THE COPPERBELT UNIVERSITY

SCHOOL OF MATHEMATICS AND NATURAL SCIENCES

DEPARTMENT OF MATHEMATICS & SCIENCE EDUCATION
LA111 COMMUNICATION SKILLS (2021-2022)
COURSE OUTLINE (GROUP C AND E)

INSTRUCTOR: A. SIMPANDE
[email protected]
https://sites.google.com/view/cbu-communicationskills/course-outline

Course Description
This introductory course aims to explore and equip students with effective communication skills for
academic and occupational purposes. The course is designed for science and engineering students
and examines the nature of communication in these two contexts. Particular attention is given to
writing and presentation skills. Examples used refer directly to the science process skills of
observing, classifying, inferring, predicting, experimenting and communicating to cultivate a sense of
scientific inquiry in the context of academic and professional English.

Course Objectives
 To equip students with the communication skills necessary to perform their academic tasks
at the university.
 To develop competence in communication tasks required in modern industry.
 To make students active participants in their communities by being effective communicators

Learning outcomes
By the end of this course, students should be able to:
 define the communication process and related concepts
 identify communication barriers during communication
 explain the nature and importance of non-verbal communication
 make notes from written sources and take notes from spoken sources
 develop reading skills for different types of materials
 write for different audiences, purposes, and contexts
 use appropriate essay writing patterns and paragraphs
 organise presentations using a variety of patterns
 Use accepted citation and referencing conventions
 use, interpret and incorporate visual forms in communication

Requirements and Classroom Conduct

You are expected to:
 have a functional and active email address
 read assigned texts before class
 attend class on time and meet attendance requirements
 communicate any absence from class
 mute your mobile phones during class
 respect others and their right to participate fully in class
 submit assignments on time

Method of Instruction
In Class: Oral presentations, Lecture, PowerPoint presentations, guided practice, pair/ group work,
discussion, Role play/simulation
Out of Class: Assignments (reading and writing), Oral and visual presentation preparation (Power
Points, reports, public speaking practice) Group work (interviews, information gathering) and library
research.
Assessment
Continuous Assessment (Tests and Assignments) = 40% Degree, 50% Diploma
Final Examination = 60% Degree, 50% Diploma
Required Readings
1. Ramage, J.D., Bean, J.C., & Johnson. (2006). The Allyn & Bacon Guide to Writing.
4 th ed. Longman
2. Bailey, S. (2011). Academic writing: A Handbook for international students. 3 rd ed. London:
Routledge. (PDF).
3. Sillars Stuart, Success in Communication. 11th ed. (2010). London: John Murray Ltd.
4. Jain, V. K., & Biyani, O. (2007). Business Communication. New Delhi: S. Chand & Company.
5. Mills Gordon H., Walter John A. Technical Communication. 5th ed. (1986). New York: Holt
Rinehart and Winston. [University Library – limited copies].
6. Alred, G.J., Brusaw, C.T. & Oliu, W.E. (2015). The Handbook of Technical Writing.
Macmillan Higher Education.
7. Huckin T.N., Olsen L,A.. (1991). Technical Writing and Professional Communication for
Nonnative Speakers of English. New York: McGraw-Hill, Inc.
8. Last, S., Neveu, Candice & Smith, Monika. (n.d.). Technical Writing Essentials:
Introduction to Professional Communications in the Technical Fields. University of Victoria,
British Columbia. Retrieved from https://pressbooks.bccampus.ca/technicalwriting/
9. https://open.lib.umn.edu/communication/chapter/1-3-communication-principles/
10. https://www.open.edu/openlearn/languages/english-language/how-be-critical-reader/content-
section-0
11. Hand outs and extracts will be uploaded on the class website for selected texts.

