Usually there is a part in course books that includes some spaces You have to convert Nouns or verbs to suitable answers ans words for the sentence. ( even make it negative or passive etc.) Am bad at this part makes me so sad when i see i have a lot of errors in this part. Any ideas ? How can I be good at it? Usually cloze parts are Noun to Adj or verb or even adj to noun etc...( i read novels and articles in Engl but dunno how to be better in that part) and well i guess am abit bad at understanding the passage. Do u have same experience? How u solved it

Cloze Conversational…in Polish! is Mad Libs meets Rosetta Stone. Cloze tests ask the reader to use context to fill in the blanks in passages of text with words so that the passage makes sense. Using cognates alongside context, Cloze Conversational flips a traditional Cloze test on its head. As the blanks are filled in with the reader’s loose understanding of the sentence, the reader becomes able to follow along with a conversation in a language not their own.
Words highlighted in green in the conversation are “Cloze Friends”. These are the cognates that provide context to the sentence. Yellow words are “Cloze Seconds”. These words are repeated throughout the conversation and that the reader makes note of to assist with sentences as they move about the conversation in any direction. Words in red are “Cloze Enoughs”. These are words the reader has to make an educated guess about in order to understand its meaning.
https://docs.google.com/document/d/e/2PACX-1vRG-qV3XQ927jQvEPBXVBbkS9cGFljCMwihE1ei0Vzp1sXFS0xor0ejpe\_mvmjUftgsFBU6lcvWEJlm/pub

Cloze Conversational…in Polish! is Mad Libs meets Rosetta Stone. Cloze tests ask the reader to use context to fill in the blanks in passages of text with words so that the passage makes sense. Using cognates alongside context, Cloze Conversational flips a traditional Cloze test on its head. As the blanks are filled in with the reader’s loose understanding of the sentence, the reader becomes able to follow along with a conversation in a language not their own.
Words highlighted in green in the conversation are “Cloze Friends”. These are the cognates that provide context to the sentence. Yellow words are “Cloze Seconds”. These words are repeated throughout the conversation and that the reader makes note of to assist with sentences as they move about the conversation in any direction. Words in red are “Cloze Enoughs”. These are words the reader has to make an educated guess about in order to understand its meaning.
https://docs.google.com/document/d/e/2PACX-1vRG-qV3XQ927jQvEPBXVBbkS9cGFljCMwihE1ei0Vzp1sXFS0xor0ejpe_mvmjUftgsFBU6lcvWEJlm/pub

Hi everyone,
I have been using Obsidian for a month now and I love the integrated note taking system.
For my purposes, I need to integrate Anki into my workflow. I prefer Cloze Deletion style cards and I feel like that is the best way to seamlessly integrate note taking with a spaced repetition practice.
Unfortunately, I have trouble with the implementation. With both Obsidian to Anki plugin and the Flashcard Plugin, I have encountered the following issues:
-Flashcards that are made cut off half of the card that I intended to make, even though I marked the Start and End (Obsidian to Anki plugin)
-Flashcards with multiple cloze deletions will be split into separate cards or a front/black card instead
-Flashcards made out of bulletpointed passages will break up the card into separate cards instead of one card with multiple cloze deletion.
The work around I have found is to write the parts I want to make a flashcard out of in one continuous passages instead of bulletpointed and segmented. I do not like this because it hurts the readability and organization of my notes.
Has someone else encountered these problems and, if so, what were some solutions that you found
TLDR: Making cloze deletion flashcards out of Obsidian notes end up being truncated. I can write my notes in straight sentences instead of lists, but that makes the notes harder to read.

What type of system have you implemented to make reading relaxing and enjoyable, yet also remember what you read?
If I just cruise through the book without giving anything a second thought, I'm going to forget everything. Yet on the other hand, I don't want to treat every book like a school project, writing an essay after every chapter and researching every last detail so that I can recall everything later on. I'm trying up to come up with a sensible compromise.
Some ideas:

• Highlight sentences that encapsulate the main ideas of a chapter or passage, export those into Anki, and create cloze deletions on certain key words from the highlighted text.
• After each chapter, take some time to recall, and create questions and answers that cover the key information I recalled and want to remember, and create Anki cards for those questions.

