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2nd year English Essays Notes PDF important

  • 2nd year English paper pattern 2023
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2nd year English essays PDF

2nd year english important essays 2023.

  • My First Day at College
  • My Last Day at college
  • A visit to a historical place
  • Life in a village
  • Inflation / Rising prices
  • College life 
  • Why I love Pakistan
  • Role of women in our society
  • Co-Education
  • My aim in life OR My ambition
  • My Hero in History
  • Uses and abuses of science

Important English essays notes for 2nd year

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2nd Year English Essays with Quotations in PDF | KIPS Notes

12th English Notes Kips Publications 30.6K 25th Jan, 2021

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2nd Year English Notes pdf: English Grammar Important essay for 2nd year English 2024

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Essays with Quotations for FSC | 2nd Year | Class 12 Students

English essays with quotes for the students of fsc, ics, fa, 2nd year, class 12.

Are you searching for Quotations for Essays for FSC or English Essays with Quotations for 2nd year? If you are looking for Essays with Quotations for FSC students, you are in the right place. In this post, you will see a big collection of Essays with Quotes. These English Essays are here for the Students of 2nd Year. When you will click on any essay name, you will be directed to a page with that specific essay. You will see more than 1 examples of the same essay on some post. In some essays, you will see also an example of English Essay with Outline but those essays are for the students of B.A and BSC (Graduation). So, being a student of Class 12 you can choose the Essay with Quotation which you want. Ilmihub already share quality content for students. All the essays with Quotations are in very good English with quality quotes.

If you need more essays, you can visit This Link . I have added essays with quotes in this post and will add more essays to this list to help the students.

List of Example Essays with Quotations for 2nd Year

  • The Holly Quran | Essay On My Favourite Book with Quotations
  • Essay On Why I love Pakistan with Quotations
  • Essay on Allama Iqbal with Quotations
  • My Hero in History Essay with Quotations
  • Essay on An Ideal Student with Quotations
  • Essay On my Hobby with Quotations
  • Essay on Patriotism with Quotations
  • Computer Essay in English with Quotations
  • Computer Advantages and Disadvantages Essay
  • Essay on Students and Politics with Quotations
  • My Last day at college Essay with Quotations
  • Essay on Village Life with Quotations
  • Essay on Pollution with Quotations in English
  • My Best Friend Essay with Quotations
  • My Country Pakistan Essay with Quotations
  • Horrors of War Essay with Quotations
  • Our Education System Essay with Quotes
  • Our Examination System Essay with Quotes
  • Essay On Role of Media with Quotations
  • Essay on Population Explosion with Quotations
  • Essay on Population Growth with Quotations
  • Essay on Road Accident with Quotations
  • Essay on Corruption with Quotations
  • Corruption in Pakistan Essay with Quotes
  • Prize Distribution Ceremony Essay
  • Cricket Match Essay with Quotations
  • Essay on Inflation with Quotations
  • Co-education Essay with Quotations
  • Life in a Big City Essay with Quotations
  • Rising of Prices Essay
  • Essay on Democracy with Quotations
  • Essay on An Ideal Teacher with Quotations
  • Essay on Fashion with Quotations – Advantages and Disadvantages
  • Essay on Mobile Phone with Quotations
  • Essay on Honesty with Quotations
  • Superstitions Essay with Quotations
  • Essay on Information Technology with Quotes
  • Essay on Place of Women in Society with Quotations
  • A Visit to a Hill Station Best Essay with Quotation
  • Best Essay on Technical Education with Quotations
  • My First Day at College Essay with Quotations
  • A Visit to a Historical Place Essay with Quotations
  • Essay on Illiteracy Problem with Quotations
  • Essay on Picnic Party with Quotations
  • Essay on Science and Technology with Quotations
  • Essay on Kashmir Issue with Quotations
  • Essay on Qaid-e-Azam Muhammad Ali Jinnah with Quotes
  • Essay on My Aim in Life to Become a Teacher with Quotes
  • Essay on Importance of Education in Life with Quotes
  • Essay On My First Day at College With Quotations
  • Essay on My Last Day at College with Quotations
  • Essay on My Favourite Pastime with Quotations
  • Essay on My Aim in Life with Quotations
  • Computer and Modern World Essay with Quotations
  • Essay on Discipline with Quotations
  • Essay on Terrorism with Quotes
  • Essay on Wonders of Science with Quotations
  • Essay on Democracy in Pakistan with Quotations
  • Essay on Terrorism in Pakistan with Quotations
  • My Idea of Happy Life Essay with Quotations
  • A Morning Walk Essay with Quotes
  • A Thing of Beauty is a Joy for Ever Essay with Quotes
  • Essay on Load Shedding in Pakistan

