Course Outline 2024-2025

UNIVERSITY of GUYANA
Faculty of Education & Humanities
Department of Language & Cultural Studies
The Language Centre

COURSE: ENG 1203 – Technical Communication

CREDITS: Four (4)
EXEMPTIONS: NONE
CO-REQUISITE: NONE
PRE-REQUISITE: NONE
FOLLOW-ON COURSE: NONE

COURSE DESCRIPTION

This course is designed to help students develop the communication skills that are essential for
individuals to competently function in a professional, scientific, or technical environment. It is
intended to develop students’ proficiency in writing reports that reflect a clear understanding of the
procedures/ methods employed in acquiring and analyzing data.

LEARNING OUTCOMES

Upon successful completion of this course, students should be able to:

1. identify the fundamental characteristics and functions of technical communication;

2. apply current conventions and techniques to compose letters, memoranda, e-mail messages
and other professional correspondence;
3. engage in various stages of the planning and writing process to produce well-structured, well-
written proposals and reports;
4. appropriately use information from the internet, library databases and other information
sources; and
5. use language appropriately and effectively to produce professional and technical writing.

CONTENT

WEEKS WEBINAR TOPICS TUTORIAL TOPICS

1 Introduction to Technical Communication (TC) • Using the measures of excellence to evaluate
January • Defining Technical Communication technical documents
28th & 29th • Genres of Technical Communication include: • Forming groups to operate as mock companies
 Business Correspondence • Selecting a group model to manage the project
 Technical Descriptions and Documentation • Brainstorming for challenges, problems and
 Reports opportunities in diverse technical professional
 Proposals (real-world) fields.

Reading:
Markel & Selber (2018). Chapters 1-5.
2 Fundamentals of Business Correspondence: • Forming groups to operate as mock companies
February • Types of Business Correspondence • Selecting a group model to manage the project
4th & 5th • Structure and Tone of Business Correspondence • Evaluating multimedia correspondence
(formal vs. informal) • Evaluating and writing emails, letters,
memorandum
• Creating podcasts and blogs
Readings:
Boveé & Thill (2016). Chapters 6 – 9.
Boveé & Thill (2005). Chapters 7 – 9.

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 Course Outline 2024-2025

Markel & Selber (2018). Chapters 2, 4, 14

&15.
3 Planning Analytical Reports • Forming groups to operate as mock
February • Categories of Reports companies.
11th &12th • Step 1 - PLANNING Analytical Reports • Selecting topics for project. Lecturers may
 Analyze the Situation assign topics.
 Clarify the Problem • Selecting a group model to manage the project
 Define Your Purpose • Writing problem statements
 Develop an Audience Profile • Writing purpose statements
 Prepare Your Work Plan • Identifying stakeholders
• Creating a work plan based on the model
selected.
• Collaborative writing and editing techniques
 Strategies for effective group writing and
editing
 Tools for collaboration (e.g., Google Docs,
Microsoft Teams)
 Managing conflicts

Readings:
Boveé & Thill (2005). Chapter 12.
Boveé & Thill (2016). Chapter 10.
Markel & Selber (2018). Chapter 18.
4 Planning and Drafting Analytical Reports • Revising problem & purpose statements
February • Elements of a Report Introduction • Setting the scope of the investigation
18th & 19th  Authorization • Writing the research question/hypothesis
 Problem/Opportunity • Drafting the letter requesting permission (from
 Purpose Statement the lecturer/university) to conduct the
 Scope investigation.
 Research Question/Hypothesis (optional) • Identifying stakeholders and writing to
stakeholders

Readings:
Boveé & Thill (2005). Chapter 12.
Boveé & Thill (2016). Chapters 10 & 11.
Markel & Selber (2018). Chapter 18.
5 Ethical Considerations in Research • Locating secondary sources for background
February Reviewing the Literature information on topic.
25th & 26th  Locating data and information • Summarizing information and documenting
 Evaluating information sources sources in APA 7
▪ Finding information at a library • Creating a reference list in APA 7
• Revising background to the problem
▪ Finding information online
• Revising problem statement, purpose and
 Documenting your sources
research question (if necessary) to ensure there
Writing Summaries -specifically research is alignment.
articles/materials
Readings:
Boveé & Thill (2005). Chapter 10.
Boveé & Thill (2016). Chapter 10.
Markel & Selber (2018). Chapters 6 & 8.
6 Research Methods and Data Collection • Reviewing ethics in research and obtaining
March • Quantitative vs. Qualitative Research consent.
4th & 5th • Population & Sampling in Quantitative Research • Choosing an appropriate research design based
• Population & Sampling in Qualitative Research on your research purpose.
• Instrumentation • Selecting the sample population and sample
size.
• Designing a questionnaire with 8 – 10
questions.
• Designing the interview questions.
• Viewing video clips of good and bad
interviews, and critiquing each interview.
• Conducting mock interviews
• Disseminating surveys and conducting
interviews, once instruments are approved by
the lecturer.

