. Comma
11. Speech Marks (Double and single inverted commas)
12. Slash
13. Ellipses
1. Full Stop/Period (.) It is used at the end of the sentence when a thought ends
and assertive and imperative sentences end with a full stop. In addition, it is also
used in unusual abbreviations (where some words and some abbreviations are
being used like Z. A. Bhoto whereas Muhammad Bin Salam can be written as
MBS as it is a complete/usual abbreviation) and accepted at the end of
incomplete word. For example;
It is raining today. (Assertive Sentence)
Do not interrupt while I am talking. (Imperative Sentence)
G.M. Chaudary (Unusual)
Int. (Incomplete word)
Dr. Akbar (Incomplete word)
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CHAPTER 8

ANALOGY OF THE WORDS

An analogy serves as a means of comparing ideas or objects to elucidate their similarities
or differences. It facilitates understanding by drawing parallels between disparate
concepts. Analogies aim to clarify complex ideas or entities by drawing comparisons.
Metaphors and similes serve as linguistic tools to construct analogies. Consequently, an
analogy tends to be more intricate than a simple simile or metaphor.
For instance, consider the analogy: "student: class :: player: team." This analogy is
interpreted as "Student is to class as a player is to team." In this comparison, a student
corresponds to a class, just as a player corresponds to a team. The relationship depicted
is that of a part to a whole, where a student is a constituent of a class, and similarly, a
player is a component of a team.
Common Types of Analogies
1. Synonyms joy: happy:: sad: unhappy
2. Antonyms smile : frown :: light : dark
3. Cause and Effect storm : rain :: clearing : sunshine
4. Purpose camera : photograph :: calculator : computation
5. Characteristics silk : smooth :: cotton : soft
6. Degree surprised : stunned :: upset : hysterical
7. Whole and Part class : student :: team : player
8. Action and Object row : boat :: pedal : bicycle
9. Place and Object arctic : polar bear :: forest : squirrel
10. Person and Tool carpenter : hammer :: plumber : wrench
11. Country and currency Pakistan- paisa:: USA – cent
Techniques to Solve Analogy Questions;
Analogy questions often appear in various tests, including standardized tests like the
CSS,PMS, SAT, GRE, or IQ tests. Here are some techniques to solve analogy questions
effectively:
1. Identify the Relationship: Before attempting to solve the analogy, carefully analyze
the relationship between the given pair of words. Is it a synonym relationship, antonym
relationship, part-to-whole, cause-and-effect, or something else?
2. Use Context: Consider the context in which the words are used. Sometimes, the
analogy relies on context-specific meanings rather than the most common usage of
words.
3. Recognize Word Types: Pay attention to the types of words used in the analogy
pairs. Are they nouns, verbs, adjectives, or adverbs? Understanding the grammatical role
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CHAPTER 9

VOCABULARY:
SYNONYMS AND ANTONYMS
Vocabulary forms an integral part of the process of reading and readers’ comprehension.
It refers to the words needed for communicating effectively. It implies receptive
vocabulary and expressive vocabulary. Receptive vocabulary refers to the words that we
hear and read while expressive vocabulary implies the words that we speak and write.
Vocabulary can be tested via the questions of synonyms, antonyms, analogies, pairs of
words and idioms. There are different techniques to remember the vocabulary words;
1. Regular Revision: Make a habit of reviewing/revising your vocabulary regularly.
Every revision of the vocabulary increases the retention of the vocabulary for
long-term.
2. Read Extensively: Reading regularly exposes you to a wide range of vocabulary
in context and enhances retention abilities. Pay attention to unfamiliar words,
look up their meanings, and try to incorporate them into your vocabulary.
3. Contextual Learning: Try to learn new words by using them in sentences or
phrases rather than trying to remember them in isolation. This helps you
understand how the word is used and its meaning in different situations.
4. Flashcards: Create flashcards with the word on one side and its definition or a
contextual sentence on the other side. Review these flashcards regularly,
focusing more on the words you find challenging.
5. Mnemonics: Create associations or mental images to help you remember
words. These could be visual, auditory, or even based on personal experiences.
The more vivid and unique the association, the easier it is to recall the word.
6. Use it in Conversation or Writing: Actively using new words in conversation or
writing helps reinforce your memory of them. Try to incorporate newly learned
vocabulary into your daily communication.
7. Word Games and Puzzles: Engage in word games like crossword puzzles,
word searches, or Scrabble. These activities make learning vocabulary more
enjoyable and can help reinforce your memory through repetition.
8. Grouping Words: Group words based on themes, categories, or similarities in
meaning. This can help you organize your vocabulary learning and make
connections between related words.
9. Visual Aids: Create visual aids like mind maps or charts to organize and
visualize relationships between words. This can be particularly helpful for
learning groups of related words or words with similar meanings.
10. Language Learning Apps: Utilize language learning apps or software that offer
vocabulary-building exercises and spaced repetition systems. These platforms
often provide interactive and engaging ways to learn and review vocabulary.
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CHAPTER 10