Essay Quotations

If you have an essay which doesn’t have quotations. No worries, simply click on the essay and copy only quotations. Students who have essay content and need only quotations, can visit this link . Also, you can mix up both essays. I have mentioned in the posts from where I have taken these essays. If you are preparing for exams, you can choose any of the essays for you. But, if you are studying English Essays to improve your English, you can choose the essays, one by one for practice. For more you can subscribe our Youtube Channel .

  • More In English Essays

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2nd year english essays notes 2021 pdf - fsc 12th class essays.

2nd Year English Essays Notes 2021 pdf - FSC 12th Class Essays

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Writing II for 2nd Year EFL Student Teachers

Profile image of Dr Mahmoud M S Abdallah

2015, Curriculum & Instruction Dept., Faculty of Education, Assiut University

PREFACE Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports, summaries, critical reviews, etc.). Moreover, writing is an important skill that prospective English language teachers need to develop during their pre-service education (training) programmes. Course information based on new regulations (college bylaws, recently modified in 2013): Level: 2nd, year- 1st Semester Course Title: Writing (2) Code: Curr213 Number of Units: -Lecture (Theoretical Study): 1 hour -Workshops (Practical Sessions): 2 hours -Total: 3 hours Major: BA in Arts and Education (English Section) This Writing II course to 2nd-year EFL student teachers complements - and builds on - the Writing I course studied in the previous year by fresh student teachers. It gradually takes student teachers further from the basic mechanical writing skills studied in Writing I at the sentence and paragraph writing levels, into the more advanced essay writing process. Thus, it aims mainly to foster EFL student teachers’ essay writing skills, and help them to identify different ways, strategies and/or techniques used for writing a standard English essay (e.g. a comprehensive five-paragraph essay). In this regard, it provides many examples, samples and illustrations of how to write different types of essays, and how to use various techniques to develop paragraphs, and thus explore, reinforce and develop the main topic. More specifically, by the end of the course, EFL student teachers are expected to be able to: 1. Identify an English essay and its main components; 2. Write an English essay accurately and adequately; 3. Identify a topic paragraph in an essay; 4. Write a topic paragraph (and topic sentences or thesis) in an essay; 5. Identify different genres and types of essays; 6. Write different types of essays (e.g. expository, academic, descriptive, and narrative); 7. Practice essay writing skills (e.g. pre-writing strategies such as brainstorming and free writing; summarizing and skimming skills; developing ideas in paragraphs; providing sufficient/supporting details; drafting/redrafting; reflection and revision; electronic writing skills, etc.); and 8. Identify different genres of essays online (e.g. fiction and literature; factual and realistic pieces; functional products; expository essays; reflective diaries; and academic essays) Intended Learning Outcomes (ILOs): 1.1 Knowledge & Understanding: 1.1.9 The student teacher recognizes the difference between the paragraph, the composition and the essay. 1.1.10 The student teacher recognizes the various modes and genres of writing, such as comparing and contrasting, cause and effect, argumentative and expository writing. 1.1.11 The student teacher recognizes how to revise and edit essays and check them for unity, order and coherence. 1.1.15 The student teacher recognizes the difference between translating the text and the context and the various stylistic devices used in social, political, medical and cultural contexts. 1.2 Intellectual Skills: 1.2.6 The student teacher produces various writing genres (explanatory, expository, descriptive and narrative) accurately and fluently. 1.2.7 The student teacher initiates and terminates paragraphs or essays accurately. 1.2.8 The student teacher uses the process and product approach to writing paragraphs and/or essays. 1.2.9 The student teacher achieves unity and coherence in his/her writing through various devices. 1.2.10 The student teacher determines the audience or the purpose of an intended writing piece. 1.2.11 The student teacher prepares writing in a format (e.g. oral presentation, manuscript, and multimedia) appropriate to audience and purpose. 1.2.12 The student teacher revises and/or edits paragraphs and/or essays. 1.3 Professional Skills: 1.3.1 The student teacher enjoys English as an international means of communication. 1.3.2 The student teacher feels that learning English facilitates travelling abroad and communicating with native speakers. 1.3.5 The student teacher thinks that studying English dispels self-consciousness. 1.3.6 The student teacher thinks that English is a worthwhile subject. 1.4 General Skills: 1.4.1 The student teacher responds to specific situations and current conditions when implementing instructions. 1.4.2 The student teacher responds to the ideas and opinions of other speakers thoughtfully before uttering. 1. Lecturing 2. Discussion 3. Collaborative learning 4. Blended learning 5. Online learning 3- Teaching and Learning Methods 1. Online tutorials 2. Private interviews 3. Self-paced learning 4- Teaching and Learning Methods for Low Learners 5- Evaluation: Both forms of evaluation (i.e. formative and summative) are employed with student teachers throughout the whole semester. Writing tasks in workshops; oral/written presentations; formative assessment in workshops; and discussion in lectures a) Tools -Provisional scores are assigned for each student teacher every week in each workshop based on certain tasks. -A final total score is assigned for each one by the end of the semester based on total performance in both lectures and workshops. -Some time is devoted to online interactions with tutors and among student teachers themselves outside the frame of the formal schedule (e.g. a Facebook group or an online Blog). b) Time Schedule • Semester work + Oral production: 20 marks • Final semester exam: 80 marks • Total: 100 marks c) Grading System

