 So, morning all. I noticed that we have some friends that we have not seen before. We got a team from the spoken tutorials project it seems. You joined the class is it? Okay, good, good. You know I have been thinking of how to do all this thing that we have to do more meaningfully. Okay, and I am open to ideas. I feel that the way not to teach communication skills is by giving a lecture to 700 people. You do not learn that way. Best thing we have discovered is you learn by doing. So, we are going to learn by doing. Okay. So, what we are planning is that is to see how to integrate all those elements, all those little building blocks of the lectures every week into something meaningful at the end of the course. If you have ideas beyond what I am saying, please let me know and we will try and see if we can make things more interesting. So, my exercise is how we can make these contacts every week interesting and maybe even exciting. Okay, and I am looking for ideas. So, the reason how many of you have been able to have a look at a TED talk? Oh, excellent. Okay, how many of you have made notes from that? Great. And how many of you had not seen a TED talk before this class? Even better. Okay, good. That means you have discovered a very interesting resource. I discovered it a few months ago and I thought it was great. Okay. So, what the plan is that we want to give you enough Hathiar in your hands, communication skills, Hathiar is in your hands. So, by the end of the course you will be able to make your own TED talk. Okay, the TED talk, the content of it we will decide. But what I am planning to do is maybe reduce a little bit of time in the class, leave you more time offline and perhaps from next week break you up into two batches. We have about 110 people in this class. So, about 55 on Tuesday and 55 on Thursday. And we will divide you up further into groups of six people each. So, we have about nine groups on Tuesday and nine groups on Thursday. And your goal is to start conceptualizing, producing and delivering a TED talk of about three to five minutes by the end of the semester. The shorter a video is, the more difficult it is, as Shama will tell you in her spoken tutorials and all that. To make things concise is much more difficult than to have them rambling on. And advertising people are superb at this. Within ten seconds they have to communicate everything about a product and make you want to buy it. So, there are two things we can do is you have to relate a difficult concept or an idea to a particular audience. So, I am thinking that one of the things that we could do is to take a project Oscars topics. They are trying to teach computer concepts to school kids. They are trying to teach computer concepts like networking, data structures, all these kind of things to school children. Now, one challenging thing to host as a TED talk is to help them with their project and along with their computer musty books and stuff like that have a short tutorial, say a five minute introduction to a particular topic which you guys can make. So, that's a possible challenge that we can look at. We can even look at maybe some aspects of spoken tutorials or although I have not thought a bit about that. Or if your group is willing, you can pick up something that you are very passionate about or something interesting that you have to say and negotiate with us the type of talk that you want to deliver. Or some of you might want to take your research areas and extract something out of there, some concept out of that and turn that into a stimulating talk for a 10 standard child. So, now you have to explain complex concepts to a reasonably bright audience but without background. How will you do it? That's the challenge. And I feel that if you can crack this, you've learnt a very, very important skill in life and you'll need all these things, listening, note taking, reading, scientific articles, all these kind of things that you need to do, presenting, body language, how to talk, all these kind of things. How to put up a presentation, which is easy to read, how to choose the colors in the presentation. So, all these little weapons, all these skills that you need along the way, we will teach you. So, today is the most fundamental skill that's given your first initial script or some plan that you have or a paper that you've written. How to convey changes that need to be done to it to somebody who might be the author. And I would urge you to do this in your seminars and your MTPs also, where if you've written anything, try and have it proofread by your friend and have them corrected. You don't do it yourself if possible, at least the last draft. Because you'll be surprised as to the number of errors that remain in a document if you corrected yourself because you don't see those errors. And you'll find that your friend will also learn a little bit about what you're doing. In fact, it's quite interesting. In my PhD, I won't recommend this to guides or students. I used to meet my guide once in a few months and we used to have jai together and that was it. And most of the work was done by us PhD students who were sitting in a big room. This was at Oxford many years ago. And in trying to explain my problems to a colleague, one would often come up with an answer to it. I remember right towards the end I was really frustrated and I was stuck at a particular topic and nothing is happening and so on. Then in a corridor, I was explaining this to a colleague of mine who was a brilliant mathematician. I remember. And while explaining to him where I was stuck and how I was stuck, I figured out the answer to the problem. So I can't underestimate the value of being able to articulate problems to others who are not as involved as you are in the problem. So I'm hoping that this will encourage you to share your