PAIR OF WORDS
Pair of words can refer to various linguistic phenomena, but typically it means two words
that are closely related in meaning or usage, spelling, and pronunciation. Here are a few
types of word pairs:
1. Synonyms: Words that have very close meanings and can often be used
interchangeably in certain contexts. Example: big and large.
2. Antonyms: Words that have opposite meanings. Example: expert and suspect,
famous and notorious etc.
3. Homophones: Words that sound the same but have different meanings and
often different spellings. Example: their and there.
4. Homographs: Words that are spelt the same but have different meanings and
often different pronunciations. Example: tear (to rip) and tear (a drop of liquid
from the eye).
5. Compound words: Words formed by combining two or more words to create a
new word with a specific meaning. Example: All together and altogether.
Each pair of words serves a unique purpose in language, contributing to its richness and
versatility. Following is a comprehensive list of the pairs of words that have been
compiled from CSS, PMS, IAS and other competitive exams.
Sr.
Word Meaning Sentences
No.
1. Accede Accept/consent It is kind of you to accede to my request.
Concede Admit Pakistan conceded the request of the
Afghan government for transit trade.
The air quality index of Lahore has
Exceed To be greater than exceeded the normal standards.
The population of Pakistan has
exceeded 220 million figures.
2. Accept To consent He was overjoyed when his marriage
proposal for marriage was accepted.
Except Exclude from Bow to none except Allah.
All the demands of the protesters were
entertained except a few.
3.Note:Abstain
Complete bookDo without
is only (food inThe
available doctor
hard form.advised him to abstain from
and drink) smoking.

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CHAPTER 11

IDIOMS AND PHRASAL VERBS

Idioms and phrasal verbs are fascinating aspects of language that add colour and depth
to communication. Idioms are expressions where the meaning of the whole is different
from the literal meaning of its parts. Phrasal verbs are combinations of verbs with
particles (like prepositions or adverbs) that create unique meanings not always obvious
from the individual words. Here are some techniques to retain them:
1. Regular Revision: Make a habit of reviewing/revising your idioms and phrasal
verbs regularly. Every revision of the idiom enhances retention.
2. Contextual Understanding: Instead of memorizing idioms and phrasal verbs
out of context, try to understand them in the context of real conversations or
texts. This helps you grasp their meaning more naturally.
3. Use Mnemonics: Create mental associations or vivid images to link the idiom or
phrasal verb with its meaning. This can help in recalling them later.
4. Practice in Sentences: Use the idioms and phrasal verbs in your sentences or
conversations. The act of using them reinforces your memory and understanding
of their usage.
5. Flashcards: Write the idiom or phrasal verb on one side of a flashcard and its
meaning on the other. Review them regularly, testing yourself until you can recall
each one without hesitation.
6. Reading and Listening: Expose yourself to a variety of texts and audio
materials where idioms and phrasal verbs are used naturally. Pay attention to
how they're used and their context.
Following is a comprehensive list of the idioms and phrasal words with meanings and
sentences that have been compiled from CSS, PMS, IAS and other competitive
exams.
A
A1: (excellent): My cell phone is in A1 condition.
Achilles’ heel: (one weak spot in one’s circumstances or character): The
unstable situation in Afghanistan is Pakistan’s Achilles’ heel.
Abc: (the rudiments of any subject): As he does not know the Abc of Chemistry,
he must not be appointed as a lecturer in this technical subject.
Abound in: (have in great numbers or quantity): Middle Eastern region abounds
in oil.
Abound with: (have in great numbers or quantity): Pakistan’s governance system
abounds with many issues including corruption and red-tapism.
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CHAPTER 12