Summary of Content
Unit 1: Introduction
a. Definition and functions/roles of communication
b. Types and Forms of communication
c. Audience and purpose in communication
Unit 2: The Communication Process (Models and Elements)
Unit 3: Barriers to communication
Unit 4: Nonverbal Communication
Unit 5: Note making and note taking
Unit 6: The Essay and Writing Skills
Unit 7: Citations and referencing
Unit 8: Technical Writing (Descriptions)
Unit 9: Information from graphics/visuals
Unit 10: Business writing - letters, e-mails, memos, short reports
Unit 11: Speaking and presentation skills
Unit 12: Meetings - agenda, minutes and notices
Unit 13: Interviews - types and questioning
Unit 14: Report writing (research report)

Activities
Major reading tasks
a. Long text reading comprehension: headings, subheadings, numbering, thesis statement,
topic sentences, supporting details
b. Reader response: Critique a text, analysis/synthesis of an argument

Major writing tasks

Academic essay: Transitions, paragraphing, citations, and referencing
Job application letter: formatting and style, formal tone
Short schematic report: formatting, use of reported speech, use of tense
Technical descriptions: use of adjectives, prepositional phrases & transitions

Major speaking tasks

Persuasive presentation on an issue: use of logos, pathos, ethos
Defending a position on an issue: argumentation through debate
Reading Guidelines for each topic
Introduction to communication
a. https://open.lib.umn.edu/communication/chapter/1-3-communication-principles/
b. Read extract from Huckin T.N., & Olsen L.A. (1991).
c. https://pressbooks.bccampus.ca/professionalcomms/chapter/3-2-the-communication-process-
communication-in-the-real-world-an-introduction-to-communication-studies/
d. https://open.lib.umn.edu/communication/chapter/1-2-the-communication-process/
e. Jain & Biyani, Business Communication, p.12-15)
f. depssa.ignou.ac.in/wiki/images/0/0a/Unit1kiron_ed.doc
g. Nonverbal Communication Behavior in Interpersonal Relations, by V. Richmond & J. McCroskey,
5th edition
h. https://open.lib.umn.edu/communication/chapter/4-1-principles-and-functions-of-nonverbal-
communication/
i. https://open.lib.umn.edu/communication/chapter/4-3-nonverbal-communication-competence/
Note making and note taking
a. Success in Communication, p.118-124
b. Success in Communication p.130-132
Unit 3: The Essay and Writing Skills
a. The Allyn and Bacon Handbook (See page numbers above for specific sections). (p.60-100)
Citations and References
a. APA Documentation Style https://apastyle.apa.org/
Technical writing
a. Mills and Walter, Technical Writing, p.81-119.
b. Mills and Gordon, Technical Writing, p.123-153.
c. Handout by Dr. Steven M. Gerson, Writing That Works. p.57.
Information from graphics/visuals
a. https://pressbooks.bccampus.ca/professionalcomms/chapter/6-1-graphics/ Read from 6.1 to 6.6
Business Correspondence writing
a. https://pressbooks.bccampus.ca/professionalcomms/chapter/5-1-memos/
b. https://pressbooks.bccampus.ca/professionalcomms/chapter/5-5-reports/
c. Success in Communication, p.140-160 for memos, notices & emails:
Speaking and presentation skills
a. https://pressbooks.bccampus.ca/professionalcomms/chapter/8-6-oral-presentations/
b. Selecting, Narrowing, Researching, Organising, Outlining
https://open.lib.umn.edu/communication/part/chapter-9-preparing-a-speech/ Read from 9.1 to 10.4
c. Persuasive strategies https://open.lib.umn.edu/communication/chapter/11-4-persuasive-strategies/
Meetings and Documentation
a. Success in Communication, pp279-299
Interviews
a. Success in Communication, p.96-104
Report Writing
a. Hand-outs will be shared (See PDF versions on class website)
b. Video link will be posted on the class website.

Instruction: Use this resource to help you study and to kick-start your preparation for the group presentations.
Find additional sources and materials to support your learning.
 LA111 COMMUNICATION SKILLS (2021-2022)
SCHEDULE OF STUDENT PRESENTATIONS