​

A Mirror Of Competitive English 2024

BANK CLERK

1. ‘A MIRROR OF COMPETITIVE ENGLISH’ एक बेमिसाल पुस्तक है। इसकी परिकल्पना विशेष रूप से बैंक क्लर्क की परीक्षाओं की तैयारी कर रहे छात्रों को ध्यान में रखकर की गई है। इस पुस्तक में 2010 से विभिन्न बैंकों एवं आईबीपीएस द्वारा आयोजित बैंक क्लर्क की परीक्षाओं के60 का संकलन है। यह पुस्तक Bank PO, SSC, CDS, NDA, RAILWAY, AIRFORCE, NIFT की तैयारी करने वाले छात्रों के लिए भी समान रूप से उपयोगी है क्योंकि भारत में आयोजित होने वाली लगभग सभी परीक्षाओं में Competitive English के Objective Type के प्रश्न-पत्रों में (i) Detection of Common Errors, (ii) Improvement of sentences, (iii) sentence making (Arrangement of Words in a sentence), (iv) Paragraphmaking (Arrangement of sentences in aparagraph), (v) Fill up the Blanks, (vi) Cloze Test, (vii) Synonyms, (viii) Antonyms, (ix) Spelling Errors, (x) Comprehension, (xi) Missing sentence in a paragraph, (xii) Missing sentence in a passage, (xiii) Idioms & Phrases, (xiv) one-word substitution, (xv) Replacement or interchange of words, (xvi) mis-spelt or inappropriate words, (xvii) Voice, (xviii) Narration, (xxiv) Stem पर आधारित प्रश्न पूछे जाते हैं। इन सभी प्रकार के प्रश्नों का मूल उद्देश्य छात्रों के English Language की समझ का आकलन करना होता है।
2. इस पुस्तक में सभी प्रश्नों के उत्तरों को बॉक्स में रखा गया है तथा उसके नीचे EXPLANATIONS के अंतर्गत सभी प्रश्नों की विस्तृत व्याख्या कारण सहित की गई है।
3. Comprehension में पूछे गए सभी प्रश्नों के उत्तर को Passage में से lines के रूप में निकालकर तथा उनका ‘हिंदी अर्थ’ देकर समझाया गया है जो वर्तमान में बाजार में उपलब्ध किसी भी पुस्तक में नहीं है।
4. Synonyms, Antonyms, Phrasal Verbs या Idioms & Phrases पर आधारित प्रश्नों के केवल उत्तर ही नहीं दिए गए हैं बल्कि उनमें दिए गए सभी विकल्पों के English & Hindi Meanings भी दिए गए हैं।
5. हर Practice set के अंत में पूरे Passage में प्रयुक्त ऐसे तमाम words के English & Hindi Meanings दिए गए हैं जो छात्रों को difficult प्रतीत हो सकते हैं।
6. बहुत सारे भ्रामक तथ्यों को स्पष्ट करने के लिए 50 प्रामाणिक English Grammar तथा English Dictionary की पुस्तकों को आधार बनाया गया है और इनमें से बहुत सारी पुस्तकों में दिए गए तथ्यों का उल्लेख भी प्रश्नों की व्याख्या की प्रामाणिकता के लिए किया गया है।
7. इस पुस्तक को प्रामाणिक एवं त्रुटिरहित बनाने का हर संभव प्रयास किया गया है, किंतु मानवीय भूलों को पूरी तरह से नकारा नहीं जा सकता है। अतः सुधि शिक्षकों एवं पाठकों से सादर अनुरोध है कि कहीं भी कोई त्रुटि दिखाई दे तो नीचे दिए Mobile Number के Whatsapp पर अवश्य भेजें। आपके ध्यानाकर्षण या सुझाव का सहृदय स्वागत रहेगा और यथासंभव इस पुस्तक को आपके लिए अधिक-से-अधिक उपयोगी बनाने का प्रयास किया जाएगा। उम्मीद है कि यह पुस्तक किसी भी Competition की तैयारी कर रहे छात्रों के लिए अप्रत्याशित रूप से लाभप्रद होगी।

‘बिहार शिक्षा केसरी, ‘बिहार शिक्षा रत्न, ‘बिहार ज्योति, ‘बिहार गौरव, ‘बिहार विभूति, ‘बिहार रत्न, ‘लाइफटाइम अचीवमेंट केसरी, ‘बिहार कला रत्न, ‘दैनिक जागरण आइकॉन ऑफ बिहार, ‘आर्यभटð शिक्षा गौरव’ सम्मान से सम्मानित।
बहुत-बहुत शुभकामनाएं!
डॉ. अशोक कुमार सिंह
निदेशकः ऑबजेक्टिव इंग्लिश इंस्टिट्यूट एंड रिसर्च सेंटर, पटना।
मो. न.- 8986463669
ई-मेलः ashok.ks.singh@gmail.com
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A Mirror Of Competitive English 2024

You read a lot but don't see any real improvement in your daily life? First, I would like to address the common misconception that reading a lot alone will get you ahead. One often hears about people like Warren Buffett, who is said to spend 80% of his day reading, and then concludes that this is the key to success. But in reality, many people read incessantly and aren't nearly as successful.
I'm not saying that reading is useless, but I would say that it has become somewhat of a cargo cult. Written content comes in many forms, and almost the worst of them are books. Let it be clear that I am not speaking about novels or any form of books read for entertainment. It's about books you read to learn something, books on a specific subject like self-improvement or learning how to code, for example. But why? Here are a few reasons:
1) Most books have a wall of text but only a few pieces of useful information. 2) Books are either very repetitive (self-improvement books) or their structure is very rigid (you need to understand the first chapters to understand later ones), which makes the process tedious and slow. 3) You catch yourself reading without knowing what you just read. Your mind starts to wander because of the monotony of the content. 4) Even if you find something very interesting, you will forget it if you don't take notes, which also makes it hard to come back to a book at a later time. 5) Books create a strong frame, and it is hard to think outside the box. It is therefore hard to have sudden and novel ideas.
Compared to this, it is clear that content on the Internet is better for learning, partly because of hyperlinks and the fact that information is often more condensed (like Wikipedia, for example). You also have the ability nowadays to ask ChatGPT to explain it to you, which is great. Nevertheless, you still run into similar problems, the biggest being forgetting.
So, what is the solution? Well, the solution to all these problems is called incremental reading and it was developed by the same person who also revolutionized computerized spaced repetition with his program called SuperMemo, namely Piotr Wozniak. Spaced repetition is now part of many popular programs (e.g. Quizlet and Anki). IR is, in fact, the next step in the evolution of spaced repetition as it also addresses some problems ordinary SRS faces, such as the usefulness (for you) of the knowledge and cards in a deck unconnected to their origin and your larger work(flashcards in a void).
With incremental reading, you will greatly speed up the pace at which you read and also dramatically improve your reading comprehension while simultaneously moving the important stuff you've learned to long-term memory, thanks to spaced repetition. Let me quickly explain how it works: - You start by importing a text you find interesting or want to learn to your incremental reading tool. This could be an article, blog post, Wikipedia entry, or whatever. - Then, you skim the text to find passages that you find interesting or important to know. You highlight the text and create an extract. These extracts will be shown to you again at a later time. - You usually start with big extracts and gradually create smaller ones (extracts from extracts) until you end up creating a cloze card (fill in the blank), which will then be shown to you in intervals for optimal retrievability, aka spaced repetition. - Once you are done (making new extracts, deleting the current extract, or nothing at all), the next text/extract will be shown. - All extracts and flashcards will be part of your incremental reading queue and will be shown to you depending on the priority you set. Since the topics will change after each item, the process allows you to create cross-domain associations (i.e. thinking outside the box).
In a nutshell: original text -> big extract -> smaller extracts and if needed: editing -> cloze cards -> massive learning. IR is fun, especially due to the fact that you are not only reading but actively trying to get the most out of it, and also because the topics often change to other topics you are interested in. Every flashcard created through this process will have to pass through the filter (Is this important?) and each card will have a history.
If it is so good, then why do not more people use it, you may ask. The reasons are pretty simple: 1) not many people know about it 2) not many know that it has tremendous potential for their own lives 3) access was kind of limited until recently to the users of SuperMemo. This is changing recently, and just like SR gained in popularity because it solved the forgetting issue with traditional learning, IR will also gain in popularity simply because it is a superior form of SR and the fastest way to read with high comprehension. But the availability of incremental reading in other software still often depends on one single developer dedicated enough to make it happen.
I would simply advise you to at least try it out. There are now various tools(SuperMemo,Anki and RemNote) available that support incremental reading. You may be amazed at the difference it makes.