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Curriculum & Instruction Dept., Faculty of Education, Assiut University

Dr Mahmoud M S Abdallah

PREFACE Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports, summaries, critical reviews, etc.). In addition, junior EFL student teachers need to delve deeper into more advanced forms of writing such as multi-genre writing. Also, they need to recognise the wide range of writing areas, forms, possibilities and chances enabled online by the web technologies. Moreover, writing is an important skill that prospective English language teachers need to develop during their pre-service education (training) programmes. They need to write accurately and coherently to present their ideas in a clear and acceptable academic format. They badly need this while doing their assignments, submitting their study reports and answering essay questions in literature, civilisation and language history courses, for example. Course information based on new regulations (college bylaws, recently modified in 2013): Level: 3rd Year- 2nd Semester Course Title: Writing (3) Code: Curr327 Number of Units: -Lecture (Theoretical Study): 1 hour -Workshops (Practical Sessions): 2 hours -Total: 3 hours Major: BA in Arts and Education (English Section) This Writing III course to junior EFL student teachers complements - and builds on - the Writing II course studied in the previous year by 2nd-year EFL student teachers. It gradually takes student teachers further into more advanced essay writing genres, types and processes. Like the Writing II course, it also aims mainly to foster EFL student teachers’ essay writing skills by helping them to identify different ways, strategies and/or techniques used for writing a standard English essay (e.g. a comprehensive five-paragraph essay). In this regard, it provides many examples, samples and illustrations of how to write different types of essays, and how to use various online techniques and strategies to develop paragraphs, and thus explore, reinforce and develop the main topic. More specifically, by the end of the course, junior EFL student teachers are expected to be able to: 1. Identify an English essay and its main components; 2. Write an English essay accurately and adequately; 3. Identify a topic paragraph in an essay; 4. Write a topic paragraph (and topic sentences or thesis) in an essay; 5. Identify and use multi-genre writing for different purposes; 6. Identify the common errors that people sometimes make while writing; 7. Continue writing and practicing different types of essays (e.g. expository, academic, descriptive, and narrative essays); 8. Practice some online writing skills (e.g. using new technologies - such as social networks - to fulfill some real literacy needs; sharing ideas online; write reflectively online; and give appropriate feedback to others online); 9. Identify different forms/types of online writing facilitated by some web technologies (e.g. reflective writing, collaborative writing and connective writing); 10. Write accurately based on some writing standards and/or guidelines; and 11. Write pragmatically and functionally based on some real needs and common goals. Intended Learning Outcomes (ILOs): 1.1 Knowledge & Understanding: 1.1.9 The student teacher recognizes the difference between the paragraph, the composition and the essay. 1.1.10 The student teacher recognizes the various modes and genres of writing, such as comparing and contrasting, cause and effect, argumentative and expository writing. 1.1.11 The student teacher recognizes how to revise and edit essays and check them for unity, order and coherence. 1.1.15 The student teacher recognizes the difference between translating the text and the context and the various stylistic devices used in social, political, medical and cultural contexts. 1.2 Intellectual Skills: 1.2.6 The student teacher produces various writing genres (explanatory, expository, descriptive and narrative) accurately and fluently. 1.2.7 The student teacher initiates and terminates paragraphs or essays accurately. 1.2.8 The student teacher uses the process and product approach to writing paragraphs and/or essays. 1.2.9 The student teacher achieves unity and coherence in his/her writing through various devices. 1.2.10 The student teacher determines the audience or the purpose of an intended writing piece. 1.2.11 The student teacher prepares writing in a format (e.g. oral presentation, manuscript, and multimedia) appropriate to audience and purpose. 1.2.12 The student teacher revises and/or edits paragraphs and/or essays. 1.3 Professional Skills: 1.3.1 The student teacher enjoys English as an international means of communication. 1.3.2 The student teacher feels that learning English facilitates travelling abroad and communicating with native speakers. 1.3.5 The student teacher thinks that studying English dispels self-consciousness. 1.3.6 The student teacher thinks that English is a worthwhile subject. 1.4 General Skills: 1.4.1 The student teacher responds to specific situations and current conditions when implementing instructions. 1.4.2 The student teacher responds to the ideas and opinions of other speakers thoughtfully before uttering. 1. Lecturing 2. Discussion 3. Collaborative learning 4. Blended learning 5. Online learning 3- Teaching and Learning Methods 1. Online tutorials 2. Private interviews 3. Self-paced learning 4- Teaching and Learning Methods for Low Learners 5- Evaluation: Both forms of evaluation (i.e. formative and summative) are employed with student teachers throughout the whole semester. Writing tasks in workshops; oral/written presentations; formative assessment in workshops; and discussion in lectures a) Tools -Provisional scores are assigned for each student teacher every week in each workshop based on certain tasks. -A final total score is assigned for each one by the end of the semester based on total performance in both lectures and workshops. -Some time is devoted to online interactions with tutors and among student teachers themselves outside the frame of the formal schedule (e.g. a Facebook group or an online Blog). b) Time Schedule • Semester work + Oral production: 20 marks • Final semester exam: 80 marks • Total: 100 marks c) Grading System Course Instructor: Dr Mahmoud M. S. Abdallah Associate Professor of Curriculum & Instruction of English Language Learning Assiut University College of Education