TERM ONE

Date Learning objectives Topic Presenter

Week 1 -Definition of Communication
-Functions of Communication
-Types and Forms of Comm.
Week 2 -Models of Communication
Explain the communication -Elements of Communication
process and related concepts
Week 3 Identify communication Barriers to communication (in
barriers speech and writing)
Week 4 Describe aspects/ categories -Paralinguistic features
of non-verbal communication -Proxemics
-Kinesics
-Oculesics
-Haptics
-Chronemics
-Appearance/ artefacts
Week 5, 6 Develop critical reading skills -Reading skills
and 7 -Identify main ideas from -Notes format
written and spoken sources -Thesis statements
-Check and critique -Topic sentences
information sources -Transitional markers
-Plan and organise written -Paragraphing and
notes/outlines Paraphrasing
-Notes and summaries
Week 8 -write for different audiences, -Structure of an essay
and 9 purposes, and contexts -The writing process
-use appropriate essay writing -Audience, purpose and
patterns and paragraphs context
-organise essays and -Types of writing patterns
presentations using a variety -Collecting and organising
of patterns information
-Paragraph organisation
-Introducing a topic
-Concluding a topic
Week 10 Use accepted citation and APA Documentation style:
referencing conventions Citations and references

TEST 1

TERM TWO
Date Learning objectives Topic Presenter
Week 1 Produce descriptive -Types of technical
documents for technical documents
purposes -Organising a technical
description and use of
visuals/diagrams
Week 2 Explain what to define and -Definition writing
how to define -Types of definitions
Week 3 Use of prepositional phrases in -Describing objects
descriptions
Week 4 Use of prepositional phrases in -Describing mechanisms
 descriptions
Wee 5 -Use of the active and passive -Describing processes
voice in descriptions -Writing Instructions
-Use of the imperative in
instruction writing
Week 6 -Letter layout and forms of
address
-Business communication
Produce various business principles
Week 7 documents in a given context -Letters of complaint &
adjustment;
-Letters of employment and
CV writing
Week 8 Memos, Notices, and Email
Week 9 Short Reports
and 10
TEST 2

TERM THREE
Date Learning objectives Topic Presenter
ASSIGNMENT ALLOCATION
Week 1, 2 -Interpret information from -Use and value of visual
and 3 various visual sources sources in communication
-Present basic visuals to -Interpretation of Tables and
increase the effect of figures (describing trends,
communication use of adjectives)
-Presentation of information
in tables and figures
-Other forms of visual
communication
Week 4, 5 -Identify modes of oral -Modes of delivering a
and 6, 7, 8, presentations and their speech
9 purposes -Short speeches: off the cuff,
-Make oral presentations using making introductions,
different forms of rhetoric welcome and vote of thanks)
-Execute the roles of -Organisation of a long
interviewer, chairperson and speech (the introduction, the
interviewee body and the conclusion)
-defend your position on an -Meetings and speaking skills
issue in meetings
-Interviews (types and
questioning)
-Procedure & roles during an
interview

Week 10 ASSIGNMENT DUE

Instructions: Form a group of 4 (maximum) and choose an area of presentation under Topics as
indicated above. Each group member is expected to attend group meetings and take part in the
discussions. Each group member should be allocated a specific area of presentation. Groups are
encouraged and required to prepare and use PowerPoint and/or any other multi-media platform
including videos. Groups are responsible for organising and setting up required props for their
presentation. Each presentation should be a maximum of 28 minutes long (7 minutes per group
member).
 WRITING GRADING RUBRIC

Feedback for: _________________________________ (student name)

Components of a successful essay

needs
Criteria work
adequate good excellent

Assignment Fulfilment
Does the essay respond to all parts of the assignment
and effectively fulfill all the requirements? Is the essay
an analysis of/argument about the text(s)?
Thesis/Controlling Idea
Is the thesis statement or controlling idea clear and
arguable? Does the thesis imply the structure of the
essay?
Organization/Coherence/Focus
Is the introduction quick to capture reader interest and
strongly orient the reader? Is there a logical order of
ideas with clear transitions? Are there strong topic
sentences? Does the writer stay on topic within each
paragraph? Does the conclusion lead to larger
implications and/or significance? Is the overall essay
unified around one clear argument?
Development/Support
Are the arguments fair, reasonable, and logical? Is the
evidence in the body paragraphs consistently focused on
a clear supporting point? Are body paragraphs fully
developed, insightful, and convincing? Is there a balance
of textual support and the student’s own ideas?
Use of Text
Are relevant quotes, paraphrases and concepts from a
text skilfully integrated to support and illustrate ideas? Do
they demonstrate sophisticated use and understanding of
the text(s)?
APA Formatting and Documentation Skills
Has the APA format been used accordingly? Are the
sources cited within the essay and in the References
page according to the APA style?
Sentence Style (unity, cohesion)
Do the sentences flow well? Does the writer join
sentences to show relationships between ideas? Is there
sentence variety – use of coordinating and subordinating
conjunctions?
Parallelism, transitions, diction.
4 or more 3 or fewer 2 or fewer 1 or fewer
Grammar errors/page errors/page errors/page errors/page
Is the essay proofread paying attention to grammar,
punctuation, and spelling?