problems and your MTP topics and seminars and all that with your friends because you'll find insights that you might not have thought of. So I won't hold this class up any longer. I've given you a kind of plan that we hope to implement over the next few weeks. So we'll have the class split up into two parts. One part will meet on Tuesday. One part will meet on Thursday. We'll split up each class into groups of six people each. And now we will start working with you as groups where the group has to start conceptualizing TED talk that they want to do by say the end of month, month and a half time. And we still want to continue with the videoing of each individual here as to what you expect out of the class and where you come from and stuff like this. I'd like to complete this documentation of each of you by maybe next week. Next week is an interesting exercise. Prakash Vedya has a lecture on comma, how to use comma in English. What's a big deal, right? But it makes a big difference, right? Punctuation in your grammar, right? So he's going to sort of present you with that next week. And this week, we'll continue with the proofreading class where you've already got the sheets of proofreading symbols. Now we are going to distribute some text that you have to proofread. But first maybe, okay, fine. So what we can do is first we can proofread your matter. And then we can have them exchange or shuffle the text that they've come up with, right? In summarizing the TED talk. And they can proofread that and submit that. So that your assignment to submission, if you like, is to give these sheets back to us and also the sheets that you have. So on the sheet that you have, you'll have to write your own roll number as the author, right? And the person who corrects it will put their roll number. And we'll get back to you. Okay? So we'll give you details of how this class is evolving, right, over the next few days. And if you have any feedback, maybe you can route it to us through the class representative. Who is the class rep here? Your name is? Okay, do you all know him, by the way? Who doesn't know him? Okay, so you better discover him and route any feedback that you have formally through him. And if there's anything that you want to say to me, you're most welcome to. You catch me in the class or you mail me at Kavi at CSE and we'll take things from there. So, Prakash? Okay, any questions or any reactions to what I'm saying? Okay, you can catch me whenever you like. Good morning. We'll spend a few minutes just reviewing our last lecture. Has anybody prepared a summary of last lecture? Now, can you just tell in a few sentences what was covered? Okay, what I'll do is, since we're running short of time, I'll present my summary. You compare your summary with that. So this was the lecture. We first considered what is called edited English as apart from ordinary English or spoken English. Then we saw that there is a problem and it's a severe problem. It can be a severe problem and we won't even know the severity till we learn. Next, we saw that the average manuscript which comes out starts with 30 errors per page. Then in one pass, we reduce it to three errors. In next pass to one error and finally to one tenth. That is one error in ten pages. So it's not possible to reduce to the last stage in one pass. However careful you do it, you can't reduce it in one pass. So it has to be an iterative process that you have to do repeatedly and every time you will get a decade fold reduction. You will divide by three or divide by ten every time. Then see this has to be done repeatedly. It's difficult to do yourself even if you are competent to do that because first time around whatever mistakes you miss, you will miss the same mistakes in all successive attempts. So not only you can't repeat yourself, you can't even do it yourself because if you have written the manuscript then those errors are part of your thinking and you won't detect your own errors. So this has to be done in a group or at least mutually. You should have a partner with whom you can do this together. And if you have many eyeballs seeing your manuscript, it's likely that it will get refined. So this was only the background of the problem. Then we went to the methodology that the manuscript or type script that you prepare must be single sided and it must be double spaced. Unless you are confident that your initial error rate is very low, you keep it double spaced. Then we saw that we have to use some standard markings so that we can do it together and in fact you can communicate with anybody those errors. So we studied those markings during last session and we have one page reference of that which everybody has a printed copy. One thing which we did not cover is while correcting. That's why I have star marked it. Use red color. It should stand out different from the text itself. Otherwise your markings are likely to be missed by the person who corrects it. So normally red is preferred. You can use green also maybe. Blue is difficult to distinguish from black. So use red. And use either gel pen or sketch pen or fountain pen. But not a ball pen. You try using a ball pen and you will find it difficult. Because you have to make very small marks and ball pen doesn't start writing unless there is some rule. So like commas and full stops etc you will find difficult to mark. Your markings are going to be very short. Use a pen in which the ink flows and you don't have to press our rub against that. So this was our last lecture. Now we have to apply that knowledge. So what we are doing is we have a one page text. Again we are distributing one copy to everybody. At the bottom there is space for name and roll number. So everybody should put their identity over there. So it says this is an assignment. So this will be collected back. Has everybody got