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Essay on Relationship | Relationship Essay for Students and Children in English

February 7, 2024 by Prasanna

Essay on Relationship: Human is a social animal. To survive and stay happy, he needs to get connected with the people around him. To love and to be loved is the best feeling in the world. The feeling of this love and the connection between two people is what we call a relationship. Right from the family relationship, friendship, acquaintances, and romantic relationship, all are important at one or the other point of life. Having a relationship is thus one of the most important things in life.

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Long and Short Essays on Relationship for Students and Kids in English

In this article, we have provided a long essay and a short essay, along with ten lines on the topic, to help students write this essay in examinations. Given below is a long essay composed of about 500 words and a short composition comprising 100-150 words on the relationship in English.

Long Essay on Relationship 500 words in English

Relationship essay is usually given to classes 7, 8, 9, and 10.

Having a relationship is very important in everyone’s life. To stay happy, share your feelings, feel loved, have a connection, and know yourself in a better manner you need to have a relationship. As you grow old, the relationship transforms. Thus, we can define relationships as a bond between two people based on mutual likes, understanding, need, or love. Since birth, humans enter into a relationship. Broadly, there are four types of relationships:

Family Relationship: This is the most basic kind of relationship. It comes into existence based on the blood, kinship, marriage, or even adoption. It usually includes family members and relatives like parents, grandparents, children, siblings, cousins, uncle, aunts, and other such family members.

Friendship: As a child grows, he starts meeting people and attending school. It is the time when friendship comes to existence. Based on mutual likes and dislikes, the child befriends. This relationship occurs at every stage. As we grow old, we do make new friends. But friendship is a reciprocal relationship based on trust, care, and faith from both ends.  Friendship is that special God-given gift to humans with whom one can share multiple resonating feelings.

Romantic Relationship: Human has been always hungry for love. It is usually a relationship based on a strong feeling of connectivity based on personality or some physical attributes as well. This relationship usually is seen between husband-wife. It is one of the closest and strongest forms of relationship.

Acquaintances: As we move across daily, we encounter a lot of people that pass by. They are neither friends nor relatives. They can be neighbors, a travel companion, someone you meet at the park, or any other such person. But if such a relationship is treated with respect and care, it can grow to friendship in the future.

Love and trust are such emotions that are most profound in humans. People interact daily which acts as the base for the formation of relationships. For having a good and healthy relationship, the person needs to focus on the basic four attributes. They are communication, trust, respect, and love. For any relationship to flourish and sustain, one needs to have the four pillars incorporated in the deep roots of the relationship.

Every relationship starts when two people communicate. Having a healthy communication is important to share problems and find a solution for them. In the absence of communication, the relationship fails due to mistrust and doubts. Secondly, trust is the foundation of any relationship. Every relationship starting right from family or friends, if the trust is void, then the relationship is bound to end or fall.

Mutual trust and loyalty can be gained when you share your true feelings. The third pillar is respect. In personal as well as professional world respect is very important. If a person respects others, then he gains respect from others. Treating others will respect and care not only gains respect for themselves but also creates a base for a long-term relationship. The last is love. If there is love, there is care. Every person searches for love in their life. Having a relationship full of love makes a person happy and relationship strengthens.

Relationships are not built in a day. They need constant focus and attention. When people have successful and healthy relationships, they bound to stay happy and satisfied. Apart, the quality of life also enhances. Relationships may take time but investing in them can lead you to ‘Happily Ever After’.

Short Essay on Relationship 150 words in English

Relationship essay is usually provided to classes 1, 2, 3, 4, 5, and 6.

A relationship is when two people bond or connects based on the feeling of mutual trust, likes, dislikes, or love. It can be a relationship between family, friends, neighbors, passerby, or any other acquaintances. Having a good relationship is very important to sustain happily. Relationships give a person a chance to get connected with the people around and understand the true self.

Broadly, the relationships are of four types. The family relationship is the relationship based on blood or kinship. The friendship is based on mutual like and dislike. The romantic relationship is based on love and attraction. Lastly, there is an acquaintance which is a relationship with people you encounter but they are neither your friends nor family.

The healthy and successful relationship is based on four pillars. They are communication, trust, respect, and love. These are important to sustain and flourish in all kinds of relationships. These pillars help you share your thoughts and feelings. By doing so, you are in a position to strengthen your relationship. Relationships take time to create and when they grow strong they are forever and you can claim you are in a position of’ happily ever after’.

10 Lines on Relationship Essay in English

• A relationship is when two or more people bond together based on mutual trust, love, care, and connection.
• It is of four types, namely, family relationship, friendship, romantic relationship, and acquaintances.
• Family relationship is based on blood or kinship. Friendship is based on mutual likes and dislikes. A romantic relationship is based on strong attraction and love. Acquaintances are ones you know or meet daily but are neither your friends nor family.
• The pillars of any successful relationship are communication, trust, respect, and love.
• To sustain any relationship, the four pillars need to be focused on.
• Communication in a relationship is important to share your feelings and build trust as well.
• Respect in any kind of relationship is a must. As said, if you give respect you get respect.
• Relationships need focus and attention to survive and grow strong.
• Good and healthy relationships take time to form. But once formed, they are to stay forever.
• To have a happy, healthy, and long lives, people need to have happy and healthy relationships.

FAQ’s on Relationship Essay

Question 1. What is the relationship?

Answer: The feeling of connection and love based on mutual trust and care between two or more people is defined as a relationship.

Question 2. Briefly explain types of relationships.

Answer: There are four types of relationships, namely, family relationship, friendship, romantic relationships, and acquaintances. Family relationship is based on blood or kinship. Friendship is based on mutual likes and dislikes. A romantic relationship is based on strong attraction and love. Acquaintances are ones you know or meet daily but are neither your friends nor family

Question 3. What are the pillars of a healthy relationship?

Answer: There are four pillars of a healthy and successful relationship. They are communication, trust, respect, and love.

Question 4. Why people need healthy relationships?

Answer: Human is a part of society. To have a happy, healthy, and long lives, people need to have happy and healthy relationships.

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In This Article Expand or collapse the "in this article" section US–UK Special Relationship

Introduction, general overview.

• Individuals
• Elites and the Special Relationship
• Dominance of Relationships within the Alliance
• What is Special about the US-UK Special Relationship?
• Uneven Relationship
• Theory and Management of the Alliance
• Development of the Alliance
• Nuclear Alliance
• Military Alliance
• Domestic Politics
• International Arena
• Why it Endures

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US–UK Special Relationship by David Hastings Dunn , Edward Avenell LAST REVIEWED: 28 September 2016 LAST MODIFIED: 28 September 2016 DOI: 10.1093/obo/9780199743292-0189

Relations between the United Kingdom and the United States, special or otherwise, have been of perennial interest across the Atlantic since before American independence in 1776. The extensive contemporary academic literature on this topic reflects the political and popular appetite to test the temperature of the central relationship at the heart of British foreign and security policy. Rather like the queen in “Snow White” a nagging desire exists to know whether the United Kingdom is still the “fairest one of all,” or at least the most “special” in the eyes of Washington. It is a tendency that accompanies every summit meeting, bilateral or institutional, and every international crisis during which a policy statement is expected from president and prime minister. For these reasons alone then it is a topic that generates academic debate and discourse aplenty. The profusion of literature on the topic is also facilitated by the ease of access to material. British scholars have easy access to press reports and the policy communities on either side of the Atlantic. The periodic release of archives and memoirs also provides additional opportunities to pick over relations and reevaluate the received opinion of previous debates. The centrality of the United States to world politics means that there are alwaysnew policy dilemmas to deliberate on. And further relations with Washington also play a countervailing role in that other great British obsession, relations with Europe. Relations between London and Washington are more important, however, than merely the latest beauty contest among world leaders. For the United Kingdom something more fundamental is involved in both guiding and accompanying the United States on its global leadership mission. That is the sense in which the United States has adopted the civilizing mission that Britons believed themselves to be following in their pursuit of empire. In Kipling’s politically incorrect invocation, the United States has taken up “the white man’s burden . . . to veil the threat of terror, and check the show of pride” and has undertaken to “fight the savage wars of peace,” and, for its part, the United Kingdom has pledged to support it in that mission both morally and materially. In this way the United States is seen as special to the United Kingdom in that it provides the means of continuing the spread of Britain’s version of modernity. By staying close, Britain believes that it has managed to harness American power to what has become a common vision of a more benign future shaped by common values. By allowing the United Kingdom a supporting part in its hegemony the United States preserves and enhances Britain’s world role beyond that which it is materially capable of carrying out alone in return for the support of a close and still capable ally. In this way by treating the relationship as special, the United States preserves the United Kingdom’s elevated role on the world stage and, in return, is supported and legitimized in its own role as part of that grand bargain. The foundations of the relationship have been exhaustively analyzed, from common historical, cultural, and linguistic ties to common legal structures and religion to the intertwined intelligence, military, and nuclear communities to the mutual admiration for strong leadership characters. Works have plotted the upturns and downturns in the relationship and the differences between access to Washington and influence over it. Over time the name of the relationship has itself also changed. Until the 1990s, both governments referred to the “Anglo-American special relationship.” Since then, at the insistence of the Foreign and Commonwealth Office, the more technically and politically correct usage has been “UK-US special relationship” (or US-UK). Some scholars, however, stick to “Anglo American” to stress the dominance of England or Englishness in this relationship or perhaps simply to avoid the less felicitous term. Certainly the term special relationship has varied in its popularity and its uses over time and, however cringe worthy to many a politician or diplomat, it remains sufficiently popular in journalism circles to ensure its future longevity. This article cites academic work that examines the history, nature, health, and future of this relationship. For ease of access the works are split into several themed sections. By their nature some pieces could have appeared under several headings.

The works reviewed in this section cover a mixture of themes. Many volumes explore the entire period from the birth of the relationship to the present day. These works allow for a long-term view that describes the inception and evolution of the alliance while providing analysis of its features and the major events it has faced. A comprehensive history of the special relationship is provided in Bartlett 1992 , Ellis 2009 , and Ovendale 1998 . These works cover the entire period and treat every major event. Bartlett 1992 explores the theme of imperial decline and Britain’s growing dependence on the United States. Burk 2007 provides perhaps the most comprehensive overview of the special relationship, starting with the settling of North America and ending with the second Iraq War. Alex Dancev has written extensively on the special relationship, and Danchev 1998 offers a collection of the author’s essays covering almost every aspect of US-UK relations. Dimbleby and Reynolds 1988 and Nicholas 1963 examine the history of the period and both conclude that it has been remarkably successful despite what critics say. The special relationship emerged in the aftermath of the Second World War and, since then, both countries have faced multiple crises; Bayliss 1997 examines the history of the relationship through these periods. Dobson and Marsh 2013 provide a detailed history of the contemporary special relationship.

Bartlett, Christopher J. “ The Special Relationship”: A Political History of Anglo-American Relations since 1945 . London: Longman, 1992.

Bartlett provides a comprehensive overview of “Anglo-American” relations since the end of the Second World War and culminates with the first Gulf War. It details the times when the relationship has been strained and those when the partners have worked together most closely. His work explores the theme of British imperial decline and Britain’s growing reliance on the United States.

Bayliss, John. Anglo-American Relations since 1939: The Enduring Alliance . Manchester, UK: Manchester University Press, 1997.

Bayliss looks at how the relationship has evolved over time and how the different crises have shaped it. He explores how the term special relationship has been utilized in diplomacy by both sides. The work contains a fascinating chapter on the future prospects for the alliance.

Burk, Kathleen. Old World, New World: The Story of Britain and America . London: Little Brown, 2007.

Burk explores the history of UK-US relations from both sides of the Atlantic. By taking a long-term view exploring the motivations for the settling of North America, the Second World War, and the birth of the special relationship, and culminating with the second Iraq War, Burk provides a broad historical analysis of the special relationship.

Danchev, Alex. On Specialness: Essays in Anglo-American Relations . Basingstoke, UK: Palgrave Macmillan, 1998.

DOI: 10.1007/978-1-349-26241-0

A collection of Danchev’s essays on the special relationship that covers a wide range of topics and issues in times of both war and peace. This collection of essays aims to “investigate the who and what and how” of the “special relationship” and speaks to how the term has been used and misused.

Dimbleby, David, and David Reynolds. An Ocean Apart: The Relationship between Britain and America in the Twentieth Century . London: Hodder & Stoughton, 1988.

This work, which accompanied the popular BBC TV series of the same name, provides an informative and interesting exploration of the history and path of the special relationship in the 20th century and concludes that, despite periods of difficulty, it has always remained a close and remarkably successful one, made easier by shared language and cultural values. It also makes good use of photographs and cartoons.

Dobson, Alan P., and Steve Marsh, eds. Anglo-American Relations: Contemporary Perspectives . London: Routledge, 2013.

One of the first truly in-depth studies of the post–Cold war special relationship, this work combines new research methods and explores new topics, such as the environment and personal ties, to bring a fresh approach to the traditional topic of the special relationship in the wake of Blair, Bush, and the Iraq War.

Ellis, Sylvia. Historical Dictionary of Anglo-American Relations . Lanham, MD: Scarecrow, 2009.

An extensive chronology details the events that have built the special relationship and the times during which it has been tested. The significant events are well reviewed and an extensive cast of participating characters are examined and catalogued.

