City University of Hong Kong. Information on a Gateway Education Course offered by Department of English with effect from Semester A in 2014/15

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1 City University of Hong Kong Information on a Gateway Education Course offered by Department of English with effect from Semester A in 2014/15 Part I Course Title: Course Code: Course Duration: Proposed Area: English for Engineering GE Semester Arts and Humanities (GE English Requirement) No. of Credit Units: 3 Level: B2 Medium of Instruction: English Medium of Assessment: English Prerequisites: (Course Code and Title): Grade D in HKAL Use of English or Grade 4 in HKDSE or successful completion of English Academic Proficiency Courses (EL0220, EL0222, EL0223 and EL credits) or English for Academic Purposes (EL credits) Precursors: (Course Code and Title) none Equivalent Courses: (Course Code and Title) none Exclusive Courses: (Course Code and Title) none 1

2 Part II 1. Abstract This course is designed to provide engineering students with the necessary oral and written skills required for effective communication in academic and workplace contexts, both with experts in their field and lay persons. It begins by introducing them to the principles of good academic practice, which are also presented as a model for ethical workplace practice, and thus help them to avoid issues such as plagiarism. The main part then leads on to developing research and summarising skills that form the basis for the later activities. Students next learn to apply these skills to conducting technical presentations, as well as in group discussions that culminate in project planning activities. After this predominantly oral part of the course, the focus shifts to developing an understanding of and practicing various types of written communication, such as reports and other types of business communication. 2. Course Aims This course aims to: provide students with opportunities to improve their English communication skills in the context of their own interests, disciplines and/or future career aspirations. give students further opportunities to explore how to use English as a tool for inquiry, learning, thinking and communicating within their chosen fields or areas of interest. help students to explore and master the conventions associated with communicating in English in their particular fields or areas of interest, both amongst each other and in presenting technical information to non-subject specialists. promote students critical and evaluative thinking in developing solutions to engineering problems within their disciplines. develop students capacity to become self-directed English language learners within the context of their chosen fields or areas of interest. help students to understand the role of English communication in the development of professional identities and membership in disciplinary communities or interest groups, including the communication with clients who are less familiar or completely unfamiliar with engineering-related issues. 2

3 3. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: No. CILOs Weighting (if applicable) 1. Identify various reading skills and apply them in reading, 1.5 referencing and summarising literature on engineering. 2. Identify various skills of technical presentation and apply 1.5 them in conducting short technical presentations based on information extracted from readings. 3. Identify technical discussion skills and apply these in 1.5 planning and conducting simulated technical discussions characteristic of those that go on in engineering contexts. 4. Identify and compare the structures and language characteristics 5 of various types of written study and workplace reports characteristic of those produced by engineering students and practicing engineers (e.g., incident reports and progress reports) mainly, and applying this knowledge in writing one of the latter. 5. Identify the text structures and language features characteristic 1 of generic business correspondence (e.g., s), and apply them in producing texts of the kinds. 6. Develop communication skills through active participation in class and group activities Teaching and Learning Activities (TLAs) (designed to facilitate students achievement of the CILOs - Some TLAs may address more than one CILO.) ILO No. TLAs Hours/week (if applicable) CILO 1 & 2 Conducting a Short Technical Presentation Students will be engaged in a range of exploratory activities to search for and extract relevant technical information. They will also be guided to identify language as well as delivery skills needed in creative and effective presentations. They will in particular examine the logic behind structuring 4 weeks presentation effectively, sensible use of animations in order to present and enhance important points, to using appropriate linguistic formulae and strategies that ensure a cohesive and coherent presentation style. Each student then applies the techniques learnt in first choosing and evaluating suitable sources critically, selecting the 3