Comments:
 ORAL PRESENTATION GRADING RUBRIC
Name of Student: ________________________________________________ Major: __________________

I. Structured Presentation
A. Communicative success (would an English speaker understand you?)
9-10: Examiner understood all of the message
8: Examiner understood the general message and most of the details
7: Examiner understood the general message, but only some of the details
6: Examiner had some idea of the general message, but did not understand most details
0-5: Examiner did not understand what the student was trying to say
-: Not enough material to evaluate
B. Pronunciation
9-10: Vowels are open and resonate beautifully. Consonants sound English. Rhythm is even, and there are no errors
with silent endings.
8: M ost vowels resonate clearly, and most consonants sound English.
7: Speech is understandable, but vowels and consonants sound mostly French/M alagasy.
6: No effort to sound English. Vowels, consonants, rhythm all sound completely M alagasy, making it difficult to
understand student.
0-5: M ispronunciation makes comprehension impossible OR not enough speech to evaluate
C. Fluency
9-10: Speech is smooth; student comfortable and confident in use of the language.
8: Speech occasionally hesitant; some rephrasing.
7: Speech is hesitant (e.g. frequent rephrasing, sentences left unfinished, long pauses).
6: Speech hesitant and choppy; conversation is almost impossible.
0-5: Speech limited to isolated words
D. Vocabulary
9-10: Shows control of a wide range of vocabulary taught and always uses this vocabulary appropriately.
8: Shows control of an adequate range of the vocabulary taught and most often uses this vocabulary appropriately
7: Some control of new vocabulary, but relies on fixed expressions/basic vocabulary or uses vocabulary inappropriately
6: Shows very limited control of the vocabulary taught OR not enough speech to evaluate.
0-5: Shows no command of the vocabulary taught, making communication impossible.
E. Grammar
9-10: Uses appropriate academic grammatical structures and shows consistent control of those structures.
Communication is never impeded due to grammatical errors.
8: Uses some new grammatical structures and usually controls them. M akes some errors.
7: Shows partial control of the structures taught, but makes several errors
6: Speech is very difficult to understand due to lack of control of structures taught; OR not enough speech to evaluate.
0-5: Extreme lack of control of structures taught; OR avoided new grammar entirely.
F. Presentation
9-10: Presentation is creative and appropriate. Amount of time spent conversing is impressive and the topic is covered
with a lot of detail and imagination.
8: Presentation is appropriate to the topic and situation, with moments of real creativity. M eets time requirements.
7: Presentation meets content and time requirements, but in a minimal fashion. No effort at creativity or elaboration.
6: Presentation is not satisfactory because it is too short and/or does not completely meet content and/or time
requirements.
0-5: Presentation not worthy of credit OR conversation is entirely inappropriate to topic or situation.

G. Non-verbal Communication (9-10, 8, 7, 6, 0-5)

H. Use of Sources/References (9-10, 8, 7, 6, 0-5)
I. Student Reading from paper (9-10, 8, 7, 6, 0-5)
II. “Natural Speech”
A. Comprehension
9-10: Student understood all questions. No need for rephrasing or gesturing on the part of the Examiner
8: Student understood most questions, occasionally needing rephrasing or gestures
7: Student misunderstood several questions and needed extra explanations to understand the questions.
6: Student misunderstood most questions and needed continual extra explanations, slowed speech and gestures to
understand
0-5: Student misunderstood all questions, making conversation impossible.
B. Response
9-10: Student responded appropriately to all questions, frequently volunteering more information than a simple
response would require.
8: Student responded appropriately to most questions, occasionally elaborating on his or her response
7: Student often responded inappropriately to questions, and limited responses to convey only the required information
6: Student responded inappropriately to most questions, limiting his or her responses to only a few words
0-5: Student responded inappropriately to all questions, making conversation impossible.