Readings:
Boveé & Thill (2005). Chapter 10.
Markel & Selber (2018). Chapter 6.
6 Assessment 1 – Business Correspondence to Stakeholder Due

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 Course Outline 2024-2025

March
4th & 5th
7 Data Analysis • Disseminating surveys and conducting
March • Analyze Quantitative Data interviews, once instruments are approved by
11th & 12th • Analyze Qualitative Data the lecturer.
• Write analytical summaries of findings from • Presenting results
research. • Analyzing quantitative and qualitative data.
• Evaluate the strengths and weaknesses of a report
analysis. Readings:
• Explain the differences between drafting a Boveé & Thill (2005). Chapter 10.
summary, drawing a conclusion, and developing a Markel & Selber (2018). Chapter 6.
recommendation.
• Write an analytical report.
8 Step 2 (A) - Writing Analytical Reports • Revising the methodology— research design,
March • Introduction sampling and data collection instruments
18th & 19th  Overview or Background to the Problem • Disseminating surveys and conducting
 Statement of the Problem interviews, once instruments are approved by
 Purpose, Scope, and Limitations the lecturer.
 Sources and Methods • Following the guidelines provided by the
 Report Organization lecturer to write the first draft of the
introduction. Students will also consult the
sample investigative report to write this
section.

Readings:
Boveé & Thill (2005). Chapters 10, 13 & 14.
Boveé & Thill (2016). Chapters 10 & 11.
9 Step 2 (B) – Writing Analytical Reports • Disseminating surveys and conducting
March ▪ Presenting Results & Writing Analytical interviews, once instruments are approved by
25th & 26th Summaries the lecturer.
▪ Feasibility Analysis • Revising first draft of the introduction
 Description of the Proposed Project • Analyzing the data collected.
 Feasibility Analysis: • Writing analytical summaries.
a. Technical Feasibility • Drawing conclusions from the research
b. Economic Feasibility findings and making recommendations.
c. Legal Feasibility
d. Operational Feasibility Readings:
e. Schedule Feasibility Boveé & Thill (2005). Chapters 10, 13 & 14.
▪ Conclusions and Recommendations Boveé & Thill (2016). Chapters 10 & 11.
10 Step 3 - Completing and Formatting Analytical • Organizing the prefatory section of the report:
April Reports cover page, title page, letter of authorization,
1st & 2nd ▪ Components of a Formal Report letter of acceptance, transmittal letter, table of
 Prefatory Parts contents, list of illustrations, and executive
 Text Parts summary.
 Supplementary Parts • Organizing the text parts: introduction, body,
conclusions and recommendations
 Typography
• Organizing the supplementary parts:
references, appendices and index or glossary.
• Editing and proofreading the report.
Readings:
Boveé & Thill (2005). Chapters 10, 13 & 14.
Boveé & Thill (2016). Chapters 10 & 11.
Markel & Selber (2018). Chapters 11 & 12.
Assessment 2 – Analytical Report Due (March 31st – April 4th)
11 Planning, Writing and Completing a Proposal • Selecting the best or most feasible solution to
April (based on the findings of the analytical study) the problem investigated.
8th & 9th • Using the outline provided by the lecturer to
plan an effective and persuasive proposal.

Readings:
Boveé & Thill (2005). Chapters 12, 13 & 14.
Boveé & Thill (2016). Chapters 10 &11.
Markel & Selber (2018). Chapters 8, 16.