4 CILO 3 CILO 4 CILO 5 CILO6 most appropriate ones, and identifying main points from the technical texts to incorporate them into a short presentation that also demonstrates an adequate use of the acquired referencing skills. Conducting a Technical Discussion about a Blueprint Students will be guided to identify technical discussion skills through various types of exploratory and/or consciousness-raising activities, such as watching sample discussions and evaluating their effectiveness. They learn how to present a technical design from a blueprint to a client and show the client how problems were solved in the proposed blueprint. They then apply these skills in conducting simulated technical team discussions, according to the roles assigned to them, and drawing on the materials produced for the earlier presentations. Writing Progress Reports Some of the teaching activities in this part draw on and extend the structural descriptions of the earlier oral presentations, and elaborate on the differences between oral and written communication in terms of general structure and communication strategies. Through various guided activities and discussions, students then identify the structure and language characteristics of different types of academic and workplace reports. This includes discussions of the roles writers of these types of reports play within organisations, what types of responsibilities are associated with them, and how an appropriate degree of initiative can be demonstrated in such report-writing activities. Students also apply the knowledge gained in this way in producing a standard written incident report. Writing Business Correspondence Teaching activities will include a relatively brief coverage of the aims and purposes of business communication through interactive tutorials. Students will then work alone or in groups to identify the text structures and language features characteristic of business correspondence (e.g., s and letters) typical of a technical setting through inquiry and self-discovery. They then apply these in producing simulated business correspondence on technical matters, again also applying the principles learnt in the preceding CILO. Participation in TLAs Students participate and communicate actively in all TLAs using English. 4 weeks 3 weeks 2 weeks Each lesson 4

5 5. Assessment Tasks/Activities (designed to assess how well the students achieve the CILOs Some assessment tasks/activities may address more than one CILO.) CILO No. CILO 1&2 CILO 3 & 4 CILO 4 CILO 5 CILO6 Type of Assessment Tasks/Activities A technical presentation Students will perform various secondary research skills acquired to extract information of an engineering topic from different sources. They will then conduct a short technical presentation based on this information, using the presentation skills learnt. Technical Discussion Students will plan and conduct a simulated technical team discussion by applying various planning and discussion skills learnt, incorporating research results from the previous activities. Students will also produce blueprint of a new technology to present to the client team. Each student will craft one section of the blueprint according to her/his role on the project team. Progress Report Each student produces an incident report by applying the knowledge gained in the related TLAs. Writing Business Correspondence Students will produce a business , based on the results of the previous activities, and by applying the textual features learnt. Students will also produce an individual rhetorical analysis explaining her/his approach, tone, arrangement in the . Active Participation Students need to participate actively in all TLAs. Their attendance, punctuality, and participation in TLAs, using English, are assessed. Weighting Remarks (if applicable) 15% Individual work 20% 20% Group and individual work Individual work 15% Individual work 10% 10% Individual work 10% Individual work 6. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations. Grading is assigned based on student achievement of ILOs according to defined grading criteria, as follows: 5

6 Basic User Independent User Proficient User General Criteria for Assessment of Language Proficiency Can understand with ease virtually everything heard or read. Can summarise and analyze information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. Can create new and creative insights and texts by reflecting and thinking critically from reading and comprehending texts. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can create new insights and texts by reflecting and thinking critically from reading and comprehending texts. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics, which are familiar, or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can create insights and texts by reflecting and thinking critically from reading and comprehending texts. Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. 6

7 Technical Presentation 15% of course work Outstanding Good Satisfactory Marginal Failed Content & Overall structure/ coherence (3%) Ideas very clearly presented. Very impressive and very effective verbal strategies applied to explain technical concepts Very well-organized with an effective opening remark an effectively sectioned body a thoughtful conclusion The ideas very logically developed and well-connected Ideas quite clearly presented Fairly effective verbal strategies applied to explain technical concepts Quite well-organized with a fairly effective opening remark a fairly well-sectioned body a fairly thoughtful conclusion Ideas fairly logically developed with some minor digression Ideas presented somewhat clearly with a few major parts somewhat incomprehensible Adequate verbal strategies applied to explain technical concepts Adequately organized with an adequate opening remark a body a very short conclusion. Some major ideas not logically developed or not connected Ideas presented were barely comprehensible Few attempts made to explain technical concepts Poorly structured No opening remark No thoughtful conclusion Ideas mostly poorly developed or not logically connected Ideas presented were all incomprehensible. Not structured at all Ideas are not logically connected at all Design of visuals& non-verbal delivery (2%) A variety of visuals/media used. Very concise Very focused Appropriate sizes of images/texts used Effectively illustrating, supporting or complementing what the presenter orally presents Creatively designed Very professionally designed A fair amount/variety of visuals/media used A few visuals somewhat wordy cluttered Somewhat appropriate sizes of images/texts Somewhat redundant Visuals fairly creatively designed A very limited variety used Few images/graphics used A noticeable number of visuals somewhat wordy cluttered Somewhat inappropriate sizes images/ texts. Visuals mostly redundant Little creativity reflected Variety lacking in general Few images/graphics used Visuals mostly wordy cluttered Very inappropriate sizes of images / texts Many visuals carrying mostly the presenter s script. Very little creativity reflected Few visuals/media used. No images or graphics used Visuals all very wordy extremely cluttered Sizes of images and texts too small/inappropriate Visuals all redundant No creativity reflected 7