Nicholas, Herbert G. Britain and the United States . London: Chatto & Windus, 1963.

Nicholas provides analysis of the dealings between the US and UK governments. He examines how the two nations combined their different strengths, to overcome difficult challenges. He concludes with praise for the special relationship and its role in finding peaceful solutions.

Ovendale, Ritchie. Anglo-American Relations in the Twentieth Century . Basingstoke, UK: Palgrave Macmillan, 1998.

This work is a long-view study of the special relationship that contains some interesting reinterpretations. Heavy use of original source material is provided.

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Analysing the ‘Special Relationship’ between the US and UK in a Transatlantic Context

The term ‘Special Relationship’ publicly emerged in Winston Churchill’s ‘Iron Curtain’ speech of 1946 (Dumbrell, 7:2001), and has subsequently been used to describe the supposedly unique alliance between America and the UK. Ultimately, this relationship is a socially constructed identity based on the shared values, language, and history of these two powers (Dumbrell, 65:2009). As such, the construction and mutual use of the term ‘Special Relationship’ indicates that each actor identifies the other as a unique and dominant ally. It can therefore be said that rhetorically, the US-UK alliance does dominate all other Transatlantic relationships. Indeed, the mutual uptake and largely enduring use of the term through the years has resulted in a relatively normalised and accepted perception of the US-UK relationship as ‘special’. The discursive power fostered within the phrase itself has therefore translated into the social world through repetition, socialisation, and practice. As such, the supremacy of this relationship does not merely exist in the linguistic realm. For instance, the superiority of the alliance exists in the social world through the practical pursuit of shared values, as well as through the medium of defence and intelligence sharing (Dumbrell, 64:2009). However, the ‘Special Relationship’ is a fluid, unfixed, and fluctuating identity, which has proved itself to be malleable through different contexts and trials.

While the relationship may possess rhetorical dominance, there is a fluctuating degree of practical superiority, which suggests that the ‘relationship can be no stronger than the contemporary common interest it serves’ (Gompert, 44:2003). As other Transatlantic relationships can sometimes appear more useful, it can be said that the alliance’s supremacy is largely contingent on self-interest, context, and from whose perspective one is looking. Ultimately, the rhetorical power of the term has created a veneer of dominance that cannot always be practically substantiated. Thus, while the US-UK partnership is stronger in many ways than most other alliances, it is not accurate to assume that the ‘Special Relationship’ consistently dominates all other Transatlantic partnerships. It does not account for contextual changes or varying strengths and weaknesses through different trials and contexts.

This essay will specifically explore the UK-US alliance and the ways in which it can, and cannot be seen to dominate other relationships. It willfirstly explore the term ‘Special Relationship’ itself, and the power that this phrase both embodies and projects. Following this, the ‘Special Relationship’ will be discussed as a form of identity, which will subsequently be used to justify the supremacy of the alliance. The essay will then turn to explore the ways in which America and the UK are tied together in a unique fashion, with specific focus on intelligence and defence based features of the partnership. Following this, the alternate angle of the strains and weaknesses of the ‘Special Relationship’ will be looked at. This will firstly entail an analysis of the differing perceptions of the alliance itself, and will be followed by an exploration of the fluid and fluctuating nature of the relationship through various trials and contexts.

In order to assess the dominance of US-UK relations, one must analyse the discourse used to describe the alliance. Through the lens of critical constructivism, language is a form of power (Hopf, 177:1998), and as such, the term ‘Special Relationship’ itself is instilled with a degree of significance. As Jennifer Milliken argues, ‘discourses can operate as background capacities for persons to differentiate and identify things…and [relate] them to other objects’ (231:1999). The use of the word ‘special’ is therefore inherently suggestive of importance, and helps to socially construct the dominance of the US-UK relationship. The word ‘special’ is also rarely used to describe any other Transatlantic relations, which subsequently lends degree of superiority to the US-UK alliance that other relationships are not afforded. However, one cannot simply take the word ‘special’ at face value; the meaning and subsequent power behind such wording must be explored, and therefore attention must be paid to the constructors of such language (Epstein 327:2010). In this instance, it is the Special Relationship’s subjects who created the term, which had been previously used in private communications, but became publicly used after Winston Churchill’s ‘Iron Curtain’ speech in 1946 (Dumbrell 7:2001). The existence of shared language, history and values, as well as the war experience (Dumbrell 65:2009) impregnated the word ‘special’ with a significance grounded in reality. As ‘language imbues events and actions with meaning’ (Goddard & Krebs 70:2018), the phrase ‘Special Relationship’ embodies the creators’ perception that the UK-US alliance is both unique and dominant. Thus, the language used is a social product formed by background knowledge and the circumstances in which Britain and America found themselves, and therefore the use of the word ‘special’ must be seen as an indicator of the dominance of the US-UK alliance.

This dominance is therefore derived from the identity that is created by the use of such a term. As Charlotte Epstein argues, states ‘position themselves in relation to other states by adopting certain discourses and not others’ (341:2010). Discourses can construct perceptions of international hierarchies, whereby some actors are identified as higher in the global ‘pecking order’ than others, based on a range of both hard and soft power capabilities (Pouliot, 11:2016). As such, Britain and America may perceive each other as particularly high up in the international hierarchy, and therefore view their bilateral relationship as one that is imbued with this superiority. Moreover, this ‘special’ form of identification stipulates the existence of a collective identity between the two states. The collective ‘Self’ of the US and the UK within the ‘Special Relationship’ sets them apart from the ‘Others’ who are not involved in the alliance (Buzan, 18:2004). This separation of ‘Self’ from ‘Other’ suggests the self-perception of the dominance of the US-UK relationship in comparison to other Transatlantic alliances. As Alex Danchev notes, the relationship between the UK and America has become an ‘unusually self-conscious one’ (190:2007), thus indicating that the two actors are mutually aware of the unique alliance and identity that they share. Therefore, the ‘Special Relationship’ between Britain and America can be seen to dominate all other Transatlantic alliances, because the participants have identified each other as unique allies.

Moreover, the use of the phrase has helped to translate the linguistic power of the term into a form of dominance in the social world. This has occurred through the endurance and repetition of the phrase through the years. Indeed, despite its inception in 1946, the term has continually been used by multiple Prime Ministers and Presidents within the 21 st Century (Dumbrell, 2009). As Nicholas Onuf argues, repetition of language or a particular discourse can create a degree of significance, as it helps to construct socially accepted norms within reality (66:1998). The language of the ‘Special Relationship’ has therefore cultivated a degree of supremacy in the social world. Socially constructed knowledge and meaning, which is comprised of the shared values and experiences that impregnated the word ‘special’ with its significance, have created a reality of dominance (Guzzini 499:2005). This view is corroborated by Douglas Stuart, who argues that the discursive existence of a so-called ‘Special Relationship’ has resulted in a ‘deeply ingrained… habit of cooperation’ between the two powers (Stuart, 204:2006). Consequently, a process of socialisation has occurred, which has been aided by the repetition of language and practice, thereby causing the ‘Special Relationship’ to become somewhat normalised (Ramos, 119:2018). As such, language should be seen as a ‘productive of power’ (Goddard & Krebs, 71:2018), as it can help to build social reality, and bring concepts into material being. Thus, the enduring narrative of the term ‘Special Relationship’ has helped to translate linguistic power into a form of superiority in the social world by socialising America and Britain into this assumption about reality. As such, the discourse surrounding the alliance does mean that the ‘Special Relationship’ between America and the UK dominates all others in the context of the Transatlantic.

The translation of power from the linguistic realm into the social world can be demonstrated by the ways in which the ‘Special Relationship’ exists in practice, and has, in many ways, been institutionalised. The phrase was historically imbued with the understanding that Britain and America share language, history and values (Dumbrell, 65:2009), and as they still maintain similar perceptions of the world and how it should be (Dobson & Marsh, 689:2014), the rhetoric of their ‘shared values’ has been translated into practice. For instance, the 2015 UK Strategic Defence and Security Review (SDSR) highlighted how the two nations provide joint global leadership to promote international stability, and some of their key shared interests (51:2015). These include working to combat terrorism, as well as ‘promoting the rule of law and free trade’ (51:2015). For example, in October 2019, Britain and America signed the first ever bilateral agreement to allow greater and faster access to each other’s data regarding crimes such as terrorism, known as the Bilateral Data Access Agreement (BDAA) (Department of Justice, 2019). This demonstrates how shared values are being transformed into unique practical realities, which can also be exemplified by the promotion of free trade, which is another vital shared interest. In practice, America is the UK’s largest single export partner (Ministry of Defence, 51:2015). This suggests that for the UK, the ‘Special Relationship’ does not just dominate other Transatlantic relations, but can also be superior on a global scale. These two nations also invest $1 trillion in each other’s economies, making the ‘Special Relationship’ the closest investment alliance in the world (Fox, 2018), therefore reinforcing the Transatlantic, and indeed global, superiority of this alliance. Therefore, the Transatlantic dominance of the ‘Special Relationship’ does not merely exist in the linguistic realm, as it also permeates some facets of reality.

Furthermore, throughout the existence of the ‘Special Relationship’, intelligence sharing has been a key practical way in which the UK-US alliance dominates all other Transatlantic relations (Dumbrell, 64:2009). The UKUSA Agreement of March 1946, which was initially formed as a bilateral vehicle for intelligence sharing on the eve of the Cold War (Tossini, 2017), not only ‘consolidated the Special Relationship between Britain and the United States’ (2017) in its early years, but also continues to be in existence today. While its scope has somewhat broadened to include Australia, Canada and New Zealand to create the ‘Five Eyes Alliance’ (Pfluke 302:2019), this relationship is unmatched in the context of the Transatlantic. Indeed, in 2010 the House of Commons Foreign Affairs Select Committee highlighted US-UK intelligence sharing as a key feature of the partnership, noting that ‘the field of intelligence cooperation is one of the areas where the UK-US relationship can be rightly described as “special”’ (Foreign Affairs Committee, 42:2010). This perspective was more recently corroborated in the 2015 SDSR, which described the US-UK intelligence sharing relationship as ‘unparalleled’ (51:2015). As well as the aforementioned BDAA, this can be exemplified by the expansion of intelligence sharing on information regarding terrorism in August 2019 (Ministry of Defence, 30:2019), thus further extending this already unique and vital relationship. Moreover, UK and US based intelligence agencies have been continually proven to work exceptionally close with one another. For instance, in 2013, it emerged that the US National Security Agency had given around £100 million to the UK’s GCHQ within a three-year period to secure both access and influence to some of the UK’s key intelligence collecting programmes (Hopkins & Borger, 2013). This displays the significant degree to which British and American agencies are involved with each other’s intelligence gathering, as well as suggesting that the intelligence relationship also has close financial underpinnings. Therefore, the ‘Special Relationship’ between the UK and America can be seen to dominate all other Transatlantic relations because it enjoys an unparalleled alliance in terms of intelligence sharing. This feature has effectively institutionalised the partnership, giving it a grounded superiority over other Transatlantic alliances.

Following on from this, the relationship has both contemporarily and historically been the most comprehensive, dominant, and unique in the realm of defence (Bartlett 178:1992). This defensive relationship has endured since the Second World War, with the 2019 SDSR update claiming that the UK and US still ‘have a unique, strong and enduring partnership with the US, in foreign, defence and security policy’ (28:2019). This ‘unique’ alliance was most evidently demonstrated by the 2003 Iraq War, where the UK’s support for US action has been interpreted as a core example of the defensive nature of the ‘Special Relationship’ (Rees, 42:2011). Wyn Rees has argued that during this period, UK loyalty almost solely lay with Washington, largely to the detriment of some of the UK’s European relationships (42:2011). This view is corroborated by Jane Sharp, who posits that the UK prioritised its alliance with America over relationships with some of its most vital European allies (59:2004). As such, the Iraq War demonstrated the dominance of the UK-US ‘Special Relationship’ over others in the Transatlantic, as the UK and US stood by each other despite facing criticism from other European powers (Rees, 42:2011). Furthermore, nuclear cooperation has long been assessed as a unique feature of the ‘Special Relationship’. The Mutual Defence Agreement of 1958 allowed for unparalleled cooperation on nuclear technologies (Foreign Affairs Committee, 46:2010), and this agreement was reinstated in 2014 for a further ten years (Norton-Taylor, 2014). Additionally, the ‘unique’ defensive relationship can also be seen with regard to the use of joint forces and collaboration on defensive programmes (Oliver & Williams, 6:2017). For instance, the UK is the only ‘Tier 1’ partner to the US on the Joint Strike Fighter Programme, which is one of the largest defence equipment programmes (HM Government, 28:2019), and this has subsequently allowed the UK unique status in purchasing US defensive equipment (Rees, 41:2011). Moreover, the ‘Special Relationship’ has proved itself to be a key part of NATO. A House of Commons Defence Committee report in June 2018 concluded that the US-UK alliance was ‘fundamental for the functioning of NATO’ (27:2018), citing the relationship’s leadership within the organisation, superior ability to deploy troops, financial involvement, and largely complementary policy goals as key reasons for this (27:2018). Other powerful European nations, such as Germany, have been more reluctant to contribute in such a way to NATO, and do not, for example, pay 2% of their GDP to the organisation (Knuckey, 2019). This reinforces the Special Relationship’s Transatlantic dominance not just in bilateral terms, but also within multilateral institutions.