essay 2nd year pdf

Curriculum & Instruction Dept., Faculty of Education, Assiut University, Egypt

Table of Contents 1 CHAPTER ONE 3 EXPOSITORY WRITING 3 1.1 Introduction 3 1.2 Main Characteristics and Features of Expository Writing 5 1.3 Why to Teach Expository Writing? 6 1.4 Guidelines for Writing Expository Essays 7 definition| example| compare and contrast| cause and effect | classification | process analysis 12 1.5 Examples of Expository Writing 14 1.6 Real Samples 19 Mosharafa 29 1.7 Reflections and Ideas for Workshops 36 CHAPTER TWO 38 ACADEMIC WRITING 38 2.1 Introduction 38 2.2 Academic Document Types 39 2.3 Features of Academic Writing 40 2.4 The Process of Academic Writing: Writing an Academic Essay 48 2.5 Real Samples 54 2.6 Reflections and Ideas for Workshops 66 CHAPTER THREE: FUNCTIONAL-PRAGMATIC WRITING 68 3.1 Introduction 68 3.2 Why and How Do We Write Functionally and Pragmatically? 69 3.3 Types of Functional-Pragmatic Writing Products 72 3.4 What Are the Key Requirements of Functional Writing? 73 CHAPTER FOUR 76 FUNCTIONAL-WRITING PRODUCTS 76 4.1 Introduction 76 4.2 Letters/E-mails (Formal and Informal) 77 4.3 Reports 84 4.4 Diary Entries 87 4.5 Memorandum (memo) 92 4.6 Note Taking 96 4.7 Curriculum Vitae (CV) 100 4.8 Written Explanations 102