8 Language (8%) Very assertive, relaxed and natural throughout Effective and explicit reference made to specific parts of visuals Audience allowed enough time to browse crucial parts of the visuals Natural /sufficient eye contact and body language Very effective non-verbal communication throughout Very spontaneous (not scripted) Audible Very fluent throughout Demonstrating a close-to-perfect and very sophisticated mastery of the following aspects of the English language: o syntax o phonological rules o vocabulary o language use in presentations Quite assertive and natural most of the time Explicit references made to their specific parts somewhat frequently Rushing through some visuals. Attempts made to communicate with the audience through eye contact and body language Somewhat effective non-verbal communication in certain parts Very spontaneous (not scripted) Quite audible Quite fluent throughout. Demonstrating an intermediate to somewhat advanced mastery of the following aspects of the English language: o grammar o pronunciation o vocabulary o language use in presentations Somewhat nervous and quite unnatural Reading somewhat frequently from slides / notes Occasional explicit references made to specific parts of visuals Rushing through most visuals Infrequent eye contact and little body language Somewhat ineffective non-verbal communication in a noticeable number of parts The presentation somewhat spontaneous; occasional reading from notes/slides Inaudible in some parts Lacking fluency in a number of parts Displaying a fairly acceptable mastery of the following aspects of the English language: o grammar o pronunciation o vocabulary o language use in presentations Very nervous and very unnatural Quite frequent reading from slides / notes Very few explicit references made to specific parts of visuals Lacking eye contact and body language Very ineffective non-verbal communication throughout The presentation not very spontaneous; frequent reading from notes/slides Inaudible in many parts Lacking fluency in most parts Displaying a poor mastery of the following aspects of the following aspects of the English language: o grammar o pronunciation o vocabulary o language use in presentations Presenter seriously lacking confidence and appearing extremely uneasy Reading from slides / notes throughout No explicit reference made to specific parts of visuals A severe lack of eye contact and body language Lacking non-verbal communication with the audience throughout. Reciting a pre-scripted speech Reading from notes or slides all the time Inaudible throughout Lacking fluency throughout Displaying an extremely poor mastery of the following aspects of the English language: o grammar o pronunciation o vocabulary o language use in presentations Handling the question time (2%) Very natural, assertive and well-composed Providing well-elaborated and sensible responses Responses all very sensible Providing very effective back channels (verbal/non-verbal), and doing so in very assertive/sophisticated manner Quite assertive and well-composed Providing somewhat elaborate and sensible responses Providing somewhat effective back channels Somewhat uneasy, nervous and defensive at times. Attempts made to provide elaborate and sensible responses but with some struggles Displaying somewhat limited or inappropriate back channels Very uneasy and nervous Somewhat over-defensive Providing clipped responses. Displaying very few or very inappropriate back channels Extremely uneasy and nervous Extremely defensive Unable to provide any response Displaying no back channel at all or displaying inappropriate back channels all the time 8

