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COURSE PLAN TEMPLATE (Theory)

Odd Semester 2023
SECTION I

Semester I Class

Course Code ENG185-1 Course title Developing Fluency and

Clarity in English

Hours 30 Hours per week 2

Faculty name Dr. Jyothi.A Contact details [email protected]

Class Policies and Guidelines 1. Respect: Respectful behaviour is always expected. This includes refraining from
engaging in discriminatory or offensive language or behaviour towards faculty,
staff, and fellow students.

2. Attendance:
a.Regular and punctual attendance is expected. All graduate students
should be in class when it begins and should remain in the
classroom until it ends.
b. Students are encouraged to stick to the university schedule
for tea/lunch breaks.
c.Attendance will be based only on presence in the
class—participation in other extra/co-curricular activities outside of
class during class hours will not fetch in-class attendance

3. Internal Assessments:

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a. Students must maintain a minimum of 75% attendance throughout

the semester, failing which they will not be allowed to submit their
CIAs.
b. Any disputes regarding the grading must be rectified with the
concerned teacher within 24 hours of the distribution of marks.
Students are expected to cross-check the rubrics and approach the
teachers with specific questions and concerns rather than
generalised queries about the loss of marks.

4. Participation: Participation and engagement are expected in all classes. This

includes participating in classroom discussions, completing assignments, and
engaging with the material.
5. Academic Integrity:
a. Cheating, plagiarism, and any other forms of academic dishonesty
are strictly prohibited. If a student is found to be in violation of this,
they will face disciplinary action, up to and including detention.
b. All individual assignments must be completed independently.
Students may not collaborate on any assignments unless otherwise
instructed by the instructor.
c. If a group activity is assigned, seek clarity regarding the roles and
responsibilities of every individual in the team. This must be done
in advance and not after the grades are distributed.
d. Delayed submission of assignments (both individual and group)
will result in a penalty of 30% of the maximum marks obtainable.
e. Work that is found to be plagiarized will not be evaluated, and the
student will be marked a ‘zero’ for the same. All written
submissions will undergo a plagiarism check/similarity check.
f. Students are expected to maintain the highest standards of academic
ethics, honesty and integrity. Academic misconduct includes (but is
not limited to) plagiarism, harassment, cheating, or representing
another person’s work as your own and will not be tolerated. It is
your responsibility to understand and inculcate the University’s
expectations in this regard as defined in the module of Academic
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Integrity.

6. Cell Phone Use: The use of cell phones is prohibited in the classroom. All phones
should be placed in silent mode and put away during class.

7. Laptops:

A. Laptops should only be used for relevant activities related to the lesson or
classwork and only when it is approved by the teacher for a specific
purpose.
B. Laptops must be used in a manner that does not disrupt the classroom
environment.
C. No games or non-academic programs should be used during class.
D. Laptops should not be used to take pictures or videos of other students or
staff.

8. Study Materials:

A. Students are encouraged to bring hard copies of the reading materials and
notebooks.
B. No electronic devices may be used while using or instead of study
materials during class time unless approved by the teacher.
C. Students are encouraged to make notes using pen/pencil instead of gadgets.
D. Readings to be consistently done and completed before the prescribed time
to be allowed in class with attendance.

9. The Use of AI

A. The Originality of Work: Students should use AI as a tool to support their research
and understanding, but the work submitted should be their own. AI can gather
information, but the analysis, interpretation and conclusions should be the student's
work. AI can be a tool to support critical thinking, not a substitute for it. AI can
provide information and data, but the student should critically analyse and interpret

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that information.
B. Proper Citation: If AI tools are used to collect information or data, this should be
appropriately mentioned in the student's work. As with any other source, students
should acknowledge the use of AI tools and provide appropriate references. AI
should not be used to create essays or research papers to submit as the student's
work. This would be considered plagiarism.
C. Respecting Copyright: Students should respect copyright laws when using AI to
access information or data. AI should not be used to access or distribute
copyrighted materials without permission.
D. Ethical Use of AI: In the context of the humanities, ethical considerations are
paramount. Students should ensure that they use AI in a way that respects human
dignity and values. This includes not using AI to spread misinformation, hate
speech, or other harmful content.
E. Understanding AI Limitations: Students should understand that AI tools have
limitations and can be biased. They should remember this when using AI in their
work and not solely rely on AI for their research or understanding.