12
April SEMESTER BREAK
15th – 21st

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 Course Outline 2024-2025

13 Designing and Delivering Oral Presentations • Selecting the primary format to present the
April ▪Enhancing Presentations with Effective Visuals proposal.
22nd & 23rd  Overhead transparencies • Selecting the most appropriate visuals to
 PowerPoint complement the proposal presentation
 Chalkboards and whiteboards • Rehearsing the presentation with group
 Flip charts members for coherence and smooth
 Posters transitioning of the presentation.
 Other visual aids (mock-ups and models) • Proofing and editing presentations.
Readings:
Boveé & Thill (2005). Chapters 15 & 16.
Boveé & Thill (2016). Chapter 12.
Markel & Selber (2018). Chapters 8, 11, 12 &
21.
14
April 28th
Assessment 3 – Proposal Presentation Due
– May 2nd
15
May
COURSE EVALUATION DUE
5th – 9th

TEACHING & LEARNING METHODOLOGY:

The course will be delivered using pre-recorded presentations, Zoom webinars, online tutorials, in-
class activities, and presentations.

METHODS OF ASSESSMENT:

Continuous Assessment: Coursework Assessments

Assessment 1 Business Correspondence (Webinar Period) Individual 25%

to Stakeholders Week 6 (March 4th & 5th, 2025)
Assessment 2 Analytical Report Moodle Group 35%
Week 10 (March 31st – April 4th, 2025)
Assessment 3 Proposal Presentation In-class (Tutorial Periods) Group 20%
Week 14 (April 28th – May 2nd, 2025)
Assessment 4 In-class Participation In-class activities (Tutorial Periods) Individual 20%
Weeks 1 – 13

GRADING SCHEME

Grad %
e
A 75 – 100
B 65 – 74
C 55 – 64
D 45 – 54
F 44% and
below

REQUIRED TEXT:

Pfeifer, W. S., & Adkins, K. E. (2012). Technical communication fundamentals. Prentice Hall.

RECOMMENDED READINGS:

Boveé, C. L., & Thill, J. V. (2005). Business communication today (8th ed.). Upper Saddle
River, NJ: Pearson.

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 Course Outline 2024-2025

Boveé, C. L., & Thill, J. V. (2016). Business communication essentials (7th ed.). Upper Saddle
River, NJ: Pearson.

Kolin, P. C. (2016). Successful writing at work. (11th ed.). Cengage Learning.

Markel, M., & Selber, S. A. (2017). Technical communication (12th ed.). Bedford/St. Martin’s

_________________________________________________________________________________________

FACULTY OF EDUCATION & HUMANITIES

DEPARTMENT OF LANGUAGE & CULTURAL STUDIES
THE LANGUAGE CENTRE POLICY DOCUMENT

The policies below were extracted from the General University of Guyana Regulations 2022-2023 located in
SRMS. A few caveats (italicized) are included in this document to guide the administration of the courses
offered by the Language Centre.

ATTENDANCE AND PARTICIPATION

1. Attendance should be seen as regular and active participation in webinars and tutorial classes. In this
course, we encourage active engagement with the course by means of students sharing their thoughts,
feelings and experiences with their peers and tutors in webinars and tutorial sessions.

2. In accordance with the University of Guyana’s attendance policy, students are required to make at least
75% attendance in this course (ENG 1203).

Students who do not make 75% attendance at tutorial sessions, please note that your assessments will
NOT be graded.

3. The grade for participation is computed on the basis of a student’s involvement in tutorial discussions, in-
class assessments, submission of oral and written assignments and engagement in other activities required
for course completion.

4. The end of period for late registration is February 21, 2025. Students may not be accepted in tutorials
after week five (February 28th) in the semester.

Note: Power outage and internet connectivity should not be used as excuses for absolute absenteeism from
online classes. Students should equip themselves with a back-up plan to circumvent these issues.
Special Circumstances
Students who have serious life situations that force them to be absent from webinars and tutorials are advised
to make contact with their lecturer first, then the Coordinator of the Language Centre if necessary, for
guidance on how to manage their challenging situations in an endeavour to ensure successful completion of the
course.
Additionally, students who have prescheduled engagements which will interfere with attendance at webinars
and tutorials, and timely submission of assessments are advised to communicate with their lecturer in advance.
For engagements such as medical appointments, authentic documentation to support prescheduled absence
from classes should also be presented to the lecturer.

ASSESSMENT
 Students are required to submit three (3) assessments for this course. Students will receive detailed
instructions, guidelines and rubrics for each assessment prior to the due date. The due dates of all

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 Course Outline 2024-2025

assessments are included in the course outline. Any adjustments to the due dates will be posted on
each lecturer’s Moodle page at least one week in advance of the initial deadlines for the assessments.