the sheet? Who hasn't got 100? Sir I have printed in fact 150. Oh yeah. Does somebody have extra there is some confusion. He says he had printed 150. So this shouldn't get lost. Everybody has got back rows? Okay fine. So now our exercise starts. This is 9.55. What you do is first just go through the manuscript. We are not in a hurry for time. We have to only correct one page. Then you will see that there are line numbers marked on left. So that we can exactly identify where the error is. So you go line by line then mark the error in situ using the mark if possible. If you can't use the mark you make any mark with your writing instrument and put a corresponding note in the margin. If you are closer to left half you put it in left margin. If you are closer to right half you put it in right margin. So that while counting errors we can only count the columns. We don't have to look inside the text. So this is the procedure you go through line by line and correct right up to the end. After you reach the end you again go through because you might have missed some errors. What symbol do we use for spelling error? Correct there. Right there. Right there you correct. Otherwise you just make a mark here. So how should I mark? In that line you make a mark here. What kind of mark? Why you write spelling? Spelling error. Just to count that. In your language. You say I like this. You write in plain text. Later on we will use symbols. Just now if you are confused about which symbol to use. If you have identified the error and you are not sure you don't bother about the symbols. Symbols you can map later on. You write in plain language. We should be able to just write errors in a line. So just now don't bother about the symbols. If you don't know which symbol to use. We will show which symbols the model answer later on. Symbols are not important. If you identify with each first symbol. So don't bother about that. Symbols right here or left one? You do whatever you want. Just now we will show the model answer then you will know. Just now that you are not in. You are identifying the error which is more important. But they are going to come. Make a timing mark. Just a vertical thing. Saying that there is one error here. We should be able to count them. Just now symbol is not important. Okay. Why do you have time? Why do you have time? Symbols will bother later on. Spelling mistake. Just now you write spell. You write spell. Now you don't bother about standard symbol. You can transform it into standard symbol. Okay. Just identify the error. Mark your own way. And make a marking in the column. So that we can count this timing mark. In the school which we are learning. Mark like this. And then put that here and put the letter. Anything you use the correct marker. Z is to be replaced by s. I just write s underneath. Count the errors in columns. You mark there again more here. Do you finish? You go through again. Then should we write the correct spelling or just sp? Correct spelling. Yes. Yes. No. Enter. Make a marking here. Enter is an error. Because we want to count the tally marks here. To go there. We need not do this. Yes. You need not do this. You just make a tally mark. Just make a tally mark. You can function it at the end. To correct those scripts of the tally mark. Of the other. Whatever they have brought. Okay. Okay. Friends, who has finished at least once? Who has reached up to the end? Who hasn't finished even once? Everybody has finished at least once. So now we will try to close this exercise, I will tell you how to close. You might be confused about which markings to use etc. What you do is in a line, if you are identified there is some error and you don't know how to mark it. You just make a tally mark in the column, either right column or left column. Preferably if it is in right half you may be in right column but you can make anywhere in the column. So you just convert your things into tally mark, if you have not made any mark in the column. Tally means just a vertical line you put there, that there is one error. And next you count either tally marks or error markings in left column, tally marks in right column and at the bottom there is a table provided, there you enter the figures that how many errors are in left column, how many are in right column and how many are total. You total it and keep it. Has everybody totaled? Who has not totaled yet? Count them and total. Has everybody totaled? We will start the solution. What I have done is, this is your assignment, I have put an overlay on that on a transparency. We will go through line by line. Yeah, we will just take a quick tally. How many people have found less than 10 errors, nobody has, everybody has found more than 10 errors, 10 to 20, about 20 lot of people, 20 to 30 you might have found more error than there are, which is itself an error, 30 to 40 and above 40, so 40 is the upper limit. Now we will see the actual solution that how many errors are there. So this is the first line, authors as proofreaders, see this is a title, so it should be centered at the top of the manuscript. So the two reverse brackets on left and right are mean for that, that you center and it says center CTR in circle. Then authors as proofreaders, normally in title all words are have first letter capital, that is what we understand. But there is an exception, that if you are using conjunctions etcetera and such words, then if it is less than 4 letters, it is not capitalized. If it is more than 4 or more letters, then you capitalized. For example, times of India the O of O F is not capitalized, because of is only a 2 letter word. So here as is a 2 letter word, so A is not capitalized. So it says lower case, the error says lower case. Next line next to next line, the word book has come out of the column. So it says push this inside and flush left, F