When answer I a card, I just see the card as a whole and try to recall what is in between the cloze brackets. I don't even know what is written on the card. I don't hold a piece of information in my memory. All I am holding is what is on the back of my cards.
It happened to me a lot that, for example, the card is about the effects of the baroreceptors and I answer correctly, then on the very next card I tell my self "what receptors did I just answered?". or the card is about the lining of the vas deferens and I answer correctly then I ask myself "what organ was it?".
since this happens only with the cards I make myself (I copy/paste some passage from my lectures and then cloze-delete the key points I think I need to remember); I assume it is because of the poor design of my cards, but I don't know. What do you think is the problem? How can I improve? all help are welcomed.

I came across an HN user first in this thread here and then here, and it's interesting to see how he uses Anki to read books. I can summarize it as:

• Splitting books by chapters.
• Splitting chapters into segments 25 lines each, with 5 lines of overlap between adjacent segments for context.
• Clozing a word in about 2/3 of the 25 lines.
• Giving each book its own deck, set to show 1 new card per day in the order they were added. Steps set as "1w, 4w", with a 1 day delay for misses. This should make it harder to memorize particular sentences.

The clozes are then used to test one's own understanding of the role of a passage in the wider narrative or argument for non-fiction books. It is also expected that successive reviews will help spot details that were overlooked before or seen in different ways.
Citing this paper on cloze deletion, which examines how clozes can measure the readability of texts, rather than using clozes as a knowledge quiz, he uses them as a reading comprehension test.
I'd like to hear your opinion on this and if you have a similar approach.