However, the ‘Special Relationship’ is ultimately a socially constructed identity which is consequently subject to change based on a number of contextual and nation-specific factors. As such, the dominance of the relationship can vary based on whose perspective one is looking from. Historically, the UK has often been painted as the more dependent of the two allies (Bartlett, 110:1992). As David Reynolds argues, from the early 1960s to 1970s, the UK experienced a decline in its ‘Great Power’ status, and subsequently its importance as an ally to the US (13:1985). During this period, the UK was somewhat dependent on American economic aid which, as C. J. Bartlett argues, exposed the UK to notable levels of US influence (110:1992). This period is an example of how the UK has historically been more reliant on the ‘Special Relationship’ than America. Due to this, one must question whether the alliance can be evaluated as dominating all other relationships in the Transatlantic when it seems imbalanced, and far more important from the UK’s perspective than America’s. As John Dumbrell has noted, the ‘Special Relationship’ is ‘spoken of largely in British accents’ (65:2009), which denotes the disparity in perception of the importance of the partnership. Indeed, this imbalance of superiority is not merely historical. While defence and nuclear capability is often described to be a central feature of the Special Relationship’s unique character (178:1992), one-sided dependencies even exist within these core features. For example, the UK’s nuclear deterrent is significantly dependent on Washington (Wallis-Simons, 2015). While the UK retains full operational control of its nuclear weapons (Allison, 2019), the UK’s nuclear submarines are essentially maintained and designed by the US, with their nuclear missiles being leased from America (Wallis-Simons, 2015). As Jake Wallis-Simons argues, ‘Trident cuts to the heart of the US-UK Special Relationship, and its contrasting significance for London and Washington’ (2015). This supports the House of Commons Defence Committee’s 2018 conclusion that the UK was ‘over-reliant’ on the US as an ally, particularly in defensive terms (22:2018). Furthermore, with the 2020 British exit from the European Union (Brexit), there is cause to believe that the UK will place even greater emphasis on the ‘Special Relationship’. Ex-Secretary of State for International Trade, Liam Fox MP suggested in 2018 that Brexit would provide the UK with the ‘opportunity to raise [the Special Relationship] to a new level’ (Fox, 2018). Negotiating a trade deal with the US, as well as with the EU, now forms a key part of the UK’s post-Brexit strategy, highlighting re-emerging dependencies on the ‘Special Relationship’ from the British point of view. As such, from the UK’s perspective, the dominance of the US-UK ‘Special Relationship’ somewhat derives from a state of dependency. Therefore, for Britain, this degree of dependency means that the ‘Special Relationship’ does dominate all other relationships in the context of the Transatlantic, as the UK is more reliant on the US than it is on many other relationships.

This state of dependency, however, is not wholly mirrored by the more globally, militarily, and economically powerful US. As such, rather than dependency, the dominance of the ‘Special Relationship’ from the American perspective is more contingent on a state of convenience and self-interest. As previously mentioned, the 1960s and 1970s saw a decline in the UK’s value to America, which coincided with the decline of the UK as a ‘Great Power’ (Reynolds, 13:1985). This suggests that the ‘Special Relationship’ is only dominant from the US perspective when the UK is able to contribute to the alliance as a capable power. One must therefore question Britain’s current value to the US. The UK has traditionally acted as a ‘bridge’ between the US and Europe, and has advocated for policies within Europe that align with American stances (Oliver & Williams, 554:2016). As such, Brexit may damage this important position that the UK has held, and thereby lead to a decline in the perceived value of the UK as a ‘special’ US ally. Regarding Brexit, in 2016 President Obama warned that the UK would be at the ‘back of the queue’ for a trade deal with the US if it left the EU (BBC, 2016). This suggests that the UK alliance does not hold a consistent position of superiority, and that for America, the dominance of the ‘Special Relationship’ is dependent on context and self-interest. As such, the nature of imbalance within the US-UK alliance implies that assessing the ‘Special Relationship’ as dominating all others in the context of the Transatlantic is too much of a blanket interpretation. It is more dominant from UK perspective, and fluctuates based on convenience and context from the US point of view. This means that the relationship can sometimes be dominant, but it attests to the argument that the alliance is ultimately a socially constructed identity that is subject to change.

Moreover, this perception of convenience from the US perspective has led America to shift its focus to other European powers on occasion. Particularly under Obama, Germany’s status as an ally to the US was significantly raised (Oreskes, 2016). Germany’s European leadership over a number of issues such as the refugee crisis, as well as its strong promotion of US-EU sanctions against Vladmir Putin after the Crimean annexation in 2014 (Oreskes, 2016) enhanced Germany’s value as a US ally. Furthermore, post-Brexit, France will be the only nation that is part of the EU, has a permanent UN Security Council membership, and has nuclear capabilities (Riley-Smith, 2019). Due to this, France has the potential to become a particularly valuable US ally, perhaps even more so than Britain in some regards. Indeed, France has also previously acted as a strong military partner to the US. It was the first American ally to support and join US air strikes against the Islamic State in 2014 (BBC, 2014), thus undercutting the assumption that Britain is defensively always America’s closest partner. Moreover, while shared history and values are often seen to lie at the heart of the US-UK alliance, it is not only Britain that shares such things with America. From the American War of Independence to the modern day, France has consistently been a steadfast US ally (Riley-Smith, 2019). This fact prompted President Macron to describe the US-France partnership as a ‘very special relationship’ in a visit to Washington in 2018 (Riley-Smith, 2019). The use of this language suggests that the ‘Special Relationship’ does not dominate all Transatlantic relations because other nations regard themselves as having similar partnerships. This makes the role of perspective important because it suggests that other countries do not necessarily view the US-UK relationship as superior, and proves that the rhetoric of the ‘Special Relationship’ has created a veneer of supremacy that is not wholly reflected in reality. Thus, while Britain may see the relationship as superior, overall the assessment of dominance is largely subjective.

Furthermore, this analysis of perception contributes to the overarching argument that the ‘Special Relationship’s’ dominance is dictated by context and the trials that it faces. This means that the relationship cannot be consistently superior, as there are some issues over which Britain and America align themselves more closely with other powers, or indeed fundamentally disagree. This argument is significantly demonstrated by the Suez Crisis of 1956 (Dumbrell, 46:2001). British support for military action over the nationalisation of the Suez Canal was significantly opposed by America, which subsequently facilitated a degree of tension and mistrust within the alliance (47:2011). As such, this situation has been seen as one of the most vital crises of the ‘Special Relationship’, and demonstrates how the alliance has not been consistently superior. Such instances of disagreement can subsequently lead to greater emphasis being placed on other Transatlantic alliances. One of the most recent demonstrations of this is the Transatlantic rift over Iran. While the UK continues to be an advocate of the 2015 Iran Nuclear Deal along with other countries such as France and Germany, the US withdrew from the deal in May 2018 (Landler, 2018). Trump’s America held a distinctly different attitude to the deal than the UK and other European allies, with US withdrawal drawing criticism and opposition from several European countries, including Britain (Landler, 2018). Indeed, the UK also warned against Trump’s escalation of hostilities with Iran after the assassination of General Qasem Soleimani in January 2020 (Bienkov, 2020). Most significantly, it has been reported that Prime Minister Boris Johnson was not informed of the air strikes that killed General Soleimani (BBC, 2020). This calls into question the proximity of the two powers over this issue, and suggests a degree of secrecy and mistrust that allegedly should not exist in a ‘Special Relationship’. Indeed, this corroborates the argument that the rhetorical dominance of the relationship has created a veneer of supremacy that cannot always be practically substantiated. As such, the case of Iran, as well as other historical instances of the weakened Anglo-American partnership, can demonstrate how the ‘Special Relationship’ does not always dominate all other Transatlantic alliances. Other relationships can be more superior in times of US-UK disagreement, and therefore the alliance only dominates others when it is mutually beneficial for it to do so.

Additionally, as previously alluded to, varying contextual levels of self-interest can also hugely influence the ‘Special Relationship’s’ degree of dominance. As explored above, the Iran crisis has demonstrated how even defensively, the ‘Special Relationship’ is not dominant enough to pull the UK away from other relationships, such as those with other countries that support the Iran Nuclear Deal. This reinforces the idea that each actor will prioritise relationships that are contextually within its own interest, rather than placing the ‘Special Relationship’ automatically at the top of the pile. Indeed, self-interest can even emaciate the most dominant aspects of the US-UK alliance. America threatening to end intelligence sharing with the UK if Britain allowed Huawei to help build its 5G network, due to US fears of Chinese espionage (Gaskarth, 2020) is a key example of this. The impact of self-interest on the dominance of the US-UK alliance was also demonstrated in the early 1970s during Britain’s petition for entry into the European Economic Community. British distancing from America was regarded as a necessary requirement for entry, as other European powers did not want the UK acting as an American puppet within the organisation (Bartlett, 130:1992). These examples show that America and Britain can, and will, prioritise other Transatlantic alliances and distance themselves from each other at times when their self-interest dictates that it should. Furthermore, self-interest can also lead the subjects of the ‘Special Relationship’ to form key institutionalised partnerships with other nations when it is deemed necessary to do so. The British-French defence agreement of 2010 attests to this (Wintour, 2010). This treaty agreed to the joint use of forces and aircraft equipment, as well as greater levels of nuclear cooperation, which was arguably mutually beneficial due to the declining military budgets of both nations (Wintour, 2010). This shows how circumstance and self-interest dictates which alliances are important at certain times, thus proving that the ‘Special Relationship’ is not consistently dominant within the Transatlantic. This corroborates Barry Buzan’s analysis of the instability of identity, as he argues that ‘capabilities change relatively slowly, while intentions can change overnight’ (25:2004). The socially constructed identity of the ‘Special Relationship’ is therefore subject to change based on intention, interest, and context, which contributes to its fluctuating level of superiority. This fluidity is a key reason why the ‘Special Relationship’ has been described as ‘the Lazarus of international relations’ (Marsh & Baylis, 173:2006). The alliance has a tendency to contextually disintegrate and  become less significant due to personal relations or certain circumstances, but it re-emerges under more opportune conditions (Oliver & Williams, 6:2017).

The ‘Lazarus’ hypothesis clearly exemplifies why the ‘Special Relationship’ cannot be seen to dominate all other alliances in the context of the Transatlantic, as the relationship’s importance has a tendency to waiver depending on the circumstances. Another important factor which contributes to the changing importance of the relationship is leadership dynamics. The alliance has been seen to fluctuate in strength based on who the leaders of each nation are, as well as the public perception of them. For instance, the relationship has been perceived to be particularly strong under the leadership of President George W. Bush and Prime Minister Tony Blair, as displayed by their joint action in Iraq after 2003 (Rees 124:2011). However, this particularly close relationship resulted in ‘distancing’ measures under the subsequent Brown administration (Dumbrell, 66:2009). Public opinion in the UK was decisively anti-American in the years after the Iraq War, which was subsequently reflected by a mutual ‘cooling’ of the relationship from 2008 to 2010 (Marsh, 182:2012), and the Brown administration’s reluctance to use ‘Special Relationship’ rhetoric (Dumbrell, 67:2009). Moreover, during this period, there was an increase in pro-Americanism of French and German leadership, which garnered a positive reaction from the US (Dunn, 1131:2008). France and Germany’s subsequent increase in importance to America suggests that leadership dynamics can be instrumental in dictating the dominance of the ‘Special Relationship’.

Furthermore, the increasing distance under Brown was, in some ways, remedied by the election of Barack Obama. This arguably brought an end to the conservative unilateralism of the US, and a return to the original shared values of the ‘Special Relationship’ (Wallace & Phillips, 263:2009). However, Obama has also been perceived to be one of the least Anglophile Presidents in recent times, which Marsh argues may have been due to his need to politically distance himself from the previous Bush administration (191:2012). Obama’s decision to hold his keynote European address in Berlin rather than London during his election campaign has been argued to be a distancing from the previously unpopular Anglo-American proximity (Marsh 190:2012). This reinforces how perceptions of different leaders can dictate the strength of US-UK relations, and contribute to the alliance’s shifting dominance. Indeed, under the Trump presidency, a conflicting amalgamation of British support for the US has been witnessed. While there has been hostile public opinion towards Trump, as demonstrated by the 75,000 protesters who gathered in London in June 2019 to protest his state visit (Roache, 2019), the current political status of the ‘Special Relationship’ under Trump and Johnson seems relatively strong (Lippman & Toosi, 2019). For instance, the President publicly demonstrated his support for Boris Johnson’s December 2019 electoral win both before and after the election (Elbaum, 2019). It is important to note that it is currently within British interest to foster a strong relationship with the US in order to secure a favourable post-Brexit free trade deal. This, again, underpins the argument that context and self-interest are instrumental in constructing the dominance of the partnership. Leadership dynamics are consequently part of the wider contextual framework of the alliance, and can therefore be used as a key indicator of the changing Transatlantic superiority of the ‘Special Relationship’. The fluid nature of the partnership as a socially constructed identity explains why the alliances’ importance is subject to change. The dominance of the relationship is constructed by the actors who are part of it, and therefore leadership dynamics are instrumental in dictating the relationship’s power. Thus, one cannot definitively say that the alliance dominates all other Transatlantic relations because this is not a consistent reality.

