This document provides a course curriculum format for an Applied Technical Communication course. The 3-credit course aims to improve students' grammar, public speaking, self-awareness, writing skills, and personality. It includes 5 modules covering remedial grammar, vocabulary, communication fundamentals, levels of communication, and barriers to effective communication. Assessment includes theory exams, practical experiments like group discussions, and a focus on developing professional skills. The course aims to help students understand instructions, write clearly using technical vocabulary, distinguish communication levels and barriers, and develop critical thinking and writing skills.

1. ==
FORMAT FOR COURSE CURRICULUM
Annexure CD
(*L- Lecture *T – Tutorial *P – Practical *SW – Self work
*FW – Field work *PSDA - Professional Skill Development Activities)
Course Title: Applied Technical Communication
Course Code: CENG
Credit Units: 3
Level: UG-B.Tech
Course Objectives:
 Construct grammatically correct sentences for effective communication.
 Build confidence in public speaking.
 Enhance self-awareness for the purpose of self-improvement.
 Demonstrate effective writing skills for a variety of professional and corporate settings.
 Be creative and integrate essential elements for a better personality.
Pre-requisites: Basic knowledge of English
L T P/S SW/FW No. of
PSDA
TOTAL CREDIT
UNITS
2 1 3

2. Course Contents/Syllabus:
Descriptors/Topics Weightage (%) Hrs
Module I
Remedial Grammar- Sentence &Tense, Voice, Narration, Words and Phrases 20 6
Module II
Words and Phrases: Word formation. Synonyms and Antonyms; Homophones; Select
vocabulary of about 500-1000 New words
20 6
Module III
Fundamental of Communication- Technical Communication: Meaning, Origin, Types, 7 Cs
of Communication. The distinction between General and Technical communication; Language
as a tool of communication.
20 6
Module IV
Levels of communication: Interpersonal, Organizational, Mass communications; The flow of
Communication: Downward, Upward, Lateral of Horizontal (Peer group):
26.5 8
Module V
Barriers to Effective Communication-
Physiological Barrier, Psychological Barrier, Socio-psychological Barrier Linguistic Barrier,
Environmental Barrier, Ways to Overcome the Barriers
13 4
List of Experiments (if any):
1. Marking items in a picture - Having carried out some pre-listening work using a picture, students are asked to respond
to various stimuli by marking things on the picture like – identifying people and things, marking items mentioned by the
teacher, marking errors, checking details and marking choices etc.
2. Information gap activities – Students are given comic strips with dialogue boxes. Students listen to the teacher and fill in
the boxes with appropriate dialogues.
3. Situational dialogues – With a pre-listening activity as to what or where the situation is (information counters, at the
doctors, academic counseling etc), the students listen to conversations and fill in with appropriate dialogues, figures and
facts

3. 4. Group Discussion video – The faculty talks about the characteristics of a group and discussion and shows a video on it.
The students actively listen and answer questions on it later. The teacher discusses the answers with the students and furthers
clarifies doubts.
5. Text completion - This is an information transfer exercise. We give the students plenty of time to go through the text.
Because some weak learners tend to get left behind, there are only a few gaps for completion. Newspaper articles and short
excerpts of a story are taken as these work well with students
6. Listening comprehension – Tests from TOEFL and IELTS are taken. Students are given the questions to go through first
and then the recording is played with intermittent gaps. The students answer the questions and then the teacher discusses the
answers. We also try to find out where the students may have gone wrong and why as these lessons are sometimes difficult
to follow because of the accent.
7. Film Review – Students are shown movies like ‘Gandhi’, ‘Men of Honor’, ‘Pursuit of Happiness’. As pre-listening we
give an introduction to the movie with brief character sketches so that it would facilitate better understanding. The students
are given the questions ahead to help in while listening. They then not only write a review but answer specific questions.
8. Audio recording on Any Topic - Students are asked multiple choice questions after listening to the text. Students read
through the questions before they listen, as it would be extremely difficult to read and listen at the same time
Course Learning Outcomes:
CLO1: To understand Paraphrasing, deciphering instructions, interpreting guidelines, and discussion boards.
CLO2: To write error-free while making optimum use of correct Technical Vocabulary and grammar.
CLO3: To distinguish among various levels of organizational communication and communication barriers while developing an
understanding of Communication as a process in an organization
CLO4: To stimulate their Critical thinking by designing and developing clean and lucid writing skills.
Mapping of Course learning outcomes (CLOs) with Graduate Attributes (GA)
Bloom’s Level > Remembering Understanding Applying Analysing Evaluating Creating
Course Learning Outcomes CLO1 CLO2 CLO3 CLO4 CLO5 CLO6
Graduate Attributes
Knowledge and Expertise of -----------------------
Self-directed and Active learning

4. Research and Enquiry
Information & Communication Technology Skills
Critical thinking and Problem-Solving Abilities
Communication Skills
Creativity, Innovation & Reflective Thinking
Analytical & Decision-Making Ability
Leadership & Teamwork
Multicultural Understanding & Global Outlook
Integrity and Ethics
Social & Emotional Skills
Employability, Enterprise & Entrepreneurship
Lifelong Learning
Environment and sustainability
Pedagogy for Course Delivery: Lecture and Discussion
List of Professional Skill Development Activities (PSDA):
i. Group Discussion
ii. Mock Lecture
iii. Review writing

5. Assessment/ Examination Scheme:
Theory L/T (%) Lab/Practical/Studio (%) End Term Examination
70 30
Theory Assessment (L&T):
Continuous
Assessment/Internal
Assessment
End Term
Examinatio
n
Components
(Dropdown)
Linkage of PSDA
with Internal
Assessment
Component, if any
Weightage (%)
Lab/ Practical/ Studio Assessment:
Continuous Assessment/ Internal Assessment End Term Examination
Components Total
Weightage
(%)

6. Mapping Continuous Evaluation components/PSDA with CLOs
Text Books/ References Books:
Text Reading:
 Gerald J. Alred, Walter E. Oliu, Charles T. Brusaw The Handbook of Technical Writing with 2020 APA Update, Publisher. Bedford/St.
Martin's ; Publication date. June 15, 2020.
 Murphy, R. (2007) Essential English Grammar, CUP. ISBN: 8175960299.
 C. Muralikrishna and S. Mishra (2011) Communication Skills for Engineers, Pearson education. ISBN: 9788131733844.
References:
 Kaul. Asha. Effective Business Communication. PHI Learning Pvt. Ltd. New Delhi.2011.
 Murphy, Essential English Grammar, CUP.
 J S Nesfield, English Grammar: Composition and Usage
 Muralikrishna and S. Mishra, Communication Skills for Engineers.
Additional Reading:


Any other Study Material:

Bloom’s Level > Remembering Understanding Applying Analysing Evaluating Creating
Course Learning
Outcomes
Assessment type/PSDA
CLO1 CLO2 CLO3 CLO4 CLO5 CLO 6

7. 
Record Matrix
To be Filled By Institution
Date of Introduction of course
Date of Last Revision Only if the existing course is revised
Version*
Percentage of revision
To be filled by Academic Office
The date and item no. of said Academic Council in which the CD01
was Introduced/revised
The date and item no. of said Academic Council in which the CD01
was Achived
*When the course is introduced, it is version 1, and when it is revised for the first time then it is version 2, etc. This will help to determine
the revisions the course has undergone.