9 Technical Discussion 20% of course work A B C D Content Interaction Delivery Work Schedule Very interesting technical information Very suitable body language. Hardly any language errors: exhibits % and well researched Very effective and natural inter- accuracy relevant ideas. action with other team members. Effective use of technical discussion functional Valuable contribution to the phrases team and the problem-solving Very good eye contact with Accurate and very clear pronunciation and enunciation process. everyone in the team. Acting out the role fully. Minimal reading from notes Very fluent in spoken English Interesting technical information and well-researched relevant ideas. Adequate contribution to the team and the problem solving process. Acting out the role well. Somewhat interesting technical information and relevant ideas. Somewhat adequate contribution to the team and the problem solving process. Acting out the role adequately, but somewhat compromised. Inadequate technical information and relevant ideas. Inadequate contribution to the team and the problem-solving process. Acting out the role poorly. Suitable body language. Effective and natural interaction with other team members most of the time. Good eye contact with everyone in the team most of the time. Reading out from the notes occasionally. Somewhat suitable body language. Somewhat effective but unnatural interaction with other team members at times. Limited eye contact in parts. Overdependence on notes. Unsuitable body language at times. Ineffective and unnatural interaction with other team members at times. Very little eye contact. Reading from notes most of the time. Some noticeable language errors: exhibits 65-79% accuracy Good use of technical discussion functional phrases Accurate and quite clear pronunciation and enunciation Fluent in Spoken English Many language errors: exhibits 50-64% accuracy Some use of technical discussion functional phrases At times, inaccurate and unclear pronunciation and enunciation Somewhat fluent, with unnecessary pauses and self-correction at times. Many language errors that affect the listener s comprehension of the message: exhibits 40-49% accuracy Very few use of technical discussion functional phrases Inaccurate and unclear pronunciation and enunciation in many occasions Not fluent in spoken English with many unnecessary pauses and self-corrections. Effective work schedule. Concise entries with all relevant information. Team members activities are clearly defined and presented in appropriate format. Good work schedule. Concise entries with relevant information. Team members activities are defined and presented in appropriate format. Some minor bits of information may be missing. Satisfactory work schedule. Entries with relevant information. Team members' activities are defined and presented. Some information may be missing. Inconsistent format. Poor work schedule. Some entries may not be relevant. Team members activities are defined. Some activities are missing. Inappropriate format in some cases. 9

10 F Poor technical information and ideas. Hardly any contribution to the team and the problem solving process. Fails to act out the assigned role. Unsuitable body language most of the time. Ineffective and unnatural interaction with other team members throughout the discussion. No eye contact reading from the notes throughout the discussion Many language errors that it is very difficult for listeners to understand the message: exhibits below 39% accuracy Fails to use technical discussion functional phrases Inaccurate and unclear pronunciation and enunciation throughout the discussion Disfluent Very poor work schedule. Insufficient entries. Some team members activities are defined. Some crucial ones are missing. Inappropriate format. Blueprint 20% of course work Content, organization and clarity (10%) Outstanding Good Satisfactory Poor Failed Content* Blueprint Blueprint Blueprint Blueprint Blueprint Discussed all solutions Discussed most solutions Missed some important Missed several Missed all solutions Summarized essential Summarized most of the solutions important solutions Inaccurately details of design solutions essential details of design Inaccurately summarized or Inaccurately summarized or failed Ideas summarized solutions failed to summarize all of the summarized or failed to summarize the accurately and in a way Ideas mostly summarized essential details of design to summarize many essential details of that was easy to accurately and in a way that solutions of the essential design solutions understand was easy to understand Ideas mostly summarized but details of design Ideas not summarized Aided the client team and Aided the client team and not always accurately / in a solutions inaccurately / not proved visually proved visually compelling way that was easy to Ideas mostly easy to understand compelling as a document as a document with a few understand summarized Did not aid the client exceptions At some points, did not aid inaccurately / not team and did not the client team and may not easy to understand prove visually 10

11 always prove visually At several points, did compelling as a compelling as a document not aid the client team document and may not prove visually compelling as a document Organization Contained nice title page Contained title page and Did not have an effective Title page / table of No title page / table and table of contents table of contents title page / table of contents contents severely of contents Very well-sectioned and Fairly well-sectioned and Not too effectively sectioned lacking No sectioning well-paragraphed fairly well-paragraphed or paragraphed Poorly sectioned No paragraphing Ideas very well-organized Ideas fairly well-organized Ideas somewhat organized Poorly paragraphed Very disorganized Poorly organized Clarity Very easy to follow/ Quite easy to follow/ Some parts are difficult to Quite difficult to Extremely difficult to comprehend comprehend follow / comprehend follow/comprehend follow/comprehend. Language (5%) Outstanding Good Satisfactory Poor Failed Language style in the blueprint Very natural and Quite natural and Somewhat unnatural Quite unnatural Very unnatural appropriate throughout appropriate in most parts Quite inappropriate in Inappropriate in Very inappropriate some important parts most parts throughout 11