Shaimaa Alkhuly

Monograph Thesis

Tomás Mateus

The present study is an attempt to investigate the effectiveness of explicit instruction of discourse connectors upon learners‘ written production or writing proficiency. A vast majority of 2nd year students at ISPH (Instituto Superior Politécnico da Huíla), more often than not, tend to underuse, overuse, and misuse discourse connectors in their pieces of writing. As a consequence, there tend to have no cohesion or coherence in their pieces of writing. To this end, 30 Information Technology and Computer Science Engineering EFL students with the age range above 15 up to 30 were selected at ISPH. Strictly speaking, 26 of them were males and 3 were females. Then two writing tests (a pre-test and a post-test) were employed in the present study: A pre-test to assess their prior knowledge and use of discourse connectors, and a post-test to measure students‘ writing proficiency after the explicit instruction of discourse connectors. Thus, these tests entailed two groups (the control and experiential groups): the control group received no explicit instruction on discourse connectors, whereas students in the experimental group received an explicit treatment on discourse connectors. Thus, results indicated that the students in the control group encountered several difficulties in using them. In contrast, the students in the experimental group (who received explicit instruction on discourse connectors) proved that they had a quite good command of them in their writing. Thus, the study concluded that explicit instruction of discourse connectors should be encouraged as a condition or means to develop students‘ writing proficiency and to avoid lack of cohesion or coherence in their pieces of writing.

hurrium sabah

International Education Studies

Akiko Nagao

This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.

Preface TEFL/TESOL Methodology 2 for Senior EFL Student Teachers is a teaching guide that is intended to complement (and build on) the previous TEFL/TESOL Methodology 1 course. In particular, it aims at acquainting senior (4th-year) EFL student teachers with the knowledge and skills required for teaching English as a foreign language at Egyptian schools, with specific reference to secondary schools. It explores important issues and emergent language-learning problems, such as: ‘how to deal with secondary-stage students, and help them to learn language effectively’; ‘how to manage the classroom’; ‘how to use and employ situated language learning scenarios/tasks’; ‘how to employ Facebook and other social media for a variety of language learning/teaching purposes’; 'Assessment & English language testing'; how to develop students' writing skills; and how to use fun in English language teaching. Course Specifications English Language Teaching Methods (2) or "TEFL/TESOL Methodology 2" 1- Course Details: Level: 4th year (1st semester) Course Title: English Language Teaching Methods (2) Code: CURR411 No. of Units: Lecture (2 hours) Practical Sessions/Workshops (1 hour) Major: Bachelor of Arts & Education (English Section) Student teachers are expected to analyze the major theories and principles behind the methods, techniques, and strategies that would help them to teach language skills. 2- Aims: 3-Methods of Instruction • Lecturing • Discussion • Micro-teaching and practical workshops • Online learning Teaching and Learning Methods • Giving them special exercises and written assignment • Discussing their mistakes privately after class • Online learning (for gifted learners) • Reflective learning (for gifted learners) Teaching and Learning Methods for Low & Gifted Learners Evaluation: • Mid-term written test • Final- term written test • Oral presentations • Online reports a) Tools -A lecture every week, with each chapter/topic being covered either in one lecture or in two successive lectures depending on the length of each chapter -The last 2 weeks are allocated for revision - Mid-term exam week 7 -Final exam week 16 b) Time Schedule Semester work=25 Oral=25 Written exam=75 Total=125 c) Grading System List of References: Notes in Methods of TEFL/TESOL a- Course Notes - Abdallah, M. M. S. (2011). Teaching English as a Foreign Language from a New Literacy Perspective: A Guide for Egyptian EFL Student Teachers. VDM Verlag Dr. Müller, Saarbrücken, Germany. - Abdallah, M. M. S. (2016). TEFL/TESOL Methodology Two: A Guide for Egyptian Senior EFL Student Teachers. Assiut University College of Education, Egypt. -Shawer, S. (2007). The Complete Step by Step Guide to Test Design, Administration Scoring, Analysis, and Interpretation, Cairo: Dar El-Fekr El-Araby. b- Required Books (Text Books) Spotlight on Primary English Education Resources (SPEER) A Resource Text for Egyptian Primary English Educators, Supervisors and Teachers. Academy for Educational Development. 2002 Arab Republic of Egypt. Ministry of Education c- Reference Books English Teaching Forum; Arab World English Journal (AWEJ); TESOL Quarterly d- Periodicals

Ary Setya Budhi Ningrum

Realizing the importance of seeking the appropriate strategy in teaching and learning writing for the teacher as well as the students of English department, this book is designed. This book is developed in such a way to meet the basic challenges encountered by the teacher and the students of English department. This book was written based on classroom action research (CAR) findings dealing with equipping the teacher as well as the students of English department so as to have writing strategy that can ease and facilitate them to keep up with the course materials.