PRECIS WRITING
Precis writing is a brief of a given text. It preserves the essence, main points, and tone of
the passage. It involves condensing a longer passage into a shorter form with its original
meaning and intent of the author. The term precis is derived from the French word that
means “to precise”. Its purpose is to convey the core message of the text with precision.
The concept of precis writing dates back to ancient times when scholars and scribes
summarized lengthy manuscripts for easier understanding and dissemination of
knowledge. However, its modern form became prominent during the 17th and 18th
centuries in France, particularly in academic and literary circles. French scholars
developed precis writing as a structured exercise to teach students the art of precision.
In English, it is connected with the word ‘precise' and to quote Oxford English it means "a
concise or abridged statement: a summary: an abstract”. To make a precis of a given
passage; the essence is to extract its main points and to express them clearly in few
words as possible. In fact, a precis is just a straightforward statement of the bare facts
without any unnecessary trimmings. It is a condensed piece of composition, continuous
and consecutive in its narration, distinct and definite in its meaning, clear and exact in its
intelligibility, giving the main idea and the general effect of any verbal, written or spoken
matter summarized to save the time of the reader.
Precis should be clearly distinguished from its sister terms like paraphrase, summary,
substance, etc. A paraphrase must reproduce not only the substance of a passage but
also all its details with changed expression in terms of exchanging words. But a precis
must always be shorter than the original, replace all the possible words and sentence
structure, especially the words position and order express as tersely as possible only the
central theme, shorn of all unimportant details. Precis is not exactly the same as a
summary. A summary is simply a brief molding of a passage, caring little for order
selection and style of words and sentences and it does not have any limit on the words,
whereas a precis is a lucid, succinct and systematic redevelopment of the topic sentence
and central ideas as governing them of a given passage with a limit of words that is one-
third of the original. In summary, the order of ideas as given in the original need not be
always followed, but in a good precis, the order must be preserved. Summary never
needs any care about the selection of the words, and their order in a sentence, as it may
be an absolute copy of the original, but precis must be a creative work of the writer with
possible word replacement and their word order in the sentence.
Precis writing demands precision not only in length (words) but also in content (ideas).
Merely reducing the original text words isn't sufficient; rather, the focus lies on distilling
the essence by discerning between essential (topic sentences and 3-5 main ideas) and
non-essential details (illustration, repetition, examples, quotes etc). A precis retains key
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CHAPTER 13