12 Mastery of the English syntax Very sophisticated and Intermediate to advanced Unsophisticated Very Very unsophisticated close-to-perfect and somewhat A noticeable number unsophisticated Many errors made sophisticated of errors made Many errors made Noticeable minor errors made Vocabulary/word choice (esp. Very sophisticated and Intermediate to advanced Somewhat Very Very unsophisticated speech verbs) close-to-perfect and somewhat unsophisticated unsophisticated Many errors made sophisticated A noticeable number Many errors made Some minor errors made of errors made Format (5%) Blueprint Blueprint format accurately is employed. Subject line, titles, One component missing in format. Subject line, titles and technical names Two components missing in format. Subject line, titles and technical names Three components missing in format. Subject line, titles, and technical names do not reflect purpose of memo All components missing in format. Subject line, titles, or technical names is missing and technical mostly accurate, and show attempts at names correctly purpose is mostly reflecting purpose written to clear. accurately reflect purpose. 12

13 Progress Report 15% of course work Grade A Grade B Grade C Grade D Grade F Content Language Format All necessary facts have been included Information is correctly organized into Summary, Background, Facts, Outcome structure. Very minimal language errors, with good, complex grammar Meaning is clear and tone is appropriate. format accurately is employed. Subject line is correctly written to accurately reflect purpose. Most of the necessary facts have been included Information is mostly correctly organized in the Summary, Background, Facts, Outcome structure. Language errors are occasional and minor. Meaning is mostly unobstructed, and tone is mostly appropriate. One component missing in format. Subject line is mostly accurate, and purpose is mostly clear. A number of necessary or inaccurate facts have been excluded Information is not correctly organized into Summary, Background, Facts, Outcome structure. Consistent language errors. Meaning sometimes obstructed, and tone is not always appropriate. Two components missing in format. Subject line attempts at reflecting purpose Many necessary facts have been excluded Information is haphazardly organized with little semblance of structure or flow. Frequent language errors Meaning is obstructed, and tone is also inappropriate. Three components missing in format. Subject line does not reflect purpose of memo The facts are missing, inaccurate or wrongly written. Information randomly organized with no semblance of structure or flow. Language is very inaccurate Meaning is completely obstructed, and tone is totally inappropriate. All components missing in format. Subject line is missing 13

14 Business 10% of course work A B C D F Format Content and Organisation Style and Mechanics Includes all parts of the letter format. Subject line fully describes the topic. One to two errors in the letter format. Subject line mostly describes the topic Three to four errors in the letter format. Subject line attempts to describe the topic. Five to six errors in the letter format. Subject line fails to describe the topic. More than six errors in letter format. No subject line. An excellent piece of writing, requiring no revision Purpose of the letter is very clear. Contains only relevant facts. Facts explained fully. Highly comprehensible. Effective transitions create a highly readable passage. Each paragraph effectively develops one topic. Sections arranged in a logical manner. Requires minor revision. Purpose of the letter is clear Some parts are slightly unclear, but overall comprehensibility is not affected. Contains relevant facts. Facts explained quite well. Each paragraph develops one topic. Suitable transitions create a readable passage. Requires considerable revision. Purpose of the letter is unclear. Some parts are incomprehensible. Contains some relevant facts. Facts explained adequately. Not all paragraphs are well developed. Transitions in some parts lacking. Requires a major overhaul. Purpose of the letter is very unclear. Most parts are incomprehensible. Contains few relevant facts. Facts explained inadequately. Most paragraphs not developed adequately. Transitions in many parts lacking. Requires complete rewriting. Purpose of the letter of writing is not stated. Generally incomprehensible. Hardly any mechanical errors: exhibits % accuracy. Writing style appropriate for the genre. Some noticeable mechanical errors: exhibits 65-79% accuracy. In parts, writing style somewhat inappropriate for the genre. Many mechanical errors: exhibits 50-64% accuracy. In some parts, the writing style is inappropriate for the genre. So many mechanical errors that it affects the reader s comprehension of the message: exhibits 40-49% accuracy. In most parts, the writing style is inappropriate for the genre. So many mechanical errors that it is very difficult for the reader to understand the message: exhibits below 39% accuracy. 14