Course Description English is a global language for business. Fluency and clarity are critical skills for
business communication. This course is designed for students of Business Studies to build
business contexts using the English language. The course introduces students to reading
and understanding the significance of Business English. It also teaches the basics of
written and oral communication along with the knowledge of English grammar and syntax
and their application in day-to-day communicative needs.

Course Objectives
The course aims to:
Familiarise the students with the importance of intercultural communication to meet
global needs.
Develop linguistic and communicative skills for academic advancement and employment
opportunities in national and global markets.

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Enhance students' skills to be effective communicators in the digitally interconnected

world.
Make students understand the significance of professional ethics in business
correspondence.

Course Outcomes At the end of the course, students will be able to:
CO1: Develop basic language skills to deal with people in business contexts through case-
based activities and tasks
CO2: Display advanced business writing skills through the deployment of critical tools in
writing i.e., identify objects of study, construct arguments after evaluating the object, and
provide a point of view to support the claims made.
CO3: Attain proficiency in business correspondence through formal and business letters
CO4: Engage in active problem-solving activities through the analysis of cases and reflect
it through the creation of cases in the domain of business.

SECTION II

Module/ Unit/ Module/ Unit/ Topic details Week (starting Hours Pedagogy (teaching Resource/ Reference details
Topic number and end dates) per learning methods used)/
and title week activities and or class
trips/ dates for
assessment

Unit I: This unit discusses the Week 1 2 Q and As to assess Gardener, Peter. S. New
English importance of English 10-15 July student’s prior Direction: Reading, Writing
Language for language for business context knowledge, discussion, and Critical Thinking.
Business at national and global levels. lecture Cambridge
Respect for others in University Press, 2009.
communicative scenario is
one of the concerns of the
unit.

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Language as a means of
communication

Features of Professional Week 2 2 Readings, lecture, Anderson, Marilyn, et al.

Communication: Accuracy 17-22 July interactive discussions, Critical Reasoning, Academic
(Vocabulary), Fluency audio-visual aids Writing and Presentation
(Speed) and Effectiveness Skills. Delhi: Pearson, 2010.
(Non-verbal Communication)

Levels of communication: Week 3 2 Audio-visual aid, lecture Raman, M. and Sangeeta

Intrapersonal, Interpersonal, 24-29 July Sharma. Professional
organisational and mass Communication. Oxford
communication University Press. 2017.

Barriers to communication: Week 4 2 Reading comprehension Lisa Davis (1990). Where do

Lisa Davis (1990). Where do 31 July-5 Aug tasks, lecture, interactive We Stand?
We Stand? discussions
Raman, M. and Sangeeta
Sharma. Professional
Communication. Oxford
University Press. 2017.

Barriers to communication: Week 5 2 Reading comprehension Robert Levine (1997), Time

Robert Levine (1997), Time 7-12 Aug excercises, lecture, Talks, with an Accent
Talks, with an Accent CIA 1 Deadline- interactive discussions
Aug 10 Anderson, Marilyn, et al.
Critical Reasoning, Academic
Writing and Presentation
Skills. Delhi: Pearson, 2010.

Unit II This unit introduces students to Week 6 2 Readings, discussions Anderson, Marilyn, et al.
Essentials of the structures of academic 14-19 Aug and writing exercises Critical Reasoning, Academic
Writing writing that will enhance Writing and Presentation
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Skills employability skills in global Skills. Delhi: Pearson, 2010.

business scenarios. Students
would be specifically trained
about the structure of an essay, McCarter, Sam, Norman
its components, locating the Whitby. Writing Skills.
argument, constructing one, Macmillan India, 2009.
using sources to substantiate
claims and evidence.

The Writing Process

1. Assessing the writing
situation
2. Exploring and planning

3. Drafting Week 7 2 Writing and editing MLA Handbook, Ninth Edition.

4. Revising 21-26 Aug exercises Modern Language Association
5. Editing and proofreading of America, 2021

Structure of an essay: Week 8 2 Writing exercises, lecture MLA Handbook, Ninth Edition.
1. Introduction: Thesis 28 Aug -2 Sept Modern Language Association
Statement, Argument of America, 2021

Structure of an essay: Week 9 2 Readings, writing Rizvi, M. Ashraf. (2015).