READING COMPREHENSION
The word Comprehension is taken from the word ‘ Comprehend’ which means to
understand. Reading comprehension is the ability to process text, understand its
meaning, and integrate it with what the reader already knows. Fundamental skills
required in efficient reading comprehension are knowing the contextual and literal
meaning of words, the ability to follow the organization of a passage and to identify
antecedents and references in it, the potential to draw inferences from a passage about
its contents and the ability to identify the main thoughts of a passage. Further, it also
requires a complete understanding of the passage and questions asked and conveys the
same in one’s own words without changing any meanings in clear, simple and direct
diction. It is important that all such answers should be written in complete sentences,
except vocabulary questions and must be written in passage tense without any irrelevant
details.
There are many reading strategies to improve reading comprehension and inferences,
including improving one's vocabulary, critical text analysis (intertextuality, actual events
vs. narration of events, etc.), and practising deep reading. The ability to comprehend text
is influenced by readers' skills and their ability to process information. If word recognition
is difficult, students use too much of their processing capacity to read individual words,
which interferes with their ability to comprehend what is to be read.
In this question, an unseen passage is given with several questions at the end to be
answered. The passage for comprehension is fairly technical and is usually selected from
writings on economics, sociology, political science, psychology, philosophy, English
literature and international affairs.
This question has been added in all competitive exams to check the following two
abilities;
A. Comprehension Abilities (Understanding of the passage)
B. Composition Skills (Self-writing)
Type of Questions: In questions of reading comprehension following types of questions
always appear;
A. Factual: Such questions focus on obvious details from the passage. They
usually require students to pick out these obvious details to answer but
students are to take note not to lift and to cut out irrelevant parts in a
sentence.
B. Inference: These questions require less obvious details than factual
questions. Students need to understand a hidden meaning that is
suggested rather than told directly. Hence, pupils must look out for clues
from phrases which suggest these hidden meanings.
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CHAPTER 14
ART OF TRANSLATION
Human beings, throughout history, have made an effort to take advantage of various
methods of communication to utilize the knowledge of other nations and the objective of
preserving this knowledge for the coming generations. As the most effective mode of
communication, language has been employed to satisfy the very need of communication.
The barrier that may emerge as an obstacle in the way of communication seems to be
the fact of diversity of languages throughout the world. In today's world, communication
between different nations with different languages is feasible through translation.
Translation is originated from the Latin ‘trans+latus’, which means carried across.
However, translation is a transfer/changing process which aims to convey the meaning of
a source language text into an optimal equivalent -without any change in meaning and
message- to a target language text, and which requires the grammar, tenses, sentence
formation, vocabulary and the pragmatic understanding and analytical processing of the
source as well as the targeted language.
In all Competitive Exams, literal translation is the most effective method to secure
maximum marks. When using literal translation, each word is translated directly keeping
in mind its contextual meaning and you can never leave or add any word on your own
because it always changes meanings. The target text must be idiomatic – if any idiomatic
expression is used in the source text- provided retain the same word order, meaning and
style as that of the original text at the source text. In Competitive Exams, it can appear in
the form of sentences, proverbs and most preferably in paragraphs.
Rules for the Art of Translation
1. Recognition of Tenses in Urdu: As students are asked to translate a text from
English to Urdu; therefore; they must be fully familiar with English as well as Urdu
tenses. The structure of tenses and their recognition of both in Urdu and English
are different from one another. In English Verb based sentence structure is
used, you change the verb and tense ll will also be changed like;
a. I attend my classes regularly. (Present Tense)
b. I attended the lecture yesterday. (Past Tense)
However, in Urdu, last word-based sentence structure is used, you can replace
the last word of the sentence and the tense will be changed but verbs always remain the
same;
a. (Wo school jata hai) Present Tense

b. (Wo school jata tha) Past Tense

You have just changed the word (hai) to (tha) and the tense has been changed from