In conclusion, the US-UK relationship certainly has some key dominant features within the context of the Transatlantic. The discourse used to describe the alliance is one of the most fundamental examples of this. Not only does the term ‘Special Relationship’ embody a degree of superiority, but the repetition of the term since the Second World War has helped to translate this rhetorical power into a social reality. As such, Britain and America have been largely socialised into the assumption that their relationship is indeed ‘special’. Furthermore, the dominance of the alliance does not merely exist in the linguistic realm. Shared values and interests have been transformed into practical realities, and defence and intelligence sharing are significant ways in which the US-UK bilateral partnership does dominate all Transatlantic relations. However, the ‘Special Relationship’ is ultimately a socially constructed identity that is subsequently not fixed, and is subject to change. As such, the narrative of dominance that has been rhetorically constructed overshadows fluctuations in the alliance’s practical superiority. The dominance of the relationship changes in strength depending on whose perspective one is looking from, and is certainly more dominant from the British perspective as it is the more dependent of the two allies. From America’s point of view, the alliance is only dominant at times when Britain appears to be a capable and useful partner. Furthermore, the superiority of the relationship is largely contingent on convenience and context, meaning that various issues, leaders, and levels of self-interest can undercut the importance of the partnership. Therefore, to assess the alliance as dominating all others in the context of the Transatlantic is too much of a blanket interpretation, and does not account for the fluid and changing nature of the ‘Special Relationship’.

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Allison, George, (20 th July 2019), No, America Doesn’t Control Britain’s Nuclear Weapons , ukdefencejournal.org.uk. Available at: https://ukdefencejournal.org.uk/no-america-doesnt-control-britains-nuclear-weapons/ [Accessed: 9 th March 2020]

BBC, (19 th September 2014), France Launches First Air Strikes on IS in Iraq , bbc.co.uk. Available at: https://www.bbc.co.uk/news/world-middle-east-29277630 [Accessed: 18th March 2020]

BBC, (22 nd April 2016), Barack Obama Says Brexit Would Leave UK at the ‘Back of the Queue’ on Trade, bbc.co.uk. Available at: https://www.bbc.co.uk/news/uk-36115138 [Accessed: 4th March 2020]

BBC, (3 rd January 2020), Qasem Soleimani: Boris Johnson Not Told About US Airstrike , bbc.co.uk. Available at: https://www.bbc.co.uk/news/uk-politics-50981719 [Accessed: 11th March 2020]

Bienkov, Adam, (3 rd January 2020), The UK Government Warns Trump that War with Iran ‘is in None of Our Interests’ , businessinsider.com. Available at: https://www.businessinsider.com/uk-warns-donald-trump-against-launching-war-iran-qassem-soleimani-2020-1?r=US&IR=T [Accessed: 11 th March 2020]

Department of Justice, (3 rd October 2019), US and UK Sign Landmark Cross-Border Data Access Agreement to Combat Criminals and Terrorists Online , justice.gov. Available at: https://www.justice.gov/opa/pr/us-and-uk-sign-landmark-cross-border-data-access-agreement-combat-criminals-and-terrorists [Accessed: 12th March 2020]

Elbaum, Rachel, (13 th December 2019), Trump Rejoices Over Johnson’s Victory in British Election , nbcnews.com. Available at: https://www.nbcnews.com/news/world/trump-rejoices-over-johnson-s-victory-british-election-n1101336 [Accessed: 12th March 2020]

Fox, Liam, (30 th November 2018), Brexit Can Supercharge Britain’s ‘Special Relationship’ with the US , time.com. Available at: https://time.com/5467867/liam-fox-brexit-trade-us/ [Accessed: 9 th March 2020]

Gaskarth, Jamie, (5 th February 2020), How US-UK Intelligence Sharing Works – and why Huawei 5G Decision Puts it at Risk , theconversation.com. Available at: https://www.google.com/search?q=huawei+intelligence+sharing+threat&oq=huawei+intelligence+sharing+threat+&aqs=chrome..69i57j33.21722j0j7&sourceid=chrome&ie=UTF-8 [Accessed: 7 th March 2020]

Hopkins, Nick & Borger, Julian, (1 st August 2013), Exclusive: NSA Pays £100m in Secret Funding for GCHQ , theguardian.com. Available at: https://www.theguardian.com/uk-news/2013/aug/01/nsa-paid-gchq-spying-edward-snowden [Accessed: 12th March 2020]

Knuckey, James, (29 th November 2019), NATO: Which Countries Pay Their Share on Defence? , forces.net. Available at: https://www.forces.net/news/world/nato-which-countries-pay-their-share-defence [Accessed: 16th March 2020]

Landler, Mark, (8 th May 2018), Trump Abandons Iran Nuclear Deal He Long Scorned , nytimes.com. Available at: https://www.nytimes.com/2018/05/08/world/middleeast/trump-iran-nuclear-deal.html [Accessed: 8th March 2020]

Lippman, Daniel & Toosi, Nahal, (12 th December 2019), Boris and Donald: A Very Special Relationship , politico.com. Available at: https://www.politico.com/news/2019/12/12/trump-boris-johnson-relationship-083732 [Accessed: 14th March 2020]

Norton-Taylor, Richard, (29 th July 2014), UK-US Sign Secret New Deal on Nuclear Weapons , theguardian.com. Available at: https://www.theguardian.com/world/defence-and-security-blog/2014/jul/29/nuclear-weapons-us-uk-cooperation [Accessed: 19th March 2020]

Oreskes, Benjamin, (30 th June 2016), Germany: America’s Real Special Relationship , politico.com. Available at: https://www.politico.com/story/2016/06/germany-brexit-relationship-225000 [Accessed: 18th March 2020]

Riley-Smith, Ben, (29 th December 2019), French Push for Washington Influence and Their Own ‘Very Special Relationship’ Draws UK Suspicion , telegraph.co.uk. Available at: https://www.telegraph.co.uk/news/2019/12/29/french-push-washington-influence-special-relationship-draws/ [Accessed: 18 th March 2020]

Roache, Madeline, (4 th June 2019), While Thousands March, President Trump Dismisses London Protests as Fake News , time.com. Available at: https://time.com/5600472/protest-trump-state-visit-uk/ [Accessed: 7 th March 2020]

Tossini, J. Vitor, (14 th November 2017), The Five Eyes – The Intelligence Alliance of the Anglosphere , ukdefencejournal.org.uk. Available at: https://ukdefencejournal.org.uk/the-five-eyes-the-intelligence-alliance-of-the-anglosphere/ [Accessed: 15 th March 2020]

Wallis-Simons, Jake, (30 th April 2015), How Washington Owns the UK’s Nukes , politico.eu. Available at: https://www.politico.eu/article/uk-trident-nuclear-program/ [Accessed: 9 th March 2020]

Wintour, Patrick, (2 nd November 2010), Britain and France Sign Landmark 50-Year Defence Deal , theguardian.com. Available at:

https://www.theguardian.com/politics/2010/nov/02/britain-france-landmark-50-year-defence-deal [Accessed: 20th March 2020]

Written at: University of St Andrews Written for: Dr Faye Donnelly Date written: April 2020

Further Reading on E-International Relations

• The Importance of Language in Transatlantic Relations: The INF Treaty
• Social Constructivism Vs. Neorealism in Analysing the Cold War
• A Peaceful Resolution: Analysing Sustained Peace and Order in Mizoram
• The Implications of Stabilisation Logic in UN Peacekeeping: The Context of MINUSMA
• Eating Last and the Least: Analysing Gender in Global Hunger
• Language Matters: Analysing the LGBT Rights Dialogue Between Russia and the West

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Just How Special is the U.K.‑U.S. ‘Special Relationship’? One Briton’s View

By: Max Hastings

Updated: August 23, 2018 | Original: July 10, 2018

The only certainty about  President Donald Trump’s first visit  to the United Kingdom is that it will unloose a fresh torrent of clichés about the “special relationship” between Britain and the United States.

It is certainly true, or has been through the past seven or eight decades, that the two nations share many interests and values that have advantaged both to pursue in harness. But the besetting sin of some British people, including successive prime ministers, is to delude themselves that sentiment influences U.S. behavior—now or over the past century.

Professor Sir Michael Howard once wrote on wartime attitudes: “It is never very easy for the British to understand that a very large number of Americans, if they think about us at all, do so with various degrees of dislike and contempt… In the 1940s, the Americans had some reason to regard the British as a lot of toffee-nosed bastards who oppressed half the world and had a sinister talent for getting other people to do their fighting for them.” Contemporary opinion polls support his view.

Among the foremost of Winston Churchill ’s achievements was creating a legend of Atlantic unity in the face of an anti-Americanism widespread among British people—and especially their ruling class—and mirrored by animosity on the other side of the pond, for reasons suggested by Howard.

Churchill deployed a magnificent edifice of rhetoric, climaxing in his 1946 Iron Curtain speech at Fulton, Missouri, in which he called for a “fraternal association of the English-speaking peoples…a special relationship between the British Commonwealth and Empire and the United States.”

Yet in private throughout the war, he fumed and railed about the ruthlessness of U.S. policies. Arms and supplies shipped to Britain in 1940-41 required payment on the nail and thus liquidation of British assets in the U.S. at fire-sale prices. The prime minister wrote to Roosevelt on December 7, 1940, warning that if the cash drain persisted, “after the victory was won with our blood and sweat, and civilization saved and the time gained for the United States to be fully armed…we should stand stripped to the bone. Such a course would not be in the moral or economic interests of either of our countries.”

I have always thought it significant that Roosevelt, when responding, never addressed this point. He was most anxious that Britain should not lose the war, but never displayed the smallest interest in its fortunes thereafter. The 1941 Lend-Lease agreement, sustaining the flow of weapons and supplies when the Treasury had exhausted the nation’s realizable financial resources, came with conditions so stringently constraining overseas trade that London had to plead with Washington for a concession to enable Britain to pay for Argentine meat to feed itself. Postwar British commercial aviation was hamstrung by Lend-Lease.

Anthony Eden, Churchill’s foreign secretary, wrote that “our desperate straits alone could justify its terms,” and only those same straits could have persuaded the prime minister publicly to applaud Lend-Lease’s “unselfishness.” Montagu Norman, governor of the Bank of England, wrote: “I have never realized so strongly as now how entirely we are in the hands of American ‘friends’ over direct investments, and how much it looks as if, with kind words and feelings, they were going to extract these one after another.”

I share the view of Churchill’s biographer Roy Jenkins that the absence of Britain’s leader from Roosevelt’s funeral in April 1945 reflected not supposed duties of state, but instead private bitterness about the slights Churchill believed that the Americans, and Roosevelt personally, had inflicted upon their battered, weary, bankrupt ally. It was painful for the British people to behold the U.S. as the only nation to emerge from the war with a handsome cash profit.

None of the above is intended to represent a wail of nationalistic self-pity. The 1942-45 military partnership between the two nations was an extraordinary success story. It worked wonderfully well at the operational level. Difficulties and jealousies mounted only in the upper reaches of command hierarchies. Its achievement is not diminished by injecting some unromantic qualifications, unpalatable to neoconservatives.

Since the Second World War , the United States has conducted its foreign policy on the principle that dictates the actions of all governments including our own: furtherance of national interests. The 1946 American loan—$3.75 billion or $51 billion at current prices, which alone made possible creation of Labour’s welfare state—was granted on tough terms, including insistence that in the following year sterling was made convertible, precipitating a run on the pound.

The imperatives of the Cold War , and Britain’s retention of the third most powerful armed forces in the world, sustained a close military relationship, especially in intelligence. The Americans respected the abilities of British civil servants and diplomats who sustained a key role in international diplomacy, and drafted many agreements. Sir Oliver Franks, foremost among mandarins and a brilliant 1948-52 Washington ambassador, wrote that the Anglo-American relationship “arose out of common aims and mutual need… It was rooted in strong habits of working together on which there supervened the sentiments of mutual trust.”

Yet Franks overstated the latter. Successive British governments, in their anxiety to sustain American goodwill, gave away many things too cheaply. For instance, allowing American nuclear-armed bombers to be based here and giving the U.S. access to cheap uranium in exchange for ill-defined promises of American goods, which were not forthcoming.

The Korean War , which erupted in 1950, generated new difficulties. The Americans demanded a level of military support which the Treasury and the British army, threadbare despite its residual paper might, struggled to provide. The Clement Attlee government proposed a rearmament program that would increase defense spending from 7 to almost 10 percent of GDP. The U.S. offered financial aid only if that figure was raised to 14 percent. In its desperation to sustain American goodwill, the Labour government sought to meet this target, though the promised aid never materialized. It was left to the Tories who took office in 1951 to cut back the rearmament program to 10 percent, though even this imposed an intolerable burden.

The veteran Cambridge economist Robert Neild expresses scorn that Labour chancellor Hugh Gaitskell “bowed to the U.S. and abandoned…responsibility for nurturing the recovery of the postwar British economy. Why this craven relationship with the U.S. has lived on is another and puzzling question.”

Neild’s last sentence seems hyperbolic because modern Britain has good reason to be grateful that successive governments paid the bills to sustain a common front with the U.S. through the Cold War. Yet he is right that British anxiety to please Washington has often generated embarrassments and sometimes humiliations.

The Eisenhower administration was justified in denying support to the indefensible 1956 invasion of Egypt , enforcing British retreat amid the threat of our financial collapse. But the desertion hurt. So likewise did the 1983 American invasion of the Caribbean island of Grenada , a member of the Commonwealth, without the courtesy of consultation with Margaret Thatcher ‘s government.