2.Body: Claims, Evidences 4-9 Sept exercises, lecture Effective Technical
Communication. McGraw Hill
Education.

3. Conclusion: Summary, Week 10 2 Readings, writing Rizvi, M. Ashraf. (2015).

major deduction, and final 11-16 Sept exercises, lecture Effective Technical
statement Communication. McGraw Hill
Education.
4. Referencing in an essay
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Week 11 2 Lecture MLA Handbook, Ninth Edition.

Modern Language Association
18-23 Sept of America, 2021
MSE Sep 18-23
Week 12 2
25-30 Sept

Unit III: Essentials of Writing: Week 13 2 Readings, writing Robert, Barraas. Students Must
Communication This unit will introduce 2-7 Oct exercises, lecture Write. London: Routledge,
Skills in students to business 2006.
Business communication skills as a form
of writing. Writing for business Brieger. N. Teaching Business
purposes is one of the required English Handbook. York
employability skills in a Associates Publications, 1997.
global professional setting.
Students will learn the Reinders, H, Marilyn L., and
importance of inclusive Linh Phung.. Studying in
communication to understand English: Strategies for Success
the human values of in Higher Education.
interlocutors in the Macmillan Education, 2017.
communication

1. Mechanics of Note- Making:

Topicalisation, Schematising,
Reduction Devices,
Methods of Sequencing

2. Written Documentation: Week 14 2 Readings, writing Sen, Sanghita, et al.

Letter Writing, Memo, Report, 9-14 Oct exercises, lecture Communicative English
Proposal 1.Cambridge University Press
India Pvt Ltd, 2015.

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2. Written Documentation: Week 15 2 Readings, writing Sen, Sanghita, et al.

Report, Proposal 16-21 Oct exercises, lecture Communicative English
1.Cambridge University Press
India Pvt Ltd, 2015.

E-mail Communication: Week 16 Readings, writing Rizvi, M. Ashraf. (2015).

Characteristics of successful E- 23-28 Oct exercises, lecture Effective Technical
mail message; Formatting Communication. McGraw Hill
Email message; Standard E- CIA III- Deadline Education.
mail Practices, E-mail Writing Oct 28
Strategies

Case Studies on Week 17 Reading comprehension Mukhopadhyay, Lina et al.

communication barriers 30 Oct - 4 Nov tasks, writing exercises, Polyskills: A Course in
lecture Communication Skills and Life
Skills. Foundation, 2012.

Revision
Week 18
6-10 Nov

Nov 10 Last Day

of Instruction

SECTION III
Mapping:
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Course Outcomes Programme Outcomes (please take up the strength mapping here, map your COs to
POs at -, 1, 2, and 3)

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

CO 1: Develop basic language skills to deal 2 1 1 2 1 1 3 2

with people in business contexts through case-
based activities and tasks

CO 2: Display advanced business writing skills 2 1 1 21 1 1 3 2

through the deployment of critical tools in
writing i.e., identify objects of study, construct
arguments after evaluating the object, and
provide a point of view to support claims made.

CO 3: Attain proficiency in business 2 1 1 2 1 3 2

correspondence through formal and
business letters

CO4: Engage in active problem-solving 1 2 1 1 1 1 3 2

activities through the analysis of cases and
reflect it through the creation of cases in the
domain of business

Course Outcome and Components of Assessment Mapping

Course Outcomes
Components of Assessment

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CIA I CIA II MSE CIA III ESE

CO 1: Develop basic language skills to deal with 20 5 10

people in business contexts through case-based 5
activities and tasks

CO 2: Display advanced business writing skills 5 30 15

through the deployment of critical tools in writing i.e.,
identify objects of study, construct arguments after
evaluating the object, and provide a point of view to
support claims made.

CO 3: Attain proficiency in business correspondence 10

through formal and business letters

CO4: Engage in active problem-solving activities 5 15

through the analysis of cases and reflect it through the
creation of cases in the domain of business

Assessment outline:

Components CIA I CIA II: MSE CIA III ESE Attendance

Marks/Percentage 10 Marks 50 Marks 10 Marks 50 Marks 5 Marks

SECTION IV

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Assignment Details
CIA I: Paired Activity: 10 Marks

Deadline for Submission: 10 August 2023

Assignment Description: Explore the extent to which local restaurants succeed in captivating customers through their enticing names, engaging
captions, and mouthwatering menu descriptions. Share your insights by reflecting on your personal dining experiences both online and offline
within your neighborhood. Provide your observations regarding the verbal and non-verbal cues displayed by waiters and servers, and the manner
in which dishes are presented. Write a feature article in about 600 words with a compelling narrative and headline. The students will be paired
and they can engage in identifying different aspects of the question. The task prioritizes participatory learning and aims at the skills in discerning
aspects of professional ethics.