Name: Mary Grace C. Jabolin
Program: MAEd-English
Subject: ENG 508-Perspectives in English Language
Exercise 1
1. How did the following factors affect the current perspectives on the teaching of English worldwide? (15 pts.)
1.1 the decline of methods
Over the years, decline methods affect the current perspectives on the teaching of English worldwide in a way that teaching language has been and in a continuous changing field, one in which new studies and perspectives are still unfolding (Mar,2006). The recent developments in instruction such as; the teaching of second language in speaking, listening, reading, and writing require teachers to know how to select strategy or methodology for the learners to have a better result in acquiring the language not just to select specific strategies for that it become overly prescriptive and is not inclusive to the diversity and in the context of the learners.
By such consideration, it is difficult to only used one method to teach English for worldwide and what Prabhu (1990,p.162) had said, “We do not believe that there is a single best method”. I support this statement. As a high school English teacher, it is a struggle for me to find the most effective method or ways to teach English to my students. The teachers should base their teachings on practicality and particularity. Nowadays, it is widely acknowledged that following the trends and including different learning strategies have become one of the main factors that help students to learn a second or foreign language successfully (Oxford, 2003). This educational issue has been mainly tackled by researchers such as: Kumaravadivelu (2001); Oxford (2003); Herrera and Murry (2011); Herrera, Kavimandan, and Holmes (2011), among others, individuals whose findings continually remind educators of the power of designing, adapting, or applying effective teaching methods in order to promote the use or creation of learning strategies that pave the way for learners to take charge of their own development in language learning and consequently increase their autonomous learning.
1.2. a growing emphasis on both bottom-up and top-down skills
Language comprehension includes both bottom-up and top-down processing (Vandergrift,2004). Results from the bottom-up skills study (Yeldham & Gruba, 2014) indicated that while many learners improved their listening comprehension, the nature of their development seemed to hinge partly on their existing orientation to listening – more top-down, or more bottom-up. These two approaches to presentation of language show the difference between a bottom-up approach and a top-down approach, both of which can be effective in different situations. Both processes can change the way we teach listening and reading (Manuel Campos 2023), These two are important processes involved in understanding spoken and written discourse.
1.3 the creation of new knowledge about English
The creation of the new knowledge about English, have allowed much perspectives and insight into how native speakers of English use language features in real life and across various dialects. New important knowledge about the English language greatly made an important influence on curricula and content in L2 pedagogy. Developing intercultural competence has been increasingly vital in the current English curriculum.
These recent times, globalization and cultural diversity and inclusion, enhancing students’ intercultural communication competence, for sure, has become a priority in cultivating innovative talents among learners (Qian Wang,2017). This indicates the new knowledge about English and thus having English curriculum and foreign language teaching have gradually become an important platformfor intercultural competence.
2. How does a teaching method become overly prescriptive? (7 pts.)
The teaching become overly prescriptive when it only concentrates on a generalization of learning and by giving exact rules, directions, or instructions about how you should do something. Critics claim the new rules/regulations are too prescriptive. Prescriptive teaching refers to the teaching of all students and the support of teachers in meeting students' individual needs as learners. More prescriptive programs are weak in capacity to help teachers build knowledge and understanding through experience (Desimone,2002;Peurach & Glazer, 2012).
3. What is principled eclecticism? (5 pts.)
The term principled eclecticism was devised by Larsen-Freeman (2000) and it is to demonstrate a coherent and multiple approach to language learning. This is a contemporary approach in the field of language teaching and learning that has gained considerable attention among educators for the integration of various teaching methods, techniques, and strategies adaptively chosen based on the learners' goals, needs, and contexts. According to Mellow (2002), principled eclecticism is the most appropriate, logical, and pluralistic language teaching approach that stresses an assorted recipe of learning activities depending on learners’ needs. It reinforces the employment of a wide range of language learning activities with diverse features to help the teachers and learners engage in holistic composition learning. Rodgers (2001, p. 4) envisaged that principled eclecticism, which he termed “disciplined eclecticism,” is expected to shape and change the teaching of second language in the future. He believed that, because traditional ESL/EFL writing methodologies are concerned only with the skills dealing with language mechanics (e.g., language, text, and composition), adherence to the traditional approach would lead to a slanted aspect of language writing, which is a comprehensive and complex skill involving reading and cognitive skills.
In this principle, the role of the teacher is to be a developer of all four linguistic capabilities (reading, writing, listening and speaking). To improve pronunciation the teacher uses drills, where students repeat automatically the phrases spoken by the teacher. The teacher helps the student personalize the use of grammatical and lexical elements used in class.
4. Compare and contrast “technology immigrants” and “technology natives”. (8 pts.)
The technology immigrants and “technology natives” are the generation born between 1980 and 2000 and has been greatly influenced by its immersion in the world of networked, digital technology and it made extreme changes to our educational systems. These “digital natives” are fundamentally different than young people of previous generations more specifically have different approaches to learning and different ways of using and making sense of information, all due to their exposure to digital technology. (Howe & Strauss, 2000; Oblinger & Oblinger, 2005; Palfrey & Gasser, 2008; Pren-sky, 2001a, b, 2005; Tapscott, 1998, 2009).
Technology natives is a term coined by Marc Pernsky in 2001 that describes the kind or generation of people who grew up in the era and in the advent of technology such as computers and internet. They are more equipped and comfortable of technology as it plays a big part of their lives. Teenagers and children in developing countries are considered to be the technology natives for they primarily communicate and learn via computers. They think, learn, and focus of modern marketing techniques and strategies. The opposite of technology natives is technology immigrants. Researchers used the term digital immigrant to classify people who were born before the introduction of digital technology. Furthermore, these generation are more exposed to the technology which are: Tv, radio, and newspapers. These people had to adapt to the new language of technology and modern information technologies.
5. Are the benefits of Corpus Analysis and Concordancing true to you as a language teacher? Why or Why not? How? (15 pts.)
Corpus Analysis and Concordancing offers many advantages to me as a language teacher as I can use it as a resource and tools to choose which are the priority to certain contents that are more frequent in a language system. It has real data about language structure and language features. By the use of corpora, this will provide and guide for selection of language elements and the importance of these elements in a language class. Writers emphasize the usefulness of concordancing for vocabulary and grammar development because it facilitates the use of authentic language, makes students more active and independent analyzers of language, and provides empirical evidence about language use (Johns, 1986, Johns, 1994, Taylor, 1991, Hanson-Smith, 1993, Aston, 1995, Stevens, 1995, Qiao and Sussex, 1996, Cobb, 1997).
In addition, articles about corpora and computer-assisted analyses have also addressed the development of cloze tests (Coniam, 1997) and of test construction in gene ral (Alderson, 1996). Textbooks also are beginning to integrate the use of corpora; e.g. a recent textbook for spoken English (Carter and McCarthy, 1997) is designed around extracts from a spoken language corpus. Nowadays, in a modern setting it is impossible to give education without technology and all the advantages that it has given to the teaching and learning process. Technology inform teachers in developing classroom activities that gives motivation for students in learning the English language for example, creating a book project where they initiate the idea of the book and edit for each other, add content, correct, and collaborate. This lend themselves specifically for writing skills as well, provides students with real international audience who can comment on their posts by uploading it online the final product can be made public for the world to see., the exposure can greatly boost their interest and experience an authentic language exploration. According to (Dazdaveruc & Fijulhan,2015) learners will acquire the form of foreign language because they are engaged in exploring aspects of the native based on authentic content. Technology in language learning enhances learner autonomy.
However, there are analysis shown that corpus linguistics can make contributions far beyond classroom but it can be conducted with complicated grammatical features, even those such as linking adverbials that cannot be studied with purely automatic computer programs because they signal the connections between passages of text they are important devices for creating textual cohesion. Thus, they are often covered in English as a second language (ESL) textbooks, particularly those focusing on composition; Jenkins (1986)calls them “signal expressions”, Raimes (1987).
Exercise 2
Directions: After, answering the questions in Exercise 1 and turning in your encoded/saved answers to Google Classroom, create your own blog and upload/post the whole assignment into it. Copy the URL of your blog and send it to your Professor’s personal messenger. (50 points)
Submitted to
ALONA MEDALIA C. GABEJAN,DA
Professor

Greetings friends,
I know this is an oft-discussed topic, but I have yet to optimize my process and thought I'd reopen this old wound, just in case.
I might be hitting the (PDF) books again and wondered what your process was for turning all those exported text markings into Anki cards!
Mine is fairly simple - I go through the PDF with Moon+ reader on an Android tablet, mark the important text passages and images, then do a second pass on my laptop where I copy-paste each passages into a card using a clipboard program that automatically joints all lines so I don't get wonky text layouts. The images I screenshot and either add to cards or use for cloze deletion.
I'm satisfied with the resulting product most of the time, but it is a fairly involved process and I feel like there has to be an easier way. I would love to create the cards on my first pass, but I have yet to create a workable process. I finally got a decent Android tablet now, so maybe I should look into this..
So that's what I do! What's your process like?

You can just use the import function in anki. Don't forget to set the "field separator" as comma, set the note type to cloze, and allow html formatting in anki. After the flashcards are imported, you just need to select the vocab word in the front of the flashcard and cloze it out. After you give this to chatgpt, just provide it with your vocab list. (if it doesn't understand it the first time, just refresh and try it again). You're welcome:
​
I will give you a list of vocabulary words to organize into flashcards. I want the flashcards to be in a csv format so that my app can read them and automatically sort them into flashcards. The app is called Anki; it is a flashcard app. I want the CSV file to have the field separator as a comma. The csv file will be as follows: I want the front section to be wrapped with double quotes. I want the back section to also be wrapped with quotes. I want these two sections to have a comma separating them. I want each flashcard to be in a new line (it is so that Anki can read it and understand it as a new flashcard). Now this is what the flashcard will include:
The front: I want the front to have the word used in an interesting sentence you put it in (the sentence can't just be the definition of the word).
The back: I want the back to have the answer (the word) with its part of speech abbreviated next to it. And next to that, the meanings of its roots and affixes(For example, if the word is "abstract", it will be ab-away + tractus pulled. I want the back to also include, after that, the word family (for example, if the word is "abstract", the root family will be: [tract] retraction (a pulling back), protract (to extend in time), tractor (vehicle that pulls farm instruments),
detract (reduce the value of someone or something), tractable (manageable)). I want the back to also include, after that, some synonyms for the word. Next, after that, the word used in a different sentence (that sentence might convey a different meaning). After doing all of that and making sure what you did was correct, each flashcard should look like this:
​
"Her decision to take a gap year after high school was construed as laziness by her parents.","construe (v.): to interpret or understand the meaning of something, especially in a particular way.