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CHAPTER 15

FORMAL LETTER AND APPLICATION

WRITING
Letters and applications have a rich historical lineage, tracing back to ancient civilizations
where clay tablets, papyrus scrolls, and handwritten parchments served as mediums for
correspondence. Over time, the development of postal systems during the medieval
period facilitated the exchange of letters over long distances, fostering increased
communication between individuals and organizations. Despite subsequent technological
advancements like the telegraph and telephone, traditional letters retained their
significance, especially in formal and official contexts. Even in modern times, with the
advent of email and digital communication, letters remain relevant for their structured and
documented format, particularly in legal, business, and official communications.
Letters and applications find extensive use in formal communication across various
domains. They serve as the preferred mode of correspondence for official matters in
government, business, legal, and academic settings. Government agencies utilize letters
for issuing notices, invitations, or official statements, while businesses rely on them for
formal communication with clients, partners, and stakeholders. Job seekers often submit
cover letters alongside resumes to introduce themselves, highlight qualifications, and
express interest in specific positions. Additionally, individuals frequently use letters to
lodge complaints, make inquiries, or request information from businesses, government
agencies, or service providers.
The enduring appeal of letters and applications lies in their formality, legitimacy, and
documentation. Their structured format lends an air of professionalism to communication,
particularly in formal or legal matters, instilling trust and credibility. Furthermore, letters
provide a documented record of communication, serving as valuable evidence or
reference for future use. Through carefully crafted language and etiquette, letters ensure
clarity, precision, and adherence to formal standards, making them ideal for conveying
important messages or requests. Despite the convenience of digital communication,
receiving a physical letter can evoke a sense of personal connection and importance,
enhancing the overall impact of the correspondence.
Letters and applications play a significant role in Provincial Management Services (PMS)
papers. These formal documents adhere to a specific format, serving as a formal channel
to address issues or express concerns. Understanding the structure of these letters and
applications is crucial for maximizing marks in examinations. A standard letter format
follows a set structure to ensure clarity and professionalism. It typically includes the
sender's address positioned at the top-right corner, followed by the date of writing. The
recipient's address is then aligned on the left side, along with a formal salutation greeting
the recipient. The main body of the letter contains the substantive content, organized into
paragraphs to address the purpose of the communication clearly and concisely. A polite

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CHAPTER 16

PARAGRAPH WRITING
Paragraph writing is a fundamental skill in both academic and professional settings. A
well-crafted paragraph not only conveys a clear and concise idea but also enhances the
overall coherence and readability of a document. Typically, a paragraph consists of 150 -
200 words or 4 to 9 sentences that develop a single topic or idea, indicated by a new line
and indentation. Paragraphs can be categorized into usual paragraphs and unusual
paragraphs. A usual paragraph, often referred to as a body paragraph, focuses on
conveying a single idea with supporting details. In contrast, an unusual paragraph serves
a different purpose, such as summarizing, introducing, or concluding a larger piece of
writing. This type of paragraph might not strictly adhere to the typical 150 - 200 words but
instead reach up to 250 words to effectively function as a summary, abstract, or preface,
providing a map of the essay by outlining the main argument and key points.
Understanding these distinctions is crucial for effective paragraph writing and overall
document organization. Furthermore, mastering the art of paragraph writing can
significantly enhance a writer's ability to communicate complex ideas clearly and
persuasively, making it an indispensable skill in various contexts.
This chapter delves into the art of paragraph writing, exploring its types, functions, and
structure. By understanding these elements, writers can effectively communicate their
thoughts and engage their audience.
Types of Paragraphs: Understanding the various types of paragraphs is essential for
tailoring your writing to different purposes and audiences. Here are the primary types:
1. Narrative Paragraphs: Narrative paragraphs tell a story or recount an event. They
follow a chronological order and often include vivid descriptions to engage the
reader. These paragraphs are commonly used in storytelling, personal essays,
and biographies.
Example: Last summer, we embarked on a journey to the mountains. The early morning
mist shrouded the peaks, creating an ethereal landscape. As we hiked up the winding
trail, the chirping of birds and the rustling of leaves added a symphony to our adventure.
2. Descriptive Paragraphs: Descriptive paragraphs aim to paint a picture in the
reader’s mind by using sensory details and vivid language. They are often found
in descriptive essays, travel writing, and character sketches.
Example: The old library was a haven of tranquility. Shelves laden with ancient books
lined the walls, and the air was filled with the faint scent of aged paper and leather.
Sunlight filtered through stained-glass windows, casting colourful patterns on the wooden
floor.
3. Expository Paragraphs: Expository paragraphs provide information or explain a
concept. They rely on facts, statistics, and logical explanations.
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CHAPTER 17