ABSTRACT: 'Teaching English as a Foreign Language from a New Literacy Perspective' is both a guide to Egyptian EFL student teachers, and a resource book for all EFL teacher educators teaching TESOL/TEFL Methodology. Along with the basic knowledge that EFL student teachers need, the book conveys my understanding of how TESOL/TEFL should be tackled within the Egyptian context in the light of the new literacy challenges imposed by the 21st century, and the subsequent new language learning and literacy theories. In addition, it tackles the main language azpects /skills from a new literacy perspective that recognises the important role of many Web-based facilities as online spaces for English learning and practice. The book can be an updated resource in the TESOL field that considers the new reality of English language learning that has been considerably shaped by the technological innovations and the subsequent new literacy practices that have recently come to the fore with the unprecedented influence of the Web in our life. Moreover, the book is the culmination of my theoretical and practical experience as a research er and teaching assistant in the field.

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2nd Year English Essays Notes

2nd year english essay with quotations pdf.

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2nd Year Essays Notes PDF Download Punjab Board| FSc part 2 Notes

Get maximum marks in physics in your first year with our comprehensive “ 2nd Year Essays Notes PDF Download Punjab Board | FSc part 2 Notes.” Aimed at students enrolled in the 12th class under the Punjab Board, these meticulously crafted notes are designed to provide a thorough understanding of the subject. Whether you’re gearing up for exams or striving to excel in your coursework, our FSc part 2 Essays are your ultimate companion.

These notes are written by Qais, the topper of KIPS College Faisalabad. HE got 1059 marks in FSC and had a 2nd position in FAISALABAD BOARD.  He also got 181 marks in the MDCAT. Now, he is a student at  King Edward Medical University Lahore.

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Title: [call for papers] the 2nd babylm challenge: sample-efficient pretraining on a developmentally plausible corpus.

Abstract: After last year's successful BabyLM Challenge, the competition will be hosted again in 2024/2025. The overarching goals of the challenge remain the same; however, some of the competition rules will be different. The big changes for this year's competition are as follows: First, we replace the loose track with a paper track, which allows (for example) non-model-based submissions, novel cognitively-inspired benchmarks, or analysis techniques. Second, we are relaxing the rules around pretraining data, and will now allow participants to construct their own datasets provided they stay within the 100M-word or 10M-word budget. Third, we introduce a multimodal vision-and-language track, and will release a corpus of 50% text-only and 50% image-text multimodal data as a starting point for LM model training. The purpose of this CfP is to provide rules for this year's challenge, explain these rule changes and their rationale in greater detail, give a timeline of this year's competition, and provide answers to frequently asked questions from last year's challenge.

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Karnataka 2nd PUC Result 2024: Scorecards Released, Check Steps To Download

Karnataka 2nd puc result 2024: starting this academic year, the kseab is conducting three annual examinations for 2nd puc classes. the 1st annual exam was held statewide from march 1 to 22..

Karnataka 2nd PUC Result 2024: Scorecards Released, Check Steps To Download

Karnataka 2nd PUC Result 2024: This year, the pass percentage stands at 81.15 per cent.

The Karnataka School Examination and Assessment Board (KSEAB) has announced the results of the 1st annual examination for the Pre-University Certificate (PUC 2). A total of 681,079 students participated in the Karnataka board PUC 2 examinations, with 552,690 successfully passing, resulting in an overall pass rate of 81.15 per cent. The board declared the result during a press conference.

Students can access the results on the website karresults.nic.in , and simultaneously, the board will send the results to the students' registered mobile numbers through SMS.

Starting this academic year, the KSEAB is conducting three annual examinations for 2nd PUC classes. The 1st annual exam was held statewide from March 1 to 22, with approximately 6.98 lakh students appearing for the examination, including 3.3 lakh boys and 3.6 lakh girls.

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The Karnataka PUC 2 scorecard will include the student's name, date of birth, roll number, subject-wise total marks, subject-wise marks obtained, passing status, total marks achieved, and the stream (arts, science, or commerce).

Karnataka 2nd PUC Result 2024: Steps To Download Scorecards

  • Visit the official website of the board karresults.nic.in or kseab.karnataka.gov.in
  • Look for the notification regarding PUC results
  • Enter roll numbers, dates of birth, and other login credentials
  • Submit and download or print the 2nd PUC Karnataka result 2024

Last year, the Karnataka Class 12 PUC 2 exams were conducted from March 9 to 29, with results declared on April 21. The overall pass percentage stood at 74.67%, with 5,24,209 students passing out of 7,27,923 registered.

The Karnataka 2nd PUC result for 2023 was announced on April 2. The pass rates were 61.22% for arts, 75.89% for commerce, and the highest was 85.71% for science.

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