L is flush left. Next line is after book comma, yeah comma is there. That is because the quotation has ended, I do not care what kind type of use for my book. This is the quotation, now you have to give a comma there, because now you are coming out of the quotation. See the quotation has ended after book, no, no it is correct that when we study comma, whether it is outside the quotation mark or inside. Then author once said to the publisher, but please print, this is again a quotation, because now you are back to the author. So before, but there should be inverted commas, but please print the proofs in large type, here the quotation has ended. So after the full stop, you have to put inverted commas again. That is this, with current technology such a request no longer sounds ridiculous. This L should be removed from this line and added to the next line, why? So when you break a word, you have to break on a complete C level. You cannot have half the C level sitting in previous line and half in the next line. You have to know the pronunciation of the word that where the break occurs and dictionary is many times give the breaks for complex words. So ridicule, the queue has ended and less belongs to the next line. So this is delete the L and here it says put L there. To those familiar the spelling is wrong, between L and A you have to put an I with typesetting and printing. Yet even today type is not reset, this feeling is wrong, it has to be accept. So there is a mark saying that you put C here, then EP after that and it says transpose in after printing. It should be a full stop, comma should be replaced by full stop, to correct errors. Now here the first thought has ended and now we are talking about proofreading, the first word says. So here you have to give a para, this is the para mark it says this reverse P, that new para should start here. Proofreading is an art, the A has to be lower capital and and a craft was deleted, but then the proofreader realize that and a craft is also required. So now what to do, so he has put dot dot dot below that and says state that let this remain as it was, because and a craft is also true. All author should know the rudiments that A is extra, so you just say delete and close, there of comma, though no proofreader expects here there is a confusion you can make out that one line has become got twice, the first of these lines, the whole line should be deleted. So whole line is crossed out and it says delete. So no proofreader expects them to be masters of it. Or not only for misspelled or incorrect works, this should be words, though spell check will give you works as a correct solution, spell check will not detect this, since you know the content you cross k and write D, often the most elusive error, this elusive word is wrong it has to be elusive that which escapes your detection, it is not elusive. So it is elusive instead of I double L you have to put EL and since there will be a gap because you are replacing 3 letters by 2 letters you have to say close. This is Roman D where no this is not symbol for delete that D is for works k being replaced by D, this D is this k being replaced by D, it is first error in that line, it is not delete then most elusive error. Now since you have started a bracket here you have to close it after error, so this is a symbol for showing that this is right sided bracket and this if you cross it twice because there are 3 kinds of brackets square bracket curly brackets and round brackets, this is a symbol for round bracket. But also for misplaced spaces that D has to come next to E, so you say join up and between D and H there should be a space, this is space, unclosed quotation marks and parenthesis, parenthesis is a singular, parenthesis, SES is plural and parenthesis always come in pairs. So we have to replace this I by E and improper paragraphing there should be improper, so transpose O and R has to be transpose and learn to recognize the difference between an m dash which is a long dash used to separate an intersectional part of a sentence that is to highlight some part of the sentence and an n dash this small dash is shown used commonly should be inverted, it should be commonly used, use commonly is not the correct. Here it says transpose between continuing numbers, here a bracket should start because the bracket is closing at the end of the line, so easy pages 5 to 10 that should be m dash this and is round it should be A because this A D which is symbol for the year anodomini A with small bit 2 underlines means it is small capital, similarly D should be small capital, it says next small capital because A D is written in small capital not in full capital not in lower case and 1911 65 dash 70 this should be n dash, it should be a longer dash not a hyphen and the word dividing hyphen word dividing should have a hyphen in between this is the symbol for hyphen whatever line is underlined, so I think we will stop here I will tell you the tally the official tally for this is 53 errors, you can see that nobody has gone above what was the maximum 40, still 40 is a very good score but you can know where we stand and we will be improving as we practice this is a artificially constructed paragraph ok, so we will be collecting these assignment sheets. I think this class is very important maybe we will continue this in the next class because I am well I find this very useful also and I think you all should be very well acquainted with it, so we will go through the remaining text in the next class and then we will go through your own scripts, so please bring them along next time also ok. Next Tuesday at 8.30 in the morning, yeah but we will keep the class together in the next two in the next week at least, yes, yes so the class will be kept all of them on Tuesday and Thursday next week, please keep your scripts.