CSS ENGLISH PRECIS & COMPOSITION

SOLVED PAPERS (2023 -2024)
CSS 2023 – Solved
English Precis and Composition
Q. 2. Write a précis of the following passage and suggest a suitable title: (20)
On the question of freedom in education, there are at present three main schools of
thought, deriving partly from differences as to ends and partly from differences in
psychological theory. There are those who say that children should be completely free,
however bad they may be; there are those who say they should be completely subject to
authority, however good they may be, and there are those who say they should be free,
but in spite of freedom they should be always good. This last party is larger than it has
any logical right to be; children, like adults, will not all be virtuous if they are all free. The
belief that liberty will ensure moral perfection is a relic of Rousseauism, and would not
survive a study of animals and babies. Those who hold this belief think that education
should have no positive purpose, but should merely offer an environment suitable for
spontaneous development. I cannot agree with this school, which seems to me too
individualistic, and unduly indifferent to the importance of knowledge. We live in
communities which require cooperation, and it would be utopian to expect all the
necessary cooperation to result from spontaneous impulse. The existence of a large
population in a limited area is only possible owing to science and technique; education
must, therefore, hand on the necessary minimum of these. The educators who allow the
most freedom are men whose success depends upon a degree of benevolence, self-
control, and trained intelligence which can hardly be generated where every impulse is
left unchecked; their merits, therefore, are not likely to be perpetuated if their methods
are undiluted. Education, viewed from a social standpoint, must be something more
positive than a mere opportunity for growth. It must, of course, provide this, but it must
also provide a piece of mental and moral equipment which children cannot acquire
entirely for themselves.
Precis
There are three predominant ideologies regarding the question of freedom of the learners
in education. Some advocate for absolute freedom for children, regardless of behaviour;
others plead complete submission to authority, irrespective of virtue; while a larger faction
argues for freedom moderated by the necessity of virtue. Yet, the notion that liberty alone
guarantees moral excellence is negated by observations of both animals and infants.
This belief, rooted in Rousseauism, overlooks the societal need for cooperation and the
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CHAPTER 18

PMS ENGLISH PRECIS & COMPOSITION

SOLVED PAPERS (2022 -2023)
PMS 2022 – Solved
English Precis and Composition
Q. No. 1: Write a paragraph of 200 words on any of the following topics. (20 marks)
a. The role of NCOC in combating Covid-19
b. Pleasure of reading
c. The role of print journalism in the age of social media
d. Optimism in life
Topic: Optimism in Life
Optimism is not merely a disposition; it is a way of life that illuminates the path through trials
and tribulations of life. Defined as the belief in a positive outcome, optimism serves as a
guiding light that empowers individuals to navigate the complexities of existence with
resilience, hope, and unwavering determination. The renowned author, Helen Keller once
remarked, "Optimism is the faith that leads to achievement." This sentiment encapsulates the
transformative power of optimism in shaping one's life journey. Optimistic individuals possess
a steadfast belief in their ability to overcome obstacles and achieve their aspirations,
regardless of the challenges they may encounter along the way. They view setbacks not as
roadblocks but as opportunities for growth and learning, embodying the words of poet William
Ernest Henley, "I am the master of my fate, I am the captain of my soul." Optimism breeds
resilience, enabling individuals to bounce back from adversity with renewed vigour and
determination. Psychologist Martin Seligman emphasizes the importance of optimism in
building psychological resilience. He asserts, "Optimism is invaluable for a meaningful life.
With a firm belief in a positive future, individuals can weather life's storms and emerge
stronger and more resilient than before."Moreover, optimism fosters a sense of gratitude and
appreciation for life's blessings, no matter how small. As bestselling author Elizabeth Gilbert
observes, "Optimism is the faith that leads to gratitude. Gratitude is the foundation of
abundance." By cultivating an optimistic outlook, individuals cultivate a sense of abundance
and fulfilment, finding joy in life's everyday moments and cherishing the journey itself. In
conclusion, optimism is a transformative force that empowers individuals to embrace life's
challenges with resilience, hope, and gratitude. Through the lens of optimism, life becomes
not merely a series of obstacles to overcome but a journey filled with endless possibilities and
opportunities for growth and fulfilment.
Q. No. 2: Use any 10 of the following idiomatic expressions in your own words. (10 marks)
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