Roots/Affixes: [struct]

construct (to build),

destruction (the process of destroying something),

obstruct (to block or stop the passage of something).

Word Family: [struct]

instruction (the act of teaching or providing knowledge),

infrastructure (the basic physical and organizational structures needed for the operation of a society or enterprise),

structural (relating to the arrangement or formation of something).

Synonyms: interpret, understand, explain.

Example: The court had to construe the meaning of the ambiguous contract clause."
​
Notice that some words are bold and italized and notice the line breaks. Please do everything as instructed. Please don't forget anything. dont add extra stuff you weren't asked for. Again, Please make anki properly read this. for anki to properly read this, you need to have the front section wrapped with double quotes, the whole back section to also be wrapped with double quotes, and for these two sections (the back section and the front section) to be separated with a comma (the field separator). I don't want any extra double quotes withing the back section and the front section (if you do that, anki will understand it as a new field). I want each card to be on a new line (so that anki understands it as a new flashcard). I, also, want you to tell me what you did after. I will give you two words to make sure you completely understand my request. The words are: cantankerous, brusquely
​

Hi everyone!
I wanted to make a post about how I scored a 132 in P/S starting from a 125. I had no psychology knowledge and only an intro sociology course (so i had an idea about conflict theory, crime, class and roles, etc.). I did 6 months of prep but I didn't begin scoring 130+ until the last month after I really started grinding P/S. I hope this post can help you out, especially if you are in a similar situation to the one I was in.
Basically, I was doing the MileDown flashcards (110% recommend btw) and trying the 300-pg P/S doc but I wasn't seeing much improvement other than a few points that came from taking numerous exams and practice problems. I started applying the list I am about to give you during my last month of studying and my confidence in P/S (as well as my score) began to improve steadily. Here's everything I did to improve my score.

1. Use Anki (I recommend MileDown), #1 way to memorize things fo sho. You have to do this every day! No days off.
   1. You should be memorizing word for word definitions of things as well as instances of those things in real life. It sounds tedious, but the more familiar you are with the definition, the more nuanced you can be when choosing between answers on a test.
2. Make Anki flashcards every time you miss a question. I started doing this the last month of prep and it helped a TON. I have about 250 flashcards from my last month of prep with missed questions / concepts. Here's an example:
   1. Front: Proactive interference is when {{c1::long-term}} memories make it more difficult to form {{c1::new long-term memories.}} [Cloze card]
   2. Back: Sample question: In a third test, patients are given sentences that contain content related to their lives. These sentences state facts that are either wrong (e.g., “Your niece is named Juliana,” when in fact her name is “Julia”) or distorted somehow. Using such sentences would likely show: proactive interference in the control patients but not in the Korsakoff’s patients. – Patients with Korsakoff's syndrome show difficulty recalling information. So, they likely don't have LTM interference because their LTM is already impaired.
3. Recognize P/S concepts in your day-to-day life! The P/S section is literally testing how well you know knowledge about how human beings behave at a conscious or subconscious level. Unless you're a hermit in the middle of the woods, these concepts apply to you and everyone you know. The more you envelop yourself in this info and apply it to what you observe, the easier it will come to you on the test.
   1. First of all, don't be annoying about this. I would literally say out loud which concepts I recognized in my day-to-day life, such as when people were using defense mechanisms, or when friends had a Freudian slip. That is NOT necessary. It's just how my brain works lol.
   2. A lot of questions about perception may appear on the MCAT. Notice yourself experiencing motion parallax, or proprioception. Notice examples of signal detection theory, or how your habits are formed by operant conditioning, etc.
   3. I've never seen anyone give this kind of advice out so maybe it works, maybe it doesn't. It's something that I thought worked for me and gave me a deeper understanding of the concepts.
4. My #1 piece of advice: Watch all the Khan Academy P/S videos. Maybe I should have put this at the beginning of the list but who cares. If you made it this far, this is the gold nugget of this post. If you also hate that forsaken 300 page document / don't know how to use it, watch all the Khan Academy videos. They're somewhat interesting, super easier to understand, and you can watch them at 2x speed and retain most of the info. If I counted my hours correctly, I watched all of the videos over 15 days (non-consecutively) and there's about 18 hours of content (watching at a speed of 1.5x – 2x speed). Some notes about this:
   1. This technique definitely boosted my score from a 128 to a 132. Even a passing familiarity of the videos will give you a decent understanding sufficient for answering more nuanced questions on the exam.
   2. I took notes on only a few of the videos (questions I had frequently missed during practice or concepts which I couldn't wrap my head around). For the most part I didn't take any notes at all or made 1-2 Anki flashcards (if you're doing the MileDown deck, all of the flashcards come from these videos. So, you won't have to make the really basic flashcards).
   3. Take all of the little quizzes at the end of every section to test your understanding.
   4. I took this advice from a 528 scorer. Listen to the wisdom of the 528 gods
5. Test-taking strategies
   1. Don't choose an answer choice you don't recognize until you've thoroughly considered the choices you DO know. A majority of the questions I would miss during practice were me choosing a plausible-sounding term rather than a term that I really should know. The trick here is being on point your definitions. Anki will be your best friend here. If you are shaky on your definitions, you will undermine your confidence in the correct choice, which is the one you know.
   2. There will be times when the answer choices you are familiar with aren't the correct ones. In these cases, choose the answer choice that sounds most similar to what is going on in the passage. If the passage is about stereotype threat or aggression or whatever else, choose the answer that best reflects the passage narrative.
   3. If you're really unlucky (like I was) and you get a test question that straight up asks you a question you don't know with no passage context whatsoever, just remain calm. Choose an answer choice which seems plausible to you and just move on. If the concept is actually something that is very nuanced, your exam will be scored to reflect how other students did on that question. If you went through all the KA videos and really grinded your Anki flashcards, it's likely that your answer choice was as good as anybody else's. Don't flag it. Don't stress it. Just get through the rest of the exam!
      1. I say this because there were definitely one or two questions where I made a poor educated guess on my exam, but I still got a 132. I actually know for a fact that there was a question or two that I missed. As I said, the questions were really nuanced or unfamiliar to me despite all of my studying and that was reflected in my final score!