British leaders should notice that when their predecessors have dared to think for themselves, consequences have generally proved less alarming than Downing Street feared. The first notable example was Vietnam. The Johnson administration was disgusted by Harold Wilson’s refusal to send troops to support the 1965 U.S. escalation of the war. Secretary of State Dean Rusk told a British journalist bitterly: “When the Russians invade Sussex, don’t expect us to come and help you.” In reality, however, the prime minister merely had to endure some unpleasant personal exchanges with LBJ.

The second revealing episode was the 1982 Falklands war . The Ronald Reagan administration, and especially its Secretary of State Alexander Haig and United Nations Ambassador Jeane Kirkpatrick, perceived the anti-communist front in South America, to which the Argentine junta adhered, as being of greater importance than Britain’s retention of an outpost of empire. Both worked to dissuade Margaret Thatcher from launching military operations, and to distance the U.S. from the British cause.

In the last days of the conflict, the president urged Thatcher to halt her task force outside Port Stanley before it inflicted absolute defeat on the Buenos Aires regime. In a chilly telephone conversation (on the British side at least), the prime minister rejected Reagan’s demand, saying “we have lost too many men, too many ships.”

U.S. Defense Secretary Caspar Weinberger, an uncommonly staunch anglophile, authorized the provision of important aid to British forces, in the form of signals intelligence, fuel, Sidewinder missiles and use of the U.S. air base on Ascension island. This proved a rare moment in the postwar relationship, wherein America acted against its own perceived interests to assist a unilateral British purpose. It remains significant, however, that Weinberger had to defy his administration colleagues in order to do so.

The good news was that, in contrast to the 1956 failure at Suez, Britain’s Falklands success won American public applause. Resistance to Washington’s wishes did no lasting harm to the relationship.

The events of the past 80 years are familiar to historians and diplomats. What is surprising is that modern prime ministers nonetheless cling to expectations of gratuitous American goodwill—and wring their hands when this is unforthcoming. Tony Blair expected support in pushing Israel towards a settlement with the Palestinians in return for British participation in the 2003 U.S. Iraq invasion . He was shocked when this failed to materialize, though nobody else was.

One of Blair’s closest associates, a few months after the war, expressed frustration that in a range of bilateral negotiations, for instance on civil aircraft landing rights and access codes to defense technology, little or no progress was being made. “We’ve stuck out our necks a long way for the Americans,” he said in my hearing, “and it seems tough that we get no payback.”

Yet it was ever thus, and has become more so now that generations of diplomats and politicians who served in the Second World War are long gone. U.S. courts routinely, and in a shamelessly nationalistic spirit, harrow British businesses—consider the evisceration of BP since the 2010 Deepwater Horizon oil spill . The new breed of Washington decision-makers is incomparably more interested in Asia than in Europe. Some may adopt a benign view of Britain as a theme park, but not for a moment do they view us as important.

Indeed, among the foremost reasons to suppose that Brexit eers are deluded about our future outside the European Union is that they cherish such an inflated vision of our global significance. Raymond Seitz, the last brilliant American ambassador to London, warned privately back in 1991: “Never forget that the United States is only interested in Britain in so far as Britain is a player in Europe.”

Moreover, a reality bears repetition because it is so often ignored by our politicians. The value of allies, throughout history and in modern times, is measured not by skill in managing royal weddings but by the military capabilities a nation can deploy against threats. While through GCHQ (Government Communications Headquarters) we retain impressive cyber resources, the hard power element now looks very soft indeed.

Sir Michael Howard, who though aged 95 remains the wisest figure I have ever known, reflected recently on the perilous condition of the liberal world order which his postwar generation created: “Perhaps it was just a bubble in an ocean… The special relationship was a necessary myth, a bit like Christianity. But now where do we go?”

Quite so. Days before Theresa May became prime minister in June 2016, I found myself sat next to her at a dinner party. After an evening of exchanging social nothings, I said as we parted that I hoped she would forgive me for offering one reflection, as a historian: “When you are prime minister you will fly to Washington, where you will be greeted by a red carpet and all the usual American courtesies, then give a press conference in the White House Rose Garden. It will all be incredibly thrilling but please, please do not join the long line of British leaders who delude themselves that the Americans will do us favors.” When, on entering Downing Street, one of Mrs May’s first acts was to offer Donald Trump a state visit, my wife teased me that I should have saved my breath.

We must always treat the U.S. and its leaders with respect, even when they fail to reciprocate. The greatness of the country, and what I would characterize as the American genius, demand it. We must strive to sustain a transatlantic working partnership, vital to the interests of western security, even as the alliances on which global stability has rested since 1945 totter, not least because of President Trump’s avowed lack of sympathy for them.

But if Winston Churchill stood at the prime minister’s side, he would be chief among those warning her, on no account, to expect any U.S. administration, even one less purposefully disruptive than today’s, to give the British a break because they love Fortnum’s, Stratford-upon-Avon or the color of her eyes.

Sir Max Hastings is a military historian and author of All Hell Let Loose: The World at War 1939-45. (The Times London / News Syndication)

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Topikal UASA A+ English Form 3

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Keywords: Topikal UASA A+ English Form 3,Topikal UASA A+,Topikal English Form 3,Topikal UASA English Form 3,English Form 3,English,Form3,Topical English Form 3,KSSM English Form 3,UASA English Form 3,KSSM,USAS

Sem. M‘sia RM 8.30 Sabah/Sarawak RM 8.60 ISBN 978-967-466-815-0 English Book extend: 120pp Spine: 5.8 mm 3 Express Notes in Audio Form for Every Chapter PBD Implementation through Intensive Practice Pentaksiran Sumatif Ujian Akhir Sesi Akademik (UASA) Complete Answers Intensive practices in this book are arranged in subtopics and the contents fulfil the requirements of Dokumen Standard Kurikulum dan Pentaksiran (DSKP) KSSM. Pentaksiran Sumatif has been written based on the format of Ujian Akhir Sesi Akademik (UASA) Menengah Rendah issued by Lembaga Peperiksaan. Topikal UASA A+ A T + Topikal UASA Dr Girija Kumari Preena Nair Shobana Nair English CEFR-Aligned FORM Form 3 Titles in this series: Subject Form 1 2 3 Sains (Dwibahasa) Matematik (Dwibahasa) Sejarah Geografi Reka Bentuk dan Teknologi Asas Sains Komputer English (CEFR-Aligned) 199101016590 (226902-X) Be part of our writing team? Join us by emailing your contact details to [email protected] . Digital Access Jadual Tahap Penguasaan Audio Files 9 789674 668150 C M Y CM MY CY CMY K

ii UNIT 1 Quality Time 1.1 Reading ...........................................................1 1.2 Vocabulary ......................................................2 1.3 Reading ...........................................................3 1.4 Grammar.........................................................5 1.5 Writing.............................................................6 UNIT 2 Know Your Food 2.1 Reading............................................................9 2.2 Vocabulary ....................................................10 2.3 Reading..........................................................11 2.4 Grammar.......................................................12 2.5 Writing...........................................................13 UNIT 3 Nature at Its Best 3.1 Reading .........................................................16 3.2 Vocabulary ....................................................17 3.3 Reading .........................................................18 3.4 Grammar.......................................................20 3.5 Writing...........................................................22 UNIT 4 Animals in Human World 4.1 Reading .........................................................25 4.2 Vocabulary ....................................................26 4.3 Reading .........................................................26 4.4 Grammar.......................................................27 4.5 Writing...........................................................30 UNIT 5 Home Sweet Home 5.1 Reading .........................................................33 5.2 Vocabulary ....................................................34 5.3 Reading .........................................................35 5.4 Grammar.......................................................36 5.5 Writing...........................................................39 UNIT 6 Team Spirit 6.1 Reading .........................................................41 6.2 Vocabulary ....................................................42 6.3 Reading .........................................................43 6.4 Grammar.......................................................44 6.5 Writing...........................................................47 UNIT 7 Unprecedented Events 7.1 Reading .........................................................49 7.2 Vocabulary ....................................................50 7.3 Reading .........................................................51 7.4 Grammar.......................................................52 7.5 Writing...........................................................54 UNIT 8 Favourite Pastime 8.1 Reading .........................................................57 8.2 Vocabulary ....................................................58 8.3 Reading .........................................................59 8.4 Grammar.......................................................60 8.5 Writing...........................................................61 UNIT 9 Tech-Savvy 9.1 Reading .........................................................64 9.2 Vocabulary ....................................................65 9.3 Reading .........................................................66 9.4 Grammar.......................................................67 9.5 Writing...........................................................70 UNIT 10 Let the Show Begin 10.1 Reading .........................................................72 10.2 Vocabulary.................................................73 10.3 Reading .........................................................74 10.4 Grammar.......................................................76 10.5 Writing...........................................................78 UNIT 11 Lifelong Learning 11.1 Reading .........................................................81 11.2 Vocabulary ....................................................82 11.3 Reading .........................................................83 11.4 Grammar.......................................................85 11.5 Writing...........................................................88 UNIT 12 Everybody is Beautiful 12.1 Reading .........................................................91 12.2 Vocabulary ....................................................92 12.3 Reading .........................................................93 12.4 Grammar.......................................................94 12.5 Writing...........................................................95 Pentaksiran Sumatif Ujian Akhir Sesi Akademik (UASA)................98 Answers........................................................... 110 Contents 00_Contents Topikal UASA A+ Eng F3.indd 2 25/07/2023 2:26 PM

1 How to have family interactions • Maintaining close rapport with parents, siblings and grandparents • Participating in family fun activities to spend quality time together • Avoiding stressful life by creating situations and experiences of an easy and joyful life • Enabling family members to interact, laugh and chat during meals and feel happy together. • Allowing opportunities for sharing and caring • Understanding and acknowledging each other’s abilities • Being open and honest to one another by expressing oneself • Teaching children to share things such as food or even flowers from the garden with neighbours—a great way for children to get to know people nearby and to teach generosity • Enabling members to express their needs, wants and concerns to each other; being a good listener so that one feels loved and valued • Showing empathy by understanding the feelings of family members • Benefit: having a sense of confidence in life UNIT 1 Quality Time 1.1 Reading Audio Read the text below and answer questions 1 to 8. Questions 1 to 8 Complete the following table. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. How to have family interactions Family interaction means 1. with family. Advantage of family interaction: 2. Recognising Why is this interaction crucial? 3. Opportunities What is open and honest interaction? 4. How do you improve interaction with family? 5. Spend Why must one be a good listener? 6. To feel How will you express empathy? 7. Understand Why do you need a strong family? 8. To have Unit 1 01_Topikal UASA A+ Eng F3.indd 1 25/07/2023 12:16 PM

2Unit 1 1.2 Vocabulary Find words in the text 1.1 that have the same meaning as the words/phrases given. LS3.1.3 1. – relationship 2. – conveying 3. – talk or interact 4. – recognising or accepting 5. – kindness 6. – worries or fears 7. – appreciated, respected or treasured 8. – sympathy or compassion 01_Topikal UASA A+ Eng F3.indd 2 25/07/2023 12:16 PM

6Unit 1 Textbook: pages 14, 15, 130 & 131 1.5 Writing A Short Communicative Message Read the email from your sister, Betty. Hi, Sam, I’m thinking of organising a surprise 50th birthday celebration for Mum and Dad during this coming school holidays, which will be at the end of this month. Since it’s a special birthday, I was thinking of preparing a home-cooked lunch, a weekend’s stay at a resort or a special dinner with close friends. Do you have any suggestions? Do let me know your view. Betty In about 80 words, write an email to Betty, giving some suggestions. LS4.1.5 To [email protected] Subject 01_Topikal UASA A+ Eng F3.indd 6 25/07/2023 12:16 PM

7Unit 1 B Notes Expansion In your class, you have been talking about family celebrations. In about 120 words, write an essay about a celebration that you had with your family. LS4.2.3 Why did you celebrate it? A family celebration Where and when did you celebrate it? How did you feel? What was the celebration about? Whom did you celebrate it with? Write your essay. 01_Topikal UASA A+ Eng F3.indd 7 25/07/2023 12:16 PM

Unit 2 9 Read the text below and answer questions 1 to 8. UNIT 2 Know Your Food 2.1 Reading Audio Negative Eating Habits of Teenagers • Skipping breakfast Breakfast is an important meal of the day. It helps to ensure that we have the daily nutrients needed. It also helps to improve school performance and to maintain a healthy weight. However, the majority of teenagers do not take breakfast on a regular basis. • Increased consumption of highly processed foods This  includes foods such as soft drinks, snack foods, fast foods and desserts. Teenagers should aim to decrease the intake of these food. However, for some of them, half of their energy intake is from these types of food. This is of a concern as highly processed foods are often high in fat, calories and sugar but are low in vitamins and minerals. • Increased eating outside the home Eating outside the home has increased, and a lot of the foods consumed in restaurants are high in fat and calories, especially at fast food restaurants. There has been an increased consumption of pizza, cheeseburgers and salty snacks among teenagers, mostly due to eating out. Teenagers should aim to eat more home-cooked food. • Increased consumption of soft drinks  Teenagers enjoy consuming soft drinks. It is because they enjoy eating out in restaurants. Water is important for active teenagers. Physical activity can make a teenager dehydrated. Therefore, it is important to keep a bottle of water always. Drink water before, during and after a workout. 02_Topikal UASA A+ Eng F3.indd 9 25/07/2023 12:32 PM