15 Does not contain any relevant facts. No paragraphs developed adequately. No transitions in many parts. Most sentences copied directly from assignment paper. Writing style totally not appropriate for the genre. Rhetorical Analysis 10% of course work Content, organization and clarity (6%) Outstanding Good Satisfactory Poor Failed Content* Rhetorical Analysis Explaining and Details relating to the Details relating to the No important details Explaining and summarizing most are missing. Or information are missing. Or relating to the summarizing essential information relating to the relating to the seemed information relating are evident. details of all items relating , but one of the weakly or inappropriately to the were to the , including: following was insufficiently described: missing or Ideas not Excellent and appropriate described: discussion of audience inappropriately summarized discussion of audience discussion of audience (relationship with boss); described: (relationship with boss); (relationship with boss); discussion of arrangement discussion of audience Excellent and appropriate discussion of arrangement choices; (relationship with discussion of arrangement choices; discussion of excuse for being boss); choices; discussion of excuse for being late; discussion of Excellent and appropriate late; discussion of word choices. arrangement choices; discussion of excuse for being discussion of word choices. discussion of excuse for late; Ideas not always being late; 15

16 Excellent and appropriate Ideas mostly summarized summarized / accurately discussion of word discussion of word choices. accurately choices. Ideas summarized Ideas not accurately summarized accurately Clarity Very easy to follow/ Quite easy to follow/ Some parts are difficult to Quite difficult to Extremely difficult comprehend comprehend follow / comprehend follow/comprehend to follow/comprehend. Language (4%) Outstanding Good Satisfactory Poor Failed Mastery of the English syntax in Very sophisticated and Intermediate to advanced Unsophisticated Very Very unsophisticated the meta-reflection close-to-perfect and somewhat A noticeable number unsophisticated Many errors made sophisticated of errors made Many errors made Noticeable minor errors made Vocabulary/word choice (esp. Very sophisticated and Intermediate to advanced Somewhat Very Very unsophisticated 16

17 speech verbs) close-to-perfect and somewhat unsophisticated unsophisticated Many errors made sophisticated A noticeable number Many errors made Some minor errors made of errors made Participation 10% of course work Grade A+, A, A- Grade B+,B,B- Grade C+,C,C- Grade D Grade F Participation Always participated actively in class and group activities. Attendance Attended all classes. Always punctual for classes. Use of English Always spoke in English in class. Frequently participated actively in class and group activities. Attended 90-99% of the classes % punctual for class. Frequently spoke in English and seldom spoke in languages other than English in class. Occasionally participated actively in class and group activities. Attended 80 to 89 % of the classes % punctual for class. Often spoke English and occasionally spoke in languages other than English in class. Almost never participated actively in class and group activities. Attended 70-79% of the classes % punctual for class. Frequently spoke in languages other than English and some use of English in class. Never participated actively in class and group activities. Attended less than 70% of the classes. Less than 70% punctual for class. Always spoke in languages other than English and never spoke in English in class. 17

18 Part III Keyword Syllabus: English for Engineering, Academic literacy & writing, Reading strategies, Hedging, Oral presentation, Verbal & non-verbal delivery skills, Discourse conventions, Organization and structure, Citation and referencing. Recommended Reading (For reference only): Text(s): Beer, D. & McMurrey, D. 2004, A Guide to Writing as an Engineer (2 nd ed), New York: Wiley. Blicq, Ron S., 1999, Technically Write! (5th ed), New Jersey: Prentice Hall. Borowick, Jerome N., 2002, Technical Communication and its Applications (2nd ed), New Jersey: Prentice-Hall, Inc. Burnett, Rebecca E., 1997, Technical Communication (4th ed), International Thomson Publishing. Glendinning, E.H. & Glendinning, N. 1995, Oxford English for Electrical and Mechanical Engineering, Oxford: OUP Hering, L. & Hering, H. 2007/2010, How to Write Technical Reports, New York: Springer. Huckin, Thomas N., & Olsen, Leslie A., 1991, Technical Writing and Professional Communication for Non-Native Speakers of English (2nd ed), New York: MacGraw Hill. Online Resources: The course itself will be delivered as an online resource with interactive exercises, integrated as and when appropriate. Recommended Reading Online (For reference only): Owl Purdue Writing for Engineerss, 1