 Assessments will be done using the online modality or face-to-face as directed by individual lecturers.

 For assessments conducted virtually, students are required to upload their completed assessments to
their individual lecturer’s Moodle page. One mark will be deducted for each day assessments are
uploaded late to Moodle.

 Each assessment will be second-marked.

Late Submission:
Students prevented from being formally assessed because of severe illness or other serious hindrance may send
a formal email at least 24 hours before the assessment due date, with valid reason/s for late submission.
Reasons may include:
• Severe illness (Medical report required)
• Death of a loved one
• Official duty (Signed letter from superior is required)
Outside of this, appeals for submission should be made within five (5) days of the due date of any form of
assessment. Except in special circumstances, consideration would not be given to appeals submitted after that
date.
Note: Power outage and internet connectivity should not be used as excuses for absenteeism from assessments
done online, or late submission of assessments. Students should equip themselves with a back-up plan to
circumvent these issues.
Make-up Assessments:
Students, who were absent from a test, may be granted a make-up test, provided that:

• An approved fee is paid in advance to the Bursary

• The test is administered in the said semester with the original test

• The test is preferably held before any subsequent test in the said course
The Incomplete (I)-grades:
1. Students who face extenuating circumstances and are unable to complete the course work before the end of
the semester, may be awarded an I-grade.
2. Lecturers and students must agree to the “new” due date for outstanding assessment/s, before an I-grade is
awarded.
3. Students have up to the end of the next semester to complete their "I" grades, but they are usually
encouraged to complete their I-grades before the end of the upcoming semester.
4. If the assessments are not completed, within the specified time, the final grade will be the grade that would
have been attained before the application for the ‘I’ grade.

ACADEMIC INTEGRITY Plagiarism

The University takes a serious view of any form of plagiarism. Plagiarism is defined as the unauthorised and
unacknowledged use of another person’s intellectual efforts, ideas and creations under one’s own name.

Students are advised that intellectual efforts, ideas and creations include books, paintings, music, audiovisual
works and any other format in which intellectual work may be expressed.

Unacknowledged use involves not only word-for-word copying of sentences or paragraphs of another’s
intellectual efforts, but also largescale borrowing and repetition of ideas without proper . . . acknowledgement
of the sources(s) of such borrowing.

If students are in any doubt as to what constitutes plagiarism, they should consult with their lecturers.

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 Course Outline 2024-2025

It is University policy that students found guilty of plagiarism will be warned on the first occasion and, on any
subsequent occasion, will be expelled from the University.
Note:
1. Students who plagiarize for the first time will be warned. Students who plagiarize on any subsequent
occasion will be referred to the Faculty of Education & Humanities’ Disciplinary Committee where
the appropriate penalty will be applied.
2. Students will include the following declaration of their own work in their assessment:
I hereby declare that the work being submitted is my own work. I understand what constitutes plagiarism,
and I further declare that I have checked my paper, and this work is not plagiarised. I permit the
University of Guyana to analyse my work using any plagiarism detection technology, and if found guilty of
committing the offence of plagiarism, I understand that I am liable to be sanctioned.
Name: ___________________________ USI_____________
Signature: _________________________Date: __________________
3. Students must familiarize themselves with the University of Guyana’s AI policy which is located on
the University's website under “Policies.”
4. Students must provide authentic documentation (in-text citations & references) for all AI software, AI
tools and AI generated content used in their assessments.
5. Each lecturer will indicate whether or not the use of AI is permitted for specific assessments and
under what circumstances.

FACULTY INFORMATION

Effective communication is key to successful completion of the course. The Moodle platform and email
are primary means of communication between lecturers and students. Lecturers may also use the telephone
and telegram to reach students. Lecturers are therefore required to provide students with their uog email
addresses and/or phone numbers to facilitate quick and efficient communication.

Students are also required to use their uog email addresses and communicate in a professional manner at
all times.

All full-time lecturers will schedule two-hours of office time to accommodate students who need guidance
on matters pertaining to the course.

Students who have issues that their lecturer cannot resolve can communicate with the Coordinator via:

 Email: [email protected]
 Email: [email protected]
 Office Hours on Tuesdays from 1:15-2:10 p.m.

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Language Centre, Department of Language & Cultural Studies