20Unit 3 Textbook: pages 21, 35 & 151 3.4 Grammar Audio A Adjectives and Adverbs 1. We can use so and such to intensify or make adjectives or adverbs stronger. Example: It’s so hot today! 2. If we are using the comparative form of the adjective or adverb, we use so much to make it stronger. Example: I work so much more quickly when I can concentrate. 3. With a noun or adjective + noun, we use such to make it stronger.  Example: You’re such an angel! 4. When we use much, many, little and few with a noun, we use so to make it stronger. Example: I’ve had so little time to myself this week. Structure Pattern Meaning and Use Examples so so + adjective Meaning = very (positive and negative sentences) 1. The pudding was so delicious. 2. My friends are so cooperative. 3. The smell of the dish was so awful. 4. The weather is so cold today. such such (+article) (+adjective) + noun Meaning = very (positive and negative sentences) 1. That was such a bitter soup. 2. My friends are such nice people. 3. It was such an awful day yesterday. 4. Ali is such an admirable character. A Fill in the blanks with suitable words. 1. I’m excited about my tour to Middle East countries. 2. It’s a regretful day when the incident happened during the party. 3. Alex and his team worked hard to complete the project on time. 4. Asha is an amazing cook that her friends get her recipes to try out. 5. It always takes much longer to get to our destination when we start our journey late. 6. Recently, we’ve had much rain that our rivers are almost flooded. 7. We bought our products from a local supplier because their price was much cheaper. 8. My pet cats have got gorgeous eyes that my friends admire them. 03_Topikal UASA A+ Eng F3.indd 20 25/07/2023 12:24 PM

22Unit 3 Textbook: pages 66, 67, 144 & 145 3.5 Writing A Short Communicative Essay Read the message from your friend, Susan. Hi, The Nature Club of my town is setting up a library in its premises for the public, especially nature lovers. I would like to contribute a book on the scientific study of birds. Since you are very much a nature lover, I was wondering if you can recommend a book on ornithology. Susan In about 80 words, write a message to Susan recommending a good book to buy for the Nature Club library in her town and give reasons to support your choice. LS4.1.5 Hi, From, 03_Topikal UASA A+ Eng F3.indd 22 25/07/2023 12:24 PM

Unit 4 UNIT 4 Animals in Human World Audio 4.1 Reading Read the text below and answer questions 1 to 8. ✎ Many people love to have wild animals as pets. Although it is expensive, they are proud to be owners of exotic creatures such as chimpanzees, pythons, kinkajous and scarlet macaws. ✎ Wild animals are good to keep for protection, but there is a possibility that these animal may turn wild at any time, as they have lived for years without direct influence with humans. ✎ Many can bite, scratch and attack an owner, children or guests. Animal owners can be legally responsible for any damages, injuries or illnesses caused by animals they maintain. ✎ These animals are adapted for survival in complex, wild environments, but not well adapted to live with humans or in a house. ✎ Wild animals carry diseases throughout their life and when people keep them as pets, they can spread diseases to them. Some of the diseases carried by wild animals are Rabies, Hepatitis B and Salmonella. ✎ Some people keep wild animals as pets but they do not know how to take care of these animals. ✎ It is better that we take care of our forests, as there is no risk. Pet lovers can joint venture with organisations to bring down old buildings that are not in use and make animal sanctuaries. Questions 1 to 8 Complete the table below. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. Animals in Human World A reason for keeping wild animals as pets 1. Two examples of exotic creatures mentioned 2. Some diseases spread by wild animals are 3. . A danger of keeping wild animals as pets 4. anytime Wild animals may not be well adapted to 5. . Wild-pet owners can be legally charged for any caused by their pets. 6. Two ways to preserve wild animals 7. . 8. . 25 04_Topikal UASA A+ Eng F3.indd 25 25/07/2023 12:32 PM

5.3 Reading Audio Read the text below and answer questions 1 to 10. A house is a place where a person feels safe, relaxed and confident with family members. I feel free and comfortable when at home. My house is very special to me and I love every part of my house. Situated in a small housing area, it took four years to build. My family moved into this house in 2005. It has an area of 1,054 square feet. I love the windows in the living room as it faces the field where lush greenery grows. The house has four bedrooms, a spacious living room, a kitchen and three bathrooms. My house is always bright during the daytime as the windows are facing the sun’s rays. There is a dining hall, a popular area where my family meets every day during meals. There is a porch outside my house, so my father can park his car there. We also have a small storeroom where we store things such as tools and things we do not use often. As for the interior of my house, my mother managed to make this place special. It is not crowded with things. We have comfortable pieces of furniture in the living room, a soft white carpet and an antique wooden table in a corner. All things fit each other well, as my mother is good in interior design. The house has a green lawn that the gardener cuts regularly. My mother is fond of gardening, so we have some flowering plants. The garden looks colourful during the flowering season, when the flowers bloom. Besides, my mother and I love to have plants in the house, so there are plenty of them in all the rooms. My house looks attractive as my father constructed beautiful wooden shelves and hangers to arrange the plants. I love when the sun shines into the rooms through the windows, and the leaves begin glowing with its deep green colour. I love being at home as it is peaceful and comfortable. I can say that my parents know how to create a special atmosphere in the house. I have learnt from them how to transform a regular house into an exceptional home. Questions 1 to 8 Answer the questions below. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. 1. The writer’s house is located in a . 2. The writer gets to see greenery from his . 3. A favourite spot in the house is the . 4. The writer’s mother loves so the garden looks colourful when the plants . 5. The writer has a to take care of the lawn. 6. The writer’s house looks attractive with beautiful to arrange the plants. 7. I enjoy being at home as it has a and feeling. 8. This passage has taught me how a regular home can be converted into . Unit 5 35 05_Topikal UASA A+ Eng F3.indd 35 25/07/2023 12:37 PM

Textbook: pages 113 & 117 6.4 Grammar Audio A Passive Simple Present Tense When the active verb is in the simple present tense, we make passive verb forms with am/is/are + the past participle form of the verb. Note that the object of the active verb becomes the subject of the passive verb. The subject of the active verb becomes the object of the passive verb. However, in most cases, the object is not mentioned in the passive voice before the past participle form of the verb. Examples: 1. She dances during the cultural shows. Active Voice Subject Verb Adjective Object She dances cultural shows 2. Thousands of people watch her cultural dance. Passive Voice Subject Adjective Noun Verb + Past Participle Object Her cultural dance is watched by thousands of people A Change the following sentences in the passive simple present tense. 1. He opens his gift. . 2. We set the table. . 3. She pays a lot of money. . 4. I draw a picture. . 5. They wear black shoes with red socks. . 6. They don’t help you. . 7. She doesn’t open the book. . 44Unit 6 06_Topikal UASA A+ Eng F3.indd 44 26/07/2023 11:58 AM

Unit 7 Read the text below and answer questions 1 to 8. Thai Cave Rescue The 12 football players and their coach who survived a flooded cave in northern Thailand, regained full freedom on Wednesday. They are seen walking out of a hospital a week after being trapped underground for 18 days. On June 23, the Wild Boars teammates went to Tham Luang cave for a quick, relaxing exploration after football practice. However, rain began to fall while they were underground, and the water filled the caverns, preventing their escape. After two days of being trapped in the cave, one of the players said he began to feel weak and lacked the strength to continue his life. They explained that they had no food but found a trickle of fresh water to drink coming down from a rock in the cave. One of the team’s youngest members stated that he tried not to think about food, but found it difficult to forget about fried rice. Another said he tried to keep his stomach full of water to distract himself from his hunger. They got on with digging to find a way out for days. According to one of the boys, they had to use their only flashlight economically. Divers discovered the group 10 days later, huddled on a patch of dry ground deep inside the cave. They looked hungry but otherwise healthy. Over three days, an international team of rescuers used diving equipment and pulleys to save the 12 boys and coach through the narrow, flooded passageways, concluding on July 10. During their stay in the hospital, some of the boys were treated for minor injuries, but all 13 survivors’ conditions have been described as getting better. When asked about the former Thai Navy SEAL who died during the rescue operation and was memorialised by the boys while still in the hospital, the coach, Ekkapol “Ake” Chantawong, said he and the boys were very sad when they learned of his death. “We felt we were to blame for his death and the cause of his family’s loss,” he explained.  (Adapted from: Thailand Soccer Team Leaves Hospital Speaks in Chiang Rai/CBS News.com/2018-07-18) UNIT 7 Unprecedented Events Audio 7.1 Reading 49 07_Topikal UASA A+ Eng F3.indd 49 25/07/2023 12:43 PM

8.3 Reading Audio Read the text below and answer questions 1 to 10. Spare time is a time to relax, when one is not working but uses it for enjoyment or any recreational activity. Activities during spare time include activities that give you pleasure and are not work-related. It is a way to escape from work and personal worries. It is a time you take care of yourself, to disconnect. The quality of your spare time does not depend on the duration of your activity. It depends on how meaningful you can make it. Having spare time gives many benefits. Taking spare time gives immediate positive effects, but its benefits are long lasting, affecting positively both your physical and mental health from stress. Professor Matthew Zawadzki’s study showed that people who took spare time have reduced stress levels, better moods and a lower heart rate. The mind and body will tune in and you will feel relaxed. A sedentary lifestyle puts you at risk of serious diseases such as heart-related, obesity or diabetes, and emotional distress. So disconnect yourself and involve yourself in physical activities. A recreational activity does not need an extensive plan. Be spontaneous to follow your needs and moods. One day you choose a calm walk on the beach or a park, and the next available day you go surfing or for a gym session. It is your time, do whatever makes you happy. Spare time is all about you—how to connect to your needs, wants, thoughts and emotions. It is a way to prevent you from falling in negative, stressful and depressive situations. Therefore, activities during spare time can improve the quality of your life. Questions 1 to 8 Answer the questions below. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. 1. What is the meaning of spare time? . 2. State one benefit of having spare time. . 3. Taking some spare time helps to give positive from stress. 4. The researcher who carried out a study on people who take spare time was . 5. Name one risk of having a sedentary lifestyle. . 6. You can do recreational activities based on your own . 7. Spare time refers to how a person connects to one’s needs, , and . 8. Spare time activities can of one’s life. 59Unit 8 08_Topikal UASA A+ Eng F3.indd 59 26/07/2023 12:38 PM

UNIT 9 Tech-Savvy Audio 9.1 Reading Read the poem below and answer questions 1 to 8. INTERNET ADDICTION by Jovanna Lizarraga Incredible urges to get away Not caring about what people say. They say it is a disease Every second I’m in need, without it I freeze. Realise the power of internet Nothing can stop me from leaving it. Everything else means nothing The internet is everything. A necessity to me Days go by why can’t you see? Days I wish I could let this go Impossible to just get up and go Can’t keep my eyes off the screen This has taken over me, without it I scream. I need this to avoid suffocation Oh, I know this is a depraved condition No, this is my internet addiction. Unit 9 64 09_Topikal UASA A+ Eng F3.indd 64 26/07/2023 12:03 PM

Textbook: pages 61 & 65 10.4 Grammar Audio Future Forms Present simple to talk about the future The present simple tense can be used to refer to events in the future. The events are certain because they are facts, or because there is a clear fixed schedule or a high certainty or chance that the plan is going to happen. Examples: Her birthday falls on a Friday next year. (a known fact about the future) She has a driving test next week. (a fixed arrangement) The train arrives at 8.12 p.m. (a timetable) What time does their flight to Seoul leave? (a schedule) 1. How to form the simple future The formula for the simple future is will + [root form of verb]. The decision is made at the moment of speaking. There is a low certainty of it happening. Examples: I will learn a new language. Jen will read that book. My brothers will sleep till noon if no one wakes them up. However, there is another way to show that something will happen in the future. It follows the formula am/is/are + going to + [root form of verb]. The going to construction is common in speech and casual writing. Examples: I am going to learn a new language. Jen is going to read that book. My brothers are going to sleep till noon if no one wakes them up. Keep in mind though that it is on the informal side, so it is a good idea to stick to the will + [root form] construction in formal writing. 2. How to form the simple future negative To form the simple future negative, the formula is will + not + [root form]. Examples: Jen will not quit before she reaches her goal. Make sure you arrive on time tomorrow because the bus will not wait for you. He will not say anything bad about his boss. I will not finish my homework in time for class. When using the going to construction, the formula is am/is/are + not + going to + [root form]. Examples: Jen is not going to quit before she reaches her goal. Make sure you arrive on time tomorrow because the bus is not going to wait for you. He is not going to say anything bad about his boss. I am not going to finish my homework in time for class. 3. How to ask a question in the simple future To ask a question in the simple future, the formula is will + [subject] + [root form]. Examples: Will Jen finish War and Peace over the holidays? Will I have the discipline to study English every day? What will you buy with the money you found? The formula for the going to construction is am/is/are + [subject] + going to + [root form]. Examples: Is Jen going to finish War and Peace over the holidays? Am I going to have the discipline to study English every day? What are you going to buy with the money you found? 76Unit 10 10_Topikal UASA A+ Eng F3.indd 76 26/07/2023 12:04 PM