Assessment parameters:
1. Ability to identify a diverse array of exceptional restaurant narratives.
2. Style of presentation, including narrative, headline, and clarity

Criteria Excellent 5 Marks Good 4 Marks Satisfactory 3 Marks Needs Improvement

2 Marks

Ability to identify Reflects excellent ability in Reflects good ability in The ability in identifying Inadequate ability in
exceptional restaurant identifying a diverse array of identifying an array of suitable restaurant identifying suitable
narratives exceptional restaurant exceptional restaurant narratives is satisfactory restaurant narratives
5 Marks narratives.
narratives.

Style of presentation The narrative bears clear marks The narrative bears marks of The language of the The language of the
5 Marks of creativity and originality. creativity and originality. description bears some description lacks
The punchy opening and the The opening statement and marks of creativity and creativity and originality.
catchy headline are capable of headline are capable of originality. The The introduction and
enticing readers. enticing readers introduction and headline headline are incapable of

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are partially capable of enticing readers

enticing readers

Learning Outcomes:
Through this assignment, students are expected to:
● Understand the importance of communication for professional as well as personal success
● Develop specialized writing skills for professional enhancement
● Gain practical knowledge about communicating effectively in real-world settings.

Eligibility and Retest (lack thereof): Students who do not have a minimum attendance percentage of 75% in this
course will not be eligible to submit their assignments and be graded, as they will lack the basic knowledge taught in
class to attempt to do so. Students who do not submit the assignment will not be given a second chance and will be
graded zero.

CIA II: MSE: 50 marks, centralized written exam

Section A: 15 marks
Section B: 15 marks
Section C: 20 marks

CIA III: Group Assignment: 10 Marks

Consider a real/imagined company in national or global contexts that struggles to succeed in business due to a weak communication strategy.
Engage in a classroom group discussion to propose remedies for resolving the crisis through effective communication methods. Each member
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should contribute their suggestions. The suggestions in concise written form, about 200 words each for each member, should also be uploaded
prior to the presentation. The group activity intends to evaluate students' problem-solving and critical thinking capabilities and enhance their
proficiency in identifying manifestations of human values and fostering their understanding of various facets of professional ethics.

Assessment Parameters:
1. Ability to imagine a suitable case
2.Style of presentation of individual members

Criteria Excellent 5 Marks Good 4 Marks Satisfactory 3 Marks Needs Improvement

2 Marks

Ability to Reflects excellent ability in Reflects good ability in The ability in Inadequate ability in
identify/imagine a identifying/imagining a identifying/imagining a identifying/imagining a identifying the aspects of
suitable case suitable case and in discerning suitable case and in case is satisfactory. weak communication.
5 Marks discerning manifestations of Discerns some of the Provides vague
the different manifestations of
weak communication. aspects of weak suggestions for effective
weak communication. Provides Provides proper suggestions communication. Provides communication
apt suggestions for effective for effective communication some suggestions for
communication effective communication

Style of presentation Precise and concise written and Precise and concise written Written and oral Written and oral
of individual members oral presentation reflecting and oral presentation presentation reflect the presentations lack clarity
5 Marks highest level of clarity and reflecting the higher level of satisfactory level of clarity
clarity and critical thinking and critical thinking
critical thinking.

Learning Outcomes:
Through this assignment, students are expected to:
● Acquire a clear understanding of the significance of communication strategies in everyday life and professional contexts.

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● Engage more efficiently with the cases in business contexts which demand problem-solving and critical thinking skills
● Gain practical knowledge about aspects of teamwork and techniques of confidence building.

Eligibility and Retest (lack thereof): Students who do not have a minimum attendance percentage of 75% in this
course will not be eligible to submit their assignments and be graded, as they will lack the basic knowledge taught in
class to attempt to do so. Students who do not submit the assignment will not be given a second chance and will be
graded zero.

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