The P/S section is an interesting component of the MCAT and at the beginning of my studying I really didn't understand why I needed to study all of the random-ass words and definitions from fields I never studied. However (especially after applying tip #3), I realized that this section is just as, if not more important than the other components of the exam for a human doctor. The P/S section is a survey of how much you know about what human beings are like, what it's like to be a human, and what humans are capable of as well as their limitations. It describes common elements of the human experience (such as perception, emotion, memory, and cognition) as well as complex differences that form when our experiences interact with the environment/other humans (such as social status, conflict, trauma, race, backstage self, policy, etc.) A week before my test I feel like I finally understood why I spent all of that time studying P/S and appreciated how I might use it if I were a doctor. So if you're studying P/S and feel it might be pointless, just realize that studying this stuff isn't just important for your MCAT score, but also your future career as a medical professional!
Just my two cents.
Hope this helps!

Many of the cards I make don’t have single answer questions. I like to add passages I read from books to Anki. Memorizing a sentence for example in Anki using a basic card is too difficult and time consuming. A cloze card on the other hand seems to easy, as I use it to remember keywords/ ideas from paragraphs. Maybe I’m just overthinking or know the material better than I think, which is why it’s so easy. Any suggestions? Thanks

As a precedent, I finished making content flashcards for Kaplan and KA 300 pg doc, so just your basic cloze deletion cards like Milesdown.
​
But now that URanus is primarily passage based, how have you guys made flashcards for that, especially if you missed a question that is based on passage-specific data?

I just want to start this off by saying that none of this should be taken as gospel. At the end of the day, you know yourself and what you need to do. What I’ve put down below is for a two month study plan (how long I studied) so keep that in mind. I also had a ton of life interruptions while studying so you may be able to add in more stuff.
I recommend that when you start studying you don’t even look at any prep books or Anki for exactly one week. Your first week I recommend that you really jam the amino acids into your head. Every single day, draw out all 20 structures with abbreviations (1 and 3 letter), names, properties, and pKa’s (I used the DEHCYKR acronym, but use whatever you want). Every time you make a mistake, no matter how small, start all over. Next, find a random five letter word generator online. Also find a random number generator and set it 1-14. Draw the five letter word as a peptide from N term to C term at the pH of whatever the number generator put out. Also calculate the pI for this peptide and the pH range at which the peptide would be neutral. This stuff shouldn’t take too long, so also use this time to memorize things you’re dreading and know you will find annoying. After this first week, I recommend completing this exercise about once a week.
After the first week, I recommend trying to do at least 5 CARS passages a day. While this might sound extreme (I know some people recommend starting low and building up how many you do) I think it is helpful to just dive in and get good right from the beginning so that CARS doesn’t become an issue. Start off by doing a passage timed to see how you do. After that first timed passage (which probably won’t go too well) don’t time yourself until you’re at a very high accuracy (only missing 1-2 per 4 or 5 passages) then slowly start decreasing your allowed time until you can complete passages below the required time. I think starting off with a high CARS volume like this gets you really comfortable with it early on and allows you to hone in on your knowledge gaps in other areas closer to your test.
I would also recommend that you do as much psychology practice (UFuzzy, anki, aamc, khan academy, etc.) early on as you can and to make a cloze anki card for every single term you’re unfamiliar with. psych soc is so much about the luck of knowing what term they’re talking about that familiarizing yourself with as much as possible will be beneficial.
everything above is stuff i did that i would recommend to anyone else.
things i would do differently:
i spent way too long going through the kaplan books taking detailed notes. HUGE mistake, at least for me. i know some people swear by them, but in my case, it was kind of a waste of time. they’re just so dense and that really overwhelmed me and actually demotivated me from studying. i have really bad adhd and i need everything to feel like a game where i feel like i’ve achieved something when i finish it, and i really didn’t get that with kaplan. however, i do think it’s a good idea to keep them for easy reference if there is something you really just don’t get and need some help on (but usually the internet can do that anyway so idk)
i wish i had spent all of my content review going over the miledown anki deck. i ended up getting through the whole thing, but if you start it from the beginning, making sure to keep up with your reviews and finishing all new cards before the end of content review, i think it would be really helpful. then just keeping up with reviews during practice imo would have been enough for content review. BIG CAVEAT: if you’re the type of person that just glazes over notecards/notes: DO NOT USE ANKI/MILESDOWN DECK. the best way to use it is to make sure you are memorizing the whole card (including everything in a picture/diagram). while a LOT of the stuff in the deck you will not see on the exam, i think it is unwise to speculate yourself what “probably won’t be on it”.
ok: now for the biggest thing. because i wasted time with kaplan and didn’t finish miledown until like two weeks before my test, i only did a “practice phase” for around two weeks. I would make sure you leave yourself AT LEAST a month for practice. i kept telling myself that I was a good test taker and that practice wouldn’t be as important for me. one thing that i think i didn’t really see people talking about while i was studying is that the practice phase is all about exposure. exposure to topics you haven’t studied, question types you might not be familiar with or are unexpected, etc. of course use the full lengths as much as possible, but also the q banks, and as much of Uearth as you can. i believe i could have brought my score up three or four points if i had gotten through more of the practice material.
finally: while i am a good test taker, i also have EXTREME test anxiety. i did not sleep a single minute the night before the exam. if you can, try and get some sleep because that is going to help more than anything. however, if you absolutely cannot sleep- review. I know a lot of people say not to study/review the day before the exam, but if you’re like me where you were crunched for time or just KNOW that you aren’t as prepared as you should be- just review. I took FL4 the day before the exam (and made anki cards based off of it) and when I couldn’t sleep the night before I reviewed the Khan Academy Psychology doc for the first time.
As to how I did so much better on my actual test than my FLs, I think a lot of it was just due to the fact that I didn’t get the same surge of adrenaline taking the FLs in my bedroom as in the test center. I honestly believe that was it. The whole test I just got into a complete focus zone where nothing could distract me, and I don’t have any great recommendations as to how to train yourself into that, other than to just tell yourself to pick the right answer. The power of internal motivation and assertions is real.
sorry this whole thing was so messy, it was kind of just a brain dump but let me know if you have any questions. happy to be done!