A Fill in the blanks with the correct form of the verbs using be going to. 1. It (rain). 2. They (eat) fried rice. 3. I (wear) red shoes tonight. 4. We (not/help) you. 5. James (not/walk) home. 6. you (cook) dinner? 7. Susan (share/not) her biscuits. 8. she (take part) in the competition? 9. I (not/spend) my holidays abroad this year. 10. they (leave) the house? B Complete the sentences with be going to with the verbs in brackets. 1. Next holidays, I (travel) to Canada. 2. My sister, Latha (live) in Madrid. 3. They (play) tennis this afternoon. 4. My father (buy) a new car. 5. Susan and David (see) the film tonight. 6. I (visit) the dentist tomorrow. 7. Lim (plan) a reunion for the Class of 1975. 8. I am sorry, I (study) for my exams. 9. Linda (shower) before starting her journey. 10. They (organise) a gathering in conjunction with her graduation. C Fill in the blanks with will or be going to and complete the sentences. Use contractions where necessary. 1. Have you got any plans for tomorrow? / Yes, I see my grandparents. 2. Why is she learning French? / She travel to France. 3. We are thirsty. / Wait here. I get some water. 4. Chicken or mutton? / I have some chicken, please. 77Unit 10 10_Topikal UASA A+ Eng F3.indd 77 26/07/2023 12:04 PM

B Notes Expansion You are interested in cooking and your mother allowed you to have the kitchen every Saturday. In about 120 words, write an essay on the safety measures that are important while cooking in the kitchen. LS4.2.3 Passion for cooking – permission from Mother Safety measures in the kitchen Handling hot dishes Mother agreed – gave strict safety measures to adhere Preventing kitchen hazards – personal safety Usage of cooking utensils Write your essay. Unit 11 89 11_Topikal UASA A+ Eng F3.indd 89 25/07/2023 2:15 PM

91Unit 12 UNIT 12 Everybody is Beautiful Audio 12.1 Reading Read the poster below and answer questions 1 to 8. Your bones help you, protect you and support you every day, so making sure to protect them should be a top priority. Did you know? There are 206 bones in the adult human body, all of which work together to help us sit, stand, walk and do the activities we enjoy doing every day. What is the bone? The bone is living growing tissue made up of three major components: Collagen – Provides soft framework for the bone Calcium phosphate – Adds strength to the bone Living bone cell – Removes and replaces weak pairs of bones Why protect your bones? Your bones have several important jobs, such as protecting your organs, containing marrow, storing minerals and supporting your body. Healthy bones need calcium and vitamin D. Calcium – Most adults should get 1,000 mg of calcium per day with an upper limit of 2,000 mg, from dairy products, green leafy vegetables or calcium supplements. Vitamin D – Vital for both adults and children. It can be obtained from sunlight, food like fatty fish, fortified products and vitamin D products. Build strong bones when you are young to prevent bone loss when you are older: 1. Get enough calcium and vitamin D each day. 2. Maintain a healthy weight. 3. Do weight-bearing and resistance exercises. 4. Wear protective gear, like a helmet and padding, when playing sports. 5. Quit smoking. THE BASICS OF BONES 12_Topikal UASA A+ Eng F3.indd 91 26/07/2023 12:06 PM

92Unit 12 Questions 1 to 8 Complete the following table. Choose no more than five words and/or a number from the text for each answer. LS3.1.2 For each question, write your answer in the space provided. The Basics of Bones State an element found in our bones. 1. How can human beings maintain the strength of the bones? 2. 3. What should human beings consume to maintain a good bone structure? 4. State a function of bones. 5. Number of bones in an adult human being. 6. State the amount of calcium that an adult should take in a day. 7. A safety measure to protect bones when playing sports 8. 12.2 Vocabulary Find words in the text 12.1 that have the same meaning as the words/phrases given. LS3.1.3 1. – adequate 2. – elements 3. – structure 4. – power 5. – grown-ups 6. – additives 7. – vital 8. – stop 12_Topikal UASA A+ Eng F3.indd 92 26/07/2023 12:06 PM

Paper 1 Part 1 Questions 1 to 8 Read the text carefully in each question. Choose the best answer A, B or C. For each question, circle the correct answer A, B or C. 18% Singing 21% Dancing 15% Painting 11% Stitching 13% Drama 22% Cooking 1. The chart shows the percentage of time spent by Normala on various activities. Among the activities listed below, the activity that has the least time spent on is A cooking. B drama. C dancing. Lata : Look! Isn’t she cute? She’s the apple of my eye. Rita : Apple? But she is a cat! 2. From the dialogue above, we know that A Lata loves the cat very much. B to Rita, the cat is very special. C the cat is very cute that it looks like an apple. 98Pentaksiran Sumatif Pentaksiran Sumatif Ujian Akhir Sesi Akademik (UASA) 13 Sumatif_Topikal UASA A+ Eng F3.indd 98 26/07/2023 12:09 PM

Part 2 Questions 9 to 16 Read the text below and correct the underlined errors. For each question, write the correct word in the space provided below. Florence Nightingale Florence Nightingale was born in Italy in 1820, in a town of Florence. She received her first name (0) at her place of birth. Her parents were English, and her childhood was (9) spend in England. She was not a very (10) social child but it has been said that she showed an early concern for the wounded and the sick. (11) While she was eighteen, she was taken to London to be presented to the Queen. Then, instead of attending parties, Miss Nightingale shocked her parents and friends by (12) insisted on visiting hospitals, schools for the poor, and charitable institutions, to see for (13) her what was being done for the sick and the outcast. In the following months, Miss Nightingale was visiting France and Germany, where the standard of hospital nursing was, at that time, much higher than in England. Florence Nightingale (14) takes up a course in hospital management at the Institute in Germany, while her friends (15) was busy settling down. Then, after six months, she moved to Paris, where she studied the system of (16) nurse in the hospital run by the sisters of the Order of St Vincent de Paul. [8 marks] Example: 0. from 9. 10. 11. 12. 13. 14. 15. 16. 101Pentaksiran Sumatif 13 Sumatif_Topikal UASA A+ Eng F3.indd 101 26/07/2023 12:09 PM

110 It was a busy day as Mum started cooking early in the morning, while we helped her. Soon relatives arrived and we had a sumptuous meal. We had a great time together. After tea, my relatives left for their homes. It was truly a great get-together and a wonderful celebration. UNIT 2 Know Your Food 2.1 Reading 1. breakfast 2. Have the daily nutrients 3. Take breakfast 4. highly-processed food 5. Eat home-cooked food 6. fast food restaurants 7. Home-cooked food 8. Dehydrated 2.2 Vocabulary 1. skipping 2. regular 3. decrease 4. consumption 5. snacks 6. home-cooked 7. teenagers 8. workout 2.3 Reading 1. vitamins and minerals 2. proteins and fats 3. main source of energy 4. fruits and milk 5. starch, grain products 6. vegetables / milk / fruits / grains (choose any two answers) 7. brain function energy 8. nutritional value 9. energy 10. influence 2.4 Grammar 1. Can 2. can 3. couldn’t 4. had better 5. were able 6. won’t be able 7. might not 8. may not 9. ought to 10. had better 11. Could 12. Would 13. must 14. should 15. was able to 2.5 Writing A Short Communicative Message Hi, Robert, You went on a picnic during the last holidays, didn’t you? I suggest hiking will be a good idea. The Broga Hills in Semenyih is a wonderful place around Kuala Lumpur. It is a great place to hike and is popular as you get to catch the scenic view of the sunrise. The trail is about 3.4 km and it’s covered with grass. The view from the hill is amazing. I am sure your parents will enjoy this outing. Love, Sarah UNIT 1 Quality Time 1.1 Reading 1. maintaining close rapport 2. each other’s abilities 3. for sharing and caring 4. Expressing oneself 5. quality time together 6. loved and valued 7. the feelings of others 8. confidence in life 1.2 Vocabulary 1. rapport 2. expressing 3. chat 4. acknowledging 5. generosity 6. concerns 7. valued 8. empathy 1.3 Reading 1. family 2. a solid foundation 3. sponges that soak up 4. language skills 5. sympathy and compassion 6. reinforce interpersonal skills 7. lifelong positive attribute 8. parents / family 9. solid 10. secure 1.4 Grammar 1. everything 2. somewhere 3. Everybody / Everyone 4. something 5. Nobody 6. Somebody / Someone 7. anywhere 8. anybody / anyone 9. everywhere 10. nothing, nowhere 1.5 Writing A Short Communicative Message To : [email protected] Subject : Birthday celebration for Mum and Dad Hello Betty, Great idea, Betty. Perfect timing as I’ll be home for holidays after my exams. I like your option of having dinner with close friends but do include Aunty May and Uncle Henry, as they are the only siblings our parents have. I will order the cake from Alex, whose mum bakes scrumptious Nutty-Orange cake. I think we should prepare door gifts. Give it a thought. I have some options but we can decide on it later. Sam B Notes Expansion A Family Celebration Last week, my family decided to organise a special function to celebrate my sister, Rahmah’s success. She did very well in her studies and she has received a prestigious scholarship. My parents decided to have a get-together among close relatives before Rahmah leaves for the United Kingdom. My sister and I were excited about the plan. We kept to a small number of guests, as we planned to have the lunch at home. After much discussion, we decided on a Sunday, a week before Rahmah’s flight. Our guests were close relatives and Rahmah’s friends. Soon, Mum and Dad decided on the menu, so that they could buy the necessary groceries. I was excited as I love going shopping with my parents. Answers 14 Answer_Topikal UASA A+ Eng F3.indd 110 26/07/2023 12:18 PM

form 3 unit 4 special relationship listening

NURUL AZRIN BINTI SA'ODI

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Interpersonal Relationships Essay

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Introduction

Barriers to effective communication, principles and misconceptions in effective interpersonal communication, improving communication competencies.

Interpersonal relationships are normally evidenced between two or more individuals and may be based on (among other factors) love and solidarity (Berscheid, 1983, p. 1). These bases of interpersonal relationships normally vary but basically, they are centered on social, cultural, family or kinship relationships (in addition to other forms of social relations). This fact is affirmed by Jeannette (2010) who states that:

“Interpersonal communication is derived from the close relationships we have in our life of our choosing. Yet, we have interface with people on many levels in our life, ranging from personal to professional. Interpersonal relationships constantly change and shift and can derive from formal settings. Relationships can vary from friendships, family members, lovers, acquaintances, professionals and even adversaries. Life welcomes and encompasses most relationships in each of these categories” (p. 12).

It is important to note that interpersonal relationships command some level of interdependence but there are often incidences where people in interpersonal relationships influence each other in thought, actions, activities and feelings (Fincham, 2010, p. 4).

The level of interdependence among partners in interpersonal relationships allows for the influx of opinions, thoughts and feelings but the success and longevity of interpersonal relationships basically thrives on communication as a basic component, determining the thriving of interpersonal relationships. Dr. Ramesh Rao, a sociology researcher, explains that “We thrive when we communicate well, and we starve ourselves of companionship, camaraderie and community when we fail to communicate effectively” (Rao, 2010, p. 1).

When communication lacks, people tend to live in worlds completely and needlessly alienated from each other, and in extreme cases, miscommunication may lead to excessive boredom and even the eventual breakup of two individuals. Those who decide to live with communication problems are normally subjected to a lot of despair, agony and frustration. However, the positive thing regarding the controversy surrounding miscommunication in interpersonal relationships is that it need not be that way.

In other words, there are a number of ways and strategies through which if properly applied can avoid instances of miscommunication. From this basis of understanding, this study will explore the barriers to effective communication as the background research to understanding how to avoid miscommunication in interpersonal relationships. Secondly this study will explain the principles and misconceptions in effective interpersonal communications, which consequently causes miscommunication in interpersonal relationships.

Lastly this study will identify how people in interpersonal relationships can assess their personal communication strategies to improve their communication competencies. Comprehensively, these elements when applied sequentially will eventually lead to the avoidance of miscommunication within interpersonal relationships.

Communication essentially defines the basic social fabric of any society and it is an effective tool that has been used in upholding social cohesion for centuries (Mystic Madness, 2011, p. 1). However, there are barriers to communication that prevent the conveyance of thoughts or ideas from one individual to another.

Consequently, this causes ambiguous communication between individuals because if there are barriers to effective communication, the messages passed across cannot be appropriately received. If the sender or receiver finds himself or herself in such a situation; it means that there are surmountable barriers to communication.

The barriers to effective communication therefore become a hurdle for many individuals to express their thoughts and feelings, and in extreme situations; this scenario has been seen to limit professional and social progression. In fact, Mystic Madness (2011) affirms that “According to various psychologists, approximately 50 percent of message looses its meaning while being conveyed from the sender to the receiver” (p. 3).

There are therefore a number of stages where communication between two or more individuals loses its meaning and they are summarized in the following paragraphs:

Physical barriers have been identified as the main problem why people across the globe have found it difficult to maintain healthy interpersonal relationships (Jain, 2011).

This was the problem I experienced a year ago in my workplace where the company had a large working area and existing employees were physically estranged from each other. Also, each office had its own doors where each worker operated under closed doors and the general employee population was divided on the basis of ranks (where high-ranking employees operated in their own environment while low-ranking employees also operated in their own environment).

The organizational environment was therefore not conducive for effective interpersonal communication and it was further aggravated by the fact that there was a lot of noise from cars on the background. This type of environment significantly strained the development of interpersonal relationships within my workplace.

Mystic Madness (2011) categories physical barriers to communication in four categories; the first is environmental barrier where the physical environment becomes non-facilitative to the development of a good interactive atmosphere (probably because of excessive humidity, excessive lighting, high or low temperatures, or even poor ventilation and the likes).

The second category of communication barrier is the challenging stimulus where if there is a disturbing stimulus such as noise in the background or a wide distance between a sender and receiver of information, miscommunication may eventually occur because it would be quite difficult for both parties to interpret what each other is saying.

Thirdly, Mystic Madness (2011) identifies subjective strain as another barrier to communication where miscommunication may occur if one of the parties is in bad health, is of poor mental state, lacks adequate sleep (and the likes). Miscommunication is bound to occur because effective communication occurs only if there is high concentration about the message conveyance process among the two parties involved.

Lastly, Mystic Madness (2011) identifies media ignorance as the last category to physical barriers to communication because of the fact that some communicators are not versant with the best mode of media to convey their messages. For instance, in my organization, the senior managerial team used to explain the company’s progress to workers using maps and charts. This mode did not seem effective for the workers.

Linguistic barriers are also identified as a major barrier to communication because in scenarios where it is present, language becomes excessively vague and the words mentioned by one party (for example) are rather symbolic and may convey a number of meanings to the receiver (if he or she understands it at all).

The miscommunication evidenced here basically occurs where the sender and receiver variably interpret different language symbols. In fact, it has been affirmed in many research studies that communicating to someone in his or her own language is an effective communication tool as opposed to someone communicating using an alien language (Mystic Madness, 2011).

Cultural barriers have also been identified to be a strong barrier to communication, especially where two or more people in an interpersonal relationship are from different religions, cultures or places. However, cultural barriers does not only end in form of cultural, religious or place variations; it also extends to age, social position, mental behaviors, social status and other socioeconomic parameters.

If communication occurs within the confines of a given culture, there is a very minimal probability that misinterpretation will occur, but when communication occurs between two or more cultures, there is a high probability that misinterpretation will occur.

Lastly, emotional barriers have been advanced as a critical barrier to effective communication because people who are emotionally distant are bound to differ from each other in situations and affairs (Mystic Madness, 2011). There are often many types of emotions that present themselves in form of anger, fear and hostility and all result in a number of reactions encompassing sudden reactions, unfair assumptions, terror, overconfidence and defense (Jeannette, 2010). These factors comprehensively define the major barriers to communication.

Misconceptions about interpersonal relationships often arise out of the fact that people are different and it is therefore very easy for someone to misunderstand the other. The biggest misconception among many people regarding interpersonal communication is that it is an innate trait that often does not need to be perfected (HR Council for the Nonprofit Sector, 2011).

It is also widely misconceived that interpersonal communication applies to all individuals and can be applied in virtually all social contexts (HR Council for the Nonprofit Sector, 2011). This assumption is wrong because interpersonal communication has its own shade of grey areas where different people are in different relationships, and therefore, not all relationships are the same.

Moreover, each person is different from each other and therefore the characteristics of one person in a relationship may sometimes disparage the personality of the other or in another way, compliment it. It is therefore essential that the right attitude is applied to different situations because relationships are different and so are people.

There is also a common misunderstanding about interpersonal communication where one person thinks that if he or she communicates, the other person will automatically understand them. This is not necessarily the case considering there are usually many factors that can cause wrongful misinterpretation of information and therefore it is important to carry out a follow-up conversation to determine whether the previously conveyed information was correctly understood.

Many people also carry on the misconception that the more the quantity of information a person conveys; the more he or she will be understood (HR Council for the Nonprofit Sector, 2011). This is normally not the case because if a person is misunderstood, talking more would not essentially be the correct approach to take because this would only mean that there will be more misunderstandings and misinterpretations of the information being conveyed.

While a person may think that he or she is clarifying the information conveyed, he or she may only be exacerbating the situation. In such situations, one would be tactful to know when to tone down, keep quiet and explain further.

The reason why the above misconceptions about interpersonal communication are evidenced is because many people don’t understand the principles to effective communication. It is therefore important for people to understand relevant principles surrounding effective communication so that they can be able to communicate effectively in the first place. The first principle in effective communication is understanding oneself.

Even though interpersonal communication occurs between two people, it is normally recommended that people who want to effectively communicate with each other need to understand themselves first (their goals, personalities and the likes). Mares (2010) affirms that “Self-awareness helps you identify the actions required to behave competently in different situations. The more self-aware you are, the more able you are to manage your own behavior and your ability to adapt your behavior to changing circumstances” (p. 12).

Another principle of communication in interpersonal relationships is to communicate effectively. Mares (2010) explains that in this type of situation, the sender or receiver should describe various behaviors without being judgmental or giving evaluative statements which may change the course of the communication process. He also explains that people should maintain congruence between verbal and nonverbal messages in addition to precisely describing ones feelings.

Lastly, listening and responding is also another important communication principle in interpersonal relationships where people will be able to understand one another’s feelings and thoughts more effectively (Mares, 2010). In fact, it has been affirmed that taking into consideration the other person’s feelings is an effective communication strategy. Conversely, this can be linked to talking from the “shoes” of the other person (Mares, 2010).

Using the obliging style has been advocated as one of the most basic ways through which people can effectively develop their communication competencies (Jeannette, 2010). This style has been pit against the avoidance strategy where people avoid conflict in relationships by ignoring miscommunication altogether (Jeannette, 2010).

The obliging style empowers people to be more empathic and critical listeners to what the other party in the relationship says. This style also proposes that if a person feels like expressing his or her opinion, he or she should do so gently, without being assertive. Comprehensively, the obliging strategy has been evidenced to provide the bedrock to the development of interpersonal relationships because it essentially lays the groundwork through which two people relate (Jeannette, 2010).

The other competence element identified by many social researchers, with regards to improving interpersonal competence, is basically related to the principles of effective communication which is putting oneself in the other’s shoes. This is congruent to understanding the values of the other person, their beliefs and points of view. Jeannette (2010) explains that:

“It can be challenging to assess each individual and how to correctly approach communication when there are so many factors involved. With the proper effort and evaluation, one can identify personality traits of an individual and build positive communication around those aspects. This not only develops proper interpersonal relationships, but also broadens the skills necessary to effectively communicate and represent oneself in a positive manner” (p. 29).

Understanding these communicative variables is essential to developing genuine empathy with another party in a relationship, but more importantly, understanding them enables the other party to better empathize with the other.

Lastly, inquiry is another competence element that if well inculcated among individuals, it can expressly show genuine concern about the other person’s welfare. Genuine concern is a good attribute in avoiding miscommunication in interpersonal relationships and this is the reason why many researchers advocate that people should be more inquisitive of each other at all times (Jeannette, 2010).

This study points out that the avoidance of miscommunication within interpersonal relationships is a simple process that can be avoided if people understand the barriers to communication, develop an understanding of the principles and misconceptions about personal relationships and eventually horn specific competencies needed in developing personal relationships. It is only through understanding communication problems in interpersonal relationships that people can be able to avoid miscommunication altogether.

Berscheid, E. (1983). The Emerging Science of Relationships: Close Relationships. (pp. 1–19). New York: W.H. Freeman and Company.

Fincham, F. (2010). Of memes and marriage: Toward a positive relationship science. Journal of Family Theory & Review , 2, 4–24.

HR Council for the Nonprofit Sector. (2011). Workplaces that Work . Web.

Jain, R. (2011). The Barriers to Effective Communication . Web.

Jeannette, V. (2010). Interpersonal Relationships and Communication . Web.

Mares, T. (2010). Avoiding Miscommunication: This Darned Elusive Happiness. Web.

Mystic Madness. (2011). 4 Main Barriers to Effective Communication . Web.

Rao, R. (2010). Communication Studies . Web.

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Essay Samples on Relationship

The enigma of crushes: navigating emotions and relationships.

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Giovanni Boccaccio's Ideas on Love and Gender Roles in The Decameron

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• Sex, Gender and Sexuality

Our Treatment Of Kids Affects How They Create

Older upbringing and educating are frequently recognized by an inability to comprehend what kids can do or understanding, or to give the help they require and the regard they merit. However, does that mean children are being belittled — or overestimated? The appropriate response is...

Some Hardships In Human Relations

For a great deal of untouchables who don't know there is a tremendous measure of reason that causes this tormented condition. Infer a 2006 review by DivorceMagazine.com that asked scrutinizes what had caused their parcel or separation, I found that unfaithfulness or extramarital issue is...

The Bilateral Relationship Between Malaysia And Indonesia

The relationship between Malaysia and Indonesia is known to be a diplomatic pleasantry among the region with a special relationship of shared values and common cultural traditions originating from the same ancestors. This bilateral relationship between Indonesia and Malaysia is considered as one of the...

The Five Love Languages According To Dr. Gary Chapman

Lao Tzu once said that being able to love someone deeply is what gives us courage and being loved by someone deeply gives us strength and he was very right. Normally when in romantic relationships, we all tend to show love and affection to our...

The Impact Of Cultural Differences On A Couple's Relationship

Opposites attract? Perhaps, most durable and happiest are marriages of people who are compatible and perfectly matched. Two people should get married no matter what races they are. In the United States, the number of interracial marriages has nearly tripled since 1980. At the same...

• Cultural Diversity

The True Understanding Of Love

Famous advice communist Anna Landers once said “Love is friendship that has caught fire. It is quiet understanding, mutual confidence, sharing and forgiving. It is loyalty through good and bad times. It settles for less than perfection and makes allowances for human weaknesses. ” I...

What Is True Life & How To Save Your Happy Love Life

As we know that getting falling in love with someone is a natural feeling that comes in everyone’s life. Basically, It will happen when a boy and a girl having some attraction or some kind of strong feeling that automatically force both people to fall...

The Importance Of Self-Concept In The Development Of Human Relations

The self-concept is an important model in the development of human relations. It has been studied by many researchers for a long time. It is used to understand oneself, and to explain human behaviour and unique characteristics of individual. Firstly, self-concept is highly related to...

• Interpersonal Communication
• Self Awareness

Evasion Or Enhancing Connection In Prof. Chaspari's Article

Summary In this paper, the author Prof. Chaspari and her colleagues have tried to establish a cognitive synchrony among the partners romantically involved by capturing the co-occurrence of electrodermal activity (EDA). Here the ‘Evasion or enhancing connection’ and ‘Disquietude or avoiding connection’ results are computed...

Analysis Of Relationships in the Movie "Mean Girls"

Mean Girls For this extra credit, I watched Mean Girls which was released in 2004. I enjoyed watching this movie and trying to analyze and apply the concepts I have learned throughout this course. The two relationships in the movie that I will discuss and...

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Essay on My Relationship With Someone Special

Students are often asked to write an essay on My Relationship With Someone Special in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Relationship With Someone Special

Introduction.

In life, we all have someone special. For me, that person is my best friend. We share a unique bond that is full of love, trust, and understanding.

Our First Meeting

We first met in school. Both of us were new students and felt a bit lost. We started talking and soon became friends. Our friendship grew stronger with time.

Shared Interests

We both love playing football and reading books. These shared interests make our bond even stronger. We spend a lot of time together, playing, reading, and sharing stories.

Trust is a key part of our friendship. We always rely on each other for help and advice. We share our secrets and dreams, knowing they are safe.

250 Words Essay on My Relationship With Someone Special

Meeting my special person.

In life, we meet many people but only a few become truly special to us. One such person in my life is my best friend, Sam. Our friendship started in grade school and has grown stronger over the years.

Our bond is special because we share our joys, sorrows, and dreams with each other. We are always there for each other, no matter what. We share a bond that is beyond words. We laugh together, cry together, and even fight at times, but our bond only grows stronger with time.

One of the things that make our relationship special is our shared interests. We both love sports, especially soccer. We often play together and cheer for our favorite teams. This shared interest brings us closer and adds fun to our friendship.

Learning From Each Other

Another important part of our relationship is learning from each other. We both have different strengths and weaknesses. Sam is good at math while I am good at English. We help each other in these subjects. This way, we learn and grow together.

In conclusion, my relationship with Sam is very special. He is more than a friend to me. He is a companion, a guide, and a source of strength. Our bond is a perfect example of a true friendship. It is a relationship that I cherish and value the most in my life.

500 Words Essay on My Relationship With Someone Special

My grandmother and I share a very close bond. We spend a lot of time together. We talk, laugh, and share stories. The bond we have is not just because we are family, but because we understand each other very well. She knows when I am happy, sad, or upset. She can tell just by looking at me. And I can do the same for her.

Her Love for Me

My grandmother loves me a lot. She shows her love in many ways. She cooks my favorite meals, helps me with my homework, and always makes sure I am comfortable. She also tells me stories about her childhood, which I love to hear. Her love is pure and unconditional. She loves me for who I am, and that makes me feel special.

My Love for Her

What i learn from her.

My grandmother teaches me many things. She teaches me about life, values, and morals. She tells me stories that have important lessons. She also teaches me to be kind, patient, and respectful. She is a wise woman, and I learn a lot from her.

My relationship with my grandmother is very special. It is based on love, respect, and understanding. I feel lucky to have her in my life. She is my best friend, my guide, and my most trusted confidant. I cherish every moment I spend with her. She is truly someone special in my life.

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