CUET English Language Passage 1 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-1
CUET English Language Passage 2 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-2
CUET English Language Passage 3 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-3
CUET English Language Passage 4 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-4
CUET English Language Passage 5 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-5
CUET English Language Passage 6 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-6
CUET English Language Passage 7 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-7
CUET English Language Passage 8 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-8
CUET English Language Passage 9 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-9
CUET English Language Passage 10 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-10
CUET English Language Passage 11 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-11
CUET English Language Passage 12 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-12
CUET English Language Passage 13 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-13
CUET English Language Passage 14 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-14
CUET English Language Passage 15 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-15
CUET English Language Poem https://www.fatskills.com/cuet/quiz/cuet-english-language-poem
CUET English Language Poem 2 https://www.fatskills.com/cuet/quiz/cuet-english-language-poem-2
CUET English Language Poem 3 https://www.fatskills.com/cuet/quiz/cuet-english-language-poem-3
CUET English Language Passage 16 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-16
CUET English Language Passage 17 https://www.fatskills.com/cuet/quiz/cuet-english-language-passage-17
CUET English Language And Literature Knowledge Questions https://www.fatskills.com/cuet/quiz/cuet-english-language-and-literature-knowledge-questions
CUET English Grammar Vocabulary Spelling Errors https://www.fatskills.com/cuet/quiz/cuet-english-grammar-vocabulary-spelling-errors
CUET English Grammar Vocabulary Errors In English https://www.fatskills.com/cuet/quiz/cuet-english-grammar-vocabulary-errors-in-english-
CUET English Grammar Test Articles https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-articles
CUET English Grammar Test Prepositions https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-prepositions
CUET English Grammar Test Synonyms https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-synonyms
CUET English Grammar Test Antonyms https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-antonyms
CUET English Grammar Test One Word Substitutions https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-one-word-substitutions
CUET English Grammar Test Idioms Phrases https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-idioms-phrases
CUET English Grammar Test Direct And Indirect Narration Speech https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-direct-and-indirect-narration-speech-
CUET English Grammar Test Active Voice Passivevoice https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-active-voice-passivevoice
CUET English Grammar Test Sentence Completion https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-sentence-completion
CUET English Grammar Test Sentence Improvement https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-sentence-improvement
CUET English Grammar Test Reordering Words Sentences https://www.fatskills.com/cuet/quiz/cuet-english-grammar-test-reordering-words-sentences
CUET English Language Comprehension Passage 1 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-1
CUET English Language Comprehension Passage 2 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-2
CUET English Language Comprehension Passage 3 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-3
CUET English Language Comprehension Passage 4 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-4
CUET English Language Comprehension Passage 5 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-5
CUET English Language Comprehension Passage 6 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-6
CUET English Language Comprehension Passage 7 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-7
CUET English Language Comprehension Passage 8 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-8
CUET English Language Comprehension Passage 9 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-9
CUET English Language Comprehension Passage 10 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-10
CUET English Language Comprehension Passage 11 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-11
CUET English Language Comprehension Passage 12 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-12
CUET English Language Comprehension Passage 13 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-13
CUET English Language Comprehension Passage 14 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-14
CUET English Language Comprehension Passage 15 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-15
CUET English Language Comprehension Passage 16 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-16
CUET English Language Comprehension Passage 17 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-17
CUET English Language Comprehension Passage 18 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-18
CUET English Language Comprehension Passage 19 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-19
CUET English Language Comprehension Passage 20 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-20
CUET English Language Comprehension Passage 21 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-21
CUET English Language Comprehension Passage 22 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-22
CUET English Language Comprehension Passage 23 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-23
CUET English Language Comprehension Passage 24 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-24
CUET English Language Comprehension Passage 25 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-25
CUET English Language Comprehension Passage 26 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-26
CUET English Language Comprehension Passage 27 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-27
CUET English Language Comprehension Passage 28 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-28
CUET English Language Comprehension Passage 29 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-29
CUET English Language Comprehension Passage 30 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-30
CUET English Language Comprehension Passage 31 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-31
CUET English Language Comprehension Passage 32 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-32
CUET English Language Comprehension Passage 33 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-33
CUET English Language Comprehension Passage 34 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-34
CUET English Language Comprehension Passage 35 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-35
CUET English Language Comprehension Passage 36 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-36
CUET English Language Comprehension Passage 37 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-37
CUET English Language Comprehension Passage 38 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-38
CUET English Language Comprehension Passage 39 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-39
CUET English Language Comprehension Passage 40 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-passage-40
CUET English Language Comprehension Poem 1 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-1
CUET English Language Comprehension Poem 2 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-2
CUET English Language Comprehension Poem 3 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-3
CUET English Language Comprehension Poem 4 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-4
CUET English Language Comprehension Poem 5 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-5
CUET English Language Comprehension Poem 6 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-6
CUET English Language Comprehension Poem 7 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-7
CUET English Language Comprehension Poem 8 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-8
CUET English Language Comprehension Poem 9 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-9
CUET English Language Comprehension Poem 10 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-10
CUET English Language Comprehension Poem 11 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-11
CUET English Language Comprehension Poem 12 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-12
CUET English Language Comprehension Poem 13 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-13
CUET English Language Comprehension Poem 14 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-14
CUET English Language Comprehension Poem 15 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-15
CUET English Language Comprehension Poem 16 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-16
CUET English Language Comprehension Poem 17 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-17
CUET English Language Comprehension Poem 18 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-18
CUET English Language Comprehension Poem 19 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-19
CUET English Language Comprehension Poem 20 https://www.fatskills.com/cuet/quiz/cuet-english-language-comprehension-poem-20
CUET English Language Cloze Test 1 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-1
CUET English Language Cloze Test 2 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-2
CUET English Language Cloze Test 3 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-3
CUET English Language Cloze Test 4 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-4
CUET English Language Cloze Test 5 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-5
CUET English Language Cloze Test 6 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-6
CUET English Language Cloze Test 7 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-7
CUET English Language Cloze Test 8 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-8
CUET English Language Cloze Test 9 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-9
CUET English Language Cloze Test 10 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-10
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CUET English Language Cloze Test 13 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-13
CUET English Language Cloze Test 14 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-14
CUET English Language Cloze Test 15 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-15
CUET English Language Cloze Test 16 https://www.fatskills.com/cuet/quiz/cuet-english-language-cloze-test-16
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DELHI DEVELOPMENT AUTHORITY ( DDA - Junior Engineering ) Syllabus for Mechanical Engineering
Section 1: Technical Knowledge
DDA JE Syllabus 2022: Here in this section Mechanical Engineering technical domain knowledge will be covered in detail. Follow the below tables for DDA Junior Engineer Syllabus for Mechanical Engineering Domain.
DDA JE Recruitment: Mechanical Engineering Syllabus
Subjects
Topic Wise DDA Syllabus Details
Junior Engineer
(Mechanical)
The flow of Fluids: Laminar & turbulent flow, equation of continuity, Bernoulli’s theorem, measurement of discharge, flow through pipes, friction losses, Forces of jet impinging on vanes, blades, work done and efficiency, classification of turbines & pumps.
Thermal Engineering: Laws of thermodynamics, change in entropy in various processes; uses of steam, Properties of steam table & charts; Construction & Working of Cochran, Lancashire locomotive & Babcock & Wilcox boilers, working of steam turbine, Otto & Diesel Cycles, working of IC engines, Carburetion, Solex Carburettor. Diesel fuel, pump & injector: Cooling & lubrication.
Production Engineering: Foundry- Different casting processes, the concept of Patterns; types of mold making, purring defect in castings, causes & remedies, Welding-classification and types of welding, Testing and defects in welds. Lathes- working of a lathe, various tools, operation on lathes, types of lathes. Drilling operations are performed on drilling machines. Description, principles of working, and various operations on machine tools, milling machine, shaper, grinder, boring and slotting machines.
Strength of Materials: Stresses in composite bars, the relation between elastic constants, Resilience under different types of loads, SF and BM diagrams; stresses in beams-combined direct and bending stresses, Struts and columns – Euler’s and Rankin’s theories, Torsion of circular shafts.
Theory of Machines: Simple Machines – Four bar chains, Slider crank chains, double slider crank chain, Flywheel – Turning moment diagrams. Fluctuation of energy, Friction-in collar, and pivots, plate clutch, conical clutch, journal bearing. Transmission of power through flat and V-belts, Gears, the profile of gears, Governors- Watt and Hartnell governors.
Section 2: Non-Technical
DDA JE Syllabus: The Non-Tech Part will also play an important role in the selection of DDA Recruitment Exams for Junior Engineers. See the below table for the Non-Tech Syllabus.
DDA Recruitment: Non Tech Section Syllabus
Subjects
Topics
General Awareness
General Awareness: Questions in this component will be aimed at testing the candidate's general awareness of the environment around him and its application to society. Questions will also be designed to test knowledge of current events and of such matters of everyday observations and experience in their scientific aspect as may be expected of any educated
person. The test will also include questions relating to India and its neighboring countries especially pertaining to History, Culture, Geography, Economic Scene, General Policy & Scientific Research.
Reasoning
General Intelligence & Reasoning: It would include questions of both verbal and non-verbal types. This component may include questions on analogies, similarities and differences, space visualization, spatial orientation, problem-solving, analysis, judgment, decision making, visual memory, discrimination, observation, relationship concepts, arithmetical reasoning and figural classification, arithmetic number series, non-verbal series, coding and decoding, statement conclusion, syllogistic reasoning, etc. The topics are, Semantic Analogy, Symbolic/Number Analogy, Figural Analogy, Semantic Classification, Symbolic/Number Classification, Figural Classification, Semantic Series, Number Series, Figural Series, Problem Solving, Word Building, Coding & de-coding, 19 Numerical Operations, symbolic Operations, Trends, Space Orientation, Space Visualization, Venn Diagrams, Drawing inferences, Punched hole/pattern–folding & unfolding, Figural Pattern– folding and completion, Indexing, Address matching, Date & city matching, Classification of center codes/roll numbers, Small & Capital letters/numbers coding, decoding, and classification.
Quantitative Aptitude
Quantitative Aptitude: The questions will be designed to test the ability to appropriate use of numbers and number sense of the candidate. The scope of the test will be the computation of whole numbers, decimals, fractions, and relationships between numbers, Percentages. Ratio & Proportion, Square roots, Averages, Interest, Profit and Loss, Discount, Partnership Business, Mixture and Allegation, Time and distance, Time & Work, Basic algebraic identities of School Algebra, Triangle and its various kinds of centers, Congruence and similarity of triangles, Circle and its chords, tangents, angles subtended by chords of a circle, common tangents to two or more circles, Triangle, Quadrilaterals, Regular Polygons, Circle, Sphere, Hemispheres, Rectangular Parallelepiped, Regular Right Pyramid with triangular or square base, Trigonometric ratio, Standard Identities, Complementary angles, Heights and Distances, Histogram, Frequency polygon, Bar diagram & Pie chart.
English Language
English Language & Comprehension: Questions in this component will be designed to test the candidate’s understanding and knowledge of the English Language and will be based on spotting the error, filling in the blanks, synonyms, antonyms, spelling/detecting misspelled words, idioms & phrases, one-word substitution, improvement of sentences, active/passive voice of verbs, conversion into direct/indirect narration, shuffling of sentence parts, shuffling of sentences in a passage, cloze passage & comprehension passage.